高二英语教案（2023）
高二英语教案都有哪些？凡是学习态度端正的学生，在课堂上都会全神贯注，目不斜视，高度集中精力，认真听讲。下面是小编为大家带来的高二英语教案（2023）七篇，希望大家能够喜欢！
高二英语教案（2023）（篇1）
教学任务
Warming-up
1) 教材给出了一些食物图片，要求界定垃圾食品还是健康食品
2)给出一个空白饮食调查表
教学建议：
1。由于学生刚过完春节回校，添一下嘴唇，还很能回味到过年时的美味佳肴，因此何不充分利用这一事实。实现学生从压迫学习向主动学习的转变。激发他们交谈的兴趣，不仅实现了良好的过渡，而且借机呈现大量有关食物和饮料的词汇,实现知识的有效迁移。Brainstorm 是方法之一。
2。在回味美食的同时，引出话题healthy food,junk food，由学生给出不同的定义。允许众说纷纭，但尽量让英语作为课堂工作语言。
3。课堂上的学生饮食调查可作为更广泛的家庭饮食情况调查的铺垫 ，拟增加健康状况一览，使学生能直观的发现饮食对健康的影响，为后来的健康食谱的制定提供依据。
Listening
1.教材分析：
听力材料分为两部分：
1)母亲与Mike关于Mike胃痛与他一天饮食情况的对话
2)Mike前去就医与医生的对话
2。教学建议：
1。建议在听力开始前做pre-listening.
针对第一部分对话，可让学生以小组的形式互相询问一日三餐以及点心等。因为听力一是母亲与儿子有关一天饮食的询问式对话。
2。针对第二部分对话，由于就医问诊是大家共有的体验，让学生进行pair-work，根据以有的就医经历和听力一所获得的信息，假象Mike与医生的对话和医生可能给出的建议.比一比猜中率。
3。1&2的目的是为了训练学生听力中集中注意力的能力，同时进行文化背景知识的铺垫，从而能在听的过程中准确定位，捕捉到问题所需的信息点。
4。听力任务完成后建议复听，尝试再现听力中的情景(多种形式，如表演，单句复述，take notes然后完整复述或spot dictation等)，为下一步的speaking做好务实而有效的准备。
Speaking
1.教材分析：
教材给出三种就医情景，和一个范例。目的是使学生能在常见的就医场景中运用英语进行交流。尤其是常用的表达方式。
2。教学建议：
1. 前面听力模块中通过听力训练得到了相关表达方式的输入，同时在最后的巩固性复述中对就医场景作了充分的铺垫，在这里speaking模块开始前让学生精彩回放Mike的就医情景。为接下来的情景会话热身。
2. 然后分别罗列病人和医生的常用的表达方式。
3。在有了热身对话和常用表达方式的支持，可以鼓励小组活动，创设更多的情景进行会话表演，让学生接触更多有关疾病的词汇(无意识的在情景中接受了词汇扩充)。
4。对基础薄弱的学生可以尝试：A.: 听力再现。B:范例复述或表演
5。时间允许，还可将对话落实到笔头。(供选择)
阅读部分
1.教材分析：
教材在读前给出了4个有关饮食习惯的常识性调查问题，阅读材料是有关饮食习惯的议
论文体的文章，读后给出了5个拓展性的问题。
2。教学建议：
1。建议阅读部分的教学侧重学生对文章的整体性结构把握，培养他们的阅读
技能。利用本文可突出学生3个方面的能力：
A：文章中心把握能力：设及高考题中作者意图推测，标题选择，段落大意确
定。
B：信息归类，寻找规律：Eg.不同食物----不同的营养，给出未提及的食物作营
养成分推测
C: 生词猜测。Eg.organic,eco-foods,supplement
为了更有效地进行以上3方面的技能训练，我个人不主张让学生对本文进行课前的预习。
2. 也在进行读前问答的时候，不仅关注他们的回答内容还可引出课文中或相关的
新词，尤其是营养成分类的词汇以扫清文化背景障碍和语言障碍。
3。读后的发散性问题，如果时间紧迫，建议学生以小组任选一话题讨论，由小
组发言人做汇报。建议敢于大胆取舍，调整教材，那出一点大家风范来，毕竟我们至少读了4年大学，在一线拼了那么多年。再说有新大纲明文规定，支持我们。
4。其它的语言难点可随机处理，若时间来不及，也可放到language study 模块中处理。
Language study
1.教材分析：
这一部分包括单词释意，had better,should and ought to表示给出建议的用法。
教材给出单句补全，和根据2个情景给建议两种训练方式。这是本单元主要语
法点。
2。教学建议：
1。在学生掌握情况比较好的情况下，可将word study大胆修改成：听教师读解释，学生写单词，而不是进行简单的搭配，事实上，在实际教学中，不少同学提前完成了，因此就需要根据学情及时调整内容或变换检测角度。
2。如果前面阅读模块中仍有部分语言问题未解决，可在这里弥补。毕竟语法和句型仍是测试的重要内容之一。说实在的，考试分数就是我们饭碗中的大米饭的颗粒数，领导可知道，我的碗中饭，粒粒皆辛苦。
3。澄清这些Modal Verbs 的否定形式。可以将SEFC II中first aid一课中提及的各种急救场景做为情景，训练学生运用这些Modal Verbs给建议。(供程度较好学生)分成dos and don’ts 呈现给学生，要求学生用本单元所学的情态动词来给出建议。不仅使学生在具体情景中体会了这些语法项目的功能，同时也学会了一些生存技能。
4. 根据所给情景写出可能性的建议这一任务中，可以创造性地尝试让学生以小组的形式编写更多的情景，然后相互交换，针对情景给建议。以便进一步发掘教材的内在价值。
Integrating Skills
1.教材分析：
提出了snacks这个话题，同时给出了两个snacks的recipes,要求学生能模仿写
recipe.教材也给出了4条writing tips.
