和语文数学不同，英语作为高考考试的重点项目，它是从初中才开始学的，因此不少学生都不是非常适应英语学习。以下是智学网收拾的《高中二年级上册英语教材5篇》期望可以帮助到大伙。
1.高中二年级上册英语教材 篇一
教学筹备
教学目的
Talk about healthy diet
Make suggestions or giving advice on diet
Distinguish the meanings of Modal verbs
Make a balanced menu
教学重难题
Talk about healthy diet
Make suggestions or giving advice on diet
Distinguish the meanings of Modal verbs
Make a balanced menu
教学工具
课件
教学过程
I. Warming up
Warming up by learning vocabulary
Hello, everyone. We shall read about healthy eating today. Everybody has to eat, but do you eat a healthy diet? Turn to page 97 and familiarize yourself with the words and expressions used in this unit. Try to make up a story based on the vocabulary, either in English or in Chinese.
Warming up by sharing opinions
If you eat out a lot, find ways to follow your meal plan as much as possible. Pick a restaurant with a variety of choices to increase your chances of finding the foods you want.
When you eat out, order only what you need and want, know how to make changes in your meal plan in case the restaurant doesnt have just what you want.
Variety, Balance, and Moderation多样性，平衡性，和节制性
There is no secret to healthy eating. Be sure to eat a variety of foods, including plenty of vegetables, fruits, and whole grain products. Also include low-fat dairy products, lean meats, poultry, fish, and legumes. Drink lots of water and go easy on the salt, sugar, alcohol, and saturated fat. Good nutrition should be part of an overall healthy lifestyle, that also includes regular physical activity, not smoking, and stress management. If you drink alcoholic beverages, do so in moderation.
II. Pre-reading
1. Questioning and answering
Rice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat?
For reference: Then people in the south would have to change their eating habit. They could turn to potatoes, wheat flour, cow and sheep cheese, cabbage, onions and garlic for food. They are the bases of the traditional food in North China.
If you had the chance to do one thing to help end hunger in the world, what would you do?
For reference: I would try to end hunger by popularizing the advanced farming techniques. Modern techniques could be introduced to increase the rice output, and expand the area of fields.
2. Looking and listening
Look at the sign of a restaurant. It reads:
We Make It Easy!
Accommodating up to 80 guests
Sit down meals with a choice of three entrees
Buffets available for parties of 38 or more
Intimate appetizer receptions
Banquets are menu price plus taxtip
No room charge for meal functions
No advanced deposit required
Elegant set-up, complete with table linens and fresh-cut flowers
Service staff dedicated to your party
Do you want to eat here at this restaurant? Let’s go!
III. Reading
Reading aloud to the recording
Comprehension—understanding what you are reading—is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 9 and read aloud to the recording of the text COME AND EAT HERE. Pay attention to the thought groups in the sentences while listening and reading aloud.
Reading and underlining
Read the text again and try to underline all the collocations in the passage. You are going to copy them into your notebook after class as homework.
2.高中二年级上册英语教材 篇二
教学筹备
教学目的
1. Get students to learn the useful new words and expressions in this part: cucumber, eggplant, pepper, mushroom, peach, lemon, nut, pea, spaghetti, diet, curiosity, customer, discount, ought to, lose weight, get away with, tell a lie, win…back.
2. Let students have a better understanding of the reading passage.
教学重难题
mportant points
1. Let students have a good understanding of the passage.
2. Get students to learn different reading skills.
Difficult points
Give students some guidance about how to choose the correct answers of the multiple choices according to some key words and key sentences.
教学过程
1、学生课外学习活动设计：
任务1、学生调查问卷：
What does a balanced diet should contain?
Why are you so strong/weak/fat/thin? Does it have anything to
do with your diet?
任务2、Making a diet for yourdinner.
依据泛读学到的健康饮食的常识，为我们的家庭涉及晚餐菜谱，剖析菜谱里包括什么类型
的食物，判断其能否提供均衡的营养，并剖析缘由。
2、教师课堂教学活动设计：
Step I: warming-up
Step II : Further reading
Step III: Analyze the important sentence patterns
Step IV: Analyze long and difficult sentences.
Step V: Consolidate the knowledge by students themselves
Step VI: Retell the text.
