高二英语教案 学校高二英语教案优秀10篇
英语教案怎么写？写课题和课型，课题指文章标题，讲课时要告诉学生，并写在黑板上，课型指讲课类型。本文是小编为家人们找到的学校高二英语教案优秀10篇，仅供参考。
高二英语教案 篇一
Step 4: Pair work
Can you think of more questions about the dynasties of ancient China? Having a talk with your partner.
Presentation Skill
Read the letter on page 38 and answer the questions.
1. Is this a formal or informal letter? How do you know?
Formal; We know because the writer addresses the recipient as Mr. Wu (not by the first name), mentions nothing personal, just the business matter, signs it with “Yours sincerely”。
2. Why has Li Chen written the letter?
Because he needs some students' help for the archaeological dig during the summer holidays.
3. Who do you think Mr Wu is?
A teacher at a school.
4. In what way would this job be an interesting experience?
The students would have a chance to work in a team at an important archaeological site.
Cultural Corner
Step1 : Read the passage and answer the questions.)
1. Why did Qu Yuan kill himself?
Because Qin captured the capital of Chu.
2. What else do you know about Qu Yuan and the Dragon Boat Festival?
Step 2: Task: Making a presentation about ancient China
Think of a period of ancient China that interests you. Choose two or three important people or aspects of the period.
(1) A ruler and his achievements
(2) Poets or philosophers
(3) Building or relics that can still be seen todayPeriod TwoContent: Reading and vocabulary (1)
Step1: Fast reading
Read the passage. Number the topics in the order you read about them.
(a) The discovery of the warriors
(b) the men who made the warriors
(c) description of what the warriors look like
(d) why the writer is at the site
(e) Emperor Qin Shi Huang and his tomb
(f) how the soldiers were made
Answer: d, e, a, c, f, b
Step2: Read again Answer the question:
1. In which part of China is the underground tomb of Emperor Qin Shi Huang?
The northwest China's Shanxi Province.
2. How and when were the terracotta warriors discovered?
By farmers digging a well.
3. How many terracotta warriors are there?7,4004. Why were they made?
Because Emperor Qin wanted an army to protect him in the next life.
Step3: Look at the words from the passage and choose the correct answers.
人教版高二英语教学设计5 篇二
教学准备
教学目标
1、教学目标
（1）知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, e_pression, defend, misunderstand, adult, cheek, major, likely, in general。能够表达一些Body language.
（2）能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。
（3）情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。
教学重难点
教学重点和难点
（1）培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。
（2）让学生合适地使用不同的身势语。
（3）课文中现在分词作定语和状语的长难句。
教学过程
Step 1. Lead in
(1)The teacher shows a question on screen：How can we communicate with others when we can’t speak ？
Then ask a student to answer.
设计说明：引出本单元的话题。
（2） The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for.设计说明：引出本节课的题目。
Step 2. Fast reading
1、 Go through the passage quickly and find out the main idea of each paragraph.
o Match the main idea of each para. with lines.
(Para.1) A. Other e_amples of different greeting body language.
(Para.2) B. Different people have different body language.
(Para.3) C. Summary of body language.
(Para.4) D. Meet the visitors at the airport.
(Para.5) E. E_amples of different greeting body language.
2、 Try to write down the main idea of the te_t.
The te_t is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.
设计说明：通过这个题目的练习，让学生掌握速读，先对文章段落大意有一个了解。然后再去归纳中心思想。
Step 3. Careful reading
Read Para. 1 and decide if the following statements are true (T) or false (F)。
（1) Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students. ( ）
（2） After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.
( )
Read Para.2&3 and match the people with their ways of greeting
Tony Garcia (Columbia) A. shakes hands and kisses others twice
on each cheek
Ahmed Aziz B. Bows
(Jordan)
Akira Nagata (Japan) C. shakes hands
George Cook (Canada) D. approaches others closely and touches
their shoulder and kisses them on the cheek
Darlene Coulon(France) E. stand quite close to other men but will
usually not touch women.
Read Para. 4&5 and decide whether the following statements are true (T) or false (F)。
（1) All cultures don’t greet each other the same way. ( ）
（2) From the passage we can see western cultures are better than eastern cultures. ( ）
（3) It’s necessary to study body language because it helps us to get better understanding among people from different cultures. ( ）
（4) Only a small number of people greet by shaking hands. ( ）
设计说明：通过这些题目的练习，让学生掌握文章的细节内容和阅读理解的细节题目的解题方法。
Language Points
1、 approach vi. &vt.向……靠近；n.靠近；方法，步骤（后常跟介词to）
即时练习
（1） When I ____________(approach) the dog, it ran away at once.
