人教版高一英語(yǔ)必修二教案（精選9篇）
作為一名辛苦耕耘的教育工作者，通常需要準(zhǔn)備好一份教案，教案是教學(xué)活動(dòng)的依據(jù)，有著重要的地位。教案應(yīng)該怎么寫呢？以下是小編幫大家整理的人教版高一英語(yǔ)必修二教案，歡迎大家分享。
高一英語(yǔ)必修二教案 篇1
教學(xué)目標(biāo)
To help students learn to express attitudes, agreement & disagreement and certainty
To help students learn to read the text and learn to write diaries in English
To help students better understand “friendship”
To help students learn to understand and use some important words and expressions
To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text
教學(xué)重難點(diǎn)
Words
upset, ignore, calm, concern, settle, suffer, recover, pack
Expressions
add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in
Patterns
“I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do.
I stayed awake on purpose until half past eleven…
…it was the first time in a year and a half that I’d seen the night face to face…
教學(xué)工具
ppt
教學(xué)過(guò)程
Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?
1. Warming up
⑴ Warming up by defining friendship
Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?
Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定義). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen.
Then what is your opinion about friendship?
Do you think that friendship is important to our life? Why?
⑵Warming up by learning to solve problems
Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely.
Common problems among teenagers
Solution
Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.
Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.
Situation 1: Friends get angry with each other when they try to talk about something difficult.
Try to understand your friend/ Try to talk about the problem in a different way.
Situation 2: Friends don’t know how to apologize
Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point.
Situation 3: Some friends don’t know how to keep secrets.
Keep your secrets to yourself
Tips on being a good friend
Treat your friends the way you want to be treated. Keep secrets that are told to you.
Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend.
⑶Warming up by doing a survey
Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.
To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良師益友).
Now please do the survey on page one.
Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.
高一英語(yǔ)必修二教案 篇2
教學(xué)目標(biāo)
I. 單詞和詞組
permission, nation,reduce, fetch, compare, therefore, remain, dislik, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit of
II. 日常交際用語(yǔ)
1.請(qǐng)求
May / Could / Can I do that?
I wonder if I can do that.
Would / Do you mind if I come earlier?
Will you tell me if can go now?
2.允許
Yes, please. / Of course. / Sure. / Certainly.
Go ahead, please.
That’s all right. / OK.
It’s all right to me.
3.拒絕
I’m sorry, but it’s not allowed here.
You’d better not.
I’m afraid not. It’s not right.
III.語(yǔ)法
復(fù)習(xí)名詞性從句作賓語(yǔ)和表語(yǔ)的用法。
教學(xué)建議
教材分析
The main dialogue of this unit is to practise the students how to ask for permission, refuse and give permission ability. Though learning the way of expressing are able to remind the students speaking in daily life. This dialogue is the main idea to learn to use these phrase for permission. Though two men’s talking. Meanwhile this lesson offer some practice to help the students to understand and learn about the content of the dialogue. In order to master these phases, this lesson has short dialogue to give the students to speak each other.
重點(diǎn)詞匯講解
1.catch fire與be on fire
1)catch fire：begin to burn著火;燒著。catch fire有動(dòng)態(tài)含義，揩“開(kāi)始燃燒”。
例如：
Paper catches fire easily.紙容易著火。
The bed clothes catch fire and the whole house may be burnt down.鋪蓋著火了，整個(gè)房子都可能燒掉。
2)be on fire：be burning著火;失火。 be on fire有靜態(tài)含義，指“燃燒的狀態(tài)”。
例如：
The house was on fire.房子著火了。
She woke up at midnight and found the kitchen on fire.她半夜醒來(lái)發(fā)現(xiàn)廚房失火了。
高一英語(yǔ)必修二教案 篇3
第一部分：熱身
快速應(yīng)答：
1.How are you going to school everyday?
2.Thank you very much for your help.
3.Would mind my opening the window?
