高中英語必修2教案

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高中英語必修2教案 篇1

1.attitude to/towards

sb/sth

2.take/adopt/have a

positive/negative...attitude

3.previous adj.ver.1.2.3.4.5.6.5.be covered with/by...． 6.enthusiastic adj.(about)

7.enthusiasm n． 8.amazing adj.9.amazed adj.(to

do)(at/by)10.amaze v

11.amazement n． 12.to one’s amazement 13.in amazement rmation n． rm sb.of sth.16.instruction n． 17.instruct v． 18.bored adj.(with)19.boring adj.20.bore v．

21.embarrassed adj.22.embarrassing adj.23.embarrass v．

24.embarrassment n． 25.behavior n．(U)26.behave oneself 27.description n． 28.describe v． 29.impressive adj.30.impress sb with．..＝sb

be impressed with/by． 31.impress sth on sb/on

one's memory32.leave/make an

impression on sb 33.encouragement n． 34.encourage sb.to do sth.35.discourage sb.from

doing sth.36.disappointed adj.37.disappointing adj.38.disappoint v． 39.disappointment n.40.disappear from sight 41.appear vi.42.(Link-v.)appear

adj./n./to be..43.It appears that從句 44.appearance n.45.be similar to sb.in sth.46.far from 47.nothing like 48.in other words 49.in a/one word 50.in words

51.keep/break one's

word/promise

52.have a word with sb 53.have words with sb 54.word come that....55.leave word with sb.56.=leave a message to sb.57.look forward to

(doing)sth.58.pay attention to

(doing)sth.59.be/get used to

(doing)sth.60.get down to(doing)sth.61.stick to(doing)sth.62.devote...to(doing)sth..63.lead to(doing)sth.64.at the start of 65.at the end of 66.go to college 67.be divided into

68.divide(up)．..among/be

tween

69.divide....in half/in

two/into halves

70.separate...from/by.....71.took an active part in...72.take part in 73.join 74.join in 75.attend

76.attend to...1.2.77.I don't

think/believe/imagine/suppose/expect that.....78.This room is three times

as big as that one.＝This room is three times bigger than that one.＝This room is three times the size of that one.79.Tom has made rapid

progress recently.—Oh，so he has and so have you.80.①So＋系動詞/助動詞/

情態(tài)動詞＋主語②neither/nor＋系動詞/助動詞/情態(tài)動詞＋主語③So it is with.../It is the same with...

高中英語必修2教案 篇2

Unit 2 English Around the World

Ⅰ單元教學(xué)目標(biāo)

技能目標(biāo)Goals

Talk about English and its development, Different kinds of English

Talk about difficulties in language communication

Learn to make dialogue using request & commands

Learn to transfer from direct into indirect speech

Learn to give opinions and organize ideas by way of brainstorming

Learn to make a poster showing your ideas clearly Ⅱ目標(biāo)語言 功能句式

Talk about English and its development Refer to Introduction in the teachers’ book

Talk about difficulties in language communication

Different speaker may come from different place, so they may use different words and dialect, such as subway-underground、left-left-hand-side、two blocks two streets.Make dialogues using request or command: Pardon? Could you repeat that, please?

I beg your pardon? Can you speak more slowly, please? I don’t understand.Sorry.I can’t follow uld you say that again, please? How do you spell it, please?

詞匯

1.四會詞匯

include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rule(v.)vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block 2.認(rèn)讀詞匯

Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish 3.固定詞組

play a role(in)because of come up such as play a part(in)

語法

Command & request

Open the door.Please open the door.Would you please open the door? Indirect Speech

He told(asked)me to open the door.Ⅲ.教材分析和教材重組: 1.教材分析

本單元的中心話題是 “English language and its development, different kinds of English”.通過對世界英語這一話題的探討,加強(qiáng)學(xué)生對英語語言的了解,對當(dāng)代語言特別是英語發(fā)展趨勢的了解.世界在發(fā)展,時代在前進(jìn),語言作為交流的工具,也隨著時代的發(fā)展而變化.由于英語在世界上的廣泛使用,它不斷地吸收、交融、容納、創(chuàng)新,這就形成了各種各樣帶有國家、民族、地區(qū)特色的英語.沒有人們認(rèn)為的那種唯一的標(biāo)準(zhǔn)英語。盡管如此，我們還是要通過本課文的學(xué)習(xí)讓同學(xué)們感受、了解美國英語、澳大利亞英語、印度英語、新加坡英語等都有自己的規(guī)律和慣用法，和不同的發(fā)音規(guī)律。

1．1 Warming Up簡要介紹了世界英語的分支以及英語語言在不同國家產(chǎn)生的差異，使學(xué)生感受英語語言的多文化、多層次、多元性，對英國英語和美國英語的不同有一個粗淺的了解。

1．2 Pre-reading通過兩個問題引發(fā)學(xué)生對課文主題的思考，以便參與課堂活動。

1．3 Reading簡要地說明英語語言的起源、發(fā)展變化、形成原因，以及它的發(fā)展趨勢。

1．4 Comprehending主要是檢測學(xué)生對課文基本內(nèi)容的理解程度。

1．5 Learning About the Language主要通過各種練習(xí)幫助學(xué)生重溫本單元前幾個部分所學(xué)的新單詞和短語，同時也通過新的例子展現(xiàn)了美國英語、英國英語的差異，并著重介紹了本單元的語法項目（Request & Command and Indirect Speech）。

1．6 Using Language其中的reading and talking主要介紹了當(dāng)今世界各地各國說英語有自己的特色，即便是美國東西部、南北部，說話均有所不同。為幫助培養(yǎng)跨文化意識，可以讓學(xué)生學(xué)完課文后討論中國的方言，使他們感受到本國的文化差異。

2．教材重組

2．1 導(dǎo)入 把Warming Up 作為一堂課。

2．2 精讀 把Pre-reading、Reading 和 Comprehending整合在一起作為一堂課精讀課。

2．3 語言學(xué)習(xí)把Learning About Language和Workbook中的Using Words, Using Structures 結(jié)合在一起。

2．4 寫作

2．5聽和說 把課文中的聽和說整合成一堂課。

2．6 練習(xí)課 workbook exercises & other Exx.3．課型設(shè)計與課時分配

1st period Warming Up

2nd period Reading &Language Study

3rd period Learning About Language r& grammar 4th period Writing

5th period Listening & Speaking 6th period Exercises

Unit 2 English around the world Period One Warming up

一、教學(xué)目標(biāo)（teaching aims）student’s book;warming up

1、能力目標(biāo)(ability aim)

a.Enable students to talk about the world Englishes

b.Enable students to talk about the differences between Am.English and Br.English

2、語言目標(biāo)(language aim)

more than;include;play an important role;because of;international;native;elevator;flat;apartment;rubber;petrol;gas;

二、教學(xué)重難點(Teaching important points)a.Students learn about the world Englishes and the differences between Am.English and Br.English.b.Students can understand the jokes caused by the misunderstanding of different Englishes.三、教學(xué)方法(Teaching method)

a.Individual, pair or group work to finish each task.b.Listening c.Discussion

四、教具準(zhǔn)備(Teaching aids)

a computer;a tape-recorder;a projector

五、教學(xué)步驟(Teaching procedure)Step I.Leading-in

Fun time: warm the students up by asking them to greet each other with their dialects.At the same time, lead the students to think about the topic of this unit--“l(fā)anguage”.Step II.Warming up.1)A quiz about the national flag of countries speaking English as their first or second language.Lead the students to the topic “English Around the world”.2)Ask the students to think about the question about the “world Englishes”.Step III.Talking about “world Englishes”, especially the differences between “American English” and “British English”

1)Listen to a dialogue between an American and an Englishman.And try to find out the cause of the misunderstanding between them.2)Talk about the differences between American English and British English.(mainly about vocabulary and spelling)Step IV.Speaking Task.Students make up a dialogue with a misunderstanding caused by the differences between “American English” and “British English” like the dialogue they listened to.Unit 2 English Around the World Period Two Reading

教學(xué)目標(biāo)（Teaching aims）

Get the students to know English language and its development and different kinds of English through this passage.教學(xué)內(nèi)容(Teaching contents)

Get the knowledge of English language and its development and different kinds of English.能力目標(biāo)(Ability aim)