（2） Can you come up with a good approach of solving this problem? （单句改错）
2、 likely adj.可能的；有希望的
be likely to do很可能……；有希望……（主语既可以是人，也可以是物）
It is likely that.。.很可能……
即时练习
(1)She is the most _________ girl to win the prize.
（2） It’s likely that he will succeed.（句型转换）
=____________________________
3、 Yesterday, another student and I, representing our university’s student association, went to the Capital International …。.。
representing是现在分词（非谓语）作定语，相当于定语从句：who represented …。，谓语是went。
即时练习
（1） Mr. Wang, who taught us English before, retired last week. （把划线部分变为非谓语）_____________
(2)The girl __________(study) in the classroom is my sister. （用非谓语填空）
4、 I stood for a minute watching them and then went to greet them.
watching是现在分词（非谓语）作伴随状语，表示watch和stood同时发生，谓语动词是stood和went。
即时练习
（1） The boy stood there and cried.（把划线部分变为非谓语）
The boy stood there_________.
(2)The boy is sitting before the computer__________ (play) games. （用非谓语填空）
设计说明：通过这些题目的练习，让学生掌握课文中的重点单词，短语和长难句，促进对文章细节的理解。
Step 4. Consolidation
阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。
Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait)， I saw several young people enter the waiting area looking around(3) ___________ (curious)。 I went forward to meet (4) _______(their)。 After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.
As I get to know more international friends, I learn more about this
（6） __________ (culture) body language. People communicate not only with
（7） _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.
Correct the mistakes in the sentences.
1、 I stood for a minute watched them and then went to greet them.
2、 Julia stepped back appearing surprising.
3、 Akira Nagata from Japan came in smiled.
4、 Most people around the world now greet each other by shake hands.
5、 These action are not good or bad.
Step 5. Free talk
After discussing with your deskmate, think out the body language you know and act it out.
Ask some pairs to perform in front of the class.
设计说明：学生通过阅读和讨论对文章有了深层的理解，同时对身势语这个话题更加熟悉。这个环节师生互动、生生互动，训练了学生的口语表达能力，促使他们把所学的知识和技能转化为运用英语的能力。
Step 6. Summary
What have we learned in this class?
We have learned:
o some body language in different countries
osome language points
ohow to communicate with different people properly using body language
设计说明：这一环节主要是对所学内容进行总结，使学生认识到学习“身势语”的必要性和重要性。
Step 7. Homework
Underline all the important words, e_pressions and sentences.
课后习题
阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。
Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait)， I saw several young people enter the waiting area looking around(3) ___________ (curious)。 I went forward to meet (4) _______(their)。 After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.
As I get to know more international friends, I learn more about this
（6） __________ (culture) body language. People communicate not only with
（7） _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.
Correct the mistakes in the sentences.
1、 I stood for a minute watched them and then went to greet them.
2、 Julia stepped back appearing surprising.
3、 Akira Nagata from Japan came in smiled.
4、 Most people around the world now greet each other by shake hands.
5、 These action are not good or bad.
高二英语教案精选 篇三
(1)I'll never __________(原谅)you for what you have done wrong
to your parents.
(2)Please ____________(原谅)me ----I didn't mean to be rude.
(3)Forgive me for asking, but where did you get that dress?
(替换) ___________
(4)我们原谅了他的无礼。(写作小练笔：主谓+双宾；rudeness)
_______________________________________
考点4. behave vt. & vi. 举动；举止；行为表现
Having good table manners means knowing, for example, how to use knives and forks, when to drink a toast and how to behave at the table.
It's hard to train children to behave well at the table.
培养儿童用餐时举止得体是很困难的。forgiveforgiveExcuseWe forgave him his rudeness.
behave vi. 行为；举止
behave vt. & vi. 守规矩；举止适当有礼
behave oneself 举止(有礼)
behaviour n. 行为；举止；习性
(1)The little boy ___________(表现)with great courage in the
face of the robber.
(2)The young lady ___________(表现)bravely in the face ofdanger.(3)The children do not know how to ___________(举止)
themselves politely.
(4)如果你的行为那样，你会让人厌恶的。
(写作小练笔：主谓+介词；get sb. disliked)
______________________________________________
考点5. advice n.忠告；建议
For drinking during a dinner, the best advice is never to drink too much.behavedbehavedbehaveIf you behave like that, you'll get yourself disliked.
