2022优质高二英语教案

本文格式为Word版，下载可任意编辑——2022优质高二英语教案英语教案怎么写?写教学目标。教学目标要符合大纲对教材的要求。由于教学目标要在课堂上表示给学生，让学生明确，所以写素质（教导）目标时，要力求简明扼要，浅显易懂，今天我在这给大家整理了（高二英语）教案大全，接下来随着我一起来看看吧!

高二英语教案(一)

Bodylanguage

课型设计与课时调配

1stperiodwarmingup(6.3-6.4)

2ndperiodReading(I)(6.5)

3rdperiodReading(II)(6.9)

4thperiodLanguageStudy(6.10-6.11)

5thperiodListening(6.12)

6thperiodWriting(6.13)

Ⅳ.分课时教案

TheFirstPeriodwarmingup

Teachinggoals教学目标

1.TargetLanguage目（标语）言

a.重点词汇和（短语）

misunderstand,similar,facial,expression,agreement,yawn,chest,gesture,adult,punish

b.重点句型或交际用语

Actoutthefollowingmeanings,please.

PleaseguesswhatImean.

Pleaseshowtheactions,usingbodylanguage.

Nowitisyourturntoshowtheaction/gesture.

Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.

Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.

2.Abilitygoals才能目标

a.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.

b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.

c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.

3.Learningabilitygoals学能目标

a.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.

b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.

Teachingimportantpoints教学重点

a.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.

b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.

Teachingdifficultpoints教学难点

a.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.

b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.

Teachingmethods（教学（方法））

a.Individualwork,pairworkandgroupwork.

b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.

Teachingaids教具打定

Acomputer,aprojectorandsomepictures.

Teachingproceduresways教学过程与方式

StepILead-in

Theteachershowssomepicturesonscreen.ThesepicturesarefromtheEveningPartyCelebratingthecomingLunarNewYearoftheRoosterof2022.

Ss:Yes,ThousandsofHandsKwan-yin.

T:Butdoyouknowwhosheis?Yes,shewastheleadingdanceroftheprogram.HernameisTaiLihua(邰丽华).SheiscalledaFairyofPeachblossom(桃花仙子)bypeople.Youknowsheisadeafgirl,butsheisawise,diligent,charmingandenergeticgirl.Shestudiedveryhardandgottwodegreesofbachelorsinuniversity.Shewasfamousasanartistforherwonderfulperformance.Sheisdeafanddumb.Buthowdidshegetthatgreatachievementandbecameasuccessfulperson?Sheloveslifeverymuch.Weshouldlearnfromherspirit.Besidesherhardworking,bodylanguageplaysaveryimportantpartinherlife.Weareallhealthypeople,sometimeswecanusebodylanguagetoexpressourselves.Soweshouldpaymoreattentiontolearningbodylanguages.

StepIIIntroduction

T:Nowlet’sdosomeTPR(TotalPhysicalResponse)activitiestogether,Ihopeyouwillenjoythemandhavefunaswell.

Touchyourhead/face/eyes/nose/mouth/ears/cheeks/forehead/shoulders/stomach/legs/feet/toes...

Shakeyourhead/arm/hand...

Waveyourarm/hand...

Openyoureyes/arms/mouth...

Closeyoureyes/mouth...

Twistyourwrist/waist.

Crossyourarms/fingers.

Nodyourhead.Bowyourhead.

Makeafacetoeachother.

Bend/cry/shout/scream/smile/laugh...

T:Allright.Nowlet’sdothemalittlebitdifficult.Let’splayagametogether.Thosewhofailtofollowtheruleofthegamewillbedroppedout.Thegameis:“Simonsays”.Forexample,ifIsay“Simonsays,touchyourhead”,thenyoutouchyourhead.Ifnot,youshouldn’ttouchyourheadbutremainstill.Clear?Ready?Nowlet’sstart.

3or5minutesforthegame.

T:Ok.It’stimetotakeupthelesson.Pleaselookatthescreen.Let’stakealookatthefollowinggestures:

GestureActionMeaning

AhandshakeYouarewelcome.

AclapofhandComeon;becheerful.

AV-shapeofthefore-fingerandmiddlefingerMayyousucceed!

Orcongratulationsonyoursuccess!

Ahalf-closedhandwiththumbdownIamnotinfavorofyourideaorI’llhavetorefuseyou.

AwrinklingofthebrowinthoughtordispleasureorascowlSheisworried.

Tearscomingoutofhiseyes.Heisverysad.

AllsmilesonherfaceSheisveryhappy.

WavingtheirhandsTheyarewavinggoodbyetopeoplearound.

AhandstretchedoutforwardwithstrengthHeisstoppingatank.

Peoplejumpwiththeirbothhandsstretchedopenintheair.Theyarecheeringforthevictory.

