新生代英语高级教程2 Unit 1_电子教案
教案课程名称新生代英语高级教程2 课时班级专业教师系部教研室教材《新生代英语高级教程2》12345678910补充教学资源Vocabulary Builder参考译文蒂姆：嗨，希拉里。
这学期你的课程安排如何？希拉里：让我想想，课程表在这儿了。
看起来这学期会很忙。
周二和周四上午有数学课。
周一、周三和周五下午有物理课。
这两门是我的必修课，因为我学的是物理专业。
蒂姆：那选修课呢？你还有其他课程吗？希拉里：有，我有一门罗马史选修课，每周五上午上课。
你呢，蒂姆？你这学期的课程安排如何？蒂姆：简直让我抓狂！每天我都有英语课。
目前我还在上一门关于莎士比亚的课。
他是我最喜欢的作家。
这学期将会很忙。
希拉里：你说的一点儿没错。
Show Time参考译文桑切斯夫人：嗨，亲爱的。
学得怎么样？赫克托：说实话，妈妈，不怎么样。
桑切斯夫人：真的吗？出了什么问题？是漏掉了什么作业吗？赫克托：不是，妈妈。
问题在于这噪音。
噪音太大，我无法集中精力。
桑切斯夫人：哦，抱歉。
但你也知道你老爸，他觉得自己耳背，所以他总是把音量调到最大。
11赫克托：我知道。
只是这让我很难集中精力，仅此而已。
桑切斯夫人：好吧。
我们会尽量把声音调低。
维克托！把电视声音调小点。
你儿子正努力学习呢。
赫克托：喂？娜奥米：是你吗，赫克托？出什么事了？赫克托：没事，只是……刚刚我正在用功学习！娜奥米：好吧，打扰了！今天你过得肯定很糟吧。
赫克托：是的，可以这么说。
我不得不在我家厨房学习。
娜奥米：这是为什么？赫克托：我的父母！他们在看电视的时候喜欢把音量调得很大。
这让我很难集中精力。
娜奥米：听起来你需要一个更安静一点的地方学习。
赫克托：是的，你说的一点儿没错。
娜奥米：去图书馆学习怎么样？赫克托：这个想法不错。
但什么时候去？我的课程可是很多的！娜奥米：我也是。
就是因为这样合理安排时间才变得更加重要。
赫克托：你是怎么做到的？娜奥米：首先，我为自己制定了一个时间表。
赫克托：你做了个时间表写着你在什么时间去什么地点学习？娜奥米：是的，我真的是这么做的。
这会很有帮助。
比如，在周二和周四的四点到六点，我在图书馆学习。
周五上午，我在这儿，也就是在家学习。
每周我都按着时间表进行，风雨无阻。
赫克托：这听着跟上班差不多。
娜奥米：这确实跟上班差不多。
这个比喻很贴切。
你上班肯定不会迟到，对吧？12赫克托：当然不会！娜奥米：而且你也不会旷工一天不去工作。
以同样的方式对待你的学习，你的成绩就会提高。
赫克托：这个建议很棒，谢谢。
娜奥米：那么，现在你知道你要做什么了！那就去做吧！如果你能合理安排时间，你会感觉自己做事更有成效。
相信我。
赫克托：我会尝试一下。
反正也没什么好损失的了，对吧？娜奥米：祝你好运。
以后跟我说说你进行得如何。
赫克托：我会的。
回聊。
赫克托：娜奥米：喂，娜奥米。
怎么了？哦，有件很重要的事忘记告诉你了。
赫克托：是吗？什么事？娜奥米：别忘了也要为你的朋友抽出些时间！赫克托：这对我来说可是最重要的事！语言解析1So he turns the volume up all the way!所以他总是把音量调到最大!1)turn up：①to make a machine such as an oven, radio etc. produce more heat, soundetc. 开大，调高（机器的热度、音量等）e.g.Turn the oven up to 220℃.把炉子温度调高到220摄氏度。
②to suddenly appear after having been lost or searched for 突然露面，重新出现e.g.I couldn’t find my watch for ages, but then one day it turned up in acoat pocket.13我有好长时间找不着手表了，但有一天它突然从一件外衣口袋里冒了出来。
2)turn down:①to make a machine such as an oven, radio etc. produce less heat, soundetc. 调低（机器的热度、音量等）e.g. Can you please turn the TV down? I can’t hear myself think!请你把电视的声音关小一点行吗？我没法静下心来思考！②to refuse an offer, request, or invitation 拒绝（提议、要求、邀请等）e.g. She has turned down offers from several different law firms.她拒绝了好几家不同的律师事务所的聘请。
2What about studying at the library?去图书馆学习怎么样？what about doing something：used to make a suggestion 提出建议、询问消息或征求意见时使用，意为“……怎么样”：e.g.What about (going for) a walk?去散散步怎么样？What about his qualification for the position?他担任这职务够格吗？3Yeah, you could say that again.是的，你说的一点儿没错。
“you could say that again”在口语中是比较常见的表达方式，意为“你说的没错/你说的完全正确/你说的对极了/我完全同意你的观点”等：e.g.—It’s a super-hot day!—Yeah, you could say that again!—今天可真热！—是的，你说的一点儿没错！4You write a schedule showing when and where you’re going to study?你做了个时间表写着你在什么时间去什么地点学习？1)showing：现在分词作后置定语修饰schedule。
e.g. There is a lady asking to see you.14有一位女士要求见你。
The girl sitting by my side is my cousin.坐在我旁边的是我表妹。
2)更为常见的是现在分词做前置定语，有些现在分词已经变成形容词。
e.g. There were growing doubts about the victory statement.越来越多的人对这胜利的声明表示怀疑。
5And you wouldn’t skip a day of work, either.而且你也不会旷工一天不去工作。
skip：v.1)to not to do something that you usually do or that you should do 故意略去，有意不出席（会议等）e.g.skip breakfast /school /a meeting不吃早饭/逃学/逃会He skipped work again.他又旷工了。
2)to move forwards with quick steps and jumps 蹦跳着走e.g. Maria skipped along at her mother’s side.玛丽亚在她妈妈身边蹦蹦跳跳地向前走。
6What have I got to lose, right?反正也没什么好损失的了，对吧？1)动词不定式作定语：e.g. I’ll go and get something to drink.我去找点饮料。
He is a nice man to work with.他是个好共事的人。
152)部分名词后常可用不定式作定语，常见的能跟不定式作定语的名词有：ability, attempt, chance, courage, determination, effort, failure, intention,need, opportunity, plan, right, time等。
e.g. I haven’t had chance to think yet.我还没有时间考虑。
You have no right to do such a thing!你没有权利这样做！Reading参考译文如何摆脱拖延症有时我们都会遇到这种情况：最后期限就在眼前，但你不仅没在工作，反而在浏览脸书或是在网上购物。
这就是拖延症的表现，它会影响到我们每一个人。
那么如何才能摆脱拖延症呢？当一项任务看起来很艰巨或是不可能实现时，我们经常会去拖延时间。
尝试把任务分解为比较小的几个部分。
例如，与其想着“我要在今晚10点之前写完论文，”不如告诉自己，“我计划列个简短的大纲，往里面填充内容，然后去查找引文。
”另一重要因素是你所处的环境。
如果在你工作的地方有很多让你分心的事物，这会很容易诱使你去拖延时间。
在你工作的地方有可能会让你分散注意力的事物吗（比如电视）？制作一张写有目标和最后期限的时间表是帮助你摆脱拖延症的好方法。
但重要的是你所设定的截止日期是能够实现的，这样你才能保证恪守期限。
有的人喜欢等到一个合适的时机才开始工作，然而最合适的时机往往是现在。
尝试一下“两分钟法则”来帮助你着手处理工作。
这个想法来自戴维·艾伦的畅销书《尽管去做——无压工作的艺术》。
书中说到如果做一件事用不了两分钟，比如饭后洗碗，那么你现在就应该去做。
所以你还在等什么？从今天开始照着这些提示来摆脱拖延症吧！16语言解析1.We often procrastinate because a task seems too big, or impossible to achieve.当一项任务看起来很艰巨或是不可能实现时，我们经常会去拖延时间。
procrastinate: v. to delay doing something that you ought to do, usually because you do not want to do it 耽搁，拖延e.g. People often procrastinate when it comes to paperwork.遇到文书工作，人们常常会拖拖拉拉。
2.I’m going to make a short outline, fill that in, and then look for quotes.我计划列个简短的大纲，往里面填充内容，然后去查找引文。
1)outline:①n. the main ideas or facts about something, without the details 刚要，要点e.g. A debt reduction scheme was agreed in outline (=people agreed onits main points).债务削减计划大致已经商定。
高中英语 unit2 lesson1 modern heroes教案 北师大版必修1
Lesson 1 Modern HeroesTeaching aims:To practise extensive reading in order to understand the main idea of each paragraph and guess the meaning of new words from the context.To use time linkers, especially adverbs and conjunctionsTo revise the use of Past Simple and Past ContinuousTo practise oral EnglishTeaching difficulties:To use time linkers, especially adverbs and conjunctionsTo revise the use of Past Simple and Past ContinuousTeachingAids: puter and cassetteTeaching procedures:Ⅰ. Warming upT: who do you think is modern heroes?S:T: what have they done? Why do you think they are heroes?S:T: Who is it ? (picture is Yang Liwei). Have you heard of Yang Liwei? How do you feel about him?S:T: Is he called hero? Why or why not?S:T: show a slide about information Yang Liwei (Born: June 21,1965, Liao Ning Height:168cm; Weight: 65kg; Training : 1998-2003; Crowned: Space Hero. How did you feel about China’s first manned space flight?S:ⅡReadingTrue or false1.When the spaceship separated from the rocket, Yang couldn’t feel thehigh gravity.2.Yang Liwei spoke with the ground control when the spaceship was circling the earth the seven time.3.Shenahou Ⅴcan caught fire because of the earth’s atmosphere.4. When Yang Liwei was doing its seventh circle, he showed the flags of China and the UN.5. Yang Liwei felt the ship was shaking when Shenzhou V landed.6.When he came back from space, he felt very tired.Answers: 1.T 2.F 3.F 4.T 5.F 6.FAfter reading the text the teacher ask “Can you say some words about space flight?