河北省邯郸四中高中英语《Reading》教案 新人教版必修2
人教版高中英语必修二Unit4Reading教学设计.docx
人教版高中英语必修二Unit4 Reading教学设计一、教材依据本节课是针对人教版高中英语必修二Unit4 Wildlife protection 中的 Reading部分而设计。
二、设计思路新课程要求教师根据自己所处的教学环境,借鉴国内外有关外语教学自主学习的研究成果,充分体现以“学生为中心”的思想,把自主学习引入英语阅读教学,大力培养学生浓厚的阅读兴趣,正确引导学生自主选择阅读材料,扩大阅读范围,养成良好的阅读习惯,逐步掌握阅读技能,从而把学到的知识灵活运用到对语言、文章的理解中,不断提高分析判断能力、逻辑思维能力和语言运用能力。
正是基于这一指导思想,笔者把打造“学生自主阅读,实现有效教学”作为自己的理念,设计了这堂阅读课。
本课围绕“野生动物保护”这一主题 , 通过描述 Daisy 在梦中经历一次奇妙的飞毯旅行,与藏羚羊、非洲象、猴子的对话,旨在让学生进一步意识到野生动物的生存环境日益恶化以及保护野生动物的行动刻不容缓。
教学对象是高一学生,英语基础知识和基本技能都是一般水平,对英语学习兴趣不太浓。
因此,课堂教学活动设计主要以调动学生的学习兴趣、以学生的自主学习为目标。
三、教学目标由于本节课是典型的阅读课,课文内容贴近生活并且时代感较强,所以笔者在设计课堂教学目标时,在原有的要求学生理解文章意思、掌握细节信息的基础上,对情感价值观方面进行了一定升华,对学生深层面的能力提出了要求,具体如下:知识与技能:①通过图片和标题预测文章内容;运用略读和查读策略迅速获取信息。
②强化学生自主学习的意识,培养学生组织语言、运用语言的能力。
过程与方法:①培养学生精读文章获取信息、分析信息的能力和独立阅读能力。
②通过自主和合作学习,培养学生理解信息和处理信息的能力。
情感价值观:通过本节课的学习,让学生了解野生动物的处境和保护野生动物的重要性;增强保护野生动物的意识。
现代教学手段运用:让学生运用网络查询有关野生动物保护的途径和人与自然和谐相处的经典案例,学会将理论运用于实践,参与有关野生动物保护的活动。
人教课标版高中英语必修二 Unit4 Reading 教案-新版
Unit4 Reading 教学设计1. Teaching Analysis 教情分析1)Teaching objectives-教学目标①Language target语言目标a. Key words & expressions重点词汇和短语Carpet,respond,distant,certain,powerful, rub, mosquito, affect, appreciate, in danger of, burst into laughter, protect...... from, in reliefb. Sentence structures:Please take me to the distant land where I can find the animal that gave fur to make this sweater.It shows the importance of wildlife protection,but I’d like to help as the WWF suggests.The flying carpet traveled so fast that next minute they were in Zimbabwe.②Ability goals能力目标a. Students will develop their reading skills such as skimming, scanning and making inferences to acquire a better understanding of the passageb. Students will apply the new knowledge to communication based on the reading passage.c. Students will adopt cooperative learning.③Emotion goals情感目标a. Let the students be conscious of the critical situation of endangered animals and establish their awareness of wildlife protection.b. Initiate students’ critical and creative thinking in solving the problem of wildlife protection2)Important & difficult teaching points-教学重难点①Important teaching points-教学重点Developing reading skills like skimming, scanning, making inference, to betterunderstanding the passage and establish their own critical thinking.②Difficult teaching points-教学难点How to initiate students’ critical and creative thinking in solving the problem of wildlife protection2. Student analysis学情分析1)Fundamental state基本情况After the first period of learning, students have some basic information about this topic and prepared themselves for the reading comprehending. Knowing about the critical situations of some endangered animals ,they are aroused and feel obliged to protect wildlife so that they can easily identify with the girl in the passage and take initiative in saving the wildlife and .In addition, they have worked out some solutions to wildlife protection , which will contribute them accomplishing the post-reading activities.2)Knowledge reserve知识储备Basically they have mastered the skills required for English reading such as skimming and scanning which contributes to their reading comprehension. After the first period of learning, they have mastered some vocabulary about wildlife protection so th ey won’t have great difficulty in reading process.3)Class data本班实际3. Teaching methods教法建议Q uestion and answer method问答法,task-based teaching method任务型教学法,communicative approach交际法,situational teaching approach情景教学法4. Teaching Aids教学辅助Blackboard and chalk, computer or I-pad, projector, map5. Teaching process.Step I Pre-reading1. The teacher presents the new vocabulary through 9 chunks with pictures, words, sounds contained.2. The teacher shows a video clip about the tale of Aladdin’s car pet. Then students are to discuss the question “where do you want to go if you have the magic carpet?”3. The teacher tells that there is a girl named Daisy and she has a magic carpet. Step II While-reading.1. Skim1)Students read the passage quickly and come to the front of the classroom totick the route of Daisy’s travel on the map and he should fill in the blank.2)Find out the main idea of the passage:A: It is about some protection of wildlife.B: It is about a journey of a flying carpet.C: It is about Daisy’s wonderful experience with some animals.2. ScanBased on the map, questions will be divided into 3 parts namely 3 stops (Tibet, Zimbabwe, and rainforest)Step III Post-reading1. Role-playSuppose the passage will be adapted into a film named Daisy’s Wonderful travel in Carpet. There are three scenes in the film based on the conversation between Daisy and the animals in Tibet, Zimbabwe, and the rainforest. And