人教版高中英语必修2《ONTENTS Unit 1 Cultural relice Using LanguageⅠ》公开课教案_371

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人教版高中英语必修2《ONTENTS Unit 1 Cultural relice Learning about Language》公开课教案_18

5.由于负债累累,他每天不得不加班工作。(in heavy debt)
__________________________________________________________________________
答题技巧归类
1.如何应对读不完文章，做不完题的问题。这个问题较普遍，原因有三：
1、没有养成良好的做题习惯。
4. The news was so ____ that all the people present at themeeting were _______ at it.
A. amazing, amazing B. amazed, amazed C. amazing, amazed D. amazed, amazing
________________________________________________________________________ind of)
__________________________________________________________________________
A. May;needn’ t; will B. Can;mustn’ t; would
C. Must; don’t have to;canD. Shall;can’ t; should sitting in this waiting room. It is for women and children only.
A. oughtn’ttoB. can’t C. won’t D. needn’t
3. She is already two hours late. What __________ to her?
A. can have happened B. must have happened

人教版高中英语必修2《ONTENTS Unit 1 Cultural relice Learning about Language》公开课教案_11

人教版高中英语必修二第一单元词汇复习教学设计一整体设计思路Lewis提出，语言是由各种类型的词块组成的语料库，词块的不同组合就构成句子，进而组成连贯的篇章。

运用词块理论来指导高中的英语词汇教学，可以使语言更容易习得，记忆以及使用。

作为一节词汇复习课，本课尝试运用词块复习的形式进行教学，帮助学生把握重点，巩固知识并能熟练的使用。

本节课一共分为两大节：词汇复习和词汇运用。

在词汇复习这一节也分成两部分：琥珀屋的由来，经历以及现状的简介，让学生学习知识点的同时，深刻感受战争给人类带来的毁灭性灾难；课本内容In search of the amber room的再现，让学生重视课本，明白词汇复习不能脱离课文。

词汇运用部分以翻译句子和写作的方式进行语言输出，让学生正确使用本单元的知识点。

二学情分析这是一节高三课本基础知识复习课，学生在高一学的本单元内容，对课文内容以及相关的事迹印象已经比较模糊。

对于相关词汇的用法已不能准确把握。

英语基础较弱，缺乏积极学习的态度与毅力。

此外，由于授课教师新接手高三二班，学生的实际基础能力了解还不够全面，为了提高课堂教学效率，授课教师在开课前的早自习做了如下安排：①朗读课后单词及大课文；②要求学生背诵以下重点句子：It was designed for FrederickⅠ.There is no doubt that the boxes were then put on a train for Konigsberg.The Russians were able to remove some furniture and small art objects from the amber room.The next King of Prussia, to whom the amber room belonged, decided not to keep it. Having survived that night, we were confident that everything else would be all right.三教学目标语言知识目标：利用语块法帮助学生复习掌握本单元的知识点。