T:Whataretheactionsoftheabovegestures?Whatdotheymean?

S4:Thefirstgestureisahandshake,whichmeans“You’rewelcome”.

S5:Thesecondisahandclap,whichmeans“Comeon”or“Becheerful”orsomethinglikethat.

S6:ThethirdoneisaV-shapedpostureofthefirstfingerandthemiddlefinger,whichsuggestsawishfortheotherorotherstosucceed.

S7:Thefourthisahalf-closedhandwiththethumbdown.Itmeanstheonewhogivesthisgestureisagainsttheother’sideaorsimplyrefusestherequest.

S8:Thefifthisaworriedlookofawoman.Shewrinklesherbrowsorfrowns.Italsoseemsthatshescowls.Itshowsthatsheisworriedorsad.Inotherwords,sheisunhappy.

S9:Thesixthisamansheddingtears.Tearswererunningdownhischeeks.Heisverysadforlosinghisrelativesorsadforhisfailure.

S10:Theseventhisasmilingface.Itiseasytoseethatsheisveryhappy.

S11:Theeighthisagestureofwavinghands.Theyarewavinggoodbyetopeoplewhoarearoundtoseethemoff.

S12:Theninthisahandstretchedoutforwardwithgreatstrength.Theboyistryingtostopatankfromenteringintohishomeland.

S13:Thetenthishandsstretchedoutupward.Theyareallverycheerful.Theyarewildwithjoy;maybetheyhavejustwonagame.Sowecanseethattheyarecheeringfortheirvictory.

T:Youhavealldoneagoodjob.Soyouseethattherearemanycasesorsituationsinwhichbodylanguagecanconveymeaningsaswellasspokenorwrittenlanguages.Ifyouwanttoknowmoreaboutit,let’scometoUnit4BodyLanguage.

StepⅢPractice

T:LookatPage25.

Whatarethesepeoplecommunicating?

StepⅣTimeforFun

T:Nowlet’splayagameingroupsoffour.Onethinksofasituationandaskstheotherstoshowsomeactionsusingbodylanguage.Whentheonechoosestheactionthatismostlikely,itishisorherturntothinkofsomeothersituationfortheotherstoshowtheactionssothatthegamemaygoonforafewrounds.Clear?

Ss:Yes.That’sfunny!

T:Trytomakethesituationsasinterestingandenjoyableasyoucan.Andshowthesituationaslivelyaspossible.Besides,makesurethateveryonehasaturn.

Ss:Allright.

S1:Whatareyoulikelytodoifitrains?

(Actions)S2:readsabook;

S3:putsonaraincoat;

S4:cleansthehouse.

S1:Ok.IthinkS3seemsthemostlikely,soitishisturn.

S3:Whatareyoulikelytodoiftheriverfloods?

(Actions)S1:runsawayasfastashecan;

S2:helpstheyoungeroreldertoescapeassoonaspossible;S4:climbsontoatree.

S3:Ok.IthinkS2seemsthemostlikely,soitisherturn.

S2:Whatareyoulikelytodoifthehousecatchesfire?

(Actions)S1:fetchessomewater;

S3:triestoputitoutwithblooms;

S4:runsawayasquicklyashecan.

S2:Ok.IthinkS4seemsthemostlikely,soitishisturn.

S4:Whatareyoulikelytodoifyoumeetwithafiercedog?

(Actions)S1:remainswhereheisandbendsdown,lookingatthedog;

S3:triestoscareitawaywithsmallstones;

S4:runsawayasquicklyaspossible.

S2:Ok.IthinkS1seemsthemostlikely,soweallhavedoneagoodjob.

T:Yes.Icouldn’tagreewithyou.Now,onemoregroup.

StepVRolePlay(SpeakingtaskonP67)

T:Now,there’sstillalittletimeleft.Let’scometoSpeakingTaskonPage67.

Homework

1.Teamwork:Discusstheimportanceofbodylanguage.

2.GoovertheReading:

1)Communication:NoProblem?

2)Showingourfeeling.

T:Ithinkyoumusthaveknownsomethingaboutthesepictures.Yes,theyarefromaprogramofCCTV,theEveningPartyCelebratingtheSpringFestivalof2022,thecomingLunarNewYearoftheRooster.Ithinkthatwasthebestprogram.Doyourememberthenameofthisprogram?

ThesecondperiodReading

TheSecondPeriodReading(I)

Teachinggoals教学目标

1.Targetlanguage目标语言

a.词汇和短语

major,local,represent,curious,Columbia,introduce,approach,touch,cheek,stranger,spoken,express,action,Jordan,nod,general,avoid,comedy

b.重点（句子）

Yesterday,anotherstudentandI,representingouruniversity’sstudentassociation,wenttotheCapitalInternationalAirporttomeetthisyear’internationalstudents.

…Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.

Shesteppedbackappearingsurprisedandputupherhands,asifindefence.

2.Abilitygoals才能目标

a.Enablethestudentstorealizetheimportanceofbodylanguage.

Whatisthepurposeoflanguage?

Whatisthepurposeofbodylanguage?

Howcanyoutellifsomeoneissadeveniftheydonotspeak?

Howcanyoucommunicateafeelingtosomeonewhodoesnotspeakyourlanguage?

b.Enablethestudentstounderstandthetext.

Wherearethevisitorsfrom?

HowdoMr.GarciafromColumbiaandJuliaSmithfromBritainresponsewhentheyareintroducedtoeachother?

WhatdoMr.CookandtheJapanesevisitordoastheyareintroduced?

Howcanpeopleexpressthemselvesbesidestheirspokenlanguage?

Doallculturesgreeteachotherthesameway?

DoEnglishpeopleandotherEuropeansactthesamewhentheyfirstmeet?

IsahandshakeverycommoninJapan?

IsakissoftenusedinFrancewhenpeoplemeet?

Whyaretheredifferentkindsofbodylanguage?

c.Enablethestudentstoretellthetextintheirownwords.

3.Learningabilitygoals学能目标

Helpthestudentslearnhowtoexplainthecommonidea—“differentcultures,differentbodylanguages”withthetargetlanguageinthisunit.

Teachingimportantpoints教学重点

Howdoesbodylanguagedifferamongpeoplefromdifferentcultures?

Teachingdifficultpoints教学难点

Theunderstandingofthepoorly-writtenreadingtext,especiallytherelationshipawkwardlybuiltupbetween“you”andtheotherpeopleinthetext,whoaremetbytheawkwardarrangementofthecompilersofthetextbook.

Teachingmethods教学方法

Skimmingmethod,task-basedmethod,role-playmethod.

Teachingaids教具打定

Arecorder,aprojectorandacomputer.

Teachingproceduresways教学过程与方式

StepⅠRevision

Freetalkaboutthetopic:theImportanceofBodyLanguage.Whilethestudentondutygivesthepresentation,theteachercansimultaneouslyapprovehisorherperformancebyusingthebodylanguagelearnedorfamiliartothestudentssuchasnoddingthehead,stretchingoutthehandwiththumbup,shruggingtheshoulders,etc.

StepⅡPre-reading

T:Ourtextisaboutaspecialmeansofcommunication—BodyLanguage.Nowpleaselookatthescreen.Anddiscussthesequestionswithyourpartnerfirst.Andthensomeofyouwillbeaskedtoreportyourwork.Areyouclear?

Ss:Yes,sir/madam.

1.Whatisthepurposeoflanguage?

2.Howcanyoutellifsomeoneissadeveniftheydonotspeak?

3.Whatwouldyoudoifyouneedtheother’shelpurgentlywhileyoutwospeakdifferentlanguages?

4.Giveanexampleofhowyoucancommunicateafeelingtosomeonewhodoesnotspeakyourlanguage.

Afterafewminutes.

T:Nowwho’dliketoanswerthefirstquestion?Volunteer!S1:Letmetry.Thepurposeoflanguage,ofcourse,istobeusedasatoolofcommunication.Thatis,toexchangewithothersideas,feelings,information,andsoon.

T:Perfect!Bodylanguageisusedanytimeandanywheretoconveypeople’sideas,feelings,information,andsoonandsoforth.Nextquestion?

S2:Eveniftheydon’tspeak,Icantelliftheyaresadby

lookingattheirfacialexpressions.I’magoodmind-reader.(Smiling)

S3:Yes,thatisquiteeasy.Justbywatchingtheirfrownedbrows,theirlongfaces,weknowthattheyareunhappy.

T:Verygood.Wehavegottwo“mindreaders”inourclass;I’msuretherearemorethantwo!Nowwho’dliketogivetheanswertothethirdquestion?

S4:Letmetry,Sir/Madam.I’lltrytousebodylanguagetotelltheotherwhatIneedurgently.I’lldoitbymiming,byanyproperposture,orgestures,evenbydrawingpictures.

T:Youaresmart!Nowwho’dliketodothelastone.Itismorechallenging,right?

