人教版高中英语必修2 unit1 第一课时 教案
人教新课标高一英语必修2Unit1CulturalRelicsperiod1教案
Part 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for Reading(IN SEARCH OF THE AMBER ROOM)IntroductionIn this period, after the warming up,students will first be guided to look andsay about the Amber Room. Then theywill be helped to read a narration entitledIN SEARCH OF THE AMBER ROOM.It’s a story about a amber room built andlost, which has been a puzzle for all.Examples of “Warming Up” designsare presented in this book for teachers’ reference. Computer and overhead projector may b e used to aid the teaching and learning.Objectives■To help students learn to ask for opinions and give opinions■To help students learn to read a text about cultural relics■To help students better understand “cultural relics”■To help students learn to use some important words and expressions■To help students identify examples of The Restrictive and Non-Restrictive Attributive Clause FocusAidsMultimedia facilities, tape-recorder, photos, diagrams1. Warming up⑴Warming up by definingGood morning, class. This period we are going to take Unit 1, Book 2. The topic is Cultural relics. But first, I’d like to ask:A.What kind of old things can be called cultural relics?B.Are all the old things cultural relics?C.What is the definition and classification of cultural relics?D.To whom do cultural relics belong?⑵Warming up by presentingHi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.Who’d like to tell the class something about them?⑶Warming up by discussingNow, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision?A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation —to make a difficult choice?2. Pre-reading by looking and sayingLook at the photos here. What do you know about the substance of “amber”? What do knowabout the cultural relics “the Amber Room”?3. Reading aloud to the recordingNow please listen and read aloud to the recording of the text In Search of the Amber Room on page 1. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.4. Skimming and identifying the general idea of each paragraphThis passage on page 1 is a narrative prose or non-fiction article written in a narrating style. It tells the history of Amber Room in the order of time so that we can clearly learn about what happened to it. The tense used in the text is past tense. Now please skim the text to get the key words and general idea of each paragraph.5. Making a tree diagramGo on to make a tree diagram of the text and try to retell the text in your own words with its help. The Amber Room: the best and biggest work ofcountry’s best Prussian artistsPara.16. Reading and underliningNext you are to read the text and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.In 1716, the Amber Room given to the Czar as a gift Para. 2 In 1770, the Amber Room redecorated by Catherine II Para.2In 1941 the Amber Room stolen by the Nazi German army Para. 4 The old missing Amber Room being searched for; a new Amber Room having been built Para. 57. Reading and transferring informationRead the text again to complete the table, which lists all the numbers in the text.8. Reading and learningRead the text and learn more about the following proper nouns. You can surf on the website after class:9. Having a discussionA.Can you imagine the fate of the Amber Room? What is it?B.Do you think if it is worthwhile to reproduce the Amber Room? Why?10. Closing down by doing a quiz。
英语人教版高中选择性必修二教案Unit 1 Reading and Thinking
Unit 1 Science and ScientistsReading and Thinking教材分析本文是一篇按照时间顺序记述事件发展过程的叙事性文本，时间线索是明线，而科学研究的步骤是文章叙述的暗线。
教材通过引导学生分析约翰·斯诺探究霍乱病源、切断感染源，并最终阻止霍乱流行的过程与方法，促使他们思考和梳理科学研究的基本步骤和常见方法，理解质疑精神在科学研究中的重要作用。
教学目标在本课学习结束时，学生能够：1. 了解利用地图和数据分析研究结果的方法；2. 依据时间明线和科学研究步骤暗线梳理语篇结构，找准主题词汇；3.运用发问的阅读策略积极主动探究答案，深化对文章主题和内涵的理解；4. 理解质疑精神在科学探究中的重要作用，谈论斯诺身上体现的科学精神。
教学重难点【教学重点】1. 正确理解主题图，理解创新与想象对于科学的意义；2. 引导学生读懂课文插图和霍乱病例地图；3. 结合活动主题梳理斯诺研究霍乱的流程；4. 理解质疑精神和科学素养，思考科学研究对人类的影响。
【教学难点】梳理科学研究步骤和方法，在阅读中通过自主发问来深度挖掘文本内涵。
教学过程Step 1 Warming-up1. Look at the theme picture and discuss the following questions.1) How would you describe the photo?2) What scientific equipment can you see in a science laboratory?3) Would you like to work in such a field in the future? Why or why not?4) What qualities do you need to be a scientist?2. Learn about the scientific equipment in a science laboratory.3. How do you understand the quote on the opening page?4. Appreciate other quotes.设计意图：通过讨论主题图和名人名言，引出话题，同时铺垫并呈现话题词汇。
人教版必修二高一英语Unit 1 Cultural Relics教案教学设计
Train the students’ability to grasp key information while listening.