4.What day was it yesterday?
5.What's the weather like today?
第二部分：朗讀
口語(yǔ)朗讀技巧：
1.聲調(diào)與降調(diào)
I have three English books, two Chinese dictionaries and five pens. Do you have a map in your hand? Yes, I do.
2.連讀：將前一個(gè)單詞最后的輔音與后一個(gè)單詞開(kāi)頭的元音連在一起朗讀。 half an hour ran out of not at all
3.失爆：當(dāng)相鄰兩個(gè)爆破音在一起時(shí)，往往給前面一個(gè)爆破音留一個(gè)位置，但不
爆破，稍停隨即發(fā)后面的爆破音，這種現(xiàn)象稱為“失爆”。 hot bath the next day a good deal of I don’t believe I don’t know I want to say
朗讀練習(xí)：
1. A smart housewife was told that there was a kind of stove which would only
consume half of the coal she was burning. She was very excited, and said: "That'll be terrific! Since one stove can save half of the coal, if I buy two, no coal will be needed!"
2.The little boy did not like the look of the barking dog.
"It's all right," said a gentleman, "don't be afraid. Don't you know the proverb: Barking dogs don't bite?"
"Ah, yes," answered the little boy. "I know the proverb, but does the dog know the proverb, too?"
高一英語(yǔ)必修二教案 篇4
教學(xué)目標(biāo)
To learn to talk about kinds of music
To learn to read about bands
To study The Attributive Clause (in/ for/ with/ by+which/ whom)
To learn to write an e-mail
教學(xué)重難點(diǎn)
To study The Attributive Clause (in/ for/ with/ by+which/ whom)
To learn to write an e-mail
教學(xué)工具
課件
教學(xué)過(guò)程
I. Warming up
Warming up by describing
Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.
Warming up by discussing
Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.
Classical music Country music Rock ‘n’ Roll
Rap Orchestra Folk music
Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.
II. Pre-reading
1.Thinking and saying
Have you heard about any of the famous bands in the world? List some if you can.
For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.
2.Listening, talking and sharing
Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.
For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.
Do you know anything about “The Monkees”?
For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.
III. Reading
1.Reading aloud to the recording
Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
2.Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from THE BAND THAT WASN’T
dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band
3.Reading to identify the topic sentence of each paragraph
Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.
1st paragraph: How do people get to form a band?
2nd paragraph: Most musicians meet and form a band.
3rd paragraph: One band started as a TV show.
4th paragraph: “The Monkees” became even more popular than “The Beatles”.
3.Reading and transferring information
Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.
How do people get to form a band?
Members High school students
Reasons They like to write and play music.
Places They practice their music in someone’s home.
Forms They may play to passers-by in the street or subway.
Results They can earn some extra money. They may also have a chance to dream of becoming famous.
How was The Monkees formed and became a real band?
The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones
beginning of the band It began as a TV show.
style of the performance They played jokes on each other as well as played music.
first music and jokes Most of them were based loosely on the band called “The Beatles”.
development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.
changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.
4. Reading and understanding difficult sentences
As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.
IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.
Closing down by having a discussion
Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?
For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.
Do you agree that the jokes were more important than the music for this band? Give a reason.
For reference: Yes. I think it is the jokes that really attract more fans.
No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.
Closing down by retelling the form of the band The Monkees.
I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.
課后小結(jié)
學(xué)了這節(jié)課你有什么收獲?
課后習(xí)題
完成課后習(xí)題一、二。
板書
Unit 5 Music
高一英語(yǔ)必修二教案 篇5
教學(xué)目標(biāo)
1. To practise listening comprehension.
2.To practise making decisions and reasoning
教學(xué)重難點(diǎn)
1. To practise listening comprehension.
2.To practise making decisions and reasoning
教學(xué)工具
課件
教學(xué)過(guò)程
Step1. revision
1. check the homework exercises.
1). It has been reported that children will be offered free education.
