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高二英语家教备课教案（通用7篇）
教案是教师为顺利而有效地开展教学活动，根据课程标准，教学大纲和教科书要求及学生的实际情况，以课时或课题为单位，对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书。教案包括教材简析和学生分析、教学目的、重难点、教学准备、教学过程及练习设计等。接下来小编为你带来高二英语家教备课教案，希望对你有帮助。
高二英语家教备课教案 1
integrated skills, speaking, & writing
一、章节分析 （section analysis ）
(一) 综述
本章节是语言运用部分。通过听，说，读，写方面的训练，提高学生语言词汇方面的能力，加强他们运用语言知识来表达想法的能力。教会学生用英语做问卷调查和信息反馈，训练学生看图作文能力。
（二）目标
integrated skills
要求学生通过听一段对话获得关键信息并作简要信息记录，然后根据所作笔记完成一封回信，以此对上述信息进行反馈。
（可以结合p35听力练习强化学生记录信息的能力，要求学生补充每一件物品除出现年代以外的其它信息。）
speaking
在轻松的氛围中帮助学生通过互相提问的形式，完成一份已事先设计好的问卷调查。并引导学生发表他们对问卷结果的看法。
writing
1学会看清各幅图画所要表达的意思以及图画之间的联系。
2学会串词成句，即根据提供的短语组织完整的'句子，然后根据图画的含义将这些句子组织成一个完整的故事。
3引导学生使用连词使上下文连贯，故事情节流畅。
（三）重点和难点
integrated skills
帮助学生掌握以下词汇：（p24）shrink， shrinkproof, colorfast
（p35）pregnancy, disposable, permanently
在写信过程中需注意的语法现象：suggest that…(should)
speaking
鼓励并确保小组成员之间互相提问和回答p32的问题，最后对问卷分析进行个人意见反馈。
writing
根据图画和所给单词、词组流畅连贯地叙述故事。
二、教学设计（teaching designs）
教学内容教学实施建议教学资源参考
integrated
skills 听力部分：
材料的整合： 将课本第24页和课本第35页上的听力材料整合。两份材料都是培养学生作简要信息记录的能力。（为确保p24听力和写信练习的连贯性，可先完成p35的听力内容并加以扩展——要求学生提供除物品出现年代以外的更多信息。）
pre-listening 在听之前，创设环境，要求学生明确听力任务（recognize key words），扫清在听力材料中出现的困难词汇(pregnancy, disposable, permanently，shrink， shrinkproof, colorfast)，提高听的效果。
while-listening激发兴趣，增强听的动力。
post-listening 要求学生小组活动，比较每个人的记录，是否做到既准确又简洁。
听力之后的反馈——写信练习：
引导学生在所作记录的基础上组织语言，完成信的内容。
具体处理这部分内容的建议见[链接1]。《牛津英语教学参考》s2a
speaking 将学生分成4－5人一个小组，任命一位group leader, 小组成员之间互相就问卷上的问题进行提问和回答，并对各自以及他人的回答作出汇总。
学生汇总分数后参考问卷分析，并讨论对问卷结果的看法。
writing 看清各幅图画所要表达的意思以及图画之间的联系。
恰当使用课文提供的短语，完整，连贯地完成一个故事的叙述。
高二英语家教备课教案 2
unit 13lesson 52 first impressions(译林牛津必修5)
objectives
to practise reading for inference.
to practise making opposites of adjectives using a prefix.
to practise talking and writing about one’s experience of meeting someone for the first time.
pre-reading
☆ have you ever met someone you didn’t like, who later became your friend? tell the class.
example the first time i met tom, he seemed very bad-tempered! then…
reading
☆ read the text and answer the questions.
1) where does the story take place?
in the local library
2) what kind of books does jenny like?
poetry
3) what exam was jane studying for?
an important science exam
4) what was the last straw for jane?
she heard someone humming behind her.
5) what kind of person do you think jenny is?
friendly, warm-hearted, forgiving
6) how did jenny get jane’s phone number?
she asked a librarian and got it from the library files.
7) do you think that jane over–reacted in the library? have you ever experienced a similar situation when you were studying?
you can answer this question according to your own experiences.
☆read the strategies and look at these true/false sentences. underline important words.
example 1 = pleased
1)jane was pleased when jenny started humming.
2)tennyson must be a poet.
3)jane first saw jenny near the poetry section.
4)jane was upset that she had left her book in the library.