Tell me the reason why he refused to listen to my advice.
告诉我为何他拒绝听从我的劝告。
advice n.(用作不可数名词)劝告(美语中advice也可用作动词)
advice /advise sb to do 建议
advise sb. against sth. 劝某人不干某事
advise sb that 通知；告知
(1)I asked the teacher for her ________(建议).
(2)The doctor ___________(建议)me to take more exercise.
(3)They _________(建议)her against marrying quickly.
(4)我劝你立刻出发。(写作小练笔：主谓宾+宾补(to do);start)
________________________________
考点6. stare vi. 凝视；盯着看
Don't laugh at, stare at or make jokes about disabled people.
If you stare at people like that, you might upset them.
你如果瞪着别人看，你会使他们感到不安。
stare at sb. or sth. 凝视；盯住adviceadvisedadvisedI advise you to start at once.
stare into the distance 凝视远方
stare sb. into silence 把某人盯得沉默
fix one's eyes upon 专注；凝视
glare at 怒目而视
(1)Standing still, he __________(凝视)into the distance.
(2)She __________(瞪)him into silence.
(3)He __________(盯着)at the word trying to remember whatit meant.(4)我们惊奇地注视着他。
(写作小练笔：主谓+介词；in amazement)
_________________________________
(5)He ________at the girl as if seeing her for the first time.
A. glared B. stared C. fixed his eyes D. watched out
B。stare at盯着看。staredstaredstaredWe stared at him in amazement.
考点7. leave out 省去；遗漏；不考虑
The extra information can be left out.
I think this paragraph can be left out.
我认为这一段可以删掉。
leave out 省去；删去； 遗漏
leave over 留下， 剩下
leave behind 丢弃；留下；忘记携带
leave alone 不管，不理会；不打扰
leave sth. as it is 听任某事自然发展
leave sb. to himself 对某人不加干涉
(1)Make sure that nothing ____________(漏掉)of the matter.
(2)If you can't think of the answer to the question, ________
(略去)it out.
(3)The printer _____________________ (遗漏了两行)from thisparagraph.(4)我把一些重要的细节漏掉了。(写作小练笔：主谓宾；details)
_____________________________________
is left outleavehas left out two lines
I left out some important details.
【高考链接】
The teacher stressed again that the students should not ___________any important details while retelling the story.
(高考湖北卷)
A. bring out B. let out C. leave out D. make out
【答案】C。
【解析】此题考查动词短语辨析。leave out“遗漏；省略”，即要求讲故事时不应遗漏细节。bring out“提出”; let out“泄
露”; make out“辨认出”。
考点8. In China you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in western countries.
高二优秀英语教案精选 篇四
《Unit 4 Making the news》教案
教学准备
教学目标
Objectives:
1. Instructional objectives
By the end of the class, most students are able to:
1) Use the words and the phrases they learned to complete the tasks based on the text.
2) Pronounce correctly the new words (especially “carnival” )by themselves and with the help of the teacher.
3) More than half of the students can speak fluently and accurately about their views towards carnival in pairs with the teacher’s scaffolding.
2. Educational objectives
By the end of the class, students are able to:
Improve their cultural awareness from carnival and learn more about its influence on the western culture after class
3. Personal objectives：
1) Be confident of standing on the stage and speak clearly and spontaneously.
2) Encourage students to speak in the class with different kind of techniques.
教学重难点
Focal points:
By the end of the class, students are able to:
1) Improve the main reading skills through completing reading tasks in pair work and group work.
2) Use the table to finish their essay about their favorite film.
Difficult points:
By the end of the class, students are able to:
1) speak fluently and accurately about their favorite films in pairs with the teacher’s scaffolding.
2) Write a film review according to the table and the text.
教学过程
Procedures and time allotment
Stage 1 Getting students ready for learning
T: Class begins!
Ss:…
T: Good afternoon, class!
Ss:…
T: Today, let’s come to Culture Corner. Module 4. Do you know Chinese festivals?
Ss:…
T: First, Work in groups, discuss and make a list of Chinese festivals in English. (1min).
Ss:…
T: OK, time is up. You know Chinese festivals?
Ss:…
T: very good. For example1.
