人教版高一英语必修二全册教案【最新3篇】

在本单元教学中，学生学习并初步掌握非限制性定语从句的用法，并运用到书面作业中。进一步学习提出建议的表达方式，能较为熟练的提出建议，语言使用正确。一起看看人教版高一英语必修二全册教案！欢迎查阅！差异网为朋友们整理了3篇《人教版高一英语必修二全册教案》，在大家参考的同时，也可以分享一下差异网给您的好友哦。

高一英语必修二全册教案 篇一

一、教学目标与要求

在本单元教学中，学生学习并初步掌握非限制性定语从句的用法，并运用到书面作业中。进一步学习提出建议的表达方式，能较为熟练的提出建议，语言使用正确。通过对课文的学习，了解保护古迹文物的重要意义，并用自己组织的语言，描述阿斯旺大坝的概况。完成练习册编排的练习。

二、教学重点与难点

1、重点词汇flood;figure;rebuild;mark;face（v.）；in danger;date from;make agood effort

2、重要句型figure;rebuild;mark ；face（v.）；in danger;date from;make a good ef-fort

3、语法定语从句(5)：1)The project，which lasted four years，cost$ 1 billion.2)Bob’s father，who worked on the project，spent four years in Egypt.

4、日常交际用语 提出建议(Making suggestions)：1)Well，there are several thingswe could do.2)Maybe we could go shopping this evening.3)I think we should do that an- other day.4)You’d better take a hat.The sun will burn you if you’re not careful.

高中英语教案 篇二

(1)课题：Friendship

(2)教材分析与学生分析：

本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解； Using about Language 部分教学本课重点词汇和重点语法项目。

(3)课时安排：

The first period:

Speaking:

Warming Up and Pre-Reading

The second period： Reading

The third period: Grammar

The forth Period：Listening

The fifth period: Writing

(4)教学目标：

① 知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.

②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的'问题：

1.描述朋友；

2. 结交网友；

3. 观点交流；

4. 不善交朋友；

5. 朋友的重要性。

③情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。

(5)教学重点和难点：

词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit

短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in

重点语法项目： 直接引语和间接引语的互相转换

难点：Understand the real meaning of friends and friendship;

Discuss the answers to the questions (Reading);

How to teach the Ss to master the usage of Direct Speech and Indirect

Speech(Statement and Questions).

(6)教学策略：

Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation

(7)教学媒体设计：

A projector and a tape recorder.

(8)教学过程：详见以下分课时教学设计。

(9)课堂练习与课外作业设计： 穿插于分课时教学设计中

(10)教学反思或值得改进的地方： 见每个课时最后部分。

高中英语教案 篇三

Good morning/afternoon, my dear judges. I'm number ___. It's my great honor to have this opportunity to talk about my teaching ideas. My presentation consists of the following aspects.

Analysis of the teaching material

First of all, let’s come to the analysis of teaching material. This lesson is from New Senior English for China Book5 module 3, the reading part. The topic of this unit is about adventures. It is excerpted from Mark Twain’s work “ The Adventures of Huckleberry Finn”。 The story is about two teenagers who find a steamboat and board on the steamboat.

Analysis of the students

Secondly, students are the subject of our class. After many years of English studying, they’ve known many words, sentences and some skills to solve English problems. They not only study the words and phrases, but also learn the meaning and the culture. So I would introduce them more knowledge above the passage to arouse their reading interest.

Analysis of the teaching aims

By the analysis of the New Curriculum Standard in English, teaching material and the students in my class, I set the following three teaching aims.

The first one is knowledge aims:

1)Students learn and grasp the following important useful new words and expressions: pour down; sail down; climb on to; panic; curious; tie up…

2) Learn the language and grasp the meaning in this passage.

The second one is ability aims:

Through reading, students reading ability and word-guessing ability will be improved.

The last one is Emotional aims:

Students will be more interested in the literature and cinema in English and enjoy the famous works.

