高二英语课程教案

高二英语课程教案都有哪些？英语学习中单词教学是最重要的一个环节。但是由于背诵单词过程较为枯燥，在单词教学中很难调动学生的积极性，也使得学习效果不甚理想。下面是小编为大家带来的高二英语课程教案七篇，希望大家能够喜欢！

高二英语课程教案（篇1）

Disneyland

教学目标

本单元对话课复习了有关问路及应答用语，要求学生用所学语言自编对话描述所在学校、区域或城市;

本单元介绍了美国的迪斯尼乐园及其创始人Walt Disney艰苦创业的生活经历。通过本单元教学，要求学生掌握迪斯尼乐园的概况，并可根据提示复述沃尔特?迪斯尼奋斗的生活简历。引导学生意识到只有通过自身的努力，艰苦奋斗，才能收获成功的道理。同时，设计问答练习，提高学生阅读能力。

作为高二的起始单元，此处复习了宾语从句的用法，通过课文阅读，完成练习册后练习，学生需熟练掌握此语言项目，并准确运用到口头及书面表达中。

对话教学建议

Step 1听录音

教师放对话录音，放完两遍之后，教师根据对话内容提出一些问题。

1.What were they talking about ?

2.How to answer the first /second/third/forth/fifth visitor question?

Step 2 练习

组织学生五个人一组，练习对话三至五分钟。教师请几组同学到前面表演。

Step 3改写

将对话内容改写为一篇短文，要求学生用本课的地点名称如：

Sleeping Beauty Castle , Bear Country, Horse-drawn streetcars, the Tomorrow Land Building

比如：Carl is answering visitors’ questions. The first visitor asks Carl the way to the Sleeping Beauty Castle….

Step 4 讨论

If you are visitor, How to ask the way to the stranger at first?

Step 5总结

教师提问学生们，归纳和总结对话用语。

Asking:

Where is …...

How can I get to…

Which is the way to…

Could you tell me if…

Could you tell me the way to…

Answering:

Go straight ahead…

It’s behind …/in frond of/

Go down this street…

教材分析

本课的日常用语用语是有关对话asking the way and responses,这样的问路用语在初中都以学过，所以对话不在是个难点。本课的两篇阅读文章是有关人物，沃尔特·迪斯尼。难点在于第一篇是了解他的生活经历和艰苦创业。第二篇是我们众所周知的Disneyland，两篇文章结合着学过的语法知识宾语从句在里面，这也不是学生们所要了解的重点。

词语讲解

1.bring on 引起;使...前进;把...端上来(如饭菜等)

1) Ill bring on the beef in a minute.我一会就端上来牛排。

2) The fine weather is bringing the crops on nicely. 好天气使农作物长得很好。(使发展或进步 )

3) He was caught in the rain and this brought on a bad cold.(引起;导致)他被雨淋了，导致了一场重感冒。

bring on 使发生;

bring in 引来;引进;吸收

bring out 取出;说出;阐明;出版

1) The first dish that was brought on was bean-soup.

2) The sudden cold weather brought on his cold again.

3) His new business brings in 1,000 dollars a month.

4) We also brought in some words from English, such as tank and so on.

5) Bring out the meaning more clearly.

6) They have brought out a set of childrens books.

2.You can see as far as the coast.

as far as 远到;到...为止;常用来在句中加重语气

Every day, the old man walks as far as the Summer Palace. 他一直走到颐和园 as/so far as (连词) 就...而言

As far as I know, what you said cant possibly happen.就我所知你所说的事情是不可能发生的。

so far 到目前为止，常用在完成时态中

I havent got the invitation so far.到目前为止，我还没有得到邀请。

3.One day he remembered the mouse that used to come out in his fathers

garage

used to do sth.

ju:st

1) My friend used to write to me, but now she prefers sending e-mails.

be used to do sth. 被用来做

ju:zd

1)The house was used to keep books two years ago.

2)Elephants are used to carry things.

be/get used to doing/sth.

ju:st

1) I have been used to living in this area.

I have got used to living in this area.

2) I came to Beijing 10 years ago, and Ive got used to the weather here.

4.Go through the gate and youll find the entrance. = If you go through the gate, youll find the entrance. / Go through the gate, or you wont find the entrance.

注意连词的位置，而且每个复合句中只能有一个连词，不要在一个句子中重复连词。

1) Use your brain and youll find a way.

2) If you study hard, youll surely make progress.

3) Hurry up! Or well miss the last train.

语法讲解

宾语从句

I. 宾语从句 即在复合句中作主句的(及物动词或介词)宾语。宾语从句通常由连接代词或副词引导;可分为四类：

1.由 that引导的宾语从句(that没有任何意义，在从句中不充当任何成分，在口语和非正式文体中常可以省略)：

I thought (that)the food was rather expensive.

Mother knows (that) Jim will work hard.

2. 由 if /whether“是否” 引导的宾语从句：

I wonder if/whether it was Disney who made the first cartoons.

Could you tell me if/whether Mr. Black lives here?

3. 由 what, why, when, where, who, which, whose, whom, how 等 wh- 类连接代词或副词引导的宾语从句：

Can anyone fail to see what kind of show they are putting on?

Please tell me which class you are in?

He asked me whom I was waiting for.

The stranger doesn’t know when the ship arrives.

I didn’t understand why the boy had so many questions.

Please ask the teacher how we get to the place.

4.由关系代词型what 等代词引导的宾语从句：

We always mean what we say.

I will try to make up what I have missed.

I’ll give you whatever help you need.

I’ll read whichever book you recommend

II.使用宾语从句应注意的几个问题

1.连接代词或副词的使用。连接代词或副词的使用是由句子的意义决定的(这是高考的重点)。

A computer can only do what you have instructed it to do.

--“Doesn’t Helen live on this street?”

--“No. This is where Leon lives.”

2. 宾语从句的语序。无论是连接代词还是连接副词引导的宾语从句的 语序都应是陈述句的语序。

She asked the boys if they had white hats.

I don’t remember when we arrived.

Do you know which class he is in?

3. 时态的呼应。分以下三种情况考虑：

1) 主句的谓语动词是过去时态时，从句的时态也应是过去的某种时态。

He answered (that) he was listening to me.

Lily told us (that) she was born in May, 1980.

2) 主句的谓语动词是过去时态时，从句所叙述的是客观真理、格言时，从句时态无需改变，仍用一般现在时。

The teacher said that (that) the earth goes around the sun.

Father told me that practice makes perfect.

2)主句的谓语动词是现在时或将来时，从句的时态不受限制。根据实情，可使用任何所需时态。

He says he will be back in an hour.

They know Jim is working hard.

4.形容词后的宾语从句。

常可跟宾语从句的形容词有：afraid, glad, sure, happy, pleased, surprised, sorry 等等。

She is afraid that Jim will forget his Chinese.

I’m sure that he will succeed.

高二英语课程教案（篇2）

Body language

课型设计与课时分配

1st period warming up(6.3-6.4)

2nd period Reading (I)(6.5)

3rd period Reading(II)(6.9)

4th period Language Study(6.10-6.11)

5th period Listening(6.12)

6th period Writing(6.13)

Ⅳ. 分课时教案

The First Period warming up

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish

b. 重点句型或交际用语

Act out the following meanings, please.

Please guess what I mean.

Please show the actions, using body language.

Now it is your turn to show the action / gesture.

Please use either spoken words or body language to express your ideas.

Please use both spoken words and body language to express your ideas.

2. Ability goals能力目标

a. Enable the students to understand what a certain gesture of the body language means in a given situation.

b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.

c. Enable the students to express with the target language the meanings given in body language.

3. Learning ability goals 学能目标

a. Help the students learn how to express themselves in body language when needed.

b. Help the students understand others when body language is being used.

Teaching important points教学重点

a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.

b. Teach the students how to use body language in the most appropriate occasions.

Teaching difficult points 教学难点

a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.

b. Let the students know that there is both positive body language and negative body language.

