高二英语教案：人教版高二英语UNIT2 BEHIND THE HEADLINES READING 说课教案
BEHIND THE HEADLINES
Brief Statements Based on the Unit
The activities of this unit, including Warming-up, Listening, Speaking, Reading and
Writing, center on the subject—news and the media, which are connected with our life closely. It
provides the students an opportunity to learn the language in using it.
By talking about news and the media, the students get more
knowledge about them—not only know about the world, but also the
ways they are written and made. The students must be very interested in
this subject. This way, they can learn the language points easily and
freely. They will not only learn some useful words and phrases about
news and the media, but also learn to express opinions.
Besides, the study of the Grammar—the Past Participle can help the
students use the language more exactly. By finishing each task provided
in the textbook and the workbook, the students’ skills to use language
can be well developed.
Teaching Aims:
1. Learn and master the following words and phrases:
Headline, editor, informed, relate, talented, swith, for once, present,
reflect, unique, spiritual, seldom, addict, be addicted to, social, ignore,
even if, draw attention to, on all sides, tolerate; change one’s mind, affair,
current affairs
2. Train the students’ reading ability.
Teaching Important Points: 1. Words and phrases:
more than, experienced, relate to, for once, be addicted to, even if, draw
attention to, on all sides, change one’s mind
2. Understand the passage exactly.
Teaching Difficult Point:
How to help the students learn more about reporters and newspapers.
Teaching Methods:
1. Fast reading to get a general idea of the text.
2. Careful reading to further understand the text.
3. Individual, pair or group work to make every student take an active
part in the activities in class.
Teaching Aids:
1. a recorder 2. a projector 3. the blackboard
Teaching Procedures:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Revision and Lead-in
T: Yesterday, we talked a lot about news media. All the news media can
help us learn about the world around us. Can you tell me which kind of
news media do you think is more convenient and cheaper for us to read?
Which kinds of newspapers do you often read?
T: Tell me who write the new we read in these newspapers? After Ss answer the questions.
T: Today, we’re going to read a passage about reporters and newspapers.
Two of China’s many talented journalists were asked to help us know
about their work and how the news we read is made and written. First,
let’s learn the new words.
Headline / informed / relate / relate to / talented / switch / for once
Interviewee / interviewer / present / reflect / truthfully / passion /
unique / spiritual / fulfillment / seldom / AIDS /addict / be addicted to /
social / ignore / even if draw attention to / on all sides / tolerate / critical
/ sourse / change one’s mind / current / affair / current affairs
Teacher first asks some students to read them out and corrects their
mistakes in pronunciation. Then explain them briefly. At the end, let the
students read them for a while.
Step 3 Reading
T: Ok. Now, please open your books at Page 11. Look at the title of the
text and the pictures. Try to guess which of the top questions the text
will answer. I give you one minuet to read each question and make a
guess. If necessary, you can discuss with your partner. After checking
answers.
T: Well done. Now, please read it again carefully and find the answers to
the questions on the screen.
1. Do newspapers and other media simply record what happens? 2. Who were asked to be interviewed to tell us more about news and
newspapers?
3. Whom does a reporter have to discuss with before he/she decides
what to write?
4. What is the editor’s job?
5. Is interviewing someone difficult? What must a reporter know?
6. Which article is Chen Ying’s favourite one? Is it news or an interesting
story?
7. Is the story Zhu Lin like best about famous people? If not, what is it
about and why she likes it best?
8. If you were a reporter, what would you like to write about?
9. What is the basic task for a reporter?
10. What result can TV programmes and printed articles bring to us?
After Ss answer the questions.
T: Well, you’ve understood the text better. In order that you can
understand it more exactly and use the language freely and correctly,
please learn the words and phrases on the screen.
(1) more than –not only
e.g. Hibernation is more than sleep. Being a good listener means much
more then just “listening with ears”.
(2) relate (…) to
e.g. This paragraph relates to the international situation.
