人教版高中英语必修二Unit2UsinglanguageReadingandSpeaking说课稿教案
(人教版)高中英语必修二学案：Unit 2 Using Language (含答案)
Using LanguageⅠ．重点单词1．glory n．光荣；荣誉glorious adj．光荣的2．bargain v i．讨价还价；讲条件；n．便宜货3．hopeless adj．没有希望的；绝望的hope n．希望hopeful adj．有希望的4．foolish adj．愚蠢的；傻的5．pain n．疼痛；痛苦6．deserve v i．& v t．应受(报答或惩罚)；值得Ⅱ．核心短语1．on purpose故意地2．make a bargain with sb和某人达成协议3．hear of听说；获悉4．run the race参加赛跑5．change one's mind改变某人的主意6．pick up接收；拾起7．one after another陆续地；一个接一个地8．apart from除了……；除……之外9．hand in hand手拉手Ⅲ．经典句式1．She was very beautiful and could run faster than any man in Greece．她很美丽而且比希腊的任何一个男人跑得都快。
2．She was so angry that she said to her father that she would not marry anyone who could not run faster than her．她如此生气，以至于她对她父亲说，她不会嫁给任何跑不过她的男人。
3．This is important because the more you speak English，the better your English will become．这很重要，因为你开口讲得越多，你的英语就会越好。
阅读清障①Atlanta/ət'læntə/n②princess/pr I n'ses/n．公主③glory/'ɡl rI/n．光荣；荣誉win glory for为……赢得荣誉④would是情态动词，表示“会，将会”※who引导的定语从句，修饰先行词anyone。
新人教版选择性必修二 Unit 2：Using Language
Ⅳ Writing
Pre-writing
Activity Please circle the connectors in the letters and discuss in
groups to add more connectors with similar meanings.
Opinion
Restating
UNIT 2 BRIDGING CULTURES
Using Language
【版本：新人教 册别：选择性必修二】
目 录 页
contents
Ⅰ Pre-reading Ⅳ Writing Ⅱ While-reading Ⅴ Language points
ⅡI Post-reading ⅤI Homework
talent needs in China better career opportunities
Ⅲ Post-reading
Post-reading
Discuss with your partners about the following questions.
1. What are some other advantages or disadvantages of studying abroad that were not mentioned in the letters?
6. All in all, studying abroad helps to build character and increase people’s understanding of cultural diversity while strengthening China and building a shared future for all. (Para.5)
Unit2+Using+Language(高二英语人教版2019选择性必修第一册)
Various people
The car company
The Public should
the
unnecessary
idea of developing driverless cars. dangerous
Nevertheless, the company still
that
most people would be travelling in driverless cars
save many lives
Internet
①keep in touch easily ②find opportunities easier
①By giving examples ②cause-effect reasoning（因果推理）
Analyze the passage: Para 4
Thesis/Point(论点) Argument/ proof (论据)
Using Language
Should We Fight New Technology?
Learning Aims
1. To understand people’s different attitudes towards the development of technology through reading;
01. Lead in Activity 3
what about you? Is AI a threat to
our future? Should We Fight New
Technology?
02. Reading for details
02. Reading for details Activity 1
Unit2 Reading for Writing课件 人教版2019高中英语选择性必修二
Cause & effect therefore,because,so
Giving examples such as,for example
Read the letters again and then use the connectors in the box to complete the sentence below.(book on page 21,activity2) as a result，besides，for instance，that is to say 1 ． Students who want to study abroad must consider their parents’budget. __T_h_a_t _is__to__sa_y_，they should think about whether they can afford the costs of studying overseas. 2．Studying abroad can put great pressure on young people. _F_o_r_i_n_st_a_n_c_e，they may feel lonely and miss their families. 3．Studying abroad will give students a good education. __B_e_s_id_e_s_，it also helps them to gain a global perspective. 4．Global development strategies help to make connections between China and the rest of the world. _A__s_a__re_s_u_lt__，young people with language skills and strong cultural awareness are needed.