Teaching methods教学方法

a. Individual work, pair work and group work.

b. Acting out by imitation, mime or with gestures and body movement.

Teaching aids教具准备

A computer, a projector and some pictures.

Teaching procedures & ways教学过程与方式

Step I Lead-in

The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005.

Ss: Yes, Thousands of Hands Kwan-yin.

T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua(邰丽华). She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.

Step II Introduction

T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.

Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ...

Shake your head / arm / hand ...

Wave your arm / hand ...

Open your eyes / arms /mouth ...

Close your eyes / mouth ...

Twist your wrist / waist.

Cross your arms / fingers.

Nod your head. Bow your head.

Make a face to each other.

Bend / cry / shout / scream / smile / laugh ...

T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still. Clear? Ready? Now let’s start.

3 or 5 minutes for the game.

T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:

Gesture Action Meaning

A handshake You are welcome.

A clap of hand Come on; be cheerful.

A V-shape of the fore-finger and middle finger May you succeed!

Or congratulations on your success!

A half-closed hand with thumb down I am not in favor of your idea or I’ll have to refuse you.

A wrinkling of the brow in thought or displeasure or a scowl She is worried.

Tears coming out of his eyes. He is very sad.

All smiles on her face She is very happy.

Waving their hands They are waving goodbye to people around.

A hand stretched out forward with strength He is stopping a tank.

People jump with their both hands stretched open in the air. They are cheering for the victory.

T: What are the actions of the above gestures? What do they mean?

S4: The first gesture is a handshake, which means “You’re welcome”.

S5: The second is a handclap, which means “Come on” or “Be cheerful” or something like that.

S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed.

S7: The fourth is a half-closed hand with the thumb down. It means the one who gives this gesture is against the other’s idea or simply refuses the request.

S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy.

S9: The sixth is a man shedding tears. Tears were running down his cheeks. He is very sad for losing his relatives or sad for his failure.

S10: The seventh is a smiling face. It is easy to see that she is very happy.

S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off.

S12: The ninth is a hand stretched out forward with great strength. The boy is trying to stop a tank from entering into his homeland.

S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for their victory.

T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.

Step Ⅲ Practice

T: Look at Page 25.

What are these people communicating?

Step Ⅳ Time for Fun

T: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Clear?

Ss: Yes. That’s funny!

T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.

Ss: All right.

S1: What are you likely to do if it rains?

(Actions) S2: reads a book;

S3: puts on a raincoat;

S4: cleans the house.

S1: Ok. I think S3 seems the most likely, so it is his turn.

S3: What are you likely to do if the river floods?

(Actions) S1: runs away as fast as he can;

S2: helps the younger or elder to escape as soon as possible; S4: climbs on to a tree.

S3: Ok. I think S2 seems the most likely, so it is her turn.

S2: What are you likely to do if the house catches fire?

(Actions) S1: fetches some water;

S3: tries to put it out with blooms;

S4: runs away as quickly as he can.

S2: Ok. I think S4 seems the most likely, so it is his turn.

S4: What are you likely to do if you meet with a fierce dog?

(Actions) S1: remains where he is and bends down, looking at the dog;

S3: tries to scare it away with small stones;

S4: runs away as quickly as possible.

S2: Ok. I think S1 seems the most likely, so we all have done a good job.

T: Yes. I couldn’t agree with you. Now, one more group.

Step V Role Play (Speaking task on P67)

T: Now, there’s still a little time left. Let’s come to Speaking Task on Page 67.

Homework

1. Team work: Discuss the importance of body language.

2. Go over the Reading:

1) Communication: No Problem?

2) Showing our feeling.

T: I think you must have known something about these pictures. Yes, they are from a program of CCTV, the Evening Party Celebrating the Spring Festival of 2005, the coming Lunar New Year of the Rooster. I think that was the best program. Do you remember the name of this program?

The second period Reading

The Second Period Reading (I)

Teaching goals 教学目标

1. Target language目标语言

a. 词汇和短语

major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedy

b. 重点句子

Yesterday, another student and I , representing our university’s student association, went to the Capital International Airport to meet this year’ international students.

…I saw several young people enter the waiting area looking around curiously.

She stepped back appearing surprised and put up her hands, as if in defence.

2. Ability goals能力目标

a. Enable the students to realize the importance of body language.

What is the purpose of language?

What is the purpose of body language?

How can you tell if someone is sad even if they do not speak?

How can you communicate a feeling to someone who does not speak your language?

b. Enable the students to understand the text.

Where are the visitors from?

How do Mr. Garcia from Columbia and Julia Smith from Britain response when they are introduced to each other?

What do Mr. Cook and the Japanese visitor do as they are introduced?

How can people express themselves besides their spoken language?

Do all cultures greet each other the same way?

Do English people and other Europeans act the same when they first meet?

Is a handshake very common in Japan?

Is a kiss often used in France when people meet?

Why are there different kinds of body language?

c. Enable the students to retell the text in their own words.

3. Learning ability goals 学能目标

Help the students learn how to explain the common idea—“different cultures, different body languages” with the target language in this unit.

Teaching important points 教学重点

How does body language differ among people from different cultures?

Teaching difficult points 教学难点

The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook.

Teaching methods 教学方法

Skimming method, task-based method, role-play method.

Teaching aids 教具准备

A recorder, a projector and a computer.

Teaching procedures & ways教学过程与方式

StepⅠ Revision

Free talk about the topic: the Importance of Body Language. While the student on duty gives the presentation, the teacher can simultaneously approve his or her performance by using the body language learned or familiar to the students such as nodding the head, stretching out the hand with thumb up, shrugging the shoulders, etc.

Step Ⅱ Pre-reading

T: Our text is about a special means of communication—Body Language. Now please look at the screen. And discuss these questions with your partner first. And then some of you will be asked to report your work. Are you clear?

Ss: Yes, sir/madam.

1. What is the purpose of language?

2. How can you tell if someone is sad even if they do not speak?

3. What would you do if you need the other’s help urgently while you two speak different languages?

4. Give an example of how you can communicate a feeling to someone who does not speak your language.

After a few minutes.

T: Now who’d like to answer the first question? Volunteer! S1: Let me try. The purpose of language, of course, is to be used as a tool of communication. That is, to exchange with others ideas, feelings, information, and so on.

T: Perfect! Body language is used anytime and anywhere to convey people’s ideas, feelings, information, and so on and so forth. Next question?

S2: Even if they don’t speak, I can tell if they are sad by

looking at their facial expressions. I’m a good mind-reader. (Smiling)

S3: Yes, that is quite easy. Just by watching their frowned brows, their long faces, we know that they are unhappy.

T: Very good. We have got two “mind readers” in our class; I’m sure there are more than two! Now who’d like to give the answer to the third question?

S4: Let me try, Sir / Madam. I’ll try to use body language to tell the other what I need urgently. I’ll do it by miming, by any proper posture, or gestures, even by drawing pictures.

T: You are smart! Now who’d like to do the last one. It is more challenging, right?

S5: I’d like to have a try, sir. Last summer I went on a study tour in the States. When I was on the way to

Los Angeles on the flight of the United Airlines, we stopped at Tokyo / Narita Airport in Japan for 3 hours. So I went into the shop at the airport, for I wanted to buy a digital camera. Of course I knew no Japanese, so I spoke to her in Chinese first and then in English. It seemed that she was at a loss when I spoke to her. Then I decided to try it in body language. I just pointed to the camera that I like most-Sony Cyber-shot DSC-P100. The salesgirl spoke to me in Japanese this time but I couldn’t understand a word of it. So I shook my head and kept pointing at the camera. Finally I reached her understanding and she took out the camera I wanted to buy. I examined it for a little while and asked her the price of it by drawing a big “?” in the air with my forefinger. She took out her calculator and put in the price. The price was reasonable and I decided to take it. I paid for it and the salesgirl bowed to me again and again.

T: Wonderful! Thank you for telling us so interesting a true story and giving us so good an example of body language.

