最新人教版高中英语必修二全册学案(全册共110页)

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人教版高中英语必修第二册全册教学设计汇总

人教版高中英语必修第二册全册教学设计汇总一、教学设计总体目标1. 教学目标：帮助学生掌握必修第二册的所有课文内容和语法知识，培养学生的听、说、读、写能力，提高学生的英语综合运用能力。

2. 教学重点：全面掌握课文内容和相关语法知识，强化词汇和语法的记忆和运用。

3. 教学难点：让学生在复杂语境中正确运用所学的词汇和语法知识，提高学生的语言表达能力。

二、教学内容和安排1. Unit 1：Cultural Relics- 课文：探索古代文明- 语法：定语从句的使用- 教学安排：通过讨论古代文明的发展和保护，让学生掌握探索古代文明的相关词汇和表达方式，引导学生掌握定语从句的用法，提高学生对历史文化的理解和表达能力。

2. Unit 2：Cloning- 课文：克隆技术- 语法：虚拟语气的使用- 教学安排：通过讨论克隆技术的伦理和社会影响，让学生掌握与生物科技相关的词汇和表达方式，引导学生掌握虚拟语气的用法，提高学生对科技进步的理解和表达能力。

3. Unit 3：Travel Journal- 课文：游记- 语法：名词性从句的使用- 教学安排：通过学习游记的写作技巧和语言表达，让学生掌握与旅行相关的词汇和表达方式，引导学生掌握名词性从句的用法，提高学生对旅行经历的表达能力。

4. Unit 4：Wildlife Protection- 课文：野生动物保护- 语法：情态动词的使用- 教学安排：通过探讨野生动物保护的挑战和方法，让学生掌握与环保相关的词汇和表达方式，引导学生掌握情态动词的用法，提高学生对环保议题的理解和表达能力。

5. Unit 5：Music- 课文：音乐- 语法：定语从句和名词性从句的复合句- 教学安排：通过学习不同类型音乐的特点和音乐家的成就，让学生掌握音乐方面的词汇和表达方式，引导学生掌握定语和名词性从句的复合句结构，提高学生对音乐艺术的理解和表达能力。

6. Unit 6：Language- 课文：语言- 语法：宾语从句和名词性从句的区别及使用- 教学安排：通过探讨不同语言的重要性和影响，让学生掌握与语言学习相关的词汇和表达方式，引导学生区分宾语从句和名词性从句的使用，并正确运用它们，提高学生对语言学习的理解和表达能力。

人教版高中英语必修二导学案全册精品

The First PeriodWarming up & Reading【单元导航】The Amber RoomThe history of the Amber Room dates back to（追溯到） the very beginning of the 18th century, when Andreas Schluter, the chief architect of the Prussian royal court, had the idea of using amber, a material never before used for interior decoration（室内装修）, to complete one of the rooms of the Great Royal Palace in Berlin during the reconstruction under Frederick Ⅰ. The works started in 1701 and continued until 1713 with the help of the best German, Swedish, and Dutch amber masters, when the old king died, and the new Prussian King – Frederick Willelm Ⅰ—came into power(掌权).Period 1 Warming Up and ReadingStep 1 Ask and answerThis period we are going to read about IN SEARCH OF THE AMBER ROOM.. Before our reading, please answer the following questions:1) Do you know what a cultural relic is? Can you give some examples?____________________________________________________________________________ ____________________________________________________________________________ 2) Please use a few words to describe what you think cultural relics are. rare,_______________________________________________________________________3)To whom do cultural relics belong?____________________________________________________________________________ Step 2 Please complete the description about cultural relics.A cultural relic is something that survived for ________, often a part of something old that has remained when the rest of it has been destroyed or ________; it tells people about the _____.Task 3 Discuss: If you find a cultural relic, what will you do with it?____________________________________________________________________________Step 3 SkimmingTask 1 About amberHave you ever seen a piece of amber? If so, what does it look like?______________________________________________________________Task 2 According to the title In Search of The Amber Room, please answer the following questions:(1) Why is it called the Amber Room?__________________________________________________________________________(2) What happened to the Amber Room?___________________________________________________________________________Task 3 Skim the text and find out: The Amber Room was given by ____________ to____________, a great gift from the King of Prussia to the Russian peopleStep 4 Careful readingTask 1 Read the text carefully and join the correct parts of the sentences together.A. Information about the Amber Room:1) Frederick Ⅰ A. stole the Amber Room.2) Frederick William Ⅰ B. sent a troop of his best soldiers to theKing of Prussia.3) Peter the Great C. had the Amber Room made.4) Catherine Ⅱ D. had it moved outside St Petersburg.5) The Nazi army E. gave it to the Czar as a gift.6) The Russians and Germans F. built a new Amber Room after studyingpictures of the old one.B. The main idea of each paragraph::1st paragraph 1. How did the Amber Room become one of the wonders of theworld?2nd paragraph 2. How was a new Amber Room built?3rd paragraph 3. How did the Amber Room get lost?4th paragraph 4. How was the Amber Room made?5th paragraph 5. Why did the King of Prussia give the Amber Room to theCzar of Russia as a gift?Task 2 Detailed reading1) Go through each paragraph and answer the following questions:Why was the Amber Room given such a name?_____________________________________________________________________________ What did Czar give the King of Prussia in return?_____________________________________________________________________________ What did Catherine II do with the Amber Room?_____________________________________________________________________________ When and how was the Amber Room supposed to have been lost?_____________________________________________________________________________ How is the new room made?_____________________________________________________________________________2) Can you raise more questions about the Amber Room?____________________________________________________________________________________________________________________________________________________________Task 3 Multiple choicePlease read the text and choose the best answer for each blank1) The King of Prussia who gave the Amber Room as a gift to Russia was _____A Frederick IB Frederick William IC Peter the GreatD Catherine II2) The King of Prussia gave the Amber Room to Russia because _____A he wanted to marry Catherine IIB he was kindC he needed better soldiersD he wanted to make friends3) The Amber Room was stolen by _____A Russian soldiersB German soldiersC people in KonigsbergD people in St Petersburg4) In 1941, the city of Konigsberg was in _____A GermanyB RussiaC SwedenD France5) The Russians didn't hide the Amber Room because _____A they were at warB they couldn't find a placeC the German soldiers arrived too soonD no train could take it awayStep 5 RetellingAmber Room, the best and biggest work of amber art ever made, was first built for _____ _____ _____ Frederick I. In 1716, Frederick William I gave it to Peter the Great _____ _____ _____ of friendship and _____ _____ he got the Czar’s 55 best soldiers. Thus the Amber Room became part of the Czar’s _____ _______in St. Petersburg and served as a small _______ ______for important visitors. Later, Catherine II told her artists to _____ more details _____ its design. Unfortunately, in September, 1941, When Russia and Nazi Germany were _____ ____, the Amber Room was secretly _____ by the Nazis. 100,000 pieces of the room were put inside twenty-seven wooden boxes. _____ _____ _____ _____ that the boxes were then put on a train for 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. Petersburg to celebrate the 300th birthday of their city in the spring of 2003.Step 6 HomeworkTick out sentences that you think are difficult for you.【学习反思】Keys:Step 1 Ask and answer2）building, object or item; valuable, old, sth. used by our ancestors or a place where a famous person used to live, expensive, etc3）In a larger sense, it can be said that all the cultural relics belong to allpeoples and whole societies, not a certain individual.Step 2 Please complete the description about cultural relics.1. a long time2. lost3. past or historyStep 3 SkimmingTask 2 According to the title In Search of The Amber Room, please answer the following questions:(1) Because the room is made of amber. (2) It was missing.Task 3 Frederick William I; Peter the Great.Step 4 Careful readingTask 1 A) CEBDAF B) 45132Task 2It was given the name because almost seven thousand tons of ambers were used to make itHe sent him a troop of his best soldiers.Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers. She also had more details added to the Amber Room.In 1941, those two countries were at war. German army stole it.By studying old photos of the former Amber Room.Task 3 BDBACStep 5 the palace of 2) as a gift 3) in return 4) summer palace 5) reception hall6) add…to 7) at war 8) stolen 9) There is no doubt 10) was missingPeriod 2 Language pointsStep 1 Complete the following sentences.1) The Russians and Germans have built ______ new Amber Room at _____ summer palace.2) _____ September, the Nazi German army was near St Petersburg.3) This was a time when the two countries wre ____ war.4) After that, ________ happened to the Amber Room remains a mystery.5) Later, Catherine Ⅱhad the Amber Room moved _____ the palace where ___spent her summers.6) The king could never have imagined _____ his gift ____ the Russian people would have such ____ strange history. _____ gift was _____ Amber Room.7) ________ amber feels as stone, it easily melts when heated.8) _____ fact, the room was not made to be a gift.9) The Amber Room was made for the palace of Frederick Ⅰ, _____ he didn’t want to keep it.10) 100,000 pieces of the room were put inside the boxes _____ put on a train for Germany.Step 2 Useful expressionsTask 1 Please go through the text and look for the following expressions. Then put them into Chinese or English.1. fancy style2. belong to3. in return4. at war5. less than two days6. remove the furniture7. 被认为是世界的一大奇迹之一________________________________________________8. 被用作接待重要来宾的小型会客室_____________________________________________Task 2 Let’s learn some useful expressions!1) In search of the Amber roomin search of 寻找，搜查例：The policemen were in search of the missing boy in the woods.警察在树林里寻找那个失踪的小男孩。

