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最新人教版高中英语必修二教案(全册 共139页)

最新人教版高中英语必修二教案(全册 共139页)
最新人教版高中英语必修二教案(全册 共139页)

最新人教版高中英语必修二教案(全册)

Unit 1 Cultural relics

I. 单元教学目标

II. 目标语言

II. 教材分析与教材重组

1. 教材分析

本单元以cultural relics为话题,旨在通过单元教学使学生了解世界文化遗产,学会描述它们的起源,发展和保护等方面的情况,复习并掌握定语从句,能就如何保护和处理世界文化遗产给出自己的观点。

1.1 Warming up热身部分提供了四幅图片,设计了三个问题让学生交流对于cultural relic的了解,并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。

1.2 Pre-reading是Reading的热身部分,提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣,并能引导学生对课文进行prediction。

1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。

1.4 Comprehending既有知识性的问题,同时又跳出了课文,对文章进行整体评价,由易到难,有较好的梯度,全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配,检验学生对文章细节的理解;Exercise 2 将所给的问题与段落匹配,是段落大意理解题;Exercise 3安排了对于重建lost cultural relics的意义进行讨论,使得学生能对本单元的主题进行较为深入的探讨。

1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中,分为四个练习,从课文中出现的定语从句入手,让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。

1.6 Using language分Reading and Listening、Speaking 及Reading and writing

三部分。以不同的学习形式:听、说、读、写,从不同的角度围绕本单元的目标语言:文化遗产,进行语言的输入和输出的训练,旨在要求学生熟悉掌握必要的语言,并能运用它们。

1.7 SUMMING UP从四个角度:有用的动词、动词短语、其他的表达和新句型结构总结本单元内容,并总结所学的有关文化遗产方面的知识。

1.8 LEARNING TIP建议学生亲自去博物馆看一些中国文化遗产,并主动担当导游向外国游客介绍这些文化遗产,同时练习英语口语,并向外国游客学习英语同他们交朋友。

2. 教材重组

2.1 从话题内容分析,Warming up, Pre-reading, Reading, Comprehending和Leaning about Language内容一致, 将其设计成一节阅读课。

2.2 将Using Language 设计成一节综合技能课。

2.3 将Workbook 里的LISTENING和LISTENING TASK整合成一节听力课。

2.4 将Workbook里的TALKING和SPEAKING TASK及WRITING TASK 设计成一节口语和写作课。

2.5 将Workbook 里的READING TASK设计成一节阅读课。

2.6 将Workbook里的USING WORDS AND EXPRESSIONS与USING STRUCTURES和Using Language中的SUMMING UP与LEARNING TIP和Workbook中的CHECKING YOURSELF设计成一节复习课。

3. 课型设计与课时分配。(经教材分析,根据学情,本单元可用6课时完成)

1st period Warming up and Reading(I)

2nd period Integrating Skills

3rd period Listening

4th period Speaking and Writing

5th period Reading(II)

6th period Comprehensive Revision

(以上课时分配与教材重组,仅供参考,教师可因时因地因人而异,不必拘泥于此。)

III. 分课时教案

The First Period Warming up and Reading (I)

Teaching goals 教学目标

1. Target language 目标语言

a. Key words and phrases (重点词汇和短语)

rare, survive, valuable, dynasty, vase, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth

b. Key sentences (重点句型)

The amber which was selected had a beautiful yellow-brown color honey.

It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make.

Later, CatherineⅡ had the Amber Room moved to a palace outside ST Petersburg where she spent her summers.

In 1770 the room was completed the way she wanted.

This was a time when the two countries were ay war.

There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea.

After that, what really happened to the Amber Room remains a mystery.

In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city.

2. Ability goals能力目标

Enable students to learn about the history of Amber Room.

Enable students to give opinions on rebuilding lost cultural relics.

3. Learning ability goals学能目标

After learning this reading passage, students should have the ability of reading passages about cultural relics, learn more languages about this topic and have the sense of protecting cultural relics.

Teaching important points 教学重点

The main idea of each paragraph.

Teaching methods教学方法

Listening to the tape (individuals)

Group discussion and presentation (cooperative learning)

Multi-functional teaching equipment (CAI)

Teaching aids教具准备

A recorder, a projector and some slides

Multi-functional teaching equipment (CAI)

Teaching procedures and ways教学过程与方式

StepI Warming up

The warming-up exercise raises students' awareness that there are some well-known cultural relics both at home and abroad. Ask the students to try their best to think of the cultural relics that they know.

T: Do you know what a cultural relic is?

S1: Cultural relic is something that has a long history.

S2: I know Mount Emei and the Le Shan Giant Buddha is a cultural relic.