〞Answers: capsule,spacesuit, spaceman(astronaut),spaceship, parachute, rocket,helicopter, launch.Ⅲ Further readingDo the exercise 3and the exercise 4Read the article and you describe the course of ShenzhouⅤDo the exercise 5Read through the questions with the class so that students know what information to look out when reading the text.Students then read the text and answer the questions.Ⅳ Free talk:Why do you think Yang Liwei is a hero? What can we learn from him?Ⅴ voca bularyDo the exercise 5 and 6.Ⅵ GrammarGuide student to study Grammar Summary 3, on page 92Do the exercise excise 8Students look at the sentences and work out the differences( Past Continuous , Past Simple)Do the exercise 9and 10Ⅶ Language in useStudents prepare the questions for the interview in pairs. They may need to go back to the text and get more information. They may also use other information which they can collect from newspapers and the internet Students roleplay an interview between Yang Liwei and a reporter with the reporter asking what happened, what Yang Liwei did and how he felt.Ⅷ HomeworkRead the article space heroes on page 32。
新生代英语高级教程2 Unit 2_电子教案
教案课程名称新生代英语高级教程2 课时班级专业教师系部教研室教材《新生代英语高级教程2》12345678910补充教学资源Vocabulary Builder参考译文凯文：嗨，珍妮。
最近怎么样？珍妮：还是老样子。
你看到新款乐桃笔记本电脑（Peachbook）了吗？看起来棒极了。
凯文：嗯，我昨晚看到了。
你想要哪一款？珍妮：我想要13英寸的那一款。
它有16G的内存和万亿字节的存储空间。
凯文：听起来不错，但也很贵吧。
它们卖多少钱？珍妮：大约1,299美元。
凯文：1,299美元！太贵了。
我想我还是继续用我的旧特萨斯（Tasus）吧。
珍妮：那台老电脑！你真的需要买一台新的，凯文。
凯文：我知道，但我的特萨斯仍然能正常工作。
我认为现在买台新电脑是不合理的。
珍妮：好吧，我一定要买一台新款乐桃笔记本。
凯文：我想我宁愿把这笔钱用来度假。
珍妮：我不这样认为。
比起度假我更想买一台新电脑。
11Show Time参考译文桑切斯夫人：嗨，亲爱的。
你在干什么呢？桑切斯先生：刚刚我在看电脑广告。
桑切斯夫人：电脑广告？看它做什么？桑切斯先生：我想给赫克托买台电脑。
他上学能用得着。
桑切斯夫人：真有这个必要吗？桑切斯先生：现在跟以前不一样了，亲爱的。
有台电脑就像有纸有笔一样常见。
桑切斯夫人：好吧，也许你是对的。
但买台电脑会不会太贵了？你确定我们可以负担得起吗？桑切斯先生：当然，我们能够负担得起。
我们有一些积蓄。
而且现在有些活动很划算。
桑切斯夫人：真的吗？桑切斯先生：来，你看这儿。
这是一台笔记本电脑，非常轻而且便于携带。
桑切斯夫人：是的，笔记本电脑确实又薄又轻。
桑切斯先生：没错。
这就是重点。
对比一下笔记本电脑跟台式电脑。
桑切斯夫人：比起笔记本电脑，台式电脑要大得多、沉得多。
桑切斯先生：是的，但台式电脑更便宜。
桑切斯夫人：也就是说。
笔记本比台式电脑要小巧，但同时也比台式电脑贵很多。
桑切斯先生：是的。
桑切斯夫人：哪种电脑的内存最大？12桑切斯先生：笔记本电脑的内存比台式电脑要大。
新生代英语高级教程2+unit+1
教学设计课程名称新生代英语高级教程2教师教研室教材《新生代英语高级教程2》1教学计划教学单元Unit1“My schedule is crazy.”单元主题●Studying课时安排8教学内容●Show Time“My schedule is crazy.”●ReadingHow to stop procrastinating?●Chat TimeI aced my chemistry test.●WritingA schedule●GrammarTag questions●My StorySchedules and routines教学目标教学活动建议Warm-up To get students to talkabout the main topicof this unit in acomfortable andrelaxed manner●Focus students’attention on the learninggoals for the unit and explain that thefocus of this unit is on time management.●Ask students to look at the picture and todescribe what they see.(A student isworking on an assignment very late atnight.)Read the words in the boxes aloud,modeling the correct pronunciation andeliciting their meanings.Give studentsseveral minutes to complete the passage.2●Nominate students to read the passagearound the class.Ask students:Do youhave a schedule as busy as this?What’syour schedule like?Vocabulary Builder A and BTo teach students newvocabulary related tostudying ●Have students listen and repeat the wordsand the expression,teaching the definitionfor each one.You can check theircomprehension by asking questions,suchas:What is another word for homework?(assignment)What is the verb we use todescribe missing a class?(skip)What isanother word for student accommodation?(dormitory)●Once students seem comfortable with thenew words and the expression,have themcomplete Exercise B and then switchbooks.Go through the answers,calling ondifferent students each time.Correct anyerrors.●If you want to,you can start each classwith a short spelling test,which worksquite well as a warm-up.CTo improve students’listening and comprehension skills●Tell students they will hear a conversationbetween a man and a woman who arediscussing their semester schedules.●There are a few words in the conversationyou may need to teach.They are physics,elective and Shakespeare.Write thesethree words on the blackboard.Askstudents:Which one is a famous writer?(Shakespeare)You can also ask studentsto tell you the names of some famousShakespeare plays.Then ask students:Which one is a kind of science?(physics)You may want to add that Newton is themost famous figure in the history ofphysics.Students will probably have heardof the story of an apple falling on his head.Tell students that we use elective to talkabout subjects that we choose.Askstudents if they have any elective classes.●Play the audio,twice if necessary.Pausethe audio so that students have time to fill3in the blanks.DTo improve students’speaking and comprehension skills ●Read the rubric aloud and check thatstudents understand the task.●Organize students into pairs.Challengethem to see who can be the first tocomplete the puzzle,but don’t allow fastfinishers to reveal their answers to theirclassmates.