人教版高中英语必修2全册学案

高三英语学案（Module 2）Unit 1 Cultural Relics你掌握了本单元下列知识吗？1. search（vt. / n.）寻找；搜索【课文原句】In search of the Amber Room （课文标题）【重要词组】search + 地点在某处寻找search for sb. / sth. 寻找某人/某物in search of…寻找…【举例】①It was reported that eight policemen were sent to the forest ________ the missing girl.A．in need of B．in search of C．in charge of D．in time of②Many Chinese universities provided scholarships for the students ________financial aid.A．in favor of B．in honor of C．in search of D．in need of③在森林里找老虎④在网上找资料2. design【课文原句】It was designed for the palace of Frederick Ⅰ.【重要词组】be designed for…专为…而设计同义词组：be intended for … / be meant for…by design 故意地同义词组：________________ 反义词组：________________【举例】①这部电影少儿不宜。

②是否故意或偶然，他都来得太晚。

3. serve （见《词汇大全》第117页）（vt.）给…提供；端上；够…吃（用）；接待，服务；对…有用；能满足…的需要；适合【课文原句】About four metres long, the room served as a small reception hall for important visitors.【重要词组】serve as sth. 用作…serve sb. well 对…有帮助/ 有用serve the purpose / interests / the needs 达到目的/ 符合兴趣/ 满足需要【举例】①这些水果够一个班的同学吃。

人教版高中英语必修2全册学案

人教版高中英语必修2全册学案Unit 1 Cultural relicsWarming Up & Reading1. ____________________________________________________________________(Page 1, Warming Up)保存时间长的东西就能成为文化遗产吗？survive【点拨】(1)vi.幸免；幸存；生还These plants cannot survive in very cold conditions.Few buildings survived after the earthquake.(2)vt.幸免于，从……中逃生；比……活得时间长The lucky girl survived the big fire.My grandma survived my grandpa by ten years.【拓展】survival n.幸存；生存survive on 靠……存活下来survive from 从……中存活下来/流传下来survive sb.by...years 比某人多活……年【运用】用适当的介词填空①Many customs have survived ________ early times.②Her husband survived her ________ 6 years.③They spent two weeks in the jungle, surviving ________ small animals and fruit.2. _________________________________________________(Page 1, Reading) 寻找琥珀屋in search of 寻找【典例】We drove round the town in search of a good hotel.【拓展】(1)in one's search for (＝in search of)寻找He went all over the city in his search for the dictionary.(2)search for 寻找They searched for the thief the whole night.(3)search sth.(for sth./sb.)搜查某处(来找某物/人)They searched the forest for the lost boy. 他们搜查森林寻找那个失踪的男孩。

高中英语优秀教案必修二(人教版)全套(下)

高中英语优秀教案必修二（人教版）全套内容简介《新课标学案人教版·高中英语》以英语课程标准为总纲，以人教社英语教材为主线，以学生认知水平为标准，结合了多年教学积累的优秀而独特的教学案，汲取了近几年的全国高考试题以及模拟试题的精华。

学案既有条理清晰的知识点总结，经典的例题素材，又有精心挑选的习题；源于教材，又高于教材，从中既能找到课本的影子，又跳出了书本并开阔了学生的视野，使其具有丰富的英语综合能力。