the class will be divided into 3 groups to act the film out. (One narrator is needed)2. Continuing the storyStudents are to continue the story. And students will tell his or her story in class. Storyteller will get a prize.3. Making slogan and poster.A video about animal protection with Yao Ming and Cheng Long Starring will be played and several posters will be presented. Then students will work together to make a poster. Each group will be invited to demonstrate their poster and their intention for the design.Reading moreThe pact was signed by both governments in early August. It stipulates that theCentral African neighbors will jointly manage over 300,000 hectares of protected area. They will be patrolled by an increased number of rangers, who will also be better armed.The decision follows continuing warnings by conservationists that Central Africa risks losing all of its elephants to poaching.The wildlife trade monitoring network, TRAFFIC, says most of the ivory is destined for Asia, where demand and prices are high. Ivory is used in making piano keys, billiard balls, jewelry, electrical appliances, furniture and decorative items.Cross-border game reserves include the 70,000 hectare Sena Oura Park in Chad. It was home to about five thousand elephants five years ago. But the number has nearly dropped by half. The World Wide Fund for Nature says the situation is even worse in Cam eroon’s Bouba Ndjidda Park, where fewer than 300 elephants remain.Cameroon’s Minister of Forestry and Wildlife, Elvis Ngolle Ngolle, signed the pact on behalf of the government. He says the partnership is vital considering that various preventive measures have failed to deter poachers."The government of the Republic of Chad and that of Cameroon are committed to conservation and to the sustainable management of our ecosystems," said Ngolle. "One manifestation of that commitment is to agree in a formal manner to jointly manage not only our parks and protected areas, but also to jointly fight against the phenomenon of poaching. We discussed other issues which will enrich this collective commitment; issues such as the training of our eco-guards."A Cameroon government conservation partner, The Last Great Apes Organization, says organized wildlife crime syndicates killed an estimated 23,000 African elephants in 2006. The World Wide Fund for Nature notes that half of that number exists today in Cameroon, once a haven for elephants in the Congo Basin.Martin Tchamba, head of the fund’s elephant conservation programs in Cameroon, says threats of extinction are even more tangible in the country’s southeast. That’s where hundreds of laid-off logging company workers have switched to poaching.。
人教版必修四Unit2(Reading:APioneerForAllPeople)教案(1)
人教版必修四Unit2(Reading:APioneerForAllPeople)教案(1)Book4 Unit2 Working the landA Pioneer For All People(Reading)一.教材分析:本单元的中心话题是农业,内容涉及到我国著名的杂交水稻专家袁农平先生的贡献、化肥对土地耕种的影响以及开展有机生态耕种等等。
本单元的语言知识点和语言技能都是紧紧围绕这一主题设计展开。
学生通过阅读和讨论,了解有关农业、农村和农作物种植的知识,了解农业在整个人类生活中的重要性,了解农村生活,了解农民生活的现状,提高对农业的认知。
本课主要介绍的是袁农平的生平和他的杂交水稻。
第一段主要介绍袁农平的外表形象,以及农村就是他的科研的殿堂,而其科研就是杂交水稻。
第二段描述袁的个人传记。
第三段介绍他过着和普通人一样的生活却从事着伟大的事业,成名后依然淡泊名利,有着无私奉献的精神。
第四段主要描述了袁隆平先生的梦想,表现出他为人民着想的优良品格。
二.学情分析:优点:高一年级学生,智力发展趋于成熟,渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力。
通过任务型课堂活动和学习,学生的学习自主性得到加强,主动参与到活动中去,成为课堂的主体,同时也加强了与他人交流合作的能力。
他们会对课文内容提出自己的疑惑和勇于阐述见解,并且从课内知识拓展到课外,通过多种渠道获取学习资源。
不过,学生的水平参差不齐,有些差距还相当大。
因此在教学过程中,布置的任务要兼顾各个层次的学生,争取做到因材施教。
缺点:学习的对象是处于城乡结合部农村的高一学生,他们的英语基础较差,特别是由于词汇量缺乏,阅读习惯不好,导致阅读速度慢、阅读理解能力差。
并且学生在初中已习惯了教师的单向灌输,部分学生由于英语表达能力的欠缺对课堂的互动缺少积极性,学习不够主动自主。
因此,在组织教学活动中,注重学习策略的指导,灌输自主、合作、探究学习的思想,同时注意调整活动任务设置的梯度,使每个学生通过学习活动,都能学有所成,体验到成功。
河北省邯郸四中高中英语《Reading》教案 新人教版必修2
课题:书法---写字基本知识课型:新授课教学目标:1、初步掌握书写的姿势,了解钢笔书写的特点。
2、了解我国书法发展的历史。
3、掌握基本笔画的书写特点。
重点:基本笔画的书写。
难点:运笔的技法。
教学过程:一、了解书法的发展史及字体的分类:1、介绍我国书法的发展的历史。
2、介绍基本书体:颜、柳、赵、欧体,分类出示范本,边欣赏边讲解。
二、讲解书写的基本知识和要求:1、书写姿势:做到“三个一”:一拳、一尺、一寸(师及时指正)2、了解钢笔的性能:笔头富有弹性;选择出水顺畅的钢笔;及时地清洗钢笔;选择易溶解的钢笔墨水,一般要固定使用,不能参合使用。
换用墨水时,要清洗干净;不能将钢笔摔到地上,以免笔头折断。
三、基本笔画书写1、基本笔画包括:横、撇、竖、捺、点等。
2、教师边书写边讲解。
3、学生练习,教师指导。
(姿势正确)4、运笔的技法:起笔按,后稍提笔,在运笔的过程中要求做到平稳、流畅,末尾处回锋收笔或轻轻提笔,一个笔画的书写要求一气呵成。
在运笔中靠指力的轻重达到笔画粗细变化的效果,以求字的美观、大气。
5、学生练习,教师指导。
(发现问题及时指正)四、作业:完成一张基本笔画的练习。
板书设计:写字基本知识、一拳、一尺、一寸我的思考:通过导入让学生了解我国悠久的历史文化,激发学生学习兴趣。
这是书写的起步,让学生了解书写工具及保养的基本常识。
基本笔画书写是整个字书写的基础,必须认真书写。
课后反思:学生书写的姿势还有待进一步提高,要加强训练,基本笔画也要加强训练。
课题:书写练习1课型:新授课教学目标:1、教会学生正确书写“杏花春雨江南”6个字。
2、使学生理解“杏花春雨江南”的意思,并用钢笔写出符合要求的的字。
重点:正确书写6个字。
难点:注意字的结构和笔画的书写。
教学过程:一、小结课堂内容,评价上次作业。
二、讲解新课:1、检查学生书写姿势和执笔动作(要求做到“三个一”)。
2、书写方法是:写一个字看一眼黑板。
(老师读,学生读,加深理解。
人教版高中英语必修2 Unit2 Reading名师教学设计
【本课时教学设计】
步骤
过程
措施(教师活动与学生活动)
目的
持续性评价
1
预备与激活先期知识
Step1
GreetingandLeadingin(4mins)
1.T:greetstheclass.