5)jane didn’t feel that it was necessary to apologise.
answers: ftttf
post-reading
☆complete the paragraph below with the correct form of the following words.
glance, annoy, recognize, concentrate, disturb,
resist, whisper, glare, inconsiderate, grateful
janet was 1) on writing an essay when a noise 2) her. she 3)
her brother’s whistling. “shh” she 4) ,5) at him quickly. the noise didn’t stop.janet 6) the urge to scream and instead 7) at him angrily. “please stop it, simon. you are being very 8) ,” she said. but still he didn’t stop. janet was now very 9) .just then her father called simon out of the room. janet smiled, feeling 10) to her dad.
answers: 1concentrating 2disturbed 3recognised 4whispered 5glancing 6resisted 7glared 8inconsiderate 9annoyed 10grateful
高二英语家教备课教案 3
guessing about people
teaching aims:
to practise using modals for speculation
to distinguish between modals used for decision, advice and speculation
teaching difficulties:
to practise using modals for speculation
teaching aids: computer, cassette
teaching procedures:
ⅰ. warming up
t: first look at the title “guessing about people” who can tell me what’s the meaning of the title?
s:
t: “guessing about people” means make a judge about people without being sure of all the facts. in daily life if we are curious or worried at somebody or something we often make various guess. think over which words we will use when we guess what will happen? what happened?
s: must, may, may not, can, can’t and so on .
t: now we will listen to a dialogue in which there are a lot of words about speculation.
ⅱlistening
listen to the dialogue to do the exercise
1.the two students were missing ______.
a.because they were separated from the other students.
b. in a cave.
c. for the reason we don’t know.
2. the dialogue tells us ______.
a. the two students disappeared 3 days ago.
b. my cousin know where they are
c. the rescuers found them in a cottage.
3. the dialogue makes various guessed except_________.
a.they must be frightened.
b.they both are injured.
c.they might have some food to eat.
answers: 1.c 2.a 3.b
t: ca n you say out the main idea of the story in you own words?
s:
t: now let’s look at whether your story is true or not.
do the exercise 2 listen to the dialogue again and complete the gaps
play the cassette once for students to listen and then again for them to complete the gaps.
ⅲ grammar
do the exercise 3.
the two people in the dialogue make various guesses at the two missing students.
they use the following sentences but you need to complete the gaps with modal verbs.
check students’ answers by having them read the sentences aloud. draw their attention to the different infinitive forms after the modals.
do the exercise 4.
as a class students discuss the meaning of the sentences in the table and decide if they express decision, advice or speculation.
ask students how they would express decision (is going to; is about to;) and advice (should , had better, )
do the exercise 5
the grammar we learn today is modal verbs. modal verbs can express possibility, permission, intention and guess. now do the exercise 5. which of the modal verbs in exercise 3 express the following.
高二英语家教备课教案 4
Unit6 Amazing Achievements
一、单元分析 ( Unit Analysis )
（一） 单元地位 ( Unit Position )
1. 本课叙述了“杂交水稻之父”袁隆平的杰出成就，谈及了他儿时的梦想及为之努力奋斗的过程。他为中国的农业做出了巨大的贡献。教师可让学生上网查阅有关袁隆平的资料，将他在国内外所获得的各类主要奖项列表介绍，让学生对袁隆平在世界杂交水稻领域的贡献进一步了解，并初步接触一些国际组织和奖项的词汇。
2. 围绕本课主题“杰出的成就”，引出“现代科技让我们的生活更加美好”这一论题，并以此为题写一篇文章，用到persuasive paragraph.
3. 本课中出现了新的语法现象——倒装句。本单元主要学习以下倒装句型：由there, here或now等引导的，谓语为be, come或go等的句子；由so或neither/nor引导的倒装。对于这一语法现象，教师有必要在课堂教学中加以一定的.句型操练并辅助一定的练习。
(二) 单元目标 ( Unit Target )
1． 了解倒装句语法现象，能区别部分倒装和完全倒装并熟练运用倒装句进行解题。
2． 能对社会成功人士的事迹及成就进行简单描述。
3． 能讨论20世纪取得的重大科学成就。
（二） 单元重点 ( Unit Points )
1． 关键词：
◆ 语言知识类
be born into, devote oneself to, come up with, get involved in, manage to, succeed in, make contributions to, for sure, care for, nothing more than.
