高二英語教案（人教版）
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高二英語教案(一)
UNIT4 ENGLISH POETRY
縣三中 覃巧
Time: October 21 ,2010
Class: Class 1,Grade 2
Teaching Aims:
1. Train the students’ reading ability
2. Learn more about English poetry through the passage
Teaching important and difficult point:
How to help the students improve their reading ability and understand the text better.
Teaching methods:
1. Discussion 2.Fast reading 3. Careful reading
Teaching aid: Computer
Teaching Procedures:
StepI Greetings and Duty report
StepII Lead—in
1. Play a Chinese poem for students and then ask students to think about
the Chinese poets who the students have known.
2. Use five minutes to discuss them with students together.
StepIII Read the new words of this unit
Step IV Reading1. Play the Mp3 of the text and ask students to read the text
quickly .Then find out how many English poets are mentioned in the passage? Who are they ?
2. Read the passage again carefully and then do the exercises on the
screen.
3. Ask some students to give their answers.
Step V Summery
Step VI Homework
1. Ask the students to the text as much as possible and then pay
attention to the new words in the text.
2. Find out the answers what do the words in bold refer to in the
passage.
高二英語教案(二)
【本課學習目標】：
閱讀課文“A short story of western painting”，幫助學生認識國畫和西洋畫的不同特征、代表性作品及畫家。
【自學探究】
一、詞匯擴充：
1realistic(adj)現(xiàn)實主義的;現(xiàn)實的---reality(n)現(xiàn)實---realize(v)---實現(xiàn)
2belief(n)信仰;信任---believe(v)相信---believein相信
3consequent(adj)作為結(jié)果的;隨之發(fā)生的---consequently(adv)所以;因而
---consequence(n)結(jié)果
4value(n)價值(pl)價值觀;社會準則---valuable(adj)有價值的---beofgreatvalue
5religion(n)宗教;宗教信仰---religious(adj)宗教的
6possession(n)所有;財產(chǎn)---possess(v)持有;擁有
7convince(v)使確信;使信服---convincesbofsth使某人相信某事
---beconvincedof相信
8impress(v)給…留下印象---impression(n)印象---makeastrongimpressiononsb
給某人留下深刻印象---impressive(adj)---impressionism(n)印象主義;印象派
---impressionist(adj)印象派的(n)印象派藝術(shù)家
9agreatdeal(adv)大量---agreatdealof(adj)大量的….
10predict(v)預(yù)言;預(yù)告;預(yù)測---prediction(n)
11scholar(n)學者---scholarship(n)獎學金
12flesh(n)肉;肌肉;_---fresh(adj)新鮮的---flash(v)閃現(xiàn)
13exhibition(n)展覽;陳列;展覽會---exhibit(n)展覽品;陳列品(v)展出
二、長難句分析
1Artisinfluencedbythewayoflifeandbeliefsofthepeople,andChina,unlikeEurope,hasfollowedasimilarwayoflifeforaverylongtime.
藝術(shù)受到人民生活方式和信仰的影響，而中國和歐洲不同，他的生活方式在很長時期里都是相近的。
2Whenpeoplefirstsawhispaintingtheywereconvincedtheywerelookingthroughaholeinthewallatarealscene.
當人們第一次看到他的畫時，還以為是透過墻上的小洞來觀看真實的場景。
3AmongthepainterswhobrokeawayfromthetraditionalstyleofpaintingweretheimpressionistswholivedandworkedinParis.
在那些突破傳統(tǒng)畫法的畫家中有生活和工作在法國巴黎的印象派畫家。
三、warmingup
Matchthewordsandmeanings.Thesewordsmighthelpyouinyourreading.
①realistic①accurate,minute
②abstract②stateorfactofexisting
③detailed③beinginthoughtbuthavingaphysicalorpracticalexistence
④traditional④lifelike,truetolife
⑤religious⑤classical,ofoldbeliefs
⑥existence⑥Sinceretobelieveinagodorgods
四、Reading
Skimming
1Whatweretheartistsinterestedinfrom5thto15thcenturyAD?