Get some knowledge of different kinds of English 語言目標(biāo)(Language aim)

Grasp some words and expressions such as, play a role in /because of/ come up/ play a part in and learn the grammar--the indirect speech of the imperative clause 教學(xué)重難點(Teaching important points)The indirect speech of the imperative clause 教學(xué)方法(Teaching methods)task-based approach 教具準(zhǔn)備(Teaching aids)multi-media computer

教學(xué)步驟(Teaching procedure)Step 1 Warming up.Warm the students up by ask them to tell the differences between American English and British English.Step 2

Pre-reading.Ask the students to discuss some questions about “English” in pairs.1.How many people speak English in the world today? 2.Why do so many people speak English? 3.What has helped to spread English around the world? 4.Do you think it important for Chinese to learn English? Why? Step 3

Reading.1)The first-reading.Ask the students to scan the text and choose the correct answer in the book.2)The second-reading.Ask the students to read the text paragraph by paragraph, and get some detail information.a.For the first and second paragraph, students answer some questions

b.For the third and fourth paragraph, students find out the information to fill in the table of the development of English.c.For the last paragraph, students find out the reason why India speaks English.Step 4

Discussions:

1.Do you think it matters what kind of English you learn? Why? 2, Why do you think people all over the world want to learn English?

3, Do you think Chinese will become the most popular language in the world instead of English in the future?

Step 5

Extension

Give the students some information of origin of British English and American English.The formation of British English From 17th century—19th century

The UK colonized Ireland and joined with Scotland long ago

Colonized;North America, the Caribbean India, including Pakistan, Bangladesh, Australia, New Zealand, Palestine, parts of sub-Sahara Africa, Hong Kong, Singapore and the Pacific Islands The formation of American English

American colonial rulers also brought their English to:

Hawaii, Puerto Rico, the Philippines and other Pacific island in the late 19th century Introduce the situation of English speaking in China.Tell them some proper items.Native speaker: A person who speaks English since birth but who may not speak a standard form of it.L1 speaker: A native speaker of English who uses it as his or her mother tongue or an immigrant to an English-speaking country who always prefer to use it ESL: English as a Second Language

L2 speaker: A second language speaker of English EFL: English as a Foreign Language Step 6

Homework

1.Finish the exercise on page 11.2.Read passage on page 51 The Oxford English Dictionary and make notes about Murray’s life.Unit 2 English around the world

Period Three Learning about Language

一、教學(xué)目標(biāo)（teaching aims）student’s book;Discovering useful structures

1、能力目標(biāo)(ability aim)

a.Enable students to tell the differences between a request and a command.b.Enable students to learn about the Indirect Speech(requests & commands)c.Enable students to use the Indirect Speech(requests & commands)

2、語言目標(biāo)(language aim)

command;request;retell;polite;boss Indirect Speech(requests and commands)

二、教學(xué)重難點(Teaching important points)a.Students learn about the differences between a request and a command.b.Students learn about the Indirect Speech(requests and commands)c.Students can use the indirect speech.三、教學(xué)方法(Teaching method)

a.Individual, pair or group work to finish each task.b.Discovering the structure through examples c.Practice

四、教具準(zhǔn)備(Teaching aids)a computer;a projector

五、教學(xué)步驟(Teaching procedure Step 1.Warming-up(Revision)

Warm the students up by asking them to go over the Direct Speech and Indirect Speech..Do some exercises : change a statement or a question into Indirect Speech.Step 2.Talk about Request and Command.1)Talk about the polite and Impolite tune.2)Change the commands into Requests.3)Learn to give requests or commands according to the situations.Step 3.Talk about how to change a request and a command into Indirect Speech.ask(ed)sb(not)to do sth tell/told sb(not)to do sth

Step 4.Practise changing a request or a command into Indirect Speech.Step 5.Using the structure.A game: choose two students act as two robots.One listens to the requests, the other listens to the commands.Other students give either requests or commands, and the robots do what the students asked them to do.Unit 2;English Around the World(Period Four)writing

教學(xué)目標(biāo)（Teaching aims）

a.Let students get to know how to write a statement by using brainstorming

b.Try to use connecting words or sentences to make it as an essay or passage not just several sentences.教學(xué)內(nèi)容(Teaching contents)Write a statement

能力目標(biāo)(Ability aim)

Using the brainstorming way to collect sentences and then arrange them properly 語言目標(biāo)(Language aim)I think, I believe，In my opinion…

We learn English to do…

教學(xué)重難點(Teaching important points)How to arrange sentence correctly.Try to use connecting words.教學(xué)方法(Teaching methods)Brainstorming way

教具準(zhǔn)備(Teaching aids)multi-media computer

教學(xué)步驟(Teaching procedure)Step1 Leading in

Use the brainstorming way to ask students “Why should we live?” which is a simple question, at the same time there might be various answers to the question, which will stimulate their interest.Step2 Presentation

Also use the brainstorming way to ask “Why should we learn English?” and “how can learning English help China?” Step3 A poster

Write a poster to collect all their ideas.try to use completely sentences, such as : I like to study English and use it for business in the future.I want to study English well so that I can read English books.Say, come to the blackboard and write down your ideas, trying to use complete sentences, such as: If I learn English well, I can bring in the advanced foreign technology to China.So China will become stronger.I decide to learn English well, in this case I can read many English novels, so I can translate them into Chinese, then more Chinese can know more things about the world.Step4 Write an essay

The title is “Do we need to learn English?”

Step5 Display the structure on how to write the essay.1.State your points of view. the supporting reasons.3.Get a conclusion Step6 Show them the connecting words which can help them to join the sentences and paragraphs.Illustration: I think , I believe, In my opinion, As far as I am concerned… Addition: firstly, secondly, then, besides, at last… Contrast: however, but , on the other hand… Summary: in short, in a word, therefore, so…

Step7 Give them a simple example which is not complete Do we need to learn English?

I strongly think we not only need learn English but also learn it well…Why should we learn it…How can learning English help China in the future?…So… Step8 Homework My Experience of Learning English Para1.My problems in learning English.Para 2.How I can improve my English.Para.3.What I like about learning English.Para Para 4.How I hope to make use of my English.Unit 2: English Around the World Period Five Listening & speaking

一、學(xué)目標(biāo)(Teaching aims)

教材(Teaching materials)listening materials on p12 and p14 on the textbook, another one attached

1、能力目標(biāo)(ability aim)enable Ss to catch the listening materials and understand them and distinguish British and American English, try using them in dialogues.2、語言目標(biāo)(Language aim)distinguish some words used in British and American English、some dialect and accent

二、教學(xué)重難點(Teaching important points)understand words used in British and American which have the same meanings and some dialect accent

三、教學(xué)方法(Teaching method)listening and talking

四、教學(xué)準(zhǔn)備(Teaching aids)tape recorder and get students’ answer sheet printed out

五、教學(xué)步驟(Teaching procedure)Step 1 Listening

Listening 2(text book p14)

Listen to the tape, getting to know American dialect and accent.Step 2 Speaking

After listening to different dialects and accents, see if Ss know how to pronounce the following words:

ask after either neither kilometer box……and more

Unit Two :English Around the World The Sixth period Exercises

一．教學(xué)目標(biāo)：(Teaching aims)Finish the exercises on the workbook 1．能力目標(biāo)：(ability aim)

a)Enable the students to command “commands and requests” b)Through cooperative work find out correct answers themselves 2．語言目標(biāo)：(language aim)Full understanding of the readings

二．教學(xué)重難點(Teaching important points)Understanding the main ideas of the passages 三．教學(xué)方法(Teaching method)a.Fast and careful reading

b.Individual, pair or group work to finish each task c.Discussion

四．教具準(zhǔn)備(Teaching aids)a computer

五．教學(xué)步驟(teaching procedure)Step 1.Warming up

Step 2: speaking task(Review commands and requests)

Offer them situations and try to make dialogues with commands and requests Step 3 :Do the “Reading” on P13 and answer questions on it briefly.Step 4: Finish the “Reading Task” at p.51 and complete the form after it.Step 5: Group work:

Ask them to sum up what codes and short forms of words they often use when they often chat on the net with others.Step 6: check up their researching result.Step 7: homework.