How to teach the students to speak out their opinions aboutcultural relics.
3). Train the students’ability to cooperate with others;
4). Train the students’speaking ability.
Learn to discuss and act out the Ss’ opinions about culturalrelics.
S1: The Great Wall.
2). Learning ability goals学能目标
Help the Ss to learn how to give opinions clearly aboutcultural relics.
3)Emotion:情感目标
Train the students’ability to cooperate with others.
Enable the Ss to talk about the story of the Amber Room
Teaching important points教学重点
1 ).The new words and expressions;
2). Learn some detailed information about the Amber Room;
3). Sentence patterns:
高中英语人教版必修2 unit 1 Cultural relice 教学设计
教学目标I. Language knowledgeBy the end of the class, Ss will be able toGrasp some useful words and expressions such as amazing, design, fancy style, d ecorate, belong to, in return, etc.Use the proper expressions to retell the history of the Amber Room..II. Language skillsBy the end of the class, Ss will be able toGrasp the outline of the passage through mind-mapping.Improve their reading skills by adopting a variety of techniques including pred iction, skimming, scanning and summarizing while readingImprove their listening and speaking skills through group discussion.III. Cultural awarenessSs will know more about cultural relics.Ss will be better aware of the significance of protecting cultural relics学情分析Analysis of learning conditionThe Ss are from Grade 1 in key Senior High School. They have acquired certain a bility in English comprehension. However, when they focus on the detailed infor mation, they often fail to read the passage as a whole.重点难点Teaching Important Points:Enable the students to understand the reading materials better through mind-map ping.Guide Ss to exploit various reading techniques.Teaching Difficult Points:Show Ss how to draw a mind map to get a clear idea of the structure of the pass age..教学过程【导入】Lead－inStep I Lead-in设计意图展示图片，用学生熟悉的鼓浪屿作为引入, 让学生感觉即将学习的内容并不陌生，从而对cultural relics有一个直观感性的认识，为接下来下定义奠定基础。
人教新课标高一英语必修2-Unit-1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。
高中英语人教版必修二unit1说课教案
1)The mancame here just now is my father.
2)Is this the manyou just talked to?
3)This is the shopsells medicine.
4)The filmwe saw yesterday is interesting.
2)Let students clearly know the differences betweenthe Restrictive and Non-Restrictive Attributive Clause.
3)Make students understand the distinctions between the relative“as”and“which”inNon-Restrictive Attributive Clause.
f)In 1770, the room was completed the way she wanted it.
g)This was a time when the two countries were at war.
h)There is no doubt that the boxeswerethen put on a train for Konigsberg, which was at that time a German city on the Baltic Sea.
d)However, the nextKing of Prussia, Frederick William1, to whom the amber roombelonged, decided not to keep it.
e)Later, CatherineⅡhad the Amber Room moved to the palace outside St Petersburg where she spent her summers.