2019新人教高中英语选择性必修二Unit2 Using Language公开课课件
Answer the questions according to what you remember of the conversation.
1.What made Aisha feel like she was part of Ms. Hu's family? During Chinese New Year, families usually sit together and make dumplings. Eating those delicious dumplings together in Ms. Hu's home, they felt like family!
Listening for key details and fill in the poster.
Welcome to the Confucius Institute. Learn to _s_p_e_ak__C_h_in_e_s_e__ and all about __C_h_i_n_es_e_C_u_l_tu_r_e___! Our institute has grown! We started with _a_f_e_w_s_t_ud_e_n_t_s_a_n_d_t_ea_c_h_e_rs__ but now we have many more. It is a center for ______C_h_in_e_s_e_a_c_ti.vYitoieus can learn and practise fascinating Chinese traditions. Knowledge of the Chinese language and culture is important because of increasing ____________tr_a_d_e_b_e_tw_e_e_n_C__h_in_e_se. ManadnPyakstiustdaennts go on to great jobs in______________C__hi_n.ese companies Join us today to help break down language and __cu_l_tu_r_a_l_B_a_r_ri_e_rs_______, and bring the world together.
新人教版高中英语选择性必修二Unit2 Bridging Cultures单元分析
Unit 2 BRIDGING CULTURES单元分析单元主题：人与社会单元内容分析本单元主题语境是人与社会，围绕“文化沟通与交流（Bridging cultures）”这一主题展开。
内容涵盖中国学生国外留学的经历、巴基斯坦孔子学院的情况、不同家长对出国留学利与弊的观点等。
作为青年人主体的学生既要学习世界各国的优秀文化，汲取精华，博采众长，又要积极推动中华文化走向世界，增强中华文化的国际影响力，在对外文化交流中，既要认同民族文化，坚定文化自信，又要尊重文化的多样性，学会包容其他民族文化，求同存异，和睦相处，在文化沟通和交流中肩负起文化传播和沟通的使命。
以下为教材各部分教学内容的简要分析及教学活动的实施建议：1．Opening Page 主题图展示的是国外大学课堂的场景，画面上的主体人群是不同肤色的国外青年。
出国留学是青年学生接触外国文化的一种常见方式，在海外求学的同时，留学生沟通中外文化，构架起中国与世界的桥梁，本单元的阅读语篇便是从留学生的视角切入文化沟通和交流这一主题的。
开篇页的引言“I am not the same，having seen the moon shine on the ot her side of the world.”可译为：当在世界的另一端看到月光闪耀的时候，我就不一样了。
这句话阐述了一个人在接触另一种全新的文化后的心理触动，以及自己在深入体验这一文化后产生的深刻变化，用简练又深刻的语言阐释了文化沟通与交流对个人的意义。
它能让人们开阔视野，增长见识，理解不同文化之间的差异，接受新的观念和价值观的挑战，在文化交融中学会用新的眼光看待自己的文化，更全面地理解人性和世界，从而形成更为完整的人生观和世界观。
2．Reading and Thinking 阅读语篇是一篇刊登在伦敦一所大学校报上的文章，讲述了中国商科留学生谢蕾国外的留学生活。
文章有两条线索，一条线索介绍了谢蕾初到国外时在生活和学业上遇到的种种困难和挑战，并逐渐适应新环境的经历，以及伴随这些经历所产生的一系列情感体验的变化，具体表现为：离开祖国和家人朋友飞往陌生国度时的兴奋、紧张与迷茫，与寄宿家庭相处过程中获得的安慰，听到导师提出学术要求时的困惑，在学业上取得进步后的惊喜，作报告成功后重获的信心，以及逐渐适应新生活后内心的轻松自在。
选择性必修二 Unit 2 Using Language (Reading for Writing)
All in all, studying abroad helps to build character and increase people’s understanding of cultural diversity while strengthening China and building a shared future for all. I think this life-changing experience is certainly worthwhile, and I hope my child will study abroad in the future. Sincerely yours, Zhang Yi (father of one boy)
Main point
To begin with, many students who study abroad face great economic Reason 1 pressure. That means studying abroad is just not possible for everyone. Tuition fees and living expenses are much more expensive than at home and could end up costing most families an arm and a leg. Studying in China is much more convenient and can help save money.