高中英語必修2教案 篇3

一、設(shè)計思路

高中英語課程的總目標(biāo)是使學(xué)生在義務(wù)教育階段英語學(xué)習(xí)基礎(chǔ)上，進(jìn)一步明確英語學(xué)習(xí)目的，發(fā)展自主學(xué)習(xí)和合作學(xué)習(xí)的能力；形成有效的英語學(xué)習(xí)策略，培養(yǎng)學(xué)生的綜合語言運用能力，使他們在學(xué)習(xí)過程中，促進(jìn)心智、情感態(tài)度，學(xué)習(xí)策略，文化意識的發(fā)展，形成正確的人生觀和價值觀，提高人文素養(yǎng)。

該課程標(biāo)準(zhǔn)強(qiáng)調(diào)“使語言學(xué)習(xí)的過程成為學(xué)生形成積極地情感態(tài)度、主動思維和大膽實踐的過程。”英語教學(xué)是一種教與學(xué)的雙邊活動，教學(xué)的實質(zhì)是交際。從這個意義出發(fā)，閱讀不應(yīng)是傳統(tǒng)意義上的接受性技能（receptive skill）,而是一個積極主動的思考理解及獲取信息的過程，同時也是作者與閱讀者雙方參與的言語交際、思想交流的過程。信息時代的到來需要人們進(jìn)行廣泛而有效的閱讀，因而對閱讀技巧的培養(yǎng)也提出了更高的要求。

因此，我結(jié)合新課標(biāo)和學(xué)生的實際，以任務(wù)型教學(xué)模式貫穿始終，引導(dǎo)學(xué)生自主或者合作完成。閱讀活動由整體入手，由易到難，層層深入。教學(xué)過程中，發(fā)揮網(wǎng)絡(luò)在教學(xué)中的優(yōu)勢，圖文并茂讓學(xué)生對主題信息有一個直觀的了解。整個教學(xué)活動以教材為載體，以學(xué)生為中心，學(xué)生參與活動。

二、教學(xué)內(nèi)容分析

（一）教材分析

1、這節(jié)課使用的教材是人教版高中英語必修1，這套教材是在任務(wù)型語言教學(xué)理念的基礎(chǔ)上編寫的，它以話題為主線，貼近學(xué)生生活，貼近真實的教學(xué)行為，它的語言教學(xué)理念是強(qiáng)調(diào)語言的運用，促進(jìn)學(xué)生自主學(xué)習(xí)，發(fā)展學(xué)習(xí)的策略，培養(yǎng)創(chuàng)新精神突出實踐能力。

2.第3單元的中心話題是“旅游”，是一個時尚和熱門的話題，不同地區(qū)的文化氛圍、風(fēng)土人情和地理特征都能引起學(xué)生濃厚的興趣，激發(fā)他們的求知欲。本節(jié)課是這個單元的閱讀部分，是王坤寫的一篇日記，講述了她和姐姐想騎山地車旅行，選定了湄公河作為旅游路線，文章具體談到了他們?yōu)檫@次旅游做的各項準(zhǔn)備工作。通過閱讀，教師不僅要讓學(xué)生學(xué)到一些有用的單詞和詞組，訓(xùn)練他們的閱讀技能，還要讓學(xué)生了解和學(xué)習(xí)有關(guān)旅行的知識，例如選擇自己感興趣的旅行地點，確定旅行路線，查閱相關(guān)信息，制定旅行計劃等，激發(fā)學(xué)生旅游的興趣。

（二）學(xué)生分析

高中生注意力具有一定的穩(wěn)定性，觀察具有一定的目的性、系統(tǒng)性和全面性，初步完成了從具體思維到抽象思維的過渡，喜歡富有個性的教學(xué)設(shè)計，同時自我意識增強(qiáng)，不但在乎別人對自己的評價更渴望得到關(guān)注和贊賞。

高一的新生應(yīng)該有較強(qiáng)的表現(xiàn)欲望和求知的欲望，具有了一定的英語語言知識和英語運用的能力，但是高一學(xué)生尚未養(yǎng)成較高的自主學(xué)習(xí)能力，口語表達(dá)能力和閱讀理解技巧都有待提高。

（三）教學(xué)目標(biāo)

1、認(rèn)知目標(biāo)：幫助學(xué)生利用略讀等策略找出關(guān)鍵詞；運用關(guān)鍵詞和所預(yù)習(xí)的生詞復(fù)述課文；認(rèn)讀東南亞國家名稱，了解與湄公河相關(guān)的英語表達(dá)。

2、技能目標(biāo)：通過skimming， careful reading ，generalization ，

inference 等閱讀技能訓(xùn)練，提高閱讀能力和閱讀技能，培養(yǎng)學(xué)生獲取信息、處

理信息、運用信息進(jìn)行推理、判斷的能力；學(xué)會用英語來表達(dá)與旅游文化相關(guān)的話題；學(xué)會用英語設(shè)計旅游計劃。

3、情感目標(biāo)：學(xué)生通過學(xué)習(xí)，了解湄公河背景文化知識，開拓視野，增強(qiáng)學(xué)生在旅游中接受異國文化的能力，并讓學(xué)生感受主人公做事認(rèn)真，準(zhǔn)備充分的態(tài)度和好的習(xí)慣。

（四）教學(xué)重點與難點

教學(xué)重點

1、提高學(xué)生對文章的整體理解能力，提高略讀、尋讀、詳讀技能。

3、通過課程資源的挖掘，豐富學(xué)生的文化內(nèi)涵。

教學(xué)難點：

1、如何利用略讀、查讀等閱讀技巧來確定關(guān)鍵詞、主題句、形成

閱讀策略。

2、如何幫助學(xué)生運用閱讀策略，促進(jìn)學(xué)生自主學(xué)習(xí)。

3、怎樣以閱讀課的教學(xué)為依托，使學(xué)生學(xué)會用英語交流旅游計劃，談?wù)撀糜卧掝}，訓(xùn)練學(xué)生的聽、說能力。

（五）教學(xué)方法

情景教學(xué)法、講授法、任務(wù)型教學(xué)法、分組討論法、多媒體輔助教學(xué)

1、通過設(shè)置情景和教師講授，幫助學(xué)生了解和學(xué)習(xí)關(guān)于湄公河的背景文化，激發(fā)學(xué)生的興趣，擴(kuò)大學(xué)生的視野。

2、運用任務(wù)型教學(xué)法，通過課前、課中、課后的任務(wù)設(shè)計，引領(lǐng)學(xué)生理解文章主題，關(guān)注涉及主題的關(guān)鍵信息，深化理解語言背后的文化內(nèi)涵及文化差異。

3、結(jié)合所給信息和圖片，讓學(xué)生分組討論，在學(xué)生用英語進(jìn)行表達(dá)及思維的同時，學(xué)會合作學(xué)習(xí)、自主探究。

（六）學(xué)習(xí)策略

通過pair work, group work等活動形式，培養(yǎng)學(xué)生的學(xué)習(xí)策略。

1、認(rèn)知策略：通過Brainstorming發(fā)散學(xué)生思維，借助聯(lián)想建立相關(guān)知

識之間的聯(lián)系。

2、交際策略：通過同桌、小組的討論，利用各種機(jī)會用英語進(jìn)行真實交際。

4、資源策略：讓學(xué)生通過網(wǎng)絡(luò)，圖書館、報刊雜志、互聯(lián)網(wǎng)、等資源都

給予學(xué)習(xí)內(nèi)容相關(guān)的資料。

二、教學(xué)過程

Step 1 pre-reading 10’

1.Warming up and leading-in

1. Present some pictures which I took of beautiful places to arouse their interest of traveling.

Have a free talk with the students. Ask them a question:

Do you like traveling? Why?

2.Share some pictures of rivers. Let them guess the names of these rivers.

3. Ask students: “Have you visited the Mekong River?” If no, show a map to them, then introduce some information about Mekong River and show a video of Mekong River.