New Year’s Day 元旦节 (1月1日)
2. Spring Festival 春节 (农历正月初一)
3. Lantern Festival 元宵节 (农历正月15)
4. the Qingming Festival 清明节 (4月5日)
5. Dragon Boat Festival 端午节 (农历5月初五
6. Double-ninth Day 重阳节 (农历9月初九)
7.National Day 国庆节 (10月1日)
T: And festivals brought us much traditional knowledge. So, festival is beautiful. Do you know foreign festivals?
Ss:...
T: In the textbook, there are some festivals with pictures. Do you know the right descriptions about them?
Ss:...
T: This festival is at the end of October, when “ghosts” come out.
Ss:...
T: This is when Americans remember the hard times when they first arrived in the country.
Ss:..
T: This is a festival of color, which marks the beginning of spring in India.
Ss:...
T: This is a Christian festival which comes in the middle of winter
Ss:...
T: Let’s watch a video. Can you guess what festival it is? .
T: They are dressed up in special clothes, and they are wear masks.
Ss:...
T: now, First question is how do people feel on this festival? Second is what festival is it?
Ss:...
T: Yes, very good. Now, let’s watch a video about Carnival.
Ss:...
T: what do you remember about carnival?
Ss:...
T: Where did it first?
Ss:...
Stage 2 Pre-reading
Step 1. Listen to the tape.
T: Let's listen to the following passage to learn more about carnival. Try to find out what places are mentioned in terms of carnival celebrations.
Ss:..
T:...
Step 2. Scan the passage and try to answer the questions.
T: What is the meaning of carnival?
Ss:...
T: Originally it meant “with no meat”but now it symbolizes “life”。
Step 3. Read the passage and match column A with column B.
T: OK, now I will give you 1 minute to read it again and then I will ask you some
Stage 3 While-reading
Step 1 Read the passage. Choose the best answers to the two sentences.
T: are you finish? Let’s look at the questions.
first question is Today Carnival has become a celebration of ____. Which one you choose?
A. freedom B. harvest C. life itself D. success
Ss:...
T: YES, very good. Next question is We need to _____ to understand what carnival is all about.
A. look at the history of America B. go to America
C. look at the meeting of two cultures---European and African D. Both A and C
Ss:...
T:....
Step 2 check whether the statements are true or false.
T: …
T: Now, let’s check.With the opening of huge farms and plantations, many Africans went to look for jobs in America., what’s your idea?
Ss:…
T: Do you agree?
Ss:…
T: Excellent, in paragraph 2, this marked the beginning of the slave trade. So the question 1 is False.
T: next question 2, The Europeans imported their festivals and later the slaves learned from them and added their traditions.
Ss:...
T: very good. This answer in paragraph 3.
Ss:...
T: question 3，The slave trade was abolished and the salves took over the carnival.
Ss:...
T: the last, With the passing of time, carnival became a festival of the black people only.
Ss:…
T:Exactly! Superb!
Step 3 Skimming for specific information
Task: Answer the questions according to the passage.
T: Read the text carefully and answer the questions.
Next, we will read the text again to explore how the text organized. 3minutes, Let’s go!
T: Now, let’s check your answers. What is carnival today?
Ss:Carnival today is an international, multicultural experience.
T:The second question is Where were the slaves taken from ?
Ss:In Africa
T:....
T: Excellent!
Stage5 Post-reading
Discussion: Useful questions to make up dialogues
T: there have seven questions, useful questions to make up dialogues.
Have you dressed up in special clothes?
2 What did you wear? 3 How did you feel?
4 Did you eat special food?
5 Did you give or receive gifts?
6 Did you have a holiday from school?
7 Did you enjoy yourself with your family or friends?
T: I will divide the class into 3 students in a group. 3 minutes, 1, 2, begin!
Ss:...
T:Time is up. which one do you choose?
Ss:....
T: Yes, so the theme of Frankenstein is about science and humanity.
T: OK, next group, do you have other answer?
Ss:...
课后习题
homework
Do exercises on Page 37-38.
人教版高二英语教学设计5 篇五
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 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 篇六
教学目标
1. think more ab out the relationship between science and nature.
2. describe some items and atmosphere with scien tific terms.
3. express their opinions on cloned animals and humans as well.
4. develop an interest in doing more reading and research on the topic.