学案极具系统性和全面性，是学生学习的方案，教师备课的设计。

总目录Period 2 Learning about LanguageThe General Idea of This Period：This period includes revision of the text、learning about language.From this period the students will learn how to use some of the key words and expressions in the text and do some exercises for consolidation，and learn how to use the Present Perfect Passive V oice.Teaching Aims：1.Help the students to learn to use some useful words and expressions.2.Enable the students to learn how to use the present perfect passive voice.Teaching Important Point：The use of the present perfect passive voice.Teaching Difficult Points：How to master the usages of some important words and phrases and the Present Perfect Passive Voice.Teaching Methods：1.Task-based learning.2.Cooperative learning.3.Explanation and practice.Teaching Aids：1.A tape recorder.2.A multimedia.Teaching Procedures：Step 1 RevisionT：Boys and girls，in last period we learned something about the history and development of computers.Now who would like to retell the text with the help of these figures?S1：Let me try.In 1642，a calculating machine was used in France.Then in 1922，the Analytical Machine was made by Charles Babbage.It could follow instructions from cards with holes.In 1936，Alan Turing，the real father of computers，wrote a book to describe how computers could be made to work and built a “universal machine”to solve any mathematical ter，people discovered the computer had “artificial intelligence”.In the 1960s，the computer got his new transistors.Its size was totally changes at that time.And in the early 1960s，the first family of computers were connected to each other.In 1970s，computers have brought into people’s homes.Now computers have been used by billions of people to deal with information and communicate with each other around the world by the Internet.T：Congratulations!You’ve done very well.Now try to do the same to your partners，OK!Step 2 Words and ExpressionsTask 1T：Please turn to Page 19 and finish Discovering Useful Words and Expressions.At first，look at Ex.1.From the reading passage，find the words and expressions with the following meanings.Now，ten students will be asked to give the words.Who can?V olunteers!Check the answers together.Task 2.T：Well done.Now please look at Ex 2.and complete the passage with some of the words above.Pay attention to the use and the forms of those words.The possible answers：network so that went by totally truly simple-minded Anyway deal withTask 3T：Please finish Ex.3.Look at the sentences on Page 20.Tick the right word.Then some of you will be asked to read the sentences one by one.The possible answers：1.Life totally changed when I went to university.2.I was amazed to find that I won the competition to design a new computer.3.The competition was so exciting that we cheered all evening.4.I was so excited at the thought of meeting Yang Liwei that I could not sleep.5.Robots can be bought so cheaply that I gave one to each of my friends.6.It was so unlucky that you lost your watch at the concert.Task 4T：Please turn to Page 56 and let’s finish Using Words and Expressions.First look at Ex.1.Read through the words in the right-hand box e some of them to name each part of a computer in the left-hand box.We have known about computer.But who can give us the exact names?The possible answers：1.floppy disc2.hard disc3.scanner4.modem5.CD-ROM6.monitor7.keyboard8.printerTask 5T：Now please look at plete the sentences with some of the words in the right-hand box above.You can use each word only once.First do the exercise individually，and then check your answers with your partners.And last seven students will be asked to report their answers to the class.The possible answers：1.A printer is a machine for printing text or pictures onto paper，especially once connected to a computer.2.A CD-ROM or disk is the main device that a computer uses to store information.3.A monitor is used to see your data on a computer.4.A keyboard is used to put data into a computer.5.A CPU is often used to connect computers to each other through phone lines.6.Data can also be stored in a floppy disc，which is small and can be carried easily.7.A hard disc is a disc that contains computer data.It can store a large amount of data.Step 3 Grammar—The Present PerfectPassive V oiceT：Boys and girls，now please pay attention to the following sentences in the text：1.As the years have gone by，I have been made smaller and smaller.2.Since then，my family and I have been used by billions of people to deal with information and communicate with each other around the world by the Internet.3.I have truly been built to serve the human race since my birth.T：What verb tense is used in these sentences?And what verb voice is used in these sentences?Yes，the present perfect passive voice is used in these sentences.Can you tell us the structure of the present perfect passive voice?Quite right.The structure of the present perfect passive voice is “subject＋have/has been done＋object”.The function of present perfect passive voice is indicating verbs’the present perfect and the passive voice.OK，let’s practise the present perfect passive voice.Task 1T：Please turn to Page 20.Let’s finish Discovering useful structures.At first，look at Ex.2.According to examples，change the following sentences into the present perfect passive voice.Put the verbs into the correct form.Suggested answers：1.A new personal computer has been bought.2.Many problems have been found with our new computer.3.A PC has been built the way we wanted.4.Our computer has just joined to the Internet.5.The computer has been used every day since we bought it.6.A lot of e-mails have been written on the computer in the last year.Task 2T：Class，let’s play a game called “What has been decided”.Now，get into groups of four.Your task is to decide what things have been decided for the class.Take turns to make the ideas as interesting and lively as you like.Y ou may finish them according to EXAMPLES on Page 21，（or finish Ex.3 after class.）Then collect the ones you all like best and be prepared to tell them to the class.Suggested answers：S1：It has been decided that those who know of the computer will be asked to say something in class.S2：It has been decided that those who didn’t clean the blackboard will be asked to come into office after school.Task 3T：Now，please turn to Page 57.Finish using structures.First，look at Ex.1 and change the following sentences according to the model，and pay attention to the passive voice form.First do the exercise individually，and then checkyour answers with your partners.After that we’ll check the answers in class.Step 4 HomeworkT：OK，it’s almost time for a break.Now look at Ex.2 on Page 57.Translate the following sentences into English after class.The words and expressions in brackets may help you.Step 5 The Design of the Writing on the BlackboardUnit 3 ComputersPeriod 2The Present Perfect Passive V oice1.As the years have gone by，I have been made smaller and smaller.2.Since then，my family and I have been used by billions of people to deal with information and communicate with each other around the world by the Internet.3.I have truly been built to serve the human race since my birth.Structure：“subject+have/has been done+object”Step 6 Record after TeachingPeriod 3 Extensive ReadingThe General Idea of This Period：This period includes revision of the text，Reading and speaking on Page 22、Reading task on Page 58.In this period the students will be involved in a speaking activity about designing an android after reading the story of Andy，and learn something about the performances of a sporting robot of the 22nd century，Hua Fei in 78th Olympics and 79th Olympics，so that the students will not only improve their reading and speaking，but also their creative thinking.Teaching Aims：1.Help the students to learn about the different ways of designing the robots and give their opinions to the class.2.Enable the students to discuss to design their own robots.Talk about the different ways of designing the robots.Teaching Important and Difficult Points：How to design their own robots and report their designing to the class.Teaching Methods：1.Task-based learning.2.Cooperative learning.Teaching Aids：1.A tape recorder.2.A multimedia.Teaching Procedures：Step 1 GreetingsStep 2 Reading （1）We’ve learned a lot about computers，but can you imagine that computers could be put into androids or robots.Think of the fun you could have!Now let’s first read the passage about a robot called Andy—what it looks like and what it can do on Page 22，and then we’ll have a designing competition to see who will design the best robots.The students read the passage for several minutes.T：A few simple questions for you.What does Andy look like?What can it do?S2：Andy looks like a human.It is designed to play football games and can move and think like a human.Andy is really smart.T：I agree with you.Are you eager to design your smart robots?Now in small groups discuss how to design your own androids，draw a picture of your androids and write down your design.You may refer to the following questions：1.What would you like it to look like?2.What are some of the things you would like it to do?3.Do you want it to be like a man or a woman or neither?4.How much would it cost?T：And don’t forget to use the following expressions in your discussion.I think thatIn my opinion...What is your reason?I have decided that...After several minutes.T：Now，I’ll check your work.One from each group will show your picture of the android you have designed and tell the class your design.And we’ll see which group has designed the best android.Who would like to try first?S3：Look here.This is the picture of the robot we’ve designed.What does it look like?Yes，it looks like a dog.We all like dogs very much.Every morning it will wake us up so that we will not be late for school.Then it will company us to school and carry our heavy bags.You know how heavy our bags are!In the evening，after a whole day’s hard work，it will play beautiful music to help us relax.Maybe it will cost at least 2000 yuan，but we don’t think it is too expensive to have such a good friend.S4：Well，we’d like to design our robot in this way.We would like it to look like the famous footballer Beckham who serves as a striker on the football team.It has the most advanced program，so it can move and think like Beckham，and of course can shoot good goals like him.We would like it to enter the next Electronic World Cup，and we are sure that it will win the cup!T：Your designs are very unusual and smart.I really want to go on appreciating your designs，but time is limited.Will you put up your pictures of the robots you have designed with instructions on the back wall，and then decide which group has designed the best androids after comparison?Step 3 Reading （2）Class，let’s come to the Reading Task on Page 58.First read the passage quickly and then fill in the chart of Exercise 1 and keep a record of his performances of the sporting robot of the 22nd century，Hua Fei in 78th Olympics and 79th Olympics.After doing it individually，please check your answers with your partners，and then we will check the answers in class.T：It’s almost time for a break.Now homework for you today.pare the designs of the androids of each group and try to decide which one is the best.2.Suppose you have been lucky enough to be allowed to interview Hua Fei in hospital for your school paper.Work out some questions together with your partner，and then interview each other.Step 5 The Design of the Writing on the BlackboardUnit 3 ComputersPeriod 3Step 6 Record after TeachingPeriod 4 ListeningThe General Idea of This Period：This period includes listening and writing on Page 21；listening on Page 55 and listening task on Page 58.Apparently，the purpose of this period is to train the students’ listening—for information；for comprehension and for language.Meanwhile，the students will be trained to express their own opinions after listening.Teaching Aims：1.Help the students to learn about the knowledge of information technology.2.Enable the students to get the main ideas of the listening materials.Teaching Important and Difficult Points：1.How to get the main idea and information in details.2.Express their own opinions after listening.Teaching Methods：1.Task-based learning.2.Cooperative learning.Teaching Aids：1.A tape recorder.2.A multimedia.Teaching Procedures：Step 1 RevisionCheck the students’ interviews.Get the students to work together with their partners to interview each other.Step 2 Listening and writing （Page 21）Task 1 Listen to a conversationT：Class，as we all know，the 21st century is the century of information and technology.Next we will listen to a conversation about different kinds of information technology or IT.And as we know，each kind of information technology has its own advantages and disadvantages.So from this conversation we will listen for the advantages and disadvantages of each one.But before listening let’s first look at the pictures on Page 21 and the form on Page 22 to make sure what you are going to do while listening.OK，let’s begin.The students listen to the conversation for the first time.Task 2 Discussion and fillingT：You can see there are a TV，a CD-ROM，a computer，a radio，a DVD and newspaper here.Now try to finish filling in the form