設(shè)計意圖：

通過展示我自己拍的旅游圖片，采用談話方式導(dǎo)入有關(guān)旅游的話題，拉近師

生之間的.距離，消除學(xué)生的緊張情緒，營造寬松的學(xué)習(xí)氣氛。進(jìn)一步給學(xué)生分享一些河流的圖片，讓學(xué)生猜測河流名稱，引出湄公河這一主題，讓學(xué)生看地圖，并介紹湄公河的基本知識，激發(fā)學(xué)生的興趣和好奇心，為全面的課堂參與作有力的鋪墊。

2. Prediction

學(xué)生預(yù)測課文內(nèi)容，教講解預(yù)測策略。

設(shè)計意圖：

有意識地培養(yǎng)學(xué)生的預(yù)測能力，增加閱讀的興趣，提高閱讀的效率。

Step 2 while-reading 25’

Task1略讀

快速閱讀文章，幫助學(xué)生歸納文章大意。簡單講解略讀策略。

Task 2.跳讀

教師把文章分成二個部分，學(xué)生分組閱讀不同的內(nèi)容，奇數(shù)排的學(xué)生閱讀第一段回答以下問題：

1. Who have the journey down the Mekong River ?

2. What is the relationship between them?

3. Where did they go?

4. when did they get the chance to realize their dream?

5. How did they travel along the Mekong River? Why?

偶數(shù)排的學(xué)生閱讀二，三段，找出問題答案。

Q1: Where is the source of the river and which sea does it enter? Q2: What difficulties did Wang Kun and Wang Wei find about their journey?

Q3: What can you see when you travel along the Mekong?

將學(xué)生重新組合，奇數(shù)拍與偶數(shù)排組成一組，共分成若干小組，在一起討論，問答，交換信息。

設(shè)計意圖：利用信息差，是學(xué)生通過語言交際活動把所缺的信息補(bǔ)充完整，達(dá)到對課文內(nèi)容全面了解的目的。

Task 3 detail reading

學(xué)生詳讀課文，嘗試概括總結(jié)王坤和王薇對待這場旅行的不同觀點態(tài)度。 Task 4 Language learning

讓學(xué)生從文章里找出一些重要的單詞和短語，并能夠記住它們。

1. Words and phrases that indicate people’s attitude and

personality:

dream about , be fond of, care about, determined, stubborn, insist, shortcoming, make up her mind, change her mind, give in, reliable

2. Words and phrases that relate to a trip plan

ever since, persuade, graduate, cycle, organize, schedule, journey

3. Names of certain places

glacier, rapids, valley, waterfall, delta

設(shè)計意圖: 引導(dǎo)學(xué)生掌握有用的詞匯和表達(dá)，并應(yīng)用到實際語言交際中。

Step 3: Post-reading 10’

運用本節(jié)課所學(xué)知識（單詞，短語，be doing結(jié)構(gòu)）制定旅行計劃。

Group discussion: A travel plan Destination: Reasons: Transport: Reasons: Budget: Preparations:

設(shè)計意圖：創(chuàng)設(shè)一個真實的場景，讓學(xué)生們在這個場景中用英語進(jìn)行思考、表達(dá)及交流。該階段也是學(xué)生們在課堂上運用英語的一個真實展示。

Step 4 Homework

1. Make a travel plan for your summer holiday, use the words, phrases and sentences learnt from in this class.

2. preview the tasks in learning about language.

三、板書設(shè)計

主要羅列本節(jié)課所學(xué)重要單詞及表達(dá)，突出知識重點 四、教學(xué)反思

本節(jié)課是閱讀課，根據(jù)自己對教材的理解，緊扣主題設(shè)計了教學(xué)環(huán)節(jié)，

以在幫助學(xué)生掌握閱讀策略和閱讀技巧，提高學(xué)生的閱讀理解能力以及口頭表達(dá)能力。整個教學(xué)過程采用教師設(shè)置任務(wù)后，學(xué)生個人活動、小組活動、師生活動

等形式組織教學(xué)，將學(xué)生的自主學(xué)習(xí)作為課堂的主體，引導(dǎo)學(xué)生完成學(xué)習(xí)任務(wù)。 首先，本人在設(shè)計本課教學(xué)中，采用了不同的教學(xué)手段和思路，課堂活動多樣。導(dǎo)入部分，充分發(fā)揮網(wǎng)絡(luò)優(yōu)勢，搜集與主題相關(guān)資料，一起學(xué)生的學(xué)習(xí)興趣。略讀部分，給學(xué)生充分的閱讀和思考時間，了解文章大意，提高概括能力。跳讀部分，設(shè)定任務(wù)，設(shè)計問題，采用分組閱讀和小組討論的形式，提高學(xué)生獲取信息和處理信息的能力，以及自主學(xué)習(xí)的能力。教學(xué)過程體現(xiàn)了層次性與任務(wù)設(shè)計的有效性。

其次，閱讀文章篇幅較長，內(nèi)容較多，學(xué)生如果預(yù)習(xí)不充分，可能會消化不了。沒有完全注重到學(xué)生的個別差異。Discussion部分可再讓兩三個學(xué)生起來展示，結(jié)束得比較倉促。

高中英語必修2教案 篇4

高中英語必修5課件

高中英語必修5課件

Teaching Plan for Book 5

Unit5 First Aid for Burns

Reading

Teaching Goals:

1. Enable the Ss to get some first aid knowledge

2. Enable the Ss to learn how to use what they've learnt to do first aid treatment for burns correctly.

3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .

Key Teaching Points

How to improve the Ss' reading ability.

Difficult points

1. How to grasp the main idea of each paragraph / part & each passage.

2. How to help the Ss use what they've learnt to do first aid treatment for burns correctly.

Teaching methods

1). Skimming & scanning methods to make the Ss get a good understanding of the text.

1. Discussion methods to make the Ss understand what they've learned in class.

2. Pair work of group to get every student to take part in the teaching-and-learning activities.

3. Competition and role-play method to arouse the Ss' interest

Teaching aids

The multi-media (see a short movie about how to treat burn from ppt.)

Teaching procedures

Step1. Lead-in

Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid

Step2. Pre-reading

Show the Ss the picture of Pre-reading on P33 and ask them the following questions:

What has happened?

What sort of injuries the child will have?

What kind of first aid would you perform?

Step3. Fast reading

Let the Ss read the passage fast and then find out the answers to the questions

1. What will the passage be about?

2. What do they tell you about the passage?

3. In which order are these topics covered in the text? Number them from 1 to 5.

____ the three types of burns

____ what to do if someone gets burned

____ the purpose of skin

____ the symptoms of burns

____ how we get burns

Step4. Detailed reading

1). Tell if the following statements are true or false:

1. Our skin has three layers.

2. We will never get burned by the sun.

3. Burns are divided into three degrees according to the degree of pain.

4. Third degree burns are the most serious and painful.

5. Put cool water on any burns to cool them.

6. Don't rub the burns

7. It's better that you put some butter or oil on burns.

2). Answer the questions

1.Why should you put cold water on a burn?

2.Why doesn't a third degree burn hurt?

3.Why do you think clothes and jewellery near burns should be removed?

4.If someone has a third degree burn, why might you see tissue?

3). Read the text again and then find out how many parts there are and the main idea of each part:

Part1. The purpose / function of skin

Part2. Causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicals

Part3. Types of burns: First degree burns, Second degree burns, Third degree burns

Part4. Characteristics of burns

Part5 First aid treatment

3). Finish off Comprehending Ex2&3

Step5. Words competition

Have a competition to check the Ss' words spelling

Step6. Making a first-aid kit

An activity to let the Ss know what are included in a first-aid-kit

A well-stocked(存?zhèn)涞煤玫? first-aid kit, kept in easy reach, is necessary in every home. It should include: bandage, alcohol, flashlight, thermometer, soap, sharp scissors, plastic gloves (at least 2 pairs), your list of emergency phone numbers etc.

Step7. Role play

Work in pairs to act out how to place an emergency call for help

Step8. Summary

This passage doesn't contain enough information for you to do first aid for others. Please learn more after class. Do remember: Life is precious, we should care about others and help people in an emergency and try our best to give them effective first aid if they are in danger.

