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高中英语必修2教案 篇1
1.attitude to/towards
sb/sth
2.take/adopt/have a
positive/negative...attitude
3.previous adj.ver.1.2.3.4.5.6.5.be covered with/by...． 6.enthusiastic adj.(about)
7.enthusiasm n． 8.amazing adj.9.amazed adj.(to
do)(at/by)10.amaze v
11.amazement n． 12.to one’s amazement 13.in amazement rmation n． rm sb.of sth.16.instruction n． 17.instruct v． 18.bored adj.(with)19.boring adj.20.bore v．
21.embarrassed adj.22.embarrassing adj.23.embarrass v．
24.embarrassment n． 25.behavior n．(U)26.behave oneself 27.description n． 28.describe v． 29.impressive adj.30.impress sb with．..＝sb
be impressed with/by． 31.impress sth on sb/on
one's memory32.leave/make an
impression on sb 33.encouragement n． 34.encourage sb.to do sth.35.discourage sb.from
doing sth.36.disappointed adj.37.disappointing adj.38.disappoint v． 39.disappointment n.40.disappear from sight 41.appear vi.42.(Link-v.)appear
adj./n./to be..43.It appears that从句 44.appearance n.45.be similar to sb.in sth.46.far from 47.nothing like 48.in other words 49.in a/one word 50.in words
51.keep/break one's
word/promise
52.have a word with sb 53.have words with sb 54.word come that....55.leave word with sb.56.=leave a message to sb.57.look forward to
(doing)sth.58.pay attention to
(doing)sth.59.be/get used to
(doing)sth.60.get down to(doing)sth.61.stick to(doing)sth.62.devote...to(doing)sth..63.lead to(doing)sth.64.at the start of 65.at the end of 66.go to college 67.be divided into
68.divide(up)．..among/be
tween
69.divide....in half/in
two/into halves
70.separate...from/by.....71.took an active part in...72.take part in 73.join 74.join in 75.attend
76.attend to...1.2.77.I don't
think/believe/imagine/suppose/expect that.....78.This room is three times
as big as that one.＝This room is three times bigger than that one.＝This room is three times the size of that one.79.Tom has made rapid
progress recently.—Oh，so he has and so have you.80.①So＋系动词/助动词/
情态动词＋主语②neither/nor＋系动词/助动词/情态动词＋主语③So it is with.../It is the same with...
高中英语必修2教案 篇2
Unit 2 English Around the World
Ⅰ单元教学目标
技能目标Goals
Talk about English and its development, Different kinds of English
Talk about difficulties in language communication
Learn to make dialogue using request & commands
Learn to transfer from direct into indirect speech
Learn to give opinions and organize ideas by way of brainstorming
Learn to make a poster showing your ideas clearly Ⅱ目标语言 功能句式
Talk about English and its development Refer to Introduction in the teachers’ book
Talk about difficulties in language communication
Different speaker may come from different place, so they may use different words and dialect, such as subway-underground、left-left-hand-side、two blocks two streets.Make dialogues using request or command: Pardon? Could you repeat that, please?
I beg your pardon? Can you speak more slowly, please? I don’t understand.Sorry.I can’t follow uld you say that again, please? How do you spell it, please?
词汇
1.四会词汇
include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rule(v.)vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block 2.认读词汇
Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish 3.固定词组
play a role(in)because of come up such as play a part(in)
语法
Command & request
Open the door.Please open the door.Would you please open the door? Indirect Speech
He told(asked)me to open the door.Ⅲ.教材分析和教材重组: 1.教材分析
本单元的中心话题是 “English language and its development, different kinds of English”.通过对世界英语这一话题的探讨,加强学生对英语语言的了解,对当代语言特别是英语发展趋势的了解.世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语.没有人们认为的那种唯一的标准英语。尽管如此，我们还是要通过本课文的学习让同学们感受、了解美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的规律和惯用法，和不同的发音规律。
1．1 Warming Up简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解。
1．2 Pre-reading通过两个问题引发学生对课文主题的思考，以便参与课堂活动。
1．3 Reading简要地说明英语语言的起源、发展变化、形成原因，以及它的发展趋势。
1．4 Comprehending主要是检测学生对课文基本内容的理解程度。
1．5 Learning About the Language主要通过各种练习帮助学生重温本单元前几个部分所学的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了本单元的语法项目（Request & Command and Indirect Speech）。
1．6 Using Language其中的reading and talking主要介绍了当今世界各地各国说英语有自己的特色，即便是美国东西部、南北部，说话均有所不同。为帮助培养跨文化意识，可以让学生学完课文后讨论中国的方言，使他们感受到本国的文化差异。
2．教材重组
2．1 导入 把Warming Up 作为一堂课。
2．2 精读 把Pre-reading、Reading 和 Comprehending整合在一起作为一堂课精读课。
2．3 语言学习把Learning About Language和Workbook中的Using Words, Using Structures 结合在一起。
2．4 写作
2．5听和说 把课文中的听和说整合成一堂课。
2．6 练习课 workbook exercises & other Exx.3．课型设计与课时分配
1st period Warming Up
2nd period Reading &Language Study
3rd period Learning About Language r& grammar 4th period Writing
5th period Listening & Speaking 6th period Exercises
Unit 2 English around the world Period One Warming up
一、教学目标（teaching aims）student’s book;warming up
1、能力目标(ability aim)
a.Enable students to talk about the world Englishes
b.Enable students to talk about the differences between Am.English and Br.English
2、语言目标(language aim)
more than;include;play an important role;because of;international;native;elevator;flat;apartment;rubber;petrol;gas;
二、教学重难点(Teaching important points)a.Students learn about the world Englishes and the differences between Am.English and Br.English.b.Students can understand the jokes caused by the misunderstanding of different Englishes.三、教学方法(Teaching method)
a.Individual, pair or group work to finish each task.b.Listening c.Discussion
四、教具准备(Teaching aids)
a computer;a tape-recorder;a projector
五、教学步骤(Teaching procedure)Step I.Leading-in
Fun time: warm the students up by asking them to greet each other with their dialects.At the same time, lead the students to think about the topic of this unit--“language”.Step II.Warming up.1)A quiz about the national flag of countries speaking English as their first or second language.Lead the students to the topic “English Around the world”.2)Ask the students to think about the question about the “world Englishes”.Step III.Talking about “world Englishes”, especially the differences between “American English” and “British English”
1)Listen to a dialogue between an American and an Englishman.And try to find out the cause of the misunderstanding between them.2)Talk about the differences between American English and British English.(mainly about vocabulary and spelling)Step IV.Speaking Task.Students make up a dialogue with a misunderstanding caused by the differences between “American English” and “British English” like the dialogue they listened to.Unit 2 English Around the World Period Two Reading
教学目标（Teaching aims）
Get the students to know English language and its development and different kinds of English through this passage.教学内容(Teaching contents)
Get the knowledge of English language and its development and different kinds of English.能力目标(Ability aim)
Get some knowledge of different kinds of English 语言目标(Language aim)
Grasp some words and expressions such as, play a role in /because of/ come up/ play a part in and learn the grammar--the indirect speech of the imperative clause 教学重难点(Teaching important points)The indirect speech of the imperative clause 教学方法(Teaching methods)task-based approach 教具准备(Teaching aids)multi-media computer
教学步骤(Teaching procedure)Step 1 Warming up.Warm the students up by ask them to tell the differences between American English and British English.Step 2
Pre-reading.Ask the students to discuss some questions about “English” in pairs.1.How many people speak English in the world today? 2.Why do so many people speak English? 3.What has helped to spread English around the world? 4.Do you think it important for Chinese to learn English? Why? Step 3
Reading.1)The first-reading.Ask the students to scan the text and choose the correct answer in the book.2)The second-reading.Ask the students to read the text paragraph by paragraph, and get some detail information.a.For the first and second paragraph, students answer some questions
b.For the third and fourth paragraph, students find out the information to fill in the table of the development of English.c.For the last paragraph, students find out the reason why India speaks English.Step 4
Discussions:
1.Do you think it matters what kind of English you learn? Why? 2, Why do you think people all over the world want to learn English?