Step Ⅲ While-reading

1. Scanning

While reading, please try to divide the whole passage into several parts and find out the main idea.

Part 1 Para 1

You are sent to Capital International Airport to meet this year’s international students.

Part 2 (para. 2 and 3 )

Examples of learned or cultural “body language”.

Part 3. (para. 4 )

Different peoples have different body languages.

Part 4. (para. 5)

Summary of body language.

Read the text carefully, then decide if the following statements are true (T) or false (F).

? Englishmen often stand close to others or touch strangers as soon as they meet.

? Most people around the world now greet each other by kissing .

? Japanese will bow to others as greeting.

? People from Jordan will move very close to you as you introduce yourself to them.

? Some body languages in some countries are good while some countries’ body language are bad.

Step IV Post reading

1. Is the author of this passage male or female? How do you know ?

The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author.

2.What were the two mistakes that the author noticed?

He noticed that the Colombian man kissed the British woman, but in her culture, a kiss from a stranger is not acceptable. He also noticed that the Japanese man bowed just as the Canadian man started to shake hands, so one man’s nose touched the other man’s hand.

3. Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance ?

The British woman, Julia, and probably the Canadian man, George, seemed to prefer to keep more physical distance from others. The Colombian man, Tony, and the Jordanian man, Ahmed, seemed to prefer closer physical distance .

4. Did any students have similar greeting customs? If so, which ones?

Yes. Tony from Colombia and Darlene from France had a similar greeting custom-a kiss. George from Canada and Ahmed from Jordan also had a similar greeting custom-a handshake, but Ahmed shakes hands only with men.

5. “ When in Rome, do as the Romans do.” What do you think this famous saying means?

This saying means that when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs.

6. Do you agree with the author’s statement that body language is not good or bad? Why or why not?

Students will give their own answers.

Step Ⅴ Homework

1. Get ready to retell the text in your own words.

高二英语课程教案（篇3）

UNIT4 ENGLISH POETRY

县三中 覃巧

Time: October 21 ,2010

Class: Class 1,Grade 2

Teaching Aims:

1. Train the students’ reading ability

2. Learn more about English poetry through the passage

Teaching important and difficult point:

How to help the students improve their reading ability and understand the text better.

Teaching methods:

1. Discussion 2.Fast reading 3. Careful reading

Teaching aid: Computer

Teaching Procedures:

StepI Greetings and Duty report

StepII Lead—in

1. Play a Chinese poem for students and then ask students to think about

the Chinese poets who the students have known.

2. Use five minutes to discuss them with students together.

StepIII Read the new words of this unit

Step IV Reading1. Play the Mp3 of the text and ask students to read the text

quickly .Then find out how many English poets are mentioned in the passage? Who are they ?

2. Read the passage again carefully and then do the exercises on the

screen.

3. Ask some students to give their answers.

Step V Summery

Step VI Homework

1. Ask the students to the text as much as possible and then pay

attention to the new words in the text.

2. Find out the answers what do the words in bold refer to in thepassage.

高二英语课程教案（篇4）

【本课学习目标】：

阅读课文“A short story of western painting”，帮助学生认识国画和西洋画的不同特征、代表性作品及画家。

【自学探究】

一、词汇扩充：

1realistic(adj)现实主义的;现实的---reality(n)现实---realize(v)---实现

2belief(n)信仰;信任---believe(v)相信---believein相信

3consequent(adj)作为结果的;随之发生的---consequently(adv)所以;因而

---consequence(n)结果

4value(n)价值(pl)价值观;社会准则---valuable(adj)有价值的---beofgreatvalue

5religion(n)宗教;宗教信仰---religious(adj)宗教的

6possession(n)所有;财产---possess(v)持有;拥有

7convince(v)使确信;使信服---convincesbofsth使某人相信某事

---beconvincedof相信

8impress(v)给…留下印象---impression(n)印象---makeastrongimpressiononsb

给某人留下深刻印象---impressive(adj)---impressionism(n)印象主义;印象派

---impressionist(adj)印象派的(n)印象派艺术家

9agreatdeal(adv)大量---agreatdealof(adj)大量的….

10predict(v)预言;预告;预测---prediction(n)

11scholar(n)学者---scholarship(n)奖学金

12flesh(n)肉;肌肉;_---fresh(adj)新鲜的---flash(v)闪现

13exhibition(n)展览;陈列;展览会---exhibit(n)展览品;陈列品(v)展出

二、长难句分析

1Artisinfluencedbythewayoflifeandbeliefsofthepeople,andChina,unlikeEurope,hasfollowedasimilarwayoflifeforaverylongtime.

艺术受到人民生活方式和信仰的影响，而中国和欧洲不同，他的生活方式在很长时期里都是相近的。

2Whenpeoplefirstsawhispaintingtheywereconvincedtheywerelookingthroughaholeinthewallatarealscene.

当人们第一次看到他的画时，还以为是透过墙上的小洞来观看真实的场景。

3AmongthepainterswhobrokeawayfromthetraditionalstyleofpaintingweretheimpressionistswholivedandworkedinParis.

在那些突破传统画法的画家中有生活和工作在法国巴黎的印象派画家。

三、warmingup

Matchthewordsandmeanings.Thesewordsmighthelpyouinyourreading.

①realistic①accurate,minute

②abstract②stateorfactofexisting

③detailed③beinginthoughtbuthavingaphysicalorpracticalexistence

④traditional④lifelike,truetolife

⑤religious⑤classical,ofoldbeliefs

⑥existence⑥Sinceretobelieveinagodorgods

四、Reading

Skimming

1Whatweretheartistsinterestedinfrom5thto15thcenturyAD?

Theywereinterestedincreating_______and____forGod.

2HowdidMasacciopainthispaintings?

Hedrewthingsin__________,whichmakespicturesvery_______.

3.Whydidtheimpressionistshavetopaintquickly?

Becausethenaturallight_______quickly,theyhadto_____quickly.

Scanning

1.Whichofthefollowingstatementsistrue?

A.PaintingsinMiddleAgeswereveryrealistic.

B.Westernarthaschangedalotsincethe5thcentury.

C.Impressionistpaintingswerepaintedmainlyindoors.

D.ModernartbeganintheRenaissance.

2.Atfirstmostpeoplehatedtheimpressionists’styleofpainting,because_____.

A.theirpaintingswereveryabstract.

B.theirpaintingswereveryrealistic.

C.Theybrokeawayfromthetraditionalstyleofpainting.

D.theirpaintingswereveryridiculous.

3.IntheRenaissance,painters___.

APaintedreligiousscenesinamorerealisticstyle.

B.focusedmoreonreligionthanonhumans.

C.begantopaintoutdoors.

D.returnedtoclassicalRomanandGreekideasaboutart.

4.____discoveredhowtomakepaintingslookmorerealbyusingperspective.

A.GiottodiBondone.

B.Masaccio.

C.ClaudeMonet.

D.PabloPicasso

5.Whatdoesthetextmainlytellus?

A.Howreligiouspaintingdeveloped.

B.Howoilpaintingdeveloped.

C.Howimpressionistpaintingdeveloped.

D.Howwesternartdeveloped

DetailedReading:TrueorFalse

()1.Westernarthaschangedverylittleoverthelastseventeencenturies.

()2.PaintersintheMiddleAgespaintedmainlyreligioussubjects.

()3.PaintingsintheMiddleAgeswereveryrealistic.

()4.Renaissancepainterstriedtopaintthingsinarealisticway.

()5.TwoimportantdiscoveriesintheRenaissanceperiodwereoilpaintsanddrawinginperspective.

()6.Impressionistspaintedtheirpicturesmainlyindoors.

()7.Atfirstpeopledidnotliketheimpressionists’paintings.

()8.Modernartbeganwiththeimpressionists

【达标检测】

fillinthechartaccordingtothetext

AgesTimeArtist

Feature

【文化园地】

ThecharacteristicsofChinesepaintingsandWesternpaintings:

Chinesepaintingisoftenaboutnature,suchasmountain,water,bird-and-flower,etc.

