高二英语教育教案
高二英语教育教案都有哪些？学习英语单词还属于比较基本、简单的，趣味性的背诵单词方法更受用一些。下面是小编为大家带来的高二英语教育教案七篇，希望大家能够喜欢！
高二英语教育教案（精选篇1）
一、教学内容
Warming up; Pre-reading; Reading; Comprehending (pp.1-2)
二、教学目标
在本节课结束时，学生能够
了解文化遗产的基本概念、本质特点以及基本类型。
通过找读(scanning)关键词、略读(skimming) 和精读 (careful reading)，了解有关琥珀屋的故事。
用归类法学习词汇。
用自己的话复述琥珀屋的故事。
运用本课时学习的内容和自己已有的知识讨论相关话题。
三、教学步骤
步骤一、热身
1.请学生看学生用书p.1或者PPT中的图片，两人一组讨论三个问题。教师请几组学生回答问题，然后综合大家的看法总结出文化遗产的定义。
2.请学生说出一些中外文化遗产的名称，教师写在黑板上。可以采取小组竞赛的形式，比一比看哪组说得多、说得正确。
注：问题中出现了五个生词。rare,valuable和survive很难根据上下文猜出词义，教师可以布置学生课前查字典自学其词义，用法可以留到词汇课处理。vase一词通过图片可以猜出，dynasty可以通过语境猜出。
设计意图：通过呈现图片和小组竞赛引起学生对本单元话题的兴趣，使学生了解文化遗产的概念，为过渡到下一步学习做好铺垫。
步骤二、读前
1.请学生先欣赏教师准备的几件琥珀饰品或者看学生用书p.1的琥珀饰品图片，然后请学生回答问题，并根据课文标题和图片预测课文内容。
2.词汇准备：请学生把书翻到p.89本单元词汇表，根据要求独立地找出相应的词汇。找三个学生分别说出答案，其他学生和教师补充或更正。
设计意图：通过观察实物、回答问题，使学生把琥珀和文化遗产联系起来，从而引入阅读主题，并让学生预测阅读课文内容;通过让学生根据要求找出相应词汇教给学生用归类法学习词汇，同时为之后的阅读扫清词汇障碍。
步骤三、读中
1.请学生略读课文，核查自己预测的内容是否正确。
2.请学生在再次阅读课文前先看一下学生用书p.2练习二中的五个问题，然后在限定时间内快速浏览阅读课文的每一段，完成练习二的阅读任务，确定每段的段意。最后两人一组回答五个问题。教师请几个学生分别说出答案，其他学生和教师补充。
3.请学生再读一遍课文，根据时间顺序在限定时间内找出琥珀屋的历代主人及当时发生的和琥珀屋相关的事件，完成下面的表格。
4.请学生两人一组，仔细阅读第一段和第三段，归纳琥珀屋能够成为世界奇观的原因。
设计意图：通过略读课文检测读前预测是否正确，并对课文内容有大体的了解;练习二的五个问题分别概括了每段的段意，考虑到高一学生概括能力较弱，采取给出各段段意让他们分别找出与其匹配的段落的方式降低了难度;通过回答五个问题使学生了解课文的细节内容，明确概括段意的依据;通过填表让学生学会根据时间、人物等关键词快速确定主要信息;通过仔细阅读和分析课文重点内容培养学生的分析能力，同时也使他们进一步理解琥珀屋作为文化遗产的理由。
步骤四、读后
请学生两人一组根据PPT表格中的提示复述课文，然后教师选两个学生当堂复述。
设计意图：通过复述检查学生对文章大意的了解程度，并检测学生归纳总结和口语表达能力。
步骤五、讨论
请学生四人一组讨论问题，每小组确定一个组长、一个记录员和一个发言人。组长组织并参与讨论，记录员记录大家的看法，发言人代表小组陈述大家的看法;讨论后教师请持不同观点的小组分别阐述理由，其他持相同观点的小组补充。观点没有对错之分，但要言之有理，有充分的论据支持自己的观点。讨论时可以参考PPT中的一些表达法。
设计意图：通过讨论培养学生勤于思考的习惯，锻炼口语表达的能力;同时也增强学生保护文化遗产的意识。
步骤六、作业
设计意图：通过听课文录音并朗读帮助学生掌握正确的语音、语调;通过让学生自己找课文中的难句和复习所学词汇培养其自主学习的能力。
高二英语教育教案（精选篇2）
一、教学内容：
牛津高中英语模块一Unit 1 (上)
二、教学要求：
1.掌握和校园生活有关的常用单词、词组与句型。
2.学会描述校园生活和学校设施。
High school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期
Huge campus and low-rise building 学校面积大，没有高层建筑。
Twelve laboratories are available for different experiments.12个实验室可供不同试验使用。
Each room comes with its own bothroom and Internet access.每个房间都有自己的卫生间和英特网接口。
3.学习阅读技巧：skimming&scanning。
4.语法：定语从句(一)
【知识重点与学习难点】
一、重要单词：