S:greettheteacherandgetreadyfortheclass.
2.语言能力目标:
(1)通过本节课的学习,学生能够熟练运用以下句型表达自己的观点和看法:
I(don’t)think……I(don’t)thinkso.I(don’t)agree.
Ibelieve……That’scorrect.Inmyopinion,……
(2)通过本课的学习使学生能够在理解的基础上复述课文。
教学目标
1.语言知识目标:
通过对阅读文本的学习,要求本堂课后学生能熟练使用以下词汇、短语:
onamagicaljourney,ancientGreece,regularbasis,reachtheagreedstandard,beadmittedas...,competeagainsteachother,aswell,stadium,gymnasium,hosttheOlympicGames,responsibility,winmedals,replace,motto,swifter,takepartin,standfor
T:Whatcanyouseeinthepictures”
S:competitorsorathletes.
T:Look,thegirlispractising...
S:gymnastics.
高中英语人教新课标必修二Unit2 Reading 教学设计
Unit2 Reading 优教教学设计(一)教学设计设计意图This is the second teaching period of this unit, aiming to help students get a thorough understanding of the reading material in this unit. So it’s crucial to help students to form a good habit of reading. And the passage is suitable for students to learn the ways of reading: pre-reading, skimming, scanning and careful reading.Pre-reading is designed for students to have a test on the Olympic knowledge by showing interesting pictures with important questions such as: (l) How many sets of Olympic Games? (2) What do the five rings on the Olympic flag stand for? (3) What are the three words that show the spirit of the Olympic Games? (4) How often is the Olympics held? All these questions are in fact related to some important information in the text. Skimming is aimed to help students get the main idea of the text in a short time while scanning focuses on helping students to start learning more about the similarities between the ancient and modern Olympics. During this period students will naturally get some detailed information about the ancient and modern Olympics. By careful reading teachers will help students to know the differences between the two kinds of Olympics. Consolidation is designed not only to help students to get detailed information but also help them to further understand some important sentences which will be considered as key points in Period 3. Therefore post-reading is meant to help them learn to use some useful sentences in this text which in turn benefit them in understanding Period 3, I the next period of this unit.教学重点1. Enable students to master the reading skills such as skimming, scanning and getting detailed information.2. Enable students to learn some knowledge of Olympic Games and the similarities and differences between the ancient and modern Olympics.3. Enable students to further understand the new words and expressions in this passage.教学难点1. Let students master the reading skills such as skimming, scanning and getting detailed information about the Olympic Games.2. Get students to understand the structures and meanings of some difficult sentences.(1) I lived in what you called “Ancient Greece”...(2) Only athletes who have reached the agreed standard for their event will be admitted as competitors.(3) No other countries could join in, nor could slaves or women!(4) There’s as much competition among countries to host the Olympics as to win Olympic medals.自主预习Hello, everybody! Today we are going to learn some interesting knowledge. I guess you must be interested in the Olympic Games, as our country successfully hosted the 2008 0lympics. And you must have learned a lot of Olympic knowledge. However, how much do you know about the Olympic Games?Answer the following questions to see how much you have known about the Olympic Games.(1) How many sets of the Olympic Games are there?Two: the Ser Olympics and the Winter Olympics.(2) What do the five rings on the Olympic flag stand for?The five rings stand for friendship of five continents.(3) What are the three words that show the spirit of the Olympic Games?Swifter, Higher, Stronger.(4) Do you still remember the official mascots for theYes, I do. They’re Fuwas.(5) How often is the Olympics held?Every four years/Every fourth year.思考引导After watching the video, you may wonder why people were excited when they got the opportunity to host the Olympic Games. Would you like to know more about the Olympic Games?(In order to motivate students’ interest in exploring more about the Olympics, a question designed here is very important.)课堂探究Step 1 Reading(This step is designed to guide students to learn the history of the Olympic Games while reading. At the same time, they are expected to know some similarities between the ancient and modern Olympic Games. It is also meant to improve students’ careful reading abilities.)An InterviewPausanias, who was a Greek writer is now interviewing Li Yan, a volunteer for the 2008 Olympic Games.1. SkimmingA. Read the text quickly and give the answer to the following question.What does the passage tell us?(The differences and similarities between the ancient and modern Olympics.)B. Read the text quickly again, and try to find out the similarities between the ancient and modern Olympics.Suggested answers: (1) have running races (2) held every four years (3) no prize money for winners (4) seen as most important competition2. ScanningRead the dialogue carefully and then fill in the blanks.Suggested answers: allowed; role; competitors; competitions; host; medals; further3. Careful readingA. Read the text again and then decide whether the statements are true or false.(l) Both the Summer and the Winter Olympics are held every two years. ( )(2) There are running races in the Winter Olympics. ( )(3) Women were admitted to join in the ancient Olympics. ( )(4) Every athlete took part in the Olympic Games. ( )(5) A11 the competitors compete for money. ( )(6) The Olympics were born in Greece. ( )(7) The 2012 0lympics were held in London. ( )(8) At first, Pausanias think people may be competing for money in the modern Olympic Games. ( )Suggested answers:(1) F (2) F (3) F (4) F (5) F (6) T (7) T (8) TB. Find the differences between the ancient and modern Olympics.Suggested answers: (1) two main sets of Games (2) no women or slaves could take part (3) anyone can take part if they reach the standard (4) competitors from all over the world (5) more than 250 eventsC. Answer the following questions. Pay attention to the underlined words.(l) Who will be admitted as competitors?(2) Why do so many countries want to host the Olympic Games?