Ithasanairoflivinginnature,harmony(和谐)andpeace.

Westernpaintingisaboutreligion,human.

Itisabstract,richincolor,oil,lineandshape

kindsofpainting(matchtheEnglishwordsandChinesemeaning)

①oilpainting风景画

②watercolour油画

③landscape水彩

④cartoon人物

⑤figuredrawing素描

⑥sketch卡通

高二英语课程教案（篇5）

《Unit 5 Theme parks》

教学准备

教学目标

(1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。

(2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。

(3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划

(4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。

教学重难点

(1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。

(2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。

(3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划

(4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。

教学过程

Step 1 Warming-up and lead-in (5 mins)

(1)导入

教师提问学生“Have you been to a themepark?”与“What can you do in a themepark?”，以此导入到本课的课题。然后通过图片介绍主题公园内常见的游乐设施，为文本阅读做好铺垫。

T: Hello, class. Today we are going to talk abouttheme parks. First, Iwould like to ask you:

① Is our West Lake Park atheme park? What about Jingqi Water Park?

②Have you been to a theme park?

③ What can you do in a theme park?

S1: West lake is not a theme park. Jingqi Water Park is a theme park.

S2: I have been to Hongkong Disneyland. In a themepark we can do a lot of activities.

T: Exactly, in the theme park we can take roller-coaster,free-fall drop,swinging ship, Ferris wheel, merry-go-round and so on. In a word,there are various rides we can take in a theme park. Well, what does “ride”mean?

S3: 游乐设施

T: Yes. Here it is a noun, meaning “供乘骑的游乐设施”.

(2)揭题

教师引导学生对课文题目进行预测。

T: With these rides, there is no doubt that we willhave great fun in a theme park, right? Just like the title of this articlesuggest: Theme parks – fun. But what about “more than fun”? What does it meanin your opinion?

S4: “more than fun” means you can also get a lot ofinformation.

[意图说明]教师通过图片及设问，从学生所熟悉的福州西湖公园和鲸奇水上乐园入手,激发学生原有的普通公园与主题公园知识体系，引导学生对文章题目进行预测，引发好奇心，从而导入新课。

Step 2 Reading (34 mins)

(1) 扫读。引导学生回答以下问题。(3 mins)

a. How many theme parks are introduced? What are they?

Andwhere are they?

b. Where do you think you would see this kind ofwriting?

T: Thank you, your opinion is quite reasonable. Nowlet’s do some reading tasks to check it. First, I would like you to find out:

“ How many theme parks are introduced?”

S5: Three.

T: Yes. It is very obvious. When we try to find outthe main idea of a paragraph, usually we can focus on the first and the lastsentence. Then tell me what the three theme parks are? And where are they?

S5: Disney Land, Dollywood andCamelot.

T: Thanks for your accurate answers. Now that we havea rough idea of this article, where do you think you would see this kind ofwriting?

S6: Newspaper?

S7: Magazine?

T: Yes, very likely. Maybe from a newspaper or atravel magazine.

[意图说明]引导学生扫读全文，关注文章结构，思考文章的出处，整体理解本篇课文。

(2)跳读及拓展阅读。(20mins)

a.引导学生填写以下表格。

T: Obviously, it aims to attract the readers to go tothese theme parks, so what else is it going to tell us? Now, please read thearticle through and find out important information to fill out the followingform.

T: All right. It is time to check. Will you?

S8: Disneyland fairy,the theme is tale stories; activities are travelthrough space, visit a pirate ship , meet fairy tale characters, ride a swinging ship, and go on a free-fall drop.

S9: Dollywood, the theme is culture of thesouth-eastern USA; activities are listen to American country music, see carpentersand other craftsmen make their work, try some traditional candy, ride an oldsteam engine train, see bald eagles, take a ride on Thunderhead and other rides.

S10: Camelot, the theme is ancient English history andstories. Activities are watch magic shows,

see fighting with swords or on horseback, visit farm area and learn aboutfarms in ancientEngland.

[意图说明] 引导学生通过跳读获取特定的信息，将这些信息转化为表格形式，加深对文本的理解。

b.展示图片，引导学生进行图片与三大主题公园的匹配，并陈述理由。

T: Thanks! Anyone has any different ideas? No? Ok, itseems that all of you have had a good understanding of this article. That isgreat. Next, We are going to play a game. I would like to show you some pictures,please tell me which theme park it belongs to and why. If you know, just standup and say it, as soon as possible. Ready? Go!

Ss: Disney land.

T: Wonderful. What about this one? What is in thepicture?

Ss: Steam engine train.

T: Exactly. So, it is…

Ss: Dollywood.

T: Next one?

Ss: Camelot.

T: Yes. We can see knights fighting with swords. Andnext?

Ss: Camelot. There is bald eagle.

T: Ok. The last one, the last chance. Ready? Go!

S11: Camelot.

T: Why?

S11: it is a farm.

T: Yes, you have sharp eyes.

[意图说明] 运用图片，提供课文关键词汇和句型的运用情境，引导学生复述三大主题公园的主要特点，检测学生对文章的理解。采用学生快速站起回答的游戏方式，可以调动课堂气氛，创造轻松的学习环境。

c. 回顾课文题目，引导学生思考其含义。

T: Now we have finished the reading, could you tell methe meaning of the title “Theme parks -fun and more than fun”? Before reading, Shuman mentioned that it can providefun but also information. Do you agree with her or do you have a new idea?

S12: I think it means themeparks can bring people happiness.

T: Yes. It brings happiness.That’s the fun part. What about more than fun?

S12: more than fun meanstheme parks are more interesting than other parks.

T: Yes, it is moreinteresting. Anything else? No? Ok, thank you. Sit down, please. He mentionedit has a lot of fun. Yeas, it is. Aboutmore than fun, we can agree with Shuman’s idea. Theme parks provide us a lotinformation. For example, Dollyhood, what can we learn from it?

Ss: American culture.

T: Yes. What about Camelot?

Ss:Englandhistory.

T: Yes.

[意图说明] 在扫读与跳读练习后，引导学生回顾全文，进一步检测其对课文的理解。

(3)批判性阅读。(6mins)

a.引导学生思考以下问题：

①. Is it always fun and more than fun in the theme park?

②. Did you have any unhappy experiences in the theme park?

Orhave you heard about any unhappy experiences in the theme park?

T: Exactly. Besides those exciting rides, we can also learn a lot ofthings in the theme parks. But is it always fun and more than fun in the themepark? Did you have any unhappy experiences in the theme park? Or have you heardabout any unhappy experiences in the theme park? You just mentioned you went toDisney Land. Anything unsatisfied?

S12: At noon, we all hungry.We went to restaurant. It was expensive. It was bad.

T: So you were not satisfiedwith the food.

[意图说明] 引导学生结合自己的经历进行批判性阅读，培养学生思维的独立性。

b. 引导学生进行拓展阅读，归纳作者行程不愉快的三个理由，提出相应的应对方式。

T: Actually you are not alone. Now let’s read A Bad Day at Magic Land and find out three things that ruined thewriter’s theme park trip.

S13: First, he threw up. Itwas embarrassed. Second, his food was ruined. Third, his glasses fell in thewater.

T: Yes, the reasons are that he went on too many roller coasters and had an expensive and terrible lunch.What’s worse, his glasses fell into thewater. We don’t want such a trip. Of course, we want fun and more than fun. Howto avoid all these things? Can we try all the rides?

Ss: No.

T: We don’t have the time aswell as the energy. So we need to ?

Ss：Plan?

T: Yes. We need to choosewhat’s our favorite, for example. What about food? It is always expensive in atheme park or any destination?

Ss: Sandwich?

T: Good idea. Maybe we canhave some homemade food. What about glasses? Besides glasses, what is easilylost?

Ss: watch, purse, phone…

T: Yes. To prevent it fromhappening, we should take care of our personal things.