教学重点 Words , phrases and sentence patterns
教学难点 Practical usage
教具 Blackboard , slides and handouts
教学内容 教法学法
Teaching procedures:
Step 1 Lead in (PPT 4-7)
Play a dialogue about height-increasing operations and ask students to fill in the blanks. After checking the answers, allow some time for students to freely express their opinions on height-increasing operations, thus introduce the major topic “science versus nature”。
[Explanation]
用一段有关增高术的听力引入 主题，主要是考虑到这一切入点与实际生活较为贴近，比较容易让学生有话说，作为人类利用科学对自然的东西做出改变的一个典型例子可以顺其自然得引入本课主题。
Step 2 Science versus nature (PPT 8)
1. Explain the word “versus” ( Two sides are against each other)
2. Brainstorming. Ask students to think of other cases in which science goes against nature? The teacher can introduce some new vocabulary like GM food and plastic surgery which might be useful in later teaching. Show some pictures to help them better understand these things.
Suggested answers: GM food, cloning, dams, artificial rainfall, organ transplant, air-conditioner, cloud seeding, plastic surgery, euthanasia, etc.
3. Allow students some time to have a light discussion on advantages and disadvantages of any of the above cases.
4. In terms of science versus nature, what do you think the relationship between science and nature should be like?
(Both advance in harmony)
[Explanation]
本节将主题定位在“科学对抗自然”，让学生了解了这一关系后，用头脑风暴的形式让学生从增高术联想起更多的现实生活中能体现这一关系的案例，如转基因食品，人工雨等。
Step 3 Cloning (PPT 9-11)
1. Display pictures of Dolly and normal sheep on the screen. Tell them Dolly is a cloned sheep. But it looks no different from normal sheep. Show more pictures of cloned animals ( cloned calves, pigs, monkey and mule). Their names can be introduced here, which might arouse students’ more interest.
2. Introduce the concept of “copy”。 Ask the students to think about this question: Are cloned animals exactly the same as the “mother animals”?
(They may have the same appearance but their physical qualities can be very different. Many cloned animals died at a much younger age than average.)
3. Interview one student about his feeling towards cloned animals by asking the following three questions: 1) If you happen to have a cloned cat, how would you feel? (excited) 2) What if another cat with the same appearance comes to you? (surprised and more excited) 3) What if more cats with the same appearance come to you? (shoc ked and scared)
4. Interview another student about his feeling towards a “cloned him”。 Then ask the other students if they would like to see a “cloned him” and why.
5. Girls versus boys. Ask students to have a 2-minute debate on whether it would be a good idea to clone humans some day.
