必修二-1教案

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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。

英语必修二unit1教案

英语必修二unit1教案英语必修二unit1教案作为一名人民教师，总不可避免地需要编写教案，教案是教学活动的总的组织纲领和行动方案。

教案应该怎么写呢？下面是小编帮大家整理的英语必修二unit1教案，欢迎大家分享。

英语必修二unit1教案1任务型语言教学是我国基础教育英语新课程标准基本教学理念中所倡导的一种教学模式。

学生在明确的任务目标的驱动下，主动参与课堂实践，真正实现了以话题为核心，以任务为主线，任务以活动为载体，活动以学生为中心。

学生在教师的指导下，通过感知、体验、实践、参与和合作等方式学习和使用英语，完成学习任务。

任务型教学法以交际活动为核心，注重信息的沟通，强调学生在完成任务的过程中进行有意义的对话和交流，从而习得语言知识和技能。

任务型语言教学的倡导者认为，掌握语言的途径是让学生做事情，即完成各种任务。

当学习者积极参与用目的语进行交际尝试时，语言也被掌握了。

当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到状态。

所以，笔者在设计本节课的任务时，以学生的生活经验和兴趣为出发点，让学生参与和完成真实任务的同时学会和运用语言知识。

一、教学目标:1、知识与技能学生能拼写和掌握六个单词English book, math book, Chinese book, story-book, notebook,schoolbag 能听懂指示语，并按照指令做出相应的动作，如：Put your pencil in your desk. 会唱歌曲How many booksdo you have?学生能运用本节课的'目标语言English book, math book, Chinese book, story-book,notebook, schoolbag .I have a new schoolbag. I have a notebook. Put your pencilin your desk. This is a notebook. 完成各个任务。

译林版高中英语必修二Uint1 Workbook-Building skills 教案 (雅礼版)

2.In a small village in Scotland.
3.A boy moved to the village.
4.A science fiction film.
5.The acting is outstanding and the special effects are out of this world.
教学过程：
Step 1Lead-in by questions
1.提问：
What city is Hollywood located in?
Do you know any advantages of the film industry?
Possible answers:
1.Los Angeles.
2.The film industry is highly cost effective and environmentally friendly.
It’s easy to guess (8) __________: Sarah and Todd save the world and fall in love.
Answers:
(1)the worst film；(2)can’t act；(3)tired；(4)interesting；(5)a toy；(6)be broken；(7)protect humans；(8)the ending
What about you?
Frankly, I’m not interested in thersonally speaking, ...
I see what you mean.
That’s true, but I’m afraid ...
Good point. Every coin has two sides, ...

译林版高中英语必修二Unit 1 Reading (I) 教案

《英语》（必修·第二册）Unit 1 Lights, camera, action!Welcome to the unit & Reading (I)I. Learning objectivesBy the end of the lesson, students will be able to:1. grasp the way of understanding a lecture transcript;2. know about some unfamiliar aspects of film-making;3. think critically and express their opinions on some special effects technology in film-making;4. think of and appreciate the talented people and their hard work behind the scenes.II. Key competence focus1. Analyse and summarize the structure of the text.2. Think critically and express opinions freely.III. Predicted area of difficultyUnderstand the structure and the language style of the lecture transcript.IV. Teaching proceduresStep 1 Brainstorming: stimulating reading interest1.T plays the theme music of Harry Potter films in class.2.T leads Ss to talk about films by answering the following three questions:•Could you list some film types? (action, horror, cartoon, musical, comedy, romance, documentary, science fiction, fantasy, war ...)•Look at the film posters on page 1. What type of film is shown on each poster?•What elements of a film can you think of?【设计意图：课前播放“哈利·波特”系列电影的主题音乐，营造气氛，为课堂主题做好铺垫。

高中英语必修二unit1教学设计

高中英语必修二unit1教学设计Cultural HeritageReading and Thinking 【设计思路】本节课的重点是梳理文本内容和结构，以寻找全文主干和修建阿斯旺大坝遇到的问题为重点展开教学。