●As a possible extension task,get studentsto write sentences about themselvescontaining the words from this activity.Show Time ATo teach studentsspeaking skillsthrough the use ofpictures ●Tell students to look at the pictures andask some basic comprehension questions,such as:Who are these people?Where arethey?What are they doing?●Ask students to guess what happened inthis video and to match the pictures to thesentences according to their ownunderstanding.●Have students watch the video in itsentirety.Ask them to check their answerswith a partner.B,C and DTo improve students’listening comprehension through the use of video ●For Exercise B,ask students to readthrough each statement and to decide if itis true or false.●For Exercise C,play the video again.Havea pair of students read out the conversationwith one student playing the role of Hectorand the other as Naomi.For an extensionactivity,you can also have students rewritethe conversation,using the words andexpressions learned in this unit.●For Exercise D,have students readthrough each sentence and choose thecorrect word or expression.●Check the answers for Exercises B,C,andD.Students can exchange books and listenas you go through the answers.Reading A and BTo improve students’readingExercise A●Ask students to describe the picture.Thenread the headline aloud.If students don’tknow the meaning of the word4comprehension procrastinating,tell them to guess whatthey think it means.Elicit thatprocrastinate means putting off doingsomething until a later date.Ask studentsto tell you whether or not theyprocrastinate and get them to describe thesituations in which they are most likely toprocrastinate.●Give students several minutes to read thetext.Encourage students to refer toWORDS&EXPRESSIONS.●Ask students to complete the exercise.Allow them to check their answers with apartner before conducting class feedback.Exercise B●Get students to look at the statements.They should then read the text again,anddecide whether the statements are true orfalse.●Check answers around the class.C,D and ETo review the useful words and expressionsExercise C●Challenge students to see who can be thefirst to match the words to the definitions.●Fast finishers should write sentencescontaining the words in the left column.They should then blank out the words andread the sentences aloud to another fastfinisher,who should listen and provide themissing words.●Check answers orally,focusing on correctpronunciation of the words.Exercise D●Read the words and expressions in theboxes aloud.Ask students to complete thesentences.Allow them to check theiranswers with a partner before reading thesentences around the class.●Personalize the new language by askingstudents questions,such as:Whatbest-selling books have you read?Whenyou make a plan,do you find it difficult tostick to it?When were you last tempted toprocrastinate?5Exercise E●Focus students’attention on the Bingogrid and check that they understand therules of the game.●Ask students to write the words into theblanks.●When everyone is ready,play the audio ofthe definitions.●When someone calls out“Bingo”,see if he/she can remember the definitions for thewords in their row.Beyond the TextTo improve students’critically thinking ability and encourage them to learn a lesson from the text Exercise A●Read what Olivia says to the class.Thenget a student to read the advice aloud.Askstudents whether or not they agree with theadvice,and whether they have anydifferent or better suggestions.●Focus students on what Nick says.Organize students into pairs and get themto discuss what advice they would giveNick.After they have shared their ideas,get a few students to report back.Encourage the rest of the class to givefeedback on each other’s advice. Exercise B●Give students several minutes to read thequotes and sayings.Allow them to askquestions about any new or unfamiliarwords.●Organize students into pairs to completethe task.Monitor as students share theirideas,offering support where necessary.Chat Time To improve students’listening,speaking,writing and actingskills through the useof conversationExercises A&B●For Exercise A,explain to students thatthey will hear a conversation in which aman and a woman discuss midterm tests.Introduce the key words and expressionsfor this conversation.●Tell students to listen carefully and towrite down what they hear in the blanks.Ifnecessary,pause the audio so that studentshave time to write.●Have students practice talking about6Writing To improve students’writing skills andlearn to write ascheduleExercise A●Tell students that they are going to putsome of the skills they have learned in thisunit into practice,by writing a schedule.●Give students several minutes to skim thenotes and to match them to the scheduleentries.●Allow students to check their answers witha partner before conducting classfeedback.Exercise B●Focus students’attention on the headingsand elicit their meanings.●Read the rubric aloud and challengestudents to see who can be the first tocomplete the task.●Check answers orally.For each heading,studying using the questions in Exercise B.●Have students read through LANGUAGENOTE,which teaches the idiom“to turnover a new leaf.Ask students:Have youever turned over a new leaf?What did youwant to change?Were you successful?Why(not)?Exercise C●Read the rubric aloud and direct students’attention to the clues.As a class,readthrough the expressions in Usefullanguage,focusing on the correctpronunciation,sentence stress andintonation.