Step9. Homework

Search as much information as you can about first aid

高中英語必修2教案 篇5

必修一Unit2 The Road to Modern English

第二課時

閱讀課

一、教學(xué)內(nèi)容：Pre-reading;Reading;Comprehending(p.9)

二、教學(xué)目標(biāo) 1．能力目標(biāo)：

1）學(xué)生通過閱讀文章能夠從篇章結(jié)構(gòu)的角度出發(fā)描述英語語言發(fā)展的歷史過程。

2）學(xué)生能夠在閱讀的過程中對主要的閱讀信息進(jìn)行記錄，并能根據(jù)這些信息對原文進(jìn)行復(fù)述。

3）學(xué)生能夠列出影響一個國家語言發(fā)展的所有因素并對此能夠進(jìn)行解釋。2．詞匯目標(biāo)：

official, voyage, because of, native, come up, apartment, actually, AD, based, at present, gradually, Danish, vocabulary, make use of, spelling, latter, identity, fluent, Singapore, Malaysia, such as 3.情感目標(biāo)：

學(xué)生通過學(xué)習(xí)英語的發(fā)展史，激發(fā)對學(xué)習(xí)英語的興趣。

三、教學(xué)方法

運用多媒體課件演示，結(jié)合圖片音頻文件等來進(jìn)行課文的學(xué)習(xí)，激發(fā)學(xué)生的學(xué)習(xí)興趣。采用啟發(fā)式引導(dǎo)、開放式探究、互動式討論、反饋式評價的教學(xué)方式。

四、教學(xué)步驟：

步驟一復(fù)習(xí)導(dǎo)入新課（2分鐘）

1.通過圖片對話展示，讓學(xué)生在輕松愉快的氛圍中進(jìn)入新課。

2.利用連線題進(jìn)行英美英語的對比，激發(fā)學(xué)生的興趣和對比意識。

【設(shè)計意圖】

通過視覺和聽覺刺激，從一上課就調(diào)動學(xué)生的學(xué)習(xí)積極性，為本課學(xué)習(xí)營造良好的學(xué)習(xí)氛圍。英語的發(fā)展對學(xué)生來說是一個比較陌生的話題，所以學(xué)生頭腦中可能沒有相關(guān)的背景知識，教師只能從簡單的問題入手，啟發(fā)學(xué)生進(jìn)行思考。步驟

二、閱讀聽說理解文章（20分鐘）

1.fast reading 部分要求學(xué)生迅速閱讀課文，找到文章主旨大意，并完成填空題。2.careful reading 要求學(xué)生逐段細(xì)讀，能夠根據(jù)閱讀回答每段問題?！驹O(shè)計意圖】

通過對閱讀過程一系列活動的設(shè)計，教師可以培養(yǎng)學(xué)生在閱讀中使用預(yù)測、預(yù)覽和記錄主要閱讀信息來實現(xiàn)對文章表層信息、深層信息和推理信息的掌握。步驟

三、練習(xí)反饋概括收獲（8分鐘）1.做true or false 練習(xí)題，回顧文章。2.再熟讀一遍課文并根據(jù)課文填空。【設(shè)計意圖】

通過練習(xí)中的知識對比，再次回顧文章，加深理解。步驟

四、課后討論提升能力（8分鐘）

把學(xué)生分組，根據(jù)課件上的問題進(jìn)行討論。然后每個組派一名代表進(jìn)行匯報。

1.Why do you think people all over the world want to learn English? 【設(shè)計意圖】

為學(xué)生搭建交流平臺，激勵參與，培養(yǎng)他們說的能力。并且，幫助他們深層次理解英語，加強(qiáng)他們對英語的了解和熱愛。步驟

五、布置作業(yè)遷移應(yīng)用（2分鐘）

根據(jù)學(xué)生以上討論的問題及學(xué)生的不同興趣來自主選擇一個話題寫一篇短文。

【設(shè)計意圖】

讓學(xué)生自主選擇話題，既照顧了學(xué)生的學(xué)習(xí)興趣，又體現(xiàn)了因材施教的原則，使整個教學(xué)環(huán)節(jié)更加完整。

教學(xué)活動設(shè)計：

本節(jié)課是一節(jié)閱讀課，重點培養(yǎng)學(xué)生的閱讀能力以及聽說讀的能力。本課采用individual work, pair work, group work 等多種形式，鍛煉了學(xué)生的各種能力，并培養(yǎng)了學(xué)生大膽說英語的習(xí)慣。

高中英語必修2教案 篇6

have trouble with sb/sth 同某人鬧意見；做…有困難

throw away the friendship 放棄/終止友誼

have the/a habit of doing sth 有做…的習(xí)慣

1. I wonder if… 我想知道是否….

2. It’s because… 這是因為…. 此從句中because不能用since或as 代替

3. What do you think a good friend should be like? 你認(rèn)為一個好朋友應(yīng)該是什么樣的呢？

4. While walking the dog, you were careless and it got loose and was hit by a car.

=While you were walking the dog, …在遛狗時，你不小心讓狗掙脫了繩子，結(jié)果狗被車撞了。

（當(dāng)while, when, before, after 等引導(dǎo)的時間狀語從句中的主語與主句的主語一致時，可將從句中的主語和be動詞省去。）

5. Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? 你想有一位無話不談、能推心置腹的朋友嗎？

6. I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. 我已經(jīng)很久不能去戶外，所以我變得對自然界的所有東西都很感興趣。

7. I can well remember that there was a time when a deep blue sky, the song of birds, moonlight and flowers could never have kept me spellbound. 我記得非常清楚，曾有一段時間，湛藍(lán)的天空、鳥兒的歌唱、月光和鮮花，從未使我心醉神迷過。

8. It was the first time in a year and a half that I’d seen the night face to face.

這是我一年半以來第一次目睹夜晚。

9. I would be grateful if you could give me some advice. 如果您給我提些建議，我會非常感謝的。 （I would be grateful if… 委婉客氣提出請求）

10. It’s a good habit for you to keep a diary. 記日記對你來說是個好習(xí)慣。

11. She found it difficult to settle and…

12. This series of readers is very interesting.

13. A friend in need is a friend indeed.

14. People are told that their actions should be as gentle as the wind that blows from the sea.

play a role/ part (in) 在…中擔(dān)任角色；在…中起作用;扮演一個角色；參與

play an important role/ part 在…中起重要作用 because of 因為；由于

make (good/ full) use of （好好/充分）利用

from one place to another 從一處到另一處

present sth to sb / present sb with sth

an international language 一門國際語言 an international organization 一個國際組織

1. However, they may not be able to understand everything.

2. This is because Britain ruled India from 1765 to 1947.

3. All languages change when cultures communicate with one another.

4. What the British call “petrol” the Americans call “gas”.

(美國人把被英國人稱作“petrol”的東西稱作“gas”。 此處what引導(dǎo)賓語從句)

5. Actually, it was based more on German than present day English.

6. …those who reported the news were expected to speak excellent English.

7. The US is a large country in which many different dialects are spoken.

(in which= where, 其引導(dǎo)定語從句。 美國是一個大國，國內(nèi)說著許許多多的方言。)

8. …there is more than one kind of English in the world.

(more than one+單數(shù)可數(shù)名詞，作主語時，謂語用單數(shù))

9. It is not easy for a Chinese person to speak English as well as a native English speaker.

(對于一個中國人來說把英語說得跟以英語為母語的人一樣好是不容易的。)

句型：It is + adj/n+ for sb to do sth 對于某人來說做某事是…

擴(kuò)充：It is + adj+ of /for sb to do sth

當(dāng)句式中形容詞修飾to do sth 時用for; 若形容詞修飾sb，則用of.

eg: It’s kind of you to help me carry the box.

附：

1. either…or…和neither…nor…連接兩個名詞作主語，謂語動詞采取就近原則。

三個表示最后最終的用法：

⑴finally: 按照順序的最后，常與first, secondly 等連用

⑶in the end: 經(jīng)過長期曲折斗爭努力，終于… 如：戰(zhàn)爭等

4. 與人交談，常會有聽不清楚或聽不懂的情形，遇到這種情況該如何開口呢？

⑴Pardon?

⑵I beg your pardon? I don’t understand./ Sorry, I can’t follow you.