[Explanation]
本节将讨论的重点转向克隆。通过图片展示的方式让学生对克隆动物有个感性的认识，并引进“拷贝”的概念，与第二课时的阅读标题形成呼应。
Step 4 Summary (PPT 12)
Give a brief summary of their debate. Point out any possible problems in their debate like the lack of ideas and supporting points. Tell students that you will read m ore about cloning in the following period and will have a further discussion.
[Explanation]
对学生的辩论进行简短的评价，一是评价学生的表现，二是让学生产生更多的兴趣去阅读，并且阅读的目的性更明确，从而能够保证阅读的成效。
高中高二英语教案 篇七
一、教材分析
一)教材的地位和作用：
这一节复习课选择的内容比较适合学生的水平，同时也符合了新课标要求的语言材料要源于教材又要超出教材，为此我选择的题材部分学生感兴趣，但缺乏阅读方面的技巧，因此需扩展相应知识，教授阅读方面技巧，从而提高阅读能力。
二)教学目标的确立和依据
依据初中英语新课标，对学生交际能力的培养尤其对学生口语及阅读能力的要求不断提高，我将本课设计为一堂口语阅读课。并根据素质教育中面向全体培养学生素质的要求，我为这一课确立三项目标：即知识目标、能力目标和情感目标。
知识目标：熟知东西方人们在作客待客付小费外出餐饮等方面文化和风俗习惯的差异。
通过听力及阅读材料的学习进一步加以了解。
能力目标：训练学生掌握良好的阅读习惯和阅读方法，即跳读、略读、速读和阅读等，同时注意开发学生记忆能力、观察能力、想象、比较和分析等多种能力。有效提高阅读速度和理解材料的准确度。并能灵活运用所学知识并展开丰富地想象力流畅地表达其他相关内容。
情感目标：鼓励学生爱学英语，爱说英语，对英语学习投以极大的兴趣和热情。让学生感受到他们是英语学习活动中的主体和中心，以此来激励他们在英语课上积极参与，追求创新。
三)重点和难点
教学重点：根据新课程标准对阅读能力的要求，我确定本课重点为提高学生快速阅读的水平。我采用英语趣味教学法，采取图片导入、方法解析和逐步检验的方法使其掌握快速阅读的技巧。
教学难点：口语水平的提高。长期以来，传统的外语教学注重书本知识的讲授，忽视交际
能力的培养使许多学生不敢开口、羞于在人前表达因而口语薄弱。我通过创设引人入胜的情境和师生共同讨论、记者采访专家等新颖方式，以及不断鼓励的方法突破难点。
教学手段：
多媒体辅助教学，有助于把学生引入到身临其境当中，增强故事真实感，激发学生兴趣，活跃课堂气氛，从而优化英语教学过程。
二、教学环节的设计
学生具有无限的潜力，需要教师适时、适当地引导。本节课中我尤其侧重训练学生通过合作探索来获取知识的过程，并注重改变学生以往的学习方式，通过设计有效问题激发学生的兴趣使他们始终处于主动寻求知识去学习而不是被动地接受知识的状态。我充分放手让学生发挥其主体地位使其真正成为课堂的主人，本节课我讲解的时间不超过五分钟。
新课程标准特别强调了要由过去只注重知识的传授结果向注重知识发展及知识的传授过程而转换。课前我给学生布置了预习作业，让他们查找相关的资料，学生在预习中就接触了大量的信息，他们必须具有相应的选择能力和重组知识，构建知识网络的能力，这恰恰正是新课程标准的要求。
三、教学程序
课前对话：
师生问候之后，让学生两人一组围绕前一单元所学知识进行自由对话。每天3-5
分钟口语练习时为了提高学生的交际能力，新课标指出口语是在人与人交流时即兴脱口而出的，会话双方都必须对听到的语言快速做出反应，才能使谈话继续。同时由于口语具有很强的交互性，合作学习的成效对口语水平的提高至关重要。这些都要求为学生的口语学习创造必要的条件，提供良好的训练。两人一组是为了每个学生都有足够的机会去说，
拓展与巩固
通过讲解我指导学生快速阅读的方法，如猜词悟意法、略读扫读法、找中心句和关键词等方法，之后要检验一下学生是否掌握此方法，于是我问学生世界人口的持续增长会引发那些严重问题呢？在学生发表一些个人看法后为，我再给学生一篇文章进行快速阅读，这也是本节课的课堂检测，我会当堂进行面批面改。然后对于这篇关于人口急速增长带来的一些后果的文章，我让学生来进行讲解，这样可以了解学生的阅读现状和存在的问题。
合作与发展
接下来我会通过多媒体展示给学生一组关于你还想到了其他那些方面？想不想了解其他同学的想法？又想不想知道在座老师们的看法？以这种方式充分把学生们的积极性调动起来后将其分成6个小组，先组内讨论发表个人见解然后鼓励他们去采访在场听课的英语老师。这样设计的目的是(1)先让学生自行讨论可以避免受教师的想法所局限没有自己的见解。(2)采访老师既可以让学生能够用英语去实际交流，达到学以致用。有可以让学生从英语教师那里获得更多信息和掌握更多的英语表达方式（事实上，有些表达如果让他们完全国独立进行是有些难度的），又由于这样的学习方式平时机会不多，因此会让学生感到很新鲜很有趣味性，在与老师交流时也会让学生产生成就感。(3)我认为学生合作精神的培养尤为重要，学生通过这一环节既能够有自主学习的机会有锻炼了与他人的合作，并在探索中有其个性思维发散的空间。
交流与分享
让学生推选各组代表组成专家团坐在教室前，选一名同学以记者的身份采访“专家们”，使其把个小组的讨论结果与大家交流共享，其小组成员可以作为后援团补充些观点，这样既可以使口语较好的同学有更多的机会展示起到拔高作用，又可以让口语较弱的学生也有参与的机会并能向他人学习。最后按事实丰富、语言准确、表述清晰程度评出最权威专家和最积极后援团，通过这种方式可让学生有很强的集体荣誉感。
最后一个环节是作业。
学校高二英语教案 篇八
一、本学期的指导思想：
以学校工作计划为指导思想，以培养学生自主学习和自主管理能力为主线，针对我校高二学生普遍英语底子差，基础薄的实际，坚持夯实基础，狠抓双基，改进学法，激发兴趣，提高能力的指导思想。在本学期的英语教学中，要坚持以下理念的应用：2、突出学生主体，尊重个体差异，让学生在老师的指导下构建知识，提高技能，磨练意志，活跃思维，展现个性，发展心智和拓展视野；