2。教学建议：
1。建议从常规的三餐或我们实际的饮食习惯导入snacks时，进行头脑风暴，呈
现我们国家丰富的小吃文化。通过文章的阅读和前面所学的知识，对所罗列
的小吃进行判断(bad---good---better---best)简要说明理由,这个建议的设计其实是针对学生的阅读理解能力，因为小吃一文中提到了几种食物，并orange>bread>chocolate,我们可推出strawberry>dumpling>icecream
2。建议不同小组写不同的recipe, 在模仿范文写recipe之前，须经过讨论，用丰富的体态语言表演制作过程。通过活动的形式熟悉这些有关烹饪的词汇。因为本文中出现了大量的烹饪有关的词汇。
例如：A学生做一个动作，B学生说出对应的单词。
或者表演一种SNACK的制作过程，有另一学生描述。
5. 最后的recipe进行展示共享。有实物投影的可书面让学生和老师点评，没有的话，可口头表达点评。课后整理配上图片更佳，全班展示分享。
最后：让我在说一句：新教材：好 !
靓丽-带彩色的;
饱满---内容丰富;
时尚-内容与时俱进;
亲切---贴近生活。
但我想说爱你真不是件容易的事。
想法： @教材
@课时
@ 导向
@ 新教材素材库
@ 教师培训
@ 硬件依托
高二英语教案（2023）（篇2）
教学准备
教学目标
1。 经过学生分享自我的旅游经历，用英语进行交流与表达。
2。 经过略读与找读，使学生获取文章主要信息，练习阅读技巧。
3。 经过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。
教学重难点
教学重点：利用阅读技巧，获取文章大意及细节
教学难点：用英语交流并进行简单实践活动—旅游需要准备的物品
教学过程
I、Warming Up:
1。 I’d like to share my travelling experience with you， and would you like to share your travelling experience?
2。 The world has many great rivers。 Have you been to these rivers?
设计意图：大部分学生都喜欢旅游，教师谈谈自我旅游的经历，询问学生的旅游经历。列举世界上著名的河流图片，让学生来欣赏认识完美的河流。能有效地调动学生的学习进取性。河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。
II。 Pre-reading
Have you been to the Mekong River? What countries does the Mekong River flow through?
设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了资料和词汇上的铺垫。
III。 Reading
1。 Skimming
Skim the passage and find the main idea for each paragraph
Para 1: Dream
Para 2: A stubborn sister
Para 3: Preparation
设计意图： 略读：学生快速浏览课文，寻找相关信息并搭配段落大意。点拨阅读技巧：注意每段开头及结尾。
2。 Scanning
1)。 Read Para 1 and find the key word for the information:
Who and What
Where and How
Why and When
设计意图：1。寻找who，what，where，how，why and when等关键信息，让学生把握这类记叙文的阅读要点。2。 根据图表复述，练习学生语言整合与连贯的本事。
2)。 Please use at least three adjectives to describe Wang Wei according to Para2， and give your reasons。
设计意图：研读课文第二段，思考至少3个形容词来描述王薇，并利用文章说出依据，目的是让学生研读，并挖掘支持自我观点的信息。
3)。 Read 3 and answer: what can they see along the Mekong River?