3, Do you think Chinese will become the most popular language in the world instead of English in the future?
Step 5
Extension
Give the students some information of origin of British English and American English.The formation of British English From 17th century—19th century
The UK colonized Ireland and joined with Scotland long ago
Colonized;North America, the Caribbean India, including Pakistan, Bangladesh, Australia, New Zealand, Palestine, parts of sub-Sahara Africa, Hong Kong, Singapore and the Pacific Islands The formation of American English
American colonial rulers also brought their English to:
Hawaii, Puerto Rico, the Philippines and other Pacific island in the late 19th century Introduce the situation of English speaking in China.Tell them some proper items.Native speaker: A person who speaks English since birth but who may not speak a standard form of it.L1 speaker: A native speaker of English who uses it as his or her mother tongue or an immigrant to an English-speaking country who always prefer to use it ESL: English as a Second Language
L2 speaker: A second language speaker of English EFL: English as a Foreign Language Step 6
Homework
1.Finish the exercise on page 11.2.Read passage on page 51 The Oxford English Dictionary and make notes about Murray’s life.Unit 2 English around the world
Period Three Learning about Language
一、教学目标（teaching aims）student’s book;Discovering useful structures
1、能力目标(ability aim)
a.Enable students to tell the differences between a request and a command.b.Enable students to learn about the Indirect Speech(requests & commands)c.Enable students to use the Indirect Speech(requests & commands)
2、语言目标(language aim)
command;request;retell;polite;boss Indirect Speech(requests and commands)
二、教学重难点(Teaching important points)a.Students learn about the differences between a request and a command.b.Students learn about the Indirect Speech(requests and commands)c.Students can use the indirect speech.三、教学方法(Teaching method)
a.Individual, pair or group work to finish each task.b.Discovering the structure through examples c.Practice
四、教具准备(Teaching aids)a computer;a projector
五、教学步骤(Teaching procedure Step 1.Warming-up(Revision)
Warm the students up by asking them to go over the Direct Speech and Indirect Speech..Do some exercises : change a statement or a question into Indirect Speech.Step 2.Talk about Request and Command.1)Talk about the polite and Impolite tune.2)Change the commands into Requests.3)Learn to give requests or commands according to the situations.Step 3.Talk about how to change a request and a command into Indirect Speech.ask(ed)sb(not)to do sth tell/told sb(not)to do sth
Step 4.Practise changing a request or a command into Indirect Speech.Step 5.Using the structure.A game: choose two students act as two robots.One listens to the requests, the other listens to the commands.Other students give either requests or commands, and the robots do what the students asked them to do.Unit 2;English Around the World(Period Four)writing
教学目标（Teaching aims）
a.Let students get to know how to write a statement by using brainstorming
b.Try to use connecting words or sentences to make it as an essay or passage not just several sentences.教学内容(Teaching contents)Write a statement
能力目标(Ability aim)
Using the brainstorming way to collect sentences and then arrange them properly 语言目标(Language aim)I think, I believe，In my opinion…
We learn English to do…
教学重难点(Teaching important points)How to arrange sentence correctly.Try to use connecting words.教学方法(Teaching methods)Brainstorming way
教具准备(Teaching aids)multi-media computer
教学步骤(Teaching procedure)Step1 Leading in
Use the brainstorming way to ask students “Why should we live?” which is a simple question, at the same time there might be various answers to the question, which will stimulate their interest.Step2 Presentation
Also use the brainstorming way to ask “Why should we learn English?” and “how can learning English help China?” Step3 A poster
Write a poster to collect all their ideas.try to use completely sentences, such as : I like to study English and use it for business in the future.I want to study English well so that I can read English books.Say, come to the blackboard and write down your ideas, trying to use complete sentences, such as: If I learn English well, I can bring in the advanced foreign technology to China.So China will become stronger.I decide to learn English well, in this case I can read many English novels, so I can translate them into Chinese, then more Chinese can know more things about the world.Step4 Write an essay
The title is “Do we need to learn English?”
Step5 Display the structure on how to write the essay.1.State your points of view. the supporting reasons.3.Get a conclusion Step6 Show them the connecting words which can help them to join the sentences and paragraphs.Illustration: I think , I believe, In my opinion, As far as I am concerned… Addition: firstly, secondly, then, besides, at last… Contrast: however, but , on the other hand… Summary: in short, in a word, therefore, so…
Step7 Give them a simple example which is not complete Do we need to learn English?
I strongly think we not only need learn English but also learn it well…Why should we learn it…How can learning English help China in the future?…So… Step8 Homework My Experience of Learning English Para1.My problems in learning English.Para 2.How I can improve my English.Para.3.What I like about learning English.Para Para 4.How I hope to make use of my English.Unit 2: English Around the World Period Five Listening & speaking
一、学目标(Teaching aims)
教材(Teaching materials)listening materials on p12 and p14 on the textbook, another one attached
1、能力目标(ability aim)enable Ss to catch the listening materials and understand them and distinguish British and American English, try using them in dialogues.2、语言目标(Language aim)distinguish some words used in British and American English、some dialect and accent
二、教学重难点(Teaching important points)understand words used in British and American which have the same meanings and some dialect accent
三、教学方法(Teaching method)listening and talking
四、教学准备(Teaching aids)tape recorder and get students’ answer sheet printed out
五、教学步骤(Teaching procedure)Step 1 Listening
Listening 2(text book p14)
Listen to the tape, getting to know American dialect and accent.Step 2 Speaking
After listening to different dialects and accents, see if Ss know how to pronounce the following words:
ask after either neither kilometer box……and more
Unit Two :English Around the World The Sixth period Exercises
一．教学目标：(Teaching aims)Finish the exercises on the workbook 1．能力目标：(ability aim)
a)Enable the students to command “commands and requests” b)Through cooperative work find out correct answers themselves 2．语言目标：(language aim)Full understanding of the readings
二．教学重难点(Teaching important points)Understanding the main ideas of the passages 三．教学方法(Teaching method)a.Fast and careful reading
b.Individual, pair or group work to finish each task c.Discussion
四．教具准备(Teaching aids)a computer
五．教学步骤(teaching procedure)Step 1.Warming up
Step 2: speaking task(Review commands and requests)
Offer them situations and try to make dialogues with commands and requests Step 3 :Do the “Reading” on P13 and answer questions on it briefly.Step 4: Finish the “Reading Task” at p.51 and complete the form after it.Step 5: Group work:
Ask them to sum up what codes and short forms of words they often use when they often chat on the net with others.Step 6: check up their researching result.Step 7: homework.
