高二英语教案？在接下来的时间里将给大家介绍一下动词的时态和语态。到目前为止大家应该知道,动词共有16种时态和两种语态。在时态方面,考题中主要涉及到其中的10种:一般现在时、一般过去时、一般将来时、现在进行时、现在完成时、过去将来时、那么，高二英语教案？一起来了解一下吧。

高二英语教学计划下学期

【 #课件#导语】课件是根据教学大纲的要求，经过教学目标确定，教学内容和任务分析，教学活动结构及界面设计等环节，而加以制作的课程。它与课程内容有着直接联系。使用课件能够吸引学生注意力，提高学习情绪，从而诱发学生学习的辩基渗兴趣。下面是 考 网课件频道。

1.高中英语教学设计课件

高二年级是高中的重要阶段，又是高中三年的承上启下阶段。因此，让学生在高二年级打好学科基础并有所发展是极其重要的。下列目标应在本学期内到达：巩固、扩大基础知识;培养口头和书面初步运用英语进行交际的潜力，侧重培养阅读潜力;发展智力，培养自学潜力。争取在原有基础上有所提高，缩小与上学期期末考试时平均分与其他兄弟班级的差距。让复杂问题简单化，使学生更容易掌握所学知识。加大学生的阅读量。提高阅读速度。此外，在本学期的教学中，要狠抓基础及单词、句型及语法等，扎实基础知识，突击写作训练，为高考打下扎实的基础。具体锋租方法如下：

1、钻研并创造性地利用教材，灵活使用，发挥教材特点。

2、资料要求学生务必要过词汇关，反复朗读、默写单词、以便加强学生对基础知识的掌握。摒弃不切实际的教学步骤，抓重点，搞强化，在日常教学中渗透语法意识。

高中英语教学设计中文版

一. 内容：

动词的时态语态专项练习

二. 重难点讲解：

动词的时态和语态

在接下来的时间里将给大家介绍一下动词的时态和语态。

到目前为止大家应该知道，动词共有16种时态和两种语态。

在时态方面，考题中主要涉及到其中的10种：一般现在时、一般过去时、一般将来时、现在进行时、现在完成时、过去将来时、过去进行时、过去完成时、将来进行时、将来完成时、现在完成进行时。

1. 一般现在时：通常有六种用法，其中最重要的考点是：在时间或条件状语从句中表示将来的动作；安排或计划好的将来发生的动作。

如：1>. The train for Shanghai leaves at 11a.m and arrives at 11p.m.

2>. As soon as the manager comes back, I will tell him about it.

2. 一般过去时： 关于该时态最主要请大家掌握它的概念：一个开始于过去结束于过去的动作，或存在的状态。记住这一点很重要，需要与现在完成时区分。

如：The other day she ran across an old friend in the street.

3. 一般将来时： 除了用will + 动词原形表示该时态外，还有：

1>御袜察 Be going to do sth： She is going to go abroad next year.

2> Be about to do sth： Please fasten your safety belt, for the plane is about to take off.

3> Be to do sth： There is to be a class meeting this afternoon.

4. 现在进行时： 除了众所周知的表正在进行动作外，还有如下特殊用法：

预计一个将要发生的动作；常与某些副词连用，表示某种感情色彩，如赞叹、惊讶或不满。

高二英语教学设计

外研社高二英语教案一

目标：

1、复习单词ear/eye/nouse/mouth和英语律动

2、学习句型：wipeyournose/coveryourears

准备：

用薯片罐做的鞭炮、卫生纸、2张图片（擤鼻涕、捂耳朵）、魔袋

过程：

一、Geeting（问候）T：Howareyou?Howdoyoudo?Nicetomeetyou!AreyouOK?幼陵慧蚂儿回答

二、Wampup（热身）《Walking》《蝴蝶》《cleanning》

三、Newcontent(教新课内容)

1、复习单词ear/eye/nouse/mouth，eyeseyesXXXmouthmouthXXX,nosenoseXXX,earsearsXXX.。

展示“冷”的动作，教授单词“cold”，擤鼻涕“dirty”悄悄地请个别幼儿观看魔袋里的东西，请观看的幼儿保持沉默。出示卫生纸，擦鼻涕，教句型wipeyournose，出示鞭炮给幼儿、做点燃状。提问：what’sthis?firework.。做捂耳朵状，教句型：coveryourears。