2021_2022高中英语Unit2PoemsUsinglanguage二教案新人教版选修
Period 5 Reading and Writing整体设计教学内容分析The teaching materials of this period contain two parts.The first part is the reading passage on Page 14 with the title of I've Saved the Summer，which is a poem telling a parent sp eaking to a young adult child.The older person has experienced his/her own journey through life and is offering love to the young person to help him/her begin on his/her own journey through life.The second part is the Writing Task on Page 54，which asks the students to write a poem.Knowledge and skills1．To enable the st udents to listen to the “music” of the poem，to know how it makes them feel and what it makes them think about.2．To get the students to learn the following useful new words and phrases：appropriate，exchange，sponsor，darkness，try out，let out.3．To get the students to learn the following useful structure：If I＋past tense...，I would...4．To help the students learn how to write a poem starting with “If I．..”．5．To foster the students' ability in skimming and looking up information in reference books and improve the students' reading ability.Process and methodsReading for specific information，summarizing，discussing and practicing.Emotion，attitude and value1．To stimulate the students' love to poetry.2．To inspire the students to write poems of their own.教学重、难点1．The understanding of the reading passage.2．The use of the subjunctive mood in poem writing.3．Teaching the students how to write a poem of their own.教学过程Step 1RevisionCheck the answers to the grammar exercises on Page 13 and explain the difficult ones.Step 2Pre－readingListen to the poem “I've saved the summer” and answer these questions：1．Do you think the speaker in the poem is more likely to be a girlfriend/boyfriend or a parent?2．Does the poem have a rhythmic pattern?3．Does the poem have rhyming words?4．When you were listening to the poem，did it make you feel something or think about something? What did it make you feel or think about?Suggested answers：1．Students' answers may vary.2．Yes(it has two strong beats per line)．3．Yes.4．Students' answers may vary.Step 3Reading1．Circle the words that rhyme.What is unusual about the rhyming words in the last four lines?2．Try beating or clapping the strong beats of the rhythm as you read the poem to yourself.Now listen to the poem again and clap the strong beats.Suggested answers：1．Circled words：you，new；need，feed；nineteen，mean；way，day；own，own.The rhyming words in the last four lines are unusual because they are the same word although they each have a different meaning.2．The strong beats of the rhythm are marked below：I've saved the sum merAnd I give it all to youTo hold on winter morn ingsWhen the snow is new.I've saved some sun lightIf you should ever needA place away from dark nessWhere your mind can feed.And for myself I've kept your smileWhen you were but nine teenTill you're older you'll not knowWhat brave young smiles can mean.I know no ans wersTo help you on your wayThe ans wers lie some whereAt the bott om of the day.But if you've a need for loveI'll give you all I ownIt might help you down the roadTill you've found your own.Step 4DiscussionIn small groups discuss these questions：1．