高中英语必修2教案 篇3
一、设计思路
高中英语课程的总目标是使学生在义务教育阶段英语学习基础上，进一步明确英语学习目的，发展自主学习和合作学习的能力；形成有效的英语学习策略，培养学生的综合语言运用能力，使他们在学习过程中，促进心智、情感态度，学习策略，文化意识的发展，形成正确的人生观和价值观，提高人文素养。
该课程标准强调“使语言学习的过程成为学生形成积极地情感态度、主动思维和大胆实践的过程。”英语教学是一种教与学的双边活动，教学的实质是交际。从这个意义出发，阅读不应是传统意义上的接受性技能（receptive skill）,而是一个积极主动的思考理解及获取信息的过程，同时也是作者与阅读者双方参与的言语交际、思想交流的过程。信息时代的到来需要人们进行广泛而有效的阅读，因而对阅读技巧的培养也提出了更高的要求。
因此，我结合新课标和学生的实际，以任务型教学模式贯穿始终，引导学生自主或者合作完成。阅读活动由整体入手，由易到难，层层深入。教学过程中，发挥网络在教学中的优势，图文并茂让学生对主题信息有一个直观的了解。整个教学活动以教材为载体，以学生为中心，学生参与活动。
二、教学内容分析
（一）教材分析
1、这节课使用的教材是人教版高中英语必修1，这套教材是在任务型语言教学理念的基础上编写的，它以话题为主线，贴近学生生活，贴近真实的教学行为，它的语言教学理念是强调语言的运用，促进学生自主学习，发展学习的策略，培养创新精神突出实践能力。
2.第3单元的中心话题是“旅游”，是一个时尚和热门的话题，不同地区的文化氛围、风土人情和地理特征都能引起学生浓厚的兴趣，激发他们的求知欲。本节课是这个单元的阅读部分，是王坤写的一篇日记，讲述了她和姐姐想骑山地车旅行，选定了湄公河作为旅游路线，文章具体谈到了他们为这次旅游做的各项准备工作。通过阅读，教师不仅要让学生学到一些有用的单词和词组，训练他们的阅读技能，还要让学生了解和学习有关旅行的知识，例如选择自己感兴趣的旅行地点，确定旅行路线，查阅相关信息，制定旅行计划等，激发学生旅游的兴趣。
（二）学生分析
高中生注意力具有一定的稳定性，观察具有一定的目的性、系统性和全面性，初步完成了从具体思维到抽象思维的过渡，喜欢富有个性的教学设计，同时自我意识增强，不但在乎别人对自己的评价更渴望得到关注和赞赏。
高一的新生应该有较强的表现欲望和求知的欲望，具有了一定的英语语言知识和英语运用的能力，但是高一学生尚未养成较高的自主学习能力，口语表达能力和阅读理解技巧都有待提高。
（三）教学目标
1、认知目标：帮助学生利用略读等策略找出关键词；运用关键词和所预习的生词复述课文；认读东南亚国家名称，了解与湄公河相关的英语表达。
2、技能目标：通过skimming， careful reading ，generalization ，
inference 等阅读技能训练，提高阅读能力和阅读技能，培养学生获取信息、处
理信息、运用信息进行推理、判断的能力；学会用英语来表达与旅游文化相关的话题；学会用英语设计旅游计划。
3、情感目标：学生通过学习，了解湄公河背景文化知识，开拓视野，增强学生在旅游中接受异国文化的能力，并让学生感受主人公做事认真，准备充分的态度和好的习惯。
（四）教学重点与难点
教学重点
1、提高学生对文章的整体理解能力，提高略读、寻读、详读技能。
3、通过课程资源的挖掘，丰富学生的文化内涵。
教学难点：
1、如何利用略读、查读等阅读技巧来确定关键词、主题句、形成
阅读策略。
2、如何帮助学生运用阅读策略，促进学生自主学习。
3、怎样以阅读课的教学为依托，使学生学会用英语交流旅游计划，谈论旅游话题，训练学生的听、说能力。
（五）教学方法
情景教学法、讲授法、任务型教学法、分组讨论法、多媒体辅助教学
1、通过设置情景和教师讲授，帮助学生了解和学习关于湄公河的背景文化，激发学生的兴趣，扩大学生的视野。
2、运用任务型教学法，通过课前、课中、课后的任务设计，引领学生理解文章主题，关注涉及主题的关键信息，深化理解语言背后的文化内涵及文化差异。
3、结合所给信息和图片，让学生分组讨论，在学生用英语进行表达及思维的同时，学会合作学习、自主探究。
（六）学习策略
通过pair work, group work等活动形式，培养学生的学习策略。
1、认知策略：通过Brainstorming发散学生思维，借助联想建立相关知
识之间的联系。
2、交际策略：通过同桌、小组的讨论，利用各种机会用英语进行真实交际。
4、资源策略：让学生通过网络，图书馆、报刊杂志、互联网、等资源都
给予学习内容相关的资料。
二、教学过程
Step 1 pre-reading 10’
1.Warming up and leading-in
1. Present some pictures which I took of beautiful places to arouse their interest of traveling.
Have a free talk with the students. Ask them a question:
Do you like traveling? Why?
2.Share some pictures of rivers. Let them guess the names of these rivers.
3. Ask students: “Have you visited the Mekong River?” If no, show a map to them, then introduce some information about Mekong River and show a video of Mekong River.