(3) What do women do in the modern Olympics?Suggested answers:(l) Only athletes who have reached the agreed standard for their event will be admitted as competitors.(2) It’s a great responsibility but also a great honour to be chosen.(3) Women play an important role in the modern Olympics.Step 2 Cracking the difficult points(This step focuses on some key language points. By reading, underlining and understanding some important sentences, students will finally crack the difficult points.)Underline the sentences below in your text and observe them carefully. Try to understand the structures and meanings of the sentences according to the context.(1) I lived in what you call “ancient Greece”...(2) Only athletes who have reached the agreed standard for their event will be admitted as competitors.(3) No other countries could join in, nor could slaves or women!(4) There s as much competition among countries to host the Olympics as to win Olympic medals.Suggested answers:(1) 我生活在你们所说的古希腊……(2) 只有达到他们各自项目统一标准的运动员才会被允许参加奥运会。
人教版高一英语必修二Unit4 Reading 课程教学设计
教学目的一、课标内容英语课程目标语言技能语言知识Unit4Rea ding名师教学设计(一)设计主题:人教版高中英语必修二Unit4Wildlife protection第一课时姓名:陈婉香__________学校:漳州市长泰第二中学教学目标三维目标领域通读了解有关中国及世界濒知识与技能领域危动物的信息资料;提高保英语课程目标教学目标三维目标领域语言技能How Daisy learned t o helpwildlife?这篇课文,并进行全面整体理解,积极思考,达到强化语言意识、积累语言经验的目的,全面提升综合语言运用能力。
学习本课新单词、短语学习策略情感态度文化意识二、教学要求交际策略、资源策略理解保护野生动物的重要性了解有关中国及世界濒危动物的信息资料;提高保护野生动物的意识;思考人类该如何采取措施保护濒危的野生动物,并与之和睦相处。
过程与方法领域基本要求 1.了解保护野生动物的一些现状;对保护野生动物的重要性进行思考;理解人与自然和谐相处的重要性。
2.初步掌握本单元出现的词汇用法。
发展要求 1.思考野生动物生存现状的变化对大自然的影响;学会用英语讲述人类该如何去保护野生动物的话题。
2.通过进行语言运用能力的训练培养自己分析日常生活中保护野生动物方面出现的问题,并讨论可采取的措施。
三、学情分析(一)学生的知识水平一方面,学生进入高一英语的学习,逐渐适应高中英语的学习方式,积累了一定的词汇量,并可以用英语简单表达自己的一些思想。
另一方面,学生在生物学科中已经学了关于生态环境的一些知识,对野生动物的生存状态和产生原因有一定的了解,这都为本节课的进行奠定了良好的基础。
(二)学生的情感态度价值观学生处在好动、善良、富有同情心的青少年时期,对动物具有比较强烈的兴趣,也可能对濒危的野生动物的遭遇给予极大的同情,并会热心地想办法来解决这个问题。
但同时,学生可能也会有意无意地伤害一些动物,通过这堂课的学习,可以让学生意识到这种行为的错误。
河北省邯郸四中高中英语 Using languagereading 教案 新人教版必修2
河北省邯郸四中高中英语必修二:Using languagereading 教案Teaching goals 教学目标1. Target language 目标语言a. Key words and phrases (重点词汇和短语)rare, survive, valuable, dynasty, vase, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worthb. Key sentences (重点句型)The amber which was selected had a beautiful yellow-brown color honey.It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make.Later, CatherineⅡ had the Amber Room moved to a palace outside ST Petersburg where she spent her summers.In 1770 the room was completed the way she wanted.This was a time when the two countries were ay war.There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea.After that, what really happened to the Amber Room remains a mystery.In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city.2. Ability goals能力目标Enable students to learn about the history of Amber Room.Enable students to give opinions on rebuilding lost cultural relics.3. Learning ability goals学能目标After learning this reading passage, students should have the ability of reading passages about cultural relics, learn more languages about this topic and have the sense of protecting cultural relics.Teaching important points 教学重点The main idea of each paragraph.Teaching methods教学方法Listening to the tape (individuals)Group discussion and presentation (cooperative learning)Multi-functional teaching equipment (CAI)Teaching aids教具准备A recorder, a projector and some slidesMulti-functional teaching equipment (CAI)Teaching procedures and ways教学过程与方式Step I Warming upThe warming-up exercise raises students' awareness that there are some well-known cultural relics both at home and abroad. Ask the students to try their best to think of the cultural relics that they know.T: Do you know what a cultural relic is?S1: Cultural relic is something that has a long history.S2: I know Mount Emei and the Le Shan Giant Buddha is a cultural relic.T: Good. Although we don’t know what exactly a cultural relic is, we really know some cultural relics both in china and other places. Now please answer Question 2: Does a cultural relic always have to be rare and val uable?S3: I don’t think so. Some old and shabby buildings can be cultural relics because they represent part of our history.T: Is it enough to have survived for a long time?S4: Not enough. As a cultural relic, it also has to be typical and contain some cultural or meaning.T: Question 3. Are cultural relics only ob jects like vases or can they be buildings too?S5: Some people said that cultural relics are more than works of art. According to this, I think that cultural relic may be anything that are symbols of history and the people who lived in the past for example the Great Wall.T: Now look at the pictures and discuss what they are and whether they are culturalrelics or not.With the activities above, students will ha ve a clear idea of what a cultural relic is.Step II Pre-readingThe pre-reading activity has two functions. Question 1 is a warming up activity to check students’ understanding of amber, and meanwhile lead them to the topic of the reading passage — Amber Room.Question 2 gives the students a chance to predict the main idea of the passage and then skim it.T: Look at the picture. Have you ever seen a piece of amber? What do you know about it?Some information about amber:Amber is a semi-precious stone used in jewelry and art work. Amber is really the fossil form of resin(树脂) from trees. It has got its shape after a process that has taken millions of years to complete. Trees in very ancient forests produced this resin, which slowly dropped from trees and was buried.PredictionT: Now look at the title and the pictures of the reading passage. What do you think it is mainly about?Students may have different predictions.T: Now skim the passage quickly and see if you were right.Step III ReadingThis reading passage tells the amazing history of the Amber Room.1. SkimmingAsk the students to read the text quickly and grasp the main idea of the passage. After readingT: What’s the main idea of the passage? It may be difficult to summarize. But if you can grasp the main idea of each paragraph, you will easily get the main idea of the whole passage. Look at Exercise 2 on page 2. The following five questionssummarize the main ide a of the five paragraphs in the passage. Match the questions with the paragraphs.After they finish, check their answers.T: Have you finished? Who