人教版高中英语必修2《ONTENTS Unit 1 Cultural relice Using LanguageⅠ》公开课教案_14

Unit1 Cultural Relics——Using Language Teaching goals 教学目标1.Target language语言目标a. Key words and phrases 重点词汇和短语trial, eyewitness, consider, prove, tell the truth, pretend, think highly of, besides b. Key sentences 重点句型Asking for opinionsDo/don’t you think that….? Would you consider….? Why/Why not….? Do you have any idea about….? How do you know that?Are you sure that he /she was telling the truth?What do you think? What do you think of….?What’s your idea/opinion of….?What would you say….? How do you feel about….?Who do you think was….? What are your reasons for saying that?Giving opinionsI think/don’t think that…. Sorry, I don’t agree with you. In my opinion，…It can be proved. That can’t be true.I don’t believe…, because…. I think… is telling the truth because….2. Ability goals能力目标Enable students to ask for opinions and give opinions.Enable students to write a report on a debate.3. Learning ability goals学能目标Help students learn how to tell a fact from an opinion.Teaching methods教学方法Learning and practicingTeaching aids教具准备Some slides and a projectorTeaching procedures and ways教学过程与方式Step I Reading and listening1. ReadingT: Yesterday we learned something about Amber Room and we know that the one that we now can see is a rebuilt one. Till today, many people are haunting for the lost one, which is now still a mystery. Where is it now? How did it disappear? Is there anyone know the mystery? Is there any eyewitnesses? Today we will read a man’s story about what happened to the Amber Room, and find if the story is a fact or just an opinion. Before doing this, we should know what a fact is and what an opinion is.Ask the students to read this passage A FACT OR AN OPINION? to learn what is a fact and what is an opinion.After readingT: Now who can tell us what is a fact?S1: A fact is anything that can be proved.T: How about an opinion?S2: An opinion is what someone believes is true but has not been proved.T: Now judge whether the sentences on the slide are facts or opinions.Show the following on the slide.1.Mr. Jones has two sons and one daughter.2. That picture is by Rembrandt.3. Her house is really beautiful.4. My friend has six fingers on one hand.5. That boy is the nicest person in the school.6. The group will stop in Denver overnight.7. L. Frank Baum wrote "The Wizard of Oz".8. I will finish before the rest of the class.9. The Bulls are better than the Knicks.10. Nine plus one equals ten.T: Now imagine that you are a judge; you have to make a decision whether a story is a fact or it’s just an opinion. Look at Exercise 2.Let them read a man’s story about what happened to the Amber Room quickly. And according to what they have known about a fact and an opinion to decide what the story is and give their reason, using the structure:I think it is a______________ because_____________________.Suggested answer:I think it is an opinion because the man didn’t see the Amber Room with his own eyes. He just saw some German soldiers putting wooden boxes in the mine. He heard about the news that the Amber Room and some gold were buried in the mine. But that may be a rumour.Then let students complete the table in Exercise 3.2. ListeningT: In fact, till now many theories have been put forth about the fate of the Amber Room and it has been the subject of short films and books. Even now, several teams of treasure hunters continue to search for it. So the so called eyewitnesses are very important. Now we will hear another two people talk about what happened to the Amber Room.Play the tape, and ask the students to pay attention to the two questions:For Part A: Where was the Amber Room lost?For Part B: How was the Amber Room lost?And then finish the two blanks in Exercise 4. This is a good time to train the students to listen and catch the key information in the passages.Exercise 5 gets students to listen for specific information. Play the tape again. Stopafter each part and fill in the blanks.Step II SpeakingAsking for opinions and giving opinionsThe objective now has changed: students must decide which person has given the best evidence, not the most evidence. Before students begin to discuss the forms, ask them: How should you decide which person gave the best evidence?However, at this point, do not tell them what they should consider in making a decision. This step requires students to convert or change the date from the form into a list of reasons. Knowing how to interpret and convert date is an essential skill for students to learn in this age of information.T: Now we will use the information in the former section, and discuss in pairs which person gave the best evidence. While discussing, make use of the expressions given. Now read the expressions and tell me which are used to ask for opinion and which give opinions.Give the students some time to do this and get familiar with the expressions, and then do the next task:T: What is the best evidence?S1: The best evidence is factual and is given by a person who is believable.T: Right. But how can we know which eyewitness is most believable?S2: In my opinion, the most believable eyewitness is the one who has nothing to gain from telling a lie.T: That’s quite right .Now, let’s have a discussion in pairs and decide which person gave the best evidence.A Sample discussion:A: Do you have any idea about which person gave the best evidence?B: I’m not sure, but in my opinion, I think Anna Petrov gave the best evidence.A: How do you know that?B: I think she is telling the truth.A: Are you sure that?B: Yes. It can be proved that she gave the best evidence because she has no selfishreason for saying what she has said.Then deal with Exercise 2.T: Now you all have your own choice. Write down a short list of reasons for your choice. Begin with this:It can be proved that _______ because _________.After finishing the two exercises, teacher can ask the students to share their ideas with another group and choose the answer with the best reasons. At last present the discussion to the class.Suggested answer:1) Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer. Hans Braun is also less believable because he is working for a company trying to find the ship which carried the treasures in the Baltic Sea. Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said. In particular, she is not involved in any current effort to find the treasure. Therefore, she is the most believable.2) The truth is not easy to know, especially when all the facts are not known. Most of these events also happened a long time ago. Perhaps people cannot remember things so clearly either. I think that all of these eyewitnesses have said useful things. However, only Anna Petrov has no reason to lie. She is not getting anything from those who are searching now for the Amber Room. In my opinion, she is the most believable.Step III Reading and writingThis integrated activity again offers students guided practice in expressing their opinions on cultural relics. Students may choose to either agree or disagree with Johann. Johann’s letter again poses a moral dilemma, i.e. whether it is right to keep what one has found without trying to find the rightful owner. Of course, this dilemma was also presented to students in the previous activity. It is a moral choice that is faced whenever decisions are made about what to do with cultural relics. Teachers must be aware that there is no wrong answer, and students should be encouraged to work out their answers by themselves.1. ReadingFirst let students read the letter and find out the writer’s opinion about what should be done with the cultural relic that has been found.T: Who is the writer?S1: A student at a high school in Berlin.T: What’s his opinion? Where can you find it?S2: The last sentence in the letter: So I think that those who find Amber Room should decide what do to with it.T: What’s his reason for that?S2: His reason is that the search has cost the hunters a lot of time and money.T: By the way, what does “think highly of” in the first line mean?S3: It means to admire or respect someone or something.T: Do you agree with Johann? Now discuss the questions on the right side of the letter.Think of some reasons for your ideas.Sample ideas and reasons:1) I must say that I agree with Johann Weber. If you find something, it should belong to you because you are the person who found it. People need to understand that when they lose something, they lose the right to own it.2) I must say that I don’t agree with you. Though you find something, it doesn’t mean it belongs to you. If you can find out who it belong to, you should try to return it. I’m sure you would want someone to do the same for you. If you really can not find the owner, try to donate the thing to charities to help the poor. With these help, maybe they can build some schools, and their children can go to school, and they have money to enjoy medicine care and so on. Remember when you are helping others; you are in fact helping yourself. Good cause, good effect.3) Any cultural relics lost should not belong to the person or the country that finds it. The finder has no right to deal with it at will. Instead he should spare no efforts to protect it from being damaged. It’s the responsibility and duty of the find er to send it back to its owner. The fact should be aware of that, in a way, cultural relics don’t belong to a single man; it belongs to the whole world and the human beings.2. Class debateOrganize a class debate following the tips.Step IV Moral education and homeworkBefore end the class, teacher can inform the students some common knowledge about the law of the People's Republic of China on the Protection of Cultural Relics. For example:(1)Hiding cultural relics discovered underground, in inland waters, in territorial seas or in other places and failing to report and deliver them to the state, for which the persons involved shall be warned or fined by a public security department and the cultural relics illegally acquired by them shall be recovered;(2)Buying or selling cultural relics without the approval of the departments for cultural administration, for which the persons involved shall be warned or fined by the departments for the administration of industry and commerce, and their illegal earnings and the cultural relics illegally handled by them may be confiscated; or (3)Selling cultural relics in private collections to foreigners without permission, for which the persons involved shall be fined by the departments for the administration of industry and commerce, and the cultural relics in question and the illegal earnings derived there from may be confiscated.T: Cultural relics are part of our history and they are carriers of our rich culture. Cultural relics belong to our country and it’s everyone’s duty to protect them. Homework:Write a report based on the debate, using the guidance given.。