3.高中二年级上册英语教材 篇三
教学目的
1. 语言常识： 使学生理解文章中表达情感变化词语；熟知有关机器人方面的话题。（把重点词语列出来）
2.语言技能： 能从一般性文章中获得和处置主要信息；能通过上下文克服生词 困难，理解语篇意义。
3.语言运用： 能运用语言就学生想要机器人为自己做点什么。
4.文化意识： 帮助学生更多的认知机器人及有关阿西莫夫的信息。
5.情感态度： 培养学生的想象力和对未知世界的探索精神。
6.学习方案： 借用联想打造有关常识之间的联系；
教学重难题
教学目的
1. 语言常识： 使学生理解文章中表达情感变化词语；熟知有关机器人方面的话题。（把重点词语列出来）
2.语言技能： 能从一般性文章中获得和处置主要信息；能通过上下文克服生词 困难，理解语篇意义。
3.语言运用： 能运用语言就学生想要机器人为自己做点什么。
4.文化意识： 帮助学生更多的认知机器人及有关阿西莫夫的信息。
5.情感态度： 培养学生的想象力和对未知世界的探索精神。
6.学习方案： 借用联想打造有关常识之间的联系；
教学过程
Step 1Warming-up and lead-in 5 mins
老师携带学生回顾上一节warmingup中的有关有机器人能为人类做点什么并且机器人存在大家生活的很多方面。接着老师设计了一个问题询问学生。“Will it be possible for human beings to fall in love with a robot？ ”
先让学生考虑这个问题，再用多媒体播放“绝对男女”的片段，观看视频，并留下悬念让学生猜猜她是怎么样爱上机器人的呢？引导学生看这篇跟本视频一样的故事是怎么样进步的呢？
[意图说明]以贴近单元内容的视频启动教学，激活学生已有些常识，又把学生的注意力集中到本单元内容和话题上。
Step 2. Skimming 3mins
让学生迅速浏览文章找出文章中的人物和之间的关系。
T： Find out the main Characters in the story.
Larry Belmont — employed in a company that make robots.
Claire Belmont — Larry’s wife， a housewife
Tony — the robot
Gladys Claffern— a woman that Claire envies
[意图说明]由于这篇文章偏长，找出人物关系，让学生对文章的脉络有个粗略的认识。
Step 3. Careful reading 23 mins
students read the passage carefully and finish the table.
[意图说明] 本题是对该单元文章主要内容的缩写，给学生提供了篇章的语境，训练学生迅速阅读培养学生细节理解能力为将来活动的拓展和任务的达成扫除语言障碍，同时使学生梳理一下Claire对Tony的情感变化过程。
Have students think about why Claire’s feeling changed. How did Tony help her to defeat hersense of failure？
后引导学生考虑一下三个问题Was Claire satisfied with Tony？ Why shouldTony be rebuilt？ Who is not satisfied with it ？
[意图说明] 由于reading的标题是satisfactionguaranteed ， 所以用反问的形式让学生真的去考虑Tony包君认可了吗？以此来考虑标题。目的在于让学生掌握用已知的信息用英语思维并去理解语篇的意义。
Step 4 Discussion 7 mins
Have students discuss “If you have a chance to have your own robot，whatdo you want him to do ？”
[意图说明]此活动主要在于培养学生的想象力及语言表达能力，给学生提供了更广阔的发挥空间和想象空间；鼓励学生团队协作、发散性思维，尽可能用新学词语来谋篇布局，重点在于语言的输出和应用。
Step 5 homework 2 mins
1. Guess the meanings of difficult words and sentences in the text.
1）. It would be a bonus.
2）. seemed more like a human being than a machine.
3）one like Larry who wanted to improve his social position.
4）. as a favour
5）. She looked at his fingers with wonder as they turned each page.