It has been reported that free education will be offered to children.
2). It has been said that we will be offered the latest computer science course book.
It has been planned that the latest computer science course book will be offered to us.
3). I have been told by Peter that I will be lent his notebook computer for a week.
I have been told by Peter that his notebook computer will be lent to me for a week.
2. Question: What can computers be used as?
Step2. Lead-in
As we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT?
(TV, radio, CD-ROM, DVD, books……)
Step3. Listening (SB)
1. Pre-listening: What are the changes brought by different forms of IT ?
What are the advantages and disadvantages of them ?
2. While-listening:
Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.)
Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages.Let’s check the answers together.
Type of IT Advantages Disadvantages
TV You can both listen and watch. You cannot write to friends.
Web You can find information. It is very expensive.
Radio You can listen to English. You cannot watch a film.
Book You can get information. Sometimes it is out of date.
3. Post-listening:
1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expressions.
I think that….
In my opinion, ….
I believe that….
I agree because….
I disagree because….
I’ve decided that….
2) (group work): Discussion :
Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.)
Step4. Speaking
1. Pre-speaking
Say: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you.
2. While-speaking
1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why.
Information input: Show students some pictures of different computers (desktop computer & laptop computer & …)
Language input: Useful expressions (Repeat it to strengthen students’ ability of use it.)
Supporting an opinion Challenging an opinion
I think that … , because … Perhaps, but what if / about …
First, … Have you thought about …
One reason is that … What makes you think that
I think it is better because… I don’t like it because….
(Pair work )Use the expressions to support your opinion or challenging other’s opinions.
2) Oral report: (individual work )
Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that…
3. Post-speaking
Conclusion—What useful expression do we use to make a decision and reason?
(In this way, they can review and use the words and phrases again.)
Step6 Pre-writing
Say: Imagine what problems and delights this android might have to deal with while it is serving you. Try yourself in someone else’s shoes is an important way of understanding how other people feel.
Then discuss: You are an android. You work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are nice, but they often ask you to watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you ever tell the child “no”?
Step7 Writing
Say: Write a passage about the result of your discussion! It should contain:
What do you have to do?
What is the child like?
What is the parents’ requirement of the child?
What do the parents want you to do?
What does the child want you to do?
Then what will you do? How do you feel?
Sample writing:
Hello everybody, my name is Liu Yan.I am a 321 model android.I work for the Li family. Mr and Mrs Li work very hard too.Mr Li is an architect and designs great tall apartment blocks.Mrs Li is a doctor and has to look after many patients.I remember all the plans for Mr Li's projects and can tell Mrs Li which drugs are the best to give any particular patient. And I also look after their library. I store all the books that they borrow from their school or friends in my brain.Of course my brain is as large as a mountain, so work like that is no trouble to me.I really eat books just like people eat food.
The Lis have a child who is very spoiled. He needs me to remember all his school textbooks so that I can do his homework for him.He just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his friends.Sometimes I don't think it is right to do his homework for him — it's somewhat cheating. However, his parents are very concerned at the pressure of work in school these days.The child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child!
So they consider me the most important person in the family after themselves.I am always introduced to their friends and play with visiting children.I am the perfect family academic aid and, although I was not cheap to buy, Mr Li says I was worth every yuan!
Step8 Assessment
Get the students to assess their writing ability according to the following the questions:
1. Is your composition well developed?
2. Are your ideas well organized to the point?
3. Do you have a good choice of words and idioms in your writing?
4. Do you get a good mastery of complex structures of language?
5. What kind of mistakes have you made in your writing?
Step9: Homework
Write about your discussion. You may begin like this:
Hello, everyone. My name is XXX. I’m 321 model android. I work for the Li family….
課后小結(jié)
學(xué)了這節(jié)課，你有什么收獲?