can tell me your answer?S1: Let me try. Paragraph 1, How was the Amber Room made. Paragraph 2, Why did the king of Prussia give the Amber Room to the Czar of Russia as a gift? Paragraph 3, How did the Amber Room become one of the world? Paragraph 4, How did the Amber room get lost? Paragraph 5, How was a new Amber Room built?T: Good! Now try to answer these questions.Ask some s tudents to answer these questions one by one.2. ScanningT: Now let’s look at Exercise 2, join the cor rect parts of the sentences together. Then check the answers.3. New words and structures1) The German title for king was Kaiser, but king is used to introduce a target word. Likewise, the Russian title for queen is Czarina. In the Europe an royal tradition, the ruler to use a certain given name like William was called William I,which is said as “William the First”. Thus FrederickⅡis better known in history as Frederick the great. So Peter I is also Peter the Great and CatherineⅡ was Catherine the Great. To avoid translation problems from English to Chinese, Roman numbers have been used in this passage.2) The design of the room was in the fancy style popular in those days. This is a reference to the Baroque style (巴洛克艺术风格) of the 17th and 18th century in much of Europe.3) The Amber Room is “a wonder of the world”but not one of the Seven Great Wonders of the World, such as Egypt’s pyramids of China’s Great Wall. Have students compare the meaning of wonder as a noun (as it is used here) and as a verb.4) There is no doubt is a phrase that means “it is clear” or “beyond argument”that something happened. If something is “beyond doubt”in a court of law, it means that enough evidence exists to say that it is true.5) In 2003, it was ready for the people of St Petersburg when they celebrate the 300th birthday of their city. The 300th anniversary of an event is also called its tri-centennial. Interestingly, the small art objects and furniture rescued by Russian soldiers before the Nazis arrived are now once again on display in the reproduced Amber Room. St Petersburg is both the current and original name of one of Russia’s oldest, largest and most beautiful cities. During the period of the Soviet Unio n, the city was named Leningrad. It is sometimes nicknamed the “Venice of the East” because of its many canals.4. Discussion1) Do you think the Amber Room is a cultural relic?2) Why the history of Amber Room is an amazing one?3) Why would Frederick William I like to give Amber Room to Peter the Great?4) What’s the author’s attitude towards the Amber Room? How do you know?5) Is it worth rebuilding lost cultural relic such as the Amber Room or Yuan Ming Yuan in Beijing? Give your reasons.Suggested answers:1) I think the Amber Room is a cultural relic because of its artistic design and historic value.2) The history of the Amber Room is an amazing one. First it had several famous owners, from Frederick WilliamⅠ, to Peter the Great, to Catherine Ⅱ, to the Nazi army and finally to the Russians and Germans. Second, in fact, the room was not made to be a gift, but designed for the palace. Third, as a gift, it built friendship between Frederick William Ⅰ and Peter t he Great. Fourth, today it is a symbol of friendship between the Russians and Germans. Fifth, even now, several teams of treasure hunters continue to search for it. So the history of Amber Room is an amazing one.3) I think it’s a way of making friends with other countries. So Frederick William’s gift of the A mber Room to Peter the Great was a sign that the two were allies and would co-operate in other ways too.4) From the first paragraph we c an see that Amber Room is valuable. From the secondparagraph, we know that it’s a symbol of friendship between Frederick William and Peter the Great. It should be remembered. From the third paragraph, we know that the Amber Room was considered one of the wonders of the world, but it is now missing. From the last paragraph, we know the Russians and Germans have built a new Amber Room. All the facts show us that the Amber Room is worth rebuilding or finding. I think this is what the author wanted to tell us.5) (This question can be treated as a debate. Students fall into two groups and debate with each other.)Step IV Learning about languageDiscovering useful words and expressionsAsk students to read the instructions of each part of the Discovering useful words and expressions, and then finish these three exercises quickly. A few minutes later, check the answers with the whole class.Later, the teacher gives the answers, using a slide projector.Discovering useful structuresT: From Reading, pick out the sentences that use the attributive clause with that/which/who/where/when.1 The gift was the Amber Room, which was given this name because several tons of amber were used to make it.2 The amber which was selected had a beautiful yellow-brown colour like honey.3 It was also a treasure decorated with gold and jewels, which took the country’s best artist about ten years to make.4 However, the next King of Prussia, Fredrick William I, to whom the Amber Room belonged, decided not to keep it.5 Later, Catherine II had the Amber Room moved to a palace outside St Petersburg where she spent her summers.6 In 1770 the room was completed the way she wanted.7 This was a time when the two countries were at war.8 there is no doubt that the boxes were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea.9 In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city.First let students read the sentences they underlined. Then show the correct sentences using a slide projector and let students analyze them.T: Observe these sentences carefully. Some contain commas before the relative pronouns, for example 3, 4 and 8. These sentences are different from the others. How are they different? Can you tell me?Students try to tell the differences in their own words.T: We call these three sentences non-rest rictive clauses. The relative clause carries extra information that is not necessary to identify the person or thing being discussed. Now finish Exercise 3. Judge whether restrictive or non-restrictive clauses are required.Later, the teacher gives the answers, using a slide projector.Exercise 4 also provides semi-open practice with the grammar. After they complete the sentences, first let them check with each other. Then let some read their sentences and check them with the whole class.Step V HomeworkReview the key sentences in this part.。
