篇一：2023高二英语教案模板
Ss complete table 1 in groups by listing the words or phrases related to the weather and the time of day or year;[slide 8][学案Ex.Ⅱ(2)] 培养学生体会诗歌大意和捕捉诗歌细节信息的能力;IW, GW7'Step 5Second reading:
T presents reading strategy 3;
Ss read the two poems again; in pairs identify sentences in unusual order, reorder them in regular ways.
T explains the verbal phrases:
settle (oneself), be drowned in，pull in (one's head)
[slide 9-10]
帮助学生了解诗歌创作的特点，为下一步提取诗句中的信息作准备;
分步处理生词和的用法CW, PW10'Step 6Third reading:
T presents reading strategy 2;
Ss read the poems again and complete table 2 by identifying what people in the poems do and how they feel.
[slide 11-12]
[学案Ex.Ⅲ]
培养学生提取主要信息的能力IW,5 'Step 7Ss listen to the tape and read after it.[slide 13]有声输入，整体感知诗歌的美感;CW,3'
Post-reading: 7 minStep 8Ss do Ex.4[slide 14]检测学生是否准确获取两首诗的主要信息;IW,3'Step 9Ss in pairs retell what happened in poem B according to Table 2, with s1 retelling the first 6 stanzas and s 2 dealing with the last half.[slide 14]培养学生把提取的信息变成自己的语言;把poem B 分成两部分来复述，降低输出的难度。PW'4'HomeworkLanguage Power p. 84，Ex.2 Vocabulary
p 91, Ex.5 Synonyms[slide 15]第二课时
Second Period
教学目标：学生能够
1. 发现诗歌中韵脚的使用;
2. 找到诗句中塑造的意象;
两首诗的从内容到情感等方面的异同之处;
4. 在日常描写中尝试使用意象。
教学活动Activities设计意图Intentions互动模式&时间IP & timeReview：6 minStep 1Ss review the vocabulary they have learned with a spider map and blanks filling; and do Ex.1 on p. 84;
[Slide 2-3]
[学案Ex.Ⅰ]
激活已学的词汇;CW4'Step 2Ss recall the main ideas of each poem by Table 2.[slide 4][学案Ex.Ⅱ]
利用第一课时中的Table2，激活课文信
息，并为本课学习意象与描写做铺垫;IW，2'
Read to learn：22 minStep 3Ss read poem A aloud and observe the last words in each line; generalize the regularity of the sounds of these words. T presents the term for the regularity, rhyme.
Ss read poem B and in pairs generalize the regular sound pattern within and across the stanzas: it is rhymed too.
T elicits from ss why both poets put words in poem in disorderly manner.
[slide 5-7]
[学案Ex.Ⅲ]
引导学生自己发现、归纳英文诗歌押韵这一形式特点;
引导学生对诗歌中字词顺序异于常态话语这一现象做出结论。IW, PW, CW8'Step 3T presents Reading strategy 4, exemplifies what an image is and explains the function of images;
[slide 8-11]
[学案Ex.Ⅳ(1)]
T presents two more examples from poem B and asks ss to think about how the two work on the reader's mind; Ss present their ideas.
T explains it: images work by means of descriptions, e.g. adj., comparison.[slide 12]培养学生发掘诗句中的意象的能力。CW,8'Step 4Ss work in groups and complete Table 3.
[slide13-14]
[学案Ex.Ⅳ(2)]
让学生实践这种能力。PW6'
Comprehensive practice：8 minStep 5T elicits from ss how poem A and B are similar in the following ways: topic, time, image and rhyme.
Ss in pairs list differences between the two; present their list orally.