人教版高中英语必修2《ONTENTS Unit 1 Cultural relice Learning about Language》公开课教案_29

Module2 unit1 cultural relicsperiod one warming up and reading学校：教师：Teaching objectives:1.knowledge objectives:new words and expressions;key sentences.2.ability objective: Enable the students to talk about the story of Amber Room.3.moral objectives: Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching key and difficult points:Talk about cultural relics and what should be done with them.Teaching methods:1. fast reading to get the general idea of the text.2. careful reading to know the passage better.3. explanation to help the students master some language points.4.discussion to help students understand better what they have learned and to use the knowledge they have learn in this period.Teaching aids:1. A tape recorder2. A multimediaTeaching ways:1.task-based language teaching2.Group cooperation.3.Practice4.Direct presentation5.Five step teaching methodTeaching procedures:Step one: warming upThe warming-up exercises raises the students’ awareness that there are somewell-known cultural relics both at home and abroad. Ask the students to try their best to think of the cultural relics they know.T: Now, class, look at the title of this unit. Tell me what the topic is this unit.S: Cultural relicsT: Do you know what cultural relics are?(Students’ answers)T: All of you did a good job. Ok, let me tell you what cultural relics are. Cultural relics are traces or features surviving from a past age and serving to remind people of them.They represent the culture of a place and some periods of history. Some of them are in danger because they are being destroyed.Then can you give some examples of the cultural relics that are in need of beingprotected? (The Great Wall; The pyramids in Egypt; Angkor Wat……..)Step two: Pre-readingLeading-inT: Ok, class, do you think these cultural relics beautiful?S: Yes, very beautiful.T: Suppose one of them got lost, how would you feel and what will you do with it? S: …………(find，rebuild，protect）T：Thanks four your good suggestions. Now let’s learn “ In Search ofthe Amber Room”.Step three: presentationExplaining picturesAsk the students to read the text first and then answer the following questions: 1).Why was it called Amber Room?(It was given the name because almost seven thousand tons of amber used to make it.)T:all of you did a good job,now, let’s listen to the tape and get more information about the Amber room.Step four:fast reading (listening and practice)Listen to the tape and chose the best answer:The passage mainly tell us:the strange history of the Amber room(D)Match the main idea of each part:Para1:the introduction of the Amber room.(C)Para2and3:the history of the Amber room.(A)Para 4:the missing of the Amber room.(D)Para 5:the rebuilding of the Amber room.(B)Step five:careful readingRead the text carefully and then choose the best answer:1.Who was the Amber room’s first owner?(A.Frederick I)2.What was the Amber room mainly made of?(C.Amber)3.Why did Frederick William I give the Amber room to Peter the Great?(D.to get the Czar’s best soldiers.)4.How did Catherine II deal with the Amber room?(B.she had it decorated again.) Step six: intensive readingAnalyze the following difficult sentences in the text.1.Frederick William I, the king of Prussia, could never have imagined that his greatest gift to the Prussian people would have such an amazing history.2.It was also a treasure decorated with gold and jewels, which took the country’s best artists ten years to make.T: all of you have done a good job, let’s come into the next part.Step seven: discussionT: now please discuss the question in groups:1.What should we do to protect our cultural relics?I’ll give you three minutes to prepare.T:Now times up, any group would like to tell us your ideas.Students show their ideas.Step eight:homeworkFinish the exercises on P2.Prepare for the next class.Step nine:summary。

人教版高中英语必修2《ONTENTS Unit 1 Cultural relice Learning about Language》公开课教案_45

英语周报第15期Book 2 Unit 1 Cultule relics(单元测试卷：语法填空及改错讲评）教学设计一、教学目标：1、通过考情分析，查找学生存在问题及不足，传授解题思路及方法，培养学生正确思考问题的能力。

2、通过学生答题情况找出错误率高的题进行细致讲解，发现并纠正学生错误的思维方式，旨在提高做题的准确性。

二、教学重点：1、培养学生正确的答题思路及技巧以不变应万变。

2、培养学生通过阅读获取关键信息的能力。

三、教学难点：运用文中语篇逻辑及信息解决问题的综合能力。

四、教学方法：运用我校“三.五.五”教学模式结合多媒体运用贯穿课堂始终。

五、教学课时：1课时（45分钟，属本卷讲评第二课时）六、教学过程：Step 1. 对本次考试情况作简要分析，鼓励优生，激励后进生。

Step 2. 学生自主浏览两个部分的内容，重新熟悉试卷内容，查找其存在的不足。

Step 3. 小组合作探究，把自己的问题摆在桌上共同交流，互助互补。

Step 4. 小组展示，教师补充不足，传授科学的解题思路及方法。

Step 5. 巩固提升，教师给出五个题，学生自行完成，教师讲解查看学生本节课收效情况。

Step 6. 课堂小结。

总结学生普遍存在的问题（定语从句须回顾、非谓语动词的三种形式及运用、词汇语法须加强。

）Step 7. 布置作业：请对涉及本次考试重点进行笔记整理。

七、板书设计：讲解过程中涉及到的重点常识一一列出。

被动语态结构：be done (be: am\ is\ are;was\were ;been\being)非谓语形式：done\doing\to docome in : 进来；（比赛）得名词；流行起来；上任once: 一次；曾经；一旦；一倍be considered to be＝be considered as: 被认为……enjoy doing sth.喜欢作某事watch\hear\see等+do\doingit is\was +被强调部分+that\who+其他课堂讲评内容：阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。

