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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）

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

Step I 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. Step II 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.

Step III 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 historic value.

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

1 The 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.

Step V 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

Step I Reading 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_____________________.