高二英语教案（优秀4篇）

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高二上册英语教案 篇一

教学目标

Teaching aims：

1、 Knowledge aims: enable the students to know the meaning of some words and phrases, such as frown, yawn, turn his back to someone, nod the head up and down 。

2、 Ability aims: enable the students to know how the people around the world to show their feelings by using body language.

3、 Emotional aims: encourage the students to show out their feelings by using body language.

教学重难点

Teaching important and difficult points:

1、 Make the students familiar with the universal gestures and actions.

2、 How we show our feelings by using body language correctly.

人教版高二英语教学设计5 篇二

教学目标

Teaching Aims and demands本单元通过学习马克·吐温的《百万英镑》并改编成短剧形式的课文，学生能初步了解作者的风格。学生应能在教师的指导下，排演这个短剧。通过对话课的学习与操练，学生接触表示坚持个人意见的常用语句，并要求学生运用到实际会话中。学习并初步掌握as if和no matter引导让步状语从句的用法。 Teaching important and difficult points 1.单词run, choice, note, change, fool, order, pleasant, right, assistant, customer, foolish, insist, tailor depend, favo(u)r ， apologize, e_cited 2.词组shop assistant, a clothes shop, give back, or else, change…for …， in the sun, try on, depend on, take place, get off, put on, drop in, once upon a time, do up, in fact, keep back, play the part of, ne_t to 3.交际用语There seems to be something wrong with it. I would like you to change this blouse. You sold me a《写作文·www.paomian.net》 blouse that I can’t use any more. I am afraid I can’t do that right now. Why can’t you do something about it? Is anything the matter? 4.语法学习as if和no matter的用法。

教学建议

课文建议在Lesson 38课，建议教师应组织学生1)以节目的形式演出这段对话。2)教师可选取录像或多媒体形式完成此课的教学任务。3)教师把学生分成三人一组，适当准备一些道具排演本课的最后结局的短剧。4)教师要求学生找出能刻画服装店老板人物特征和心理变化的相关语句。如：There’s a customer, Tod, Will you serve him? / No matter what he is wearing ， Tod, just show him the cheapest./Come, come. Get him his change, Tod.。

对话分析本单元对话是讲述在服装店调换衣服的经过，学生对其内容较易理解，但一些新单词的用法应掌握，如：customer, run, insist, change…for…。本课中也提供了给学生做相应对话的练习，如：A pair of trousers, A radio的口语练习。

教学重点难点1.serve的用法

1)serve（sb.） as sth.表示“为（某人）工作，（尤指）当佣人”。 He served as a gardener and chauffeur.他做园艺工人兼司机。 2)serve还可表示“供职，服役”。 He has served his country well.他为国尽职。 3)serve sb. （with sth.）。表示“将（饭菜）端上桌。” Four waiters served lunch for us.有四位服务员招待我们吃午饭。 4)serve还可用于“（在商店等处）接待（顾客）或为顾客取货物”的意思中。 Are you being served?有售货员接待您吗？ He served some sweets to the children.他为孩子们拿来了他们想要的糖。 5)serve还指“（一份饭）够……”。 This packet of soup serves two.这包汤料够两个人食用。 2.judge的'用法1)judge用作动词，表示作“断定，估计，认为”解。其后可带宾语从句，也可带不定式或形容词、名词等引导的宾补成分。 We judge that they have finished.我们估计他们已经干完了。 We judge them to have finished.我们估计他们已经干完了。 She judged him about fifty.她估计他在五十岁左右。 The committee judged it better to start the investigation at once.委员会认为立即开始此项调查。 From his letter, we judged his visit to China a great success.从他的来信判断他对中国的访问非常成功。 2)judge用作“判断，断定”解时，还可接wh—分句或wh—加不定式结构。 I can’t judge whether she was right or wrong.我不能断定她是对还是错。 3)judge还可表示“评判，评价”，可说judge sb. / sth. Don’t judge a man by his looks.勿以貌取人。 4)Judging by / from…（从……来看，据……来判断）是惯用短语，可用来引导独立分句。 Judging from his looks ，he may be sick.从外表看，他或许生病了。 Judging by his accent, he must be from Guangdong.听口音，他准是个广东人。 3.get off的用法1)get off意为“脱下”。 It’s rather hot today, we must get off the jacket.今天太热了，我们必须脱下夹克衫。 2)注意：get off还可作“下车”；“离开”；“出发”；“起飞”解。 As soon as I got off the bus, I started for the village on foot.我一下公共汽车，就开始步行到村里去。 We must get off at once or we' II be late我们必须马上走，否则要迟到了。 We got off immediately after breakfast.我们一吃过早饭就出发了。 The plane got off on time.飞机准时起飞。