高中英语优秀教案50篇

【 #高二#导语】在学习新知识的同时还要复习以前的旧知识，肯定会累，所以要注意劳逸结合。只有充沛的精力才能迎接新的挑战，才会有事半功倍的学习。高二频道为你整理了《高二英语上册教案五篇》希望对你的学习有所帮助！

1.高二英语上册教案

1. 单元背景分析

随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英迅没亩语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。

2.学生情况分析

本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

二、教学目标分析

语言技能

听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。

高二下学期英语教案

我有译林牛津版高二英语必修五第三单元教案，数竖希望可以帮到你。

Unit3 Science versus nature

Welcome to the unit

Teaching objectives:

1. To arouse students’ interest in the unit topic

2. To help students kwon more about cloning technology

3. To encourage students to participate in the discussion relevant to cloning

Teaching focus and difficulties:

1. Make sure that students can have the basic knowledge about cloning.

2. Make sure that each student can hold their own opinions towards cloning.

Teaching aids:

The multimedia

Brief teaching procedures:

Step1 Brainstorming

1. Ask students to read the title of the unit Science versus nature. Draw students’者悉 attention to the word ‘versus’. Tell them that ‘versus’首毕乎 is usually used when discussing sports competitions or the law, which means that two teams or sides are against each other.

Encourage students to think why ‘versus’ is used here. Ask students the following questions:

Do you think there is conflict between science and nature?

What might the conflict be?

2. Show a picture of the first cloned mammal, Dolly. Give some introduction about the creation of Dolly. Tell students this new technology is called ‘cloning’, which produces an exact copy of an animal or a plant from its own cells.

3. Lead students to learn the unit while thinking about the relationship between the title of the unit Science versus nature and cloning technology.

Step2 Sharing information

1. Show the following five pictures one by one, each of which shows a successfully cloned animal. As to the five pictures, we conduct the following activities.

(Picture2) Tell students that the mule in the picture is the world’s first cloned mule. It was born on 4 May 2003. His name is Idaho Gem and his brother, Taz, was a racing mule that has won many competitions.

(Picture3) Tell students that the kitten in the picture is called Cc. Its name is from ‘Copycat’. Scientists in the USA created it with a cell taken from its mother, Rainbow. It was born in December 2002.

(Picture4) The five little pigs’ names are Noel, Angel, Star, Joy and Mary.

(Picture5) The pair of calves were born on 5 July 1998 in Ishikawa, Japan. They were two years younger than Dolly, being the second adult animal clones in the world.

(Picture6) The name of the cloned monkey is ANDi. It is from ‘inserted DNA’ spelt backwards. It is the first genetically modified monkey. The technology is different from that used for Dolly.

2. Get students to form groups of four or six to discuss the further questions:

From just these pictures, can you identify the differences between the cloned animals and normal ones?

In your opinion, what might be the differences between these cloned animals and normal ones? Can these animals lead a normal life as normal animals?

Ask several groups to report their answers to the class. Allow different opinions and encourage further discussion.

3. Have students hold a debate about whether it would be a good idea to clone humans some day. Divide students into two groups. One group represents anti-cloning views while the other represents pro-cloning views. Encourage students to provide as many reasons as they can to support their ideas.

Step3 Homework

Assign students to surf the Internet or refer to other sources for further information relevant to cloning technology, so as to finish the first two questions below the pictures. Ask students to make as many notes as possible.

Reading (1)

Teaching objectives:

1.To reinforce students’ comprehension of the text and improve their other skills by participating in all the activities.

2.To help students know the widespread discussion about cloning and hold their own attitudes towards it.

3.To enable students to master the reading strategy and become more competent in reading articles related to science.