设计意图：
通过展示我自己拍的旅游图片，采用谈话方式导入有关旅游的话题，拉近师
生之间的.距离，消除学生的紧张情绪，营造宽松的学习气氛。进一步给学生分享一些河流的图片，让学生猜测河流名称，引出湄公河这一主题，让学生看地图，并介绍湄公河的基本知识，激发学生的兴趣和好奇心，为全面的课堂参与作有力的铺垫。
2. Prediction
学生预测课文内容，教讲解预测策略。
设计意图：
有意识地培养学生的预测能力，增加阅读的兴趣，提高阅读的效率。
Step 2 while-reading 25’
Task1略读
快速阅读文章，帮助学生归纳文章大意。简单讲解略读策略。
Task 2.跳读
教师把文章分成二个部分，学生分组阅读不同的内容，奇数排的学生阅读第一段回答以下问题：
1. Who have the journey down the Mekong River ?
2. What is the relationship between them?
3. Where did they go?
4. when did they get the chance to realize their dream?
5. How did they travel along the Mekong River? Why?
偶数排的学生阅读二，三段，找出问题答案。
Q1: Where is the source of the river and which sea does it enter? Q2: What difficulties did Wang Kun and Wang Wei find about their journey?
Q3: What can you see when you travel along the Mekong?
将学生重新组合，奇数拍与偶数排组成一组，共分成若干小组，在一起讨论，问答，交换信息。
设计意图：利用信息差，是学生通过语言交际活动把所缺的信息补充完整，达到对课文内容全面了解的目的。
Task 3 detail reading
学生详读课文，尝试概括总结王坤和王薇对待这场旅行的不同观点态度。 Task 4 Language learning
让学生从文章里找出一些重要的单词和短语，并能够记住它们。
1. Words and phrases that indicate people’s attitude and
personality:
dream about , be fond of, care about, determined, stubborn, insist, shortcoming, make up her mind, change her mind, give in, reliable
2. Words and phrases that relate to a trip plan
ever since, persuade, graduate, cycle, organize, schedule, journey
3. Names of certain places
glacier, rapids, valley, waterfall, delta
设计意图: 引导学生掌握有用的词汇和表达，并应用到实际语言交际中。
Step 3: Post-reading 10’
运用本节课所学知识（单词，短语，be doing结构）制定旅行计划。
Group discussion: A travel plan Destination: Reasons: Transport: Reasons: Budget: Preparations:
设计意图：创设一个真实的场景，让学生们在这个场景中用英语进行思考、表达及交流。该阶段也是学生们在课堂上运用英语的一个真实展示。
Step 4 Homework
1. Make a travel plan for your summer holiday, use the words, phrases and sentences learnt from in this class.
2. preview the tasks in learning about language.
三、板书设计
主要罗列本节课所学重要单词及表达，突出知识重点 四、教学反思
本节课是阅读课，根据自己对教材的理解，紧扣主题设计了教学环节，
以在帮助学生掌握阅读策略和阅读技巧，提高学生的阅读理解能力以及口头表达能力。整个教学过程采用教师设置任务后，学生个人活动、小组活动、师生活动
等形式组织教学，将学生的自主学习作为课堂的主体，引导学生完成学习任务。 首先，本人在设计本课教学中，采用了不同的教学手段和思路，课堂活动多样。导入部分，充分发挥网络优势，搜集与主题相关资料，一起学生的学习兴趣。略读部分，给学生充分的阅读和思考时间，了解文章大意，提高概括能力。跳读部分，设定任务，设计问题，采用分组阅读和小组讨论的形式，提高学生获取信息和处理信息的能力，以及自主学习的能力。教学过程体现了层次性与任务设计的有效性。
其次，阅读文章篇幅较长，内容较多，学生如果预习不充分，可能会消化不了。没有完全注重到学生的个别差异。Discussion部分可再让两三个学生起来展示，结束得比较仓促。
高中英语必修2教案 篇4
高中英语必修5课件
高中英语必修5课件
Teaching Plan for Book 5
Unit5 First Aid for Burns
Reading
Teaching Goals:
1. Enable the Ss to get some first aid knowledge
2. Enable the Ss to learn how to use what they've learnt to do first aid treatment for burns correctly.
3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .
Key Teaching Points
How to improve the Ss' reading ability.
Difficult points
1. How to grasp the main idea of each paragraph / part & each passage.
2. How to help the Ss use what they've learnt to do first aid treatment for burns correctly.
Teaching methods
1). Skimming & scanning methods to make the Ss get a good understanding of the text.
1. Discussion methods to make the Ss understand what they've learned in class.
2. Pair work of group to get every student to take part in the teaching-and-learning activities.
3. Competition and role-play method to arouse the Ss' interest
Teaching aids
The multi-media (see a short movie about how to treat burn from ppt.)
Teaching procedures
Step1. Lead-in
Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid
Step2. Pre-reading
Show the Ss the picture of Pre-reading on P33 and ask them the following questions:
What has happened?
What sort of injuries the child will have?
What kind of first aid would you perform?
Step3. Fast reading
Let the Ss read the passage fast and then find out the answers to the questions
1. What will the passage be about?
2. What do they tell you about the passage?
3. In which order are these topics covered in the text? Number them from 1 to 5.
____ the three types of burns
____ what to do if someone gets burned
____ the purpose of skin
____ the symptoms of burns
____ how we get burns
Step4. Detailed reading
1). Tell if the following statements are true or false:
1. Our skin has three layers.
2. We will never get burned by the sun.
3. Burns are divided into three degrees according to the degree of pain.
4. Third degree burns are the most serious and painful.
5. Put cool water on any burns to cool them.
6. Don't rub the burns
7. It's better that you put some butter or oil on burns.
2). Answer the questions
1.Why should you put cold water on a burn?
2.Why doesn't a third degree burn hurt?
3.Why do you think clothes and jewellery near burns should be removed?
4.If someone has a third degree burn, why might you see tissue?
3). Read the text again and then find out how many parts there are and the main idea of each part:
Part1. The purpose / function of skin
Part2. Causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicals
Part3. Types of burns: First degree burns, Second degree burns, Third degree burns
Part4. Characteristics of burns
Part5 First aid treatment
3). Finish off Comprehending Ex2&3
Step5. Words competition
Have a competition to check the Ss' words spelling
Step6. Making a first-aid kit
An activity to let the Ss know what are included in a first-aid-kit
A well-stocked(存备得好的) first-aid kit, kept in easy reach, is necessary in every home. It should include: bandage, alcohol, flashlight, thermometer, soap, sharp scissors, plastic gloves (at least 2 pairs), your list of emergency phone numbers etc.
Step7. Role play
Work in pairs to act out how to place an emergency call for help
Step8. Summary
This passage doesn't contain enough information for you to do first aid for others. Please learn more after class. Do remember: Life is precious, we should care about others and help people in an emergency and try our best to give them effective first aid if they are in danger.
