高二英语家教备课教案
教案是教师为顺利而有效地开展教学活动，根据课程标准，教学大纲和教科书要求及学生的实际情况，以课时或课题为单位，对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书。教案包括教材简析和学生分析、教学目的、重难点、教学准备、教学过程及练习设计等。接下来小编为你带来高二英语家教备课教案，希望对你有帮助。
integrated skills, speaking, & writing教案
一、章节分析 （section analysis ）
(一) 综述
本章节是语言运用部分。通过听，说，读，写方面的训练，提高学生语言词汇方面的能力，加强他们运用语言知识来表达想法的能力。教会学生用英语做问卷调查和信息反馈，训练学生看图作文能力。
（二）目标
integrated skills
要求学生通过听一段对话获得关键信息并作简要信息记录，然后根据所作笔记完成一封回信，以此对上述信息进行反馈。
（可以结合p35听力练习强化学生记录信息的能力，要求学生补充每一件物品除出现年代以外的其它信息。）
speaking
在轻松的氛围中帮助学生通过互相提问的形式，完成一份已事先设计好的问卷调查。并引导学生发表他们对问卷结果的看法。
writing
1学会看清各幅图画所要表达的意思以及图画之间的联系。
2学会串词成句，即根据提供的短语组织完整的句子，然后根据图画的含义将这些句子组织成一个完整的故事。
3引导学生使用连词使上下文连贯，故事情节流畅。
（三）重点和难点
integrated skills
帮助学生掌握以下词汇：（p24）shrink， shrinkproof, colorfast
（p35）pregnancy, disposable, permanently
在写信过程中需注意的语法现象：suggest that…(should)
speaking
鼓励并确保小组成员之间互相提问和回答p32的问题，最后对问卷分析进行个人意见反馈。
writing
根据图画和所给单词、词组流畅连贯地叙述故事。
二、教学设计（teaching designs）
教学内容教学实施建议教学资源参考
integrated
skills 听力部分：
材料的整合： 将课本第24页和课本第35页上的听力材料整合。两份材料都是培养学生作简要信息记录的能力。（为确保p24听力和写信练习的连贯性，可先完成p35的听力内容并加以扩展——要求学生提供除物品出现年代以外的更多信息。）
pre-listening 在听之前，创设环境，要求学生明确听力任务（recognize key words），扫清在听力材料中出现的困难词汇(pregnancy, disposable, permanently，shrink， shrinkproof, colorfast)，提高听的效果。
while-listening激发兴趣，增强听的'动力。
post-listening 要求学生小组活动，比较每个人的记录，是否做到既准确又简洁。
听力之后的反馈——写信练习：
引导学生在所作记录的基础上组织语言，完成信的内容。
具体处理这部分内容的建议见[链接1]。《牛津英语教学参考》s2a
speaking 将学生分成4－5人一个小组，任命一位group leader, 小组成员之间互相就问卷上的问题进行提问和回答，并对各自以及他人的回答作出汇总。
学生汇总分数后参考问卷分析，并讨论对问卷结果的看法。
writing 看清各幅图画所要表达的意思以及图画之间的联系。
恰当使用课文提供的短语，完整，连贯地完成一个故事的叙述。
高二英语unit 13lesson 52 first impressions教案(译林牛津必修5)
objectives
to practise reading for inference.
to practise making opposites of adjectives using a prefix.
to practise talking and writing about one’s experience of meeting someone for the first time.
pre-reading
☆ have you ever met someone you didn’t like, who later became your friend? tell the class.
example the first time i met tom, he seemed very bad-tempered! then…
reading
☆ read the text and answer the questions.
1) where does the story take place?
in the local library
2) what kind of books does jenny like?
poetry
3) what exam was jane studying for?
an important science exam
4) what was the last straw for jane?
she heard someone humming behind her.
5) what kind of person do you think jenny is?
friendly, warm-hearted, forgiving
6) how did jenny get jane’s phone number?
she asked a librarian and got it from the library files.
7) do you think that jane over–reacted in the library? have you ever experienced a similar situation when you were studying?
you can answer this question according to your own experiences.
☆read the strategies and look at these true/false sentences. underline important words.
example 1 = pleased
1)jane was pleased when jenny started humming.
2)tennyson must be a poet.
3)jane first saw jenny near the poetry section.
4)jane was upset that she had left her book in the library.
5)jane didn’t feel that it was necessary to apologise.
answers: ftttf
post-reading
☆complete the paragraph below with the correct form of the following words.
glance, annoy, recognize, concentrate, disturb,
resist, whisper, glare, inconsiderate, grateful
janet was 1) on writing an essay when a noise 2) her. she 3)
her brother’s whistling. “shh” she 4) ,5) at him quickly. the noise didn’t stop.janet 6) the urge to scream and instead 7) at him angrily. “please stop it, simon. you are being very 8) ,” she said. but still he didn’t stop. janet was now very 9) .just then her father called simon out of the room. janet smiled, feeling 10) to her dad.
answers: 1concentrating 2disturbed 3recognised 4whispered 5glancing 6resisted 7glared 8inconsiderate 9annoyed 10grateful
高二英语guessing about people教案
teaching aims:
to practise using modals for speculation
to distinguish between modals used for decision, advice and speculation
teaching difficulties:
to practise using modals for speculation
teaching aids: computer, cassette
teaching procedures:
ⅰ. warming up
t: first look at the title “guessing about people” who can tell me what’s the meaning of the title?
s:
t: “guessing about people” means make a judge about people without being sure of all the facts. in daily life if we are curious or worried at somebody or something we often make various guess. think over which words we will use when we guess what will happen? what happened?
s: must, may, may not, can, can’t and so on .
t: now we will listen to a dialogue in which there are a lot of words about speculation.
ⅱlistening
listen to the dialogue to do the exercise
1.the two students were missing ______.
a.because they were separated from the other students.
b. in a cave.
c. for the reason we don’t know.
2. the dialogue tells us ______.
a. the two students disappeared 3 days ago.
b. my cousin know where they are
c. the rescuers found them in a cottage.
3. the dialogue makes various guessed except_________.
a.they must be frightened.
b.they both are injured.
c.they might have some food to eat.
answers: 1.c 2.a 3.b
t: ca n you say out the main idea of the story in you own words?
s:
t: now let’s look at whether your story is true or not.
do the exercise 2 listen to the dialogue again and complete the gaps
play the cassette once for students to listen and then again for them to complete the gaps.
ⅲ grammar
do the exercise 3.
the two people in the dialogue make various guesses at the two missing students.
they use the following sentences but you need to complete the gaps with modal verbs.
check students’ answers by having them read the sentences aloud. draw their attention to the different infinitive forms after the modals.
do the exercise 4.
as a class students discuss the meaning of the sentences in the table and decide if they express decision, advice or speculation.
ask students how they would express decision (is going to; is about to;) and advice (should , had better, )
do the exercise 5
the grammar we learn today is modal verbs. modal verbs can express possibility, permission, intention and guess. now do the exercise 5. which of the modal verbs in exercise 3 express the following.
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