Suppose you are a tourist guide， please introduce the Mekong River briefly to your audience。
设计意图：先让学生从文中找到表示地貌的地理术语，利用形象生动的幻灯片，为学生扫清生词及读音障碍，然后让学生扮演导游的主角，结合示意图向游客介绍湄公河，从而到达复述的目的。
IV。 Group work
Imagine that you are preparing for your own trip down the Mekong。 In your groups of four: choose 5 things that you think are the most useful， and give your reasons why you choose them。
设计思路：读后讨论，学生想象去湄公河前必备的5件物品，并说明选择的理由。为学生准备地图，收音机，毯子，水杯，救生圈，雨伞，火柴，手机，照相机，药物，防晒霜等，学生小组讨论，并用英语表达个人看法与观点。
V。 Summary
What have we learned in this class?
设计思路：引导学生反思本节课主要资料及重难点。
课后习题
Homework
1。 Read the passage as fluently as possible after class。
2。 Preview Learning about Language。
板书
板书设计：
Unit 3 Travel Journal
Part 1 The dream and the plan
careless waterfall
determined entire
excited view
crazy
stubborn
risk-taking
高二英语教案（2023）（篇3）
Module4 Unit 1 Advertising语法课教案
Teaching aims:
1。 Students can explain the difference of direct speech and reported speech。
2。 Students can list the changes when transform the direct speech into reported speech。
3。 Students can use reported speech or indirect speech to report things。
4。 Students can express others’ ideas more properly。
5。 Students can be more confident in learning English。
Teaching key points and difficult points:
Key points:
How to change direct speech into reported speech。
Difficult Points:
The changing points when change direct speech into reported speech。
Teaching procedures:
Step 1 Lead-in
Present a short video。 It is a joke about XiaoMing。 He misuse I， she and he and can’t introduce his family members to others properly。
Then lead in today’s topic how to change direct speech into reported speech。
(Justification: By showing the video， students can be more curious about learning this lesson。)
Step 2 Presentation
1。 Ask students to watch several advertisements。 In every videos there is a person to talk about the merits of his or her products。 Then list several sentences to ask students to choose which advertisement it refers to。 For example:
The girl said that she was praised by her boyfriend。
The boy introduce that the little guys can be found wherever they are。
A lot of mums encourage others to use it to protect babies skin。
2。 Show the original sentences(direct speech) of the advertisement and the listed sentences before together。 Ask students to observe the sentences and try to think about what is the direct speech and what is the reported speech。 Then conclude how to change direct speech into reported sentence: we can change direct speech into reported speech by using an object clause or an infinitive phrase。
3。 Present several reported speech chosen from the advertisements。 Ask students to pay attention to the form of different reported speech including statements， questions and imperative statements。
4。 Show some sentences using direct speech and ask students to try to change the direct speech into reported speech。 Then underline personal pronouns， tense， time and place， pronoun and ask students to check their deskmates’ sentences and pay attention to the underline parts。 Present the sentences students made and ask them to conclude the important points of changing a direct speech into reported speech from the following aspects: personal pronouns， tense， time and place， pronoun and other special cases。
(Justification: Using the advertisement can lead in different sentences using direct speech and reported speech naturally and help students accept the new grammar rules more easily。 Inductive method and deductive method are bined in this part to achieve students’ mastership。)
Step 3 Practice
Set an situation of the advertisement department。 Every students is a member of the department。 Ask them to finish the following tasks:
1。 There is a report made by their colleague and ask students to correct the sentences on the blackboard。
2。 Show the advertisement of the text book and ask students to plete the letter written by Wang Yilin to Mr Fan Zhenbin。 Then check the answer with their classmates。
3。 Show a list of tips given by an advertising expert and ask them to report the advice to the manager and finish the Exercise B in P11。
(Justification: This step can help students get a deeper understanding of the grammar and the key point and difficult point will be solved in this step。)
Step 4 Production
Four students in a group finish the following tasks。
1。 Show a short video and encourage students to talk about the story of the video with each other。
2。 Set an situation that there is an advertisement order about useful English learning method。 Invite students to discuss in groups and list the opinions of every group members and then change the opinions with the group beside by using reported speech。 Teacher will invite some volunteers to share their opinions。
(Justification: Students can fully cooperate with each other and learn how to use what they learned into their daily life。 Also， they can develop critical thinking and speak
高二英语教案（2023）（篇4）
教学准备
教学目标
1、知识目标
(1).理解并记住Reading部分本单元的单词和短语。
(2).理解并掌握整个故事的情节,并能填写summary.