首先，通过有关文化遗产的图片引入文化遗产（Cultural Heritage）这一话题，进行读前预测，思考什么是文化遗产及其重要性；接着，通读全文寻找段落主题句，定位关键信息，梳理故事脉络，整理出主体部分的时间线并画出课文结构图；讨论兴建阿斯旺大坝所遇到的问题、困难和人们采取的应对措施，以及这个工程项目蕴含的精神内涵和借鉴作用。

最后布置学生课后完成概要写作，拟一份关于如何保护文化遗产的海报，为完成下一课时的目标做好语言铺垫。

Learning aims(学习目标)1. Read quickly to get the main idea and the structure of the article,read carefully to get detailed information.2. Learn to make a timeline.3. Understand the value of protecting cultural heritage.Teaching Important Points and Difficult Points【教学重难点】1. help students understand the main information and structure of this paragraph2.Learn to sort out the information by using the mind map.Teaching Methods【教学方法】1. Fast reading (Skimming) ，detailed and Critical reading.2. Scanning to get the detailed information.4. Individual work and group work.5. Cooperative learning methodTeaching Procedures【教学过程】导学案一.Learning objectives（学习目标）1. Read quickly to get the main idea and the structure of the article,read carefully to get detailed information.2. Learn to make a timeline.3. Understand the value of protecting cultural heritage.二. Lead-in （导学）From the pictures students can understand some knowledge about what is cultural heritage.三. Self-learning （自学）Task 1 1. Prediction: look at the title and photos to guess what the text is about.Activity1: What is the main idea of the text ? ( )A.How the Egyptian government successfully solved the problem of building Aswan project.B.The project of Aswan Dam damaged some relics.C. It introduces cultural relics in Egypt.D.The Egyptian government turned to UN for help when in trouble.Activity2: Skim the whole text and match each paragraph with its topic sentence.Para.1 A. A committee was established to limit the damage and to prevent theloss of cultural relics.Para.2 B The project brought together governments and environmentalists fromaround the world.Para.3 C.Finding and keeping the balance between progress and heritageprotection is a challenge.Para. 4 D.The project was considered a great success.Para. 5 E.The spirit of the Aswan Dam project is still alive.Para. 6 F.Big challenges can lead to great solutions.四．Mutual-learning（互学）Task 2 Scanning-----read for detailsActivity3: Can you sort out the advantages and disadvantages of building the new dam?Activity4: Can you sort out UN’s specific ways to solve the problem with a mind map?Activity5: How were the temples and other cultural sites saved?Activity6: Make a timeline五．变通迁移Task 3：1.The Great wall as an exampleDetails are displayed on the blackboard六．Testing（检测反馈）Task 4：语法填空The project brought together governments and1. (environment） from 2. ________ the world. Temples and other cultural sites 3. ________ (take) down piece by piece, and then moved and put back together again in a place in which they were safe from the water. In 1961, German engineers moved the first temple. Over the next 20 years, thousands of engineers and workers rescued 22 temples and project. When the project ended in 1980, it was considered a great success. Not only had the countries found a path to the future that did not run over the5.________ (relic) of the past, but they had also learnt that it was possible for countries to work together to build a 6. ________ (good) tomorrow.。

新外研版高中英语必修第二册Unit 1 教学设计

Book 2 Uni t 1 Food for thought 教学设计单元主题本单元的主题语境是“人与社会”，涉及的主题语境内容是多元饮食文化和健康的饮食习惯。

本单元从介绍不同国家的代表性食物开始，展现了丰富多彩的世界美食和世界各地的餐桌礼仪，丰富学生对饮食文化的认知，引导学生深入思考健康饮食和生活方式的关系，最终达成对多元饮食文化的理解和包容，并且反思和改进自己的饮食习惯。

单元目标学生能够围绕本单元的主题语境内容，基于单元提供的个人故事、专栏文章、网络点评、菜谱等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂与点菜相关的对话，讨论并加深对健康饮食的认识，使用新语言描述食物的色香味等特征，恰当使用情态动词给他人提出建议，能够用英文写简单的菜谱并推荐一道美食，深化对单元主题意义的理解与挖掘；同时能够运用单元所学谈论中外饮食文化的异同，正确判断文章中人物的观点和态度，评判不同人的生活方式，反思和改进自己的饮食和生活习惯；通过运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的效果，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。