6）by the amused and surprised look on her face， Claire knew....
iew “ A biography of Isaac Asimov”（P16）
2. Surf the internet to learn more about robots and science fiction
4.高中二年级上册英语教材 篇四
教学目的：
（一） 认知目的：
1.句型和语言点（见教学重点）。
2.用所学的常识与伙伴进行交流、交流，掌握改错、写作。
（二）情感目的：
借助多媒体方法打造积极和谐教学环境，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。
（三）智商目的：
在运用语言的过程中培养学生的察看力、剖析力、想象力和自学能力，帮 助学生加大记忆力，提升思维能力和运用英语的综合能力，激起创造能力。
教程剖析：
这是高中三年级复习阶段的一节写作课。这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在把握书面表达的写作前筹备即谋篇审题能力，使学生在动手写作前飞速构思根据规范的模式来完成谋篇审题：在教学中不只强调写，对于与写作紧密联系的听、说、读、改错都有兼顾。使用任务型教学法和小组合作探究学习法，从而激起学生的学习兴趣，同时也能扩大课堂的语料输入量及学生的语言输出量。
教学重点：
1. 掌握审题和谋篇。
2. 学会多元化的表达方法。
3. 熟练各段中的固定写作套路。
教学难题：
1. 怎么样帮助学生运用写作方案，促进学生自主写作。
2. 使学生知道谋篇的重要程度，培养谋篇的能力和习惯。
教学办法：
1、活动教学法：
2、任务型教学法：
教学设计：
Step 1. Warming up
Come up with some proverbs for the students to put them into Chinese.
Recitation is of the first importance in any language learning！
Practice makes perfect！
What do you learn from the above proverbs？
Step 2. Presentation
Make it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson.
Step 3. Exhibition
Show on the whiteboard a writing.
5.高中二年级上册英语教材 篇五
教学目的：
学生基本学会meat,rice,noodles,fish,milk.了解Do you like?”是提问“你喜欢?”并能作出相应的回答。
通过说唱活动培养学生的英语语感，提升学生的思维能力和语言能力。 通过学习、合作、交流，激起学生的学习动机，培养学生学习的兴趣，充分调动学生学习的积极性；把所学语言常识与实质生活紧密结合。
遵循“以学生进步为本”的课改理念，面向全体学生，启发和引导每个学生积极主动地参与到学习活动中，培养和提升学生合作学习的意识和能力。
教学重点：
学会有关食物的英语单词，谈论并询问别人的爱好。
教学难题：
一般疑问句的使用方法。
教具筹备：
多媒体课件，自制食物图片。
教学过程：
Step1 热身运动（反应游戏：Touch your face, Touch your nose）
通过TPR活动，能够帮助帮助学生集中注意力，做好上课的筹备。
Step2 揭示课题
T: 同学们平常都爱吃那些食物？
S:肉、牛奶?
T:同学们想了解这类食物用英语如何说吗？今天大家就一块儿学习。直接点明这堂课的学习任务。
Step3 师生交流
T:出示fish图片.I like fish.（表现出喜欢的样子）Do you like fish?引导学生回答 Yes,Ido.
T：Here you are.（做出给他们的样子）
S:Thank you.
教师可以和多几个同学训练。
T:出示noodles图片 Idon’t like noodles（表现出不喜欢的样子－摇头）Do you like noodles?引导学生回答 No,Idon’t
教学其他单词办法同上。
备课思路：师生的真实交流，让学生感觉到语言与实质生活紧密结合，通过
这种自然的方法把新的语言项目呈现给学生，让学生体验获得常识的收获感，培养自信心。
Step 4 Let’s chant
noodles noodles是面条 面条noodles细又长
milk milk是牛奶牛奶milk白又甜
fish fish是鱼肉鱼肉fish鲜又鲜
meat meat是肉类 肉类meat真美味
把单词编成chant,巩固学生记忆，将枯燥乏味的词语学习，变得生动有趣。
Step 5 听歌并学唱歌曲
播放学生比较熟知的旋律“How old are you?”然后依据旋律改歌词。 Do you like meat?
唱歌是学生喜欢的学习活动形式之一。在教学中充分借助教学资源，把歌谣作为学习一般疑问句、培养听力、检验常识学会状况、复习巩固常识和进步学生语言能力的一种方法。
Step 6 课文教学
老师对学生说：“Ms Smart,Lingling,Sam,Amy,Tom正在吃饭，大家一块儿看看他们喜欢的食物是什么。”
（多媒体课件）呈现活动1，请学生认真听，试着理解课文内容，听第一遍录音后，老师提问：“What does Lingling like? What does Sam like? What does Amy like? What does Tom like?”请学生携带问题听第二遍录音，后，请学生边听边指向相应的图画，并模仿跟读。
Step 7 合作学习
每组一个学生拿着食物图片问同桌：“Do you like?”另一个学生依据我们的爱好回答：“Yes, I do. ∕ No, I don’t.