2、能力目标
(1)充分发挥学生的主体地位，调动学生思维的积极性，提高综合语言的运用能力
(2)通过对学生说读写的训练，增大学生的语言输入，增强其语言输出能力。
3、情感、态度、价值观目标
学生分析布莱船长在40多天的航程中所采用的航海技术以及所表现出的领导才能。同时，又适时地对他们进行情感教育：在任何困难面前绝不畏惧，不抛弃，不放弃。
教学重难点
教学重点与难点：
读写说均为本节课的重点，写和说部分应为难点，需加大指导和练习。
教学过程
Teaching procedures:
Lead-in：
通过歌曲Sailing导入，让学生在轻松愉悦的音乐下近入新课的学习之中。促使学生积极主动地进入学习状态。
Comprehension
Step I Please Skim the passage and get the main idea.
Step II. Scan the passage: True or False.
1. I was forced to join Captain Bligh in the small boat.
2. After the crew took over the ship “Bounty”, Captain Bligh was allowed to take with him a chart , a compass and a quadrant.
3. It was very difficult for us to get a correct reading from the quadrant as the boat moved constantly during the course.
4. Captain Bligh used a system called “dead reckoning” and he knew there was land directly southwest of their original position.
5. Captain Bligh was as weak as the rest of us but he was determined not to give up.
6. Captain Bligh kept us busy and tried to take our minds off our stomachs and thirst all the way.
7. We finally escaped the jaws of death and arrived in Timor over fifty days after being set loose in our small boat.
Step III. Group work: further reading.
When captain Blight returned home he was honored as a hero. Discuss in groups whether he should receive a special medal or not.
Step IV. Affective education
After learning the text, as senior three students, what can we learn from Captain Blight in our life?
Step V. Summary：
I am _____ to have sailed with Captain Bligh on his journey of over40 days through about
4,000 miles in an open boat ______the Pacific Ocean in 1789.
In the beginning, on our ________(depart), some of the crew took _____theship and the captain ___________(deposit) into a small boat. Thus we werecaught _____a dilemma. We decided to stick with him _______thick and thin though we seemed to face _____uncertaindeath.
During the long and toughjourney, we encountered many unexpected hardships. Despite _____(lack) of foodand water, he kept us _______(occupy) and cheerful to take our minds ____troubles. All the way he taught us how to cope _______various situations. Finallythey arrived at Timor __________(success) andthey were honored as _______(hero).
The story shows that one man’sspirit and his determination should not ________ (defeat) by circumstances.
Complexsentences(分析并翻译1-2个长难句)
Challengeyourself!---Grammar Filling
1. I’m proud to have sailed withCaptain Blight ____his journey of over 40 days _________about 4,000miles ____anopen small boat _______ the Pacific Ocean.
2. On our _________(depart) from Tahiti, some crew took _____the ship. And those of us onboard ____________(catch) in a dilemma.
3. As you can see from the map we kept_____a straight course pretty well.
4. The captain kept us busy________ (read) the tables to work out our position .
5. It was the extreme lack of waterthat was hard to cope with ______________ (psychology)
6.He kept us busy and tried to take our minds
课后习题
Challenge yourself!---Grammar Filling
1. I’m proud to have sailed with Captain Blight ____his journey of over 40 days _________about 4,000miles ____an open small boat _______ the Pacific Ocean.
2. On our _________(depart) from Tahiti, some crew took _____the ship. And those of us on board ____________(catch) in a dilemma.
3. As you can see from the map we kept _____a straight course pretty well.
4. The captain kept us busy________ (read) the tables to work out our position .
5. It was the extreme lack of water that was hard to cope with ______________ (psychology)
6.He kept us busy and tried to take our minds _____our __________(stomach).
高二英语教案（2023）（篇5）
核心单词
1. alternative
n.可供选择的事物;(两者或以上)可能的选择
adj. 供选择的, 二选一的
常用结构：
have no alternative but to do sth.
只能做某事;除¡¡外别无选择
We have no alternative but to go on.
除了继续下去,我们别无选择。
There was no other alternative but to fight till the victory.
除了战斗到胜利,别无选择。
联想拓展：
alternatively adv. 或者，二者择一地
alternate vt. 使交替;vi.交替;adj. 交替的;轮流的
高手过招：
(1)单项填空
In this school, the students have three courses, and seven courses. (2010¡¤01¡¤陕西师大附中月考)
A. required; alternative B. requiring; alternative
C. required; alternate D. requiring; alternate
解析：选A。require(尤指根据法规) 规定、需要，此处用过去分词required修饰courses，因为两者之间为被动关系。后空意思为¡°选择，选其一¡±，alternative符合句意。
(2)单句改错 (原创)
①I had no alternative but report him to the police.
②You have the alternative to speaking or keeping quiet.
③Tom and Harry do the work on alternative days.