河北省邯郸四中高一英语学案Unit4(人教版必修二)
I. 单元教学目标II. 目标语言II. 教材分析与教材重组1. 教材分析本单元以保护动物为话题,旨在通过本单元的学习使学生了解很多动物已经灭绝或濒临灭绝,从而认识到保护动物的重要性和必要性;通过探讨保护动物的措施和建议,引导学生发表自己的见解和看法;通过进一步讨论提出有效的保护措施,唤起学生保护动植物、维护生态平衡、保护我们家园的责任感。
并能写信表达自己保护动物的方法与建议,力求正确表达自己的意图并解释原因,并能正确使用被动语态的现在进行时。
1.1 Warming Up首先帮助学生明确保护野生动物的原因以及方向。
旨在通过图片和表格引导学生讨论当今我国珍稀动物的现状。
以panda、Milu Deer、South China Tiger 为例,通过对这些珍惜动物所面临的问题、在中国的栖息地以及采取措施其后对比所做的报告,学生能够用已有的知识和经验讨论在中国处于保护状态下的濒临灭绝动物。
从而有效地引导学生关注本单元话题,关注动物生存现状。
1.2 Pre-reading是Reading的热身活动。
通过回答两个问题引导学生讨论自己所知道的濒临灭绝的动物并思考灭亡的原因。
同时要求学生通过阅读文中的图片和标题来猜测文章的内容。
1.3 Reading是一篇童话故事,讲述Daisy 乘坐飞毯跨越时空,在不同个国度、不同地区与生存状态不尽相同的和藏羚羊、大象、猴子对话的神奇经历,展示了Daisy逐渐认识保护动物重要性以及学习如何保护动物的经历。
动物们讲述了各自的处境,唤起了Daisy对动物的热爱以及保护动物的责任心。
从而号召人们热爱动物,保护动物,从我做起。
1.4 Comprehending考察学生对阅读内容的进一步理解与对所学知识的综合运用、迁移。
练习1要求学生根据阅读文的内容回答问题。
这四个问题设计到濒临物种生存现状,保护这些物种所取得成效的措施、保护动物栖息地的重要性以及决定保护成果能够的必要措施。
练习2通过填空练习,学生分析课文结构,内容特点。
高中英语 Unit4 Reading说课稿 新人教版必修2
高中英语 Unit4 Reading说课稿新人教版必修2各位老师好,今天我说课的内容是必修二第四单元Wildlife protection的Reading部分。
本单元的话题是野生动物保护。
随着经济的发展,环境问题越来越突出,人与自然如何和谐共处成为了我们必须面对的问题。
作为中学生,应该了解野生动物保护知识,确立环保观念也是非常必要的。
各环节围绕这一中心,设计安排了听、说、读、写活动。
Reading 是整个单元的核心部分,是上一课时Warming up的延续和升华,另外,大部分的重要词汇和语法也在这个课时中呈现出来。
文章介绍了一个叫Daisy的小女孩在梦中乘飞毯看望野生濒危动物的奇妙经历。
通过女孩和藏羚羊、非洲象、猴子的对话,学生进一步意识到野生动物的生存环境日益恶化以及保护野生动物的行动刻不容缓。
本课的教学重点是帮助学生深入了解保护野生动物的重要性,思考动物保护的多种方式。
教学难点是训练学生获取信息、处理信息、分析思考和解决问题的能力,培养学生带着问题去阅读文章的习惯。
语言知识目标:读准、掌握重点词汇、短语及句型。
熟练运用英语来表达野生动物所面临的问题和解决方案。
语言技能目标:能继续巩固速读、概括比较等阅读技能,理解文章,突破固有的思维模式,提出新观点。
情感态度目标:能意识到野生动物保护和环境保护对人类生存和发展的非凡意义,产生保护动物,保护大自然的使命感,热爱生命,关注自然,关注人与自然的和谐。
通过对上一课时Warming up的学习,学生对于熊猫、华南虎等一些比较熟悉的濒危野生动物的现状已经有一定了解,也能举出许多濒危动物的名称,但是还缺乏对相关词汇的学习和对国外濒危野生动物面临问题的了解。
另外,学生对于动物保护这个话题讨论的热情度不够,引导他们积极主动思考显得尤为重要。
因此在处理这一堂课时,我会在指导学生快速阅读的同时引导学生相互合作,自己发现本单元重点语言结构,让学生自己发现并感悟相关的语言规律,培养他们的语感。
人教版高中英语必修2 Unit2 Reading 优秀教学设计(一)
Unit2 Reading 教学设计(一)教学设计设计意图This is the second teaching period of this unit, aiming to help students get a thorough understanding of the reading material in this unit. So it’s crucial to help students to form a good habit of reading. And the passage is suitable for students to learn the ways of reading: pre-reading, skimming, scanning and careful reading.Pre-reading is designed for students to have a test on the Olympic knowledge by showing interesting pictures with important questions such as: (l) How many sets of Olympic Games? (2) What do the five rings on the Olympic flag stand for? (3) What are the three words that show the spirit of the Olympic Games? (4) How often is the Olympics held? All these questions are in fact related to some important information in the text. Skimming is aimed to help students get the main idea of the text in a short time while scanning focuses on helping students to start learning more about the similarities between the ancient and modern Olympics. During this period students will naturally get some detailed information about the ancient and modern Olympics. By careful reading teachers will help students to know the differences between the two kinds of Olympics. Consolidation is designed not only to help students to get detailed information but also help them to further understand some important sentences which will be considered as key points in Period 3. Therefore post-reading is meant to help them learn to use some useful sentences in this text which in turn benefit them in understanding Period 3, I the next period of this unit.教学重点1. Enable students to master the reading skills such as skimming, scanning and getting detailed information.2. Enable students to learn some knowledge of Olympic Games and the similarities and differences between the ancient and modern Olympics.3. Enable students to further understand the new words and expressions in this passage.教学难点1. Let students master the reading skills such as skimming, scanning and getting detailed information about the Olympic Games.2. Get students to understand the structures and meanings of some difficult sentences.(1) I lived in what you called “Ancient Greece”...(2) Only athletes who have reached the agreed standard for their event will be admitted as competitors.(3) No other countries could join in, nor could slaves or women!(4) There’s as much competition among countries to host the Olympics as to win Olympic medals.自主预习Hello, everybody! Today we are going to learn some interesting knowledge. I guess you must be interested in the Olympic Games, as our country successfully hosted the 2008 0lympics. And you must have learned a lot of Olympic knowledge. However, how much do you know about the Olympic Games?Answer the following questions to see how much you have known about the Olympic Games.(1) How many sets of the Olympic Games are there?Two: the Ser Olympics and the Winter Olympics.(2) What do the five rings on the Olympic flag stand for?The five rings stand for friendship of five continents.(3) What are the three words that show the spirit of the Olympic Games?Swifter, Higher, Stronger.(4) Do you still remember the official mascots for the。
河北省邯郸四中高中英语 Using languagereading导学案 新人教版必修2
某某省某某四中高中英语必修二:Using languagereading导学案Learning objectives:1 Talk about cultural relics and cultural relics protection.2 Enable students to learn about the history of Amber Room.3 Enable students to give opinions on rebuilding lost cultural relics.ⅠLead-in.1Let’s enjoy some culture relics both home and abroad2 Do you know what culture relics is?3Discuss the following pictures and tell weather they are culture relics or not? Ⅱreading1pre-reading1)Have you ever seen a piece of amber? What do you know about it?2 reading1)Read the text quickly, trying to get the main idea about the text.It tells us the strange history of the ______ ________, a cultural relic of two countries:_________ and___________.2)match the main idea with paragraph.Para 1 why did the King of Prussia give it to the Czar Of Russiaas a giftPara 2 How did the Amber Room get lost?Para3 How was the Amber Room made?Para 4 How did the Amber Room bee one of the wonders in theworld?Para 5 How was a new Amber Room built?3 carefully readingPara 1 An introduction to the Amber Room.ColorBirthplaceStyleMaterialTime ofbuilding itPara 2---5 the history of the Amber Room1) Who owned the Amber Room in the history?2)in search of its amazing history.Frederick I had it _____. The next king of _______, Frederick William I, _____ it to Peter the Great in _____. In return, the Czar sent him a ______ of best soldiers. Later, Catherine II had it ______ to a palace and _____ more details to it. In 1941 the Nazi army _____ it. The Russians had it _______ in 2003. 