Teaching focus and difficulties:

1. Students can work out the meaning of difficult or unfamiliar scientific terms with reading strategy.

2. Students can hold their own opinions on the base of reading the article.

Teaching aids:

The multimedia

Brief teaching procedures:

Step1 Lead- in

Check the homework. Encourage students to share their sources relevant to cloning technology with the whole class. Tell students that cloning has been the subject of scientific experiments for years. The recent success in cloning animals has resulted in fierce debates between scientists, politicians and public.

Step2 Reading strategy

Get students to go through the reading strategy, and make sure that everyone of them understands how to work out the meaning of these scientific terms.

Step1

Begin by reading the first and last paragraphs for an idea of what the article is about.

Step2

Circle any words you do not now. Question things you do not understand or that do not appear to make sense.

Step3

Read through the article a few times, and make sense of the scientific terms upon further readings.

Step3 First reading—Main idea

Ask students to refer to the reading passage and find out the main idea.

(The reading passage is made up of a newspaper article about cloning and two readers’ letters. We will be given information about how cloning is being researched and the different attitudes towards it.)

Step4 Second reading—Understanding scientific terms

Ask students to circle the unfamiliar words or things they do not understand while second reading. (For example: embryo, tissues and organs, interfere with nature, etc)

Step5 Third reading—Detailed information

Ask students to read only the article carefully, and finish the following exercises:

1. What are the different attitudes towards the success of cloning a human embryo?

On the one hand (valuable tissues and organs can be produced and be used to save human lives)

On the other hand (human beings may be on the way to producing a real-life monster)

Some people consider that (cloning human embryos with the intention to destroy them shows no respect for human life.)

2. Who are the persons in the article related to cloning?

persons

introductions

relations to cloning

Ian Wilumt

a Scottish scientist who created Dolly, the first mammal to be cloned successfully from an adult cell

He was shocked when hearing some scientists were considering cloning human beings. He never intends to create copies of humans. Instead, he thinks the efforts of scientists should be directed towards creating new cells and organs that could be used to cure diseases like cancer.

Faye Wilson

a woman of 41 years old who cannot have a baby.

She is desperate to have a baby of her own, a child that is genetically related to her.

Severino Antinori

an Italian doctor, who is one of the leaders in the cloning research

He has declared that he wants to be the first to clone a human being.

Chinese scientists

who have focused their efforts on cloning animals and stem cells to be used in medical research

China has succeeded in producing clones of cows and goats, and continues to research the ways in which cloning can benefit mankind.

Ask students to read the two letters carefully, and judge whether the statements are true or false:

Pauline Carter thinks:

1. the nature will pay back if we interfere with nature. ( T )

2. we should clone fewer babies to reduce Earth’s population. ( F )

3. the lady who cannot have a baby can adopt an orphan, but not have a cloned baby. ( T )

Coline Jake thinks:

1. the news that the first human embryo has be cloned successfully is very terrible. ( F )

2. scientists have succeeded in challenging questions of morality. ( F )

3. human cloning is a good way to save her daughter who has died. ( F )

Step6 Further discussion

Understanding the scientific terms and reinforcing the comprehension of the text, students are got to form groups of four or six to discuss the further questions:

1. Find the reasons why people are pro- or anti-cloning in the article and letters and write them in the table below

Pro-cloning

Anti-cloning

1. produce valuable tissues and organs that could be used to save human lives

1. may produce a real-life Frankenshtein’s monster

2. cure disease like cancer

2. create more disease in the animal world

3. help those who are unable to have children

3. cloning shows no respect for human life

4. help those who want to clone their dead children

4. human life would no longer be unique

5. we should be having fewer babies in order to reduce Earth’s population, not cloning more

2. Do you think it would be easy for the cloned baby to accept his/ her social identity as a ‘cloned’ human being?

3. What would the person that had the original cell feel about the cloned baby?

4. Think about the relationship between the title of the unit Science versus nature and cloning technology.

Step7 Homework

Think about the difficult scientific terms underlined before up on the text learning

以上就是高二英语教案的全部内容，1.高中英语教学设计课件 高二年级是高中的重要阶段,又是高中三年的承上启下阶段。因此,让学生在高二年级打好学科基础并有所发展是极其重要的。下列目标应在本学期内到达:巩固、内容来源于互联网，信息真伪需自行辨别。如有侵权请联系删除。