對不起，我沒聽懂，請再說一遍好嗎？

⑶Could you say that again, please? / Could you repeat that, please? 請再說一遍好嗎？

⑷Could you speak more slowly, please? 請你說得慢一點好嗎？

5. include ─ including; included

actually ─ actual (adj); rapidly ─ rapid (v)

wide (adj) ─ widen (v); broad (adj) ─ broaden (v)

foreign ─ foreigner;

6. petrol------gas ;

lift------elevator;

film------movie; sweets----candy;

dream of/ about doing sth 夢想做某事

persuade sb to do sth= persuade sb into doing sth 說服某人做某事

persuade sb not to do sth= persuade sb out of doing sth 說服某人不做某事

insist on (one’s) sth/ doing sth 一定要；堅持要

the best way of doing sth/ the best way to do sth 干某事的最好辦法

determine to do sth ( 動作) / be determined to do sth （心理） 決心干某事

can’t wait/ can hardly wait to do sth 迫不及待想干某事

for one thing… for another （用來引出某事的理由）一則… 二則…

1. It was my sister who first had the idea to cycle along the Mekong River.

強(qiáng)調(diào)句基本句型：it is/ was…. that….其中指人時可用who(主)，whom(賓)。

2. Although she didn’t know the best way of getting to places, she insisted that we (should) find the source of the river.

insist that….(should)+ v原形 堅持要；堅持要求

3. Have you ever seen snowmen ride bicycles? (metaphor)

4. To climb the mountain road was hard work but to go down the hills was great fun.

5. Good luck on your journey.

6. The lake shone like glass in the moonlight. (simile)

a great/ large number of =a great many/good 大量的

be trapped in/ under 陷入……/ 陷在……下面

the high school speaking competition 高中演講比賽

have sb do sth= make sb do sth= let sb do sth 讓某人做某事

come to an end (vi) = put/ bring sth to an end = put/ bring an end to sth 結(jié)束某事

be proud of / take pride in 以……而自豪

one-third 1/3 two-thirds 2/3

seventy-five percent 75%

right away= right now= at once= immediately 立刻

happen= take place= come about= break out

1. It is always calm before a storm.

2. Now, imagine there has been a big earthquake. 此句為There be 句型

3. Mice ran out of the fields looking for places to hide. 現(xiàn)在分詞表伴隨

4. It seemed that the world was at an end.

5. Water, food and electricity were hard to get.

句型：主語+ be + adj + to do 其中to do 用主動形式表示被動含義

6. All hope was not lost. all 與not 連用 表示部分否定

7. It’s never too late to learn. 活到老，學(xué)到老。

falling leaves 正在落的葉子 boiling water 正在沸騰的水

fallen leaves 已經(jīng)落在地上的葉子 boiled water 開水

Unit5 Nelson Mandela----a modern hero

lose one’s heart to sb/sth 愛上，喜歡上

be out of work = lose one’s job 失業(yè)

as a matter of fact = in fact = actually 事實上 beg for 乞討

set about 著手做某事 (set about doing sth)

set out 陳列，擺出；開始（set out to do sth）

be active in = take an active part in 積極參與，在……活躍

keep sb from doing sth阻止某人做某事 die for 為……而死

put sb in prison= throw sb into prison= send sb to prison 把……投入監(jiān)獄

have problems/ difficulty/ trouble with sth

have problems/ difficulty/ trouble (in) doing sth have a go= have a try

answer violence with violence 以暴制暴

equal (adj)------equally (adv)------equality (n) violence (n)------violent (adj)

cruelty (n)------cruel (adj)------cruelly (adv)

educated (adj)------education (n)

1. Only then did we decide to answer violence with violence.

only 放在句首且后接狀語時（作狀語：副詞；介詞短語；狀語從句），要使用部分倒裝------才用一般疑問句語序。

Only yesterday did his father tell him the truth.

Only when his father came back did he go to bed. （從句無需倒裝，主句要倒裝）

2. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood.

3. I felt bad the first time I talked to the group.

鏈接：It’s the first time that 現(xiàn)在完成時

It was the first time that 過去完成時

4. He taught us during the lunch breaks and the evenings when we should have been asleep.

高中英語必修2教案 篇7

情感目標(biāo)：體會詩人“憂”而發(fā)奮、慷慨激昂的情緒；學(xué)會珍惜時間，樹立遠(yuǎn)大目標(biāo)。

難點：鑒賞詩中用典、比興及引用等具有特色的藝術(shù)手法。

一．導(dǎo)語設(shè)計：

不知不覺又是冬季，讓人想起毛澤東的《沁園春?雪》中的句子（師生共同背誦）自信之感由此可見，但是他似乎忘記了歷史上還有一個人，也是能文能武的，他就是曹操。

1．曹操文才武略：

曹操，字孟德，沛國譙郡人，是三國時候杰出的政治家、軍事家和文學(xué)家。年三十舉孝廉，以參加鎮(zhèn)壓黃巾起義，遷為濟(jì)南相。后起兵伐董卓，復(fù)擊滅袁術(shù)，袁紹。他實習(xí)“唯才是舉”的政策，采取抑制豪強(qiáng)，限制兼并，廣興屯田等一系列較為進(jìn)步的措施，終于統(tǒng)一了北方。位至大將軍、丞相、封魏王。曹丕稱帝后，追尊為武帝。曹操又很高的藝術(shù)修養(yǎng)。他的樂府詩繼承了漢樂府民歌“緣事而發(fā)”的現(xiàn)實主義精神，真實地反映了漢末**的社會現(xiàn)實，表現(xiàn)了他統(tǒng)一天下的遠(yuǎn)大抱負(fù)和頑強(qiáng)的進(jìn)取精神。其詩語言質(zhì)樸、情感深沉，格調(diào)蒼涼悲壯，有很高的藝術(shù)性，他的以樂府古題寫時事的作風(fēng)對后來的新樂府詩有很大的啟示，不僅為建安文壇的領(lǐng)袖，而且建安文學(xué)的繁榮和發(fā)展作出了極大的貢獻(xiàn)。

1．背景介紹?：

建安十三年，曹操率大軍南下，列陣長江，欲一舉蕩平孫權(quán)勢力。大戰(zhàn)前夕，酒宴眾文武，飲至半夜，忽聞鴉聲往南飛鳴而去。曹操感此景而持槊歌此《短歌行》。此詩格調(diào)高遠(yuǎn)，感情豐富，是詩人內(nèi)心世界的真實寫照。

2．學(xué)生自由誦讀。要求讀準(zhǔn)字音，把握語調(diào)，讀出慷慨之情。試讀，互相點評。

3．學(xué)生結(jié)合注釋，疏通詩句大意，教師進(jìn)行相關(guān)點撥，找到詩眼。

4．學(xué)生思想并討論詩歌的內(nèi)容層次。

明確：全詩可分為四層：前八句為第一層，詩人慨嘆人生有限，抒發(fā)了詩人對時光流逝、功業(yè)未成的深沉感慨；次八句為第二層，通過思念賢才、宴飲嘉賓的描寫，表現(xiàn)了詩人求才若渴的心情；再次八句為第三層，寫對賢才的仰慕，想象賢士到來，暢抒情誼；最后八句為第四層，寫賢才擇主和自己希望搜攬人才以完成統(tǒng)一事業(yè)的宏偉抱負(fù)。

四．具體研習(xí)重要詩句：

1．提問：如何理解“對酒當(dāng)歌，人生幾何？譬如朝露，去日苦多?！边@四句的思想感情？

明確：為了實現(xiàn)統(tǒng)一中國的雄心壯志，曹操雖然取得了許多成就，但也遇到了不少挫折和失敗。他深感奮斗中的艱難，也因年歲增長，光陰流逝，理想尚未實而憂愁，所以才有人生苦短之嘆。但這一“嘆”不是無所作為者，蹉跎歲月者，不思進(jìn)取的消極之“嘆”，而是一位渴望得到賢才幫助以實現(xiàn)建功立業(yè)雄心的英雄之嘆?！叭松鷰缀巍薄叭ト湛喽唷笔沁M(jìn)取中的憂嘆，追求中的苦悶。表達(dá)了詩人抓緊時機(jī)，大干一番事業(yè)的強(qiáng)烈愿望，隱含著的仍然積極昂揚的精神。

2．提問：如何理解“山不厭高，海不厭深。周公吐哺，天下歸心?！边@四句詩？

明確：這四句借用《管子形解》中的話和周公“一沫三握發(fā)，一飯三吐哺，起以待士，猶恐失天下之賢人。”《史記魯周公世家》的故事，來說明詩人自己一方面感到生命易盡，一方面則更加激勵他及時建功立業(yè)的思想，渴望有更多的有才能的人來幫助他實現(xiàn)他的政治理想。