Analysis of the key and difficult points

According to the analysis above, I set the key points and difficult points as follows.

Teaching key points:

Member and master new words and phrases and understand the passage.

Teaching difficult points:

Foster students’ interest of reading passage and improve their reading ability.

Analysis of teaching and study methods

Now, I would like to talk about the teaching methods and studying methods. As to the teaching methods, Communicative Approach and Task-based Teaching Method will be adopted in this lesson. I will lead them to study by themselves, and through answering my questions, they will have a good understanding of the passage.

Analysis of the teaching procedures

Now, let’s come to the most important part of this lesson: the analysis of the teaching procedures. This lesson is divided into 5 stages, that is, warming up, pre-reading, while-reading, post-reading and summary & homework.

Step 1 warming up

In my warming up stage, after greeting with the students I will Introduce Mark Twain and his works, such as The Adventures of Huckleberry Finn， Running for Governor，The Prince and the Pauper. Then tell students today we will learn adventure, a passage from The Adventures of Huckleberry Finn.

Mark twain is a famous American writer. Through the introduction, students will have more interest in reading famous works. And they will be curious about the passage and I can move to the next step smoothly.

Step 2 Pre-reading

In pre-reading, I will ask them to have a free talk about adventure.

Ask them talk about adventure. For example: What is adventure? Would you like to go? Adventure is an exciting trip. Perhaps sometimes you feel bored, you could imagine going on a great adventure, such as caving, climbing, sailing and canoeing.

Then lead students to predict the passage, ask them to Look at the picture in the book and discuss the following questions:

1. Who are they? 2. Where are they? 3. What are they doing? 4. What is the boy pointing at?

In this way, students will be familiar with adventure and lay a foundation for reading the passage.

Step 3 While-reading

In this period, there are two activities: global reading and detailed reading. Firstly, global reading, I would like to give students 5minutes to have a global reading to check their ideas what they predict during the pre-reading. At the same time, they find out and circle the difficult words.

Fast reading can help students understand the whole passage quickly and practice their logic thinking. Then I will explain the difficult words, such as fantasy, identify, and account. For example

Fantasy n. the activity of imaging things

phrase: live in a fantasy world fantastic adj.

identify v recognize sb or sth

identify the criminal

identity n. ID identity card

Next, it should be detailed reading. I will ask them to read the passage again and do the exercise2 on the book. Number the events in the order they happen. Then I check the answer.

After this reading, students will grasp the whole passage. In order to create more chance for students to read, I will ask students read the passage paragraph by paragraph. Answer the following questions showed on the PPT.

Paragraph1. Discover a steamboat

What was the weather like that night?

What did they see and what were they doing then?

Paragraph2-5 board the steamboat

How did Huck and Jim get to the sinking steamboat?

How did they get on it?

Paragraph6-8 in the steamboat

What did Jim do when they heard someone was going to kill another?

Paragraph9-11 leave the steamboat

What did Huck decide to do after he heard they would leave the man on the steamboat?

Students will get more detailed information, and more interested in this story. Furthermore, they would like to read more works of Mark Twain.

Step4 Post-reading

Now it should be post-reading. In order to make sure that students will master the new words, I will ask them to do the exercise 4 and 5. Encourage them to member the verb words and phrases during the exercises.

After the exercise, I will give them 5 minutes to prepare, then to retell the passage according to the event orders. During the oral English time, I will encourage them to open their mouth and give them more positive evaluation. It benefits students for practicing their speaking and having more confidence in learning English.

Step 5 Summary and homework

At the end of the class, I’d like to make a summary about this lesson and present my homework to consolidate what the students have learnt in this period. I will conclude with my students together what we’ve learnt. The home work is to remember the key words and phrase and write a short passage about what will happen next.

读书破万卷下笔如有神，以上就是差异网为大家整理的3篇《人教版高一英语必修二全册教案》，希望对您的写作有所帮助。