Theywereinterestedincreating_______and____forGod.
2HowdidMasacciopainthispaintings?
Hedrewthingsin__________,whichmakespicturesvery_______.
3.Whydidtheimpressionistshavetopaintquickly?
Becausethenaturallight_______quickly,theyhadto_____quickly.
Scanning
1.Whichofthefollowingstatementsistrue?
A.PaintingsinMiddleAgeswereveryrealistic.
B.Westernarthaschangedalotsincethe5thcentury.
C.Impressionistpaintingswerepaintedmainlyindoors.
D.ModernartbeganintheRenaissance.
2.Atfirstmostpeoplehatedtheimpressionists’styleofpainting,because_____.
A.theirpaintingswereveryabstract.
B.theirpaintingswereveryrealistic.
C.Theybrokeawayfromthetraditionalstyleofpainting.
D.theirpaintingswereveryridiculous.
3.IntheRenaissance,painters___.
APaintedreligiousscenesinamorerealisticstyle.
B.focusedmoreonreligionthanonhumans.
C.begantopaintoutdoors.
D.returnedtoclassicalRomanandGreekideasaboutart.
4.____discoveredhowtomakepaintingslookmorerealbyusingperspective.
A.GiottodiBondone.
B.Masaccio.
C.ClaudeMonet.
D.PabloPicasso
5.Whatdoesthetextmainlytellus?
A.Howreligiouspaintingdeveloped.
B.Howoilpaintingdeveloped.
C.Howimpressionistpaintingdeveloped.
D.Howwesternartdeveloped
DetailedReading:TrueorFalse
()1.Westernarthaschangedverylittleoverthelastseventeencenturies.
()2.PaintersintheMiddleAgespaintedmainlyreligioussubjects.
()3.PaintingsintheMiddleAgeswereveryrealistic.
()4.Renaissancepainterstriedtopaintthingsinarealisticway.
()5.TwoimportantdiscoveriesintheRenaissanceperiodwereoilpaintsanddrawinginperspective.
()6.Impressionistspaintedtheirpicturesmainlyindoors.
()7.Atfirstpeopledidnotliketheimpressionists’paintings.
()8.Modernartbeganwiththeimpressionists
【達標檢測】
fillinthechartaccordingtothetext
AgesTimeArtist
Feature
【文化園地】
ThecharacteristicsofChinesepaintingsandWesternpaintings:
Chinesepaintingisoftenaboutnature,suchasmountain,water,bird-and-flower,etc.
Ithasanairoflivinginnature,harmony(和諧)andpeace.
Westernpaintingisaboutreligion,human.
Itisabstract,richincolor,oil,lineandshape
kindsofpainting(matchtheEnglishwordsandChinesemeaning)
①oilpainting風景畫
②watercolour油畫
③landscape水彩
④cartoon人物
⑤figuredrawing素描
⑥sketch卡通
高二英語教案(三)
《Unit 5 Theme parks》
教學準備
教學目標
(1)閱讀文章后，大部分學生能夠歸納出三大主題公園的主題并列出園內(nèi)的主要活動。
(2)閱讀文章后，學生能夠匹配圖片與相應(yīng)的主題公園，并恰當使用課文中的關(guān)鍵詞匯和句型陳述理由。
(3)通過拓展閱讀與小組合作，學生能夠制定出一個簡單的主題公園一日游計劃
(4)通過本節(jié)課的學習，學生能夠有較強的自信心自如陳述自己的觀點。
教學重難點
(1)閱讀文章后，大部分學生能夠歸納出三大主題公園的主題并列出園內(nèi)的主要活動。
(2)閱讀文章后，學生能夠匹配圖片與相應(yīng)的主題公園，并恰當使用課文中的關(guān)鍵詞匯和句型陳述理由。
(3)通過拓展閱讀與小組合作，學生能夠制定出一個簡單的主題公園一日游計劃
(4)通過本節(jié)課的學習，學生能夠有較強的自信心自如陳述自己的觀點。
教學過程
Step 1 Warming-up and lead-in (5 mins)
(1)導入
教師提問學生“Have you been to a themepark?”與“What can you do in a themepark?”，以此導入到本課的課題。然后通過圖片介紹主題公園內(nèi)常見的游樂設(shè)施，為文本閱讀做好鋪墊。
T: Hello, class. Today we are going to talk abouttheme parks. First, Iwould like to ask you:
① Is our West Lake Park atheme park? What about Jingqi Water Park?