[意图说明] 通过拓展阅读，进一步丰富学生对主题公园的认识，并为下一环节的一日游计划做好铺垫。

(4)创造性阅读。(5mins)

组织学生进行小组活动，每个小组选择一个主题公园，结合课文内容设计一个简单的一日_程安排表。

T: Indeed, a good plan is necessary. And let’s makeone. Suppose you are going to one of the three theme parks in our text, use theform in your handout to make a simple trip plan. Every four of you pick onetheme park from our text. And each one has his or her responsibility. One makessuggestion about morning activity; one noon activity; one afternoon activity;and the last one is the presenter. The presenter should be clear and loud, haveenough eye contact and of course show a well-organized plan. Clear?

[意图说明] 根据课内文本与拓展阅读这两则语言材料创设较符合学生生活实际的一日游计划活动，激活学生,发挥学生的自主性和创造性。小组合作的方式也可以让学生进行同伴互助学习，共同进步。

Step 3 Post-reading(5 mins)

学生小组代表上台陈述设计好的一日_程。其他学生使用评价表从三个方面进行简单评定。

T: Everyone, it is time to present. Do rememberpresenter needs to pay attention to all the three things. And the listenersneed to pay attention and evaluate.

S14: I would like to share my plan with you. From myperspective, besides a well-organized plan, some preparations are of greatsignificance. For example we may need to take an umbrella in case of badweather and some pills in case of emergency. And our group divided our planinto three parts: morning visit, noon visit and the afternoon visit. In the morning,we can see carpenters and other craftsmen make their work in the old fashionway, I think that would be great fun. In the noon, we can have a lunch whileenjoying the country music performed in the outdoor theatre. After lunch, wecan visit candy store and try the same candy made 150 years ago. Afternoon, wecan take a ride on the only steam engine train and even see some bald eagle.That’s all. I think we can enjoy our one-day trip in Dollywood. Thank you.

T: That’s a wonderful plan. Clear and loud, fivestars. Well-organized, six stars maybe. But we only have five. About eyecontact, next time, you need to take some simple notes. Then you don’t need toturn over again and again. So I will you give you four stars. What about yourevaluation? What do you think of her presentation? Do you like it? Yes, ok justmake your evaluation on your handout. Now, What about next group?

S15: Well, what about my plan. Before I go to Camelot,I will search the internet gaining information about English culture. In themorning, I go there, waiting outside the gate. I will be very excited; I willsee some fake royal members, like King Edward and the knights of round table.After the lunch, I will go the farm and of course I will feed the animals,maybe very exciting and interesting. And then jousting. After dinner, I will gofor the sightseeing. The night will be very intriguing. Of course I will buysome souvenirs. Take pictures, enjoy the beautiful things. Ok, thank you.

T: Charming accent, right. Well, it is your group’strip plan. So maybe next time you should present: “our group is going to do sth”,that will be much better. Well, I would to see every group’s plan, so pleaseturn it into a piece of writing. And see you next time. Thank you.

[意图说明] 这是一个展示语言输出成果的阶段，学生上台陈述，既锻炼学生的口语，又可让教师了解本节课的有效性。运用同伴评价表，引导学生更加认真得倾听他人，同时激发陈述者的积极性。

Step 4 Homework(1 min)

布置家庭作业：要求学生讲口头讨论的计划重新组织为书面语。

[意图说明] 引导学生将口头讨论转化为书面语，强化本课的学习内容。

高二英语课程教案（篇6）

《Unit 3 Life in the future》

本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。

1. 开展学生活动，发挥主体作用

新课程强调要充分发挥学生在教学过程中的主体作用。本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生限度地参与教学过程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。

2. 实施情景教学，统合三维目标

本课设计从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。而三维目标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能力的培养、情感态度价值观的渗透交融在一起，实现了三维目标的和谐与统一。

3. 转变学习方式，增强教学效果

新课程要求提倡自主、合作、探究的学习方式，发挥学生的主体性、能动性和独立性，本课设计通过自学课本，小组讨论，综合分析，角色扮演等活动， 为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生知识的构建与运用，能力的培养和提高，情感体验和态度、价值观的形成，增强了教学效果。

4. 运用问题教学，启发学生思维

本课设计按照诱思探究理论要求，遵循学生的认知规律，引导学生去发现问题、分析问题和解决问题，从而掌握知识，形成能力，培养品质。通过对文章分析的由浅入深，由易到难，循序渐进，引导学生结合历史现状和教材信息，发挥想象，活化语言，从而达到综合运用英语进行交际的目的。有利于培养学生的思维能力，激发学生的创新精神。

本教学设计贯穿了新的教学理念，体现了课程改革的鲜明特色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。

【教材分析】

本单元教学内容为人教版新课标Module 5 Unit 3 Life in the future。本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，旨在培养学生预测未来的能力，通过对现实生活与未来生活的对比，唤醒学生把握现在，珍惜现在，爱护环境，保护自然的意识。

第一篇Reading文章主要讲述主人公Li Qiang在时空旅行前、时空旅行中及时空旅行后的所见所想。第二篇则主要记叙了Li Qiang在太空站认识的两个非常特别的太空生物，并将两个生物的特征进行了对比。两篇阅读文章都是科幻型阅读，旨在唤起学生的想象力，培养学生对未来生活的预测。语法部分则延续了课文内容，通过作者对未来生活态度的讨论引出过去分词做状语及定语的用法，并以短文填空的形式来巩固文章生词的用法。听力部分则描绘了一个拥有高新科技的wonderland,表明了人类对美好生活的追求与幻想，并最终通过口语情景设置锻炼学生综合运用英语的能力与技巧，从而对未来生活进行更细致的预测。

考虑到各部分内容的内在联系，笔者结合教学实际将同一话题不同内容与形式的材料进行了重组，对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时，丰富了教学内容和语言活动形式。

【学情分析】

1. 认知基础：高一学生基本上能用英语清晰地表达个人观点，准确地描绘

生活现象或表达个人情感，能用基本的词汇、句型对未来生活作出描绘与预测。

2. 心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识

发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。

3. 学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。

【教学目标】

(1)知识与能力

学习与未来生活有关的词汇;能对本单元的生词猜测词义并能用英语释义基本单词;学习有关预测和猜测的表达方式以及过去分词作定语、状语的用法;能听懂关于对未来生活、环境的想象、猜测和思考的会话，想象未来生活可能存在的问题;能用英语简单地谈论未来生活，猜测未来的科技发展趋势;能阅读关于未来生活、未来世界以及外太空和外星人的英语文章;能够较好地发挥想象来描写未来生活和外星生物。

(2)过程与方法

通过网络或图书馆等途径查找搜集有关科学家对未来生活预测的资料，培养学生利用学习资源的策略;并且笔者结合教学实际对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时。第一课时为Warming-up and Reading, 第二课时为Learning about language, 第三课时为Using language, 第四课时为Listening and speaking。着重培养学生学习运用词汇学习中的猜词策略，激发学生想象力，预测未来生活。

(3)情感态度与价值观

通过学习课文，使学生回顾历史，认识现在，展望未来，激发学生的想象力;提高环境保护，资源保护意识。通过讨论使学生了解中国和其他国家目前存在的社会问题以及科技发展方向，预测世界未来生活、环境的发展趋势。

【重点难点】

重点：

1.掌握有关描绘未来生活的词汇以及有关预测和猜测的表达方式。

2.通过对文章的学习，根据目前的现状预测未来的生活，提高环境保护、资源保护意识。

难点：

1.掌握过去分词作定语和状语的用法。

2.运用所学的词汇及句型写出具有一定想象力的短文。

【教学策略与手段】

1.采取多种教学方式，讲述法与讨论法相结合，启发式教学法与创设课堂思维情景相结合，接受式学习与探究式学习相结合。

2.以活动构建教学理论为指导，挖掘课程资源，利用图片、表格、多媒体等多种形式，师生互动，分组探究。

3.适时对学生的学习过程进行调控与激发，实现教学预设与动态生成的统一。

【教学准备】

1.教师整理课堂相关文字、图表、影音资料，制成多媒体课件。

2.课前组织学生搜集、阅读有关世界环境问题、当今科学技术发展及对未来生活预测的文章，积累一定的知识储备。

3.课前按教室座位情况将学生分成若干小组，每组6人，并选出组长一人，以小组为单位开展合作学习。

【教学过程】

Period 1: Warming-up & Reading

Teaching Aims:

1. Learn some new words and expressions.

2. Improve the students’ reading skills.

3. Know the more advanced forms of transport in AD 3005 and the advantages and problems of life in the future.

Teaching Methods:

1. Inductive method

2. Pair work & group work

3. Competition

4. Illustration

5. Deductive Method

Step 1 Greetings and Lead-in

1.The teacher can start with daily greetings and try to lead in some words in this unit.