課后習(xí)題
完成課后習(xí)題一、二。
板書
Unit 3 Computers
高一英語(yǔ)必修二教案 篇6
教學(xué)目標(biāo)
1.知識(shí)目標(biāo)：
1)Students should learn some useful words and phrases: musician,clap, passer-by, form, extra, earn, advertisement,
2 attractive, instrument,loosely, actor dream of, be honest with, play jokes on, or so, break up.
3)Students should understand the general idea of the passage
2.語(yǔ)言能力目標(biāo)：
1)Developthe Ss’skills of skimming, scanning and careful reading.
2) Train the Ss to findthe key words and the topic sentences.
3)Encourage the Ssto guess the new wordsaccording the reading.
3.情感態(tài)度與文化意識(shí)目標(biāo)：
1)Encourage the Ss to share the differentkinds of music.
2)Improve the cooperation and share among the students.
教學(xué)重難點(diǎn)
1、教學(xué)重點(diǎn)：a.To understudend the passage better b.To find the main idea of eachparagraph
2、教學(xué)難點(diǎn)：a.Master the reading ability b.Develop the skills ofreading
教學(xué)過(guò)程
教學(xué)設(shè)計(jì)
本節(jié)課共45分鐘，具體教學(xué)步驟如下：
Step I Leading-in
播放一段小視頻，內(nèi)容為歌曲 If you arehappy的英文版本，通過(guò)介紹演唱樂(lè)隊(duì)twins引出本單元話題。隨后，展示幾張國(guó)內(nèi)外流行樂(lè)隊(duì)的圖片，轉(zhuǎn)入對(duì)本課閱讀內(nèi)容的探討。
Step II While reading
Task I. Fast reading 快速大聲閱讀文章，完成練習(xí)1和2.
1. Read the passage and try to find out:
1) How many bands are mentioned in the passage? What are their names?
XXX
2) Which band is “The Band That Wasn’t”?
XXX
2.Read the passage quickly and match main ideas with paragraphs.
Para.1 How the Monkees formed the band?
Para.2 Dreaming of being famous.
Para.3 How the Monkees became popular and developed as a real band?
Para.4 The common way that bands form.
Task II. Careful reading 分段閱讀。分別默讀每一段，完成相應(yīng)練習(xí)。
1. (Para.1) Read Para.1 carefully find out how do people form a band.
Step 1
To practice music XXX
Step 2
To play XXX
Step 3
To give performances XXXXXX
Step 6
To make records XXX
2. (Para. 3&4) Put the following steps in the right order.小組合作，比賽式進(jìn)行。
A. Had to use actors
B. Broke up, then reunited
C. Produced their own records
D. Produced a new record
E. Relied on other musicians
F. Sang their own songs
G. To find four musicians
H. Advertised in a newspaper
I. Sang songs by others
J. Pretended to sing
The right orderXXXX
Step III Post-reading
Task I. Promotion and discussion.小組討論，分組展示。
This is a press conference and your favorite band The Monkees is here. Whatdo you want to say to them or what else do you want to know about them? Work ingroups and do a role play. Four of you play as members of The Monkees and theothers work as journalists. And you can refer to the following questions.
1. How did your band start?
2. What are the differences between… and… ?
3.Why did you change to sing your own songs?
4.What’s your future plan?
5. What do you want to say to ....?
Task II. Summary of the passage 歸納總結(jié)所學(xué)。
The article is XXXXXXXXX (main) about the band --XXXX Monkees. ItXXXX(believe) that many people want to be famous singers or musicians,XXXX they form a band through different XXX(way) .
However, there is a band XXX is different from others. At first, theysang the songs XXXX (write) by other musicians. Later, they played and sangXXXXX (they) own songs. After XXXXXXX(reunite) in the 1980s, they made XXXXX newrecord in the 1990s.
Step IV Homework
1. write a news report about the Monkees based on the interview.
2.Learn the song I'm a believer by the Monkees.
Step V enjoy the song I’m a believer by The Monkees.Here are the lines.