高二英语人教版选择性必修第一册教案：Unit 2
Unit 2
Learning about Language教学设计
科目：英语 课题：Learning about Language 课时：1课时
教学目标与核心素养：
知识目标：让学生了解将来进行时的用法。
能力目标：让学生学会分辨和判断将来进行时的应用情况。
情感目标：让学生能够用将来进行时介绍未来活动计划。
教学重难点
教学重点：让学生能够了解并运用将来进行时做预测。
教学难点：判断哪些情况适合将来进行时。
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-class
1. Greeting
2. Leading-in
教师活动：教师提出话题：你认为在未来科技可能会怎样发展？
学生活动：学生思考教师提出的问题并与同伴讨论。（注意时态用法）
活动目的：通过思考相关问题导入本节课所讲内容。
二、 While-class
1. 教师活动：引导学生学习将来进行时的用法。
将来进行时由“will/shall be +现在分词”构成，shall 用于第一人称，will用于各种人称。将来进行时表示将来某一时间正在进行的动作，常表示已经安排好的事情。
学生活动：理解将来进行时的用法，学会举例说明。
2. 教师活动：介绍将来进行时。
将来进行时的用法
（1）表示将来某一时刻或某一时间段内正在进行的动作，常与at this time tomorrow,
at…o'clock tomorrow afternoon等表示将来某个具体时间点或时间段的时间状语连用。 （2）将来进行时可以表示已经计划好的事
（3）将来进行时用来表示委婉客气
（4）将来进行时可以表示现在正在进行的动作， 但这个动作会延续到将来。
（5）将来进行时可以用于解释原因。
【注意】
一般将来时强调的是“将来要发生”的动作和状态，而将来进行时表示“将来某个时间正在进行”的动作。
学生活动：学生学习其他将来时的表达方法，并进行造句练习。
一般将来时与将来进行时的区别
《Unit 2 Reading and Thinking》示范课教案【高中英语人教版】
1 / 3 Unit 2 Bridging Cultures
Reading and Thinking 教学设计
教材分析
内容分析：本单元的主题是“文化沟通与交流”。本节课分为两个部分：1.通过讨论主题图（国外大学课堂的场景），引出留学生在沟通中外文化，架起中国与世界的桥梁的话题。阅读板块主题是“阅读交换学生Xie Lei的留学经历”。阅读语篇是一篇刊登在伦敦一所大学校报上的文章，讲述中国商科留学生Xie Lei初到国外时遇到种种困难和挑战（具体表现为语言障碍、想家、学术要求以及中外教学方式的差异带来的挑战）并逐渐适应新环境的经历（参与文化沟通与交流，包括体验、适应当地文化，和向身边人介绍中国文化）。Xie Lei的学习和生活经历反映了大多数留学生初到国外时的真实体验，和如何应对并适应文化冲击(culture shock)。学生在阅读过程中感受不同文化碰撞产生的新奇感和危机感，理解留学生发挥着向世界讲述中国故事，传播中国文化，提升我国国际影响力的重要作用。同时理解青年人在帮助“世界看中国”，让世界感受中华文化之美的过程中获得文化自信。
教学目标
在本课学习结束时，学生能够：
1. 理解跨文化交流在当今时代的特殊意义；
2. 通过校报文章了解商科学生Xie Lei的英国留学经历，遇到的问题和应对策略；
3. 理解中国文化的魅力，坚定文化自信；
4. 谈论留学生在跨文化沟通和文化传播中的特殊身份和作用；
教学重难点
【教学重点】
1. 正确理解主题图，理解文化沟通和交流对个人的深远意义；
2. 引导学生读懂校报文章，了解交换学生的留学经历和适应过程；
3. 引导学生思考留学生在文化传播中的角色及中外文化环境和教学模式的差异；
【教学难点】
把握报刊文章的结构和写作特点，梳理文章的明线（参与文化沟通与交流的经历）和暗线（情感体验的变化）。
高二英语人教版选择性必修第一册教案：Unit 2 2
Unit 2
Learning about Language教学设计
科目：英语 课题：Learning about Language 课时：1课时
教学目标与核心素养：
知识目标：让学生了解将来进行时的用法。
能力目标：让学生学会分辨和判断将来进行时的应用情况。
情感目标：让学生能够用将来进行时介绍未来活动计划。
教学重难点
教学重点：让学生能够了解并运用将来进行时做预测。
教学难点：判断哪些情况适合将来进行时。
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-class
1. Greeting
2. Leading-in
教师活动：教师提出话题：你认为在未来科技可能会怎样发展？
学生活动：学生思考教师提出的问题并与同伴讨论。（注意时态用法）
活动目的：通过思考相关问题导入本节课所讲内容。
二、 While-class
1. 教师活动：引导学生学习将来进行时的用法。
将来进行时由“will/shall be +现在分词”构成，shall 用于第一人称，will用于各种人称。将来进行时表示将来某一时间正在进行的动作，常表示已经安排好的事情。
学生活动：理解将来进行时的用法，学会举例说明。
2. 教师活动：介绍将来进行时。
将来进行时的用法
（1）表示将来某一时刻或某一时间段内正在进行的动作，常与at this time tomorrow,
at…o'clock tomorrow afternoon等表示将来某个具体时间点或时间段的时间状语连用。 （2）将来进行时可以表示已经计划好的事
（3）将来进行时用来表示委婉客气
（4）将来进行时可以表示现在正在进行的动作， 但这个动作会延续到将来。
（5）将来进行时可以用于解释原因。