◆ 科学术语类
Hybrid rice, FAO, grain output, grain shortage, pioneering work
2． 功能:
1) Giving examples Talking about success 参考课文120页Useful language Achievements provide the only real pleasure in life.
You have to believe in yourself, thats the secret of success.
To travel hopefully is a better thing than to arrive, and true success is to labor. Victory wont come to me unless I go to it.
2) Inversion (倒装句)
● There goes the bell.
● So will I
二、教学设计 ( Teaching Designs )
教学内容
1 Reading 作为课文的引入教 师可事先让学生通过网络、图书馆等资源收集关于袁隆平的材料。教师可利用“头脑风暴”教学手段结合小组合作方式让学生列出关于袁隆平的尽可能多的事迹。既加深了学生对科学家本身的了解又可引出一些科学术语。
在此基础上阅读并讲解课文使学生有更全面深入的了解。
[链接1]头脑风暴法的操作建议 网络资源
2 Listening 作为教 材第99页的听力部分，可让学生了解Benjamin Franklin的生活和成长经历。同时建议教师可利用上海外语教育出版社的《英语（新世纪版）听力》，开展相关主题的听力活动作为对教材的补充。 课文99页listening practice部分
3 Speaking 以“杰出的成就”为主题设计口语活动。
活动一：根据图片谈论世界上重大的科技发明。
活动二：小组讨论：成功人士应具备的素质。
活动三：设计一张我最崇拜的科学家的海报，并在全班进行交流。
活动四：Guess work——Guess who it is?
[链接2]口语活动的一些具体教学建议 课文91页Picture talk部分; 课文101页Further practice部分
4 Writing 以“现代科技让我们的生活更加美好”为题写一篇文章，用到persuasive paragraph. 课文102页Writing部分
5 Structure 倒装句是本课的语法教学内容，教师可通过“句型操练”和“习题巩固”两个层次循序渐进使枯燥的语法讲解与学生的实际应用相结合。
[链接3]倒装句操练的教学建议 课文97页Structure部分
6Additional
Reading 本部分与Unit 6内容直接相关，建议放在最后一课。
本课出现的重要词汇与词组：tend, despite, normal, demonstrate, act on, related … to …, keep … from doing, struggle to do.
[链接4] 科学知识拓展 课文105页Additional reading部分
教学过程
[链接1]
说明：
“头脑风暴”是提供学生积极思维的好机会。这一环节的运用既能发挥学生的积极主动性，又能使学生在小组活动中互帮互助。以小组活动方式呈现合作结果，让全体学生都对有关“科学家生平成就”的词汇加以回顾与复习，对新的词汇加以补充与学习。
1． 教师在黑板上展示如图的图表；
2. 全班分为四组，每组确定一个记录者，时间控制在三分钟。
3. 在“头脑风暴”过程中，记录者记录组内成员能想到的所有相关词汇。
4. 最后请记录者汇报罗列词汇的总数。
5. 教师补充一些学生未提及的新词汇。
[链接2]
说明：
这一部分旨在从多个方面锻炼学生的口语，使学生有机会说，愿意说，大胆表露他们的想法。活动设计多从贴近生活的原则出发，结合课本知识，尽可能给学生留下广阔的发挥空间。在口语练习过程中，教师应该鼓励学生，启发学生用英语表达。
活动一：
Picture 1 He is the famous scientist Yuan Longping, known as the “father of hybrid rice”.
Picture 2 A robot and an electric dog are performing on the stage.
Picture 3 The flying of rocket is based on Newtons law: “Equal and Opposite”.
活动二：
教师罗列学生所搜集的词汇：determination, diligence, devotion, perseverance, creativity, hard work, courage, wisdom, inspiration, fortune, calmness… 活动三：
说明：选取我最崇拜的科学家，参照[链接一]完成海报设计，并做presentation.