access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax
二、重点词组：
class teacher 班主任
at ease with 和….相处不拘束
school hours学校作息时间
earn respect from 赢得…的尊敬
sound like听起来象
for free 免费 get a general idea 了解大意
as well as 除….以外, 也
key words 关键词
word by word 逐字逐句地
find one’s way around 认识路
develop an interest in 培养对….的兴趣
surf the Internet网上冲浪
【难点讲解】
1. What is your dream school life like?
你理想中的学校生活是什么样子?
这里 dream 表示心目中最理想的. 如 dream team (梦之队)。
2. Going to a British high school for one year was a very enjoyable and exciting experience for me.
去一所英国中学读书一年对我来说是一次令人愉快和兴奋的经历。
Going在本句里作动名词，它和后面的to a British high school for one year构成动名词短语作句子的主语。Go to a British high school本来是个动词词组，在go后面加上ing后，它就具备名词的特性可以在句子中充当主语、宾语或表语。
动词的现在分词和过去分词都可以作定语，但所表达的意思不同,现在分词作定语常表示“令人…”、“正在….”;例如exciting news, sleeping dog;过去分词则有被动或完成的意思,常表示“感到….的”、“被….的”,例如： an excited crowd of people, broken heart.
3. I was very happy with the school hours in Britain because school starts around 9 a.m. and ends about 3.30 p.m.
我对英国学校的作息时间很满意因为学校大约上午9点开始上课，下午3点半左右放学。
Be happy with=be pleased with, around=about。
4. This means I could get up an hour later than usual as schools in China begin before 8 a.m.
这意味着我可以晚一小时起床，因为在中国学校8点钟上课。
as adv.同样地,被看作,象
prep.当做
conj.与...一样,当...之时,象,因为
本单元多次出现as,用法各不相同,应注意比较。另外as还可以构成一些常用词组：as if就好像, as far as就….而言, so as to以便于, as for至于, such as例如，等等。
mean: 意味着, 后面通常加名词或宾语从句。例如：
The attack of Pear Harbor meant a declaration of war with the United States.
The raise of salary means that I can send my daughter to a better school.
5. He also told us that the best way to earn respect from the school was to work hard and achieve high grades.
他还告诉我们赢得学校尊敬的最好方法是努力学习并取得好成绩。
The best way to do sth is to…..结构用来表达做某事的最好方法是…..,例如:
The best way to learn English is to use it as often as possible.
6. I found the homework was not as heavy as what I used to get in my old school, but it was a bit challenging for me at first because all the homework was in English.
我发现这儿的家庭作业没有我原来学校的多，但一开始对我有些挑战性，因为所有作业都是英语的。
As…..as, 中间加形容词或副词,一般要连接两个相同的句子成分,请比较下面两句话:
You hate him as much as I (=You hate him as much as I hate him).