4.favor的用法1)in favor （of ）表示“赞成、主张”，常用作表语或后置定语。 The students were in favor of reform.学生赞成改革。 2)do sb. a favor或do a favor for sb.是个正式的礼貌用语，意思是“给某人以恩惠，帮某人的忙”。 Would you do me a favor?帮我一下好吗？ Do me a favor by turning off the radio.帮我把收音机关掉。 Do me the favor to come.务请光临。注：do sb. a favor后接of doing或不定式时，应将不定冠词a改为定冠词the。

5.put down的用法

1)意为“写下；记下”。 Put down your name and your telephone number.写下你的名字和电话号码。 Put this down in your notebook for future reference.这点记在你的笔记本上，以供今后参考。 2)可作“_;扑灭”。 The fire was finally put down by the firemen.大火最后终于被_员扑灭了。 6.as if的用法as if是连词词组，作“好像”、“好似”解，引导表语从句，用于下列句型中：It looks/seems as if 。.。.表示“看起来似乎……”。其中It为无人称代词，本身并无词义。looks / seems是连系动词，as if引出表语从句。 It looks as if it is going to show.看来，要下雪。 It seemed as if the suit was made to his own measure.这套衣服看来似乎是按尺寸给他定做的。除此之处，as if也可以引导方式状语从句，修饰主句的谓语，此时从句中的谓语动词常用虚拟语气。关于这一点，暂可不必向学生交代。 The woman loves the children as if she were their mother.这个妇女爱这些孩子，她好像就是他们的妈妈一样。

7、 no matter的用法no matter作“无论”、“不管”解，用以引导表示让步的状语从句，常用在下列句型中：句型中的No matter what （who/when etc.）。.。分别表示“无论何事”、“无论何人”、“无论何时”等，这个从句可以置主句之前，也可以置主句之后。由no matter + what等引导的让步状语从句。No matter后面接关系代词或关系副词引导状语从句在句中作让步状语。 No matter what you do, you must be very careful.不管做什么事，你都必须非常细心。 No matter之后可用what以外的关系代词或关系副词。例如：No matter who you are （=Whoever you are）， I’ll never let you in.无论你是谁，我绝不让你进去。 No matter which…无论哪一个…… No matter which you choose（=Whichever you choose）， you will be satisfied.不论你选择哪一个，你都会满意的。 No matter where…无论何处；不管在哪里…… No matter where I go （=Wherever I go） ， I will be thinking of you.无论我到哪里，我都会想着你。 No matter when …无论何时，不管什么时候…… I’ll discuss it with you no matter when you like（=whenever like）。你什么时候高兴，我愿意同你讨论这件事。 No matter how.。不管……如何；无论……多么…… No matter how hard you try（=However hard you try）， you will never be successful.不管你如何努力，你都不会成功的。 8.drop in, drop in on与drop in at的区别drop in意为“顺便走访” He often drops in for tea.他经常顺便来喝茶。 drop in on后接人意为“顺便拜访某人”。 She dropped in on me yesterday. drop in at后接表示地点的名词意为“顺便来(去)某处看看”。 Tom usually drops in at my place on his way home.答题时要注意drop in后所接的名词表示的意思。 Jane used to ____ the tailor’s on her way home from work. A. drop in B. drop in on C. drop in at D. drop at詹妮以前常下班后去成衣店看看。the tailor’s表示地点，故正确答案为C。

9.run的用法1)表示“跑，奔跑，赛跑”。 The boy ran off as soon as we appeared.我们一来，孩子们都跑了。 She used to run when she was at college.在大学时她经常练跑步。 2)run还可表示“（火车、汽车、轮船等）往来行驶” Buses to O_ford run every half hour.去牛津的公共汽车每半小时一班。 The trains don’t run on Christmas Day.圣诞节火车停驶。