Q1: Where do you come from? Do you live in the downtown or in the countryside?

Do you live in a comfortable surrounding?

Is it a suitable location for people to live in?

What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).

2.Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…)

Bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. What other vehicles do you know?

carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …

3.Now let’s take a look at the screen to learn about the development of all the means of transportation.

sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft

4.Q3: What will the future means of transportation be like? (Time travel)

Well, today we are going to learn a text about time travel.

【设计说明】

由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词;然后总结交通工具的发展历史，预测未来的交通方式，引出跨时空旅行，从而进入阅读文章的处理与学习。(由于考虑到Warming-up中的Transport与Houses, Villages,Towns, 以及Location of settlement的联系不大，可单独提出，因此将Transport的发展变化应用于课文的导入中，这样比较科学自然。)

Step 2 Skimming

1.The teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.

Q1：What will the future life be like?

2.The students are given several minutes to read through the text and try to find out the changes mentioned in the text.

Q2: Which changes are mentioned in the text?

time travel – transport – air quality – religion – clothing – eating – houses – towns

3.The teacher can ask the students to carry out a discussion about the changes.

Q3: Which changes are good and which are bad?

【设计说明】

猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。(由于Comprehending中关于未来生活变化好坏的讨论难度不大，考虑到整个设计的连贯性，将其提至快速阅读中，设置成小讨论，将学生说与读的能力更好地结合。)

Step 3 Reading for details

1.Before the journey

Q1: How many people are mentioned in the text? Who are they?

Q2: When did the writer write this letter? And to which year did he travel?

Q3: Why did Li Qiang travel to the year AD 3005?

Q4: What did Li Qiang suffer from?

Q5: How did Li Qiang feel? What makes him feel better?

Q6: Where did they arrive?

【设计说明】

通过几个特殊疑问词，提出以下问题，处理文章第一段。因本篇课文是一篇叙事故事，而记叙文时一般都包括事件发生的人物、时间、地点、事件、原因等关键要素，因此让学生通过阅读寻找上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。

2.During the journey

1) In the capsule:

Climb through the round opening -- comfortable seats -- calming drink -- lay relaxed -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?

2) Out of the capsule

Confused by the new surrounding, I was hit by the lack of fresh air

Q1: How did Li Qiang overcome the lack of fresh air?

1. Hovering carriage: .

Q2: How did the hovering carriage float?

Q3: How can a person move swiftly?

2. “A large market”

Q4: What were people doing there?

Q5: What happened to Li Qiang?

3. A large building

Q6: What is a “time lag” flashback?

【设计说明】

按事件发生的先后顺序及地点转换顺序，处理文章细节，培养学生抓住文章线索来处理课文的能力。然后根据地点转移，自然地将“太空仓内”转向“太空仓外”，按照作者在太空仓外所处的三个不同地点Hovering carriage, a large market, a large building来处理文章第三段。

3.After the journey

(Arriving home, he showed me into a large bright, clean room.

Description of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…

Q1: How did the author feel after visiting the special house?

Exhausted, I slid into bed and fell fast asleep.

【设计说明】

通过精读课文，了解文章细致内容，按照“时空旅行前，时空旅行中及时空旅行后”的时间线索来处理文章细节。“时空旅行中”又可按照“在太空仓内与在太空仓外”分析文章信息。在此过程中锻炼学生精读的阅读技巧，处理文章生词，并适当地引入几个过去分词做状语及定语的句子，为语法部分的讲解作个铺垫。

Step 4 Consolidation

1.Put the statements into correct order. ( C --- A --- D --- B )

A. We are transported into the future by a comfortable time capsule.

B. I arrived at Wang Ping’s home and everything in his house made me surprised.

C. I won a travel to the year AD 3005.

D. I have my first try to master a hovering carriage.

2.Discussion: Compare the houses, towns, location of settlement of different period of time and predict about the changes in the future

AD 1005: China ---- AD 2007: Modern World ---- AD______ : Your idea

3.A telephone interview with Li Qiang

Ask the students to discuss in group of six and raise as many questions to Li Qiang as possible. Some questions about the problems in future life are recommended.

【设计说明】

首先通过对文章故事情节的正常排序回顾文章梗概;其次通过Warming-up中过去、现在的房子、城镇及居住环境的比较来预测未来方的发展与变化;最后设置情景，进行角色扮演，模拟电话采访Li Qiang回顾整篇课文，引出本节课的作业与任务。全面地锻炼学生的总结概括能力以及团体协作的讨论能力。

Step5 Assignment

1.Show some pictures of various kinds of pollution to the students to arouse their awareness of environmental protection and then ask the students what have caused those environmental problems in groups.

Q1: What problems are we facing now?

Q2: What have caused those problems?

2.Show some advanced and imaginative inventions to the students, and try to arouse their imagination to design specific objects for a better future life

3.Assignment: Object-designing

Design an object which can help you change the world for a better future

【设计说明】

通过角色扮演以及情景设置中引出未来生活中将会存在的问题，以此导出现在生活中存在的问题，由此自然地引出阅读课的任务----发明设计，以此激发学生的发明创造能力，唤醒学生保护自然、爱护环境的意识，学习中渗透道德教育，一举两得。

Period 2: Learning about language

Teaching aims:

1. Learn past participle used as adverbial.

2. Master some important words: swiftly, unsettle, constant, remind, previous, bent, press, link.

Teaching methods:

1. Teach grammar in real situations.

2. Learn grammar through practice.

Step 1 Revision and Preparation

1.Ask the students to talk about the writer’s attitude towards the future life, was he optimistic or pessimistic about the future? How do you know? Can you find some sentences to support your opinion?

2.Ask the students to find out some sentences which can support the opinion that the author is pessimistic about the future life.

1 .Confused by the new surroundings, I was hit by the lack of fresh air.

2. Worried about the journey, I was unsettled for the first few days.

3. Exhausted, I slid into bed and fell fast asleep.

And then ask the students to finish the exercises in their textbook.

Ex.1. Combine these two sentences using the past participate as the adverbial.

1. I was frightened by the loud noise. I went to see what was happening.

Frightened by the loud noise, I went to see what was happening.

2. He was hit by the lack of fresh air. He got a bad headache.

Hit by the lack of fresh air, he got a bad headache.

3.I felt very tired after the long journey. I still enjoyed meeting the aliens on the space station.

Tired after the long journey, I still enjoyed meeting the aliens on the space station.

4. The museum was built in 1910. The museum is almost 100 years old.

Built in 1910, the museum is almost 100 years old.

5. The little girl was frightened by the noise outside. The little girl dared not sleep in her bedroom.

Frightened by the noise outside, the little girl dared not sleep in her bedroom.

6. The student was given some advice by the famous scientist. The student was not worried about his scientific experiment any more.

Given some advice by the famous scientist, the student was not worried about his scientific experiment any more.

3.Ask the students to find out some sentences which can support the opinion that the author is optimistic about the future life.

1. His parents company named “Future Tours” transported me safely into the future.

2. A table and chairs rose from under the floor as if by magic.

3. Tomorrow you will be ready for some visits organized by the company.

And then ask the students to finish the exercises in their textbook.

Ex.2. Combine these two sentences using the past participate as the attribute.