with the information you have just got from the conversation.T：Now，let’s discuss the advantages and disadvantages of each type of IT in small groups and then decide which type of IT is best for you to use，according to the form above and explain the reasons.While discussing，remember to use the following expressions：I think that...In my opinion...I believe that...I agree because...I disagree because...I’ve decided that...Step 3 Listening （Page 55）T：Now come to the listening on Page 55.Before you listening，please read the requirements of Ex.1.After that，you will find the three robots from the pictures above on Page 55 and number them.The possible number：Picture 1—No.3 Picture 3—No.2 Picture 4—No.1T：Now please look at these boxes on Page 55 before you listen to the tape again，and try to find out the listening points.Pay more attention to these points and you may make some notes while listening.Three minutes later.T：Now try to fill in the boxes with the information from the listening material，and then check your answers with your partners.Step 4 Listening task （Page 58）T：Now please turn to Page 58，and finish the listening task.As we know，computers are used widely and put into androids.Please look at the pictures above.There are two androids in it.One works as a maid.The other works in a car factory.They are friends and they were made at the same time.Now they are talking about their lives and what it feels like to be android.OK，please listen carefully to their problems and fill in the form.I’ll play the tape twice.After listening.T：Try to fill in the forms as quickly as you can，and then we will check the answers in class.T：From what we have just listened，we know that Sally and Brenda have some troubles in their lives.They are treated badly.Now you are going to make a list of the rights that androids should have so that they will be treated better.You can work with your partners and have discussion.Suggested answers：1.They should be able to choose the work they do.2.They should have their own time.3.They should be able to change their jobs.4.They should be able to decide their own future.5.They should be able to taste，smell，feel，etc.Step 5 AssignmentT：Class，I really appreciate your good performance in this listening class.I can see that your listening has greatly improved since you came to the senior school.Keep on your good work!OK，we have no time left.I’d like to assign you some homework to do.1.Go over the listening and writing on Page 21 and get ready for the writing.Step 6 The Design of the Writing on the BlackboardUnit 3 ComputersPeriod 4Step 7 Record after TeachingPeriod 5 WritingThe General Idea of This Period：This period includes speaking and writing on Page 22 and writing on Page 23.The purpose is to encourage the Ss to think and talk creatively about computers and androids，express their own opinions using words and expressions concerning computers and androids，and organize their ideas into a composition.Teaching Aims：1.Enable the students to learn how to write a report about their choice.2.Enable the students to learn the writing way of expressing ideas and giving reasons to support the ideas.Teaching Important and Difficult Point：How to make a decision about which kind of computer to buy and explain why.Teaching Methods：1.Task-based learning.2.Cooperative learning.Teaching Aids：A projector and multimedia.Teaching Procedures：Step 1 Speaking and writing （Page 22）T：Class，suppose you and your partner have been asked to help choose computers for your school.You have looked at several computers.Talk about the special things each computer has.Make a decision about which kind of computer to buy and explain why.And then you are going to write a report about your choice There is a list of things your computer could have.A fast PC the monitor is smallerImproved disc storage used recycled materialsInternet a flat screenStudents talk about the special things each computer can do.T：So much for the talking.And now you will be given five minutes to write a report about your choice.After that some of you will be asked to present your report to the class.In your writing try to use the present perfect passive in your report.You may begin your report like this：We looked at many different computers.The one we have chosen is the PEP personal computer.One of the main reasons is that it is suitable for schools.We found out that...Five minutes later，several students begin to present their reports to the class，and the teacher will show two or three reports using the projector to find out and correct the possible mistakes with the class.Possible versionWe looked at many different computers.The one we have chosen is the PEP personal computer.One of the main reasons is that it is suitable for schools.We found out that it looked not only cute but also advanced.First，it has a flat screen which makes the computer pretty attractive.But the second and the most important aspect about the PEP is that it has undergone a lot of improvements in many respects.For example，it contains improved disc storage and that means it’s faster PC.It’s suitable to be connected to the Internet.Also the PC has a smaller monitor and is made with used recycled materials which do no harm to the environment.In a word，we think it is suitable for our school.T：Thank you for helping choose computers which are suitable for our school，and I’m sure with these computers to be equipped in our school we will improve the teaching conditions and teaching quality of course.Now，let’s come to the writing on Page 23.Step 2 Writing（Page 23）T：Boys and girls，suppose you are an android and work for a family with one child who is very spoiled.The parents want you to do everything for them.The parents are kind，but they often ask you to watch over their child.How do you feel?What would you do if the child asked you to do his/her homework for him/her?Would you tell the child “no”?You may begin like this：Hello，everyone.My name is______.I’m a 321 model android.I work for the Li family...Now，you will also be given five minutes to write your opinion and feelings.Five minutes later，the teacher shows two or three of the passages written by the students using the projector to find out and correct the possible mistakes with the class.Possible versionHello，everyone.My name is ______.I’m a 321 model android.I work for the Li family.My job is taking care of their only son.The parents are nice but the boy is spoiled.The family asked me to do everything for them，from shopping to cleaning the floors.But what’s terrible，the child asked me to do his homework!That’s too much!I’m an android，yes，but I’ve got my mind and feelings I can’t do things that are harmful to people against my will!Step 3 Summary and HomeworkT：Boys and girls，in this period，we worked hard and wrote two short compositions.You’ve not only learned tomake your choices or express your ideas but also learned to give your reasons to support your choices or ideas.It’s really a practical writing job for you to do，don’t you think so?Such writing jobs，I’m sure，will help you improve your writing skills.Now homework for you today—go over the whole unit.Step 4 The Design of the Writing on the BlackboardUnit 3 ComputersPeriod 5A fast PC the monitor is smallerImproved disc storage used recycled materialsInternet a flat screenStep 5 Record after TeachingPeriod 6 AssessmentThe General Idea of This Period：This period is to help the Ss to elevate their acquisition aboutcomputers androids and IT and their ability of employing the words，expressions，grammar learned in this unit.Teaching Aims：1.Elevate efficiently the students’ knowledge about computers，androids and IT.2.Elevate the Ss ability of using the words and expressions and grammar learned in this unit.Teaching Important and Difficult Point：Help the Ss learn to assess whether their knowledge about this topic has increased.Teaching Methods：1.Question-and-answer activity.2.Pair work and group work to make the students work in class.Teaching Aids：1.A multimedia.2.A blackboard.Teaching Procedures：Step 1 GreetingsT：Good morning，boys and girls.Ss：Good morning，Miss.Step 2 RevisionT：So far we have finished this unit which is about...?Ss：It’s about the history and development of computers.S1：I have learned tremendous about the computers，androids and I’ve made up my mind to learn computer science in the future if possible.T：Terrific.Step 3 AssessmentT：Today we are going to see how hard you worked and how much more you know about computers.Now work with your partners and finish these questions first.非测试性评价1.To what extent are computer and Internet becoming part of your life?I use the computer and/or Internet to：—type my homework—draw pictures—play games—communicate with my friends—gather related information for my lessons.—buy the things I like，eg：books and clothes.—listen to music—watch movies.2.What else do you think the computer and Internet will help you to do?_______________________________________________3.Which part（s）of the computer do you think need（s）more improvement?Why?You can use Exercise 1 in the workbook（P56）as reference for the parts of the computer._______________________________________________4.Look at the flow chart explaining how the computer technology has been developing and complete it with your partners.Then give a brief oral presentation on the development of computer technology with the help of the chart.When you’re preparing it，you can refer to the reading passage on Page 18 of the Student’s Book.Your oral presentation will be less than three minutes.测试性评价Ⅰ.单词拼写1.In c with most educated people，he prefers classical music to jazz.2.The invention of computer was a ______（技术的）revolution.3.He is quite clever a boy though he looks s -minded.4.In the past 20 years，my hometown has t changed.puters are often used to deal with information and communicate with each other around the world by theI .6.There are many ways of ______（通讯）in the modern world，such as telephone，fax，and so on.7.In the early 1960s，computers were connected by a n ，so that people could share information and talk to each other.8.He is so clever that he is considered to have high ______（智力）.9.She was ______（徘徊）up and down the road，not knowing what to and where to go.10.Could you tell me the advantages and d of being famous?Possible answers：mon 2.technological 3.simple 4.totally 5.Internet munication work 8.intell-igence 9.wandering 10.disadvantagesⅡ.句型转换/完成句子1.Personally，I think the team who won first place cheated.______ ______ ______，I think the team who won first place cheated.2.I’m afraid something urgent has risen；I won’t be able to see you tonight.I’m afraid something urgent has ______ ______；I won’t be able to see you tonight.3.As time ______ ______（流逝），my memory seems to get worse.4.They’ve bought many books which are ______ ______（适合）teenagers.5.The new type of mobile phone is expensive.______，it’s worth buying it.6.He was foolish enough to accept her invitation.He was ______ foolish ______ he accepted her invitation.7.How are you going to ______ ______（处理）the water pollution of the area?8.You have to ______ ______ ______（做出决定）whether to accept the job or not.Possible answers：1.In my opinion e up 3.goes by 4.suitable for 5.Anyway/Anyhow 6.so，that 7.deal with 8.make a choiceStep 4 The Design of the Writing on the BlackboardUnit 3 ComputersPeriod 6In my opinion so...thatcome up deal+withgoes by make a choicesuitable...forStep 5 Record after TeachingActivities and Research：Whether or not should the computer be used in teaching?Suppose your classroom has been equipped with a computer.Your teachers have used a lot the computer in their teaching.Some of your classmates are for using the computer in teaching，but the others are against using the computer in teaching，and you try to work in two sides：1.Bring this topic to your classmates，and divide the class into two sides，each of which has several small groups.2.Make a list of the advantages/disadvantages about using the computer in teaching based on the opinions or ideas of those who are for/against using the computer in teaching.3.Share your list with other groups，put your lists together to make one comprehensive list out of what each groups has come up.4.You may also want to read and surf the Internet about different views on using the computer in teaching to find more reasons to support your ideas.5.Then，come to a reasonable decision about whether or not the computer should be used in teaching.6.Create a debate in class on whether or not the computer should be used in teaching.7.While debating，you will try to use the following expressions.I think that... Yes，I think so. I don’t think so. I agree that... I don’t agree. I’m afraid not. In my opinion，In addition，Besides，First...，second...，In a word/In briefPeriod 2 Learning about LanguageThe General Idea of This Period：This period will consolidate the words and expressions the students learnt in the reading part and deal with the grammar part：the Present Progressive Passive V oice.You will have systematic explanations of it and assign some exercises for the students to complete to consolidate what you learn.Teaching Aims：1.Help the students recognize the useful words and expressions learnt in Reading part：apply for，bite，have an effort on （=affect），quality，as a result，powerless.。