You hate him as much as me(=You hate him as much as you hate me).
Used to 过去常常, 隐含的意思是现在的情况已经不同。例如:
She used to study very hard. ( She does not study so hard any more).
Used to 的否定形式是usedn’t to/ didn’t use to
注意：be used to sth/doing 表示习惯于….
7. Cooking was really fun as I learnt how to buy, prepare and cook food.
当我学着怎样买菜、洗菜、烧饭时，烹饪真的是一件有趣的事。
fun是名词,有趣的事情, 副词really并非修饰它,而是修饰前面的be动词was
试比较: He is really a funny guy. 和 He is a really funny guy.这两句意思虽然相同,但really修饰的对象不同,因此说话的侧重点也不同。
8. I do like eating desserts after meals as you mentioned in your article.
就像你在文章中提到的那样，我的确喜欢在饭后吃甜食。
Do、did在陈述句中，用在动词前表示强调，可译作的确、确实。
9. Upon finishing his studies, he started travelling in China.
完成学业之后，他开始在中国旅行。
介词upon/ on加doing相当于带as soon as 的时间状语从句。
Upon finishing his study=As soon as he finished his study
10. Former student return from China
一位校友重中国归来
former, past, old 虽然都和过去有关，但 侧重点不同。 former：“过去曾经是...的、 前任….”, past: “过去的” old“老的、从前的”。例如: former president前总统，past experience以往的经验，my old school我的母校。
11. earn, achieve和gain
这三个单词的基本意思都是“get”但含义不尽相同, earn ：get as the reward of work(挣，得到…作为工作的回报), achieve ：get what you want by effort(成就,通过努力达到某个目标), gain和“get”的用法最接近，它对得到的方法和内容都没有具体要求。常见搭配:
earn money/ a living/ one’s respect/ one’s bread, achieve a gaol/ success/ purpose/ high grade, gain experience/ weight/ an advantage over/ time/ the upper hand( 占上风)/ ground(取得进步).
【语法】
定语从句(1)
用来说明主句中某一名词或代词(有时也可说明整个主句或主句中一部分)而起定语作用的句子叫作定语从句。定语从句的作用和作定语的'形容词、介词词组、分词词组相似，有时可以相互转换，例如：金发女孩可译作a blonde girl ，a girl with blonde hair或a girl who has blonde hair。定语从句通常由关系代词that/ which/ who/ whom/ which/ as或关系副词when/ where/ why引导，这些词既指代主句中要说明的名词或代词, 又充当从句中的某个句子成分。请看例句：
1.Tom is the only person who can keep a cool head in time of crisis.(who指代主句中的先行词person,在从句中作主 语)
2.Tom is the only friend whom(或who) I can rely on. (指代friend，在从句中作宾 语, 所以常用代词who的宾格形式).
3.China is no longer the weak nation that she used to be. (关系代词that指代weak nation，在从句中作表语)
4.The school whose floor space is very limited can’t take in one more student. (关系代词whose指代the school’s ，从句中作floor space的定语)
5.I like to go to the gym where I can have a work-out after sittiong for a day. (关系副词where指代主句中的地点状语gym 在从句中作状语)
【补充阅读】
阅读这篇文章,根据中文提示和上下文写出所缺的单词:
My School Day
I leave home at 6:45 and walk 20 minutes to ______(赶) a bus to school. The bus is a special one just for kids going to my school. The _______(路程) on the bus takes an hour because it has to keep stopping to pick up other students along the way.
When I arrive at school, I______(领取) my Tablet PC from the Flexi (Flexiable Learning Centre). Then I go to my Tutor Room for Registration at 8:30. We listen to announcements to see what special things are happening at school today or this week.
At about 8:50 we leave Tutor Room to go to our First Period. Every day I have a different Lesson the first period. Normally it is Humanities but I also have Maths, Drama and Music, and French on the other days. Each period lasts an hour.