1. Soon we lost sight of that famous astronomer. He is called Li Qiang.

Soon we lost sight of that famous astronomer called Li Qiang.

2. I am going to buy a painting. It is copied from Vincent van Gogh.

I am going to buy a painting copied from Vincent van Gogh.

3. The castle is under repair. It was built in 1432

The castle built in 1432 is under repair.

4. I like that old private house. It is built of wood and mud.

I like that old private house built of wood and mud.

5. The vehicle is mentioned in the book. The vehicle is unknown to me.

The vehicle mentioned in the book is unknown to me.

6. The room is completely empty. The room is connected to the rest of the house by a long passage.

The room connected to the rest of the house by a long passage is completely empty.

7. The queen was sitting in a royal carriage. The carriage was drawn b four horses.

The queen was sitting in a royal carriage drawn by four horses.

【设计说明】

通过设置讨论作者对未来生活持乐观还是悲观态度来复习并提升Reading内容，巩固学生对Reading全文线索的了解与掌握，并通过讨论找出含有过去分词用法的句子来支持各自的观点。(由于Reading中Comprehending部分中关于作者对未来生活所持有的态度的讨论跟语法部分联系紧密，故将其从Reading中剪切，转至语法中作为回顾阅读课，导入新课)完成语法练习后，学生对过去分词作状语和定语的用法有了一定的了解，然后教师将过去分词作状语和作定语的用法系统归纳如下：

过去分词作状语可以表示时间、条件、原因、让步、方式或伴随，有时在其前还可以带上连词，以示明确。

1. 作时间状语。 Once discovered, the enemies were completely wiped out.

2. 作原因状语 Moved by his words, I accepted his present.

3. 作条件状语 United we stand, divided we fail.

4. 作让步状语 Although tired, they continued to work.

5. 作方式或伴随状语 The teacher stood there, surrounded by many students.

注意：

1) 作状语的过去分词通常与句子的主语存在着被动关系，她所表示的动作通常和谓语动词属于同一时间范畴，也可表示先于谓语动词发生的动作。有时为了强调先发生的动作，也可用having been done.

e.g. Having been told many times, he can’t still remember it.

2). 过去分词的逻辑主语要跟主句的主语一致,否则不能用过去分词作状语,应用状语从句。

(误)Checked carefully, some spelling mistakes can be avoided.

(正)If the composition is checked carefully, some spelling mistakes can be avoided.

过去分词作定语或状语时，该分词及修饰成分相当一句定语或状语从句，变为定语从句或状语从句中，该从句应该具备两个特征：1)从句的主语和主句中的先行词一致;2)谓语动词为被动语态形式。

Step2 Consolidation

非谓语动词练习

B 1. ___ and happy, Tony stood up and accepted the prize. (2006全国)

A. Surprising B. Surprised C. Being surprised D. To be surprising

A 2.No matter how frequently _______, the works of Beethoven still attract people all over the world. (2006广东)

A. performed B. performing C. to be performed D. being performed

C 3._________ and I’ll get the work finished. (2007 重庆)

A. Have one more hour B. One more hour

C. Give one more hour D. If I have one more hour

B. 4. The repairs cost a lot, but its money well _____. (2006 湖北)

A. to spend B. spent C. being spent D. spending

C. 5. _____ with a difficult situation, Arnold decided to ask his boss for advice.(2006江苏)

A. To face B. Having faced C. Faced D. Facing

B 6.When her father, the girl burst into crying. (2005湖北)

A. asking of B. asked about C. being asked D. asked

D 7. The man kept silent in the room unless . (2006浙江)

A. spoken B. speaking C. to speak D. spoken to

D 8. ________, the old man is living a happy life. (2006天津)

A. taking good care B. taken good care

C. having taken good care D. taken good care of

D 9.The Olympic Games, in 776B.C., did not include women players until 1912. (NMET2004)

A. first playing B. to be first played

C. to be first playing D. first played

B 10. from his clothes, he is not so poor. (2006上海)

A. Judged B. Judging C. To judge D. Having judged

A 11.European football is played in 80 countries, it the most popular sport in the world. (NMET2003)

A. making B. makes C. made D. to make

B 12.The secretary worked late into the night, a long speech for the president. (MET2004)

A. to prepare B. preparing C. prepared D. was preparing

C 13. a reply, he decided to write again. (2005北京)

A. Not receiving B. Receiving not

C. Not having received D. Having not received

B 14.The houses are for the old people and the construction work will start soon. (2006江苏)

A. built B. to be built C. to build D. being built

C 15.If ill, I’ll stay home a good rest. (2006辽宁)

A. to fall, taking B. fall; to taking

C. falling; taking D. falling; take

Step 3 Discussion: Life at present V.S. Life in the future

1. Ask the students to carry out a discussion to compare the present life and life in the future.

Do you want to work for space? What worker should be needed for the space?

2. Ask the students whether they would like to work for space if possible, and then ask them to complete this advertisement choosing these words in their proper forms.

(constant remind unsettle previous bend press swiftly link)

Many people need to be________of the job opportunities on space stations, which _________ need space cooks, cleaners, teachers, and computer engineers. You can be _____ trained with one-year space course and then be ready to enjoy the benefits of working in space. People are _______ at first but soon feel better as families are encouraged to come. For health reasons, only one stay of three years is allowed. So any ______ experience working in space for this length of time means you cannot apply. Many people ______ to stay longer but the _____ between illness and length of stay on a space station is too strong. It is sad but the rules cannot be ___ for anyone. 【设计说明】

通过小组讨论让学生展开想象的翅膀，憧憬未来生活的美好，随后通过跟目前生活的比较，教育学生要珍惜现在，展望未来。然后让学生根据自己的实际情况，讨论是否愿意为空间站工作。

Step4 Assignment

Ask the students to write an application letter for working in space.

【设计说明】

让学生设计自己的空间站求职信，一方面锻炼学生的写作能力，一方面又与实际生活相联系，一举两得。

Period 3: Using language

Teaching Aims:

1. Learn some new words and expressions.

2. Encourage students to master the features of the two alien creatures, and try to compare the similarities and difference between them.

3. Train the students’ reading skills and predict the future humans.

Teaching Methods:

1. Prediction

2. Pair work & group work

3. Comparison

Step 1 Lead-in

1.The teacher shows a video clip from Star War to the students.

2.The teacher shows some pictures of those mentioned creatures from the video clip and ask some questions.

Q1: Where do those creatures live? Galaxy, planet

Q2: How are they different from us humans?

Q3: What do they eat and drink?

Q4: Which language do they speak?

【设计说明】

该部分阅读是上一课阅读材料的延续，主要谈及Li Qiang在太空中遇见的两类令人惊讶的生物。因内容与《星球大战》中形态怪异的太空生物有所类似，故笔者采取_《星球大战》片段导入，通过对太空生物的生理形态及生活的预测讨论引出课文内容。

Step2 Prediction and understanding of the title

The teacher asks the students to talk about their own understanding of the title, and try to predict what kinds of amazing creatures will Li Qiang come across in AD 3005.

【设计说明】

引出课文内容后，首先让学生就题目发表讨论，预测作者在跨时空旅行中将会遭遇哪些形态各异的生物。

Step3 Reading for details

1.Ask the students to describe the space station.

Q1: What does the space station look like?

Q2: How about the inside of the space station?

Q3: What can you see inside the station?

2.Ask the students to read through the following two passages and finish the following questions:

Q1: What two alien creatures are mentioned in the text?

Q2: What are the features of these two amazing creatures?

3.Compare the similarities and differences between these two alien creatures in various aspects.

Name of creature Mu-mu Dimpods

Size Tall & thin small

Appearance Face/head/leg Like a cat

Colour Black & white Blue or purple

Personality Friendly Interesting + lovely

Number of arms Six Many

Number of legs One leg / shell Many

How it moves Slowly Skip around fast

Voice Whisper Shout

Food Carrot + cocoa Lemonade + herbs

【设计说明】

由于文章结构清晰，内容简单，主要介绍了Li Qiang在太空中遇见的两类生物以及它们之间的比较。故笔者直接处理课文细节，让学生通过阅读找出文中对两类生物的描述，比较它们的特征。

Step4 Discussion

The teacher asks the students to predict about the future humans by referring to the following questions.