3．學(xué)生有感情地朗誦全詩，把自己認(rèn)為很有表達(dá)特色的句子畫出來。

4．品析所畫出的句子并相互交流自己的感受，然后自由發(fā)言。

明確：（一）引用成句，不露痕跡?！扒嗲嘧玉啤倍洌浴多嶏L(fēng)子衿》，用以比喻渴慕賢才?！坝朴啤?，憂思綿長的樣子，形容思念不已?！坝朴莆倚摹焙竺嬖械脑娋溥€有“縱我不在，子寧不來？”本意是傳達(dá)女子對情人哀怨和企盼的心情。這里作者暗用這兩句詩意，比喻熱烈期待所求賢才的到來?！斑线下锅Q”四句，引自《小雅鹿鳴》，本意是寫宴會上主人殷勤待客的盛況。這里表示對賢才的竭誠歡迎。這些成句由于注入了詩人的思想感情，顯得古樸深成、自然妥貼。

（二）詩歌采用連串的比興手法，生動形象地表達(dá)出作者思賢若渴的急切心情。如“明明如月”二句，以明月不可掇停，喻得不到賢才的不可斷絕；“烏鵲南飛”中以烏鵲喻指賢士；“繞樹三匝，何止可依”則喻指賢士急于尋找可供依托的明主。詩歌以烏鵲的形象，寄予賢士尚在徘徊擇主之意，流露出詩人唯恐賢才不來歸附的焦急心情。詩末“山不厭高”四句，以山高海深比招納人才的闊大胸懷，又以虛心對待賢才的周公自比，表示自己像周公一樣熱切殷勤地接待賢才，使天下的人才都心悅誠服地歸順。

練習(xí)：屏幕投影一些名句，學(xué)生判斷其風(fēng)格是否屬于豪放。

六．課文小結(jié)：

不論何時，人才都是最重要的，所以在座各位同學(xué)要努力學(xué)好文化知識，我相信少年強(qiáng)則中國一定強(qiáng)！

[短歌行(人教版高一必修) 教案教學(xué)設(shè)計]

高中英語必修2教案 篇8

有人說，愛情就是一顆心與另外一顆心的碰撞；有人說，愛情就是黑暗中閃閃發(fā)光的鉆石，就是撒在夜空里的一大把星星；也有人說，愛情使人歡樂，愛情令人痛苦，愛情給人力量，愛情讓人迷惘。

愛情是人生中一個永恒的話題，也是從古至今許多文人墨客盡情歌頌的事物，“在天愿做比翼鳥，在地愿為理枝”、“兩情若是久長時又豈在朝朝暮暮”便是古人留下的表達(dá)愛情的千古絕唱。雖然愛情這一主題是不變的，但隨著時代的進(jìn)步人們的愛情觀是不斷發(fā)展的，好，今天我來給大家推薦一首我國當(dāng)代著名女詩人舒婷的代表作《致橡樹》，看看她在這里表達(dá)的是怎樣的愛情觀。

詩歌是文學(xué)寶庫中的瑰寶，是語言的精華，是智慧的結(jié)晶，是思想的花朵，是人性之美的靈光，是人類最純粹的精神家園。古今中外的詩人們，以其妙筆生花的精彩寫下了無數(shù)優(yōu)美的詩歌，經(jīng)過時間的磨礪，已成為超越民族、超越國別、超越時空的不朽文明，扣擊著一代又一代人的心靈，給人們以思想上和藝術(shù)上的雙重享受和熏陶。

這是一首經(jīng)典的愛情詩，語言清麗活潑，讀起來朗朗上口。

詩人以橡樹為對象表達(dá)了愛情的熱烈、誠摯和堅貞。詩中的橡樹不是一個具體的對象，而是詩人理想中的情人象征。因此，這首詩一定程度上不是單純傾訴自己的熱烈愛情，而是要表達(dá)一種愛情的理想和信念，通過親切具體的形象來發(fā)揮，頗有古人托物言志的意味。

首先，橡樹是高大威儀的，有魅力的，有深度的，并且有著豐富的內(nèi)涵--“高枝”和“綠陰”就是一種意指，此處采用了襯托的手法。詩人不愿要附庸的愛情，不愿作趨炎附勢的凌霄花，依附在橡樹的高枝上而沾沾自喜。詩人也不愿要奉獻(xiàn)施舍的愛情，不愿作整日為綠陰鳴唱的小鳥，不愿作一廂情愿的泉源，不愿作盲目支撐橡樹的高大山峰。詩人不愿在這樣的愛情中迷失自己。愛情需要以人格平等、個性獨立、互相尊重傾慕、彼此情投意合為基礎(chǔ)。

詩人要的是那種兩人比肩站立，風(fēng)雨同舟的愛情。詩人將自己比喻為一株木棉，一株在橡樹身旁跟橡樹并排站立的木棉。兩棵樹的根和葉緊緊相連。詩人愛情的執(zhí)著并不比古人“在天愿做比翼鳥，在地愿為連理枝”遜色。橡樹跟木棉靜靜地、堅定的站著，有風(fēng)吹過，擺動一下枝葉，相互致意，便心意相通了。那是他們兩人世界的語言，是心靈的契合，是無語的會意。

兩人就這樣守著，兩棵堅毅的樹，兩個新鮮的生命，兩顆高尚的心。一個像勇敢的衛(wèi)士，每一個枝干都隨時準(zhǔn)備阻擋來自外面的襲擊、保衛(wèi)兩人世界；一個是熱情的生命，開著紅碩的花朵，愿意在他戰(zhàn)斗時為其吶喊助威、照亮前程。他們共同分擔(dān)困難的威脅和挫折的考驗；同樣，他們共享人生的燦爛，大自然的壯美。

詩人要的就是這樣的偉大愛情，有共同的偉岸和高尚，有共鳴的思想和靈魂，扎根于同一塊根基上，同甘共苦、冷暖相依。

詩歌以新奇瑰麗的意象、恰當(dāng)貼切的比喻表達(dá)了詩人心中理想的愛情觀。詩中的比喻和奇特的意象組合都代表了當(dāng)時的詩歌新形式，具有開創(chuàng)性意義。另外，盡管詩歌采用了新奇的意象，但詩的語言并非難懂晦澀，而是具有口語化的特征，新奇中帶著一種清新的靈氣和微妙的暗示，給人以無限的遐想空間。

[致橡樹(人教版高一必修) 教案教學(xué)設(shè)計]

高中英語必修2教案 篇9

Unit 1

1. add up 合計

add up to 總計達(dá)

add… to… 把。。加到。。。里

add to 增加增添 擴(kuò)建

2.calm… down平靜下來

3.have got to 不得不，必須

4.be concerned about / for 關(guān)心

5.walk the dog 遛狗

cheat …of 欺騙

6.go through 穿過

go ahead 同意某人的請求

go by 流逝

7.set down 記下

set up 建立

set off 出發(fā) 引爆

set out to do=set about doing 著手做某事

8.a series of 一系列

9.on purpose 故意地

byaccident= chance 偶然地

10. in order to=so as to 為了

11. at dusk 在黃昏 at dawn 在黎明

at midnight 在午夜 at noon 在中午

12.face to face 面對面

13.no longer= not … any longer 不再

14. settle down 安頓下來

suffer from 遭受,患病

15.recover from 恢復(fù) ,痊愈

16. get/ betired of 對…感到厭煩

17. make a listof 列清單

18.pack… up 裝箱打包

19.get along/ on with與…相處,/ 進(jìn)展

20. fall in love愛上

21. be gratefulto sb. for sth.對某人因為某事表示感激

22. join in/take part in /join/ attend 參加… 加入

23. make sb/ sth+ 賓語補(bǔ)足語 使…

24. havesomething/little /nothing to do with 與..有關(guān)， 與。。。無關(guān)