●Organize students into pairs and get themto work on their role-plays.Circulate asstudents do this,listening and makingnotes of any examples of good languageyou hear or any issues students need helpwith.●Nominate a couple of confident pairs toperform their role-plays to the rest of theclass.Conduct class feedback,taking timeto discuss any issues you have observedand any examples of good language andcommunicative skills.7ask students to suggest a couple morepossible schedule entries.Exercise C●Get students to look at Kara’s schedule.Read the rubric and make sure studentsknow they should only write the mostimportant information.●Do the first schedule entry in Exercise Btogether,as an example.Students shouldcomplete the rest of the task alone.Monitor,offering support wherenecessary.●Bring the class together again.Go throughthe schedule,asking students to tell youwhat they wrote and where they wrote it. Exercise D●Ask students:What do you need to do thisweek?Ask them about their daily life,school and their part-time job.Tellstudents about some of the things you needto do this week.●Get students to make notes under theheadings.Ask a couple of students toreport back on what they have written. Exercise E●Get students to put their notes into theschedule.Remind them that they onlyneed to write the most importantinformation.●Monitor as students complete the task,offering support where necessary.●When students have completed the task,display the schedules on the screen and getstudents to look at each other’s schedule.Ask students:Who has the busiestschedule?Grammar To teach students howto use tag questionsExercise A●Start by explaining that tag questions areused in two situations.In the firstsituation,you are not sure something istrue,but want to make sure.In this casewhen you speak,your voice will rise.Write an example on the blackboard,such8as:You aren’t my student,are you?↗●Explain that we also use tag questionswhen we want to confirm something weknow is true.●In this case,your voice will go down whenyou speak.Write an example on theblackboard,such as:You don’t have asister,do you?↘●Once students seem comfortable with thegrammar,have them complete the exerciseand then switch books to correct theirmistakes.Exercise B●Ask students to look at the picture and todescribe what they see.(A sleepy boy whois finding it difficult to get up for school.His mom is making breakfast for him.)●Elicit when we use tag questions.(Whenwe want to check conversation or elicit aresponse from our conversational partner.)●Read the rubric plete the firsttag question together with students as anexample.●Get students to complete the rest of theconversation.Allow them to check theiranswers with a partner before choosingtwo confident students to read theconversation aloud to the rest of the class. 9My Story To improve students’listeningcomprehension andspeaking abilitythrough the use ofvideo Exercises A&B●Tell students that they will see a video inwhich real people talk about what they doin their free time.●Play the video and have students completethe true or false statements in Exercise A.In some cases,you may need to pause thevideo to help students.●Have students tell you the answers,correcting any mistakes.Play the videoagain and have students answer thequestions in Exercise B,pausing the videoif necessary.●Check students’answers,correcting anymistakes.Exercise C●Give students several minutes to read thequestions and to think about their answers.●Organize students into pairs.They shouldtake it in turns to ask and answer thequestions.●Circulate,encouraging students to usesome of the new words and expressionsthey have learned in this unit.●Ask a few students to report back on theirdiscussions.Write down any newlanguage on the blackboard.课后学习设计作业◆Finish all the exercises in Unit1.◆Read the text in this unit again and try tosummarise its content.◆Write a schedule.课后总结与反思10。
Lesson 2高级英语课程教案第一册
Title Teaching Aims
《高级英语》由张汉熙主编, 外语教学与研究出版社
Unit 2 Hiroshima
1. Improving Reading Skills---- understanding the feature of a radio report 2. Enriching Vocabulary--- enlarging vocabulary cultivating students’ sense of word building understanding that synonyms have fine shades
附页
Text Book
Title
《高级英语》由张汉熙主编, 外语教学与研究出版社
Unit 2 Hiroshima
Teaching Activities (Text Analysis 1 )
4
1. Type of literature: a piece of radio report Introduction Passage to the 2. The purpose of a piece of radio report: to inform the auditors of the truth 3. Some characteristics of radio report: authenticity and objectivity Rhetorical Devices 1. Metaphor 2. Anti-climax (or bathos): It is the opposite of climax, involving stating one’s thoughts in a descending order of significance or intensity, from strong to weak, from weighty to light or frivolous. 3. Rhetorical question
新生代英语基础教程2教学课件Unit 1
cousin n. 堂兄弟；表兄弟；堂姐妹；表姐妹
e.g. He is a distant cousin of mine. 他是我的远房表亲。
Words & Expressions
frame n. 框架；边框 v. 为（画、照片）装框；围住
e.g. The trees make a pleasant frame to the house. 树环绕着房子，令人心旷神怡。
Words & Expressions
sister-in-law n. 姑子；姨子；嫂子；弟媳；妯娌
e.g. I had never thought of my sister-in-law could be so powerful.
我从未料到我的嫂子这么强大。
Words & Expressions
Aidan and Marta.
F 5 Naomi is from Japan.
CULTURAL NOTE
maiden name: 娘家姓。一般是指女性
在结婚前自己的姓氏。在西方（其实在 日本也一样），女方在嫁给男方后，姓 氏就改为丈夫的姓氏。这时候，她原来
的姓氏就称为maiden name。
Script 参考译文
Host: And do you have any brothers or sisters?
Anna: No, I don’t. I’m an (3)_o_n_ly__c_h_il_d_ .
Host: How about cousins? Anna: I have two cousins living
D Match the kinship terms to the English definitions.