新课标人教版高中英语必修二精品教案

新课标人教版高中英语必修二精品教案一、教学内容二、教学目标1. 掌握本节课的核心词汇和短语，并能熟练运用到实际语境中。

2. 掌握过去完成时和过去进行时的用法，并能运用这两种时态进行句子创作。

3. 提高学生的阅读理解能力，了解世界文化遗产，培养学生的跨文化意识。

三、教学难点与重点1. 教学难点：过去完成时和过去进行时的区别与运用。

2. 教学重点：词汇的掌握，文章阅读与分析，以及语法点的讲解。

四、教具与学具准备1. 教具：多媒体教学设备，PPT课件，黑板。

2. 学具：英语课本，词汇卡片，练习本。

五、教学过程1. 导入：通过展示一组世界文化遗产的图片，引出本节课的主题，激发学生的兴趣。

2. 词汇学习：讲解本节课的核心词汇和短语，让学生进行例句创作，巩固记忆。

3. 语法讲解：以过去完成时和过去进行时为例，结合实际语境，讲解语法点，并进行句子创作。

4. 阅读理解：让学生阅读课文，回答相关问题，提高阅读理解能力。

5. 随堂练习：设计相关练习题，检验学生对词汇、语法和阅读理解的学习效果。

6. 小组讨论：分组讨论文化遗产的保护与传承，培养学生的跨文化意识。

六、板书设计1. 核心词汇和短语。

2. 过去完成时和过去进行时的语法点。

3. 课文结构及重点句子。

七、作业设计1. 作业题目：根据课文内容，写一篇关于文化遗产保护的短文。

Cultural heritage protection is of great importance. The Amber Room, a masterpiece of art, was once lost but has now been recovered. In order to protect our cultural heritage, we should take measures to preserve and pass on these invaluable treasures.八、课后反思及拓展延伸1. 反思：关注学生在课堂上的表现，了解他们的学习需求，不断调整教学方法，提高教学效果。

新人教版高中英语必修二教案(全册)

新人教版高中英语必修二教案(全册)教案概述本教案是针对新人教版高中英语必修二全册的教学设计，旨在帮助学生提高英语听、说、读、写的能力，拓展词汇量和语言运用能力。

教学目标1. 培养学生对英语研究的兴趣。

2. 提升学生的听、说、读、写能力。

3. 培养学生的语言运用能力和思维能力。

4. 拓展学生的词汇量和语法知识。

教学内容本教案涵盖了新人教版高中英语必修二全册的所有单元，包括以下内容：- 第一单元：Friendship- 第二单元：English around the world- 第三单元：Travel journal- 第四单元：Great scientists- 第五单元：Global warming- 第六单元：Science and technology- 第七单元：Cultural relics- 第八单元：Art and artists- 第九单元：Media教学方法1. 情境教学：通过创设各种真实的语言环境，培养学生的语言运用能力。

2. 交际教学：通过各种实际的交际活动，提高学生的口语表达和交流能力。

3. 阅读教学：通过各类文本的阅读，培养学生的阅读理解能力和批判性思维。

4. 写作教学：通过不同类型的写作训练，提高学生的写作能力和创造力。

教学活动1. 课堂听说练：通过听力材料和口语练，帮助学生提高听说能力。

2. 阅读理解练：通过阅读文章和解答问题，培养学生的阅读理解能力。

3. 交流讨论活动：组织学生进行各类交际和讨论活动，提高学生的口语交际能力。

4. 文字表达训练：通过写作练，帮助学生提高写作能力。

教学评价1. 课堂表现评价：根据学生的课堂听说读写能力和参与度进行评估。

2. 作业评价：根据学生的作业完成情况和写作质量进行评估。

3. 测试评价：定期进行听力、口语、阅读和写作的测试，评估学生的综合能力。

教学资源1. 教材：“新人教版高中英语必修二”教材。

2. 多媒体设备：投影仪、音响等。

3. 教学文具：笔、纸、课本等。

高中英语必修二教案(全册)

Period 1 ReadingThe G eneral Idea of This Period：This period includes Warming up，Reading and Comprehending of Unit 1.It introduces the story of the Amber Room，which can help the students learn how to talk about cultural relics and realize that we should protect cultural relics and what should be done with the cultural relics.The students also can learn how to talk about cultural relics and learn some reading strategies such as skimming and scanning.Teaching Aims：1.Learn the following useful words and phrases：fancy，style，jewel，in return，reception，light，mirror，wonder，at war，remove，furniture，secretly，wooden，doubt，remain，mystery，apart，take apart2.Help the students understand the structure o f the following sentences：In return，the Czar gave the King of Prussia 55 o f his best soldiers.P2This was a time when the two countries were at war.P2There is no doubt that the boxes were then put on a train for....P2After that，what really happened to the Amber Room remains a mystery.P2I think highly of those who are searching for the Amber Room.P23.Help the students learn to talk about the story of the Amber Room.4.Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics.T eaching Important Point：How to tell the story about the Amber Room and talk about cultural relicsTeaching Difficult Point：Help the students understand the cultural relics and realize what should be done with the cultural relics.Teaching Methods：1.Fast reading to get the general idea of the text.2.Careful reading to understand the passage better.3.Explanation to help the students master some language points.4.Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.Teaching Aids：1.A tape recorder.2.A multimedia.Teaching Procedures：Step 1 Warming upT：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?Group 1 The Pyramids in EgyptGroup 2 The Great Wall/ChinaGroup 3 Stonehenge/Britain Salisbury plainT：Please tell the reasons for their importance.S1：Symbols of their countries.S2：A concrete annotation of their cultures.S3：Have a memorable significance.S4：Bring in money from tourism.The warming-up exercise helps the students realize 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 kn ow.T：Now，class，look at the title of this unit.Tell me what the topic of this unit is.Ss：The topic of this unit is cultural relics.T：Do you know what cultural relics are?Ss：Cultural relics are something that has survived for a long time，often a part of something old that has remained when the rest of it has been destroyed；it tells peo ple about the past.T：Very good，also we can say：Cultural relics are traces or features surviving fr om a past age and serving to remind people of them.Just like what you said，they represent the culture of a place and some periods of history.Of course，some of them are in danger because they are being destroyed.Then can you give some examples of the cultural relics that are in the need of being protected?S1：The Great Wall.S2：The Big Ben.Ss：...T：Yes.You are right.Now do you want to know more about these cultural relics?Ss：Yes.。