T: Good. Although we don’t know what exactly a cultural relic is, we really know some cultural relics both in china and other places. Now please answer Question 2: Does a cultural relic always have to be rare and valuable?

S3: I don’t think so. Some old and shabby buildings can be cultural relics because they represent part of our history.

T: Is it enough to have survived for a long time?

S4: Not enough. As a cultural relic, it also has to be typical and contain some cultural or meaning.

T: Question 3. Are cultural relics only objects like vases or can they be buildings too? S5: Some people said that cultural relics are more than works of art. According to this, I think that cultural relic may be anything that are symbols of history and the people who lived in the past for example the Great Wall.

T: Now look at the pictures and discuss what they are and whether they are cultural relics or not.

With the activities above, students will have a clear idea of what a cultural relic is. StepII Pre-reading

The pre-reading activity has two functions. Question 1 is a warming up activity to check students’understanding of amber, and meanwhile lead them to the topic of the reading passage —Amber Room.

Question 2 gives the students a chance to predict the main idea of the passage and then skim it.

T: Look at the picture. Have you ever seen a piece of amber? What do you know about it?

Some information about amber:

Prediction

T: Now look at the title and the pictures of the reading passage. What do you think it is mainly about?

Students may have different predictions.

T: Now skim the passage quickly and see if you were right.

StepIII Reading

This reading passage tells the amazing history of the Amber Room.

1. Skimming

Ask the students to read the text quickly and grasp the main idea of the passage. After reading

T: What’s the main idea of the passage? It may be difficult to summarize. But if you can grasp the main idea of each paragraph, you will easily get the main idea of the whole passage. Look at Exercise 2 on page 2. The following five questions summarize the main idea of the five paragraphs in the passage. Match the questions with the paragraphs.

After they finish, check their answers.

T: Have you finished? Who can tell me your answer?

S1: Let me try. Paragraph 1, How was the Amber Room made. Paragraph 2, Why did the king of Prussia give the Amber Room to the Czar of Russia as a gift? Paragraph 3, How did the Amber Room become one of the world? Paragraph 4, How did the Amber room get lost? Paragraph 5, How was a new Amber Room built?

T: Good! Now try to answer these questions.

Ask some students to answer these questions one by one.

2. Scanning

T: Now let’s look at Exercise 2, join the correct parts of the sentences together.

Then check the answers.

3. New words and structures

1) The German title for king was Kaiser, but king is used to introduce a target word. Likewise, the Russian title for queen is Czarina. In the Europe an royal tradition, the ruler to use a certain given name like William was called William I,which is said as “William the First”. Thus FrederickⅡis better known in history as Frederick the great. So Peter I is also Peter the Great and CatherineⅡ was Catherine the Great. To avoid translation problems from English to Chinese, Roman numbers have been used in this passage.

2)The design of the room was in the fancy style popular in those days.This is a reference to the Baroque style (巴洛克艺术风格) of the 17th and 18th century in much of Europe.

3) The Amber Room is “a wonder of the world”but not one of the Seven Great Wonders of the World, such as Egypt’s pyramids of China’s Great Wall. Have students compare the meaning of wonder as a noun (as it is used here) and as a verb.

4) There is no doubt is a phrase that means “it is clear” or “beyond argument” that something happened. If something is “beyond doubt” in a court of law, it means that enough evidence exists to say that it is true.

5) In 2003, it was ready for the people of St Petersburg when they celebrate the 300th

birthday of their city. The 300th anniversary of an event is also called its tri-centennial. Interestingly, the small art objects and furniture rescued by Russian soldiers before the Nazis arrived are now once again on display in the reproduced Amber Room. St Petersburg is both the current and original name of one of Russia’s oldest, largest and most beautiful cities. During the period of the Soviet Union, the city was named Leningrad. It is sometimes nicknamed the “Venice of the East” because of its many canals.

4. Discussion

1) Do you think the Amber Room is a cultural relic?

2) Why the history of Amber Room is an amazing one?

3) Why would Frederick William I like to give Amber Room to Peter the Great?

4) What’s the author’s attitude towards the Amber Room? How do you know?

5) Is it worth rebuilding lost cultural relic such as the Amber Room or Yuan Ming Yuan in Beijing? Give your reasons.

Suggested answers:

1) I think the Amber Room is a cultural relic because of its artistic design and historicvalue.