活动四：
说明：让学生根据老师提供的信息猜测这是哪一位科学家，并鼓励学生做适当的补充。
1．He was known as the wizard. He invented more than a thousand devices in his lifetime. Many were important in the creation of the electrical systems we use today. The best known of his inventions is the electric light bulb. In addition to being a great inventor, he was also a clever business man.（Thomas Edison）
2．She was very successful as a scientist of physics. She was the discoverer of
polonium and radium, for which she became the first scientist to receive 2 Nobel Prizes. However, what struck us most was not her great achievements but her courage and determination. (Madame Curie)
3．He was born in the town of Pisa in Italy in the year 1564. He was a very clever man and was interested in the study of the stars. He was not liked by some of the scientists in those days because he sometimes proved them wrong .they believed, for example, that a heavy object fell faster than a light one .But he went up to the top of a tower and from there he dropped 2 objects, a light one and a heavy one at the same time. They hit the ground tighter. So he proved those scientists to be wrong. (Galileo)
4．In the early 20th century a Scottish scientist discovered “magic bullets” that would destroy only the bacteria which damaged healthy cells and leave the rest of the body cells alone. This magic bullet was antibiotic-called penicillin which changed medical science forever. (Alexander Fleming)
5．He was born in England in1809. He wasnt the best student in his school, but when he was 16, his father sent him to medical school. He liked spending time outdoors observing nature more than attending medical classes. He dropped out without graduating. Later his father sent him to school to become a
minister. This time he made it to graduation, but he didnt want to do the work of a minister. After that he was invited to sail to South America and then around the world. The crews mission was to make maps of the places they visited. But he collected lots of plants animals to take back of study during this time. More than
20 years after his trip, he published an important scientific paper on how some animals have adaptations that help them survive. (Darwin)
6．He was an American scientist. He was born in Scotland. As a child he showed much interest in the world around him and liked to ask questions. He was so talented that he was admitted to Edinburgh University when he was only sixteen. During his life, he made more than 30 great inventions; the telephone which is so widely used today was just one of them. (Bell)
7．About 250 B.C., he had to solve a problem for the king. To solve the problem, he had to find the volume of the kings crown. Because the crown had an irregular shape, he couldnt make the measurement. Then one day he noticed that when he got into the tub, the water level in the tub rose. His body displaced, or pushed away water in the tub. He realized how to find the volume of the crown. He could put it into a container of water and measure how much water it displaced. Then he solved the problem for the king. (Aristotle)
[链接3]
1. ____, mother will wait for him.
A. However late is he B. However he is late
C. However is he late D. However late he is
2. Not until all the fish in the river died_____ how serious the pollution was.
A. did the villagers realize
B. the villagers realized
C. the villagers did realize
D. didnt the villagers
realize
3.—Do you know Jim quarrel with his brother?
—I dont know, _______.
A.nor dont I care B. nor do I care
C. I dont care neither D. I dont care also
4. Only by practicing every day _____ be able to make it perfect.
A.you can B. can you C. you will D. will
you 5.Hardly ____ when the lecture began.
A. had he arrived B. arrived he
C. he had arrived D. did he arrive
6. Jack is a student and studies at the No. 1 Middle School. _____.
A. It was the same with Mike B.So it is with Mike
C. So is Mike D. So does Mike 7.______ I had time, I would have gone to that lake again.
A. If B. Unless C. Had D.
When
8. ______ I would see him here.
A.Little I dreamed B. Little do I dream
C. I dreamed little D. Little did I
dream 9.____
__ that I couldnt be absorbed in the task.
A. They made such talked
B. So loudly they talked
C. It was noise outside
D. Such a loud noise did they
make
10. On a hill in front of us _____.
A. stands a great castle B. a great castle stands
C. stand a great castle D. a great castle stand
(DABDA BCDDA)
[链接4]
说明：
在学完全部课文的基础上，适当的，有趣的科学知识拓展希望可以加深学生对科学的热情和探究未知的钻研精神。这个部分可以通过竞赛的形式完成，在了解知识的同时培养学生的竞争意识和合作精神。
1. Which three Chinese physics scientists share the same family name? (Qian Xueshen, Qian Sanqiang, Qian Weichang)
2. Being with a beautiful girl for two hours seems to be only two minutes; but sitting on a hot stove for two minutes seems to be two hours. Who said this? （Einstein--- Theory of Relativity）
3. Whats the definition of science of physics (Mass and Matter)?
4. What do letters E, M and C in this formula E=MC2 stand for ? (Energy, mass, constant)
5. What are the four great inventions of ancient China? (Papermaking, commercial printing, gunpowder, and the compass.)
6. A Russian chemist named Dmitry Mendeleev came up with a way to organize the elements that is still used by scientists today. What is it? (The periodic table)
7. Please use what you learned to explain the following phenomenon?
Why does the apple fall down not go up? (Gravity)
8. At a business meeting each person shook hands with every other person exactly once. If there were fifteen hand-shakes, can you tell how many people attended the meeting? (Six)
高二英语家教备课教案 5
No smoking, please!Lesson 6
Teaching Aims
Learn and answer the following.