答案：①report前加to ②to→of
③alternative→ alternate
2. arrest
vt. 逮捕，拘留，吸引(注意)
n.[C]逮捕
常用结构：
be arrested for sth. 因某事而被捕
arrest one s attention吸引某人的注意
under arrest被捕;被拘留
The criminal was arrested yesterday.那名罪犯昨天被捕了。
What she did arrested my attention. 她所做的吸引了我的注意力。
高手过招
用适当的介词或arrest 的适当形式填空 (原创)
①I got arrested careless driving.
②Her uncle was arrest, but nobody knew the reason.
③Five youths in connection with the attack.
④The public applauded the of the criminal suspect.
答案：①for ②under ③were arrested ④arrest
3. preserve
v.保护,维持,保存
常用结构：
preserve sth. from 使¡¡免遭¡¡
You can preserve meat or fish in salt.你可以用盐保存肉或鱼。
It is one of the duties of the police to preserve public order.
警察的职责之一是维持公共秩序。
联想拓展：
preservable adj. 可保存的
preservation n. 保存
preserver n. 保护者，保存者
易混辨析：
preserve/conserve/reserve/protect
preserve v. 保护，维持，保存;
conserve v.保存，保护，强调珍惜;
reserve v. 指意见、看法的保留或座位的预定;
protect v. 保护，强调使其免受破坏或损害。
高手过招
(1)单项填空
①In spite of failing to save every endangered species, we may preserve the majority extinction.
(2010¡¤山东枣庄一轮验收)
A. Against B. with C. beyond D. from
②It is the duty of the police to social order.
(原创)
A. Save B.reserve C.preserve D. rescue
①解析：选D。preserve sth. from 使¡¡免遭¡¡，符合句意。
②解析：选C。A、D两项都意为¡°拯救¡±;B项意为¡°保留，保存¡±;C项意为¡°保护，维持¡±。根据句意可知，选C。
(2)完成句子 (原创)
①夏天收获的大量水果可冷藏或装瓶加以保存。
In the summer, large crops of fruit may by freezing or bottling.
②我认为这些有趣的旧习俗应该保存下去。
I think these interesting old customs .
答案：①be preserved②should be preserved
4. relief
n.减轻，解除
常用结构：
bring /seek/find/give/feel relief
带来/寻求/找到/予以/感到解脱
much to ones relief=to ones great relief
使某人宽慰的是¡¡
relief road 备用车道
relief map 地形图
I felt great relief when I heard I had passed the examination.
当听到已经通过考试时，我感到轻松了许多。
联想拓展：
relieve ones feelings 发泄感情
relieve sb. of 使某人解除
The minister was relieved of his post.
部长被解除了职务。
高手过招：
单项填空
Hearing the news that her son was found, she breathed a sigh of .(2010¡¤山西太原五中检测)
A.excitement B. joy C. relief D. belief
解析：选C。按照句意此处为¡°减轻忧虑，松了一口气¡±，C项符合句意。
5. assume
vt. 设想，假定;主观认为;装出¡¡的样子
常用结构：
assume sb./sth. to be 假定/认为某人/事是¡¡
We assumed that you understood the situation.
我们认为你了解形势。
He assumed a wellinformed manner but in fact he knows very little. 他装出一副见多识广的样子，而实际上他知之甚少。
联想拓展：
assumed adj.假装的，假的;假定的，设想的
an assumed result假定的结果
assuming adj.自负的，傲慢的，过分自信的;
conj. 假如 (后跟从句)
assumption n. 假定，设想
His look of astonishment was assumed.
他那惊讶的样子是装出来的。
He is too assuming in this attitude about the energy supply.他在对待能源问题的态度上显得过于自信。
Assuming that the weather is favourable, farmers will have a bumper harvest.
假如风调雨顺，今年农民将获丰收。
高手过招
完成句子 (原创)
①假如今天下午下雨我们该怎么办呢?
this afternoon, what shall we do?
②在证实他有罪之前我们必须要假定他是清白的。
We innocent until he is proved guilty.
答案：①Assuming it rains②must assume him to be
6. somehow
adv. 不知怎么地;以¡¡方式
常用结构：
somehow or other
不知是什么原因;由于某种原因;以某种方式
Somehow or other we became friends, I never knew just why it was.不知何故我们成了朋友，我绝不知道为什么会这样。
易混辨析：
anyhow/somehow/somewhat
anyhow 意为¡°无论如何¡±，相当于 anyway;at any rate;
somehow 意为¡°以某种方式(in some way or other)¡±或¡°由于某种原因¡±;
somewhat 意为¡°从某种意义上讲;有几分¡±，相当于 in a way, rather。
I always know Id get the job, somehow.