All my lessons are in different rooms and places around the school. Each Room either has a three_____(位) number or a name. The numbers are very hard to remember!. I have different teachers for each lesson. I have a _______(存物柜) where I can store some of my stuff but otherwise I have to carry it all around with my in my bags.
Swipe Cards
Every Student carries a swipe card. We swipe into every lesson to let the school know that we have _____(参加) that certain lesson and to know where we are in case of emergencies.
On the Swipe Card there are two stripes, a black and a brown. The brown is to swipe into lessons and the black is to get into the toilets and buildings.
We can put money on our Swipe cards instead of carrying cash around. When we want to pay for snacks at the Tuck Shop or canteen we just hand over our cards and they deduct the money.
Subjects
Maths, English Science ICT
Drama Music Art PE
Humanities (History, Geography, and Religion) French or Spanish
Time Table
9:00 1st Period
10:00 2nd Period
11:00 - 11:20 Break
During break, I have a snack and play and chat with my friends. Usually we play 'IT' a chasing game. Snow ball fight when it snows is dead fun.
11:20 3rd Period
12:30 4th Period
1:30 - 2:10 Lunch
I bring a packed lunch to school but occasionally I have school dinners in the School______(食堂).
2:10 5th Period
3:10 End of School
Sometimes I stay after school for clubs.
Canteen
The Canteen is open at Lunch Time and Break Time. Most hot food is served only at lunch time. Chips are only_______(买的到) on Mondays and Fridays.
【同步练习】
一、 用适当的关系代词或关系副词填空：
1.I still remember the time _______ I first became a high school student.
2. There are many places in London _______ you can buy a cup of coffee.
3. That is the reason _____ he is so keen on school activities.
4. China is a country_______ history can be dated back to 3000 BC.
5. He is driving a car ______ can travel at 150 mile per hour.
6. He has to fly to all the major cities of the world ______ his company has set up offices.
7. The lady _____ we met in the bar is eyeing us from the corner .
8.We are facing the same problem ____ we did years ago.
二、将下列每组句子合成一个带定语从句的复合句：
1. The anti-Japanese aggression war broke out on July the 7th. It lasted for eight years.
2. On his website we saw some photos. Mr. Lee took these photos in Europe.
3. On the way to school I saw some trees. Their leaves were eaten up by insects.
4. Shelley likes to spend her leisure time in the students’ union. She can meet many international students there.
5. Jane’s father wants her to be a singer. He himself has always wanted to be a singer himself.
参考答案
一、
1. when 2. where/in which 3. why 4. whose 5. which/that 6. where 7. whom/who 8. as
二、
1. The anti-Japanese aggression war which lasted for eight years broke out on July the 7th.
2. On his website we saw some photos which Mr. Lee took in Europe.
3. On the way to school, I saw some trees whose leaves were eaten up by insects.
4. shelley likes to spend her leisure time in the students’ union where she can meet many internatioal students.
5. Jane’s father wants her to be the singer that he himself has always wanted to be.
高二英语教育教案（精选篇3）
一、 课程类型：
高三复习课
二、 教学目标：
一) 认知目标
1.句型和语言点(见教学重点)。
2.用所学的知识与伙伴进行交流、沟通，学会改错、写作。
二)情感目标
利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。
三)智力目标
在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮 助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。
三、 教材分析：
这是高三复习阶段的一节写作课。这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力，使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题：在教学中不仅仅强调写,对于与写作紧密联系的听、说、读、改错都有兼顾。采用任务型教学法和小组合作探究学习法，从而激发学生的学习兴趣，同时也能扩大课堂的语料输入量及学生的语言输出量。
四、 教学重点：
1. 学会审题和谋篇
2. 掌握多样化的表达方式
3. 熟练各段中的固定写作套路
五、 教学难点：
1. 如何帮助学生运用写作策略，促进学生自主写作。
2. 使学生了解谋篇的重要性，培养谋篇的能力和习惯。
六、 教学方法：
1、活动教学法：
2、任务型教学法：
七、 教学设计：
Step 1. Warming up
Come up with some proverbs for the students to put them into Chinese.