②Have you been to a theme park?
③ What can you do in a theme park?
S1: West lake is not a theme park. Jingqi Water Park is a theme park.
S2: I have been to Hongkong Disneyland. In a themepark we can do a lot of activities.
T: Exactly, in the theme park we can take roller-coaster,free-fall drop,swinging ship, Ferris wheel, merry-go-round and so on. In a word,there are various rides we can take in a theme park. Well, what does “ride”mean?
S3: 游樂設(shè)施
T: Yes. Here it is a noun, meaning “供乘騎的游樂設(shè)施”.
(2)揭題
教師引導學生對課文題目進行預(yù)測。
T: With these rides, there is no doubt that we willhave great fun in a theme park, right? Just like the title of this articlesuggest: Theme parks – fun. But what about “more than fun”? What does it meanin your opinion?
S4: “more than fun” means you can also get a lot ofinformation.
[意圖說明]教師通過圖片及設(shè)問，從學生所熟悉的福州西湖公園和鯨奇水上樂園入手,激發(fā)學生原有的普通公園與主題公園知識體系，引導學生對文章題目進行預(yù)測，引發(fā)好奇心，從而導入新課。
Step 2 Reading (34 mins)
(1) 掃讀。引導學生回答以下問題。(3 mins)
a. How many theme parks are introduced? What are they?
Andwhere are they?
b. Where do you think you would see this kind ofwriting?
T: Thank you, your opinion is quite reasonable. Nowlet’s do some reading tasks to check it. First, I would like you to find out:
“ How many theme parks are introduced?”
S5: Three.
T: Yes. It is very obvious. When we try to find outthe main idea of a paragraph, usually we can focus on the first and the lastsentence. Then tell me what the three theme parks are? And where are they?
S5: Disney Land, Dollywood andCamelot.
T: Thanks for your accurate answers. Now that we havea rough idea of this article, where do you think you would see this kind ofwriting?
S6: Newspaper?
S7: Magazine?
T: Yes, very likely. Maybe from a newspaper or atravel magazine.
[意圖說明]引導學生掃讀全文，關(guān)注文章結(jié)構(gòu)，思考文章的出處，整體理解本篇課文。
(2)跳讀及拓展閱讀。(20mins)
a.引導學生填寫以下表格。
T: Obviously, it aims to attract the readers to go tothese theme parks, so what else is it going to tell us? Now, please read thearticle through and find out important information to fill out the followingform.
T: All right. It is time to check. Will you?
S8: Disneyland fairy,the theme is tale stories; activities are travelthrough space, visit a pirate ship , meet fairy tale characters, ride a swinging ship, and go on a free-fall drop.
S9: Dollywood, the theme is culture of thesouth-eastern USA; activities are listen to American country music, see carpentersand other craftsmen make their work, try some traditional candy, ride an oldsteam engine train, see bald eagles, take a ride on Thunderhead and other rides.
S10: Camelot, the theme is ancient English history andstories. Activities are watch magic shows,
see fighting with swords or on horseback, visit farm area and learn aboutfarms in ancientEngland.