The Monkees------Now I'm A Believer
作詞：Neil Diamond
I thought love was only true in fairy tales
Meant for someone else but not for me
Love was out to get me, that's the way it seemed
Disappointment haunted all my dreams
Then I saw her face, now I'm a believer
Not a trace of doubt in my mind
I'm in love, I'm a believer
I couldn't leave her if I tried
I thought love was more or less a given thing
Seems the more I gave the less I got
What's the use in tryin'? All you get is pain
When I needed sunshine I got rain
Then I saw her face, now I'm a believer
Not a trace of doubt in my mind
I'm in love, I'm a believer
I couldn't leave her if I tried
高一英語(yǔ)必修二教案 篇7
Teaching ais:
①.T read sectins f a str and sequence then use predictin strategies and lining wrds.
②.T use lining expressins related t tie and sequencing.
③.T use wrdbuilding techniques t fr nuns, verbs, adectives and adverbs.
④.T tal abut and give pinins f fils.
⑤. T practise using the secnd cnditinal fr speculatin
Teaching difficult and ain pints:
T aster the wrdbuilding.
T use the lining wrds.
Teaching aids:
CAI
Teaching prcedures:
Ⅰ. War up
T l at a pictures f Titanic then raise a questin: .Have u seen the fil Titanic? Where did the str happen?
Ⅱ. Speaing
Wr in grups f fur t discuss the tw questins: Have u seen an ther fils abut the sea? What did u thin f the? Tell ur classate.
Ⅲ. Pre-reading
L at the e wrds and find the in the pictures.
Ⅳ. Reading
Tas1: Nw please put Part A, B≈C in the crrect rder.
We can put the paragraphs in rder accrding t (根據(jù)):
the pictures
the lining wrds (連接詞) ：上下文相關(guān)詞語(yǔ)的連接
Tas2: Read the str again and answer these questins.
1. Wh did the writer’s unger brther fall int the sea?
2. Wh did the bat g twards the whirlpl?
3. Wh did the writer tie hiself t a barrel?
4. Wh didn’t his brther d the sae?
5. Wh did his ld friends nt recgnise hi?
Ⅴ. Language pints:
1. It t less than a single da t change hair fr blac t white.(B)
2. …
3. …
Ⅵ. Please find ut the phrases abut tie sequence in the text
Ⅶ. Wrd building
Ⅷ. Speaing
If I were n a bat ging twards a big whirlpl, I wuld tie self t sething light
高一英語(yǔ)必修二教案 篇8
教學(xué)目標(biāo)
教學(xué)目標(biāo)與要求
通過(guò)本單元教學(xué)，全面復(fù)習(xí)本冊(cè)書所列出的重點(diǎn)日常交際用語(yǔ)項(xiàng)目，如：命令與要求、提出建議與忠告、表示個(gè)人看法等。全面復(fù)習(xí)本冊(cè)書中所列出的重點(diǎn)語(yǔ)法項(xiàng)目，如：定語(yǔ)從句、直接引語(yǔ)和間接引語(yǔ)、被動(dòng)請(qǐng)態(tài)、過(guò)去完成時(shí)和動(dòng)詞不定式作主語(yǔ)等用法。
教學(xué)要點(diǎn)和重點(diǎn)
1．日常交際用語(yǔ)
(1) Can I ask you for some advice?
(2) What can you suggest?
(3)I suggest you (should) ask. . .
(4) Ive got an idea.
(5)Why not do...?
(6)Why dont you do. . . ?
(7)That is why. . .
(8)I thought that. . .