Recitation is of the first importance in any language learning!
Practice makes perfect! …
What do you learn from the above proverbs?
Step 2. Presentation
Make it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson.
Step 3. Exhibition
Show on the whiteboard a writing.
高二英语教育教案（精选篇4）
教学准备
教学目标
Teaching Objectives
1. Students are able to learn more about nonverbal humour as well as Charlie Chaplin through network-based.
2. Students are able to get the gen eral idea and detailed information of the passage by skimming, scanning as well as interpreta tion and appreciation.
3. Students will learn to face difficulties in life with optimism and humour as well as learn to cooperate with others in groups.
教学重难点
Teaching difficult points
1. How to guide students to search for and sort out related information according to the assigned task through the Internet.
2. How to cu ltivate students’ learning ability through teamwork based on network.
Teaching important points
1. Help students to get the general idea and detailed information of the text effectively by skimming and scanning.
2. Help students to analyze the reasons for Charlie Chaplin’s success by interpreting the key sentences and get them inspired.
教学过程
Step 1
Lead-in(3 mins)
1.Students’ Activities：
2.The Purpose of Activities
Students are to appreciate a video clip performed by Mr. Bean.
Students will be guided to acquire the form of nonverbal humour in a vivid way,
thus eage r to learn about the main character of the text with interest.
Step 2
Network-based Interactive Learning(25 mins)
1.Students’ Activities
(1).Students are divided into five groups to search for and sorted out the related information according to the assigned task online
(2)A representative of each group is to share the information with the others.
2.the Purpose of Activities
Students will develop their ability to effectively sort out information on the Internet throug h group cooperation as well as feel a sense of achievement by their oral presentation.
Step3 Text-based Reading(17 mins)
Students’ Activities 1. Students are to read the text quickly, and then answer the questions according to the text. 2. Read Paragraph 3 carefully, and then answer the question ---Why did “the little tramp”become Charlie Chaplin’ famous character ?3. Read Paragraph 4 and fill in the blanks
。4. Find out the sentences that can account for Charlie Chaplin’s success from the text.
2.The Purpose of Activities
(1)Students will get the general idea as well as the structu re of the text by skimming.
(2)Students will get the detailed information and have a deeper understanding of the text.
(3) Students will get inspired while analyzing the secret to Charlie Chaplin’s success by interpre ting and appreciating some key sentences in the text.
课后习题
Step 5 Homework
1. Students are to read the text carefully again and underline the phrases and sentences difficult to understand after class.
