2020优质高二英语教案.docx

2020优质高二英语教案2020优质高二英语教案英语教案怎么写?写教学目的。教学目的要符合大纲对教材的要求。由于教学目的要在课堂上展示给学生，让学生明确，所以写素质教育目的时，要力求简明扼要，粗浅易懂，今天我在这给大家整理了高二英语教案大全，接下来随着我一起来看看吧!高二英语教案(一)Bodylanguage课型设计与课时分配1stperiodwarmingup(6.3-6.4)2ndperiodReading(I)(6.5)3rdperiodReading(II)(6.9)4thperiodLanguageStudy(6.10-6.11)5thperiodListening(6.12)6thperiodWriting(6.13).分课时教案TheFirstPeriodwarmingupTeachinggoals教学目的1.TargetLanguage目的语言a.重点词汇和短语misunderstand,similar,facial,expression,agreement,yawn,chest,gesture,adult,punishb.重点句型或交际用语Actoutthefollowingmeanings,please.PleaseguesswhatImean.Pleaseshowtheactions,usingbodylanguage.Nowitisyourturntoshowtheaction/gesture.Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.2.Abilitygoals能力目的a.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.3.Learningabilitygoals学能目的a.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.Teachingimportantpoints教学重点a.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.Teachingdifficultpoints教学难点a.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.Teachingmethods教学方法a.Individualwork,pairworkandgroupwork.b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.Teachingaids教具准备Acomputer,aprojectorandsomepictures.Teachingproceduresways教学经过与方式StepILead-inTheteachershowssomepicturesonscreen.ThesepicturesarefromtheEveningPartyCelebratingthecomingLunarNewYearoftheRoosterof2005.Ss:Yes,ThousandsofHandsKwan-yin.T:Butdoyouknowwhosheis?Yes,shewastheleadingdanceroftheprogram.HernameisTaiLihua(邰丽华).SheiscalledaFairyofPeachblossom(桃花仙子)bypeople.Youknowsheisadeafgirl,butsheisawise,diligent,charmingandenergeticgirl.Shestudiedveryhardandgottwodegreesofbachelorsinuniversity.Shewasfamousasanartistforherwonderfulperformance.Sheisdeafanddumb.Buthowdidshegetthatgreatachievementandbecameasuccessfulperson?Sheloveslifeverymuch.Weshouldlearnfromherspirit.Besidesherhardworking,bodylanguageplaysaveryimportantpartinherlife.Weareallhealthypeople,sometimeswecanusebodylanguagetoexpressourselves.Soweshouldpaymoreattentiontolearningbodylanguages.StepIIIntroductionT:NowletsdosomeTPR(TotalPhysicalResponse)activitiestogether,Ihopeyouwillenjoythemandhavefunaswell.Touchyourhead/face/eyes/nose/mouth/ears/cheeks/forehead/shoulders/stomach/legs/feet/toes.Shakeyourhead/arm/hand.Waveyourarm/hand.Openyoureyes/arms/mouth.Closeyoureyes/mouth.Twistyourwrist/waist.Crossyourarms/fingers.Nodyourhead.Bowyourhead.Makeafacetoeachother.Bend/cry/shout/scream/smile/laugh.T:Allright.Nowletsdothemalittlebitdifficult.Letsplayagametogether.Thosewhofailtofollowtheruleofthegamewillbedroppedout.Thegameis:“Simonsays.Forexample,ifIsay“Simonsays,touchyourhead,thenyoutouchyourhead.Ifnot,youshouldnttouchyourheadbutremainstill.Clear?Ready?Nowletsstart.3or5minutesforthegame.T:Ok.Itstimetotakeupthelesson.Pleaselookatthescreen.Letstakealookatthefollowinggestures:GestureActionMeaningAhandshakeYouarewelcome.AclapofhandComeon;becheerful.AV-shapeofthefore-fingerandmiddlefingerMayyousucceed!Orcongratulationsonyoursuccess!Ahalf-closedhandwiththumbdownIamnotinfavorofyourideaorIllhavetorefuseyou.AwrinklingofthebrowinthoughtordispleasureorascowlSheisworried.Tearscomingoutofhiseyes.Heisverysad.AllsmilesonherfaceSheisveryhappy.WavingtheirhandsTheyarewavinggoodbyetopeoplearound.AhandstretchedoutforwardwithstrengthHeisstoppingatank.Peoplejumpwiththeirbothhandsstretchedopenintheair.Theyarecheeringforthevictory.T:Whataretheactionsoftheabovegestures?Whatdotheymean?S4:Thefirstgestureisahandshake,whichmeans“Yourewelcome.S5:Thesecondisahandclap,whichmeans“Comeonor“Becheerfulorsomethinglikethat.S6:ThethirdoneisaV-shapedpostureofthefirstfingerandthemiddlefinger,whichsuggestsawishfortheotherorotherstosucceed.S7:Thefourthisahalf-closedhandwiththethumbdown.Itmeanstheonewhogivesthisgestureisagainsttheothersideaorsimplyrefusestherequest.S8:Thefifthisaworriedlookofawoman.Shewrinklesherbrowsorfrowns.Italsoseemsthatshescowls.Itshowsthatsheisworriedorsad.Inotherwords,sheisunhappy.S9:Thesixthisamansheddingtears.Tearswererunningdownhischeeks.Heisverysadforlosinghisrelativesorsadforhisfailure.S10:Theseventhisasmilingface.Itiseasytoseethatsheisveryhappy.S11:Theeighthisagestureofwavinghands.Theyarewavinggoodbyetopeoplewhoarearoundtoseethemoff.S12:Theninthisahandstretchedoutforwardwithgreatstrength.Theboyistryingtostopatankfromenteringintohishomeland.S13:Thetenthishandsstretchedoutupward.Theyareallverycheerful.Theyarewildwithjoy;maybetheyhavejustwonagame.Sowecanseethattheyarecheeringfortheirvictory.T:Youhavealldoneagoodjob.Soyouseethattherearemanycasesorsituationsinwhichbodylanguagecanconveymeaningsaswellasspokenorwrittenlanguages.Ifyouwanttoknowmoreaboutit,letscometoUnit4BodyLanguage.StepPracticeT:LookatPage25.Whatarethesepeoplecommunicating?StepTimeforFunT:Nowletsplayagameingroupsoffour.Onethinksofasituationandaskstheotherstoshowsomeactionsusingbodylanguage.Whentheonechoosestheactionthatismostlikely,itishisorherturntothinkofsomeothersituationfortheotherstoshowtheactionssothatthegamemaygoonforafewrounds.Clear?Ss:Yes.Thatsfunny!T:Trytomakethesituationsasinterestingandenjoyableasyoucan.Andshowthesituationaslivelyaspossible.Besides,makesurethateveryonehasaturn.Ss:Allright.S1:Whatareyoulikelytodoifitrains?(Actions)S2:readsabook;S3:putsonaraincoat;S4:cleansthehouse.S1:Ok.IthinkS3seemsthemostlikely,soitishisturn.S3:Whatareyoulikelytodoiftheriverfloods?(Actions)S1:runsawayasfastashecan;S2:helpstheyoungeroreldertoescapeassoonaspossible;S4:climbsontoatree.S3:Ok.IthinkS2seemsthemostlikely,soitisherturn.S2:Whatareyoulikelytodoifthehousecatchesfire?(Actions)S1:fetchessomewater;S3:triestoputitoutwithblooms;S4:runsawayasquicklyashecan.S2:Ok.IthinkS4seemsthemostlikely,soitishisturn.S4:Whatareyoulikelytodoifyoumeetwithafiercedog?(Actions)S1:remainswhereheisandbendsdown,lookingatthedog;S3:triestoscareitawaywithsmallstones;S4:runsawayasquicklyaspossible.S2:Ok.IthinkS1seemsthemostlikely,soweallhavedoneagoodjob.T:Yes.Icouldntagreewithyou.Now,onemoregroup.StepVRolePlay(SpeakingtaskonP67)T:Now,theresstillalittletimeleft.LetscometoSpeakingTaskonPage67.Homework1.Teamwork:Discusstheimportanceofbodylanguage.2.GoovertheReading:1)Communication:NoProblem?2)Showingourfeeling.T:Ithinkyoumusthaveknownsomethingaboutthesepictures.Yes,theyarefromaprogramofCCTV,theEveningPartyCelebratingtheSpringFestivalof2005,thecomingLunarNewYearoftheRooster.Ithinkthatwasthebestprogram.Doyourememberthenameofthisprogram?ThesecondperiodReadingTheSecondPeriodReading(I)Teachinggoals教学目的1.Targetlanguage目的语言a.词汇和短语major,local,represent,curious,Columbia,introduce,approach,touch,cheek,stranger,spoken,express,action,Jordan,nod,general,avoid,comedyb.重点句子Yesterday,anotherstudentandI,representingouruniversitysstudentassociation,wenttotheCapitalInternationalAirporttomeetthisyearinternationalstudents.Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.Shesteppedbackappearingsurprisedandputupherhands,asifindefence.2.Abilitygoals能力目的a.Enablethestudentstorealizetheimportanceofbodylanguage.Whatisthepurposeoflanguage?Whatisthepurposeofbodylanguage?Howcanyoutellifsomeoneissadeveniftheydonotspeak?Howcanyoucommunicateafeelingtosomeonewhodoesnotspeakyourlanguage?b.Enablethestudentstounderstandthetext.Wherearethevisitorsfrom?HowdoMr.GarciafromColumbiaandJuliaSmithfromBritainresponsewhentheyareintroducedtoeachother?WhatdoMr.CookandtheJapanesevisitordoastheyareintroduced?Howcanpeopleexpressthemselvesbesidestheirspokenlanguage?Doallculturesgreeteachotherthesameway?DoEnglishpeopleandotherEuropeansactthesamewhentheyfirstmeet?IsahandshakeverycommoninJapan?IsakissoftenusedinFrancewhenpeoplemeet?Whyaretheredifferentkindsofbodylanguage?c.Enablethestudentstoretellthetextintheirownwords.3.Learningabilitygoals学能目的Helpthestudentslearnhowtoexplainthecommonidea“differentcultures,differentbodylanguageswiththetargetlanguageinthisunit.Teachingimportantpoints教学重点Howdoesbodylanguagedifferamongpeoplefromdifferentcultures?Teachingdifficultpoints教学难点Theunderstandingofthepoorly-writtenreadingtext,especiallytherelationshipawkwardlybuiltupbetween“youandtheotherpeopleinthetext,whoaremetbytheawkwardarrangementofthecompilersofthetextbook.Teachingmethods教学方法Skimmingmethod,task-basedmethod,role-playmethod.Teachingaids教具准备Arecorder,aprojectorandacomputer.Teachingproceduresways教学经过与方式StepRevisionFreetalkaboutthetopic:theImportanceofBodyLanguage.Whilethestudentondutygivesthepresentation,theteachercansimultaneouslyapprovehisorherperformancebyusingthebodylanguagelearnedorfamiliartothestudentssuchasnoddingthehead,stretchingoutthehandwiththumbup,shruggingtheshoulders,etc.StepPre-readingT:OurtextisaboutaspecialmeansofcommunicationBodyLanguage.Nowpleaselookatthescreen.Anddiscussthesequestionswithyourpartnerfirst.Andthensomeofyouwillbeaskedtoreportyourwork.Areyouclear?Ss:Yes,sir/madam.1.Whatisthepurposeoflanguage?2.Howcanyoutellifsomeoneissadeveniftheydonotspeak?3.Whatwouldyoudoifyouneedtheothershelpurgentlywhileyoutwospeakdifferentlanguages?4.Giveanexampleofhowyoucancommunicateafeelingtosomeonewhodoesnotspeakyourlanguage.Afterafewminutes.T:Nowwhodliketoanswerthefirstquestion?Volunteer!S1:Letmetry.Thepurposeoflanguage,ofcourse,istobeusedasatoolofcommunication.Thatis,toexchangewithothersideas,feelings,information,andsoon.T:Perfect!Bodylanguageisusedanytimeandanywheretoconveypeoplesideas,feelings,information,andsoonandsoforth.Nextquestion?S2:Eveniftheydontspeak,Icantelliftheyaresadbylookingattheirfacialexpressions.Imagoodmind-reader.(Smiling)S3:Yes,thatisquiteeasy.Justbywatchingtheirfrownedbrows,theirlongfaces,weknowthattheyareunhappy.T:Verygood.Wehavegottwo“mindreadersinourclass;Imsuretherearemorethantwo!Nowwhodliketogivetheanswertothethirdquestion?S4:Letmetry,Sir/Madam.IlltrytousebodylanguagetotelltheotherwhatIneedurgently.Illdoitbymiming,byanyproperposture,orgestures,evenbydrawingpictures.T:Youaresmart!Nowwhodliketodothelastone.Itismorechallenging,right?S5:Idliketohaveatry,sir.LastsummerIwentonastudytourintheStates.WhenIwasonthewaytoLosAngelesontheflightoftheUnitedAirlines,westoppedatTokyo/NaritaAirportinJapanfor3hours.SoIwentintotheshopattheairport,forIwantedtobuyadigitalcamera.OfcourseIknewnoJapanese,soIspoketoherinChinesefirstandtheninEnglish.ItseemedthatshewasatalosswhenIspoketoher.ThenIdecidedtotryitinbodylanguage.IjustpointedtothecamerathatIlikemost-SonyCyber-shotDSC-P100.ThesalesgirlspoketomeinJapanesethistimebutIcouldntunderstandawordofit.SoIshookmyheadandkeptpointingatthecamera.FinallyIreachedherunderstandingandshetookoutthecameraIwantedtobuy.Iexamineditforalittlewhileandaskedherthepriceofitbydrawingabig“?intheairwithmyforefinger.Shetookouthercalculatorandputintheprice.ThepricewasreasonableandIdecidedtotakeit.Ipaidforitandthesalesgirlbowedtomeagainandagain.T:Wonderful!Thankyoufortellingussointerestingatruestoryandgivingussogoodanexampleofbodylanguage.StepWhile-reading1.ScanningWhilereading,pleasetrytodividethewholepassageintoseveralpartsandfindoutthemainidea.Part1Para1YouaresenttoCapitalInternationalAirporttomeetthisyearsinternationalstudents.Part2(para.2and3)Examplesoflearnedorcultural“bodylanguage.Part3.(para.4)Differentpeopleshavedifferentbodylanguages.Part4.(para.5)Summaryofbodylanguage.Readthetextcarefully,thendecideifthefollowingstatementsaretrue(T)orfalse(F).?Englishmenoftenstandclosetoothersortouchstrangersassoonastheymeet.?Mostpeoplearoundtheworldnowgreeteachotherbykissing.?Japanesewillbowtoothersasgreeting.?PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.?Somebodylanguagesinsomecountriesaregoodwhilesomecountriesbodylanguagearebad.StepIVPostreading1.Istheauthorofthispassagemaleorfemale?Howdoyouknow?Theauthorismale.AhmedAzizwillnotshakehandswithwomen,butheshakeshandswiththeauthor.2.Whatwerethetwomistakesthattheauthornoticed?HenoticedthattheColombianmankissedtheBritishwoman,butinherculture,akissfromastrangerisnotacceptable.HealsonoticedthattheJapanesemanbowedjustastheCanadianmanstartedtoshakehands,soonemansnosetouchedtheothermanshand.3.Whoseemedtoprefertokeepmorephysicaldistancefromothers?Whoseemedtoprefercloserphysicaldistance?TheBritishwoman,Julia,andprobablytheCanadianman,George,seemedtoprefertokeepmorephysicaldistancefromothers.TheColombianman,Tony,andtheJordanianman,Ahmed,seemedtoprefercloserphysicaldistance.4.Didanystudentshavesimilargreetingcustoms?Ifso,whichones?Yes.TonyfromColombiaandDarlenefromFrancehadasimilargreetingcustom-akiss.GeorgefromCanadaandAhmedfromJordanalsohadasimilargreetingcustom-ahandshake,butAhmedshakeshandsonlywithmen.5.“WheninRome,doastheRomansdo.Whatdoyouthinkthisfamoussayingmeans?Thissayingmeansthatwhenweareinacertainplace,weshouldfollowthecustomsofthepeoplewholiveinthatplace,notourowncustoms.6.Doyouagreewiththeauthorsstatementthatbodylanguageisnotgoodorbad?Whyorwhynot?Studentswillgivetheirownanswers.StepHomework1.Getreadytoretellthetextinyourownwords.高二英语教案(二)AtasteofEnglishhumourPeriod1ReadingTheGeneralIdeaofThisPeriodThisperiodincludesWarmingup,ReadingandComprehendingofUnit3.Toelicitthetopicofhumour,theteachercangetthestudentstotalkabouttheirteachersbyaskingwhatkindofteacherstheylikemost.Afterthestudentsknowwhattheywilllearninthisunit,theteachercangetthemtothinkwhathumouris,andthentheteachercanshowthemsomevideoclips,someverbaljokes,funnystoriesandsomepicturesforthemtoappreciateandhavethemtellthetypesofEnglishhumour,thetypicalrepresentativesofeachkindandifthereareChineseequivalentstotypesofEnglishhumourlisted.Tounderstandthisreadingpassagebetter,thestudentsarerequiredtoscanthepassagefirstandtrytodecidehowmanypartsthereadingpassagecanbedividedintoandthengetthegeneralideaofeachpart.Afterthattheywillreadthepassagecarefullyagaintofindsomespecificinformationforthequestions.Iftimeislimited,thecomprehendingpartcanbegiventothestudentsastheirhomework.TeachingImportantDifficultPointsLea