3)run可用业表示“（液体）流动”。 Could you run me a hot bath?你给我放盆热水洗澡好吗？ Your nose is running.你又流鼻涕了。 4)run表示“（衣服上的染料或颜色）掉色，扩散”。 I’m afraid the color ran when I washed your new skirt.很遗憾，我洗你那条新裙子的时候它掉色了。 5)run可表示“融化”。 It was so hot that the butter ran.天太热，黄油开始化了。 The wa_ began to run.蜡开始融化了。 6)run还可表示“负责、经营、管理”。 He has no idea of how to run the successful business.他不知道把企业办好的方法。 Stop trying to run my life for me.我的生活用不着你来管。 ， come. Get him his change. Tod. （ = Hurry up. Tod, Give the man his change.）得了，得了，给他找钱吧，托德。句中的come用作感叹语，表示“劝导”，“不耐烦”的情绪。come作感叹语用时，在不同的情况下，可以表示不同的感表，如“鼓励”、“惊异”、“命令”等。例如：Come, come, Alice, you must be patient.好了，爱丽丝，你得忍耐点。本句中的change是不可数名词，作“零钱”，“找给的钱”解。又如：Here is your change.这是找给你的零钱。 change还可以用作及物动词，作“零钱”，“换钱”解。 Could you change a 10-yuon note, please?你能换开10元钱吗？

教学设计方案Lesson 37

Teaching aims 1. Practise in pairs talking about buying clothes in a shop.

2、 Study the language points in lesson 37.

Teaching procedures

StepⅠRevision

1、 Check the homework e_ercises.

2、 Revise articles of clothing by asking questions. Get as many as possible from the students and write them on the blackboard.

Questions for the teacher to ask the students:

1) What words have you learned about clothes ？

trousers, coat, jacket, shirt, overcoat……

2) What color do you like best if you buy a blouse ？

a gray one, red one, blue one, black one, yellow one, white one ……

Step Ⅱ Warming-up

Look at the picture on P 55.

1、 Ask the students to say something about the picture. Let the students know a new word: blouse.

Answer: It’s a clothes shop. There are many clothes in the shop. Two women are talking now. They are talking about the white blouse and the red blouse in the shop.

2、 Ask the students how different clothes are washed. Make a table on the blackboard if you like

as follows:

HOT WASH white cotton

WARM WASH coloured cotton

COLD WASH silk ， wool

Step Ⅲ Listening and reading

Let the students listen to the dialogue once or twice and then answer same questions.

1、 What did the customer buy last week?

… She bought, a blouse last weds

2、 What's wrong with the blouse?

… When doe washed the blouse, the color ran.

3、 What did the customer ask the assistant to do?

…She asked the assistant to change the clothes or give the money back to her.

4、 Did the assistant give the money back to the customer ？ Why ？

…No, because the manager of the shop wasn't in. And the assistant couldn't decide whether to give it back to her or not.

Step Ⅳ Practice

Let students fill in the blanks of the dialogue.

SA: Good afternoon. Can I 1 you ？

C: Yea, please. I 2 this radio the day before yesterday. But there is something 3 with it. Last night it just couldn't. I 4 can't use it.

SA: Let me 5 。 It scans as if it hasn't been 6 properly. Has it been left in the sun or__ 7_?

C: Of 8 not. How can I be 9 foolish ？

SA: 10 it's the 11 of the factory that made it. I think I will send back to the 12 and get it repaired.

C: You may 13 it back to the factory, but I would like my money 14 。

SA: I’m 15 I can't do that.

C: Why can't you do 16 about it ？ I'd like you to change this 17 or else 18 me my money back.

SA: All right. You can 19 it for another one. Would you please 20 a look at these ones ？

Answers:

1、 help 2. bought 3. wrong 4. work 5. see 6. used 7. rain 8. course 9. that 10. Maybe 11. fault 12. factory 13. send 14. back 15. afraid 16. something 17. radio18. give 19. change 20. have

Fill in the blanks.

1、这台收音机有问题吗？

Is there ______ _______ ________ the radio?

2、请把借我的书还我。

Please give me _______ the book that you _______from me.

3、天看上去要下雪了。

It _______ as if it’s going to_______.

4、他坚持要明天去那儿。

He _______ that he _______ there tomorrow.

5、别让孩子站在太阳底下。

Don’t _______ the child stand ________ the sun. 6.我想让汤姆的弟弟去做那项工作。

I would _______ Tom’s brother ________ do the work.