2. Write a summary (about 130 words).
高二英语教育教案（精选篇5）
教材分析：
本单元围绕“野生动物保护”这一中心话题进行听说读写的训练，其中阅读部分“How Daisy Learned to Help Wildlife”描述了一个名叫Daisy的女孩以特殊的方式从濒危动物那里学到了野生动物保护的知识。Daisy的学习方式，方法和过程非常奇幻，她乘着飞毯周游世界，首先来到了，同藏羚羊的对话中了解到了濒危野生动物的现状和原因。然后飞到了津巴布韦通过大象的介绍，明白了动物保护的重要性和措施，最后来到了热带雨林，从猴子口中懂得了保护野生动物还应该关注他们生活的环境，了解他们的习性。最后Daisy在奇幻之旅结束时提高了保护野生动物的意识，表达了她的感受和决心。文章立意新颖，近似于童话，活泼有趣，行文结构清晰，层次分明。
设计思路：
学生阅读的过程就是随着Daisy学习动物保护的过程。学生是以听说读写的方式从课本，网络等课程资源中获取关于动物保护的信息。基于课文的形式和内容特点，我挖掘出了课文内容与学习方式的结合点，学习内容与实际应用的共性，因此采取了任务型教学的模式，制定出班级总任务是制作以保护各种濒危野生动物为主题的，题为“Let’s Help Wild Life”的英文网站。这个网站是由若干网页组成，网页内容是以一种濒危动物的保护为主题，因此把全班以四人为一组分成若干组，小组任务是制作这张网页。
要完成任务，学生必须确定濒危动物是什么，内容和语言，以及设计制作，具体步骤是课前分组查找濒危动物有哪些，自主选择他们最关注的一种动物，课上学习与主题相关的内容，进行语言聚集，课后收集，整理，合成信息，完成网页的制作，这样，从课前准备到课中学习到课后延展，达成了知识的系统性，提高了学生用英语解决实际问题，综合运用语言的能力,提高了自主学习的意识和能力。
学情分析：
所授课学生为我校高一学生，经过第一模块的学习，学生了解并学会了运用以小组合作的方式进行合作学习，学生具备基本的阅读能力，阅读技巧和方法。但尚未掌握有效的方法克服阅读中的生词障碍。濒危野生动物保护是学生熟悉和关心的话题，但用以表达话题的语言积累不足。此外，虽然学生的学习资源丰富，但未能恰当的利用资源进行语言学习。因此设计好学习任务，方法和步骤是提高阅读能力，进一步巩固和加强英 语学习策略的关键。
教学目标：
知识与技能目标：
1.学生通过回答问题，填写图表，连线，等方式获取并理解有关Daisy如何学到的关于野生动物保护知识的信息。
2.能够运用所获取的信息简单描述关于濒危动物，藏羚羊的保护情况。
3.利用资源策略，完成以保护野生动物为主题的网页制作。
情感与态度目标：
1.通过获取野生动物保护知识，提高保护野生动物的意识。
2.通过小组合作，学生提升了合作意识;学生增强了自信，维持并提高了对英语学习的兴趣。
教学重点和难点：
获取并理解关于Daisy学到关于濒危动物保护的知识的相关信息，并迁移运用到谈论关于对藏羚羊的保护。
教学过程：
Pre-reading
I. Task presentation:
Class task: Build up a website about wildlife protection, called “ Let’s Help Wildlife”
Team task: Produce a web page about protecting one kind animal that you are concerned about.
II. Names collection:
Collect the names of endangered animals that they decide to protect.
III. Inquiry question:
Show the Ss two questions to think over and ask them to answer by the end of the
class.
Q1. Why should we protect wildlife?
Q2. What do you learn from the text to help wildlife?
设计意图：学生明确了学习目标，从而激发了学生的阅读动机，探究性问题使学生在学习过程中处于主动认知的状态，开启了他们的思维之门，知识之窗。
IV. Prediction.
1. Ss read the title and predict what the text talks about.
2. Ss compare the title of the text with their task.
设计意图：学生比较课文标题和任务标题，发现相似之处，使学生明确了其制作网页的内容就是来源于课本内容，要想完成任务就要学好课文，课文为其任务的达成提供了依据和帮助。
While reading--- Fast reading
Ss skim the text and answer the following questions:
Q1. Where did Daisy go?
Q2. How did she go there?
Q3. What animals did she meet?