(1)Phrases
die of/from, catch fire, be on fire, burn down, set…on fire, compare to/with, reduce/increase by
(2)sentence patterns
Sb. spends time/money doing sth.
persuade sb. to do sth.
encourage sb. to do sth.
2.Improve the students’ ability of reading comprehension.
Teaching Difficult Points
How to understand some sentences better.
Teaching Methods
Question-and-answer activity to help the students to go through with the learning passages.
Pair work or group work to make every student work in class.
Fast reading to find out the detailed information about the text.
Teaching Aids
1.a tape recorder
2.a projector
Teaching Procedures
StepⅠ.Greeting
Greet the whole class as usual.
Step Ⅱ. Revision
Ask some students to act out the dialogue in Lesson 5. If necessary, give the Ss more drilling in the asking for permission.
Step Ⅲ. Preparation for reading
1.Show a No smoking sign and some questions on the screen. Let the Ss to answer.
What does this mean?
Where can you find this sign?
Why is smoking not allowed?
2.Talk about the picture with the whole class in the usual way.
T: Open your books, please. Turn to Page 8. Look at the picture at the top. What can you see in the picture?
Ss : Mother, her child and a cigarette.
T: What does the picture mean?
Ss: It means that smoking is bad for the health of your family.
T: Right. Translate the Chinese into English, please.
Ss: For the health of your family…
3.Show the new words in this lesson on the screen, and then give the Ss brief introduction(Here omitted).
4.Ask the Ss to read the text as quickly as possible and try to answer the questions at the top of the page.
Both sentences are true.
Step Ⅳ Reading
1.Let the Ss read the text again, then answer some detailed questions in the text.
2.Show the questionnaire on the screen, ask them to read and discuss in pairs or groups to complete the task.
Teaching Aims
Learn and master the following.
(1)Do you mind/Would you mind if…
(2)I wonder if…
(3) phrases: go ahead, smoke a cigarette, fetch a tape from…
Train and improve the Ss’ ability of listening
Teaching Difficult Points
Learn to master how to ask permission, how to give permission and how to refuse permission.
Teaching Methods
1. Question-and-answer activity to help to go through with the dialogue.
2. Pair work or group work to make every student work in class.
Teaching Aids
1. a tape record 2. a projector
3. the blackboard
Teaching Procedures
StepⅠ. Presentation
1. Show the new words in the dialogue on the screen and then give the students brief introduction in
English.
Ask individual Ss the following questions, then help them to answer.
3.Check the answer with the whole class. And deal with the following, show them on the screen.
The engineer died from overwork.
Millions of smokers die from smoking.
He died of hunger/grief.
The theatre caught fire last night.
Look, the theatre is on fire.
He is the very person that set the theatre on fire.
The angry people burnt the house down.
Production costs have been reduced by one third.
The price has been increased by five cents.
(5)Car production rose 25%, compared to the first three months of this year.
Compared to many women, she was indeed very fortunate.
(6)The children spent the whole afternoon doing their homework.
(7)I persuaded him to try again.
(8)The teacher encourages us to talk to her in English.
Step Ⅴ. Writing and listening
1.Play the tape and let the students listen to the text.
2.Deal with Part 2 on Page 9. Tell the Ss the following.
T: This exercise contains a reading passage with some words missing. The first letter of each missing word is
given. Please put in the missing words according to the context. First you do it alone, then I’ll check the answer with the whole class.
Suggested Answers:(Here omitted.)
Step Ⅵ Practice
First let the Ss read the example and know what they should do.
Then do the first two or three sentences orally with the whole class.
Finally let the Ss work alone or in pairs. After a while, teacher checks the answers with the whole class.
And tell the Ss to pay attention to the following condition.
When the noun is the object of the Attributive Clause, we can omit “which/that/who, etc.”
Suggested Answers (Here omitted.)
Step Ⅶ Discussion and Summing-up
Deal with Part 4. Let the Ss do it in pairs. Then help the students to sum up what they have learned in this lesson.
Homework
Read the text again and master some useful expressions.
Do the exercises 2-4 on Page 71 in the workbook.