人教版高中英语必修二全册教案设计

人教版高中英语必修二全册名师教案设计Unit 1 Cultural RelicsThe first period Warming up，Pre-reading，Reading and Comprehending 1．Knowledge points：Get the students to learn the useful new words and expressions：rare，valuable，survive，vase，dynasty，amaze，select，honey，design，fancy，style，decorate，jewel，artist，belong，troop，reception，remove，wooden，doubt，former，worth，in search of，belong to，in return，at war，less than Get the students to learn the history of the Amber Room.2．Ability aims:Let the students read the passage In Search of the Amber Room.3．Important points:Learn and read the passage In Search of the Amber Room to help them learn different reading skills.4．Difficult points:Develop their reading skills and get them to talk about cultural relics.Step 1. Warming up1. Warming up by looking and talking: show them some pictures to arose.2. Warming up and definition.1) What kind of old things are cultural relics?2) Are all the old things cultural relics?3) What is the definition and classification of cultural relics?4) Whom do cultural relics belong to?Step 2. Reading .Ask them to read and predict what the reading passage is about.Step 3. Reading1. Skimming for the general idea of each paragraph.2. Scanning for detailed information: read the text carefully and do exercises 1 and 2 in Comprehending.1). Join the correct parts of the sentences together.(1) Frederik I A. stole the Amber Room(2) Frederik William I B. sent a troop of his best soldiers to the King of Prussia(3) Peter the Great C. had the Amber Room made(4) Catherine II D. had it moved outside St Petersburg(5) The Nazi army E. gave it to the Czar as a gift(6) The Russians and Germans F. built a new one after studying pictures of the old one2). The following five questions summarize the main idea of the five paragraphs in the passage. Put the paragraph numbers in the boxes. Then answer the questions.□ How did the Amber Room become one of the wonders of the world?□ How was a new Amber Room built?□ How did the Amber Room get lost?□ How was the Amber Room made?□ Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?3. Deal with any language points students might meet.4. Reading aloud and underlining. (listen to the tape and pay attention to the pronunciation of each word and the pause within each sentence. Pick out all the useful expressions or collocations from the passage while reading and copy them to the notebooks after class.)5. Reading and transferring information. (Filling the table)6. 根据课文内容填空Step 4. Discussing the characteristics of the text:(This passage is a narrative prose or non-fiction article. It tells the history of Amber Room in the order of time so that we can clearly learn about what happened to it. The tense used the text is the past tense. )Step 5 Closing down by retelling the story of the Amber Room.Step 6 HomeworkLearn the useful new words and expressions in this unitTell the story of the Amber RoomThe second period: Learning about important language pointsImportant points: enable the students to grasp the usages of such new words and expressions as surviving, belong, doubt, belong to, in search of. Get the students to master the patterns: “sadly, although the Amber Room was considered one of the wonders of the world, it is now missing.” “There is no doubt that the boxes were then out on a train for Konigsberg”Difficult points: get the students to understand some difficult and long sentences.Emotional aims: Develop the students` spirits of cooperation and teamwork. Stimulate their interest in learning EnglishStep 1 Revision1) Check the homework.2) Retell the history of the Amber RoomStep 2 Reading and finding:Get the students read through Warming up, Pre-reading, Reading and Comprehending to underline the new words and useful expressions or collocations in these parts.Collocations: a cultural relics, be rare and valuable, survive for a long time, whether…. Or not, an amazing history, be used to do, the design of the room, the fancy style, popular in those days, give the name, decorated with gold and jewels, in fact, as a gift of, in return, be made to be a gift, serve as, add more details to, the search for, be mad for, one of the wonders, are objects, look much like…., at war, remove….from…, remain a mystery, be ready for….Step 3 Practice for useful words and expressionsDo the exercises in discovering useful words and expressionsStep 4 V ocabulary study(1) Survive：continue to live or exist，in spite of nearly being killed or destroyed Few survived after the flood.The custom still survives.The house survived the storm.He survived his wife for many years.(2) belong to：be the property of，be a member ofThe land belongs legally to the government.The blue sky belongs equally to us all.They belong to the younger generation.(3) in return: as payment or reward for sth.I bought him a drink in return for his help.(4) doubt: uncertainty or disbelief, reason for not believing sth.There is no doubt about it.I have doubts about his competence(能力).Please dismiss all doubts about it.It is human to doubt. 怀疑是人的天性.I doubt whether he is at home.(5) remain: be left or still present after other parts have been removed or used or dealt withAfter the fire, very little remained of my house.If you take 3from 8, 5 remains.Much remains to do.We should remain modest and prudent. (我们应该保持谦虚谨慎)Let things remain as they are. (保持原状吧.)Step 5 Sentence focus(1)This gift was the Amber Room, which was given this name because several tonsof amber were used to make it.The chairman, who spoke first, sat on my right.I`m seeing the manager tomorrow, when he will be back from New York.(2)The design of the room was in the fancy style popular in those days.(3)In 1770, the room was completed the way she wanted.I was never allowed to do things the way that I wanted.He was looking at her in the way that surprised her.We have to make it work in the way they want it to.(4)There is no doubt that the boxes were then put on a train for Konisberg, whichwas at that time a German city on the Balitic Sea.They had to face the fact that the nearest filling station is 30 miles away.The doctor came to the conclusion that the patient was suffering from cancer.I have no idea when he will return.There is no doubt that he is affine scholar.There is no doubt that you can find a way to solve this problem.Step 6 Using words and expressions (page 42)Step 7 Homework.Finish off the Workbook Exercises.Learn the useful new words and expressions by heart.The third period Learning about grammarKnowledge aims: enable the students to know the structure of the restrictive and non-restrictive attributive clausesImportant points: get the students to master the structure and usage of the restrictive and non-restrictive attributive clauses and the differences Difficult points: Enable the students to learn how to use the restrictive andnon-restrictive attributive clauses correctlyStep 1 RevisionCheck the homework exercisesDictate some useful words and expressionsStep 2 Warming up by reading and discoveringSome examples in the reading passage:This gift was the Amber Room, which was given this name because several tons of amber were used to make it.In 1770, the room was completed the way she wanted.This was a time when the two countries were at war.Later, Catherine Ⅱ had the Amber Room moved to the palace outside St Petersburg where she spent her summers.Step 3 Grammar learning(1)Looking and thinking:(2)Summing up and explanations.An adjective clause is a dependent clause which takes the place of an adjective in another or phrase. Like an adjective, used to modifies a noun or pronoun , answering questions like “which” or “what kind of”Relative pronouns: who / whom / which / thatRelative adverbs: when / where / why(3)Restrictive and non-restrictive attributive clausesMy uncle, who lives in London, is very rich.My uncle who lives in London is very rich.The policies, which were unpopular, were rejected by the voters.The policies that / which were unpopular were rejected by the voters.Step 4 Grammar practiceDo the exercises on page 4.Step 5 Closing down by a quiz1.Choose the right answers.(1) As many children ____ came were given some cakes.A. thatB. asC. whoD. whom(2) The visitors saw rows of houses the roofs _____ are red.A. on whichB. of whichC. whereD. that(3) I usually take a nap after lunch, _____ is my habit.A. which itB. as itC. asD. that(4) Please tell me the way ______ you did the job.A. howB. whereC. whichD. in which(5) Is this museum ______ some German friends visited the day before?A. the oneB. whichC. thatD. where6) The farmer uses wood to build a house ______ to store grain.A. in whichB. whereC. thatD. with which(7) I shall never forget the days ______ I spent in the country with the farmers,______ has a great effect on my life.A. when, whichB. that, whichC. when, thatD. which, that(8) Little has been done ______ is helpful to our work.A. thatB. whatC. whichD. all that(9) Perhaps this is the only market ______ you can get such cheap goods.A. thatB. of whichC. by whichD. where(10) We`ll put off the outing until next week, ______ we won`t be so busy.A. whenB. whichC. at whichD. in that(Answers: BBCDA ABADA)plete the sentences by combining the two ones. Use formal written English.(1) An antecedent is a word.A pronoun refers to this word.An antecedent is a word which / that a pronoun refers to.(2) The blue whale is considered the largest animal that has ever lived.It can grow to 100 feet and 150 tons.The blue whale which / that can grow to 100 feet and 150 tons is considered the largest animal that ever lived.(3) The plain was met by a crowd of 300.Some of them had been waiting for more than 4 hours.The plain was met by a crowd of 300, some of whom had been waiting for more than 4 hours.(4) In this paper, I will describe the basic process.Raw cotton becomes cotton thread by this process.In this paper, I will describe the basic process by which raw cotton becomescotton thread.(5) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.These people`s families have a history of high blood pressure and heart disease.The researchers are doing case studies of people whose families have a high blood pressure and heart disease to determine the importance of heredity in health and longevity.(6) At the end of this month, scientists at the institute will conduct their AIDS research.The results of this research will be published within 6 months.At the end of this month, scientists at the institute will conduct their AIDS research, the results of which will be published within 6 months.(7) According to many education officials, “math phobia” is a widespread problem.A solution to this problem must be found.According to many education officials, “math phobia” is a wide spread problem to which a solution must be found.(8) The art museum hopes to hire a new administrator.Under this person`s direction it will be able to purchase significant pieces of art.The art museum hopes to hire a new administer under whose direction it will be able to purchase significant pieces of art.(9) The giant anteater licked up ants for its dinner.Its tongue is longer than 30 centimeters.The giant anteater, whose tongue is longer than 30 centimeters, licked up ants for its dinner.(10) The anteater`s tongue is sticky.It can go in and out of its mouth 160 times a minute.The anteater`s tongue, which can go in and out of its mouth 160 times a minute, is sticky.Step 6 Home workFinish off the workbook exercises.Preview the part Reading the passage on page 5, pick out the sentences with the non-restrictive attributive clauses。