高职国际英语英语第二册unit1电子教案模板
山东海事职业学院教案具体授课内容brilliant adj.excellent 卓越的，杰出的assemble v。
fit (parts）together组装,装配instant adj。
occurring immediately即刻的via prep.by way of 凭借,经由vanish v. disappear 消失,消散unexpected adj。
surprising 意外的cancer n.癌症executive n。
a manager in a company who helps make important decisions 经理，业务主管expectation n。
anticipation 期望，预期impressive adj。
arousing respect or admiration 令人印象深刻的aspect n。
feature 方面decade n。
ten years 十年perfectionist n.someone who is not satisfied with anything unless it is completely perfect 完美主义者bachelor n.a man who has not yet married 单身汉motorcycle n. a two-wheeled motor vehicle 摩托车proof n。
evidence 证据，证明engineering n。
application of science to design, building，and use of machines etc. financial adj。
relating to money or the management of money财政的,金融的salary n.fixed regular payment by employer to employee 薪金，薪水stock n。
新生代英语高级教程2Unit1_电子教案
教案课程名称新生代英语高级教程2课时班级专业教师系部教研室教材《新生代英语高级教程2》1教学计划教学单元单元主题教学内容Unit 1 “My schedule is crazy”.StudyingShow Time“ My schedule is crazy.”ReadingHow to stop procrastinating?Chat TimeI aced my chemistry test.WritingA scheduleGrammarTagquestionsMy StorySchedules and routines课时8安排教学目标Warm-up To get students to talkabout the main topic ofthis unit in acomfortable andrelaxed manner教学活动建议Focus students’ attention onlearningthegoals for the unit and explain that thefocus of this unit is on time management.Ask students to look at the picture and todescribe what they see. (A student isworking on an assignment very late atnight. ) Read the words in the boxes aloud,modeling the correct pronunciation andeliciting their meanings. Give studentsseveral minutes to complete the passage.2Vocabulary Builder A and BTo teach students newvocabulary related tostudyingCTo improve studentslistening andcomprehension skillsNominate students to read the passagearound the class. Ask students: Do youhave a schedule as busy as this? What ’ s yourschedule like?Have students listen and repeat the wordsand the expression, teaching thedefinition for each one. You can checktheir comprehension by asking questions,such as: What is another word forhomework? (assignment) What is the verbwe use to describe missing a class? (skip)What is another word for studentaccommodation? (dormitory )Once students seem comfortable with thenew words and the expression, have themcomplete Exercise B and then switchbooks. Go through the answers, calling ondifferent students each time. Correct anyerrors.If you want to, you can start eachclass with a short spelling test, whichworks quite well as a warm-up.Tell students they will hear a conversationbetween a man and a woman who are’discussing their semester schedules. Thereare a few words in the conversation youmay need to teach. They are physics,elective and Shakespeare. Write thesethree words on the blackboard. Askstudents: Which one is a famous writer?(Shakespeare) You can also ask studentsto tell you the names of some famousShakespeare plays. Then ask students:Which one is a kind of science? ( physics)You may want to add that Newton is themost famous figure in the history of physics.Students will probably have heard of thestory of an apple falling on his head.Tell students that we use elective to talkabout subjects that we choose. Askstudents if they have any elective classes.Play the audio, twice if necessary. Pausethe audio so that students have time to fill3DTo improve studentsspeaking andcomprehension skillsShow Time ATo teach studentsspeaking skillsthrough the use ofpicturesB, C and DTo improve studentslisteningcomprehensionthrough the use ofvideoReading A and BTo improve studentsreadingin the blanks.Read the rubric aloud and checkthat students understand the task.’Organize students into pairs. Challengethem to see who can be the first tocomplete the puzzle, but don ’ t allow fast finishersto reveal their answers to their classmates.As a possible extension task, get studentsto write sentences about themselvescontaining the words from this activity. Tellstudents to look at the pictures and asksome basic comprehension questions,such as: Who are these people? Whereare they? What are they doing?Ask students to guess what happened inthis video and to match the pictures to thesentences according to their ownunderstanding.Have students watch the video in itsentirety. Ask them to check theiranswers with a partner.For Exercise B, ask students to readthrough each statement and to decide if it’is true or false.For Exercise C, play the video again. Havea pair of students read out the conversationwith one student playing the role of Hectorand the other as Naomi. For an extensionactivity, you can also have studentsrewrite the conversation, using the wordsand expressions learned in this unit.For Exercise D, have students readthrough each sentence and choosethe correct word or expression.Check the answers for Exercises B, C, andD. Students can exchange books and listenas you go through the answers.Exercise AAsk students to describe the picture. Then’read the headline aloud. If students don ’ t know themeaning of the word4comprehensionC, D and ETo review the useful words and expressionsprocrastinating , tell them to guess whatthey think it means. Elicit thatprocrastinate means putting off doingsomething until a later date. Ask studentsto tell you whether or not theyprocrastinate and get them to describethe situations in which they are most likelyto procrastinate.Give students several minutes to read thetext. Encourage students to refer toWORDS & EXPRESSIONS.Ask students to complete the exercise.Allow them to check their answers with apartner before conducting class feedback. Exercise BGet students to look at the statements.They should then read the text again, anddecide whether the statements are true orfalse.Check answers around the class. Exercise CChallenge students to see who can bethe first to match the words to thedefinitions. Fast finishers should writesentences containing the words in the leftcolumn. They should then blank out thewords and read the sentences aloud toanother fast finisher, who should listenand provide the missing words.Check answers orally, focusing on correctpronunciation of the words.Exercise DRead the words and expressions in theboxes aloud. Ask students to complete thesentences. Allow them to check theiranswers with a partner before reading thesentences around the class.Personalize the new language by askingstudents questions, such as: What best-selling books have you read? When youmake a plan, do you find it difficult to stickto it? When were you last tempted toprocrastinate?5Beyond the TextTo improve studentscritically thinkingability and encouragethem to learn a lessonfrom the textChat Time To improve studentslistening, speaking,writing and actingskills through the useof conversationExercise EFocus students ’ attention on the Bingo gridand check that they understand the rules ofthe game.Ask students to write the words into theblanks.When everyone is ready, play the audioof the definitions.When someone calls out“ Bingo” , see if he/she can remember the definitions for thewords in their row.Exercise ARead what Olivia says to the class. Then’get a student to read the advice aloud. Askstudents whether or not they agree with