课型内容分析活动 1 呈现一段与饮食主题相关的视频。

该视频介绍了一位美国人在中国的美食之旅，展现了中国的代表性美食，如北京烤鸭、大闸蟹、四川火锅。

活动 2 要求学生看世界地图和各国代表性食物的图片，将这些食物与对应的国家进行匹配，并结合自身经历讲述对世界美食的了解。

教学目标1. 学生能够了解中国的代表性食物，能初步了解不同国家的代表性食物及其英文表达，激活已有的语言、背景知识，产生对话题的兴趣； 2. 学生能够基于已有的生活经验，用英文简单描述和评价不同种类及不同国家的食物。

教学重点1. 引导学生通过视频材料，了解中国的代表性食物；2. 引导学生完成食物与国家的匹配活动，了解世界各国的代表性食物。

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。

2019新人教英语必修二unit 1 单元整体教学设计

2019新人教英语必修二unit 1 单元整体教学设计
一、教学目标
本单元的教学目标是让学生掌握以下内容：
1. 学习如何描述人的外貌特征和性格特点。

2. 学习如何表达自己的喜好和偏爱。

3. 了解不同国家的文化和风俗习惯。

4. 提高听、说、读、写等语言技能。

二、教学内容
本单元的教学内容主要包括以下部分：
1. 阅读部分：通过阅读文章，学习如何描述人的外貌特征和性格特点，以及如何表达自己的喜好和偏爱。

2. 听力部分：通过听力训练，提高学生的听力技能，同时让学生了解不同国家的文化和风俗习惯。

3. 口语部分：通过小组讨论、角色扮演等活动，让学生练习表达自己的观点和喜好，提高学生的口语表达能力。

4. 写作部分：通过写作训练，让学生学会如何写一篇介绍人物的短文，提高学
生的写作技能。

三、教学难点与重点
本单元的教学难点与重点主要包括以下内容：
1. 重点：如何描述人的外貌特征和性格特点，以及如何表达自己的喜好和偏爱。

2. 难点：如何将所学知识运用到实际生活中，提高自己的语言运用能力。

四、教学步骤与安排
1. 导入：通过提问和讨论的方式，引导学生进入本单元的主题——人物介绍。

2. 阅读：让学生阅读文章，了解如何描述人的外貌特征和性格特点，以及如何表达自己的喜好和偏爱。

3. 听力：播放听力材料，让学生了解不同国家的文化和风俗习惯。

4. 口语：组织学生进行小组讨论、角色扮演等活动，练习表达自己的观点和喜好。

5. 写作：让学生根据所学知识，写一篇介绍人物的短文。

6. 总结：对本单元所学内容进行总结，同时布置作业。

高中必修二 Unit 1 Cultural Heritage 教案

UNIT 1 Cultural Heritage 三言两语1. Chinese cultural relics are Mary's favourite. She spends most of her spare time going everywhere in search of rare things.2. The culture contains the essence of Chinese people's spirit, which has been tested by time.3. The temple is a national cultural heritage, with a history of about 1,000 years. 1. 我坚信，只要下定决心，我们就能保护好祖先留给我们的文化遗产。

I'm convinced that as_long_as we set our mind to it, we can protect the cultural heritageleft_by_our_ancestors.2. 泰姬陵被认为是世界上的伟大奇观之一，它由当地的一个建筑师设计，风格独特。