Answers

1、 anything wrong with 2. back …borrowed 3. seems…snow 4. insists …go 5. have/ keep …in 6. like …to

StepⅤ Language points

Let students read the dialogue and ask them to pay attention to some key sentences and then the teacher gives some brief e_planation.

1、 There seem (s) to be…

2、 like常见的句型是

like sb. to do sth./ like to do sth./ like doing sth.

3、 I’m not that foolish = I am not so foolish.

4.It looks as if +句子= It seems as if +句子

5、 insist + that - clause + （ should ） + v

Step Ⅵ Further practise

1.Get good pairs of students to act out their dialogues in front of the class without their books if possible.

2、 Provide a few situations for the Ss, let them practise the dialogues by dividing the different groups.

1)You have just bought a pair of shoes from a shoe shop. But later you find that the shoes are not of the same size. So you go to the shop again. Make a dialogue between the shop assistant and you.

2) You have just bought a tape—recorder. But it does not work as soon as you get home. So you go back to the shop and ask for a new one.。

Step Ⅶ E_ercise

Do e_ercises E_ 1——3. on Page 118.

A customer brought a blouse in a clothes shop last week. She found that the colours _____when she washed it. Thinking that there must be ______wrong with it, she went back to the shop. The shop_____ asked her whether she did not follow the ______and washed it in hot water. The ______said she was not ______foolish. It seemed that it was the ______of the company that produced it 。The customer _______that the shop should give her money back, but the shop assistant refused. Finally the customer decided to change the blouse _______another one.

Key:

ran, something, assistant, instructions, customer, that (so)， insisted, fault, for

StepⅧ Homework

1.Do e_ercises E_ 2——3. on Page 118.

2.Get the students to do the vocabulary preparation in Lesson 38 。

教学设计方案Lesson 38

Teaching Aims 1. Learn lesson 38 to get brief idea of the story.

2.The students are required to answer some questions.

Step I Revision 1)Check the homework e_ercises.

2)Oral practice.

1、你的手表有问题吗？ 2.我想让你去做这件事。

3、似乎看来这本书被他看完了。 4.我坚持让他把钱还我。

5、对不起，是我的错。 6.你为什么让他一直在田里工作。

Answers:

1、 1s there anything wrong with your watch?

2、 I’d like you to do the work.

3、 It seems as if the book has been finished reading by him.

4、 I insisted that he (should) give me my money back.

5、 I'm sorry. It's my fault.

6、 Why did you have him working in the fields?

高二英语教案 篇三

Teaching aims and demands:

1、 Enable students to understand the passage better.

2、 Develop students' listening, reading, writing and thinking ability.

3、 Enable the students to prepare and present an oral report on a Chinese medicine.

Teaching Approaches:

Task-based approaches

Form of Activities:

Individual, pair or group work and topic discussions.

Teaching Aids:

The multimedia and the blackboard

Teaching Procedures:

Step 1 Revision

Translation:

1、麻疹 7.流感

2、疟疾 8.病房

3、水痘 9.糖尿病

4、中风 10.霍乱

5、伤寒 11.急诊室

6、诊室 12.重症监护室

Step 2Lead-in

1、 Show a picture of acupuncture treatment on the screen and ask the students a question:

Have you ever experienced an acupuncture treatment?

2、 Show another two pictures about different tools used for acupuncture treatment in the past and now.

Step 3 Fast Reading

1.Scan the text and find which of the topics is not mentioned: history, past uses, current uses, disadvantages in the West, benefits and disadvantages

（The disadvantages of Chinese disadvantages are not mentioned.）

2、 What medical problems can acupuncture treat?

Bad pains, headaches, injuries, stomach problems, blood pressure problems, addiction to cigarettes, drugs, alcohol and food.

3、 How does acupuncture reduce or relieve pain?

It is unclear now. One theory suggests that acupuncture blocks pain signals from reaching the spinal cord or brain. Another theory suggests acupuncture promotes the production of chemicals in the body which reduces pain.

Step 4 Further Reading

1、 Listening for further informationPara 11. Ask the students the main idea of the paragraph.

(The history of Chinese acupuncture)。

2、 Ask the students to retell the history of Chinese acupuncture (magic needles)。

began-the Stone Age

be practised-4,000 years

be developed-2,000 years agoParas 2 -31. Ask the students the main idea of the paragraph.