theadvice, and whether they have anydifferent or better suggestions.Focus students on what Nick says.Organize students into pairs and get themto discuss what advice they would giveNick. After they have shared their ideas,get a few students to report back.Encourage the rest of the class to givefeedback on each other’ s advice. Exercise BGive students several minutes to read thequotes and sayings. Allow them to askquestions about any new or unfamiliarwords.Organize students into pairs to completethe task. Monitor as students share theirideas, offering support where necessary. Exercises’ A & BFor Exercise A, explain to students thatthey will hear a conversation in which aman and a woman discuss midterm tests.Introduce the key words and expressionsfor this conversation.Tell students to listen carefully and to writedown what they hear in the blanks. Ifnecessary, pause the audio so that studentshave time to write.Have students practice talking about6Writing To improve studentswriting skills and learnto write a schedulestudying using the questions in Exercise B.Have students read through LANGUAGENOTE, which teaches the idiom “to turnover a new leaf. Ask students: Have youever turned over a new leaf? What did youwant to change? Were you successful?Why (not)?Exercise CRead the rubric aloud and direct students’attention to the clues. As a class, readthrough the expressions in Usefullanguage, focusing on the correctpronunciation, sentence stress andintonation.Organize students into pairs and get themto work on their role-plays. Circulate asstudents do this, listening and makingnotes of any examples of good languageyou hear or any issues students need helpwith.Nominate a couple of confident pairs toperform their role-plays to the rest of theclass. Conduct class feedback, taking timeto discuss any issues you have observedand any examples of good language andcommunicative skills.Exercise’ATell students that they are going to putsome of the skills they have learned in thisunit into practice, by writing a schedule.Give students several minutes to skim thenotes and to match them to the scheduleentries.Allow students to check their answers witha partner before conducting classfeedback.Exercise BFocus students’ attention on the headingsand elicit their meanings.Read the rubric aloud and challengestudents to see who can be the first tocomplete the task.Check answers orally. For each heading,7Grammar To teach students howto use tag questionsask students to suggest a couple morepossible schedule entries.Exercise CGet students to look at Kara’ s schedule.Read the rubric and make sure studentsknow they should only write the mostimportant information.Do the first schedule entry in Exercise Btogether, as an example. Students shouldcomplete the rest of the task alone.Monitor, offering support wherenecessary.Bring the class together again. Go throughthe schedule, asking students to tell youwhat they wrote and where they wrote it. Exercise DAsk students: What do you need to do thisweek? Ask them about their daily life,school and their part-time job. Tellstudents about some of the things you needto do this week.Get students to make notes under theheadings. Ask a couple of students toreport back on what they have written.Exercise EGet students to put their notes intothe schedule. Remind them that theyonly need to write the most importantinformation.Monitor as students complete the task,offering support where necessary. Whenstudents have completed the task, displaythe schedules on the screen and getstudents to look at each other ’ s schedule. Askstudents: Who has the busiestschedule?Exercise AStart by explaining that tag questions areused in two situations. In the first situation,you are not sure something is true, butwant to make sure. In this case when youspeak, your voice will rise. Write anexample on the blackboard, such8as: You aren ’ t my student, are you?↗Explain that we also use tag questionswhen we want to confirm something weknow is true.In this case, your voice will go down whenyou speak. Write an example on theblackboard, such as: You don’ t have asister, do you? ↘Once students seem comfortable with thegrammar, have them complete the exerciseand then switch books to correct theirmistakes.Exercise BAsk students to look at the picture and todescribe what they see. (A sleepy boy whois finding it difficult to get up for school.His mom is making breakfast for him.)Elicit when we use tag questions. (Whenwe want to check conversation or elicit aresponse from our conversational partner.)Read the rubric aloud. Complete the firsttag question together with students as anexample.Get students to complete the rest of theconversation. Allow them to check theiranswers with a partner before choosingtwo confident students to read theconversation aloud to the rest of the class.9My Story To improve studentslisteningcomprehension andspeaking abilitythrough the use ofvideo Exercises’ A & BTell students that they will see a video inwhich real people talk about what theydo in their free time.Play the video and have studentscomplete the true or false statements inExercise A. In some cases, you may needto pause the video to help students.Have students tell you the answers,correcting any mistakes. Play the videoagain and have students answer thequestions in Exercise B, pausing the videoif necessary.Check students ’ answers, correcting anymistakes.Exercise CGive students several minutes to read thequestions and to think about their answers.Organize students into pairs. They shouldtake it in turns to ask and answer thequestions.Circulate, encouraging students to usesome of the new words and expressionsthey have learned in this unit.Ask a few students to report back on theirdiscussions. Write down any newlanguage on the blackboard.课后学习设计作业Finish all the exercises in Unit 1.Read the text in this unit again and try tosummarise its content.Write a schedule.课后总结与反思10补充教学资源Vocabulary Builder参考译文蒂姆：嗨，希拉里。
外研版高中英语必修二U1 Understanding Ideas A Boy of 教学设计
外研版高中英语必修第二册Unit 1Understanding Ideas A Boy of Two Cuisines课型:Reading主题语境：人与社会——饮食文化内容分析：本节阅读课是外语教学与研究出版社出版的高中英语新教材必修第二册第一单元Understanding Ideas板块中的阅读课。
根据本板块课文A Child of Two Cuisines（Page 2---Page 4）来设计。
本板块呈现了一篇反映单元主题的课文，语篇类型为个人故事，讲述了一个中英跨国家庭的饮食故事。
课文以跨国家庭中孩子的口吻介绍了中英两国的代表性食物，以及一家人在饮食习惯的碰撞与融合中发生的一些有趣的故事。
学情分析：本节课为高一上学期内容，授课对象为高中一年级学生，班级学生英语水平整体较高，经过近半年的高中段英语学习，学生个体英语学习差异逐渐明显。
学生已经有了一定的与主题意义相关联的词汇积累，授课是建立在学生们认知词汇的基础上，但是因为学生分化逐渐明显，所以本节课的教学起点较低，目的是大面积提高学生的英语水平和教学质量，但是同时兼顾了英语水平较高的学生，让每一个学生在自己的最近发展区内都有明显的收获和进步。
教学目标：本节课结束时，学生能够：1.通过略读获取课文大意，并准确理解和阐述标题的含义。
2.通过精读，快速找出课文中表达人物对食物的观点的句子，梳理细节。
3.了解中英饮食差异，增强跨文化意识，加深对单元主题的认识。
教学重点：引导学生通过自主阅读和小组合作理解课文大意，梳理文章结构。
教学难点：引导学生关注文中人物对不同食物的情感态度，并从跨文化的角度理解饮食文化。