Record After Teaching
Attachment
The Design of The Writing On the Blackboard
高二英语家教备课教案 6
教学目标
本单元对话课复习了有关问路及应答用语，要求学生用所学语言自编对话描述所在学校、区域或城市；
本单元介绍了美国的迪斯尼乐园及其创始人Walt Disney艰苦创业的生活经历。通过本单元教学，要求学生掌握迪斯尼乐园的概况，并可根据提示复述沃尔特？迪斯尼奋斗的生活简历。引导学生意识到只有通过自身的努力，艰苦奋斗，才能收获成功的道理。同时，设计问答练习，提高学生阅读能力。
作为高二的起始单元，此处复习了宾语从句的用法，通过课文阅读，完成练习册后练习，学生需熟练掌握此语言项目，并准确运用到口头及书面表达中。
对话教学建议
Step 1听录音
教师放对话录音，放完两遍之后，教师根据对话内容提出一些问题。
1.What were they talking about ?
2.How to answer the first /second/third/forth/fifth visitor question?
Step 2练习
组织学生五个人一组，练习对话三至五分钟。教师请几组同学到前面表演。
Step 3改写
将对话内容改写为一篇短文，要求学生用本课的地点名称如：
Sleeping Beauty Castle , Bear Country, Horse-drawn streetcars, the Tomorrow Land Building
比如：Carl is answering visitors’ questions. The first visitor asks Carl the way to the Sleeping Beauty Castle….
Step 4讨论
If you are visitor, How to ask the way to the stranger at first?
Step 5总结
教师提问学生们，归纳和总结对话用语。
Asking:
Where is …...
How can I get to…
Which is the way to…
Could you tell me if…
Could you tell me the way to…
Answering:
Go straight ahead…
It’s behind …/in frond of/
Go down this street…
教材分析
本课的日常用语用语是有关对话asking the way and responses,这样的问路用语在初中都以学过，所以对话不在是个难点。本课的两篇阅读文章是有关人物，沃尔特·迪斯尼。难点在于第一篇是了解他的生活经历和艰苦创业。第二篇是我们众所周知的Disneyland，两篇文章结合着学过的语法知识宾语从句在里面，这也不是学生们所要了解的重点。
词语讲解
1.bring on引起；使。前进；把。端上来(如饭菜等)
1) Ill bring on the beef in a minute.我一会就端上来牛排。
2) The fine weather is bringing the crops on nicely.好天气使农作物长得很好。(使发展或进步)
3) He was caught in the rain and this brought on a bad cold.(引起；导致)他被雨淋了，导致了一场重感冒。
bring on使发生；
bring in引来；引进；吸收
bring out取出；说出；阐明；出版
1) The first dish that was brought on was bean-soup.
2) The sudden cold weather brought on his cold again.
3) His new business brings in 1,000 dollars a month.
4) We also brought in some words from English, such as tank and so on.
5) Bring out the meaning more clearly.
6) They have brought out a set of childrens books.
2.You can see as far as the coast.
as far as远到；到。为止；常用来在句中加重语气
Every day, the old man walks as far as the Summer Palace.他一直走到颐和园as/so far as (连词)就。而言
As far as I know, what you said cant possibly happen.就我所知你所说的.事情是不可能发生的。
so far到目前为止，常用在完成时态中
I havent got the invitation so far.到目前为止，我还没有得到邀请。
3.One day he remembered the mouse that used to come out in his fathers
garage
used to do sth.
ju:st
1) My friend used to write to me, but now she prefers sending e-mails.
be used to do sth.被用来做
ju:zd
1)The house was used to keep books two years ago.
2)Elephants are used to carry things.
be/get used to doing/sth.
ju:st
1) I have been used to living in this area.
I have got used to living in this area.
2) I came to Beijing 10 years ago, and Ive got used to the weather here.
4.Go through the gate and youll find the entrance. = If you go through the gate, youll find the entrance. / Go through the gate, or you wont find the entrance.
注意连词的位置，而且每个复合句中只能有一个连词，不要在一个句子中重复连词。
1) Use your brain and youll find a way.
2) If you study hard, youll surely make progress.
3) Hurry up! Or well miss the last train.
语法讲解
宾语从句
I.宾语从句即在复合句中作主句的(及物动词或介词)宾语。宾语从句通常由连接代词或副词引导；可分为四类：
1.由that引导的宾语从句(that没有任何意义，在从句中不充当任何成分，在口语和非正式文体中常可以省略)：
I thought (that)the food was rather expensive.
Mother knows (that) Jim will work hard.
2.由if /whether“是否”引导的宾语从句：
I wonder if/whether it was Disney who made the first cartoons.
Could you tell me if/whether Mr. Black lives here?