3、让学生在使用英语中学习英语，让学生成为Good User而不仅仅是Learner。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐。高二英语既注重基础知识的考查，又强调能力的灵活运用。为了适应这一趋势，提高高二英语的教学质量，在高二英语教学中我将常抓基础知识，有梯度地拓宽词汇，提高课堂效率，从而努力提高学生学习的自觉性、主动性与积极性，通过师生互动，更进一步提高英语成绩。
二、学生情况分析
本学期本人任高二（文）、（理）班， 从学生高一期末考试情况来看，存在以下三方面问题： ①在思想上、态度上放松或放弃的现象有所表露，读，不会读，就谈不上听得懂，看得懂，从而导致破罐子破摔的现象。 ②基础知识不够扎实，灵活运用语言的技能相对薄弱。 ③运用能力不够强实。学生的阅读能力、理解能力、分析能力、判断能力、应变能力等均不能较好地适应考查要求。语言学习的关键在于语言知识的积累，只有通过学习者亲身的体验和摸索，才能学会并掌握语言知识，从而达到在交际中灵活使用语言的目的。
三、教材简析
该册教材从不同方面具有如下特点：2、词汇量大，语言地道。由于所选文章涉及的领域多，又是原汁原味，因此，各方面的词汇都出现了。又由于沿用地道的原文，不同作者用词不同，出现了大量的近义词。虽然这给学生提供了学习英语的真实语言环境，但也增加了学生学习英语的难度。
3、精心编排，形式新颖。教材编排的匠心不但体现在课文内容的精心选编和课型的优化设计。特别突出的是教材的各种练习形式新颖别致，不但注重知识性，而且充分注入了趣味性。也充分发挥了现代教育技术在英语学习中的先进作用。
4、理念先进，实践标准。该册教材把综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。也把语言技能的形成作为语言学习的必须手段。完全实践了《普通高中英语课程标准》的新理念。
四、本学期的教学目标及措施
高二年级是高中的重要阶段，又是高中三年的承上启下阶段。因此，让学生在高二年级打好学科基础并有所发展是极其重要的。下列目标应在本学期内达到：巩固、扩大基础知识；培养口头和书面初步运用英语进行交际的能力，侧重培养阅读能力；发展智力，培养自学能力。争取在原有基础上有所提高，缩小与上学期期末考试时平均分与其他兄弟学校的差距。根据教学步骤完成模块5及模块6的教学内容，根据学生的实际情况对教材练习适当做出调整，删减。让复杂问题简单化，使学生更容易掌握所学知识。加大学生的阅读量。提高阅读速度。此外，在本学期的教学中，要狠抓基础及单词、句型及语法等，扎实基础知识，突击写作训练，为高考打下扎实的基础。具体方法如下：2、内容要求学生一定要过词汇关，反复朗读、默写单词、以便加强学生对基础知识的掌握。摒弃不切实际的教学步骤，抓重点，搞强化，在日常教学中渗透语法意识。利用教材提高学生的基本功，坚持默写单词及重点句型。
3、本学期仍要坚持训练学生的听力和并开展任务型写作教学。扎实写作常用句型的同时，要求向句群篇章背诵过渡，培养良好的学习习惯和写作基础。
4、培养学生的阅读能力，并以这些材料为基础，扩充学生词汇量，做到每学完一篇课文，就进行词汇检测。拓宽教材，扩展学生阅读量，努力补充学生的词汇。在平时教学过程中不断扩大学生的词汇量，词汇教学以新带旧，从而达到巩固扩充词汇的目的，做到经常督促、检测。
5、加大基础写作训练的力度，大力鼓励学生学以致用。并要求学生背范文、教师精选的课文段落、写作必背句型，使学生熟悉英语的句式结构及习惯用法，从句到篇，从而写出完整的英语文章。另外每周进行一篇的写作训练，鼓励运用背过的句型，提高学生的写作能力。
6、综合检查。准备每一单元做一次练习或测试，主要以结合当前教学内容为主要测试内容， 间或分块测试，习题的训练在于精而不在于多。在教学中尽量按照高考的知识体系有针对性地选择典型性题目。针对共性问题进行精讲，让学生在书本中找到解决问题的源泉，学会思考、整理和归纳。
五、课时安排每单元7-8课时每一单元一测验。
2．教材重组：
课时1：new words、warming up、pre-reading
课时2:reading 和 comprehending
课时3:language points
课时4:using language(listening, reading)
课时5:reading task
课时6:translation and exercises
课时7:talking and speaking
课时8:writing
高二英语教案 篇九
《The Qin Tomb and the Terracotta Warriors》教学设计
I.教学内容分析
本模块介绍了秦始皇陵墓和兵马俑，对秦始皇在历史上的功过进行剖析，对劳动人民对中国古代文明所做出的贡献进行热情的讴歌。要求学生掌握以上历史的同时，运用本模块所提供的语言知识目标进行听说读写的训练，从而提高学生的语言学习和运用的目的。
II.教学计划
本模块分为五个课时：
第一课时：Introduction，Presentation skill, Cultural Corner
第二课时：Reading and Vocabulary(1)
第三课时：Reading and Vocabulary(2),
第四课时：Reading practice，
第五课时：Task，Module File
III. Learning strategy:
1. Cognitive strategy (认知策略)
2. Monitoring strategy(调控策略)
3. communication strategy(交际策略)
4. resource strategy (资源策略)Period OneContent: Introduction，Presentation skill, Cultural Corner
Introduction:
Step 1: Look at the picture and discuss the questions. Use the words in the box to help you.