2) The history of the Amber Room is an amazing one. First it had several famous owners, from Frederick WilliamⅠ, to Peter the Great, to Catherine Ⅱ, to the Nazi army and finally to the Russians and Germans. Second, in fact, the room was not made to be a gift, but designed for the palace. Third, as a gift, it built friendship between Frederick William Ⅰ and Peter the Great. Fourth, today it is a symbol of friendship between the Russians and Germans. Fifth, even now, several teams of treasure hunters continue to search for it. So the history of Amber Room is an amazing one.

3) I think it’s a way of making friends with other countries. So Frederick William’s gift of the Amber Room to Peter the Great was a sign that the two were allies and would co-operate in other ways too.

4) From the first paragraph we can see that Amber Room is valuable. From the second paragraph, we know that it’s a symbol of friendship between Frederick William and

Peter the Great. It should be remembered. From the third paragraph, we know that the Amber Room was considered one of the wonders of the world, but it is now missing. From the last paragraph, we know the Russians and Germans have built a new Amber Room. All the facts show us that the Amber Room is worth rebuilding or finding. I think this is what the author wanted to tell us.

5) (This question can be treated as a debate. Students fall into two groups and debate with each other.)

Step IV Learning about language

Discovering useful words and expressions

Ask students to read the instructions of each part of the Discovering useful words and expressions, and then finish these three exercises quickly. A few minutes later, check the answers with the whole class.

Later,the teacher gives the answers, using a slide projector.

Discovering useful structures

T: FromReading, pick out the sentences that use the attributive clause with that/which/who/where/when.

1The gift was the Amber Room, which was given this name because several tons of amber were used to make it.

2 The amber which was selected had a beautiful yellow-brown colour like honey.

3 It was also a treasure decorated with gold and jewels, which took the country’s best artist about ten years to make.

4 However, the next King of Prussia, Fredrick William I, to whom the Amber Room belonged, decided not to keep it.

5 Later, Catherine II had the Amber Room moved to a palace outside St Petersburg where she spent her summers.

6 In 1770 the room was completed the way she wanted.

7 This was a time when the two countries were at war.

8 there is no doubt that the boxes were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea.

9 In 2003 it was ready for the people of St Petersburg when they celebrated the 300th

birthday of their city.

First let students read the sentences they underlined. Then show the correct sentences using a slide projector and let students analyze them.

T: Observe these sentences carefully. Some contain commas before the relative pronouns, for example 3, 4 and 8. These sentences are different from the others.How are they different? Can you tell me?

Students try to tell the differences in their own words.

T: We call these three sentences non-restrictive clauses. The relative clause carries extra information that is not necessary to identify the person or thing being discussed. Now finish Exercise 3. Judge whether restrictive or non-restrictive clauses are required.

Later,the teacher gives the answers, using a slide projector.

Exercise 4 also provides semi-open practice with the grammar. After they complete the sentences, first let them check with each other. Then let some read their sentences and check them with the whole class.

StepV Homework

Review the key sentences in this part.

The Second Period Integrating skills

Teaching goals 教学目标

1.Target language语言目标

a. Key words and phrases 重点词汇和短语

trial, eyewitness, consider, prove, tell the truth, pretend, think highly of, besides b. Key sentences 重点句型

Asking for opinions

Do/don’t you think that….? Would you consider….? Why/Why not….?

Do you have any idea about….? How do you know that?

Are you sure that he /she was telling the truth?

What do you think? What do you think of….?

What’s your idea/opinion of….?

What would you say….? How do you feel about….?

Who do you think was….? What are your reasons for saying that?

Giving opinions

I think/don’t think that…. Sorry, I don’t agree with you. In my opinion,…It can be proved. That can’t be true.

I don’t believe…, because…. I think… is telling the truth because….

2. Ability goals能力目标

Enable students to ask for opinions and give opinions.

Enable students to write a report on a debate.

3. Learning ability goals学能目标

Help students learn how to tell a fact from an opinion.

Teaching methods教学方法

Learning and practicing

Teaching aids教具准备

Some slides and a projector

Teaching procedures and ways教学过程与方式

StepIReading and listening

1. Reading

T: Yesterday we learned something about Amber Room and we know that the one that we now can see is a rebuilt one. Till today, many people are haunting for the lost one, which is now still a mystery. Where is it now? How did it disappear? Is there anyone know the mystery? Is there any eyewitnesses? Today we will read a man’s story about what happened to the Amber Room, and find if the story is a fact or just an opinion. Before doing this, we should know what a fact is and what an opinion is.

Ask the students to read this passage A FACT OR AN OPINION? to learn what is a fact and what is an opinion.

After reading

T: Now who can tell us what is a fact?

S1: A fact is anything that can be proved.

T: How about an opinion?

S2: An opinion is what someone believes is true but has not been proved.

T: Now judge whether the sentences on the slide are facts or opinions.