3.由what, why, when, where, who, which, whose, whom, how等wh-类连接代词或副词引导的宾语从句：
Can anyone fail to see what kind of show they are putting on?
Please tell me which class you are in?
He asked me whom I was waiting for.
The stranger doesn’t know when the ship arrives.
I didn’t understand why the boy had so many questions.
Please ask the teacher how we get to the place.
4.由关系代词型what等代词引导的宾语从句：
We always mean what we say.
I will try to make up what I have missed.
I’ll give you whatever help you need.
I’ll read whichever book you recommend
II.使用宾语从句应注意的几个问题
1.连接代词或副词的使用。连接代词或副词的使用是由句子的意义决定的(这是高考的重点)。
A computer can only do what you have instructed it to do.
--“Doesn’t Helen live on this street?”
--“No. This is where Leon lives.”
2.宾语从句的语序。无论是连接代词还是连接副词引导的宾语从句的语序都应是陈述句的语序。
She asked the boys if they had white hats.
I don’t remember when we arrived.
Do you know which class he is in?
3.时态的呼应。分以下三种情况考虑：
1)主句的谓语动词是过去时态时，从句的时态也应是过去的某种时态。
He answered (that) he was listening to me.
Lily told us (that) she was born in May, 1980.
2)主句的谓语动词是过去时态时，从句所叙述的是客观真理、格言时，从句时态无需改变，仍用一般现在时。
The teacher said that (that) the earth goes around the sun.
Father told me that practice makes perfect.
2)主句的谓语动词是现在时或将来时，从句的时态不受限制。根据实情，可使用任何所需时态。
He says he will be back in an hour.
They know Jim is working hard.
4.形容词后的宾语从句。
常可跟宾语从句的形容词有：afraid, glad, sure, happy, pleased, surprised, sorry等等。
She is afraid that Jim will forget his Chinese.
I’m sure that he will succeed.
高二英语家教备课教案 7
知识目标
正确听、说、读、写、用work, doctor, hospital, nurse, worker
能够理解、应答和运用 He/She verb + s/es。
能力目标 能把所学的应用到日常交际生活中去，在适时环境中能够灵活运用。
情感目标 能交流个人信息，乐于参与小组活动，积极参与。
教学重点难点：正确听、说、读、写、用work, doctor, hospital, nurse, worker
能够理解、应答和运用 He/She verb + s/es.
教 法：情景教学法
学法指导：小组合作学习
课件使用：多媒体课件、挂图 卡片
教学课时：2课时
第一课时
一、热身、复习（warm-up /Revision）
1、教师发口令，学生做动作 Drive a car（cab 、truck ）！ Ride a bicycle! Take a bus! Walk!
2、板书单词，指名连线，并及时给予鼓励
doctor school
nurse restaurant
worker hospital
teacher
二、学习新课
1、听课文录音，读课文。
2、回答问题。
What does Li Ming’s father do? How does he go to work？
What does Li Ming’s mother do? How does he go to work？
What does Li Ming’s aunt do? How does he go to work？
What does Li Ming’s uncle do? How does he go to work？
3、指名评议。
三、练习。
1、根据提示介绍自己的家人的职业，怎样去工作。
What does your …… do?
Where does your work?
How does he/she go to work？
2、每组选派俩名代表上台介绍家人的职业……
5、指名上台描述家庭中某一成员的一种职业，教师适时指导。
四、布置作业、适时反馈。
第二课时
一、热身、复习（warm-up /Revision）
教师找一名自告奋勇的学生，让他扮演李明的阿姨，
T； Who are you?
S: I’m Li Ming’s aunt.
T； What do you do?
S: I’m a nurse.
T； How do you go to work?
S: I go to work by bike?
二、小组活动； 两人一小组，扮演李明的家庭成员，仿照上边的.句子进行对话。
学习新课
三、练习。
1、画一画，讲一讲。
让学生画一个家庭成员，她的职业是教科书中描述的一种职业中的一种。如果家庭成员中没有这些职业，学生可以虚构一个。两人一组，讨论：
Is this your ……（家庭成员）？
What’s his/her name?
Does he/ she work?
How does he/she go to work？
2、游戏。
教师发口令，学生做动作 Drive a car（cab 、truck ）！ Ride a bicycle! Take a bus! Walk!
3、let’s do it!
完成课本第七页的内容。
4、指导学生完成练习册第三课的内容。
四、布置作业、适时反馈。
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