教学策略：情景式教学策略、任务型教学策略、W-P-W阅读教学策略Teaching procedures:Activity 1Teacher’s activityThe teacher asks the students to look at the pictures and introductions of different food in Activity 1 and discuss if they would like to try them. Students’ activityThe students discuss in groups and explain their choices.The purposeTo Help the students to activate their existing knowledge and get familiar with the topic.Activity 2Teacher’s activity1. The teacher asks the students to read the title of the passage and share their understanding of it and asks the students to try to answer the following three questions.What are the two cuisines?Why is he ---a child of two cuisines?What do the students want to know about the terraces?2. The teacher asks the students to skim the passage and see if their understanding is correct and answer the three questions.Students’ activity1. The students share their understanding of the title in class and answer the three questions.2. The students read the passage quickly and see if their understanding and answers are correct.The purposeTo train the students’ reading skill in skimming.Activity 3Teacher’s activityThe teachers asks the students to choose the main idea of the passage in Activity 3.Students’ activityThe students read the passage and choose the main idea.The purposeTo train the students’ reading skill in getting the main idea.Activity 4Teacher’s activity1. The students asks the students to complete the table in Activity 4 with information from the passage and find out the attitude and the supporting arguments of the three family members to the food from China and Britain. The teacher can ask the students to read the passage again ifnecessary.2. The teacher asks the students to share their answers in class. Students’ activity1. The students complete the table with information from the passage.2. The students share their answers in class.The purposeHelp the students read for important details of the passage and analyse the characters’ attitudes towards different food.Think & ShareTeacher’s activityThe teacher asks the students to discuss the two questions in groups and share their opinions. The teacher offers help if needed.Students’ activityThe students discuss the questions in groups and share their opinions in class.The purpose1. Help the students further explore the topic and the unit theme.2. Improve the students’ critical thinking and problem-solving ability.3. Get the students to apply what they have learnt in a real-life context. HomeworkTeacher’s activityThe teacher asks the students to recommend a kind of special Chinese food in Rizhao No. 1 Middle School restaurant and write a letter to David in Australia to persuade him to have a try.Students’ activityThe students recommend a kind of special Chinese food in Rizhao No. 1Middle School restaurant and write a letter to David in Australia to persuade him to have a try.The purposeTo put what the students into practice and try to find out what the students can’t deal with very well.教后反思：本单元的主题语境是饮食与文化，包括的主要话题有中西方饮食、餐桌礼仪、健康饮食、个人的饮食习惯和特点、宫爆鸡丁的菜谱等。
高级英语第二册第一课教案
Teach ing Pla n for Unit 1I. Warmin g-up conv ersatio n1. What's the topic of your con versati on after you came back from hometo the campus yesterday(Teacher show them some phrases and expressi ons about New Year, and let them have a formal conv ersati on in sta ndard En glish.)2. What kind of conversation do you prefer, the casual free talk in thedormitory or the conv ersatio n held in class Whyof the TitlePub is usually a place for low class people to get together. They meet friends there or go there to have a drink or just to relax. And what about the Ianguage How is it related to Ianguage To King ' s Ianguage whichbel ongs to the upper class or the well-educated people. How could these two totally un related things put togetherInformation of the Text and the AuthorThis topic can be in troduced in several ways:people ' s oral English are commonly commented by foreigners orforeign teachers as “bookish ” English;telling a joke about the first Chinese delegation to visit sovietunion a fter China' s opening its door to the outside world. The sovietunion asked an old scholar as an in terpreter and his Chin ese is like theancient classic Chin ese.to raise some question like the different expressions, such assta ndard En glish, social dialect, regi onal dialect, or writersof local colorism, such as Mark Twain or Jia Pinwa in China.the topic might be in troduced by men ti oning the “ pla in En glish movemen” in academic writing.Study of the textParagraph 1-4 In troductory partThe students should pay special attention in this part to how the topicis ushered in.definition of conversation: how human is different from the animal.Conversation is human-specific. [remember that in the first paraani mal is concerned and in the last para this is echoed back.]charm of conversation: no one knows where it starts and where it ends.In this para, one sentence is special.“…as it mean ders or leaps and sparkles or just glows ”how could we draw a tree diagram to illustrate its syn tactic structureintroducing of pub talk in Britain. The characteristics of pub talk- not deeply invoIved in other people ' s lives.sparkle verb [I]1 to shine brightly with a lot of small points of light:The sno w/sea sparkled in the sun light.2 If a pers on or performa nee sparkles, they are en ergetic,interesting and exciting:Alice is shy and quiet at parties, but her sister really sparkles!a pub talk, “the king ' s English ” became a topic. That is a very n atural way toin troduce the topic.In a way, this reminds us of the ways to introduce a topic mentioned by Aristotle. Through an anecdote. And in the first two paragraphs, the topic is in troduced in a top-dow n fashi on.desultory adjective FORMAL without a clear pla n or purpose and show inglittle effort or in terest:She made a desultory attempt at conv ersati on.He wan dered around, cleari ng up in a desultory way.desultorily adverb FORMALalchemy noun [U]1 a type of chemistry, especially from about 1100 to 1500, whichdealt with trying to find a way to change ordinary metals into gold andwith trying to find a medicine which would cure any disease2 a process that is so effective that it seems like magic:She man ages, by someextraord inary alchemy, to turn the most ordi nary of in gredie nts into the most delicious of dishes.tart (BEHAVIOUR) adjective (especially of a way of speak ing) quick orsharp and un pleasa nt:a tart remark/comme nt/replyParagraph 5-8 very detailed and concrete description of the instanee of a pub conversation - the king ' s English case.It is presented in such a way to show or to illustrate the characteristics of charms of pub talk —it is free talkand aimless. The talk goes from the British pub to Australia, the n to the Saxon churls and the Norma n conq uerors.It serves as an example to illustrate the point. It is muchbetter than logically reasoning and debating. I will say that the author employs the case study method here.In this part, one patter n in ending paras is emerg ing.are ready to let it go. In para2.could still go ignoran tly on. In para 6.conv ersati on was on win gs. In para 8.are still the heirs to it. In para 115.