Q1: When do the future humans live?

Q2: Where do they live?

Q3: What do they eat?

Q4: Do their body parts have any other special functions?

Q5: What are the features of the future humans?

Q6: How do future humans work and live?

【设计说明】

文章原先安排的任务是猜测并绘出外星人的模样，并用文字描述将外星人的外形特征;由于考虑到这个任务的难度，笔者将任务改为对未来人类的预测，并提供问题提示，降低难度，将话题从漫无边际的想象转至日常生活，程度地调动学生想象的积极性。

Step5 Assignment

Draw a picture of the future humans, then write a description based on your drawing. 【设计说明】

让学生参考文章结构与内容，用文字表述未来人类在生理、心理、生活、工作等方面的特点与变化，并将自己的设计做成Powerpoint文件，在第四课时中上台展示。

Period 4. Listening and speaking

Teaching Aims:

1. Train the students’ listening ability.

2. Encourage the students to make up a dialogue about what life will be like in their hometowns in 1000 years’ time.

Teaching Methods:

1. Listen to catch the main ideas

2. Individual work and group work

3. Cooperative study

Step1 Display the design of the future humans

The teacher chooses several students to come to the front and display their design of future humans to the class. Appropriate evaluation is required.

【设计说明】

抽取几位学生上台通过Powerpoint文件展示并讲解自己在上节课对未来人类的设计与幻想，教师进行适当的点评，检验学生的设计成果，并进行总结：想象力是人类与生俱来的本能，也是人类进步的动力，人如果没有想象力，世界必然一片空白，人生将会无限的单调乏味，因为有想象才有事实，有想象才能成功。为了拓展我们的生活领域，提高我们的生活品质，使未来的生活美梦成真，让我们利用我们聪明的头脑和灵巧的双手去想象、去创造、去发明吧!

Step2 Lead-in

The teacher displays a picture of the solar system to the students, and asks the following questions:

Q1: Which planet would be the best residence for humans?

Q2: What will life on Mars be like?

【设计说明】

因听力材料描绘了想象中一个在火星上充满奇迹的wonderworld，在那个世界很多高新科技被应用于日常生活与工作中，故笔者从一张有关太阳系的图片导入，引出听力材料中的planet, oxygen, gravity, space creatures等生词，然后向学生提出问题，太阳系中哪个星球比较适合人类生存，让学生对火星生活作出预测，从而引出听力材料。

Step3 Listening for main ideas

□living on another planet □new discoveries in space □space creatures

□why a space station spins □how to get water on Mars □comets

□houses in a town on Mars □Martian creatures □atmosphere and gravity

Keys: living on another planet, atmosphere and gravity, how to get water on Mars, houses in a town on Mars

【设计说明】

要求学生在听录音的同时提取听力材料的主要内容，并在书中的练习一上打勾。培养学生听取重要信息的能力。

Step4 Listening for details

1. How can “Wonderworld” make sure there is enough oxygen?

2. How can “Wonderworld” make sure there is enough water?

3. What is the advantage of living in “Wonderworld”?

4. Do you think people will be healthy living in “Wonderworld”? Why?

Keys: 1. “Wonderworld” will provide a covered area for people to live in with a special air supply.

2.collect water from under the planet’s surface – cleaned and recycled – bacteria are

used to clean the dirty water.

3.People may become rich and famous.

4.People will be healthy since they have a satisfactory climate, enough water and sufficient accommodation to live comfortably.

【设计说明】

要求学生再听一遍录音，完成文中的细节问题。培养学生听取细节内容的能力。

Step5 Prediction & Speaking

Ask the students to work in pairs and list some questions about what life will be like in their hometown in 1000 years’ time by referring to the following sentence patterns:

Suppose that… Do you imagine that…?

I wonder if … Is it possible that…?

Is it likely/ unlikely that…? Do you suppose that…?

【设计说明】

要求学生根据本单元的学习，运用掌握的词汇与句型，预测1000年后家乡发生的变化，学生运用课本中提供的句型编造对话，先两两讨论，然后跟其他小组成员讨论编对话，培养口语及集体协作能力。新课标第一网

Step6 Assignment

Practise asking your classmates what will their hometowns be like in 1000 years’ time.

【设计说明】

要求学生在课后跟自己的同学用英语交谈，讨论预测1000年以后家乡发生的变化，将英语学习融入日常生活，激发学生讲英语的_，在实践中锻炼学生的英语能力。

高二英语课程教案（篇7）

《Poetry》

教材分析

本课是第18单元第3 课，经过前面两课的学习，学生对美与审美的话题已经有一定的认识。本课课文由两首英文诗组成，而学生在日常生活中很少接触英文诗歌，加上诗歌欣赏需要运用想象力，本身是很复杂的审美活动，所以要欣赏英文诗歌之美难度较大。本课的重点是首先在阅读中获取主要信息：两首诗的大意、各自所使用的语气和表达的基本情感;然后，通过在诗句中寻找意象来进一步理解所表达的情感，并欣赏从鲜明的意象和和谐的韵脚中传递出的诗歌独有之美感。

本课计划分两课时进行，第一课时通过捕捉动作、场景的细节描写和理顺诗句中字词顺序等阅读策略来获取两首诗的主要信息，并能够表达这些信息;学习重点词汇的意义和用法。第二课时简单了解何为意象, 体验意象是怎样构成，找出诗句中的意象，进而体会两位诗人借助不同的意象所传达出的不同情感;然后用自己的语言说出两首诗的异同之处;尝试自己运用意象来描述日常生活。

教学内容

话题：某个特殊的夜晚：思乡之夜、圣诞前夜

课型：阅读课

词汇：重点词汇 ：bend, bound, bow, Christian, endless, freezing, oval, poetry，precious,

romantic, scenic, settle，stout, vague, vivid

相关词汇_：chimney, drown, hoarfrost, homesickness, hoof, jerk, sleigh, thistle, tranquil

第一课时

First Period

教学目标

在本课结束时,学生能够：

1识别与认读重要词汇

2通过捕捉动作描写和理顺诗句中字词顺序来获取两首诗的大意、语气和基本情感;

3在对提取的信息进行组织和内化后，用自己的语言表达这些信息;

4在情感上与诗人产生一定的共鸣。

教学过程

教学活动Activities设计意图Intentions互动模式&时间IP & timeLead-in：5 minStep 1T asks ss what famous Chinese poets they know and who is their favourite;[slide 2]T presents the 3 words "poetry", "poem", and "poet";

激活学生的背景知识,引出本课话题。CW2'Step 2Ss read out the key words in Ex.2;

T explains the words "vivid", "precious" and "scenic", associating "scenic" with "scene" and "scenery";[slide 3]Ss look at the two pictures of Santa and the moon on the book and in pairs discuss which of the key words they will use to describe the pictures.

利用描述图片为下面的诗歌阅读活动热身，同时复习学过的词汇、熟悉新词汇。IW，PW3'

Pre-reading：8 minStep 3T presents two groups of pictures for each poem and elicits from ss the following words.

For Li Bai picture: tranquil, hoarfrost, bend, homesickness;

For Santa picture：chimney, sleigh, hoof, stout, oval eyes, like a bow.

[slide 4-5]

After all the words have been elicited, T helps Ss learn the pronunciations of the expressions, if necessary.[slide 6]T goes over the pictures again and asks ss to say the words from their memory.

[学案Ex.Ⅰ]

在图片语境中呈现单词，帮助学生理解、记忆词义;

再次呈现新单词，帮助学生有效利用课上时间记忆单词CW，8'

While-reading: 25minStep 4First reading:

Ss read the two poems and answer questions about the two poem's general feelings;

T presents reading strategy 1;[slide 7][学案Ex.Ⅱ(1)]