(人教版)高中英语必修二(全册)课时配套学案汇总

（人教版）高中英语必修二（全册）课时配套学案汇总Book 2 Unit 1 Cultural relicsPeriod 1Warming up and Reading编者：李兴兵修编：毛彦芳导学目标1. 通过阅读和交流了解琥珀屋的历史，了解世界文化遗产，增强文化遗产保护意识。

2. 在学会区别事实与观点的基础上锻炼思维分析和表达能力。

自主学习I. 重点单词1. ____________adj. 文化的_______________n. 文化2. ____________ adj. 贵重的；有价值的___________ n./ vt 价值；估价3. ____________ vt. 使吃惊；惊讶____________ adj. 令人惊讶的___________ adj.惊讶的；吃惊的4. ____________ v. 装饰；装修_______________ n. 装饰；装修5. ____________ n. 艺术家__________________n. 美术；艺术；艺术品6. ____________ n./ v 设计；构思_______________n.设计师II. 重点短语1. in _____________ of 寻找2. belong _______ 属于3. in _____________ 作为报答；回报4.at ___________处于交战状态5. less ____________少于6. take _________ 拆开合作探究I. 速读Reading完成下列题目Find out the meaning of each paragraph.Para1_______ Para2_______ Para3_______Para4_______ Para5_______A. It was given to Peter the Great as a gift of friendship from the Prussian to the Russian people.B. How the Amber Room was first built.C. How the Amber Room was improved by Catherine II.D. The end of the Amber Room and how the new one was built.E. What happened to the Amber Room during the war.II. 语篇理解Choose the best answer according to the text.1). Why was the Amber Room made at first?A. It was made as a gift to Peter the Great.B. It was designed for the palace of Frederick I.C. It was made as one of the wonders.D. Because the Russians and Germans are good at building.2).The King of Prussia who gave the Amber Room as a gift to Russia was_______.A. Frederick IB. Frederick William IC. Peter the GreatD. Catherine II3).Which of the following materials is not used to make the Amber Room?A. amberB. goldC. jewelsD. silver4).The King of Prussia gave the Amber Room to Russia because______.A. he wanted to marry Catherine IIB. he was kindC. he needed better soldiersD. he wanted to make friends5). The Amber Room was stolen by_________A. Russian soldiersB. German soldiersC. people in KongsbergD. people in St Petersburg6).Which of the following is TRUE according to the places where the Amber Room stayed?A. Prussia→ Winter Palace in St Petersburg→ Summer Palace outside St Petersburg→ Konigsberg.B. Prussia→ Summer Palace outside St Petersburg→ Winter Palace in St Petersburg→ Konigsberg.C.Winter Palace in St Petersburg→ Prussia→ Summer Palace outside St Petersburg→ Konigsberg.D.Summer Palace outside St Petersburg→ Konigsberg. → Prussia→ Winter Palace in StPetersburgIII. 阅读P1—2的Reading部分，完成下列表格The History of the Amber Room1. Frederick William Ⅰ，the King of Prussia，___________________________________ that hisgreatest gift to the Russian people would have such an amazing history.普鲁士国王·威廉一世绝不可能想到他送给俄罗斯人民的厚礼会有这样一段令人惊讶的历史。

人教版高中英语必修二导学案-全册精品

The First PeriodWarming up & Reading【单元导航】The Amber RoomThe history of the Amber Room dates back to（追溯到）the very beginning of the 18th century, when Andreas Schluter, the chief architect of the Prussianroyal court, had the idea of using amber, a material never before usedfor interior decoration（室内装修）, to complete one of the rooms ofthe Great Royal Palace in Berlin during the reconstruction underFrederick Ⅰ. The works started in 1701 and continued until 1713with the help of the best German, Swedish, and Dutch amber masters,when the old king died, and the new Prussian King –FrederickWillelm Ⅰ—came into power(掌权).Period 1Warming Up and ReadingStep 1 Ask and answerThis period we are going to read about IN SEARCH OF THE AMBER ROOM.. Before our reading, please answer the following questions:1) Do you know what a cultural relic is? Can you give some examples?____________________________________________________________________________ ____________________________________________________________________________ 2) Please use a few words to describe what you think cultural relics are.rare, _______________________________________________________________________ 3)To whom do cultural relics belong?____________________________________________________________________________ Step 2 Please complete the description about cultural relics.A cultural relic is something that survived for ________, often a part of something old that has remained when the rest of it has been destroyed or ________; it tells people about the _____. Task 3 Discuss: If you find a cultural relic, what will you do with it?____________________________________________________________________________ Step 3 SkimmingTask 1 About amberHave you ever seen a piece of amber? If so, what does it look like?______________________________________________________________Task 2 According to the title In Search of The Amber Room, please answer the followingquestions:(1) Why is it called the Amber Room?__________________________________________________________________________(2) What happened to the Amber Room?___________________________________________________________________________Task 3 Skim the text and find out: The Amber Room was given by ____________ to____________, a great gift from the King of Prussia to the Russian peopleStep 4 Careful readingTask 1 Read the text carefully and join the correct parts of the sentences together.A. Information about the Amber Room:1) FrederickⅠ A. stole the Amber Room.2) Frederick William Ⅰ B. sent a troop of his best soldiers to the King ofPrussia.3) Peter the Great C. had the Amber Room made.4) CatherineⅡ D. had it moved outside St Petersburg.5) The Nazi army E. gave it to the Czar as a gift.6) The Russians and Germans F. built a new Amber Room after studying picturesof the old one.B. The main idea of each paragraph::1st paragraph 1. How did the Amber Room become one of the wonders of theworld?2nd paragraph 2. How was a new Amber Room built?3rd paragraph 3. How did the Amber Room get lost?4th paragraph 4. How was the Amber Room made?5th paragraph 5. Why did the King of Prussia give the Amber Room to the Czar ofRussia as a gift?Task 2 Detailed reading1) Go through each paragraph and answer the following questions:Para.1 Why was the Amber Room given such a name?_____________________________________________________________________________ Para.2 What did Czar give the King of Prussia in return?_____________________________________________________________________________ Para.3 What did Catherine II do with the Amber Room?_____________________________________________________________________________ Para.4 When and how was the Amber Room supposed to have been lost?_____________________________________________________________________________ Para.5 How is the new room made?_____________________________________________________________________________ 2) Can you raise more questions about the Amber Room?______________________________________________________________________________ ______________________________________________________________________________Task 3 Multiple choicePlease read the text and choose the best answer for each blank1) The King of Prussia who gave the Amber Room as a gift to Russia was _____A Frederick IB Frederick William IC Peter the GreatD Catherine II2) The King of Prussia gave the Amber Room to Russia because _____A he wanted to marry Catherine IIB he was kindC he needed better soldiersD he wanted to make friends3) The Amber Room was stolen by _____A Russian soldiersB German soldiersC people in KonigsbergD people in St Petersburg4) In 1941, the city of Konigsberg was in _____A GermanyB RussiaC SwedenD France5) The Russians didn't hide the Amber Room because _____A they were at warB they couldn't find a placeC the German soldiers arrived too soonD no train could take it awayStep 5 RetellingAmber Room, the best and biggest work of amber art ever made, was first built for __________ _____ Frederick I. In 1716, Frederick William I gave it to Peter the Great _____ _____ _____ of friendship and _____ _____ he got the Czar‘s 55 best soldiers. Thus the Amber Room became part of the Czar‘s _____ _______in St. Petersburg and served as a small _____________for important visitors. Later, Catherine II told her artists to _____ more details _____ its design. Unfortunately, in September, 1941, When Russia and Nazi Germany were _____ ____, the Amber Room was secretly _____ by the Nazis. 100,000 pieces of the room were put inside twenty-seven wooden boxes. _____ _____ _____ _____ that the boxes were then put on a train for 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. Petersburg to celebrate the 300th birthday of their city in the spring of 2003.Step 6 HomeworkTick out sentences that you think are difficult for you.【学习反思】呃，我还要努力！Keys:Step 1 Ask and answer2）building, object or item; valuable, old, sth. used by our ancestors or a place where a famous person used to live, expensive, etc3）In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.Step 2 Please complete the description about cultural relics.1. a long time2. lost3. past or historyStep 3 SkimmingTask 2 According to the title In Search of The Amber Room, please answer the following questions:(1) Because the room is made of amber. (2) It was missing.Task 3 Frederick William I; Peter the Great.Step 4 Careful readingTask 1 A) CEBDAF B) 45132Task 2Para.1 It was given the name because almost seven thousand tons of ambers were used to make itPara.2 He sent him a troop of his best soldiers.Para.3 Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers. She also had more details added to the Amber Room. Para.4 In 1941, those two countries were at war. German army stole it.Para.5 By studying old photos of the former Amber Room.Task 3 BDBACStep 5 the palace of 2) as a gift 3) in return 4) summer palace 5) reception hall 6) add…to 7) at war 8) stole n 9) There is no doubt 10) was missingPeriod 2 Language pointsStep 1 Complete the following sentences.1) The Russians and Germans have built ______ new Amber Room at _____ summer palace.2) _____ September, the Nazi German army was near St Petersburg.3) This was a time when the two countries wre ____ war.4) After that, ________ happened to the Amber Room remains a mystery.5) Later, Catherine Ⅱhad the Amber Room moved _____ the palace where ___spent her summers.6) The king could never have imagined _____ his gift ____ the Russian people would have such ____ strange history. _____ gift was _____ Amber Room.7) ________ amber feels as stone, it easily melts when heated.8) _____ fact, the room was not made to be a gift.9) The Amber Room was made for the palace of Frederick Ⅰ, _____ he didn‘t want to keep it.10) 100,000 pieces of the room were put inside the boxes _____ put on a train for Germany.Step 2 Useful expressionsTask 1 Please go through the text and look for the following expressions. Then put them into Chinese or English.1. fancy style2. belong to3. in return4. at war5. less than two days6. remove the furniture7. 被认为是世界的一大奇迹之一________________________________________________8. 被用作接待重要来宾的小型会客室_____________________________________________Task 2 Let‘s learn some useful expressions!1) In search of the Amber roomin search of 寻找，搜查例：The policemen were in search of the missing boy in the woods.警察在树林里寻找那个失踪的小男孩。