S5:I’dliketohaveatry,sir.LastsummerIwentonastudytourintheStates.WhenIwasonthewayto

LosAngelesontheflightoftheUnitedAirlines,westoppedatTokyo/NaritaAirportinJapanfor3hours.SoIwentintotheshopattheairport,forIwantedtobuyadigitalcamera.OfcourseIknewnoJapanese,soIspoketoherinChinesefirstandtheninEnglish.ItseemedthatshewasatalosswhenIspoketoher.ThenIdecidedtotryitinbodylanguage.IjustpointedtothecamerathatIlikemost-SonyCyber-shotDSC-P100.ThesalesgirlspoketomeinJapanesethistimebutIcouldn’tunderstandawordofit.SoIshookmyheadandkeptpointingatthecamera.FinallyIreachedherunderstandingandshetookoutthecameraIwantedtobuy.Iexamineditforalittlewhileandaskedherthepriceofitbydrawingabig“?”intheairwithmyforefinger.Shetookouthercalculatorandputintheprice.ThepricewasreasonableandIdecidedtotakeit.Ipaidforitandthesalesgirlbowedtomeagainandagain.

T:Wonderful!Thankyoufortellingussointerestingatruestoryandgivingussogoodanexampleofbodylanguage.

StepⅢWhile-reading

1.Scanning

Whilereading,pleasetrytodividethewholepassageintoseveralpartsandfindoutthemainidea.

Part1Para1

YouaresenttoCapitalInternationalAirporttomeetthisyear’sinternationalstudents.

Part2(para.2and3)

Examplesoflearnedorcultural“bodylanguage”.

Part3.(para.4)

Differentpeopleshavedifferentbodylanguages.

Part4.(para.5)

Summaryofbodylanguage.

Readthetextcarefully,thendecideifthefollowingstatementsaretrue(T)orfalse(F).

?Englishmenoftenstandclosetoothersortouchstrangersassoonastheymeet.

?Mostpeoplearoundtheworldnowgreeteachotherbykissing.

?Japanesewillbowtoothersasgreeting.

?PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.

?Somebodylanguagesinsomecountriesaregoodwhilesomecountries’bodylanguagearebad.

StepIVPostreading

1.Istheauthorofthispassagemaleorfemale?Howdoyouknow?

Theauthorismale.AhmedAzizwillnotshakehandswithwomen,butheshakeshandswiththeauthor.

2.Whatwerethetwomistakesthattheauthornoticed?

HenoticedthattheColombianmankissedtheBritishwoman,butinherculture,akissfromastrangerisnotacceptable.HealsonoticedthattheJapanesemanbowedjustastheCanadianmanstartedtoshakehands,sooneman’snosetouchedtheotherman’shand.

3.Whoseemedtoprefertokeepmorephysicaldistancefromothers?Whoseemedtoprefercloserphysicaldistance?

TheBritishwoman,Julia,andprobablytheCanadianman,George,seemedtoprefertokeepmorephysicaldistancefromothers.TheColombianman,Tony,andtheJordanianman,Ahmed,seemedtoprefercloserphysicaldistance.

4.Didanystudentshavesimilargreetingcustoms?Ifso,whichones?

Yes.TonyfromColombiaandDarlenefromFrancehadasimilargreetingcustom-akiss.GeorgefromCanadaandAhmedfromJordanalsohadasimilargreetingcustom-ahandshake,butAhmedshakeshandsonlywithmen.

5.“WheninRome,doastheRomansdo.”Whatdoyouthinkthisfamoussayingmeans?

Thissayingmeansthatwhenweareinacertainplace,weshouldfollowthecustomsofthepeoplewholiveinthatplace,notourowncustoms.

6.Doyouagreewiththeauthor’sstatementthatbodylanguageisnotgoodorbad?Whyorwhynot?

Studentswillgivetheirownanswers.

StepⅤHomework

1.Getreadytoretellthetextinyourownwords.

高二英语教案(二)

AtasteofEnglishhumour

Period1Reading

TheGeneralIdeaofThisPeriod

ThisperiodincludesWarmingup,ReadingandComprehendingofUnit3.Toelicitthetopicofhumour,theteachercangetthestudentstotalkabouttheirteachersbyaskingwhatkindofteacherstheylikemost.Afterthestudentsknowwhattheywilllearninthisunit,theteachercangetthemtothinkwhathumouris,andthentheteachercanshowthemsomevideoclips,someverbaljokes,funnystoriesandsomepicturesforthemtoappreciateandhavethemtellthetypesofEnglishhumour,thetypicalrepresentativesofeachkindandifthereareChineseequivalentstotypesofEnglishhumourlisted.

Tounderstandthisreadingpassagebetter,thestudentsarerequiredtoscanthepassagefirstandtrytodecidehowmanypartsthereadingpassagecanbedividedintoandthengetthegeneralideaofeachpart.Afterthattheywillreadthepassagecarefullyagaintofindsomespecificinformationforthequestions.Iftimeislimited,thecomprehendingpartcanbegiventothestudentsastheirhomework.

TeachingImportantDifficultPoints

LearnwhatnonverbalhumourisbyCharlieChaplinscareer.

HowtounderstandandenjoyEnglishhumour.

TeachingMethods

Scanningtogetthegeneralideaofthetext.

Skimmingtounderstandthepassagebetter.

Dis