Show the following on the slide.

1.Mr. Jones has two sons and one daughter.

2. That picture is by Rembrandt.

3. Her house is really beautiful.

4. My friend has six fingers on one hand.

5. That boy is the nicest person in the school.

6. The group will stop in Denver overnight.

7. L. Frank Baum wrote "The Wizard of Oz".

8. I will finish before the rest of the class.

9. The Bulls are better than the Knicks.

10. Nine plus one equals ten.

T: Now imagine that you are a judge; you have to make a decision whether a story is a fact or it’s just an opinion. Look at Exercise 2.

Let them read a man’s story about what happened to the Amber Room quickly. And according to what they have known about a fact and an opinion to decide what the story is and give their reason, using the structure:

I think it is a______________ because_____________________.

Suggested answer:

I think it is an opinion because the man didn’t see the Amber Room with his own eyes. He just saw some German soldiers putting wooden boxes in the mine. He heard about the news that the Amber Room and some gold were buried in the mine. But that may be a rumour.

Then let students complete the table in Exercise 3.

2. Listening

T: In fact, till now many theories have been put forth about the fate of the Amber Room and it has been the subject of short films and books. Even now, several teams of treasure hunters continue to search for it. So the so called eyewitnesses are very important. Now we will hear another two people talk about what happened to the Amber Room.

Play the tape, and ask the students to pay attention to the two questions:

For Part A: Where was the Amber Room lost?

For Part B: How was the Amber Room lost?

And then finish the two blanks in Exercise 4. This is a good time to train the students to listen and catch the key information in the passages.

Exercise 5 gets students to listen for specific information. Play the tape again. Stop after each part and fill in the blanks.

StepII Speaking

Asking for opinions and giving opinions

The objective now has changed: students must decide which person has given the best evidence, not the most evidence. Before students begin to discuss the forms, ask them: How should you decide which person gave the best evidence?

However, at this point, do not tell them what they should consider in making a decision. This step requires students to convert or change the date from the form into a list of reasons. Knowing how to interpret and convert date is an essential skill for students to learn in this age of information.

T: Now we will use the information in the former section, and discuss in pairs which person gave the best evidence. While discussing, make use of the expressions given.Now read the expressions and tell me which are used to ask for opinion and

which give opinions.

Give the students some time to do this and get familiar with the expressions, and then do the next task:

T: What is the best evidence?

S1: The best evidence is factual and is given by a person who is believable.

T: Right. But how can we know which eyewitness is most believable?

S2: In my opinion, the most believable eyewitness is the one who has nothing to gain from telling a lie.

T: That’s quite right .Now, let’s have a discussion in pairs and decide which person gave the best evidence.

A Sample discussion:

A: Do you have any idea about which person gave the best evidence?

B: I’m not sure, but in my opinion, I think Anna Petrov gave the best evidence.

A: How do you know that?

B: I think she is telling the truth.

A: Are you sure that?

B: Yes. It can be proved that she gave the best evidence because she has no selfish reason for saying what she has said.

Then deal with Exercise 2.

T: Now you all have your own choice. Write down a short list of reasons for your choice.Begin with this:

It can be proved that_______because_________.

After finishing the two exercises, teacher can ask the students to share their ideas with another group and choose the answer with the best reasons. At last present the discussion to the class.

Suggested answer:

1) Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer. Hans Braun is also less believable because he is working for a company trying to find the ship which carried the treasures in the Baltic Sea. Of the three eyewitnesses, only Anna Petrov has no selfish reason for

人教版高中英语必修二全册教案

Unit 1 Cultural relics I. 单元教学目标 II. 目标语言

II. 教材分析与教材重组 1. 教材分析 本单元以cultural relics为话题,旨在通过单元教学使学生了解世界文化遗产,学会描述它们的起源,发展和保护等方面的情况,复习并掌握定语从句,能就如何保护和处理世界文化遗产给出自己的观点。 1.1 Warming up热身部分提供了四幅图片,设计了三个问题让学生交流对于cultural relic的了解,并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。 1.2 Pre-reading是Reading的热身部分,提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣,并能引导学生对课文进行prediction。 1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。 1.4 Comprehending既有知识性的问题,同时又跳出了课文,对文章进行整体评价,由易到难,有较好的梯度,全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配,检验学生对文章细节的理解;Exercise 2 将所给的问题与段落匹配,是段落大意理解题;Exercise 3安排了对于重建lost cultural relics的意义进行讨论,使得学生能对本单元的主题进行较为深入的探讨。 1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中,分为四个练习,从课文中出现的定语从句入手,让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。 1.6 Using language分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式:听、说、读、写,从不同的角度围绕本单元的目标