Who is the speaker in the poem and who is he/she speaking to? Give reasons to support your answer.2．Which of the following is the closest to the speaker's message? Give a reason for your choice.A．If it's cold，I'll warm you；if it's dark，I'll give you light；if you're hungry，I'll feed you；if you want love，I'll give it to you.B．Although the future may be difficult for you，whenever you need warmth and love，remember I'll have some to give you.C．While you're away I'll remember your smile and I'll love you always.When you return，I hope you will love me.Suggested answers：1．A parent(mother or father)speaking to a young adult child(son or daughter)．We know that the speaker is probably a parent because he/she is offering the child unconditional love(But if you've a need for love，I'll give you all I own)．We know that the son/daughter is a young adult because the speaker refers to the time when you were but nineteen.2．BStep 5Language studyShow the students the following language points in a slide show.1．appropriate(P13)【原句再现】Match the beginning of each sentence with the appropriate ending.把每个句子的开头与其合适的结尾连在一起。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
人教版高中英语必修二Unit 2 The Olympic Games Using language：Reading and Speaking 说课稿说课提要今天我说课研讨的主题是“读与说相结合的教学”。
我将以人教版新课标高中英语必修二Unit 2 The Olympic Games，Using language：Reading and Speaking为例，从教材分析、教法与学法、教学程序等几方面进行说明。
说教材一、知识背景及新课程、新教材（一）单元背景分析：本单元的教学主要是以Olympic Games为中心话题而展开的各项活动。
从教学时间安排上，可以看出教材编者刻意把本单元教学安排在学校运动会之前，其目的正是为了让学生了解有关Olympic Games的知识，弘扬奥运精神，并激发学生参与体育运动的热情。
这也体现了教材编写的时代性原则和思想性原则。
正如课标所提到的，把教材内容和现实生活联系起来，也有利于提高学生的学习效果。
（二）单元分析及教材处理为了让学生的知识从课内走向课外，从书本从向实践。
我们把本单元的核心任务确定为：1．组织学生和学生会合作，建立Olympic Games宣传栏。
2．制作以“奥运会的历史，现状与未来”，为主题的班级小报和英文手抄报，并进行评选张贴。
通过阅读训练和语言交际等活动，让学生对于奥林匹克的精神和古希腊奥运传说有一定的了解，并激发他们学习的兴趣。
要让学生充分了解到更快，更高，更强的奥运精神，培养学生团体合作、努力拼博、积极向上的精神。
二．教学目标：理论依据：《新课程标准》基于对教材的理解和分析，根据课程目标的七级的具体描述，并结合高一学生实际和教材内容，我把本课时内容分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面制定相应教学目标：1）语言知识、1、Target language 目标语言a、重点词汇glory, bargain, hopeless, foolish, pain, one after anotherb、重点句子Her father said that she must marry, so Atlanta made a bargain with him.②She made as many men as she could share her pain.③He threw the golden apples one after another.④No one will be pardoned.2）语言技能、说：学生能通过小组讨论，利用“信息差”进行相互探讨，提高真实语境中的英语交际能力。
并能在小组表演中，体验用英语的乐趣。
读：通过Scanning, careful reading, generalization, inference，discussion等阅读微技能训练，获取关于奥运会的信息，处理信息，运用信息进行推理、判断的能力。
3）学习策略：学生在一定程度上形成自主学习，进行有效交际、信息处理，养成英语思维习惯。
4）情感态度：学习奥运会的知识，培养学生热爱体育运动。
学习“更快，更高，更强”的奥运精神，培养学生团体合作、努力拼博、积极向上的精神。
5）文化意识：了解奥运会，培养全球意识，认识世界一体化以及国际合作的趋势；通过对比古现代奥运会，加深对奥运会的了解。
三 .教学重点和难点本课的重点1）引导学生通过阅读策略来获取文章的信息，并能够用这些信息来表达自己的观点。
2）帮助学生按类别归纳整理，用有效的记忆词汇的方法来掌握与希腊传说相关的词汇；教学重点的理由如下：学生每学一课，首先要掌握一定量的词汇和固定用法，通过阅读课掌握一定量的词汇并且提高学生的阅读理解能力，符合新大纲的要求。