2．單詞
recently, weigh, measure, lovely, cousin, secret, invite, reply, illness, pattern, actor, junior
3．詞組
ask sb. for advice, be tired of, be fun, make fun of, tell lies, laugh at, used to, keep quiet, worry about, consider doing, because of, a place of interest, reply to
4．語(yǔ)法
過(guò)去將來(lái)時(shí)的用法
教學(xué)建議
本單元建議
1．本單元的內(nèi)容非常貼近中學(xué)生生活。可就“Friendship”，“Telling Lies”等話題展開(kāi)討論，在討論中學(xué)會(huì)如何表述心情、如何給予忠告等。
2．對(duì)重點(diǎn)句型做句子操練，如完成句子、翻譯等。特別注意動(dòng)詞的用法。
3．在口頭操練的同時(shí)，注意引導(dǎo)學(xué)生使用正確的英語(yǔ)句型結(jié)構(gòu)，如：Why not do…；Why dont you do…等等。必要時(shí)做筆頭操練。
4．在學(xué)習(xí)過(guò)去將來(lái)時(shí)的時(shí)候，同時(shí)兼顧對(duì)過(guò)去完成時(shí)態(tài)的復(fù)習(xí)。
5．以給筆友寫一封信的方式訓(xùn)練學(xué)生的書信表達(dá)能力。
重點(diǎn)難點(diǎn)講解
辨析be tired of , be tired with
短語(yǔ)be tired of 意思為“厭倦或厭煩……”
I’m tired of his complaints.我對(duì)他的抱怨很反感。
He was tired of sleeping with the windows open.他討厭開(kāi)著窗戶睡覺(jué)。
be tired with表示“因……而感到疲倦或勞累”
He was tired with such a long walk,走了這么長(zhǎng)的路他感到很累。
We were quite tired with so much homework.做了如此多的作業(yè)后我們相當(dāng)疲勞。
辨析lovely/ beautiful/pretty//handsome/good-looking
lovely吸引人的視、聽(tīng)、嗅、觸四覺(jué)的，引起喜悅、贊賞的人或物，都可用lovely修飾，尤其指外貌，不包括四德。主要用于修飾女子外貌、天氣、景色等。如：
lovely hair/weather（秀發(fā)/好天氣）。
beautiful 對(duì)人而言，指最能給人帶來(lái)滿足的`最高尚的和精神的美，包括精致、溫柔、愉快、可愛(ài)諸因素。形容人時(shí)，適合女性。
A beautiful girl /face /flower /picture /garden /place /voice /color/dress/weather等。
pretty意為“美麗的，漂亮的，可愛(ài)的”，指逗人喜歡的人或物的精致、優(yōu)雅、小巧、嬌嫩、雅致等屬性，有“女子氣”及“小巧俏皮”的含義，常修飾女性，不用于男性。
handsome意為“漂亮，英俊”，含勻稱、對(duì)稱、雅致、悅目、吸引人之意，尤指儀表堂堂，舉止文雅，具有男性氣質(zhì)。其美大半是修養(yǎng)和訓(xùn)練的結(jié)果，常用以修飾男性。
“good-looking” 特指外表容貌的美，多用于指男性。
辨析used to, be used to doing 與be used to do
used to后接動(dòng)詞原形，表示“過(guò)去常常（做某事）”，而現(xiàn)在不再做；
He used to be a worker, but now he becomes the manager of the company.
be used to doing / sth. 表示“習(xí)慣于做某事”。
She has been used to living alone in the country.
be used to do為use（使用）的被動(dòng)語(yǔ)態(tài)形式，表示“被用來(lái)做”；
The hammer is used to break nail into the wall.
辨析reply 和answer
這是一對(duì)近義詞，都有“回答”之意，但其用各有不同。
1）用作動(dòng)詞，后面都可接that從句，兩者可以相通。如：
He answered/replied that he knew nothing about it.
他回答說(shuō)對(duì)此事一無(wú)所知。
2）如果加間接賓語(yǔ)時(shí)，要用：
answer sb. that. . . /reply to sb that. . .