高一英语必修2Unit1教案
Unit1 Cultural Relics教学设计（一）设计思路设计的指导思想：本节课为阅读课，贯彻目的与困难策略，指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。
理论依据：新《英语课程标准》以素质教育和学生的发展为宗旨，以培养学生的综合语言运用能力为目标，根据外语学习的规律和我国外语教学发展的现状与需求，力求从教学观念、目的、目标、内容、实施、策略、手段和评价等方面进行重大改革。
它在课程内容与教学目标部分，除涉及语言技能和语言知识外，把情感态度、学习策略和文化意识的发展也列入其中。
这在我国英语教育发展史上是一种创新，突出了“以人为本”的教育思想，其核心是以学生为中心，以学生的发展为本，注重学生的全面发展与个性差异的统一。
体现了教学内容与目标的立体性和人文性，教学环境的丰富性和教学任务的复杂性，学生学习过程的自主性和探究性，教学活动的任务型和教学组织形式的合作性以及评价体系中主体的多元性和形式的多样性。
设计特色：“以学生为中心”、“以能力培养为目标”的教育原则，关注学生的情感，鼓励学生合作学习，把权利赋予学生，而且能从实际出发，并能充分调动每个学生的学习热情，。
做到“探究于课堂，使学生自主于学习之中”。
（二）教材分析与学情分析1 教材分析Unit 1 Cultural Relics是人教版高一英语模块2中的第一单元，本单元主要围绕“cultural relics”这个话题开展多种教学活动。
在阅读部分中，学生可以通过寻找琥珀屋的故事这个很好地了解琥珀屋的历史，了解世界文化遗产，进而激发学生的文化遗产保护意识。
学生在已有知识的基础上阐述他们自己对文化遗产和保护文化遗产的观点，从而可以进一步提高学生听、说、读、写综合素质能力。
２、教学目标：（知识目标、能力目标、德育目标）（1）语言知识目标：知识目标：帮助学生掌握新单词、词组、句型，巩固定语从句的知识；（2）语言技能目标：通过复述故事，让学生学会用自己的语言清晰地表达课文内容；（3）能力目标：通过自主阅读鼓励学生学会分析和归纳信促进学生进一步提高英语综合能力。
《人教版高中英语必修2 Unit1》教学设计
《人教版高中英语必修2 Unit1》教学设计设计教师: 吴海波教学年级：高一课题名称：Cultural Relics—In Search of the Amber Room（阅读课）教材版本：人教版高中英语必修2 授课时间：45分钟一学生分析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了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。
他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。
通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。
学生已经完成了高中英语第一个模块的学习，渐渐习惯了我的教法。
虽然一开始他们觉得与初中教学很不相同（初中老师注重手把手式的语法教学），但经过半个学期后，他们适应得很快，而且还取得一定的进步。
他们会对课文内容提出自己的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。
不过，本班学生的水平参差不齐，有些差距还相当大。
因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。
二教材分析这一课是本单元第一个课时。
在上这一节课前并没有让他们了解太多的与课文内容相关的知识，只是由于这课出现的人名和地方名比较多，我在课前教他们读了一下。
我在备这一课时，发现它的warming-up部分会花费比较长的时间，于是我没有采用，而使用了我自己另外准备的引入（只是花了4到5分钟的时间），让学生对这课的话题作好心理准备，也为了完成本单元的目标作了铺垫。
我觉得在今后也必须合理使用手中的教材，根据学生水平和教学设计进行整合或增减，让不同层次的学生在课堂上都有所收获。
三教学目标本课为阅读课型，主要介绍有关俄罗斯遗失琥珀屋的轶事。
人教版高中英语必修二unit-1-词汇课教案
人教版高中英语必修二unit-1-词汇课教案Teaching plan教案1.语言材料2、教学设计授课者授课对象高一学生语言材料分析单词：rare，remove，wonder，doubt词组：in search of，in return，be made with 句式：It takes/took sb.+time to do sth.There is no doubt that…教学目标制定1.了解该词汇, 词组，句式在文中的意思,进而对文章有进一步的理解;2.领悟词汇的不同意思，词组，句式的不同用法；3.学会对词汇的辨认，运用。
4.能够将一些相近意思的词汇，词组，句式区分，运用。
学生难度预测1.一些意思，结构相近的词汇，词组，句式，学生可能会混淆；2.信息量过多，学生可能一下子吸收不了；3.词的用法多样，比较难把握。
教学环节设计40分钟设计活动和设计理由Step 1 (5分钟) 【活动】Review the Amber Room, ask students to fill the blank that is about the main idea of the passage.【理由】To help students review the whole passage and have a better understanding of the whole passage. The words that fill the blank are going to teach in the next step.Step 2 (12分钟) 【活动】1.Show some relative pictures to introduce the word ;2.Explain some important usage of the word;3.Show other pictures and ask students to describe the pictures with the wordjust learn, or give some multiple choice exercise, or translation, or askstudents to do some matching..【理由】/doc/fa17844806.html,ing pictures can let students feel interesting and help them understand the word;2.Help students understand the word well and tell the important usage ;人教版高中英语必修2 Unit 1 Page1~2 词汇课3.Different exercise can help students to use the words correctly.Step 3 (12分钟) 【活动】1.Show the original sentences of the passage that involve the phrase;2.Show other sentences that involve the same phrase and help students to find out theusage and meaning of the phrase;/doc/fa17844806.html,pare the phrase with other phrases that have the similar meaning or usage and help students to distinguish them;4.Some exercise that help students to use the phrases.