人教版高中英语必修2《ONTENTS Unit 1 Cultural relice Learning about Language》公开课教案_31

Module 2 Unit 1 Cultural RelicsPeriod 2: Learning about languageTeaching plan课时分析：“语言学习”（learning about language）部分由“词汇学习”和“语法学习”两部分内容组成。

本单元的“词汇学习”部分有三个练习：练习1. 词义匹配，根据英文释义，找出文章中出现过的词汇。

练习2. 造词填空练习，利用语篇集中训练本单元的一些重点词汇。

练习3. 通过查阅词典，理解一个词汇在不同语境中的含义和用法。

“语法学习”部分主要帮助学生巩固定语从句的用法，并了解非限制性定语从句和限制性定语从句区别。

共有三个练习: 练习 1. 要求学生再次阅读课文，并找出所有的定语从句，并区别限制性定语从句和非限制性定语从句的区别；练习2. 以小组讨论的形式，要求学生根据提示，将两个句子合成一个含有定语从句的复合句。

练习3. 根据所给信息，进行写作训练。

要求学生尽可能多地使用已学的定语从句，包含限制性和非限制性定语从句。

教学目标：1.To discover and learn to use some useful words and expressions in the readingpassage.2.To learn the usage of restrictive and non-restrictive clause.教学重难点：1.To learn to use the following useful words and expressions:Select, rare, reception, amaze, less than, wooden, search, survive, remove, artist, at war, doubt, worth, decorate.2.To get the students to study the usage of restrictive and non-restrictive clause.教学方法：Explanation, summarizing, individual and cooperative learning;教学道具：A multi-media computer, a blackboard;教学过程：Step1. Revision1.Review the text and read these words and expressions freely;2.Check the answers to the learning paper.Step2. Practicing the useful words and expressions1.Discuss with the teammates and select the best example sentences to showin class.2.Read the passage in Ex. 2 and explain several key words and expressions tothe students;Part 1. Discovering useful words and expressionsTask1. Find the word or expression for each of the following meaning from the text and each team chooses to make example sentences with two of them.1.________ to choose carefully2.________ not seen or found very often3.________ welcome area in a hotel4.________ to surprise somebody very much5.________ no more than6.________ made of wood7.________ trying to find something; looking carefully for something8.________ to manage to live or continue in difficulties9.________ to take something away10.________ person who creates things which can be considered works of art11.________ of an earlier period or time; happening before12.________ in a situation in which two sides fight each otherExample sentences:1._______________________________________________________________.2._______________________________________________________________. Task 2. Complete the passage with the words below and read it aloud.able to recognize the _____of different cultural relics from former times, especially the Tang and Song dynasties. One day he was looking in a second-hand furniture shop when he saw an _______ object among the many different vases and ______. It was a mirror ________ in the Song Dynasty and ________ in the ______ style of that time. He recognized that it was a _____ cultural relic, but at a price he could afford, so he bought it at once. Later he gave it to his local museum. The people there were very happy and without _____ consider it one of the treasures of their collection. To them, it was ______ much more than Chen Lei paid.Step3. Discovering useful structures1.Look for the sentences with attributive clauses in the text and discuss withthe teammates to find out the differences between restrictive andnon-restrictive clause, and then show the results in class.2.Check the answers to Ex.3 in the textbook, especially pay more attention tothe sentences that students don’t do well;3.According to the given information, write a story about Tony Cai by usingas many attributive clauses as possible and ask several students to showtheir composition.Part 2. Discovering useful structuresTask 1. Read the passage again and underline all the sentences with attributive clauses. Look at the sentences and notice the use of commas, what are the differences betweenTask 2. Join the pairs of sentences using attributive clauses (restrictive or non-restrictive clauses) and translate them into Chinese.1.Here are the farmers. They discovered the underground city last month.2.Hangzhou is a famous city in China. Many people come to buy tea in that city.3.She got so angry. I don’t know the reason.4.The old man saw some Germans taking apart the Amber Room and removing it.You are talking to an old man.5.The woman remembered the day. She saw Nazis burying something near herhome.6.St Petersburg is a very beautiful city. It was once called Leningrad.7.I remember the soldier. He told me not to tell anyone what I had seen.8.The soldiers moved the boxes to a mine. They wanted to hide them.9.Xi’an is one of the few cities with city walls. Its walls remain as good as before.10.Shanxi Province is a place with many cultural relics. They are well looked after.Task 3. WritingAccording to the following information, write a story about Tony Cai by using as many attributive clauses as you can.1.托尼.蔡是一个16岁的高中生，他之前从未学过钢琴。