[意圖說明] 引導學生通過跳讀獲取特定的信息，將這些信息轉(zhuǎn)化為表格形式，加深對文本的理解。
b.展示圖片，引導學生進行圖片與三大主題公園的匹配，并陳述理由。
T: Thanks! Anyone has any different ideas? No? Ok, itseems that all of you have had a good understanding of this article. That isgreat. Next, We are going to play a game. I would like to show you some pictures,please tell me which theme park it belongs to and why. If you know, just standup and say it, as soon as possible. Ready? Go!
Ss: Disney land.
T: Wonderful. What about this one? What is in thepicture?
Ss: Steam engine train.
T: Exactly. So, it is…
Ss: Dollywood.
T: Next one?
Ss: Camelot.
T: Yes. We can see knights fighting with swords. Andnext?
Ss: Camelot. There is bald eagle.
T: Ok. The last one, the last chance. Ready? Go!
S11: Camelot.
T: Why?
S11: it is a farm.
T: Yes, you have sharp eyes.
[意圖說明] 運用圖片，提供課文關(guān)鍵詞匯和句型的運用情境，引導學生復(fù)述三大主題公園的主要特點，檢測學生對文章的理解。采用學生快速站起回答的游戲方式，可以調(diào)動課堂氣氛，創(chuàng)造輕松的學習環(huán)境。
c. 回顧課文題目，引導學生思考其含義。
T: Now we have finished the reading, could you tell methe meaning of the title “Theme parks -fun and more than fun”? Before reading, Shuman mentioned that it can providefun but also information. Do you agree with her or do you have a new idea?
S12: I think it means themeparks can bring people happiness.
T: Yes. It brings happiness.That’s the fun part. What about more than fun?
S12: more than fun meanstheme parks are more interesting than other parks.
T: Yes, it is moreinteresting. Anything else? No? Ok, thank you. Sit down, please. He mentionedit has a lot of fun. Yeas, it is. Aboutmore than fun, we can agree with Shuman’s idea. Theme parks provide us a lotinformation. For example, Dollyhood, what can we learn from it?
Ss: American culture.
T: Yes. What about Camelot?
Ss:Englandhistory.
T: Yes.
[意圖說明] 在掃讀與跳讀練習后，引導學生回顧全文，進一步檢測其對課文的理解。
(3)批判性閱讀。(6mins)
a.引導學生思考以下問題：
①. Is it always fun and more than fun in the theme park?
②. Did you have any unhappy experiences in the theme park?
Orhave you heard about any unhappy experiences in the theme park?
T: Exactly. Besides those exciting rides, we can also learn a lot ofthings in the theme parks. But is it always fun and more than fun in the themepark? Did you have any unhappy experiences in the theme park? Or have you heardabout any unhappy experiences in the theme park? You just mentioned you went toDisney Land. Anything unsatisfied?
S12: At noon, we all hungry.We went to restaurant. It was expensive. It was bad.
T: So you were not satisfiedwith the food.
[意圖說明] 引導學生結(jié)合自己的經(jīng)歷進行批判性閱讀，培養(yǎng)學生思維的獨立性。
b. 引導學生進行拓展閱讀，歸納作者行程不愉快的三個理由，提出相應(yīng)的應(yīng)對方式。
T: Actually you are not alone. Now let’s read A Bad Day at Magic Land and find out three things that ruined thewriter’s theme park trip.
S13: First, he threw up. Itwas embarrassed. Second, his food was ruined. Third, his glasses fell in thewater.
T: Yes, the reasons are that he went on too many roller coasters and had an expensive and terrible lunch.What’s worse, his glasses fell into thewater. We don’t want such a trip. Of course, we want fun and more than fun. Howto avoid all these things? Can we try all the rides?
Ss: No.
T: We don’t have the time aswell as the energy. So we need to ?
Ss：Plan?
T: Yes. We need to choosewhat’s our favorite, for example. What about food? It is always expensive in atheme park or any destination?
Ss: Sandwich?
T: Good idea. Maybe we canhave some homemade food. What about glasses? Besides glasses, what is easilylost?