(The development of Chinese acupuncture)。

2、 Ask the students to retell the development of Chinese acupuncture.

In the pastNowadaysstone or pottery needles

metal needles

make holes on swollen areas

put needles into the skin at certain points

365 acupuncture points

about 2,000 acupuncture pointsPara 5Ask some questions in detail:

1、 How does an acupuncturist examine a patient?

（First ask the patient's medical history and lifestyle. And then look at the color of the patient's skin and tongue, listen to his breathing and check his pulses.）

2、 How many pulses are there and what are they connected with?

（There're twelve different pulses, six on each wrist. Every one is connected with a major body organ or function of an organ.）

3、 Why will an acupuncturist check pulses?

（This will help him/her find out which energy channel doesn't have enough energy.）

Step 6 More information

Show some pictures on the screen to introduce more information about Chinese acupuncture.

1、 Different tools for acupuncture

2、 Now it is popular that acupuncture is used to help people lose weight 。

3、 The traditional Chinese acupuncture is becoming more and more popular with foreigners. For example, Oscar king Adrien Brody was keen to try acupuncture treatment. William's hair is becoming less and less. He is eager to try Chinese acupuncture treatment.

4、 Dae jang Deum in the TV play series once used acupuncture to treat patients. But some experts said the plot was not true.

5、 Pets also follow the fashion.

Step 7 Discussion

1、 What are your thoughts on acupuncture?

2、 What are the possible benefits or disadvantages of acupuncture over other treatments?

Step 6 Homework

1、 Write an article about traditional Chinese medicine (one herb or treatment)。

2、 Finish the exercises of this unit.

高中高二英语教案 篇四

Part 1. The analysis of the teaching mateiral

（说教材）

Part 2. The teaching aims

（说目标）

Part 3. Something about the students

（说学生）

Part 4. The teaching important and difficult points

（说重点、难点）

Part 5. The teaching methods and aids

（说教法）

Part 6. The teaching procedures and the purposes as well

（说程序及设计意图）

说课的详细过程如下：

Part 1. The analysis of the teaching mateiral

（说教材）

泛读在教材中地位

泛读不仅在英语教学，乃至整个英语语言的学习过程中都占有非常重要的地位。从《普通高中英语课程标准》可以看出，它要求高中英语教学和初中相比，更具有时代性、基础性和选择性，更加注重对学生综合语言能力的培养。新《课标》立足于提高学生的综合英语语言水平，提高对高中学生阅读能力的要求，并提出大力开展英语泛读教学，选修课程等要求。通过一系列的泛读，对学生进行大量的语言输入，重点培养学生的阅读技能，进而提高学生综合运用语言的能力，也即语言输出的能力。

英语作为我们的一门外国语言，单词，语法，固然要背，但是，在我们的英语教学中，将现成的英语文章作为比较真实的语境，让学生先去听，去感受，去体会作者话语中词汇表达的功能、作者要表达的意图和态度则显得尤为重要。

教学内容及课时

本课源于高二英语选修7第4单元 sharing（分享）。根据《教学大纲》本单元的重点话题是帮助弱者、志愿服务、合作共享等，通过听、说、读、写等活动不仅学习有关的语言知识，还要培养学生的社会责任感。

本节阅读课文的标题就是“A Letter Home”<一封家书>，它是一封航空邮件。年轻的澳大利亚女教师Jo以志愿者身份在异国——巴布亚·新几内亚(Papua New Guinea)的一个贫困的山村学校支教。她给国内好友(Rosemary)的回件中，用9个自然段800多字的篇幅告诉了好友该山村学校的校舍、教学以及她到一学生家做客的所见所闻。根据教学内容及学生实际情况，本次泛读安排1.5个课时。

Part 2. The teaching aims

（说目标）

根据《普通高中英语课程标准》、《教学大纲》的分析，对本次泛读课特拟定以下三维教学目标：

Knowledge objects（语言知识目标：语音、词汇、话题）

1) To feel the language

在真实的语境中去感知、去体会本篇阅读所涉及到的重、难点词汇，比如：be dying to do sth, muddy, concept, relevant, remote 等等。

2) To understand the letter

要读懂这封回信的内容

Ability objects（语言技能目标：听、说、读、写）

To develop and improve the students’ reading

阅读课，首先是要提高学生的阅读能力，

3、 Emotional and moral objects（ 情感态度目标：兴趣、自信、合作、有爱心、社会责任感、国际视野的意识）

1) To let sts learn about respect, understanding,kindness and sharing.