(完整word版)人教版高一英语必修二英语课文原文(2)

Frederick William Ⅰ,the King of Prussia , could never have imagined that his greatest gift to the Russian people would have such an amazing history . This gift was the Amber Room , which was given this name because several tons of amber were used to make it . The amber which was selected had a beautiful yellow-brown colour like honey . The design of the room was in the fancy style popular in those days . It was also a treasure decorated with gold and jewels , which took the country's best artists about ten years to make . In fact , the room was not made to be a gift . It was designed for the palace of Frederick Ⅰ. However, the next King of Prussia , Frederick William Ⅰ,to whom the amber room belonged, decided not to keep it. In 1716 he gave it to Peter the Great. In return , the Czar sent him a troop of his best soldiers. So the Amber Room because part of the Czar's winter palace in St Petersburg.About four metres long, the room served as a small reception hall for important visitors . Later,Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where she spent her summers. She told her artists to add more details to it .In 1770 the room was completed the way she wanted . Almost six hundred candles lit the room ,and its mirrors and pictures shone like gold. Sadly , although the Amber Room was considered one of the wonders of the world , it is now missing . In September 1941, the Nazi army was near St Petersburg . This was a time when the two countries were at war . Before the Nazis could get to the summer palace , the Russians were able to remove some furniture and small art objects from the Amber Room . However , some of the Nazis secretly stole the room itself . In less than two days 100,000 pieces were put inside twenty-seven woooden boxs . There is no doubt that the boxs were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea . After that, what happened to the Amber Room remains a mystery . Recently , the Russians and Germans have built a new Amber Room at the summer palace . By studying old photos of the former Amber Room , they have made the new one look like the old one .In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city . A FACT OR AN OPINION? What is a fact? Is it something that people believe? No. A fact is anything that can be proved. For example, it can be proved that China has more people than any other country in the world. This is a fact. Then what is an opinion? An opinion is what someone believes is true but has not been proved. So an opinion is not good evidence in a trial. For example, it is an opinion if you say “Cats are better pets than dogs”. It may be true, but it is difficult to prove. Some people may not agree with this opinion but they also cannot prove that they are right. In a trial, a judge must decide which eyewit nesses to believe and which not to believe. The judge does not consider what each eyewitness looks like or where that person lives or works. He/she only cares about whether the eyewitness has given true information, which must be facts rather than opinions. This kind of information is called evidence. Unit 2 AN INTERVIEW Pausanias, who was a Greek writer about 2,000 years ago, has come on a magical journey on March 18th 2007 to find out about the present-day Olympic Games. He is now interviewing Li Yan, a volunteer for the 2008 Olympic Games.

高中英语必修一教案

高中英语必修一教案Unit 1 Friendship

1.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition

人教版新课标高中英语必修二教案合集

新课标高中英语必修二教案合集Unit 1 Cultural relics Part One: Teaching Design (第一部分:教学设计) Period 1: A sample lesson plan for Reading (IN SEARCH OF THE AMBER ROOM) Aims: To read about cultural relics To learn about The Restrictive and Non-Restrictive Attributive Clause I. Warming up Warming up by defining Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know: A.What kind of old things are cultural relics? Are all the old things cultural relics? B.What is the definition and classification of cultural relics? C.To whom do cultural relics belong? Keys for reference: A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past. B. No, not all the old objects are cultural relics. C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions. D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual. Warming up by presenting Hi, everyone. Let’s look at the screen. I’ll present yo u some pictures. They all