Step9. Homework
Search as much information as you can about first aid
高中英语必修2教案 篇5
必修一Unit2 The Road to Modern English
第二课时
阅读课
一、教学内容：Pre-reading;Reading;Comprehending(p.9)
二、教学目标 1．能力目标：
1）学生通过阅读文章能够从篇章结构的角度出发描述英语语言发展的历史过程。
2）学生能够在阅读的过程中对主要的阅读信息进行记录，并能根据这些信息对原文进行复述。
3）学生能够列出影响一个国家语言发展的所有因素并对此能够进行解释。2．词汇目标：
official, voyage, because of, native, come up, apartment, actually, AD, based, at present, gradually, Danish, vocabulary, make use of, spelling, latter, identity, fluent, Singapore, Malaysia, such as 3.情感目标：
学生通过学习英语的发展史，激发对学习英语的兴趣。
三、教学方法
运用多媒体课件演示，结合图片音频文件等来进行课文的学习，激发学生的学习兴趣。采用启发式引导、开放式探究、互动式讨论、反馈式评价的教学方式。
四、教学步骤：
步骤一复习导入新课（2分钟）
1.通过图片对话展示，让学生在轻松愉快的氛围中进入新课。
2.利用连线题进行英美英语的对比，激发学生的兴趣和对比意识。
【设计意图】
通过视觉和听觉刺激，从一上课就调动学生的学习积极性，为本课学习营造良好的学习氛围。英语的发展对学生来说是一个比较陌生的话题，所以学生头脑中可能没有相关的背景知识，教师只能从简单的问题入手，启发学生进行思考。步骤
二、阅读听说理解文章（20分钟）
1.fast reading 部分要求学生迅速阅读课文，找到文章主旨大意，并完成填空题。2.careful reading 要求学生逐段细读，能够根据阅读回答每段问题。【设计意图】
通过对阅读过程一系列活动的设计，教师可以培养学生在阅读中使用预测、预览和记录主要阅读信息来实现对文章表层信息、深层信息和推理信息的掌握。步骤
三、练习反馈概括收获（8分钟）1.做true or false 练习题，回顾文章。2.再熟读一遍课文并根据课文填空。【设计意图】
通过练习中的知识对比，再次回顾文章，加深理解。步骤
四、课后讨论提升能力（8分钟）
把学生分组，根据课件上的问题进行讨论。然后每个组派一名代表进行汇报。
1.Why do you think people all over the world want to learn English? 【设计意图】
为学生搭建交流平台，激励参与，培养他们说的能力。并且，帮助他们深层次理解英语，加强他们对英语的了解和热爱。步骤
五、布置作业迁移应用（2分钟）
根据学生以上讨论的问题及学生的不同兴趣来自主选择一个话题写一篇短文。
【设计意图】
让学生自主选择话题，既照顾了学生的学习兴趣，又体现了因材施教的原则，使整个教学环节更加完整。
教学活动设计：
本节课是一节阅读课，重点培养学生的阅读能力以及听说读的能力。本课采用individual work, pair work, group work 等多种形式，锻炼了学生的各种能力，并培养了学生大胆说英语的习惯。
高中英语必修2教案 篇6
have trouble with sb/sth 同某人闹意见；做…有困难
throw away the friendship 放弃/终止友谊
have the/a habit of doing sth 有做…的习惯
1. I wonder if… 我想知道是否….
2. It’s because… 这是因为…. 此从句中because不能用since或as 代替
3. What do you think a good friend should be like? 你认为一个好朋友应该是什么样的呢？
4. While walking the dog, you were careless and it got loose and was hit by a car.
=While you were walking the dog, …在遛狗时，你不小心让狗挣脱了绳子，结果狗被车撞了。
（当while, when, before, after 等引导的时间状语从句中的主语与主句的主语一致时，可将从句中的主语和be动词省去。）
5. Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? 你想有一位无话不谈、能推心置腹的朋友吗？
6. I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. 我已经很久不能去户外，所以我变得对自然界的所有东西都很感兴趣。
7. I can well remember that there was a time when a deep blue sky, the song of birds, moonlight and flowers could never have kept me spellbound. 我记得非常清楚，曾有一段时间，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未使我心醉神迷过。
8. It was the first time in a year and a half that I’d seen the night face to face.
这是我一年半以来第一次目睹夜晚。
9. I would be grateful if you could give me some advice. 如果您给我提些建议，我会非常感谢的。 （I would be grateful if… 委婉客气提出请求）
10. It’s a good habit for you to keep a diary. 记日记对你来说是个好习惯。
11. She found it difficult to settle and…
12. This series of readers is very interesting.
13. A friend in need is a friend indeed.
14. People are told that their actions should be as gentle as the wind that blows from the sea.
play a role/ part (in) 在…中担任角色；在…中起作用;扮演一个角色；参与
play an important role/ part 在…中起重要作用 because of 因为；由于
make (good/ full) use of （好好/充分）利用
from one place to another 从一处到另一处
present sth to sb / present sb with sth
an international language 一门国际语言 an international organization 一个国际组织
1. However, they may not be able to understand everything.
2. This is because Britain ruled India from 1765 to 1947.
3. All languages change when cultures communicate with one another.
4. What the British call “petrol” the Americans call “gas”.
(美国人把被英国人称作“petrol”的东西称作“gas”。 此处what引导宾语从句)
5. Actually, it was based more on German than present day English.
6. …those who reported the news were expected to speak excellent English.
7. The US is a large country in which many different dialects are spoken.
(in which= where, 其引导定语从句。 美国是一个大国，国内说着许许多多的方言。)
8. …there is more than one kind of English in the world.
(more than one+单数可数名词，作主语时，谓语用单数)
9. It is not easy for a Chinese person to speak English as well as a native English speaker.
(对于一个中国人来说把英语说得跟以英语为母语的人一样好是不容易的。)
句型：It is + adj/n+ for sb to do sth 对于某人来说做某事是…
扩充：It is + adj+ of /for sb to do sth
当句式中形容词修饰to do sth 时用for; 若形容词修饰sb，则用of.
eg: It’s kind of you to help me carry the box.
附：
1. either…or…和neither…nor…连接两个名词作主语，谓语动词采取就近原则。
三个表示最后最终的用法：
⑴finally: 按照顺序的最后，常与first, secondly 等连用
⑶in the end: 经过长期曲折斗争努力，终于… 如：战争等
4. 与人交谈，常会有听不清楚或听不懂的情形，遇到这种情况该如何开口呢？
⑴Pardon?
⑵I beg your pardon? I don’t understand./ Sorry, I can’t follow you.