人教版高中英语必修2《ONTENTS Unit 1 Cultural relice Using LanguageⅠ》公开课教案_5

The Attributive Clause-Relative PronounsAims:1.通过复习定语的用法，让学生了解定语从句的定义和作用；2.通过分析句子成分，学生学会使用引导定语从句的关系词：who, whom, which, that和whose;Difficult points:关系词的选用，实质为句子成分的划分；Teaching tools: PPTStep 1 Lead-in(1). Everyday EnglishOne who fails to reach the Great Wall is not a hero. 不到长城非好汉。

(2). Guessing game: Who is it?1.He is a tall man.2.He is a famous basketball player.3. He is chairman of the CBA who once played in the NBA.4. His first name is Yao.(3)Which boy is Harry Potter?The boy with __________ is Harry PotterThe boy who is wearing ________ is Harry Potter.定语（Attribute):限定修饰名词或代词的词、短语或从句。

Step 2 ThinkingFind out the attributes in the following sentences.1. Tom is a clever boy.2. The boy has two bicycles.3. He asked us to join his company.4. Only boy students can lift the heavy box.5. Have you got a map of China？6. I have the ability to finish the job.7. Do you know the man standing at the door？8. A plane is a machine that can fly.9. The boy who broke the window is called Tom.Step 3 DiscussingCheck the answers in groups and then in the class.定语的位置：单个词放在所修饰名词的__________。

人教版高中英语必修2《ONTENTS Unit 1 Cultural relice Learning about Language》公开课教案_15

高一英语必修3 unit3 using-language教学设计一、设计思想教师在本堂课的教学过程要对学生进行良好的诱导, 让学生感觉戏剧的趣味横生，从中受到学习英语戏剧的乐趣，才能学得好，学得活。

从而树立正确的金钱观。

二、教材分析1．本课的教学要求是能使学生大致听懂经简写后适合中学程度的英语戏剧片段；2．了解英语戏剧的特色和要素，如时间、地点、人物、戏剧冲突、戏剧语言等。

三、学情分析教学对象是高一普通班学生，是第一次接触英语戏剧，对其中的语言理解可能会是学生遇到的最大问题。

另外对马克·吐温及外国文化了解的局限会导致学生较难自己归纳故事的深层内涵。

四、教学目标了解戏剧体裁的特点，学习和理解戏剧语言，尝试表演戏剧，提高文学修养和欣赏水平，树立正确的价值观和人生观。

五、重点难点通过阅读考察学生深层理解情况。

根据剧情引导学生进一步分析人物的性格特点及其情感变化。

六、教学策略和手段然后播放课文DVD片段，并进行课文朗读。

七、教学过程第一步：Lead-in1．By whom was “The Million Pound Bank-Note” wri tten?2．Show the picture of Mark Twain to students and ask them how much they know aboutthe writer.Real name: Samuel Langhorne ClemensDate of birth and death: 1835-1910点评：让学生发表自己的见解，以这种方法导入课题，引起学生对问题的探究，也培养了学生观察问题的能力。

第二步：Reading1、让学生观看一些《百万英镑》的电影片段，以此来使课堂气氛活跃，让学生踊跃参加活动，充分调动学生的学习积极性，自主性，协作性。

2. Fast readingGive students a few minutes, and ask them to scan for the answer to the following questions:3. Careful reading仔细阅读P22教材原文或者播放一段视频，然后根据课文内容选出最佳答案。

人教版高中英语必修2《ONTENTS Unit 1 Cultural relice Learning about Language》公开课教案_15

定语从句语法课教案课题：Unit1 Grammar lesson —the attributive clause 课型：语法课一、教材分析根据高中英语课程标准的要求，高中生应当能够理解并且有效地运用语法形式，逐步接触和了解较为复杂的语言现象，对较复杂的语言现象具有一定的归纳、分析和解释的能力。