人教版高中英语必修二知识点归纳总结

Practice makes perfect! 高一英语 Book 2Unit 1 Cultural relics 1.survive 幸免;幸存;生还(survival 幸存 , survivor 幸存者) 2.in search of 寻找 (介词短语 ) search for sth 寻找 (动词短语 ) search sb/ sp 搜身 /搜某地 3.to one's amazement 令人惊讶的是(amazed 感到惊讶的 , amazing 令人惊讶的 ) 4.select 精选 ,choose 普通选择 ,elect 选举 5.be designed for sb/sth 计划或打算给某人 /某物用 be designed to do sth 设计目的是做某事 by design=on purpose 有意地 (by chance/ accident 偶然 /意外地 ) 6.fancy 奇特的;异样的;想象/喜欢( +doing ) 7. decorate sth with sth用...装饰... be decorated with被装饰; 8.belong to 属于不用于被动结构、完成时和进行时态 9.worth 值得的;相当于的价值;值钱的 be +worth +doing ( 主动形式表被动含义) It is really/well/very much worth doing. be worthy of being done= be worthy of to be done It is worthwhile doing/to do 10.doubt 怀疑;疑惑There is no doubt that.... 毫无疑问 .... doubt 作动词时,用在肯定句中通常后面接whether 或 if 引导的名词性从句,在否定或疑 问句中通常后接that 引导的名词性从句 She doubted whether/if the story was true.; Do you doubt that he can do the work well? 11.in return 作为报答;回报(in turn 依次 / 反过来 , in return for sth作为对的回报 12.remain 保存,保留 ,任然 ; remain a mystery任然是个迷; remain at home ; remain to be done 有待于被 ...remain beautiful 13.at war 处于交战状态“ at+n.”处于某种状态 14. think highly/ well / much of看重;器重;对评价高( think poorly / ill / badly of对评价不高) ---被动 : be highly thought of 15 否定词 / 否定介词短语位于句首时,主句用部分倒装( 参见优化P16) Unit 2 The Olympic Games https://www.wendangku.net/doc/7513087785.html,pete with/against sb(for sth) 与某人(为某事物)竞争 compete in参加..比赛/竞争(competitor 竞赛者 ; competition 竞赛 ) 2.take part in sth 参与,参加 (较大型活动 ), take part 不接宾语take an active part in 积极参加( join 参加组织机构并成为其中一员,join in 参加游戏或小型活动, attend 出席会议 ,讲座 ,上课 ,婚礼 ; ) join sb( in doing)加入某人(一起做) 3.stand for( 字母或符合 )代表,象征,表示; stand by 袖手旁观 ; stand out 突出,显眼 https://www.wendangku.net/doc/7513087785.html,ed to do sth 过去常常做 ; be/get used to doing sth 习惯于做; 5.be used to do sth 被用来做某事 6.be admitted to /into 被 ....接受 /录取admit (to)doing sth承认做了某事 7.as well 也,又,还 (句末 ); as well as 和 (谓语形式取决前面名词),与 ...一样好 8.replace by/with用...替换/取代=take the place of, be in place of , 9.take one's place 10.in charge of 主管 / 负责 ; in the charge of 被 /由主管 / 负责 charge sb some money for sth 因某事(物)收某人钱 charge sb with (doing) sth控诉某人做某事; free of charge 免费

人教版高中英语必修一全册教案

Unit 1 Friendship I.单元教学目标 II.目标语言

III. 教材分析和教材重组 1. 教材分析 本单元以Friend和Friendship为话题,旨在通过单元教学使学生通过讨论什么是好朋友,什么是真正的友谊,如何交友和保持友谊等问题,使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题,指导学生发表自己的见解和看法,通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信,对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式,通过对学生在日常交友过程中所遇到的五个问题,展开调查,使学生对是否擅长交友做出评价,激发学生对本单元的中心话题产生兴趣;同时也使教师本单元的授课更具有针对性,从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准,并使学生认识到不仅人与人,人与物(如日记)也可以成为好朋友。继续探究并树立正确交友观,并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期,犹太人Anne一家过着滇沛流漓,与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友,倾诉衷肠,伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难,并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型,提高了阅读水平。文中选用了主人公的一篇日记,使学生进一步感受到了挚友的可贵,对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解,最后一题是开放性问题,学生可以在更深入理解主人公内心世界的基础上各抒己见,使学生养成勤于思考勇于探究的良好的学习习惯,现时也培养了学生的想象力,进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中,Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练,包括单句的练习和情景语法练习。

外研版高中英语必修二课本原版(电子版)

Module 1 Our body and Healthy Habits Introduction Look at these words and expressions. Which of them are connected with illness? dentist diet fat fit flu (influenza) get/catch a cold health rare toothache unhealthy wealthy Read the proverbs and try to explain them in English. ?You are what you eat. % ?Healthy mind in a healthy body. % ?Early to bed, early to rise makes a man healthy, wealthy and wise. % ?An apple a day keeps the doctor away. % Vocabulary and Reading 1.Look at these words and answer the questions. anxious; break (as in break an arm); captain; fever; injure; injury; pain; painful; normal; sweets

1. Which word is connected with food? 2. Which words are connected with body? 3. Which word means usual or ordinary? 4. Which word means leader? 5. Which word means worried about something that may happen? Zhou Kai (1) When Zhou Kai's mother saw him heading towards the front door without a jacket on, she eyed him anxiously. "Zhou Kai, where are you going?" she asked. "To the park. I'm going to play football," said Zhou Kai. "But it's raining! You'll catch a bad cold," said his mother. "No, I won't. I'll be fine," said Zhou Kai, as he opened the door. "Zhou Kai, you'll get ill. You know you will. You can at least go and get your jacket." "OK, OK." Zhou Kai went and did as he was told.