army battle clay column emperor expression hairstyle soldier tomb underground uniform
1. Which emperor of ancient China ordered these terracotta warriors to be made?
Emperor Qin Shihuang
2. Where were the terracotta warriors discovered?
1.5 km away from his tomb.
3. What are the warriors doing?
Standing like an army ready for battle.
4. Are all the warriors identical?
No, they are all different from each other.
5. Why do you think the Emperor built the terracotta warriors?
Step 2: Put the dynasties of ancient China in the correct order.
1. Zhou Dynasty
2. Han Dynasty
3. Three Kingdoms, Jin, Southern and Northern Dynasties
4. Sui Dynasty
5. Qin Dynasty
6. Tang Dynasty
答案： 1, 5, 2, 3, 4, 6
Step 3: Answer the questions.
1. During which dynasties were there many wars?
Three Kingdoms, Jim, Southern and Northern Dynasties
2. During which dynasty was the Great Wall first built?
Qin Dynasty
3. During which dynasty did China first become one country?
Qin Dynasty
4. During which dynasty was the Grand Canal first established?
Sui Dynasty
5. During which dynasty was China most powerful?
Tang Dynasty
学校高二英语教案 篇十
SBIA Unit 6 Good manners
就餐礼仪
素材新挖掘
考点1. interrupt vt.& vi. 打断；中断；插嘴
May I interrupt you for a moment?
Don't interrupt me when I speak.
我说话的时候，请不要打岔。
interrupt vt. & vi. 阻断；中断
interrupt vt. & vi. 打岔；插嘴；打断(别人谈话)
get in 插嘴
disturb vt. 打扰
(1)I apologized for ______________(打断)you.
(2)He _____________(中断)college to serve in the army.
(3)他粗鲁地打断了我们的谈话。(写作小练笔：主谓宾；rudely)
_______________________________________
(4)I had to _______ the meal to answer the phone.
A. disturb B. puzzle C. get D. interrupt
D。interrupt 此处的意思是“中断”。disturb用作及物动词，意思是“打扰”。
interrupting
interrupted
He interrupted our talk rudely.
考点2. apologise vi. 道歉
Learn to apologise to people.
Ladies and gentlemen, I do apologise for the delay to your service.
女士们先生们，我着实为你们旅途的延误表示歉意。
apologize to sb. for (doing) sth. 向某人为某事(为做了某事)道歉
apologize for oneself 为自已解辩或辩护
make/offer an apology to sb. for sth. 为某事向某人道歉
(1)I __________(道歉)to her for stepping on her foot.
(2)I have come to __________(道歉)to you.
(3)I'd shoot myself before I apologized to him.(英译汉)
_______________________________
(4)我因迟到向老师道歉。(写作小练笔：主谓+介词；be late)
_______________________________________
考点3. forgive vt.(forgave, forgiven)原谅；饶恕
Forgive me. I'm very sorry.
She never forgave him for his lies.
她总不肯原谅他的谎言。apologizedapologize
我宁死也不向他道歉。
I apologized to the teacher for being late.
forgive vi. 原谅
forgive sb. /sth. 原谅某人/某事
forgive sb. for sth. 原谅某人某事
forgive one's debts 免除债务等
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