对不起，我没听懂，请再说一遍好吗？
⑶Could you say that again, please? / Could you repeat that, please? 请再说一遍好吗？
⑷Could you speak more slowly, please? 请你说得慢一点好吗？
5. include ─ including; included
actually ─ actual (adj); rapidly ─ rapid (v)
wide (adj) ─ widen (v); broad (adj) ─ broaden (v)
foreign ─ foreigner;
6. petrol------gas ;
lift------elevator;
film------movie; sweets----candy;
dream of/ about doing sth 梦想做某事
persuade sb to do sth= persuade sb into doing sth 说服某人做某事
persuade sb not to do sth= persuade sb out of doing sth 说服某人不做某事
insist on (one’s) sth/ doing sth 一定要；坚持要
the best way of doing sth/ the best way to do sth 干某事的最好办法
determine to do sth ( 动作) / be determined to do sth （心理） 决心干某事
can’t wait/ can hardly wait to do sth 迫不及待想干某事
for one thing… for another （用来引出某事的理由）一则… 二则…
1. It was my sister who first had the idea to cycle along the Mekong River.
强调句基本句型：it is/ was…. that….其中指人时可用who(主)，whom(宾)。
2. Although she didn’t know the best way of getting to places, she insisted that we (should) find the source of the river.
insist that….(should)+ v原形 坚持要；坚持要求
3. Have you ever seen snowmen ride bicycles? (metaphor)
4. To climb the mountain road was hard work but to go down the hills was great fun.
5. Good luck on your journey.
6. The lake shone like glass in the moonlight. (simile)
a great/ large number of =a great many/good 大量的
be trapped in/ under 陷入……/ 陷在……下面
the high school speaking competition 高中演讲比赛
have sb do sth= make sb do sth= let sb do sth 让某人做某事
come to an end (vi) = put/ bring sth to an end = put/ bring an end to sth 结束某事
be proud of / take pride in 以……而自豪
one-third 1/3 two-thirds 2/3
seventy-five percent 75%
right away= right now= at once= immediately 立刻
happen= take place= come about= break out
1. It is always calm before a storm.
2. Now, imagine there has been a big earthquake. 此句为There be 句型
3. Mice ran out of the fields looking for places to hide. 现在分词表伴随
4. It seemed that the world was at an end.
5. Water, food and electricity were hard to get.
句型：主语+ be + adj + to do 其中to do 用主动形式表示被动含义
6. All hope was not lost. all 与not 连用 表示部分否定
7. It’s never too late to learn. 活到老，学到老。
falling leaves 正在落的叶子 boiling water 正在沸腾的水
fallen leaves 已经落在地上的叶子 boiled water 开水
Unit5 Nelson Mandela----a modern hero
lose one’s heart to sb/sth 爱上，喜欢上
be out of work = lose one’s job 失业
as a matter of fact = in fact = actually 事实上 beg for 乞讨
set about 着手做某事 (set about doing sth)
set out 陈列，摆出；开始（set out to do sth）
be active in = take an active part in 积极参与，在……活跃
keep sb from doing sth阻止某人做某事 die for 为……而死
put sb in prison= throw sb into prison= send sb to prison 把……投入监狱
have problems/ difficulty/ trouble with sth
have problems/ difficulty/ trouble (in) doing sth have a go= have a try
answer violence with violence 以暴制暴
equal (adj)------equally (adv)------equality (n) violence (n)------violent (adj)
cruelty (n)------cruel (adj)------cruelly (adv)
educated (adj)------education (n)
1. Only then did we decide to answer violence with violence.
only 放在句首且后接状语时（作状语：副词；介词短语；状语从句），要使用部分倒装------才用一般疑问句语序。
Only yesterday did his father tell him the truth.
Only when his father came back did he go to bed. （从句无需倒装，主句要倒装）
2. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood.
3. I felt bad the first time I talked to the group.
链接：It’s the first time that 现在完成时
It was the first time that 过去完成时