Considered_as_one_of_the_great_wonders_of_the_ world,the Taj Mahal was designed by a local architect in a fancy style.核心单词[默写识记]根据汉语释义写出单词1. former adj. 以前的；(两者中)前者的2. preserve vt. 保存；保护；维持n. 保护区3. _application n. 申请(表)；用途；运用；应用(程序)4. likely adj. 可能的adv. 可能地5. limit n. 限度；限制vt. 限制；限定6. within prep. & adv. 在(某段时间、距离或范围)之内7. conduct n. 行为；举止；管理方法vt. 组织；安排；带领8. donate vt. (尤指向慈善机构)捐赠；赠送；献(血)9. attempt n. & vt. 企图；试图；尝试10. worthwhile adj. 值得做的；值得花时间的11. professional adj. 专业的；职业的n. 专业人员；职业选手12. process n. 过程；进程；步骤vt. 处理；加工13. download vt. 下载n. 下载；已下载的数据资料14. republic n. 共和国15. entrance n. 入口；进入16. archaeologist n. 考古学家17. pyramid n. (古埃及的)金字塔；棱锥体18. overseas adj. 海外的adv. 在海外19. exit n. 出口；通道vi. & vt. 出去；离去20. sheet n. 一张(纸)；床单；被单21. parade n. 游行；检阅vi. 游行庆祝；游行示威22. mirror n. 镜子23. roof n. 顶部；屋顶24. dragon n. 龙25. digital adj. 数码的；数字显示的26. image n. 形象；印象27. cave n. 山洞；洞穴28. quote vt. 引用29. paraphrase n．，vi. & vt. (用更容易理解的文字)解释30. contrast n. 对比；对照vt. 对比；对照31. identify vt. 确认；认出；找到32. forever adv. 永远；长久地33. app n. 应用程序；应用软件续表熟词生义1. (2020·全国卷Ⅲ)The creative team behind “Apes” used motioncapture (动作捕捉) technology to create digitalized animals, spending tens of millions of dollars on technology that records an actor's performance and later processes it with computer graphics to create a final image (图像)．处理2. The limits of a person's intelligence are fixed at birth, but whether he reaches these limits will depend on his environment. 极限3. (北京卷)Horridge was convicted of attempted murder and sentenced to life imprisonment. 未遂的；未得手的高频短语短语应用1. take_part_in 参与(某事)；参加(某活动)2. lead_to 导致3. keep_balance 保持平衡4. make_a_proposal 提出建议5. turn_to 向……求助6. give_way_to 让步；屈服7. prevent_..._from_... 阻止；不准8. donate_..._to_... 向……捐赠……9. make_sure 确保；设法保证10. all_over_the_world 在世界各地[语境运用1]填入一个适当的词1. The policeman prevented the children from crossing the road when it was dangerous.2. People volunteered to donate money to the disaster stricken area.3. Tom is an adventurer, who had travelled in a great many places all over the world.[语境运用2]填入一个适当的词Tony's carelessness led 1. to his failure in the competition. He decided to turn 2. to his teacher for help. He hoped that his teacher could 3. make a proposal for him and he wanted to take part 4. in another competition the next year.教材原句背诵句式仿写应用1. as引导的方式状语从句Liu Bin, a member of the camp, says that he is pleasant to help Mount Tai as people have done for more than 3,000 years. 按照老师们说的去做，你的梦想将很快实现。