高二英语教育教案（精选篇6）
一、教学目标设计：
知识与技能：①掌握快速阅读的方法，熟悉“发表看法，提出建议”的口语技能，高中英语教学案例。②充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。
过程与方法：①培养学生筛选局部和整体信息的能力和独立阅读能力，通过自主学习和协作学习，获取信息和处理信息的能力。②培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。
情感价值观：通过本节课的学习，培养学生的人文和信息素养。
二、教材内容及重点、难点分析：
教材内容：本课教学内容是新课标，Canada---The True North 与以往接触过的介绍国家的文章相比，本课的内容没有整体介绍加拿大的地理概况和风土人情，而是透过一个旅人的眼睛来看加拿大。相比较而言，这样的课文难度更大。
教学重点：①对课文内容的整体把握。②学生组织语言、运用语言的能力。【重点突破】任务驱动，层层深入。利用“任务驱动”方法，使学生利用资源自主探究、解决一系列层层深入的问题。在教学中，教师作为问题的精心设计者和疑难问题的点拨者，培养学生组织语言的能力。
教学难点：①对课文内容中细节的理解。②对网上各种信息源的比较筛选，及学生易受无关因素的干扰而导致的学习效率问题。【难点突破】 设置情境，循序渐进，层层递进。设置富有情趣的情境，激发他们的阅读欲望，积极主动地进行自主探究。循序渐进的设计问题 , 激发学生的创造思维，层层深入地引导学生进行自主和协作学习。
三、教学策略及教法设计：
【教学策略】：①本节课的教学以建构主义学习理论为指导，以学生为中心，以问题为出发点，使课堂教学过程成为学生自主地进行信息加工、知识意义构建、创新能力发展的过程。教师在教学过程中则适时介入，引导、启发、组织、帮助、促进。②设计创造性思维问题。所谓创造性思维问题即是指有利于学生创造性思维发展的问题。创造性思维问题的设计应遵循这样几个原则：题型具有开放性、解题富有挑战性。
【教法】：①演示法：把制作的课件、动画等显示给学生看，便于学生对微观知识的把握，并从旧知中获得启迪，从而解决问题。②评价阅读法：将学生通过对材料的收集、整理和内化而形成的学习成果，在全班学生中展示，使学生获得成功的喜悦，从而激发学生的后续学习热情。③任务驱动教学法：将所要学习的新知识隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老师的指导、帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。
四、教学过程设计：
第一步：热身活动：猜单词。在这个步骤中，我给出两组前一节课学过的词，分别让两组同学上来猜。所采用的方式类似于《幸运52》：单词是出现在屏幕上的，其中一个同学背对着屏幕，他是猜者;另一个同学则是解释者，他要用英语或辅以动作将单词的意思表现出来。两组同学之间展开竞争，看谁猜得又快又多。这个活动不仅可以复习上节课的内容，更重要的是活跃了课堂气氛，令同学们很快融入课堂氛围。
第二步：读前活动(一)：自由展示。在上这一课之前，我给学生布置的预习任务是介绍你最想去的地方。Which country or place would you like to visit most? Why?学生们自由组成小组，上网查找相关资料，然后对所搜集的信息进行整理，最后形成自己的powerpoint展示文件。在课堂上，由本小组的发言代表上来进行展示和介绍。这一环节是这节课的重头戏。
第三步：读前活动(二)：自由交谈。给学生提出这样一个问题：如果你有机会去加拿大，你最想看什么?If you have a chance to visit Canada, what would you expect to see there? 先要求他们在小组内讨论，然后再在全班同学面前发言.
第四步：读前活动(三)：小组讨论。经过了前面的大量的有关加拿大的信息的冲击，你愿意用哪三个词语来描述加拿大?What three words would you use to describe Canada? Why? 请小组代表发言。
第五步：加拿大概况综述。这一步骤是对上几个步骤的总结，同时也是教师整合并优化了有关加拿大的各种信息所进行的展示。目的是进一步加深同学们对加拿大的了解，对他们所获取的知识进行 梳理，也为下一个步骤展开铺垫。
第六步：掠读课文。(first reading)在这个步骤中，我给出了8个问题，让同学们带着这8个问题来阅读课文。读完后回答问题。
1.Why are the cousins not flying direct to the Atlantic coast?
2.What is the continent they are crossing?
3.What is “The True North”?
4.Why do many people want to live in Vancouver?
5.What happens at the Calgary Stampede?
6.Where does wheat grow in Canada?
7.Why would ship be able to reach the centre of Canada?