也不知为什么，我总觉得能得到那份工作。
Somehow we must get to Glasgow.
我们得设法到格拉斯哥去。
He could have finished it on schedule, but somehow he fell behind.他原本能按预定进度做完这件事的，但不知怎么却落后了。
I am somewhat tired of this book. 我对这本书有点厌烦。
高手过招
选词填空(somehow/anyhow/somewhat) (原创)
①We must get the work finished or other by tomorrow morning.
②It may rain, but I shall go out， I dont mind the rain.
③The price was higher than I¡¯d expected.
答案：①somehow②anyhow③somewhat
重点短语
7. regardless of
adj. 不管, 不顾
People should be hired regardless of race and sex.
雇用人员应没有种族、性别的差异。
He continued speaking, regardless of my feelings on the matter. 他不顾及我在此事上的感受而继续往下说。
联想拓展：
regardless adv. 无论如何;不管;不顾
disregarding /in spite of /despite 三者意义和用法相同，区别不大。
regardlessness n. 不注意
温馨提示：
in spite of the fact that句式表示¡°虽然;即使,不管事实上如何¡±。
although/though conj. 尽管，虽然;其后接句子。
高手过招：
单项填空
① the difficulties in talking, they can understand each other by body language.(2010¡¤安徽合肥八中检测)
A. Regardless of B. Although C. Though D. In spite
②Some people act regardless what will happen afterwards. (2010¡¤江苏盐城质量检测)
A.with B. as C. of D. for
①解析：选A。although与though是连词，后需跟句子，而the difficulties in talking是名词短语，故排除。D项表达有误。故选A。
②解析：选C。regardless of不顾，不管。符合句意。
8. fed up with
受够了;厌烦;饱受
I¡¯m fed up with waiting for her.我等她都等得不耐烦了。
What¡¯s the matter? You look pretty fed up.
怎么啦?你显得那么不耐烦。
联想拓展：
feed sb./sth. on sth. 给(人或动物)食物;喂;饲养
feed on(动物)以¡¡为主食
feed sth. to sb./sth. 给(人或动物)某物作为食物
高手过招：
用适当的介词填空 (原创)
①Several children were feeding bread the ducks.
②What do you feed your dog ?
③Cows feed grass.
④Im fed up the same breakfast every morning.
答案： ①to ②on ③on ④with
9. cut up
切碎;使伤心，严厉批评
Peter, why dont you cut up vegetables?
彼得，为何不把蔬菜切碎了呢?
联想拓展：
cut off 切断;剪掉
cut down 砍伐;削减
cut in 打断
cut out 剪去，删去;略去
cut into pieces 切成碎片
Dont cut in while Im talking!我说话时别插嘴!
高手过招
单项填空
Half the forest was to make room for the new road.
(2010¡¤江苏盐城质量检测)
A.cut off B. cut down
C. cut up D. cut away
解析：选B。考查短语辨析。cut off 切除;cut down 砍倒;cut up 将(木头等)分解开。
10. look ahead
向前看;为将来打算
联想拓展：
look back 向后看; 回顾
look out 留神;注意
look into 调查
look up 查找;形势好转;看望
look up to sb. 钦佩/尊敬某人
look through 仔细查阅
look forward to sth./doing sth. 盼望着
look on 旁观;看作
look over 快速浏览;复习
look down (on/upon sth.) 向下看; 轻视
Look out! There is danger ahead!当心!前面危险!
Im looking forward to seeing you this summer vacation.
我盼望今年暑假能见到你。
高手过招：
完成句子 (原创)
①You should (翻阅字典查查这个生词).
②I am (盼望) hearing from you as soon as possible.
③ (当心) or you will catch cold.
④I have to (复习笔记) for the exam.
答案：①look up the word in a dictionary
②looking forward to
③Look out
④look over my notes
重点句型
11. If only it could be just like last year!
要是能像去年那样该有多好啊!
if only但愿;要是¡¡就好了。其后一般用虚拟语气。
If only I were a doctor. 这句话用的是一般过去时，意思是：我现在要是个医生就好了。与现在相对应的句子用一般过去时。
If only I had said nothing. 而这句用的是过去完成时，意思是：我当时什么都不说就好了。是与过去时态相对应的，故用过去完成时。
If only my son didnt spend so much time before TV.
这句可以理解为一般现在时的虚拟语气，所以句子中使用了一般过去时态。原意为：要是我儿子不在电视前面待那么长时间就好了。
温馨提示：
only if表示¡°只有，只要¡±， 后接让步状语从句，主句采用倒装句式。
I wake up only if the alarm clock rings.