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。

必修二unit1教案

必修二unit1教案【篇一：新人教版必修二unit1 cultural relics教学设计】unit 1 cultural relicsteaching goals教学目标1). ability goals能力目标a.learn some detailed information about the amber room.b.improve the students’ reading ability.c.train the students’ ability to grasp key information while listening.d.enable the students to have the ability of talking culturalrelics and ways to protect them.2). learning ability goals学能目标help the ss to learn how to give opinions clearly about cultural 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 roomteaching important points教学重点1 ).the new words and expressions;2). learn some detailed information about the amber room;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 cultural relics.teaching important points教学难点1)words:ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;2)phrases:look into, belong to, in search of, in return, at war, take apart, think highly of;3). sentence patterns:(1) there is no doubt that…..(2) this gift was the amber room, which was given this name because almost seven thousand tons of amber were used to make it．4). improve the students’ reading ability.train the students’ ability to grasp key information while listening.how to teach the students to speak out their opinions about cultural relics. teaching methods教学方法1). watch some videos about the cultural relics. (individuals)2). have a discussion. (group work)3). write an article about the discussion. (individuals)teaching aids教学设备a computer, a projector and some slides.teaching procedures and ways教学过程与方式the first second period (vocabulary,warming up andpre-reading)teaching goals:1. target languagecultural, survive, remain, state, rare, dynasty, vase, belong to 2. learning ability goalshelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.teaching important pointstalk about cultural relics and what should be done with them.teaching difficult points:how to talk about cultural relics.teaching methods:group discussion and presentation.(cooperative learning)the first second periodteaching procedures:step 1 new words teachingstep 2 warming-upt: when talking about cultural relics, what comes to your mind? s1: the great wall.s2: the pyramids in egypt.s3: …t: well done.teacher asks the ss to look at the three groups of pictures and discuss these questions.1. do you know these places?2. if you know, what do you know about the places?3. which one would you like to visit? why?i: as is known to all, china is a country with a history of more than 5,000 years. in the long history, people in differentperiods have left us quite a number of cultural sites, many of which are world famous. now look at the pictures and guess what heritage they are.all these are cultural relics.do you know any other cultural relics in the world?t shows the ss some cultural relics abroad.task 1: ask the ss to make a dialogue by saying.imagine you have a chance to travel these places. which place would you like to go? why? when are you starting off? how are you getting there? how long are you staying?please make a dialogue with your partners. then students answer the following questions:what is your favorite city? why?what makes a city great and famous?(a long history; cultural relics; many great people; important events taking placethere)t:unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them.task 2: now suppose that you work for the state office of cultural relics. you are sent to a small town where you find a relic that was stolen from a palace. it is a rare ming dynasty vase. the man who has it insists that it belongs to his family. what will you say to him?work in pairs to discuss this question, and then i’ll ask some ss to tell me your answers.step 3 task 3 speaking task on page 46debate do you think china should save all of its cultural relics? do you think it necessary to rebuild yuanmingyuan in beijing? t: after watching so many pictures, now discuss with your partners the following question:what is a cultural relics?(ss can find the answer from the warming up.)step 4 pre-readingt: ok, class, do you think these cultural relics are beautiful?ss: yes, very beautiful.t: suppose one of them got lost, how would you feel and what will you do with it? s1: try our best to find it.s2: protect the others in order that they will not lost. ……t: thanks for your good suggestions. if you find a cultural relic, what will you do with it? you can make a dialogue with your partner on this question.t can practice it with a student to give an example.extending questions: to whom do cultural relics belong?step 5 language points1) survivesurvive: vi. continue to live or exist.in alive after sb., live or exist longer thane.g: many strange customs have survived from earlier times.her parents died in the accident, but she survived.few buildings survived the earthquake.the man survived his sister by three years.2) (a) part ofa part of the books have arrived.a leg is a part of the body.he gave me back only part of the money i lent him.part of the house was burnt in the fire.part of the passengers were injured in the accident.*part of it _________ good.*part of them _____________ good.3) something通常用于肯定句，而在疑问句、否定句、if/weather从句中用anything。

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。

译林版高中英语必修二Uint1 Grammar and usage 教案(雅礼版)

Mowgli,as an infant,had been found by the wolf in the jungle; she had brought him up just as she had brought up her own cubs. Mowgli, still a boy played with all the animals in the jungle. He had many friends;Baloo, the bear.Bagheera, the panther and his many monkey friends. ButShereKhan, the tiger wasafiend. Mowgli had always been warned to stay away fromShereKhan's territory.ShereKhan did not like Mowgli and waited for a chance to harm the boy.
Possible answer:
New film uses much more advanced technology—not only the animals but also the jungle is digitally created.
plete the table in part A.
主谓一致补充：
一、含义
在句子中谓语动词的数必须和主语的数保持一致。
二、三个原则
1.语法一致原则
主语是单数，谓语动词用单数；主语是复数，谓语动词用复数。
2.意义一致原则
主语形式为单数，意义是复数，谓语动词用复数;主语形式为复数，意义是单数，谓语动词用单数。
3.就近原则

英语必修二unit1教案

英语必修二unit1教案（实用版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。

文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的实用资料，如工作总结、工作报告、文案策划、工作计划、讲话致辞、合同模板、教案大全、作文大全、心得体会、其他资料等等，想了解不同资料格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor.I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!And, this store provides various types of practical materials for everyone, such as work summaries, work reports, copywriting plans, work plans, speeches, contract templates, lesson plans, essays, experiences, and other materials. If you want to learn about different data formats and writing methods, please pay attention!英语必修二unit1教案教案：Unit 1 Friendship教学目标：1.学习并掌握本单元的重点词汇和短语。

外研社高中英语必修二第一单元教案

外研社高中英语必修二第一单元教案一、教学任务及对象1、教学任务本教学任务是基于外研社高中英语必修二第一单元的内容进行教案设计。

该单元主题为“人生梦想与未来规划”，涉及不同职业领域的词汇、句型以及相关的阅读、听力材料。

教学任务旨在帮助学生掌握本单元的词汇、句型，提高阅读、听力理解能力，同时激发学生对未来规划的思考，培养其表达个人梦想和目标的语言运用能力。

2、教学对象本教案的教学对象为高中一年级学生，他们已经具备一定的英语基础，能进行简单的日常交流，但词汇量、语法知识以及听说读写技能仍有待提高。

此外，这个年龄段的学生正处于青春期，对未来充满好奇和期待，对个人梦想和职业规划有较高的关注度和探讨欲望。

因此，在教学过程中，要关注学生的兴趣点和需求，引导他们积极参与课堂活动，提高英语综合运用能力。

二、教学目标1、知识与技能（1）掌握本单元的核心词汇和短语，如“commitment, achievement, ambitious, career, goal, strategy”等，并能正确运用到日常交流和写作中；（2）熟练运用本单元重点句型，如“-What is your career goal? -My career goal is to become a(n)...-How do you plan to achieve it? -I plan to ...”，进行自我介绍和目标规划；（3）提高阅读理解能力，能够理解并分析课文中的信息，提取关键点，掌握文章结构和主旨；（4）提高听力理解能力，能够听懂并记录与职业规划相关的对话和短文；（5）培养良好的写作习惯，能撰写一篇关于个人梦想和未来规划的短文。

2、过程与方法（1）采用任务型教学法，让学生在完成具体任务的过程中，运用所学知识和技能；（2）通过小组讨论、角色扮演等活动，培养学生的合作意识和团队精神；（3）运用多媒体教学手段，如PPT、视频、网络资源等，丰富教学形式，提高学生的学习兴趣；（4）注重启发式教学，引导学生主动思考、提问，培养其解决问题的能力；（5）设置课堂互动环节，让学生在真实语境中练习英语，提高语言运用能力。

高中语文北京版必修二第1课《伐檀》教案

高中语文北京版必修二第1课《伐檀》教案《诗经·伐檀》是一首脍炙人口的诗歌，入选了高中语文必修二北京版教材中，下面是店铺给大家带来的高中语文北京版必修二第1课《伐檀》教案，希望对你有帮助。

高中语文《伐檀》教案教学目标一、情感目标1、了解旧社会受压迫、受剥削的劳动人民的痛苦生活;体会他们对反动统治者的愤怒之情。

2、珍惜新社会的幸福生活，树立自食其力的劳动观点。

3、热爱祖国灿烂的优秀文化。

二、认知目标1、积累文中出现的生字新词。

2、了解《诗经》的一般知识。

3、正确读出诗歌的节奏。

4、理解“赋”的重章叠唱、一咏三叹作用。

三、技能目标1、掌握结合语境品味语言的深层含义和感情色彩的技能。

2、掌握通过重要词语理解诗歌思想内容的技巧。

3、粗知阅读同类诗歌的方法。

方法选择拾珠引线法(通过抓重点词语体会诗歌思想内容及艺术特色)重点难点1、“河水清且涟(直、沦)兮”句的表达作用。

2、“伐檀(辐、轮)”、“干(侧、)”、“廛(亿、囷)”、“貆(特、鹑)”、“餐(食、飧)”等词语变化的使用意义。

3、“彼君子兮，不素餐(食、飧)兮”的讽刺意味和批判力量。

课时安排一课时教学步骤及方法1、检查预习①课文出处及其有关常识(课本p51注解①，p52注解②;提示看p84—85页内容，补充《诗经》“六义”)②课文朗读(提示看p93—94页，指导正确读出诗歌的节奏)2、提示思考：朗读的节奏是根据什么确定的?(①按照语法结构来分析;②按照内容表达来确定。