…and it rings true. In para 12churl: a medieval peasa nt; a rude ill-bred pers on.snob n ou n [C] MAINLY DISAPPROVING a person who respects and likes only people who are of a high social class, an d/or a pers on who has extremely high standards who is not satisfied by the things that ordinary people like:He's a frightful snob - if you have n't bee n to the right school he probably won't eve n speak to you.I'm afraid I'm a bit of a wine snob/a snob where wine is concerned.sn obbish like a snob:My brother is very sn obbish about cars.sn obbery n ou n [U] (ALSO sn obbish ness) DISAPPROVING behaviour and opinions that are typical of a sn ob:She accused me of sn obbery because I sent my sons to a private school.Paragraph 9 A typical example to illustrate what is “king ' s English ” .The stude nts will be asked to tran slate this paragraph as a home assig nment.It is a real challenge to translate this para in that there are so many synonyms in English but less synonyms in Chinese. This is especially true for the colloquial expressi ons.Paragraph 10-14 the problem of bili ngualism is a manifestation of the social struggles between the dominantupper class and the exploited lower class. Then, as istypical in con versatio n, the topic moves to the bili ngualeducation situation in America today.The topic then movesto the etymology of the “ king ' s English ” itself.In other words, it is approached from a linguistic perspective.Then, the diachronic variation of the phrase. Then the sociological factors are invo Ived in the topic.tussle (FIGHT) verb [I] to fight with another person using your arms and body:The boys started to tussle in the corridor.tussle noun [C usually singular]From the state of his clothes and hair, he had bee n in a tussle.In para 11, there is a senten ce:And there in America now, 900 years later, we are still the heirs ofit.What does “ it ” refer to The French in flue nee of t hat time, or facing the same problem of hav ing two Ian guages existi ng side by side.Paragraph 15-20 the Ianguages used by the different social classes. Some of the misun dersta nding of the Ian guage usein differe nt situati on eve n for the same pers on.Para 15 the differe nee in Ian guage use betwee n the two con flict ing classes. The poking jokes of the lower class people on the so called upper class.underlings: -ling is actually a suffix indicating “smallness, young”Such as duckli ng,edict: order, decree.ultimatum noun [C] plural ultimatums or ultimataa threat in which a pers on or group of people are warned that if they donot do a particular thi ng, someth ing un pleasa nt will happe n to them. Itis usually the last and most extreme in a series of actions taken to bring about a particular result:He gave her an ultimatum - she could either stop see ing Peter and come back to himor it was divorce.OnWednesdaynight the UNissued its toughest ultimatum to date, demanding that all troops withdraw from the city.pejorative adjective FORMALdisappro ving or suggesti ng that someth ing is not good or is of noimporta nee:Makesure students realise that 'fat' is an unflattering or pejorative word.It comes as quite a shock to still hear a judge describing a child as'illegitimate', with all the pejorative overt ones of that word.facetious adjective DISAPPROVINGnot serious about a serious subject, in an attempt to be amus ing orto appear clever:facetious remarksHe's just being facetious.sin ister adjectivemaking you feel that someth ing bad or evil might happe n:The ruined house had a sini ster appeara nee.A sinister-looking man sat in the corner of the room.observe: to make a remark or comme ntPara 19: Eve n for the same great author, he may use very colloquial expressi ons in a very formal party.Paragraph 21The ending of the essay and the echo ing back to what is in troduced in the first para. It is not only an echo ing back but related to a very hot research in terest in the academic world —teachi ng the ani mals to talk:the chimpa nzees, the gorilla.The ending itself is an abrupt change of mind, a free flying of ideas, a typical in sta nee of free con versati on —pub talk.。
人教版高中英语必修2《Unit 1 Cultural relice》教案.doc
人教版高中英语必修2《Unit1Culturalrelice人教版高中英语必修2《Unit1Culturalrelice》教案【一】教学准备教学目标Tolearnthe knowledge ofthe cultural relics.2). Discuss howto protect our cultural3).Reading and understanding, catchingthehistoryand informationoftheAmber Room.4). FunctionalhowtotellthestoryabouttheAmberRoom5). Finishthe comprehending exercisesafterreading passage.6). Use scanning; skimming and careful reading tolearnthestoryoftheRoom.教学重难点Key pointsTo understand cultural relics.HowtotelltheabouttheAmberRoomDifficultiesTalk aboutculturalrelicsathomeandabroadinEnglish freely.To learnthestoryoftheamber room.教学工具课件教学过程导入1). Guessing:Teacher present some pictures and statements ,letthe students guess whtatwhereitis.The GreatWall;The Pyramid;TajMahal2)Teacher showsomepictures. They areallvery famous places in China orinthe world. Askthe students tothese over:A. Canyou name them out?Who havetherighttoownconfirmthem?(Theshownpictures:Group1;①Yuanmingyuan;②ForbiddenCityGroup2:③MingDynastyvaseMahal;⑤ivory dragon boatand Mogao Caves)Step I:Pre-reading1).Ok, youhavesomething about cultural relics, haveyoueverseenapieceof amber?And whatdoyouknowit?Show some pictures of amber. Let students know whatthe amberisanditscolor yellow- brownfeel likefeelashardasstoneAmber isthefossil(化石) formofresin(树脂) from trees.It takes millionsofyearstoform.2). Canimagineahousemadeofamber?Please preview“Insearchoftheamber room.”Step II:reading and thinking about the title:1). Teacher give students the following questions to think:When youseethis title, whatdoyouwantto know?What isthe AmberWhy wasitcalledthe Amber Room?What wasitmade for?Whattoit?Why to search forit?(Ask the students just remember these questionsintheir mind notfindthe answers.)2). Fast reading togetthe main idea:AmberRoom,which_________________sent totheRussianpeopleasa_____,was____bythe_____________.(Students readthe passage quicklyandfillintheblans)3). Now,letthe studentstrytoanswerthe questionsinpart1).(PPT7)(Teacher maygivesomenecessary help)Step III: ScanningAsk the students toscanallthe namesoftheperson appeared inthetextandfindout what did theydotothe amber room. Jointhe correct partsofthe sentences together. (exercise 1onpage2)After dothe aboveexercise ,teacher give students a picture ofthe people inthetext andletthe students trytotell theclueofthestory according tothe persons. (PPT9)Step IV: SkimmingAsk students toskim the passage and complete exercise 2on page2.(3)Howthe Amber Room become oneofthe wonders ofthe world?(5)Howanew Amber Room built?( 4) How did the Amber Room get lost?( 1) How was the Amber Room made?( 2) Why did theKingof Prussia givethe Amber Roomtothe Czarof Russia asagift?StepCareful readingLet the students readthetext carefully andtrytofind some detailscomplete theformonPPT 11.Step VI: Role playJust now you havelearnt the storyofThe Amber Room, now suppose you area guide ofThe Amber Room,will you intrduce the amber roomtothe visitors?( Give students about3 minuteshavea discussion ingroupoffour,thenask someof groupstomakearolebeforealltheclass.)Homework1.ReadthestoryofTheAmberRoomagainclass.2. Writethe introduction oftheAmber Roomyouhave discussed inclass.Preparefornextperiodbyunderlinethedifficultpointsinthetext.板书BlackboardUnit1Cultural relicsWarming up&pre-readingWhatiscultural relics?cultural relicis sth. that survived foralong timeB.a cultural relic maybepartofold thing has remained when therestofithad been destroyedC.culturalrelicissomethingratherrare人教版高中英语必修2《Unit 1Culturalrelice》教案【二】教学准备教学目标Knowledgeand ability: To help theSs know about the history ofthe Amber room and develop their。