只有闹钟响了，我才会醒。
Only if a teacher has given permission is a student allowed to enter this room.
只有得到老师的允许，学生才能进入这个房间。
高手过招：
单项填空
Look at the trouble Im in! If only I your advice.
(2010¡¤江苏徐州质量检测)
A. Followed B. would follow
C. had followed D. should follow
解析：选C。由句意可知此处为if only引导的条件状语从句，且用与过去事实相反的虚拟语气。
12. Abruptly she sat down, only to be scooped up by her laughing, shouting sister, Luna.
她突然坐了下来，结果被爱吵闹的妹妹露娜一把抱了起来。
only to do 是不定式作结果状语，意为¡°不料，结果却¡±,表示出乎意料或令人失望的结果。
I hurried to the post office only to find it closed.
我匆忙地去邮局，却发现它已经关门了。
He hurried home only to find the guests had left.
他匆匆忙忙赶回家, 结果发现客人们已经走了。
温馨提示：
现在分词也可以作状语表示结果，但表示的是意料之中的结果。
He dropped the glasses on the ground, bursting it into pieces.他把眼镜掉在了地
上，摔成了碎片。
高手过招：
单项填空
He got to the airport to find that the plane had left two minutes before. (2010¡¤浙江温州一模)
A.just B. only C. in order D. almost
解析：选B。¡°only+不定式¡±结构表示令人失望的结果。句意为：他到达机场，结果却
发现飞机在两分钟之前就飞走了。
高二英语教案（2023）（篇6）
教学准备
教学目标
Teaching aims: (教学目标)
1. To comprehend the passage and improve the reading skills.
2. To express different views of an argument.
3. To learn about how advertisements work and avoid being controlled by ads.
教学重难点
Important points:(重点、难点)
1. Comprehension of the text.
2. Knowledge accumulation of advertising.
3. Useful words and expressions.
教学过程
I. Warming up
Please enjoy a video and some pictures and answer some questions.
1. Can you remember the names of any products that were being advertised? If so, why does this ad appeal to you more?
2. What are the features(特征) of ads?
3. Where can you see ads?
设计意图：通过给学生展示一些广告视频和图片，激发学生对广告运作的兴趣，同时激发学生对相关词汇的回忆，从而为学习课文打好铺垫。
II. Fast reading
1. The purpose of the passage is to __________.
A. inform us of the fact that there are many advertisements in or daily life.
B. help us understand how ads work and avoid being controlled by them.
C. tell us how effective ads are
D. show us how effective ads can be made
2. Scan the headings of each section and get a general understanding of the text.
Sum up the main idea of each section
设计意图：快速阅读技能训练。通过寻读，训练学生有目的、有选择地快速观览，寻找所需要的信息的能力。。通过回答主旨问题，学生对文章的内容、结构和作者的写作意图有了一个整体印象。通过让学生分段并总结段落大意，培养学生归纳主旨和概括能力
III. Detail reading
Read part 1 and answer questions.
Task 1 Answer the question.
Where do they advertise?
Task 2 Translate the sentence
Even some of the casual garments we wear have brand names attached to them which turn us into walking advertisements.
Read part 2 and answer questions.
Task1
1. All of the following facts about an ad in Paragraph 2 are mentioned except its ______.
A. definition B. means C. advertisers D. target audience
2. Who advertises?
3. Why do they advertise?
Task2 Fill in the table.
Read part 3 and answer questions.
Task1 Answer the question.
1. The example of the adolescent boys in the third paragraph shows us ________.
A. which group is the target of the computer games
B. it is important for the advertisers to identify the target audience
C. that young people are more likely to buy computer games
D. it makes sense to make computer games ad that appeal to adolescent boys
2. How do they decide where to advertise?
Task2 Fill in the table.
Task3 Translatethe sentences
1. Some advertisements appeal to people’sdesire to save money.Others are more likely to be noticed ifthey are funny.
2. As well as reaching the rightaudience with the right technique，advertisers must also placetheir ads in the right medium.
Task4 Retellthis part by using the information given.
How doadvertisers make effective ads?
1) Identifythe target (pay…for…, be wasted, reach, in other words, having identified, asmuch as possible, fit into, form the basis for)
2) Appeal tothe target (in order to, appeal to, some, desire, others, are more likely to,conscience, worthy citizen.)
3) Use asuitable medium (as well as, audience, technique, medium, play a big part in,television ads, a big corporation, afford, on the other hand…)
Read part4 and answer questions.
Task1 Answerthe question.
1. Doesadvertising work?
Task2 Fill in the table.
Task3 Translatethe following sentences.