25. it’sbecause….. +原因

26. it’s why…. +結(jié)果

27.dare + (to) do (實義動詞)

do (情態(tài)動詞) 敢

28. a year and ahalf= one and a half years 一年半

29. it’s nopleasure+ doing sth

沒有樂趣做。。。

30. happen to dosth 碰巧做。。。

31.have trouble/ difficulty with sb /(in) doing sth

做某事有困難

32. exactly 的確如此 not exactly 不完全是

33. find it +adj. + to do sth 發(fā)現(xiàn)做。。。很。。。

34. make friendswith 與。。。交朋友

35. swap … with 與。。。交換

36.it is / was + 序數(shù)詞 time + that +has done / had done ….某人第幾次做。。事

高中英語必修2教案 篇10

中國作為一個有五千年文明史的統(tǒng)一的多民族國家，政治制度發(fā)展歷史之長久，體系之完備，經(jīng)驗之豐富，影響之深遠(yuǎn)，都是世界其他國家和民族不可比擬的。這其中最突出的就是中央集權(quán)制度的建立與逐步完善。早在遠(yuǎn)古時期，人類社會中就有了權(quán)力的萌芽。夏朝時已出現(xiàn)了凌駕于全社會之上的公共權(quán)力。商朝的主要政治制度是內(nèi)外服制度，商王通過兩種不同的管理制度來處理本族和外族的事務(wù)，與各方國形成了支配與被支配的關(guān)系。周王利用分封與宗法制的結(jié)合，確立了天下共主的地位。但靠宗法制的血緣紐帶維系統(tǒng)治秩序并非長久之計，春秋爭霸，戰(zhàn)國兼并，制度敗壞，秦王嬴政，一統(tǒng)天下，建立了一個皇帝具有無上_的中央集權(quán)制度。但中央集權(quán)和地方分權(quán)的斗爭曾長期延續(xù)，西漢的“七國之亂”、東漢至魏晉南北朝的國家_、唐朝的“安史之亂”和以后的藩鎮(zhèn)割據(jù)，都說明了它的坎坷。直到宋代，這種斗爭才塵埃落定，卻不幸造成了積貧積弱的后患。伴隨著中央集權(quán)制度的發(fā)展，皇權(quán)呈現(xiàn)出不斷加強(qiáng)的趨勢，中樞權(quán)力體系也不斷發(fā)生變化。隋唐實行三省六部制，宋元勛益頗大，明朝廢除丞相，清設(shè)軍機(jī)處，_皇權(quán)發(fā)展到了頂峰。

學(xué)習(xí)本單元時，應(yīng)注意以下幾點：(1)掌握有關(guān)古代中央集權(quán)制度的基本知識。(2)對于重要的政治人物和政治事件及其對中國古代中央集權(quán)制度發(fā)展的影響，要正確地認(rèn)識、分析、評價。同時還應(yīng)注意在今后的學(xué)習(xí)中，與西方古代制度進(jìn)行對比。(3)以史為鑒。中國古代的中央集權(quán)制度有很多值得我們借鑒的地方，要認(rèn)真地思考、總結(jié)

目前高中歷史教學(xué)，高一年級是關(guān)鍵，培養(yǎng)歷史情結(jié)是重點。

高中歷史教學(xué)大綱把歷史課分模塊進(jìn)行，大部分課程只有高一年級開設(shè)，這實際上使大多數(shù)高中生接受歷史知識學(xué)習(xí)的時間就只有寶貴的一年，所以高一年級的歷史課學(xué)習(xí)就顯得頗為重要了。重視高一歷史教學(xué)以培養(yǎng)學(xué)生的“歷史情結(jié)”，也是勢所必然，歷史學(xué)習(xí)雖難上加難，但卻責(zé)無旁貸。

有人進(jìn)行過問卷調(diào)查，調(diào)查統(tǒng)計表明：表示很喜歡上歷史課的學(xué)生占41.9%，表示不置可否的學(xué)生占55.3%，而明確表示不喜歡上歷史課的學(xué)生僅占28%。學(xué)生沒說不喜歡歷史，但也沒有表示明顯的興趣。原因何在?無外乎兩個因素：(1)因主課學(xué)業(yè)繁重緊張，把學(xué)習(xí)歷史當(dāng)作類似看小說看電視等緩釋緊張情緒的功能。(2)某些歷史知識通過教師引人入勝的講述，激發(fā)了學(xué)生的新鮮感，使他們產(chǎn)生了一時的沖動。這些統(tǒng)計表明，目前高中學(xué)生對歷史學(xué)習(xí)的興趣層次還較低，大部分停留在刺激性的歷史情節(jié)中(這可能受初中歷史教學(xué)內(nèi)容的影響)，也就是停留在直接興趣這一層次上。我們知道，直接興趣是不穩(wěn)定的，常會因各種因素而減退，比如知識簡單易懂、概念重復(fù)講述、結(jié)論不易理解、內(nèi)容難記難背等，再加上其他學(xué)科學(xué)習(xí)壓力，一旦學(xué)生感到乏味，或感到困難時，直接興趣就會衰減、消失。改善之法可從以下幾個方面入手：

一是優(yōu)化課堂教學(xué)內(nèi)容，創(chuàng)設(shè)積極的學(xué)習(xí)環(huán)境，構(gòu)建先進(jìn)而科學(xué)的教學(xué)模式，讓學(xué)生“愿”學(xué)。

二是提高歷史學(xué)科的課程實用價值，讓學(xué)生“樂”學(xué)。我們至少應(yīng)該向?qū)W生顯示歷史學(xué)科在學(xué)校這個小社會里的作用，比如可以改革歷史考試方法，用寫作歷史小論文的形式，調(diào)動學(xué)生運用歷史思想、尋找歷史依據(jù)的積極性;也可以增加課堂教學(xué)內(nèi)容，聯(lián)系當(dāng)今世界所發(fā)生的學(xué)生感興趣的話題，運用歷史分析的方法，指導(dǎo)學(xué)生對世界形勢發(fā)展加以認(rèn)識;還可以在校內(nèi)多辦一些歷史學(xué)科的課外活動，如開設(shè)歷史講座、展示學(xué)生的歷史小文章、搞一些歷史性的紀(jì)念活動，等等?？傊?，校園要強(qiáng)化歷史學(xué)科的氣氛，久而久之，學(xué)生也會受到感染，讓他們覺得至少在學(xué)校里，學(xué)好歷史課還是有用武之地的，這樣學(xué)生的學(xué)習(xí)興趣也就會逐漸增加。

三是增強(qiáng)學(xué)生在學(xué)習(xí)中的成功心理，使學(xué)生“喜”學(xué)。高一學(xué)生在學(xué)習(xí)歷史過程中，與初中比較，普遍感到困難，出現(xiàn)“怕”的情緒。教師應(yīng)根據(jù)學(xué)生的心理，采取有效的方法增強(qiáng)學(xué)生的成功心理，這對穩(wěn)定學(xué)習(xí)興趣有極大作用。我們可以結(jié)合教學(xué)由淺入深的特征，在教學(xué)過程中，對每一層次的內(nèi)容，作出達(dá)標(biāo)的要求，對學(xué)生每達(dá)到一個層次，進(jìn)行及時的評價和鼓勵，讓學(xué)生覺得自己是一個成功者，有信心進(jìn)入下一個層次學(xué)習(xí)。再比如針對每個學(xué)生不同的情況，讓他們在不同的場合獲得不同的成功感覺，可以對在課堂上回答問題正確的學(xué)生作出當(dāng)眾表揚;可以對作業(yè)中有出色解答或獨特見解的學(xué)生予以高分;也可以讓學(xué)生在校內(nèi)辦的刊物或壁報上發(fā)表一些作品，如歷史小論文、歷史漫畫等;或者將學(xué)生的優(yōu)秀作品推薦到公開發(fā)行的報刊雜志上?？傊?，教師要對學(xué)生的每一點成績和進(jìn)步多加以肯定和鼓勵，使他們對自己的學(xué)習(xí)抱有信心，最終保持歷史學(xué)習(xí)的穩(wěn)定興趣。

?當(dāng)然，對歷史理論的學(xué)習(xí)，更是必須重視的，其目的正在于幫助學(xué)生“會”學(xué)。不過在基本歷史理論的教學(xué)中有一點要注意，那就是要控制好“度”。高一學(xué)生畢竟不是高三學(xué)生，他們的認(rèn)知水平有限，如果要求過高，理解不了，對學(xué)習(xí)歷史就懷有畏難情緒，就會“厭”、“怕”。因此，教師要深入細(xì)致地分析學(xué)生的認(rèn)知水平，因材施教，根據(jù)學(xué)生接受能力限度，不能加重學(xué)生學(xué)習(xí)負(fù)擔(dān)，更不能使他們不堪重負(fù)而喪失學(xué)習(xí)信心、興趣。

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