高一英语必修教案全部

Unit 1 Festivals around the world I.单元教学目标 II.目标语言

1. 教材分析 本单元以节日为话题,介绍古今中外节日的种类、由来、意义以及人们的活动和习俗,旨在通过本单元的学习使学生不但了解我国的节日,而且对外国的节日也有所 了解,进而拓展社会文化背景、增加跨国文化知识;使学生复习和巩固运用请求和感

谢的表达法,掌握情态动词的用法;并尝试根据阅读的文章写一个不同的结局,能表达自己的观点和想法。 1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。可以刚刚过去的春节为话题导入对节日的讨论;使他们由自己的经历谈起,扩展到别的节日以及外国的重要节日,激发学生的兴趣,激活他们关于节日的背景知识,为本单元的学习做准备。 1.2 Pre-reading是Reading 的热身活动。主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式,进而了解学生对节日的认识,以便为阅读作好铺垫。 1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等,使学生了解各种节日的由来及其存在的意义。此部分载有Festivals的重要信息,还呈现了大量的词汇和主要的语法---情态动词的用法。处理时应作为重点、整体处理,通过上下文来教词汇、语法,并引导学生分析长句、难句和复杂句。 1.4 Comprehending是考察对阅读内容的进一步理解。 练习一:六个问题让学生对文章内容有浅层理解并考察课文细节,但又不能仅仅拘泥于课文,要引导学生理解课文内容的基础上联系现实生活。 练习二:要求学生讨论哪些节日是最重要的,哪些是最有趣的,以表格的形式检查学生对所读节日的理解,并训练他们举一反三的归纳和推理能力。 练习三:要求学生找出各种节日共有的三件事,然后讨论为什么这些事对各地的人们都很重要。这就要求学生不仅要温习文章内容而且要结合实际,阐述自己的想法,挖掘学生的思维能力和语言表达能力。 1.5 Learning about Language 分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习和用文章中的词汇的适当形式填空;Discovering useful structures 是以文章内容为载体在语境中练习语法,掌握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交

高中英语必修二全套教案+课件Unit 3 ComputersSpeaking and writing

Unit 5 Music 写作和口语课 一、教学内容 S peaking and writing (pp. 39-40) 二、教学目标 在本节课结束时,学生能够 ● 在口语中运用提建议和征求建议的表达法,并且熟悉一些关于音乐和组建乐队的 话题。 ● 写信向音乐人征求建议,并恰当运用一些相关表达法。 三、教学步骤 步骤一 热身 1. 教师将问题展示在PPT 上,第一个问题可以请全班一起回答;第二个问题可以请学生四 人一组讨论,小组讨论会用到一些提建议的表达法,讨论前教师可以和学生一起回忆以前学过的相关表达法,并将其展示在PPT 上或写在黑板上;对于比较难的表达法,教师可以给出例句。 2. 教师请两三个组的代表先说出本组同学的看法,其他组学生补充,最后再综合学生的想法,形成类似右图的思维导图。 设计意图:热身旨在让学生回顾上节课所学 内容和自己已有的与话题相关的知识,并引入此节课的教学内容,起到承前启后的作用;列出表达法和例句旨在为小组讨论提供语言上 a music band band name musicians instruments the kind of music main singer (lead vocals) piano drum bass guitar guitar pop music folk music classical music rock ‘n ’roll rap country music orchestra companions

的帮助;思维导图的设计是为了向学生展示思考的过程;同时复习学过的关于音乐和乐队的一些词汇,为学生下面的写作做好词汇准备。 步骤二 写前 1. 教师介绍写作任务:给Freddy 写一封信,向他征求一些有关组建乐队的建议。 2. 语言准备: 1)教师提问学生关于征求建议的英文表达法。可以全班一起回答也可以找个别学生回 答。教师可以进行补充并在PPT 中或黑板上展示。 2)用表示征求建议的表达法翻译一些句子。教师请学生自己思考后完成翻译练习,然 后找学生说出答案,教师或其他学生更正错误并提供正确答案。 设计意图:请学生列出征求建议的表达法 旨在为下面的书信写作做语言准备;把几个较难掌握的表达法提出来让学生练习,旨在帮助学生掌握其用法,帮助他们克服写作中可能遇到的语言困难。 3)教师向学生介绍咨询信的特点,并请学 生看学生用书p.39给出的信的开头 和p.40Freddy 的回信,两人一组根据回信写出李华向Freddy 提出的问题;然后结合前面讨论的组建乐队需要考虑的问题,列出自己要向Freddy 咨询的问题。 4)教师和学生一起分析一封咨询信范例,讨论咨询信的写法。

高一英语必修二第五单元语法教案

高一英语必修二第五单元语法教案 Period 2: A sample lesson plan for Learning about Language (The Attributive Clause (in/ for/ with/ by+which/ whom). Aims To help students learn about the Attributive Clause with a preposition in front. TTo help students discover and learn to use some useful structures. Procedures I. Learning about grammar 1.Reading and thinking Turn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by+which/ whom), that is, the attributive II. Turn to page 34. Look at the two sentences: The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band. Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure. Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.