[slide 15-16]
调动学生在已有的知识和信息基础上自主归纳、总结，锻炼口头表达;IW, PW,8'
Application: 8 minStep 7Ss work in groups to complete Ex.8 and present the group work result.[slide 17][学案Ex.Ⅴ]
综合运用已有的知识，在书面表达的实践中锻炼使用意象的能力。PW8'
Homework：1 min
Language Power p. 86-87，Ex.1 Focus on Reading (with Culture Corner on p. 44 as reference)[slide 18]
篇二：2023高二英语教案模板
教学目标
Teaching Aims and demands
本单元通过学习马克·吐温的《百万英镑》并改编成短剧形式的课文，学生能初步了解作者的风格。学生应能在教师的指导下，排演这个短剧。通过对话课的学习与操练，学生接触表示坚持个人意见的常用语句，并要求学生运用到实际会话中。学习并初步掌握as if和no matter引导让步状语从句的用法。 Teaching important and difficult points 1.单词 run, choice, note, change, fool, order, pleasant, right, assistant, customer, foolish, insist, tailor depend, favo(u)r , apologize, excited 2.词组 shop assistant, a clothes shop, give back, or else, change…for …, in the sun, try on, depend on, take place, get off, put on, drop in, once upon a time, do up, in fact, keep back, play the part of, next to 3.交际用语 There seems to be something wrong with it. I would like you to change this blouse. You sold me a blouse that I can’t use any more. I am afraid I can’t do that right now. Why can’t you do something about it? Is anything the matter? 4.语法 学习as if和no matter的用法。
教学建议
课文建议
在Lesson 38课，建议教师应组织学生1)以节目的形式演出这段对话。2)教师可选取录像或多媒体形式完成此课的教学任务。3)教师把学生分成三人一组，适当准备一些道具排演本课的最后结局的短剧。4)教师要求学生找出能刻画服装店老板人物特征和心理变化的相关语句。如：There’s a customer, Tod, Will you serve him? / No matter what he is wearing , Tod, just show him the cheapest./Come, come. Get him his change, Tod..
对话分析
本单元对话是讲述在服装店调换衣服的经过，学生对其内容较易理解，但一些新单词的用法应掌握，如：customer, run, insist, change…for…。本课中也提供了给学生做相应对话的练习，如：A pair of trousers, A radio的口语练习。
教学重点难点 1.serve的用法
1)serve(sb.) as sth.表示“为(某人)工作，(尤指)当佣人”。
He served as a gardener and chauffeur.他做园艺工人兼司机。
2)serve还可表示“供职，服役”。
He has served his country well.他为国尽职。
3)serve sb. (with sth.). 表示“将(饭菜)端上桌。”
Four waiters served lunch for us.有四位服务员招待我们吃午饭。
4)serve 还可用于“(在商店等处)接待(顾客)或为顾客取货物”的意思中。
Are you being served?有售货员接待您吗?
He served some sweets to the children.他为孩子们拿来了他们想要的糖。
5)serve 还指“(一份饭)够……”。
This packet of soup serves two.这包汤料够两个人食用。 2.judge的用法
1)judge用作动词，表示作“断定，估计，认为”解。其后可带宾语从句，也可带不定式或形容词、名词等引导的宾补成分。
We judge that they have finished.我们估计他们已经干完了。
We judge them to have finished.我们估计他们已经干完了。
She judged him about fifty.她估计他在五十岁左右。
The committee judged it better to start the investigation at once.委员会认为立即开始此项调查。
From his letter, we judged his visit to China a great success.从他的来信判断他对中国的访问非常成功。
2)judge用作“判断，断定”解时，还可接wh—分句或wh—加不定式结构。
I can’t judge whether she was right or wrong.我不能断定她是对还是错。
3)judge还可表示“评判，评价”，可说judge sb. / sth.
Don’t judge a man by his looks.勿以貌取人。
4)Judging by / from…(从……来看，据……来判断)是惯用短语，可用来引导独立分句。
Judging from his looks ,he may be sick.从外表看，他或许生病了。
Judging by his accent, he must be from Guangdong.听口音，他准是个广东人。 3.get off的用法
1)get off意为“脱下”。
It’s rather hot today, we must get off the jacket.今天太热了，我们必须脱下夹克衫。
2)注意：get off还可作“下车”;“离开”;“出发”;“起飞”解。
As soon as I got off the bus, I started for the village on foot. 我一下公共汽车，就开始步行到村里去。
We must get off at once or we' II be late我们必须马上走，否则要迟到了。
We got off immediately after breakfast.我们一吃过早饭就出发了。 The plane got off on time. 飞机准时起飞。
4.favor的用法
1)in favor (of )表示“赞成、主张”，常用作表语或后置定语。
The students were in favor of reform. 学生赞成改革。
2)do sb. a favor或do a favor for sb. 是个正式的礼貌用语，意思是
“给某人以恩惠，帮某人的忙”。
Would you do me a favor? 帮我一下好吗?