——目的是过渡到对课文的分析理解)3、解读第一阕：劳动过程——①伐檀;②置;休息过渡——①涟猗揭露讽刺——①胡取、廛;②胡瞻、县貆;③彼、餐。

4、指导朗读，要求结合思想内容的理解表现出第一阕的诗句感情色彩。

5、解读第二阕、第三阕：(基本上同步骤3、4)6、分析三阕之间的关系，体会一咏三叹的递进性，完成板书：伐檀干涟廛貆餐伐辐侧直亿特食递进伐轮沦囷鹑飧工序位移换景兴量变质变形变(心理变化)7、讨论“河水清且猗”在章句中的作用(兴，既是即景，又是心灵冲击的折射，结构上起过渡作用)8、总结：①播放《宋词三百首》多媒体光碟中“《卜算子》(苏轼)”示范体会，进一步指导诵读;②背诵(A、看板书，抓关键词背诵;B、凭理解与记忆背诵)9、作业：①有关的“思考和练习”题;②课本p94—95页练习;③预习《硕鼠》(A、朗读节奏;B、主要内容;C、写作技巧;D、文言词句)〖板书〗伐檀(《诗经》)伐檀干涟廛貆餐(递进)伐辐侧直亿特食伐轮沦囷鹑飧工序位移换景兴量变质变形变(心理变化)。

新外研社高中英语必修二Unit1FoodforthoughtUnderstandingideas教案

新外研社（19）高中英语必修二Unit 1 Food for thought--Understanding ideas公开课教案Teaching objectives:1.Lead students to understand the text,make them familiar with the topic and help them to understand the meaning of the title.2.Lead students to find the relevant sentences about people’s opinions on food and get to know some important details.3.Help students know the differences between Chinese and English diet culture.Evaluation objectives:1.Ask students to talk about their favourite food to find out if they can use some relevant expressions correctly.2.Ask students to show their opinions on different food to find out if they can understand the differences between Chinese and English diet culture.Teaching key and difficult points:1.Lead students to understand the passage through reading.2.Have a clear picture of the structure and inner logical relation of the passage.3.Students can learn about the differences between Chinese and English diet culture.4.Help students get to know the context structure and combine the important information and language points through mind mapping.Teaching methods:Cooperative Teaching Method, Task-based Approach, Communicative Approach Teaching procedures:Step1:Lead-inActivity 1T:Hello, everyone. Today let’s come to a new topic and know a family. First of all, Please look at the pictures.(The teacher asks students to look at the pictures and introductions of different food in Activity 1 and discuss if they would like to try them).1.Have you ever tried any of the food in the pictures? Which would you most like to try?2.What food from other countries have you tried?Step 2:While-readingActivity 2:Read the passage and talk about your understanding of the title.Activity 3: Reading for the main ideaWhat’s the main idea of this passage?A.How the family stays healthy by eating Chinese food.B.What the family has done to promote Chinese food.C.How the family cooks both Chinese and English food.D.How the family combines food from two cultures.Suggested answers:DActivity 4:Reading for the details1.Read Para.2 carefully and answer the question.What’s the father’s attitude towards Chinese food?Suggested answers:love...dare not try...be surprised by...be shocked atdoes not take to eating2.Read Paras.3-5 carefully and answer these questions.(1)Do I like some parts of animals?__________________________________________________________(2)What can my dad cook?__________________________________________________________(3)Why does my Mum not suggest eating too much roast food?__________________________________________________________(4)What kind of food did I try for my first travel to China? And do I like that?__________________________________________________________Suggested answers:(1)Yes. I enjoy that sort of food myself. (2)Full English breakfast;a typical Sunday roast(3)Because it may make us suffer from heat inside our bodies, according to traditional Chinese medicine.(4)Stinky tofu — a horrible grey thing that looked and smelt like a burnt sports shoe.3.Read Para.6 carefully and answer these questions.(1)What does the author mean by saying “one man’s meat is another man’s poison”?________________________________________________________________ (2) Do you know of any similar sayings in Chinese?________________________________________________________________Suggested answers3.(1)It means that something that one person likes may not be liked by someone else.(2)Similar sayings in Chinese include “萝卜青菜,各有所爱”。