【注意】
一般将来时强调的是“将来要发生”的动作和状态，而将来进行时表示“将来某个时间正在进行”的动作。
学生活动：学生学习其他将来时的表达方法，并进行造句练习。
一般将来时与将来进行时的区别
新高二英语Unit2教案_高一英语教案_模板
新高二英语Unit2教案_高一英语教案_模板
内容预览：
Period 1Teaching Steps:Step1. Revision1. Have a dictation in class.2. Read the new
words in the period.media, reliable, fire, face, difficulty, nosy, Gray, editor, reason, ele……
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教学目标
Teaching aims and demands
本单元的教学目标是使用学生能向他人提出建议和忠告，学生并掌握过去完成时态的有关用法。要求学生初步了解一些有关美国乡村音乐的基本描述，能够描述一两个他们所喜爱的美国乡村歌手。
Teaching important and different points
1．单词、词组
value, remain, anger, equipment, however, appear, make fun of, think of, so far, once more, no
longer
2．日常交际用语
Haven’t you heard of…？
That’s a good idea!
You’d better…
I think you’d enjoy it.
Why not…?
Why don’t you…?
3．语法
教学建议
对话建议：
建议教师在上课时在导入课时给学生放一些相关的音乐欣赏，在听读练习时可放入多媒体形式，利用对话中的日常生活用语，谈论学生所熟悉的歌星、影星和球星，for example:
haven’t you heard of….. 最后朗读并编演对话。
高二英语下册Unit2教案2
高二英语下册Unit2教案2
高二英语unit2教案healthyeating
第二阶段语言研究
stepⅰrevision
1.检查学生的家庭作业。
2.asksomeofthestudentstoretellthetext.
步ⅱ词汇研究
thispartisaconsolidationofthewordsinthetext.askthestudentstodotheexerciseindividually.
t:现在请大家把书翻到第11页。使用具有相同根的正确表格填写图表。下一个策略是将定义与文本中的“我们已经学习”匹配。不必要的，你可以和你的伴侣坦诚相见。
stepⅲgrammar
学生们将学习模化RBS的优点。首先，在第12页练习1的帮助下，尝试将学生的接地功能设置为ModalVerbs。然后给他们举几个例子。
t:pleasepickoutallthesentencescontainingmodalverbsinthetext.
a、 他们将在第一时间宣布——这表明了可能性。
b.hisrestaurantoughttobefullofpeople.---itindicatespossibility.
一
c.whatcouldhavehappened?---itindicatespossibility.
d、 没有比这更好的了它具有可指示性。
f.hecouldnotbelievehiseyes.---itindicatesintension.
g、 他说他应该去图书馆去印度——这意味着要去印度。
h.hewouldn’thaveyonghuigettingawaywithtellingpeoplelies!---itindicatesintension.
人教版高中英语必修2 Unit2 听说课名师教学设计
Unit2 听说课名师教学设计
Book2 Unit2: The Olympic Games
【教材版本与册数】人教版高中英语必修二
【单元名称】Unit2 The Olympic Games
【课时】Using language (第4节）
【课型】Listening and Speaking（听说课）
教材版本：人教版 册数：高中必修二 单元：Unit2 课型（课时）：听说课（第4课时）
教
材
分
析 本课是人教版（必修2）unit2 using language部分。是关于奥运会的一个古希腊神话故事。这部分涵盖了语言运用中的读和听。阅读讲述的是一个美丽的古希腊神话故事：亚特兰大和英雄希波墨涅斯的故事，这个话题很容易激起学生的学习兴趣；但这是一个未完的故事，学生渴望知道故事的结局，从而引出听力的环节。因为希腊神话是西方文明的摇篮，所以本课的教学对学生了解西方文化和英语语言发展是很有帮助的。在教学中我主要采用任务型教学和合作探究的学习法，从而培养学生的综合语言运用能力，这也充分体现了新课标的理念，是本单元学习中重要的一部分。
英语核心素养要求，英语教学要激发和培养学生学习英语的兴趣，发挥自主学习的能力和合作精神，适应社会需要这一要求。在加强对学生综合语言运用能力培养的同时，注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，培养学生跨文化交际意识。在听力文本解读中，教师需要深入解读文本，挖掘文本所蕴含的丰富信息，读出他们的逻辑关系、内在思想，读出文本背后的故事，并在阅读教学中加以体现，从而引领学生从不同的视角理解、体验和感受文本促进学生在心智能力、情感态度、社会责任方面的发展，最终实现提高学生英语学习兴趣和综合语言运用能力，让其形成自己的 逻辑分析和判断力。 教