高一英语必修二课文

Unit1 IN SEARCH OF THE AMBER ROOM Frederick William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history. This gift was the Amber Room, which was given this name because several tons of amber were used to make it. The amber which was selected had a beautiful yellow-brown colour like honey. The design of the room was in the fancy style popular in those days. It was also a treasure decorated with gold and jewels, which took the country's best artists about ten years to make. In fact, the room was not made to be a gift. It was designed for the palace of Frederick I. However, the next King of Prussia, Frederick William I, to whom the amber room belonged, decided not to keep it. In 1716 he gave it to Peter the Great. In return, the Czar sent him a troop of his best soldiers. So the Amber Room became part of the Czar's winter palace in St Petersburg. About four metres long, the room served as a small reception hall for important visitors. Later, Catherine II had the Amber Room moved to a palace outside St Petersburg where she spent her summers. She told her artists to add more details to it. In 1770 the room was completed the way she wanted. Almost six hundred candles lit the room, and its mirrors and pictures shone like gold. Sadly, although the Amber Room was considered one of the wonders of the world, it is now missing. In September 1941, the Nazi army was near St Petersburg. This was a time when the two countries were at war. Before the Nazis could get to the summer palace, the Russians were able to remove some furniture and small art objects from the Amber Room. However, some of the Nazis secretly stole the room itself. In less than two days 100,000 pieces were put inside twenty-seven wooden boxes. There is no doubt that the boxes were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea. After that, what happened to the Amber Room remains a mystery. Recently, the Russians and Germans have built a new Amber Room at the summer palace. By studying old photos of the former Amber Room, they have made the new one look like the old one. In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city.

人教版高中英语必修五全套教案

Module V Unit 1 Great scie ntists Teach ing Aims Skill Goals ▲Talk about scie nee and con tributio ns of scie ntists ▲Practice express ing will, hope and suggesti ons ▲Practice express ing the stages in exam ining a new scie ntific i dea ▲Lear n to orga nize a scie ntific research ▲Lear n to use the past participle as the predicative & attribute ▲Practice describing people ' s characteristics and qualities ▲Develop the skills of persuasive and descriptive writi ng Key new words and expressi ons 1. Memorize engine, characteristic, theory, scientific, examine, conclude, conclusion, analyse, repeat, defeat, attend, expose, cure, control, absorb, test, severe, valuable, pump, pub, blame, immediately, han dle, additi on, link, announce, in struct, virus, con struct ion, con tribute, positive, strict, moveme nt, god, backward, complete, spin, en thusiastic, cautious, reject, view 2. Read up infect, in fectious, cholera, deadly, outbreak, clue, Cambridge, germ, certa in ty, creative, cooperative, Nicolas Coper ni cus, revoluti on ary, calculati on, loop, privately, bright-n ess, persuasive, logical 3. Expressions put forward, makea conclusion, in additi on, link .. to ..., apart from, be strict with, lead to, make sen se, point of view, expose to, absorb in to, be to blame, physical characteristic Procedures IPeriod 1 : Warming Up , Pre-reading, Reading 禾口Comprehending 2 Period 2 : Reading and difficulties 3 Period 3 : Read ing P7 4. Period4 : Lear ning about Lan guage,Workbook 5. Period 5 : Grammar 6. Period6 : Using Language,Listening and Speaking 7. Period 7 : read ing and writ ing The First Period Readi ng Step I Lead -in Ask the stude nts to think of some great inven ti ons and inven tors in history. T: Welcome back to school, every one. I guess most of you have enjoyed your holiday. Maybe I should say every one has enjoyed a scie ntific life. Why? Because you have enjoyed the results of the scienee and scientists. Nowcan you tell me the scientists who inven ted the lights, the gramoph one and the computer? S1: Edis on inven ted the lights and the gramoph one. S2: The first computer was inven ted by a group of America n scie ntists. Step n Warming up First, ask some questions about great scientists. Second, tell all the students to play the game called Guess Who I Am. T: You know our life is closely related to scie nee and scie ntists. We ben efit a lot from them. Can you n ame out as many scie ntists as possible?

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