同时新课标也要求培养学生能通过学英语来用英语的能力。
（二）难点学生通过阅读课文获得一定的词汇量和信息量，通过利用自己所获得的input来进行准确的output，他们需要通过小组合作，自行编写剧本，并用英语来进行故事表演。
这对于高一学生所学的知识来说是有一定难度的。
说教法（一）上述教学目标的确定是基于“第二语言习得论”和“整体语言教学理论”，其中渗透当前课程改革的一些理念。
为达成上述教学目标，我们将真实运用任务教学的课堂教学程序。
初步设计“P--T--P”自主学习立体模式：（Pre-task----Task-cycle----Post-task）。
说明：1、Pre-task：引入话题，激活学生知识网络和扫清词汇障碍，明确学习任务和任务完成的步骤，激发学习英语兴趣。
学生：认知处于主动状态，有完成任务的强烈愿望。
教师：学习的组织者、促进者；善导、激趣的过程。
2、Task-cycle：任务的完成过程。
学生：用英语做事，做中学，运用体验、参与、合作、实践、交流、探究等方式进行自主学习的过程，发展听、说、读、写综合英语技能。
教师：指导者、帮助者、参与者、合作者的角色；引思的过程。
3、Post-task：展示成果，交流成果的过程。
学生：体验成功和喜税，自我评价、小组评价、认识自己、树立自信、反思自己、调控自己。
老师：评价者、总结者；总结教学中的成功与不足；发现学生学习中的问题与不足；精讲过程。
总体：学生愿学----乐学-----惯学-----论学过程；师生真正学习共同体形成过程：教与学的交往、互动，师生双方交流，相互沟通、相互启发、相互补充。
（二）教学手段：多媒体辅助：用flash 软件将本课所需要的动画、录音、图片、文字、图表和音乐制成CAI软件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。
说学法本节课将在课堂活动中把学生分成四人小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。
创建开放式，探究式的课堂，有意识渗透学习策略的训练。
1．我让学生在学习中借助课件里的影片，音乐，图片、图表等非语言信息进行理解或表达，让学生学会使用认知策略；2．让学生充分利用交流、表演等真实交际活动提高用英语交际的能力，在其过程中能借助手势、表情等非语言手段提高交际效果，能克服语言障碍，维持交际，实现交际策略；3．引导学生利用网络资源，主动拓宽英语学习渠道，创造和把握学习英语的机会；积极参与采访、表演、调查、创作等英语学习活动，是调控策略的体现。
4．充分利用多媒体，校园网络，Internet，录音，影片片等是资源策略。
说学情教学对象为高中一年级学生,智力发展趋于成熟.他们的认知能力比初中阶段有进一步的发展,渐渐形成了用英语获取信息、处理信息、分析问题和解决问题的能力,注重提高学生用英语进行思维和表达的能力,通过任务型课堂活动和学习,让学生主动参与到活动当中,让他们成为课堂的主体。
由于学生是重点班级的学生，虽然表演任务对他们来说仍有点难度，但是学生的兴趣和积极很高，可以尝试。
说教学程序（一节课40分钟）S tep 1 Duty reportS: Hello, my friends. Today is Tuesday, November 23. Look at the sky, it is sunny. We are learning Unit 2 about the Olympic Games. From this unit, I have known sth about the Olympic Games. And I learnt the difference between modern Olympic Games and ancient Games. Last period we learnt the grammar : the present passive voice. The basic form of the present future passive voice is will be done. We also use am\is\are to be done for present future passive. For example: The 2012 Olympic Games will be held in London in 2012.Today we are going to learn sth more about the story of Atlanta.说明：课前五分钟，让学生作duty report。
具体是让当天值日生在讲台前向同学们介绍当天日期、天气、出勤等情况，同时也回顾我们刚学过的知识内容，老师可以给予必要的帮助。
也可以让他们讲故事，并允许他们随意向同学提问问题。
给他们一个舞台，让每个学生有充分表现自己的地方。
S tep 2 Warming up1. The Ss should watch the picture，and guess what it is about.2. T: Can you tell me sth about Ancient Greece?Ask the Ss to talk about Ancient Greece by brainstorming.For reference:Greece is the world-known country with an ancient civilization. It has a long history with so much marvelous culture.The Greeks had wonderful stories about the Gods and Goddesses who were part of their religion. They believed that these gods or goddesses would help humans if they felt sorry for them or if the humans were good people. However, the Gods did not always help. They behaved like people who were unpredictable and capricious. To try to get the support of the Gods people had to pray to them and offer them presents. In this story the Goddess Hera, the wife of the chief God, Zeus was sorry for Hippomenes and agreed to help him。