4. He taught us during the lunch breaks and the evenings when we should have been asleep.
高中英语必修2教案 篇7
情感目标：体会诗人“忧”而发奋、慷慨激昂的情绪；学会珍惜时间，树立远大目标。
难点：鉴赏诗中用典、比兴及引用等具有特色的艺术手法。
一．导语设计：
不知不觉又是冬季，让人想起毛泽东的《沁园春 雪》中的句子（师生共同背诵）自信之感由此可见，但是他似乎忘记了历史上还有一个人，也是能文能武的，他就是曹操。
1．曹操文才武略：
曹操，字孟德，沛国谯郡人，是三国时候杰出的政治家、军事家和文学家。年三十举孝廉，以参加镇压黄巾起义，迁为济南相。后起兵伐董卓，复击灭袁术，袁绍。他实习“唯才是举”的政策，采取抑制豪强，限制兼并，广兴屯田等一系列较为进步的措施，终于统一了北方。位至大将军、丞相、封魏王。曹丕称帝后，追尊为武帝。曹操又很高的艺术修养。他的乐府诗继承了汉乐府民歌“缘事而发”的现实主义精神，真实地反映了汉末**的社会现实，表现了他统一天下的远大抱负和顽强的进取精神。其诗语言质朴、情感深沉，格调苍凉悲壮，有很高的艺术性，他的以乐府古题写时事的作风对后来的新乐府诗有很大的启示，不仅为建安文坛的领袖，而且建安文学的繁荣和发展作出了极大的贡献。
1．背景介绍 ：
建安十三年，曹操率大军南下，列阵长江，欲一举荡平孙权势力。大战前夕，酒宴众文武，饮至半夜，忽闻鸦声往南飞鸣而去。曹操感此景而持槊歌此《短歌行》。此诗格调高远，感情丰富，是诗人内心世界的真实写照。
2．学生自由诵读。要求读准字音，把握语调，读出慷慨之情。试读，互相点评。
3．学生结合注释，疏通诗句大意，教师进行相关点拨，找到诗眼。
4．学生思想并讨论诗歌的内容层次。
明确：全诗可分为四层：前八句为第一层，诗人慨叹人生有限，抒发了诗人对时光流逝、功业未成的深沉感慨；次八句为第二层，通过思念贤才、宴饮嘉宾的描写，表现了诗人求才若渴的心情；再次八句为第三层，写对贤才的仰慕，想象贤士到来，畅抒情谊；最后八句为第四层，写贤才择主和自己希望搜揽人才以完成统一事业的宏伟抱负。
四．具体研习重要诗句：
1．提问：如何理解“对酒当歌，人生几何？譬如朝露，去日苦多。”这四句的思想感情？
明确：为了实现统一中国的雄心壮志，曹操虽然取得了许多成就，但也遇到了不少挫折和失败。他深感奋斗中的艰难，也因年岁增长，光阴流逝，理想尚未实而忧愁，所以才有人生苦短之叹。但这一“叹”不是无所作为者，蹉跎岁月者，不思进取的消极之“叹”，而是一位渴望得到贤才帮助以实现建功立业雄心的英雄之叹。“人生几何”“去日苦多”是进取中的忧叹，追求中的苦闷。表达了诗人抓紧时机，大干一番事业的强烈愿望，隐含着的仍然积极昂扬的精神。
2．提问：如何理解“山不厌高，海不厌深。周公吐哺，天下归心。”这四句诗？
明确：这四句借用《管子形解》中的话和周公“一沫三握发，一饭三吐哺，起以待士，犹恐失天下之贤人。”《史记鲁周公世家》的故事，来说明诗人自己一方面感到生命易尽，一方面则更加激励他及时建功立业的思想，渴望有更多的有才能的人来帮助他实现他的政治理想。
3．学生有感情地朗诵全诗，把自己认为很有表达特色的句子画出来。
4．品析所画出的句子并相互交流自己的感受，然后自由发言。
明确：（一）引用成句，不露痕迹。“青青子衿”二句，引自《郑风子衿》，用以比喻渴慕贤才。“悠悠”，忧思绵长的样子，形容思念不已。“悠悠我心”后面原有的诗句还有“纵我不在，子宁不来？”本意是传达女子对情人哀怨和企盼的心情。这里作者暗用这两句诗意，比喻热烈期待所求贤才的到来。“呦呦鹿鸣”四句，引自《小雅鹿鸣》，本意是写宴会上主人殷勤待客的盛况。这里表示对贤才的竭诚欢迎。这些成句由于注入了诗人的思想感情，显得古朴深成、自然妥贴。
（二）诗歌采用连串的比兴手法，生动形象地表达出作者思贤若渴的急切心情。如“明明如月”二句，以明月不可掇停，喻得不到贤才的不可断绝；“乌鹊南飞”中以乌鹊喻指贤士；“绕树三匝，何止可依”则喻指贤士急于寻找可供依托的明主。诗歌以乌鹊的形象，寄予贤士尚在徘徊择主之意，流露出诗人唯恐贤才不来归附的焦急心情。诗末“山不厌高”四句，以山高海深比招纳人才的阔大胸怀，又以虚心对待贤才的周公自比，表示自己像周公一样热切殷勤地接待贤才，使天下的人才都心悦诚服地归顺。
练习：屏幕投影一些名句，学生判断其风格是否属于豪放。
六．课文小结：
不论何时，人才都是最重要的，所以在座各位同学要努力学好文化知识，我相信少年强则中国一定强！
[短歌行(人教版高一必修) 教案教学设计]
高中英语必修2教案 篇8
有人说，爱情就是一颗心与另外一颗心的碰撞；有人说，爱情就是黑暗中闪闪发光的钻石，就是撒在夜空里的一大把星星；也有人说，爱情使人欢乐，爱情令人痛苦，爱情给人力量，爱情让人迷惘。
爱情是人生中一个永恒的话题，也是从古至今许多文人墨客尽情歌颂的事物，“在天愿做比翼鸟，在地愿为理枝”、“两情若是久长时又岂在朝朝暮暮”便是古人留下的表达爱情的千古绝唱。虽然爱情这一主题是不变的，但随着时代的进步人们的爱情观是不断发展的，好，今天我来给大家推荐一首我国当代著名女诗人舒婷的代表作《致橡树》，看看她在这里表达的是怎样的爱情观。
诗歌是文学宝库中的瑰宝，是语言的精华，是智慧的结晶，是思想的花朵，是人性之美的灵光，是人类最纯粹的精神家园。古今中外的诗人们，以其妙笔生花的精彩写下了无数优美的诗歌，经过时间的磨砺，已成为超越民族、超越国别、超越时空的不朽文明，扣击着一代又一代人的心灵，给人们以思想上和艺术上的双重享受和熏陶。
这是一首经典的爱情诗，语言清丽活泼，读起来朗朗上口。
诗人以橡树为对象表达了爱情的热烈、诚挚和坚贞。诗中的橡树不是一个具体的对象，而是诗人理想中的情人象征。因此，这首诗一定程度上不是单纯倾诉自己的热烈爱情，而是要表达一种爱情的理想和信念，通过亲切具体的形象来发挥，颇有古人托物言志的意味。
首先，橡树是高大威仪的，有魅力的，有深度的，并且有着丰富的内涵--“高枝”和“绿阴”就是一种意指，此处采用了衬托的手法。诗人不愿要附庸的爱情，不愿作趋炎附势的凌霄花，依附在橡树的高枝上而沾沾自喜。诗人也不愿要奉献施舍的爱情，不愿作整日为绿阴鸣唱的小鸟，不愿作一厢情愿的泉源，不愿作盲目支撑橡树的高大山峰。诗人不愿在这样的爱情中迷失自己。爱情需要以人格平等、个性独立、互相尊重倾慕、彼此情投意合为基础。
诗人要的是那种两人比肩站立，风雨同舟的爱情。诗人将自己比喻为一株木棉，一株在橡树身旁跟橡树并排站立的木棉。两棵树的根和叶紧紧相连。诗人爱情的执著并不比古人“在天愿做比翼鸟，在地愿为连理枝”逊色。橡树跟木棉静静地、坚定的站着，有风吹过，摆动一下枝叶，相互致意，便心意相通了。那是他们两人世界的语言，是心灵的契合，是无语的会意。
两人就这样守着，两棵坚毅的树，两个新鲜的生命，两颗高尚的心。一个像勇敢的卫士，每一个枝干都随时准备阻挡来自外面的袭击、保卫两人世界；一个是热情的生命，开着红硕的花朵，愿意在他战斗时为其呐喊助威、照亮前程。他们共同分担困难的威胁和挫折的考验；同样，他们共享人生的灿烂，大自然的壮美。
诗人要的就是这样的伟大爱情，有共同的伟岸和高尚，有共鸣的思想和灵魂，扎根于同一块根基上，同甘共苦、冷暖相依。
诗歌以新奇瑰丽的意象、恰当贴切的比喻表达了诗人心中理想的爱情观。诗中的比喻和奇特的意象组合都代表了当时的诗歌新形式，具有开创性意义。另外，尽管诗歌采用了新奇的意象，但诗的语言并非难懂晦涩，而是具有口语化的特征，新奇中带着一种清新的灵气和微妙的暗示，给人以无限的遐想空间。
[致橡树(人教版高一必修) 教案教学设计]
高中英语必修2教案 篇9
Unit 1
1. add up 合计
add up to 总计达
add… to… 把。。加到。。。里
add to 增加增添 扩建
2.calm… down平静下来
3.have got to 不得不，必须