学
目
标 1. 语言知识目标：
高二英语教案：高二英语下册Unit2教案3
高二英语下册Unit2教案
Step Ⅰ Revision
1. Check the using structure on page 50.
2. Ask the students to make a short dialogue in pairs.
Step Ⅱ Listening( using language)
The students will hear what Wang Pengwei did after leaving Yong
Hui’s restaurant. Ask the students to finish the chart and answer the questions.
T: OK. We have studied the text and know neither of the restaurant supplied a balanced diet.
Let’s listen to the tape and see how the story went on. Go through the text quickly on page
14.
( Play the tape. Students write down the answers and check the answers with their partners.)
T: Now listen to it again and try to make sure your answers are right.
Energy-giving Body-building Protective
Rice Meat Fruit
Noodles Fish vegetables
Nuts Tofu
butter
Step Ⅲ Listening (WB P48)
The students will heat a conversation between Hong Mei and the doctor. They are asked to do
江苏省海头高级中学高中英语 unit2Reading教案 新人教
1 江苏省海头高级中学高中英语 unit2Reading(1)教案 新人教版必修5
Step 1. Leading in
Make your choices.
1.Do you think the environment is important to people?
A. Yes B. No
2.Where have you seen pollution?
A. The factory B. The forest C. The river
3.Is it our duty to protect the environment?
A. Yes B. No
4.But is it right for people to prevent the economy from developing in order to
save the environment?
A. Yes B. No
5.Can people be able to have a clean environment and lots of jobs？
A. Yes B. No
6.Do you think a healthy environment and a stable economy should be possible at
the same time?
A. Yes B. No
总结：Which do you choose, the economy or the environment? If a healthy
environment and a stable economy can develop at the same time, what should
高二第二单元全部教案（新课标版高二英语上册教案教学设计）
高二第二单元全部教案(新课标版高二英语上册教案教学设计)
Period1 Warming up &Listening
Teaching aims
1. To develop students’ listening ability by listening to the
given passage.
2. To help students to get to know about the news media.
Suggestions for teaching
1. Important and difficult points
(1) Knowing about the news media
(2) Trying to understand different kinds of news media are
very important and helpful to our society.
2. Suggested teaching methods
A. Warming up
Task1.Warming up (pair work)
Get students to have a discussion in pairs.
Topic: What are the media we often use in our daily life/
Ask students to list the news media on the blackboard to see
which pair can find the most.(Internet, Radio, TV, Magazine,
Newspaper)
Task2. Discussion (group work)
Ask students to have a discussion.
Topic: How will you try to get in touch with your friends and
高二英语教案：高二英语上册Unit2教案设计
新高二Unit2
News Media
New words:
1. reliable adj. able to be trusted; dependable可信赖的，可靠的
（反）unreliable
He looks a nice, reliable man.
Is this information reliable?
reliance n. 依靠，信赖
have/ place / put reliance on sb.
A child has reliance on his mother.
You can put no reliance on Tom.
Do you place much reliance on your doctor?
2. fire vt. 解雇， 开除dismiss from a job(反)take on , hire, employ
Get out! You are fired / dismissed!
vi. shoot off bullets发射（子弹），射击
fire at sb./ sth.
fire a gun at sb.
He is firing at us.
He ran into the bank and fired his gun into the air.
Don’t move or I’ll fire.
3. face n. 1)脸，面孔 [c] 2) 表面，面貌
*face to face
She stood face to face with him.
a face-to-face interview
hide one’s face (由于难为情或羞愧)低下头或把脸躲开
*in one’s face当面，迎面
“It’s your own fault!” he shouted in her face.
*in the face of