8.Name two natural resources that Canada has.
第七步：精读课文。(second reading) 在这个步骤中，我给出了5个跟课文内容有关的句子，让同学们判断正误。如果该句是错的，请给出正确答案。
1.The girls went to Canada to see their relatives in Montreal.
2.Danny Lin was going to drive them to Vancouver.
3.You can cross Canada in less than five days by bicycle.
4.The girls looked out the windows and saw Native Indians and cowboys.
5.Thunder Bay is a port city in the south of Canada, near Toronto.
第八步：复述课文(retelling) 给出课文中的关键词汇，让同学们用自己的话来复述课文。
Helpful words and expressions
great scenery second largest go eastward 5,500/from west to east
here in Vancouver surrounded by ski/sail
第九步：口头作文(oral practice) 设定一个情境，给出一些关键词汇，让同学们模仿课文来编一段对话或一篇短文。
Suppose two of your cyber pals in Canada come to visit Shenzhen and you are meeting them at the airport. While you are driving them home, you are telling them something about China and Shenzhen, just as what Danny Lin said in the text.
Work in groups. You are required to present either a short passage or a short dialogue.
Helpful words and expressions
great scenery third largest go northward from south to north
along the coast theme parks
第十步：作业布置。要求学生将第九步中的口头作文写出来，变成书面作文。
Write down the short passage or the short dialogue that you’ve just worked out.
五、教学反思
本节课是新课标，我将本节课设计为竞赛、导入、个人探究、互动交流、协作探究和讨论及口头作文等九个步骤。我充分发挥自制网络课件的优势，使本节课的内容更加充实，容量更多。既贯通了所要学的知识，又拓展了课外知识，使得本节课学生在学习过程中兴趣更加浓厚 , 积极地自主探究，讨论问题热烈，课堂气氛活跃!
高二英语教育教案（精选篇7）
教学目标
1) Important vocabularies
Daily; advertisement; check interview; fix; develop; hand; add; deliver; speed; latest; publish; avoid; besides; get down to ; face-to face; be popular with somebody; as well; care for
2)Daily expressions
Are you /Will you be free then?
Yes, Id be fee. Id like to go.
Lets go together then. Ill meet you at the theatre at six - thirty .
Good! See you then.
What time shall we meet?
Where is the best place to meet?
What about meeting outside? I suggest…
3) Useful phases
Whats on…? Is there anything good on?
They are said to be very good.
Finally, there is no more time left for adding new stories.
4) Grammar
V.-ing Form is used to be Subject and Object
教学建议
能力训练
1.通过口头练习，学会日常生活中的各种表达方式。
2.学会介绍事物及报刊杂志的方法，了解这种文体的写作技巧。
德育渗透
1.通过课文的学习，引导学生懂得任何一件事物都得付出很多的劳动，懂得爱惜报纸，爱惜各种书籍。
2.通过对报纸各版面的介绍，扩大了同学们的眼界，增强了他们求知欲和学习积极性。
师生互动活动
Lesson 13：口头练习：对话交际功能——日常生活用语。
Lesson 14：学生扮演主编介绍报纸出版的过程。
Lesson 15：学生扮演主编介绍《中国日报》的内容。
Lesson 16：笔头练习：写一篇介绍一种报纸或杂志的英语论文。
教材分析
从本单元的对话来看，主要是学习如何用英语提出约会以及如何应答约会的日常用语，如：询问对方是否有空，建议会面时间和地点及如何应答的日常用语，并能运用Will you be free?到It’s.. What about…?等最为普通的语言功能进行日常交际， 同时也注重check, fix, face-to face, deliver, take a photograph, pass on, get down to, as well, what’s on 等重点词汇和短语在本单元中学习，本单元中的阅读课主要内容是了解报社一天的工作和报纸的出版过程及《中国日报》的一些情况，同时在这里运用了重点语法知识，V.-ing形式充当主语和宾语的用法。