On the other hand，being constantly exposed to advertisements call help to change ouropinions over time.
课后习题
Homework
假设你是一位刚刚大学毕业的广告专业的求职学生，正接受面试，考官要你口头描述广告的定义以及如何制作有效广告。
现在请你按照上面提示为他写一则约120-150字的短文。
高二英语教案（2023）（篇7）
教学准备
教学目标
一、 语言知识目标
初步理解、掌握课文中关于克隆的词汇，学习分析课文中的长难句子。
二、 阅读技能目标
1. 能获取和处理文章中的主要信息。
2. 能够掌握文中出现的重要的语言知识
三、 学习策略目标
掌握速读、略读、猜测词义等阅读策略。
四、 情感态度目标
让学生认识到克隆的利和弊。
五、 文化意识目标
了解克隆，正确地利用克隆技术来为人类服务。
教学重难点
初步理解、掌握课文中关于克隆的词汇，学习分析课文中的长难句子。
教学过程
Step 1 Daily report
One student comes to the front and gives a report about advantages and disadvantages of science and technology.
Step 2 leading-in
The teacher shows some pictures and starts a discussion about cloning.
Step 3 Skimming
Task 1: What’s the main idea of the passage?
Task 2: Match the main idea with each paragraph
Para 1: A. People’s attitude towards cloning.
Para 2: B. The problems of Dolly.
Para 3: C. The impact of Dolly.
Para 4: D. Two major uses and the procedure of cloning.
Para 5: E. The definition(定义)of cloning.
Step 4 Scanning
Task 1. Look through Para 2 and answer the following questions.
(1) What are the two major uses of cloning?
(2) Which one is easier, to make plant clones or animal clones?
Task 2. Look through Para 3 and fill in the chart.
Task 3. Do the following translation and word guessing.
(1). Translation:
On the other hand, Dolly’s appearance raised a storm of objections and had a great impact on the media and public imagination.
(2). The word “controversial” in paragraph 4 probably means_________.
A. complicated B. arguable
C. important D. valuable
Task4. Do the following Tor F questions based on Paragraph 5.
1. People feared some evil leaders might use cloning to reach their goal.
2. All the research into cloning will be forbidden.
3. Religious leaders are in favor of human cloning.
Step 5 Enjoy beautiful sentences
1. Cloning plants is straightforward while cloning animals is very complicated.
2. At last the determination and patience of the scientists paid off.
3. The fact that she seemed to develop normally was very encouraging.
Step 6 Question and answer
This part is for students to find if they still have questions. If there is any, they can ask their classmates to help them.
Step 7 Quiz
Note: This part is very challenging. In the picture there are five numbers. Students can choose their lucky number and answer questions. Most of the questions are based on what they have learned in class.
Step 8. Test yourself
Fill in the blank with proper words.
Cloning is a way of _______ (make) an exact copy of another animal or plant. It has two major uses. One is _______ gardeners use it to produce plants. The ______ is that it is valuable for medical research on animals. ________, the process of cloning is difficult ___________ (undertake).
The first successful clone, Dolly the sheep, made the whole _________ (science) world follow its progress, though it had ________ problems than the normal sheep. On the other hand, Dolly’s appearance _______ (raise) a storm of objections and had a great impact ______ the media and public imagination. Different people have different opinions on it. However, scientists still wonder ______ cloning will help or harm us and where it is leading us.
Step 9 Debate
Topic: Are you for or against cloning?
课后小结
Homework
Write a passage entitled My view on cloning.
课后习题
评测练习主要有两个。
一是quiz 环节：
主要有5个问题：
1. Listen to a part of an English song and try to learn from it.
2. Please use “pay off” to make a sentence.
3.Give us some detailed information about Dolly.
4. Translate the following sentence into English.
另一方面，多利羊的出现引起了一阵强烈的反对，对媒体和公众的想象力也产生了极大的影响。
5. What is your attitude towards cloning? Give your reason.
二是test yourself 环节：
Fill in the blank with proper words.
Cloning is a way of _______ (make) an exact copy of another animal or plant. It has two major uses. One is _______ gardeners use it to produce plants. The ______ is that it is valuable for medical research on animals. ________, the process of cloning is difficult ___________ (undertake).
The first successful clone, Dolly the sheep, made the whole _________ (science) world follow its progress, though it had ________ problems than the normal sheep. On the other hand, Dolly’s appearance _______ (raise) a storm of objections and had a great impact ______ the media and public imagination. Different people have different opinions on it. However, scientists still wonder ______ cloning will help or harm us and where it is leading us.
从同学们的答题效果来看，学生们回答问题的积极性很高，准确率在98%以上。