Ss: watch, purse, phone…
T: Yes. To prevent it fromhappening, we should take care of our personal things.
[意圖說明] 通過拓展閱讀，進一步豐富學生對主題公園的認識，并為下一環(huán)節(jié)的一日游計劃做好鋪墊。
(4)創(chuàng)造性閱讀。(5mins)
組織學生進行小組活動，每個小組選擇一個主題公園，結(jié)合課文內(nèi)容設(shè)計一個簡單的一日_程安排表。
T: Indeed, a good plan is necessary. And let’s makeone. Suppose you are going to one of the three theme parks in our text, use theform in your handout to make a simple trip plan. Every four of you pick onetheme park from our text. And each one has his or her responsibility. One makessuggestion about morning activity; one noon activity; one afternoon activity;and the last one is the presenter. The presenter should be clear and loud, haveenough eye contact and of course show a well-organized plan. Clear?
[意圖說明] 根據(jù)課內(nèi)文本與拓展閱讀這兩則語言材料創(chuàng)設(shè)較符合學生生活實際的一日游計劃活動，激活學生,發(fā)揮學生的自主性和創(chuàng)造性。小組合作的方式也可以讓學生進行同伴互助學習，共同進步。
Step 3 Post-reading(5 mins)
學生小組代表上臺陳述設(shè)計好的一日_程。其他學生使用評價表從三個方面進行簡單評定。
T: Everyone, it is time to present. Do rememberpresenter needs to pay attention to all the three things. And the listenersneed to pay attention and evaluate.
S14: I would like to share my plan with you. From myperspective, besides a well-organized plan, some preparations are of greatsignificance. For example we may need to take an umbrella in case of badweather and some pills in case of emergency. And our group divided our planinto three parts: morning visit, noon visit and the afternoon visit. In the morning,we can see carpenters and other craftsmen make their work in the old fashionway, I think that would be great fun. In the noon, we can have a lunch whileenjoying the country music performed in the outdoor theatre. After lunch, wecan visit candy store and try the same candy made 150 years ago. Afternoon, wecan take a ride on the only steam engine train and even see some bald eagle.That’s all. I think we can enjoy our one-day trip in Dollywood. Thank you.
T: That’s a wonderful plan. Clear and loud, fivestars. Well-organized, six stars maybe. But we only have five. About eyecontact, next time, you need to take some simple notes. Then you don’t need toturn over again and again. So I will you give you four stars. What about yourevaluation? What do you think of her presentation? Do you like it? Yes, ok justmake your evaluation on your handout. Now, What about next group?
S15: Well, what about my plan. Before I go to Camelot,I will search the internet gaining information about English culture. In themorning, I go there, waiting outside the gate. I will be very excited; I willsee some fake royal members, like King Edward and the knights of round table.After the lunch, I will go the farm and of course I will feed the animals,maybe very exciting and interesting. And then jousting. After dinner, I will gofor the sightseeing. The night will be very intriguing. Of course I will buysome souvenirs. Take pictures, enjoy the beautiful things. Ok, thank you.
T: Charming accent, right. Well, it is your group’strip plan. So maybe next time you should present: “our group is going to do sth”,that will be much better. Well, I would to see every group’s plan, so pleaseturn it into a piece of writing. And see you next time. Thank you.
[意圖說明] 這是一個展示語言輸出成果的階段，學生上臺陳述，既鍛煉學生的口語，又可讓教師了解本節(jié)課的有效性。運用同伴評價表，引導學生更加認真得傾聽他人，同時激發(fā)陳述者的積極性。
Step 4 Homework(1 min)
布置家庭作業(yè)：要求學生講口頭討論的計劃重新組織為書面語。
[意圖說明] 引導學生將口頭討論轉(zhuǎn)化為書面語，強化本課的學習內(nèi)容。
高二英語教案（人教版）相關(guān)文章：
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