3）當(dāng)后面接名詞或代詞時(shí)，answer是及物動(dòng)詞, reply為不及物動(dòng)詞，是正式用語(yǔ)。如：
answer a question/reply to a question
answer a letter / reply to a letter
answer the door / doorbell / telephone
(不能說(shuō)reply the door / doorbell / telephone)
4）作名詞時(shí)，兩者都可與介詞搭配；answer還有“答案”之意。如：
the answer / rely / key to the problem. make no answer / reply
課文講解
1．Well, I’ve recently started biology.我最近剛開(kāi)始學(xué)生物。
Recently意為“近來(lái)，最近”多與現(xiàn)在時(shí)態(tài)連用。
He is not at home recently.他最近不在家。
How are you getting along recently?你近來(lái)過(guò)得還好吧？
2．You don’t need anything special.你不需要什么特別的東西。
用形容詞修飾不定代詞something, nothing, anything, somebody, anybody等時(shí)，這個(gè)形容詞通常放在這類不定代詞的后面。
Did you find anybody strange nearby? 你在附近看到過(guò)什么陌生人嗎？
Do you have anything more to say? 你（們）還有什么話要說(shuō)嗎？
3．Then grow some tomatoes in one box,….然后在盒子里種上一些西紅柿
Then see which plants grow higher.
第一句中的grow是及物動(dòng)詞，作“種植（花或莊稼）”解；第二句中的grow 是不及物動(dòng)詞，作“生長(zhǎng)，成長(zhǎng)”
The young trees are growing well.這些小樹長(zhǎng)得很好。（vi.）
We grew a lot of flowers this spring.今年春天我們種了許多花。（vt.）
此外，grow還可以作連系動(dòng)詞，作“逐漸變得”，后面跟表語(yǔ)。
She is growing healthy.她的身體逐漸變好了。
4．However, I find it hard. 然而我發(fā)現(xiàn)交朋友很難。
句中的it 指上句的making new friends（交新朋友）。全句相當(dāng)于I find it hard to make new friends.由于it作形式賓語(yǔ)的用法還沒(méi)有出現(xiàn)過(guò)，此處暫不宜向?qū)W生解釋。
Find作“發(fā)現(xiàn)，覺(jué)得”，后面可以跟帶形容詞的復(fù)合賓語(yǔ)（賓語(yǔ)+賓補(bǔ)）
I found him very funny.我現(xiàn)他很滑稽可笑。
你覺(jué)得這個(gè)問(wèn)題難嗎？
5．This is secret, so please don’t tell anybody else.這是一個(gè)秘密，因此，請(qǐng)別告訴其它任何人。
句中anybody else=any other person(其它任何人) else是形容詞，作“別的，其它的”，常用somebody, something, anybody, anything, nobody, nothing等不定代詞連用，并置于不定代詞之后。如：
Do you want to see anybody else? 你還想見(jiàn)見(jiàn)別的人嗎？
I have bought lots of bread. I’d like to buy something else.我買了許多面包，我還想買點(diǎn)別的東西。
else還可以同what, who, when, where等疑問(wèn)代詞或疑問(wèn)副詞連用。
What else would you like to have? 你還想要點(diǎn)別的什么嗎？
過(guò)去將來(lái)時(shí)
1) 過(guò)去將來(lái)時(shí)的基本形式：
基本形式
例子
would+動(dòng)詞原形
I thought I would make lots of new friends.