Do me a favor by turning off the radio. 帮我把收音机关掉。
Do me the favor to come. 务请光临。
注：do sb. a favor后接of doing 或不定式时，应将不定冠词a改为定冠词the。
5.put down的用法
1)意为“写下;记下”。
Put down your name and your telephone number.写下你的名字和电话号码。
Put this down in your notebook for future reference.这点记在你的上，以供今后参考。
2)可作“_;扑灭”。
The fire was finally put down by the firemen.大火最后终于被_员扑灭了。 6.as if的用法
as if 是连词词组，作“好像”、“好似”解，引导表语从句，用于下列句型中：
It looks/seems as if ....表示“看起来似乎……”。其中It为无人称代词，本身并无词义。looks / seems是连系动词，as if引出表语从句。
It looks as if it is going to show. 看来，要下雪。
It seemed as if the suit was made to his own measure. 这套衣服看来似乎是按尺寸给他定做的。
除此之处，as if也可以引导方式状语从句，修饰主句的谓语，此时从句中的谓语动词常用虚拟语气。关于这一点，暂可不必向学生交代。
The woman loves the children as if she were their mother.这个妇女爱这些孩子，她好像就是他们的妈妈一样。
7. no matter 的用法
no matter作“无论”、“不管”解，用以引导表示让步的状语从句，常用在下列句型中： 句型中的No matter what (who/when etc.)...分别表示“无论何事”、“无论何人”、“无论何时”等，这个从句可以置主句之前，也可以置主句之后。
由no matter + what等引导的让步状语从句。No matter后面接关系代词或关系副词引导状语从句在句中作让步状语。
No matter what you do, you must be very careful.不管做什么事，你都必须非常细心。
No matter之后可用what以外的关系代词或关系副词。例如：
No matter who you are (=Whoever you are), I’ll never let you in.无论你是谁，我绝不让你进去。
No matter which…无论哪一个……
No matter which you choose(=Whichever you choose), you will be satisfied.不论你选择哪一个，你都会满意的。
No matter where…无论何处;不管在哪里……
No matter where I go (=Wherever I go) , I will be thinking of you. 无论我到哪里，我都会想着你。
No matter when …无论何时，不管什么时候…… I’ll discuss it with you no matter when you like(=whenever like). 你什么时候高兴，我愿意同你讨论这件事。
No matter how..不管……如何;无论……多么……
No matter how hard you try(=However hard you try), you will never be successful. 不管你如何努力，你都不会成功的。 8.drop in, drop in on 与drop in at的区别
drop in 意为“顺便走访” He often drops in for tea. 他经常顺便来喝茶。
drop in on 后接人意为“顺便某人”。
She dropped in on me yesterday.
drop in at后接表示地点的名词意为“顺便来(去)某处看看”。
Tom usually drops in at my place on his way home. 答题时要注意drop in后所接的名词表示的意思。
Jane used to ____ the tailor’s on her way home from work.
A. drop in B. drop in on C. drop in at D. drop at
詹妮以前常下班后去成衣店看看。the tailor’s 表示地点，故正确答案为C。
9.run的用法
1)表示“跑，奔跑，赛跑”。
The boy ran off as soon as we appeared.我们一来，孩子们都跑了。
She used to run when she was at college.在大学时她经常练跑步。
2)run还可表示“(火车、汽车、轮船等)往来行驶”
Buses to Oxford run every half hour.去牛津的公共汽车每半小时一班。
The trains don’t run on Christmas Day.火车停驶。
3)run可用业表示“(液体)流动”。
Could you run me a hot bath?你给我放盆热水洗澡好吗?