通过这封信的学习，学生能了解到世界上一些落后国家贫困的生活现状，文化习俗及其宗教信仰，从而增进对别国人的理解和尊重。让学生懂得尊重，理解，懂得分享，拥有爱心。

2) 通过多样的阅读题型，丰富的网络资源，调动学生的积极性

加大课堂参与度，保持学生学习英语的愿望和兴趣。

Part 3. Something about the students

（说学生）

通过Warming up 的学习，学生不仅已经了解到本单元的话题是“分享”，而且也了解到在我们国家，有一些志愿者同胞和外籍支教教师将他们的知识与爱分享且传递给祖国大山深处的孩子们。

这些高二学生通过高一一年的学习，已经基本掌握了英语泛读的基本技巧，比如：预测、略读、跳读等。但学生的英语水平参差不齐。绝大部分学生课外没有主动去接触英语，没有阅读英文文章或看英文电影之类的习惯。但英语课堂的发言还是比较活跃的。

Part 4. The teaching important and difficult points

（说重点、难点）

根据以上3个方面的分析，重点和难点如下：

重点：1)在真实的语境中，感知、体会、发现语言的音、形、 意；

2)分别从整体和细节两个角度读懂这封回信。

2、 难点：如何让学生在紧张、活泼、向上的学习氛围中全面深入的理解这篇文章。从而更有效地完成教学目标。

Part 5. The teaching methods and aids

（说教法）

Situational Teaching 情景教学法

Task-based Language Teaching （任务型教学法）

CAI （电脑辅助教学）

Part 6. The teaching procedures and the purposes as well

（说程序及其设计意图）

I Pre-reading（导课） 用 3 个问题、图片及其相关资料导入阅读课

设计意图：1)必要的背景知识介绍； 2)激起学生学习本篇课文的兴趣。引出阅读课文“A Letter Home”

II Reading（任务型阅读）

Task1 (individua work) Scan and try to divide the passage into several parts and summarize the main idea of each part.

Part1:_____________________________

Part2: _____________________________

Part3: _____________________________

Part4: _____________________________

设计意图：1)训练学生从总体上把握一篇文章的结构及其段意；2)通过个别提问法要求英语水平中等偏下的能划分结构，基本能说出各段段意的关键词汇或找出主题句。要求英语基础相对较好的学生能用自己的语言较准确地表达出各段段意。从而提高不同类学生的英语语篇概况能力。同时，又不同程度地培养且提高学生的听、说与写的能力。

Task2.Task3 Task4

分别通过填空、判断和回答问题的题型让学生阅读

设计意图：1)分别通过个别回答和集体回答随时引起学生的注意，调动学生的积极性；2)培养和提高学生快速捕捉文章事实细节和推理判断的能力。

Task5 summarize the passage (Fill in the blanks below)

（给学生5分钟左右的时间准备，进行短文填空。提醒学生先在草稿纸上试填，然后在全班查对，最后全班集体朗读。）

High school

Jo’s school is a _____ school whose classrooms are made of _______ and roofs of _____. There is no _________ or ______, even no__________. Without __________, the students have no ______ of doing experiment. Most of the students will be going back to their villages after ________.

Local Village

Tombe comes from a ______village where people speak special language. People live in the hut which has no _________ and thedoorway was _______. The main food they eat are ________, ______ and _______. Villagers believe that ________attract evil spirit in the night.

设计意图：1)回顾本篇阅读的内容；2)使学生在默读的基础上，训练学生大声朗读的能力。3)进一步巩固学生对课文的理解

Task 6Discussion （小组讨论）

选用课后练习四中的两个话题进行小组讨论—展示—老师点评

设计意图：借助本篇课文，发挥学生的主观能动性，以英语语言为工具，1)帮助学生理解“志愿者活动、献爱心活动、合作共享”等的意义；2)培养学生在日常生活中帮助他人、扶贫救困的爱心。3)帮助学生树立正确的价值观。

III 。Homework（作业）

1、让学生找出文章中难以理解的句子加以翻译，

2、利用工具书查阅重点词汇和短语的用法，培养学生自主学习的能力。