我曾經(jīng)認(rèn)為我會(huì)交上許多新朋友。
was/were + going to
I didn’t expect that I were to do the work by myself next week.我不希望下周自己做這個(gè)工作。
注意：would+動(dòng)詞原形。would可用于任何人稱，這是美國(guó)英語(yǔ)的用法。在英國(guó)英語(yǔ)中，第一人稱用 should，第二、三人稱用 would。本教材采用美國(guó)英語(yǔ)的用法。此外，過(guò)去將來(lái)時(shí)還可以用“was/were + going to”來(lái)表示“原本打算干某事”的意思。另：be to do 不能用于人類不能控制的將發(fā)生的事情和動(dòng)作；be about to do 不能和具體的時(shí)間連用。
2) 過(guò)去將來(lái)時(shí)的基本概念：
基本概念
例子
過(guò)去將來(lái)時(shí)表示對(duì)于過(guò)去某一時(shí)間而言將要發(fā)生的動(dòng)作或存在的狀態(tài)。它是一種相應(yīng)的時(shí)態(tài)，總是同某一過(guò)去的時(shí)間或過(guò)去的動(dòng)作相對(duì)應(yīng)而存在。
The teacher told us he would give us a little test. 老師跟我們講過(guò)，他將給我們來(lái)一次小測(cè)驗(yàn)。
He said he was going to start for Guangzhou next
高一英語(yǔ)必修二教案 篇9
Teaching Aims and Demands
Words and Phrases
Four Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then
Three Skills: energy soft bar fuel chemical balance tasty boil mixture
Spoken English:
In the clinic / seeing a doctor:
What’s wrong with you?/What’s the matter with you?
Lie down and let me examine you.
Let me have a look.
Where does it hurt?
Drink plenty of water and get some rest.
I’ve got a pain here. This place hurts.
There’s something wrong with back/my knee/my arm.
I don’t feel well.
Grammar:
Use of Language:
1. Master the function use of language as defined above.
2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.
Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.
Important points:
1. Talk about different kinds of food that one favorites.
2. learn the basic knowledge of healthy eating.
3. learn how to say in the clinic.
4. Grasp the language points and grammar in the text.
Difficult points: The use of modal verbs --- had better, should and ought to.
Teaching aids: computer or slider-projector
Way of Teaching: Communication way of teaching, discussion and group work.
Lesson 1Step 1 Warming-Up
First show the students some pictures of dishes and so to introduce the topic of this unit.
And then show the pictures on their text books and let them to decide what is junk food and what is not.
Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.
Step 2 Listening
Let the students listen to the tape and be prepared to answer the questions below.
Step 3 Speaking
Show the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue
After that list the useful expressions in their dialogue.
Step 4 Homework
Prepare for the next class.
Collect some menus if possible for the next class.
Lesson 2
Step 1 Introduction
Using the questions on P3 to introduce the new text.
Step 2 Fast-reading
1.What does the “fuel ” mean in the first paragraph?
It means different kinds of materials, such as protein, Calcium that we need to keep healthy.
2.What do we have to consider when we choose to buy or eat?
What kinds of nutrients that the food contain.
3.What made our eating habit changing?
Many things: what people believe, advice from companies and stores.
4. How can we feel and look fine?
We ought to learn about our body and the fuel it needs to keep fit.
Explain the language points if necessary.
Step 3 Carefully-reading
How many parts can be pided into?
Three parts.
What’s the main idea of each part?
1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.
Step 4 Talking
Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.
Step 5 Homework
Finish the exercise --- Vocabulary on P5. and P72-73
Lesson 3
Step 1 Revision
Check the homework.
Step 2 Grammar
First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.
Step 3 Consolidation
1 Finish the exercise on P5 and on P74
2Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better not, and oughtnot to, shouldnot. Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.
1.give advice that will really help the person.
2. be polite and sincere
at last get the students to finish the following practice.
Step 4 Homework
Finish the exercise 3 on P74 in the students’ workbook.
Lesson 4
Step 1 Revision
Let some students read their reply to the letters on P74.
Step 2 Reading
Read the text on P6 and then get the students to find the main idea of it Snacks is also important . we need to learn something about snacks and the way to prepare it.
Step 3 Writing
Ask the students to work in pairs to write the recipe for their favourite dish.
We may first give the tips on P7 as a guide.
Step 4 Discussion
First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?
What does one have to pay special attention to in order to keep healthy? food and exercise etc.
Step 5 Homework
Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.
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