Your nose is running.你又流鼻涕了。
4)run表示“(衣服上的染料或颜色)掉色，扩散”。
I’m afraid the color ran when I washed your new skirt.很遗憾，
我洗你那条新裙子的时候它掉色了。
5)run可表示“融化”。
It was so hot that the butter ran.天太热，黄油开始化了。
The wax began to run. 蜡开始融化了。
6)run还可表示“负责、经营、管理”。
He has no idea of how to run the successful business.他不知道把企业办好的。
Stop trying to run my life for me.我的生活用不着你来管。 10.Come, come. Get him his change. Tod. ( = Hurry up. Tod, Give the man his change.) 得了，得了，给他找钱吧，托德。
句中的come用作感叹语，表示“劝导”，“不耐烦”的情绪.come作感叹语用时，在不同的情况下，可以表示不同的感表，如“鼓励”、“惊异”、“命令”等。例如：
Come, come, Alice, you must be patient. 好了，爱丽丝，你得忍耐点。
本句中的change是不可数名词，作“零钱”，“找给的钱”解。又如：
Here is your change. 这是找给你的零钱。
change还可以用作及物动词，作“零钱”，“换钱”解。
Could you change a 10-yuon note, please? 你能换开10元钱吗?
2023高二英语教案模板相关：
篇三：2023高二英语教案模板
《Poetry》教学设计
教材分析
本课是第18单元第3 课，经过前面两课的学习，学生对美与审美的话题已经有一定的认识。本课课文由两首英文诗组成，而学生在日常生活中很少接触英文诗歌，加上诗歌欣赏需要运用，本身是很复杂的审美活动，所以要欣赏英文诗歌之美难度较大。本课的重点是首先在阅读中获取主要信息：两首诗的大意、各自所使用的语气和表达的基本情感;然后，通过在诗句中寻找意象来进一步理解所表达的情感，并欣赏从鲜明的意象和和谐的韵脚中传递出的诗歌独有之美感。
本课计划分两课时进行，第一课时通过捕捉动作、场景的细节描写和理顺诗句中字词顺序等阅读策略来获取两首诗的主要信息，并能够表达这些信息;学习重点词汇的意义和用法。第二课时简单了解何为意象, 体验意象是怎样构成，找出诗句中的意象，进而体会两位诗人借助不同的意象所传达出的不同情感;然后用自己的语言说出两首诗的异同之处;尝试自己运用意象来描述日常生活。
教学内容
话题：某个特殊的夜晚：思乡之夜、圣诞前夜
课型：阅读课
词汇：重点词汇 ：bend, bound, bow, Christian, endless, freezing, oval, poetry，precious,
romantic, scenic, settle，stout, vague, vivid
相关词汇_：chimney, drown, hoarfrost, homesickness, hoof, jerk, sleigh, thistle, tranquil
第一课时
First Period
教学目标
在本课结束时,学生能够：
1识别与认读重要词汇
2通过捕捉动作描写和理顺诗句中字词顺序来获取两首诗的大意、语气和基本情感;
3在对提取的信息进行组织和内化后，用自己的语言表达这些信息;
4在情感上与诗人产生一定的共鸣。
教学过程
教学活动Activities设计意图Intentions互动模式&时间IP & timeLead-in：5 minStep 1T asks ss what famous Chinese poets they know and who is their favourite;[slide 2]T presents the 3 words "poetry", "poem", and "poet";
激活学生的背景知识,引出本课话题。CW2'Step 2Ss read out the key words in Ex.2;
T explains the words "vivid", "precious" and "scenic", associating "scenic" with "scene" and "scenery";[slide 3]Ss look at the two pictures of Santa and the moon on the book and in pairs discuss which of the key words they will use to describe the pictures.
利用描述图片为下面的诗歌阅读活动热身，同时复习学过的词汇、熟悉新词汇。IW，PW3'
Pre-reading：8 minStep 3T presents two groups of pictures for each poem and elicits from ss the following words.
For Li Bai picture: tranquil, hoarfrost, bend, homesickness;
For Santa picture：chimney, sleigh, hoof, stout, oval eyes, like a bow.
[slide 4-5]
After all the words have been elicited, T helps Ss learn the pronunciations of the expressions, if necessary.[slide 6]T goes over the pictures again and asks ss to say the words from their memory.
[学案Ex.Ⅰ]
在图片语境中呈现单词，帮助学生理解、记忆词义;
再次呈现新单词，帮助学生有效利用课上时间记忆单词CW，8'
While-reading: 25minStep 4First reading:
Ss read the two poems and answer questions about the two poem's general feelings;
T presents reading strategy 1;[slide 7][学案Ex.Ⅱ(1)]