人教版高中英语必修二unit1教案

人教版高中英语必修二unit1教案以下是一份人教版高中英语必修二unit1的教案模板，供您参考：一、教学目标1. 知识目标：掌握本单元的重点词汇和短语，如“access”，“available”，“click”，“database”等。

2. 能力目标：能够理解和运用本单元所学的词汇和语法结构，提高阅读和写作能力，并能够在实际生活中运用所学知识进行交流。

3. 情感目标：培养学生对科技发展的认识和兴趣，激发他们探索新技术的热情。

二、教学内容本单元主题是“科技发展”，主要介绍了互联网和人工智能的发展和应用。

通过本单元的学习，学生将了解互联网和人工智能的基本概念和发展历程，以及它们在各个领域的应用和影响。

三、教学重点与难点1. 教学重点：掌握本单元的重点词汇和短语，理解课文中的长句和难句。

2. 教学难点：理解课文中的抽象概念和深入思考科技发展的影响和利弊。

四、教具和多媒体资源1. 黑板：用于书写重点词汇和句型。

2. 投影仪：播放PPT和相关视频资料。

3. 教学软件：提供在线学习资源和互动练习。

五、教学方法1. 激活学生的前知：通过提问和讨论，了解学生对科技发展的已有认知。

2. 教学策略：采用讲解、示范、小组讨论、案例分析等多种教学方法，帮助学生理解和运用所学知识。

3. 学生活动：组织学生进行小组讨论、角色扮演等活动，提高他们的参与度和实践能力。

六、教学过程1. 导入（5分钟）通过提问导入新课：“你们平时上网都做什么？”引导学生回答，引出互联网的概念和应用。

再问：“你们知道互联网的发展历程吗？”引导学生思考，引出本单元的主题。

2. 呈现新知（15分钟）通过PPT展示互联网和人工智能的发展历程和应用领域，同时讲解课文中的重点词汇和语法结构。

在讲解过程中，引导学生关注课文中的长句和难句，帮助他们理解抽象概念。

3. 巩固练习（10分钟）提供相关练习题，如词汇翻译、句子改写等，帮助学生巩固所学知识。

同时组织学生进行小组讨论，探讨科技发展对生活和工作的影响和利弊。

译林版高中英语必修二Unit 1 Integrated skills (I) 教案

《英语》（必修·第二册）Unit 1 Lights, camera, action!Integrated skills (I)I. L earning objectivesBy the end of the lesson, students will be able to:1. learn how to predict before listening by reading the given information;2. understand the basic rules of writing a film review through listening;3. master the structure of a film review through reading.II. Key competence focus1. Use listening strategies to get the right information.2. Understand the structure of a film review.III. Predicted area of difficulty1. Complete the notes while listening.2. Grasp the structure of a film review.IV. Teaching proceduresStep 1 Guided brainstormingT asks Ss to have a free talk about their feelings of their favourite films.T: Hello, boys and girls. When you have no idea whether a film is worth watching or not, what will you do?T: We often search for a film review about the film on the Internet, to know more about the film and others’ comments on it. So do you know what a film review is? Today we will first listen to a monologue about how to write a film review, and then read a film review of The King’s Speech. 【设计意图：用一个问题“当你想了解一部电影是否值得一看时，你会如何做？”让学生进行头脑风暴，从而引出本节课的主题——影评。