4.be concerned about / for 关心
5.walk the dog 遛狗
cheat …of 欺骗
6.go through 穿过
go ahead 同意某人的请求
go by 流逝
7.set down 记下
set up 建立
set off 出发 引爆
set out to do=set about doing 着手做某事
8.a series of 一系列
9.on purpose 故意地
byaccident= chance 偶然地
10. in order to=so as to 为了
11. at dusk 在黄昏 at dawn 在黎明
at midnight 在午夜 at noon 在中午
12.face to face 面对面
13.no longer= not … any longer 不再
14. settle down 安顿下来
suffer from 遭受,患病
15.recover from 恢复 ,痊愈
16. get/ betired of 对…感到厌烦
17. make a listof 列清单
18.pack… up 装箱打包
19.get along/ on with与…相处,/ 进展
20. fall in love爱上
21. be gratefulto sb. for sth.对某人因为某事表示感激
22. join in/take part in /join/ attend 参加… 加入
23. make sb/ sth+ 宾语补足语 使…
24. havesomething/little /nothing to do with 与..有关， 与。。。无关
25. it’sbecause….. +原因
26. it’s why…. +结果
27.dare + (to) do (实义动词)
do (情态动词) 敢
28. a year and ahalf= one and a half years 一年半
29. it’s nopleasure+ doing sth
没有乐趣做。。。
30. happen to dosth 碰巧做。。。
31.have trouble/ difficulty with sb /(in) doing sth
做某事有困难
32. exactly 的确如此 not exactly 不完全是
33. find it +adj. + to do sth 发现做。。。很。。。
34. make friendswith 与。。。交朋友
35. swap … with 与。。。交换
36.it is / was + 序数词 time + that +has done / had done ….某人第几次做。。事
高中英语必修2教案 篇10
中国作为一个有五千年文明史的统一的多民族国家，政治制度发展历史之长久，体系之完备，经验之丰富，影响之深远，都是世界其他国家和民族不可比拟的。这其中最突出的就是中央集权制度的建立与逐步完善。早在远古时期，人类社会中就有了权力的萌芽。夏朝时已出现了凌驾于全社会之上的公共权力。商朝的主要政治制度是内外服制度，商王通过两种不同的管理制度来处理本族和外族的事务，与各方国形成了支配与被支配的关系。周王利用分封与宗法制的结合，确立了天下共主的地位。但靠宗法制的血缘纽带维系统治秩序并非长久之计，春秋争霸，战国兼并，制度败坏，秦王嬴政，一统天下，建立了一个皇帝具有无上_的中央集权制度。但中央集权和地方分权的斗争曾长期延续，西汉的“七国之乱”、东汉至魏晋南北朝的国家_、唐朝的“安史之乱”和以后的藩镇割据，都说明了它的坎坷。直到宋代，这种斗争才尘埃落定，却不幸造成了积贫积弱的后患。伴随着中央集权制度的发展，皇权呈现出不断加强的趋势，中枢权力体系也不断发生变化。隋唐实行三省六部制，宋元勋益颇大，明朝废除丞相，清设军机处，_皇权发展到了顶峰。
学习本单元时，应注意以下几点：(1)掌握有关古代中央集权制度的基本知识。(2)对于重要的政治人物和政治事件及其对中国古代中央集权制度发展的影响，要正确地认识、分析、评价。同时还应注意在今后的学习中，与西方古代制度进行对比。(3)以史为鉴。中国古代的中央集权制度有很多值得我们借鉴的地方，要认真地思考、总结
目前高中历史教学，高一年级是关键，培养历史情结是重点。
高中历史教学大纲把历史课分模块进行，大部分课程只有高一年级开设，这实际上使大多数高中生接受历史知识学习的时间就只有宝贵的一年，所以高一年级的历史课学习就显得颇为重要了。重视高一历史教学以培养学生的“历史情结”，也是势所必然，历史学习虽难上加难，但却责无旁贷。
有人进行过问卷调查，调查统计表明：表示很喜欢上历史课的学生占41.9%，表示不置可否的学生占55.3%，而明确表示不喜欢上历史课的学生仅占28%。学生没说不喜欢历史，但也没有表示明显的兴趣。原因何在?无外乎两个因素：(1)因主课学业繁重紧张，把学习历史当作类似看小说看电视等缓释紧张情绪的功能。(2)某些历史知识通过教师引人入胜的讲述，激发了学生的新鲜感，使他们产生了一时的冲动。这些统计表明，目前高中学生对历史学习的兴趣层次还较低，大部分停留在刺激性的历史情节中(这可能受初中历史教学内容的影响)，也就是停留在直接兴趣这一层次上。我们知道，直接兴趣是不稳定的，常会因各种因素而减退，比如知识简单易懂、概念重复讲述、结论不易理解、内容难记难背等，再加上其他学科学习压力，一旦学生感到乏味，或感到困难时，直接兴趣就会衰减、消失。改善之法可从以下几个方面入手：
一是优化课堂教学内容，创设积极的学习环境，构建先进而科学的教学模式，让学生“愿”学。
二是提高历史学科的课程实用价值，让学生“乐”学。我们至少应该向学生显示历史学科在学校这个小社会里的作用，比如可以改革历史考试方法，用写作历史小论文的形式，调动学生运用历史思想、寻找历史依据的积极性;也可以增加课堂教学内容，联系当今世界所发生的学生感兴趣的话题，运用历史分析的方法，指导学生对世界形势发展加以认识;还可以在校内多办一些历史学科的课外活动，如开设历史讲座、展示学生的历史小文章、搞一些历史性的纪念活动，等等。总之，校园要强化历史学科的气氛，久而久之，学生也会受到感染，让他们觉得至少在学校里，学好历史课还是有用武之地的，这样学生的学习兴趣也就会逐渐增加。
三是增强学生在学习中的成功心理，使学生“喜”学。高一学生在学习历史过程中，与初中比较，普遍感到困难，出现“怕”的情绪。教师应根据学生的心理，采取有效的方法增强学生的成功心理，这对稳定学习兴趣有极大作用。我们可以结合教学由浅入深的特征，在教学过程中，对每一层次的内容，作出达标的要求，对学生每达到一个层次，进行及时的评价和鼓励，让学生觉得自己是一个成功者，有信心进入下一个层次学习。再比如针对每个学生不同的情况，让他们在不同的场合获得不同的成功感觉，可以对在课堂上回答问题正确的学生作出当众表扬;可以对作业中有出色解答或独特见解的学生予以高分;也可以让学生在校内办的刊物或壁报上发表一些作品，如历史小论文、历史漫画等;或者将学生的优秀作品推荐到公开发行的报刊杂志上。总之，教师要对学生的每一点成绩和进步多加以肯定和鼓励，使他们对自己的学习抱有信心，最终保持历史学习的稳定兴趣。
?当然，对历史理论的学习，更是必须重视的，其目的正在于帮助学生“会”学。不过在基本历史理论的教学中有一点要注意，那就是要控制好“度”。高一学生毕竟不是高三学生，他们的认知水平有限，如果要求过高，理解不了，对学习历史就怀有畏难情绪，就会“厌”、“怕”。因此，教师要深入细致地分析学生的认知水平，因材施教，根据学生接受能力限度，不能加重学生学习负担，更不能使他们不堪重负而丧失学习信心、兴趣。
相信《高中英语必修2教案》一文能让您有很多收获！“幼儿教师教育网”是您了解幼儿园教案，工作计划的必备网站，请您收藏yjs21.com。同时，编辑还为您精选准备了高中英语必修教案专题，希望您能喜欢！