3) The missing of the amber roomRussians Removed ___________and _______ ________.Germans ●Stole ___ ______ itself.●Put _______ pieces into____ boxes.●Put them in a _____ to königsberg.4) the rebuilding of the amber roomwhoHowWhenWhy4 post reading1) the King of Prussia who gave the Amber Room as a gift to Russiawas____A Frederick ⅠB Frederick WilliamⅠC Peter the GreatD CatherineⅡ2) the king of Prussia gave the Amber Room to Russia because____A he wanted to marry CatherineⅡB he was kindC he need better soldiersD he wanted to make friends3)the Amber room was stolen by____A Russian soldiersB German soldiersC People in KonigsbergD People in St Peters burg4) In 1941, the city of Konigsberg was in ______A GermanB RussiaC SwedenD FranceⅢ summaryThe Amber Room, the best and biggest work of amber art ever made, was first built for______ ________ ______FrederickⅠ.In 1916, Frederick WilliamⅠ gave it to Peter the Great______ ______ ______of friendship and ____ ________he got the Czar’s 55 beat soldiers. T hus the Amber Room became part the Czar’s_______ ________inSt.Petersburg and served as a small______ _______ for important visitors. Later,CatherineⅡ told her artists to ______ more details____its design. Unfortunately,in Septerber,1941,when Russia and Nazi Germany were____ ______,the Amber Room was secretly_______by the Nazis,100,000pieces of the room were put inside twenty-seven wooden boxes.________ ________ ________ _______that the boxes were then put on a train Konigsberg.After that,the Amber Room _______ __________.While the search for the old room continues, the Russians and Germans have built a new Amber Room which was ready for the people of St.Petersbrug to celebrate the 300th birthday of their city of the spring of 2003.Ⅳ Homework1. Write an introduction to one of the cultural relics in or outside our country in about 100 words.2. Review the text and the new words and expressions.3. Find the attributive clauses in the text.Ⅴ自测题English weekly。
河北省邯郸四中高中英语 Using language Listening教学案 新人教版必修2
河北省邯郸四中高中英语必修二:Using language ListeningTeaching goals 教学目标1. Ability goals能力目标Enable students to listen for key words.Enable students to listen for the main idea.2. Learning ability goals学能目标Help students learn how to master two basic listening skills: listen for key words and listen for main idea.Teaching methods教学方法Listening and discussionTeaching aids教具设备A recorder, a tape, a projector and some slides and pictures.Teaching procedures and ways教学过程与方式Step I Listening (P41)Talk about “da m〞 and the advantages and disadvantages of building a dam. Show pictures of dam to students.T: What are these things called in English?S1: dam.T: Why do people build dams? Or in another word, what is the function of dam?S2: Dams are built to stop the water from flowing, especially in order to make a lake or produce electricity.T: Now discuss with your partner about the advantages and disadvantages of building a dam. I’ll give you 3 minutes. Now please begin!About three minutes laterT: OK, which pair would like to show your discussion? How about you two?S1: OK, just as you say, building a dam can provide electricity for its people and control a great river. This is its advantages, but the dam can also cause many problems, just as when our country built the Three Gorges Dam. Many villages had to leave their hometown, and many cultural relics faced being damaged. Our government had to spend large amounts of money to settle the problem.T: Good idea! Anything else?S2: Maybe the dam can make difficulty to the living things in the river.T: You are right. Perhaps the scientists who designed the dam would think of the problem and made a good design. OK, now will have a listening about a dam in Egypt. When the dam was built, it faced the same problem more than three decades ago. You will hear the key words in 2. Listen and number them.Play the tape for the students, and ask them to find out what happened when a dam was built in Egypt. Number the key words as they hear them.Deal with Exercise 3 in the same way.Finally play Part A and B as a whole and then let students answer the questions in 4.Step II Listening Task (P44)This activity provides listening practice with a cultural relic in China, the Forbidden City.First let students discuss the questions about Forbidden City in 1.Listen to the dialogue for the first time and summarize the main idea in one sentence. Listen to Part A again and fill in the chart with details. Then do the same with Part B.Step III Homework1.Collect some information about the cultural relics that are in danger.2.Write your opinions on how to protect the cultural relics.。
河北省邯郸四中高中英语Usinglanguage教案新人教版必修2
河北省邯郸四中高中英语Usinglanguage教案新人教版必修2Teaching goals 教学目标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, besidesb. 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教具预备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. 2. That picture is by Rembrandt.3. 3. Her house is really beautiful.4. 4. My friend has six fingers on one hand.5. 5. That boy is the nicest person in the school.6. 6. The group will stop in Denver overnight.7.7. L. Frank Baum wrote "The Wizard of Oz".8.8. I will finish before the rest of the class.9.9. The Bulls are better than the Knicks.10.10. 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.NAME Jan Hasek Job A minerTime April, 1945 PLACE A mine in CzechRepublicWhat he heard Something explodedWhat he saw He saw some German soldiers putting boxes in the mine; and aweek later he saw the entrance to the mine was closed. What he believes The Amber Room and some gold are buried in the mine.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 happe ned 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 studentsto listen and catch the key information in the passages.Exercise 5 gets students to listen for specific information. Play the tape again. Stop after 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 poin t, 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 selfish reason 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 eye witnesses, 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, . 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. Teachersmust be awa re that there is no wrong answer, and students should be encouraged to work out their answers by themselves.1. ReadingFi rst 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 Joha nn? 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 m ean 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 finderto 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.。