【理由】1.Teach students how to guess the meaning of new phrases;2.Help them remember these phrases and their usage;3.Help students to distinguish some similar phrases;4.Help them be able to use these phrases and use them correctly.Step 4 (6分钟) 【活动】1.Show the original sentences of the text and show other sentences that have the samepattern as the original sentences;2.Guide students find out the sentences’ pattern;3.Explain the usage of the sentences’ pattern;4.Ask students to make up some sentences with the sentences pattern and do sometranslation.【理由】1.Help students find out the sentences’pattern by themselves;2.Teach students how to use those sentences’ pattern correctly.Step 5 (5min) 【活动】1. Review the words and phrase;2. Emphasize some important words or phrases that students may still not understand well and ask students to review them after class;2. Assign the work after class;【理由】1.Help students to remember the new knowledge;2.Help students to review the new knowledge;3.Remind students to review the new knowledge.上一页下一页。
英语人教版高中选择性必修二教案Unit 1 Using Language
Unit 1 Science and ScientistsUsing Language Period 1教材分析本节课为Using Language板块的第一部分，该部分的活动主题是“谈论科学研究的经历”（Talk about scientific experiences），听说活动聚焦参观科学博物馆，通过这样的科学探究和体验方式激活学生的相关经历，让学生谈论不同类型的科学探究活动，描述自己参与科学实验和科学研究的经历，与同学交流。
该板块体现了科学与生活、科学与学习的联系。
教学目标在本课学习结束时，学生能够：1. 充分利用图片中的有效信息预测听力内容；2. 听懂谈论科学探究体验活动的对话，把握对话的核心内容和重要细节；3. 口头叙述自己参与科学探究活动的经历，或描述常见的科学现象，与同学交流分享。
教学重难点【教学重点】1. 能够充分利用图片中的有效信息预测听力内容；2. 听懂谈论科学探究体验活动的对话，并运用从中所学知识和词汇叙述自己参与科学探究活动的经历，或描述常见的科学现象，与同学交流分享。
【教学难点】运用所学知识和词汇描述自己参与科学探究活动的经历或常见的科学现象。
教学过程Step 1 Warming-upLook at the photos below, and discuss in groups what these activities have to do with science.1) What can you see in the pictures?2) What is he/she doing?3) Why is he/she doing that?设计意图：讨论图片，引出话题，为听力活动作铺垫。
Step 2 Pre-ListeningThe photos above are related to the conversation you will hear. Using the photos, try to predict the answers to the following questions.1) Where are the people in the conversation going to go?2) What kind of place is it, and what does it focus on?3) What kinds of things can you do there?设计意图：通过图片中的有效信息预测听力内容。
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Unit 1 cultural relicsPeriod 1 Warming Up, Pre-reading, Reading, ComprehendingTeaching Goals:1. To learn about cultural relics.2. To learn about the restrictive and non-restrictive attributive clause.Teaching Procedures:Step 1 Leading-inPurpose: To get Ss to make a definition about cultural relics.Ask Ss four questions as follows.1. What kind of old things are cultural relics?2. Are all the old things cultural relics?3. What is the definition and classification of cultural relics?4. To whom do cultural relics belong?Suggested answers:1. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said cultural relics are more than works of art, they are symbols of history and the people who lived in the past.2. No, not all the old objects are cultural relics.3. Each kind of relics preserves some aspect of cultural heritage and each relic is till a unique cultural expression and contributions.4. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.Step 2. Warming Up1. Pair workGet Ss to make a choice between “compelling interests”, in this case the interests of a family and the interests of society.2. Group workGet Ss to role-play a conversation between you and the man.Suggested dialogue:YOU: Hello, I am here to see Mr. Zhang Ri. Are you Zhang Ri?MAN: Yes, I am.YOU: My name is Hu Yuan. I'm from the Office for Cultural Relics.MAN: Oh, is there some problem?YOU: Perhaps. I understand that you have an old Ming Dynasty vase.MAN: Yes, I do but it's not mine. Er-it belongs to my family.YOU: Hmm. May I have a look at it?MAN: Why, yes, of course. Please come in. Right this way. Here it is.YOU: It's quite beautiful.MAN: Yes, it is, isn't it? It's been with our family for a long time.YOU: Mr. Zhang, I'm sorry to tell you this but I'm quite certain this is a cultural relic. MAN: Oh, how can you be sure?YOU: It is just like the one described in a report I got.MAN: What report?YOU: A report about a relic that is missing from a museum.MAN: I haven't heard about that.YOU: Perhaps not. You say this relic has been in your family a long time?MAN: Well, actually, one of my cousins gave it to us.YOU: When was that?MAN: Last year around the time of the Mid-Autumn Festival.YOU: I'm sorry to say this but I believe this is the relic the museum has lost.Step 3. Pre-readingPurpose: To get Ss to form a responsible attitude towards cultural relics.The Great Wall The Leshan Giant BuddhaMausoleum of the first Win Emperor and the Terracotta Warriors1. The above pictures are some of the 30 world cultural relics in China. Get Ss to know something about them. Ss can have a talk about them.◆ The Great Wall (长城), cultural site, 1987.◆ The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang (北京故宫、沈阳故宫), cultural site, 1987, 2004.◆ The Mogao Caves (敦煌莫高窟), cultural site, 1987.◆ The Mausoleum of the First Qin Emperor and the Terracotta Warriors (秦始皇陵及兵马俑坑), cultural site, 1987.◆ The Peking Man Site at Zhoukoudian (周口店北京猿人遗址), cultural site, 1987.◆ Mount Huangshan (黄山), cultural and natural site, 1990.◆ The Jiuzhaigou Valley Scenic and Historic Interest Area (九寨沟风景名胜区), national site, 1992.◆ The Mountain Resort and its Outlying Temples, Chengde (河北承德避暑山庄及周围寺庙), cultural site, 1994.◆ The Temple and Cemetery of Confucius and the Kong Family Mansion in Qufu (曲阜孔庙、孔府、孔林), cultural site, 1994.◆ The Ancient Building Complex in the Wudang Mountains (武当山古建筑群), cultural site, 1994.◆ Historic Ensemble of the Potala Palace, Lhasa (西藏布达拉宫), cultural site, 1994.◆ Mount Emei and the Leshan Giant Buddha Scenic Area (峨眉山--乐山大佛风景名胜区), cultural and natural site, 1996.◆ The Ancient City of Pingyao (平遥古城), cultural site, 1997.◆ The Classical Gandens of Suzhou (苏州园林), cultural site, 1997.2. After Ss talk about the cultural relics above, ask them the following two questions. And Let them say as much as they can.(1)Think of a cultural relic you know about. How would you feel if it got lost? Why?(2)If you find a cultural relic, what will you do with it.Step 4. ReadingPurpose: To let Ss know about what happened to the Amber Room.1. Listen to the recording of the text In Search Of The Amber Room twice. Pay attention to the pronunciation of each word and the pauses within each sentence.2. Skim the text to get the key words and general idea of each paragraph.3. Get Ss to tell the characteristics of the passage, such as the type of writing, and the tense. Suggested answers:This passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of the Amber Room in order of time so that we can clearly learn about what happened to it. The tense used in the text is the past tense.4. Read the text again to complete the table, which lists all the numbers in the text.Step 5. ComprehendingPurpose: To check whether Ss have understood the text.1. Get Ss to finish Ex1 (P2) and Ex2 (P2).Suggested answers:Ex1: 1. C 2. E 3.B 4.D 5.A 6.FEx2: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 wonders of the world?Paragraph 4:How did the Amber Room get lost?Paragraph 5:How was a new Amber Room built?2. Get Ss to complete the following form, according to the text.3. Show Ss the structure of the text so that they can have a better understanding of the text.↙ ↙↙ ↙↓Step 6. Language pointsGroup workDivide Ss into four groups and ask each group to discuss how to understand and use the new words and phrases in the text and analyze the following sentences.1. This gift was the Amber Room, which was given this name because several tons of amber were used to make it.这件礼物就是琥珀屋，它之所以有这个名字，是因为造这间房子用了很多吨琥珀。