浙江省普通高中学科教学指导意见指明，本单元对于语法教学的基本要求就是初步掌握由that, which, who和whose引导的定语从句，学习that, which, who和whose在定语从句中的基本用法。

定语从句是高中英语教学中的一个非常重要的语法，也是高考的一个热点。

在英语里，定语从句可以使一个繁琐的句子变得非常简洁，同时，它在人们日常会话中出现的频率特别高。

定语从句掌握地扎实与否关系到一个学生英语水平的高低。

因此，定语从句的学习和掌握在英语学习中有着重要的意义。

根据教学大纲的要求，通过这一节课的教学，要使学生知道什么是定语从句和定语从句的分类，掌握定语从句的用法。

培养学生的观察能力、分析概括能力以及演绎推理能力等。

在情感态度价值观方面要教育学生将理论与实践相结合，培养学生探索求真知的精神。

二、学情分析本堂课的授课对象为我校高一学生，大多数学生上进心强，学习态度端正，有良好的学习习惯，但是缺乏一定的探索研究问题的能力。

鉴于我校生源属于普高生源的最后一批学生，整体语法基础薄弱。

部分学生在初中时已接触过定语从句，但只是有一个模糊的概念，并没有系统的了解，更多的学生处于一无所知的阶段，这就要求老师从零开始，让同学们明确何为定语从句，定语从句的基本结构，以及如何选择恰当的关系代词合并句子。

定语从句是学生在英语学习中比较常用的语法，也是他们必须掌握的内容。

教学中要注意培养学生对英语的兴趣，充分发挥主体作用，迎合他们好奇、好动、好强的心理特点，调动他们学习的积极性和主动性，在此过程中也可以借助多媒体设备加强直观性和形象性，以便学生理解和掌握。

人教版高中英语必修2《ONTENTS Unit 1 Cultural relice Learning about Language》公开课教案_40

Book 2 Unit 1V ocabulary reviewⅠ.Teaching Aims:To revise the words and expressions in this unit.Ⅱ.Teaching Important and Difficult Points:1.Get students to grasp the meanings of some words and expressions.2.Get students to use some words and expressions correctly.Ⅲ.Teaching method:By a competition between Group A and Group BⅣ.Teaching tool:MultimediaⅤ.Teaching Steps:Revise words and expressions by finishing some tasksTask 1.Translate the following words into ChineseA B1.relic 1.vase _____2.sailor 2.ivory _____3.honey 3.evidence _____4.local 4.troop _____5.dragon 5.design _____6.rare 6.jewel _____7.dynasty 7.debate _____8. mystery 8.trial ______9.entrance 9.eyewitness ____10.castle rmal _____Task 2 .Translate the following phrases into English or chineseA B1.属于 _______ 1.令人惊奇的________2.作为报答；回报_______ 2.从……存活下来________3.看重；器重________ 3.毫无疑问…… ________4.rather than ________ 4.In search of ________5.be decorated with_______ 5.debate with sb about sth ______Task 3.Write the word or expression for each of the following meaning from this unitA B1. ____ made of wood 1.____ to surprise somebody very much2. ____ to choose carefully 2. ____not seen or found very often3. ____of an earlier period or time; 3.____ person who creates things which can behappening before considered works of art4. ____ welcome area in a hotel 4. ____to manage to live or continue in difficulties5. ____ no more than 5. ____in a situation in which two sides fight each otherTask 4.Fill in the blanks with the appropriate form of the given wordsA1.It was our most __________(value) discovery.2.She is the only ___________(survive) in the accident.3.When will they finish the __________(decorate) of the bathroom?4.It was __________ (amaze) that he knew nothing about the event?5.Two leaders ____________ (secret) flew to that country to solve the problem.6.The suggestion is worth _____________. (consider)B1.Our ________ (wood) sofa seems not very comfortable.2.It is ________ (doubt) whether he can carry on his tasks for the next five years.3.The building was _________(decorate) with flags.4.He thinks our advice is _________ (value), so he w on’t take it.5.Mastering some basic skills will greatly increase your chancesof_______(survive)6.His suggestion is worthy __________________ (consider)Task 5.Please complete the sentencesA1、我正在遛狗，突然遇到了莉莉。