河北省邯郸四中高中英语《Words》教案 新人教版必修2
河北省邯郸四中高中英语《Words》教案新人教版必修24. He appreciated how much his clinical work meant to him.[自我归纳] appreciate的意思为_____(句1)、_____(句2、句3)、 _____(句4)。
appreciate 后直接跟宾语,常用于I’d appreciate it if ... 结构,意为“假如……,我将不胜感激”。
如:I’d appreciate it if you let me get on with my job.[辨析] appreciate与thankappreciate与thank都可表示“感谢”,但是用法上有区别。
appreciate表示“感谢”时,后面不接表示“人”的名词或代词而接表示“物”的名词或代词;thank表示“感谢”时,后面接表示“人”的名词或代词,常用于thank sb. 或thank sb. for sth. / doing sth.。
如:We really appreciate everything you’ve done for our daughter.I hav en’t had a chance to thank him yet.[拓展] appreciation n. 欣赏、理解、感谢[即学即练] 用appreciate的适当形式填空。
1. The rep orter said that the survivors in Wenchuan greatly _____ the soldiers’ timely rescue after the earthquake.2. Her abilities are not fully _____ by her employer.3. To my disappointment, she showed little _____ to my advice.affect[寓词于境] 阅读下列句子,注意affect的意思和用法。
优质高中人教版英语必修2Reading (2)教案
Unit 4 Wildlife protection 阅读课一、教学内容 Warming up; Pre-reading; Reading; Comprehending (pp. 25-27) 二、教学目标在本节课结束时,学生能够● 了解野生动物的处境和保护野生动物的重要性;增强保护野生动物的意识。
● 通过图片和标题预测文章内容;运用略读和找读策略迅速获取信息,并能够精读文章获取信息和分析信息。
● 利用上下文猜测生词词义。
● 学会总结故事体裁文章主题的方法。
● 三、教学步骤 步骤一 热身1. 请学生看PPT 中的野生动物图片。
请全班学生根据已有知识谈谈为什么这些野生动物处于危险之中。
教师可以先请几个学生说出自己的看法,再总结并补充,和学生一起归纳出野生动物处于危险中的原因。
2. 请学生阅读学生用书p.25关于中国保护濒危野生动物的报告,了解中国保护野生动物的现状。
报告中有若干生词,教师可以引导学生根据上下文猜测词义。
不好猜的生词,建议给出英文释义,让学生根据释义在文段中找词。
What are these animals?I. Warming uppandaLook at a report on some endangered wildlife in China.They are endangered animals.Why?Lack of food Habitats destroyedClimate changedKilled by Man …PollutionWarming up设计意图:通过图片激发学生兴趣,引出本单元的话题:许多动物都处于危险之中,唤起学生的忧患意识,为后面的阅读做铺垫;通过处理词汇扫除生词障碍,帮助学生顺利完成报告阅读。
步骤二 读前1. 请学生两人一组回答问题一。
列出自己了解的我国或其他国家的其它濒危动物,然后教师将全班学生列出的动物写在黑板上。
2. 请学生回答问题二:为了保护这些濒危动物,人们正在采取哪些措施。
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河北省邯郸四中高中英语《Reading》教案新人教版必修2
Aims
To talk about endangered species
To read about wildlife protection
Procedures
I. Warming up by learning about animals
Look at the photos below and listen to me telling you about the animals, the endangered animals.
The Giant Panda is a mammal now usually classified in the bear family, Ursidae, that is native to central China.
The Giant Panda lives in mountainous regions, like Sichuan and Tibet. The Giant Panda is the symbol of the World Wildlife Fund (WWF), a conservation organization. Toward the latter half of the 20th century, the panda also became somewhat of a national emblem for China, and is now used in Chinese gold coins.
Giant Pandas are an endangered species, threatened by continued loss of habitat and by a very low birthrate, both in the wild and in captivity. About 1,600 are believed to survive in the wild.
Milu deer is a Chinese deer. It has a long tail, wide hooves, and branched antlers. Another Chinese name for it is “four unlikes,.” because the animals were seen as having the horns of a stag, the neck of a camel, the foot of a cow, and the tail of an ass.
These animals were first made known to Western science in the 19th century, by Father Arm and David, a French missionary working in China. At the time, the only surviving herd was in a preserve belonging to the Chinese emperor. The last herd of Milu deers that remained in China were eaten by Western and Japanese troops that were present at the time of the Boxer Rebellion.
These deer are now found in zoos around the world, and a herd of Milu deer was reintroduced to Dafeng Reserve, China in the late 1980s. They are classified as
“critically endangered.” in the wild, but do not appear to have suffered from a genetic bottleneck because of small population size.
A tiger is a large cat famous for its beautiful fur of orange striped with black. Tigers live in Asia and are becoming very rare. This is due to people hunting them for their fur and destroying the forests they live in.
II. Pre-reading
Defining wildlife
What does the world wildlife mean?
The term wildlife refers to living organisms that are not in any way artificial or domesticated and which exist in natural habitats. Wildlife can refer to flora (plants) but more commonly refers to fauna (animals). Needless to say, wildlife is a very general term for life in various ecosystems. Deserts, rainforests, plains, and other areas—including the most built-up urban sites—all have distinct forms of wildlife.
Humankind has historically tended to separate civilization from wildlife in a number of ways; besides the obvious difference in vocabulary, there are differing expectations in the legal, social, and moral sense. This has been reason for debate throughout recorded history. Religions have often declared certain animals to be sacred, and in modern times concern for the environment has provoked activists to protest the exploitation of wildlife for human benefit or entertainment. Reading to the recording
Now turn to page 26, listening and reading to the recording of the text. Try to keep pace with the native reader, making your reading resemble that of the reader, in speed, in intonation and in pronunciation.
Reading and transforming
Now you are to read the text for information to fill in the form.
Reading and underlining
Next you are to read the text and underline all the collocations at the same time.
III. Closing up by matching animals to five risk categories
Different endangered species appear on different endangered species lists. And people who are trying to protecting animal use the following five risk categories to group the unlucky animal.
Now in groups of four try to group all the unlucky animals found in China.。