精心整理版人教版新课标高中英语必修2全套教案(93页)

Unit 1 Cultural relicsPart One: Teaching Design （第一部分：教学设计）Period 1: A sample lesson plan for Reading(IN SEARCH OF THE AMBER ROOM)Aims：To read about cultural relicsTo learn about The Restrictive and Non-Restrictive Attributive ClauseI. Warming upWarming up by definingGood morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I‘d like to know:A.What kind of old things are cultural relics?B.Are all the old things cultural relics?C.What is the definition and classification of cultural relics?D.To whom do cultural relics belong?Keys for reference:A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past.B. No, not all the old objects are cultural relics.C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions.D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.Warming up by presentingHi, everyone. Let‘s look at the screen. I‘ll present you some pictures. They all belong to cultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over：A.Can you name them out?B.Who have the right to confirm and classify them?Keys for reference:A. They are cultural sites: The Great wall; The Imperial Palace of the Ming and QingDynasties in Beijing and Shenyang; The Mausoleum of the First Qin Emperor and theTerracotta Warriors; The Mogao Cave. These are natural sites: The Jiu Zhai Gou ValleyScenic and Historic Interest Area; The Huang Long Scenic and Histioric Interest Area. Thefollowing are cultural and natural sites: Mount Taishan; Mount Huangshan; Mount WuYi.B. Only an international professional organization from UN has the authority to confirm andclassify them.Warming up by discussingNow, boys and girls, I met a ―moral dilemma‖. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden. It‘s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision:A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation —to make a difficult choice?Keys: ABC questions can be answered in all kinds of ways. The answers are flexible.II. Pre-reading1. Looking and sayingWork in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingY uan and the Amber Room. Please guess:A.What kinds of things can result in their disappearing?B.Why do they come into being once again?Keys for reference:A. Maybe wars, natural disasters, and time have damaged or destroyed them, getting them lost andchanged. Many of them were even stolen and hidden while nobody knows who, where and how.B. People get to know these. If these relics could not be found again, they would be rebuilt by people.2. Explaining and sharingWork in groups of four. Tell your group mates:A.What do you know about the substance of ―amber‖?B.What do you know about the cultural relics ―the Amber Room‖?Keys for reference:I am from group 2. From the knowledge we got from biology and chemistry, we know ―amber‖ is asemi-precious stone used in jewelry and art world. Amber is really the fossil form of resin 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. Trees useresin to protect themselves from disease and harm caused by insects and fungi.I am from group 6. From the information of history legends and news reports, we know the AmberRoom is a room built by lots of ambers. It was a gift given to Peter the Great, the King of Russia,by the King of Prussia, Frederick William I. It was given the name because almost thousand tonsof natural ambers were used to make it. But during the second world war in 1941, the Nazi Germanarmy secretly stole the Amber Room and sent boxes of the Amber Room on a train to a Germancity. After that, what really happened to the Amber Room remains a mystery.III. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text IN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2. Skimming and identifying the general idea of each paragraphNow please skim the text to get the key words and general idea of each paragraph.1st paragraph the introduction about the Amber Room: design, colour, shape, material2nd paragraph the present to the Czar: a part of winter palace in St. Petersburg, a reception hallfor important visitor3rd Paragraph the relocating of the Amber Room in Catherir Ⅱtimes: moved into SummerPalace, more added to its design4th Paragraph the missing of the Amber Room: the two countries were at war, Nazi Germanarmy stole the Amber Room, 27 wooden boxes were trained to a German city,Nobody knew it from then on5th Paragraph the rebuilding of the Amber Room: a new one but the same as the old built bythe two countries, for celebrating the 300th birthday of Peterburg3.Scanning and analyzing the characteristics of the text.Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?Keys for reference:This piece of passage is a narrative prose or non-fiction article written in a narrating style. It tellsthe history of Amber Room in the order of time so that we can clearly learn about what happened toit. The tense used in the text is past tense.4.Reading and understandingNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from IN SEARCH OF THE AMBER ROOMlook into…, be used to…, make the design for the room, in fact, as a gift of…, add more details to…, remove… from the search for…,belong to…, feel as hard as stone, the fancy style, be made for…, in return, one of the great wonders, art objects, look much like…, give the name, be madeinto any shape, be made with gold and jewels, be made to be a gift, serve as…, at war, remain a mystery, be ready for…5. Reading and transferring informationRead the text again to complete the table, which lists all the numbers in the text.NUMBER MEANING1716 Frederic William gave the Amber Room to Peter the Great as a gift.1770 Catherine Ⅱhad completed the adding to the Amber Room in this year.1941 The Nazi German army stole the Amber Room in this year.2003 The rebuilding of the Amber Room was completed in this year.7000 Tons The total weight of the ambers used to make the room.55 The number of soldiers given to the king of Russia in return.600 The number of the candles lighting the Amber Room.2 The two countries: German and Russia.2 In two days the Amber Room was removed to a German city.100,000 The Amber Room was dismantled into 100,000 pieces27 27 wooden boxes were used to contain the pieces of Amber Room.300th The newly rebuilt Amber Room was ready for the 300th birthday of St Peterburg city 6.Reading and learningRead the text and learn more about the following proper nouns. You can surf on the website after class: Names of people Names of placesFrederick ⅠPrussiaFrederick William ⅠSt.PeterburgPeter the Great KonigsbergCatherine ⅡWinter PalaceSummer PalaceⅣClosing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and No. 2.Closing down by having a discussionA.Can you imagine the fate of the Amber Room? What is it?B.Do you think if it is worthwhile to reproduce the Amber Room? Why?Keys for reference:A. I have no idea about the fate of the Amber Room. Because anything can happen to it. Maybe it was destroyed at war in the fighting fire. You see, ambers can be melted easily. Maybe it was kept secretly by somebody who had died without telling about it to anyone else. So maybe it is lying somewhere quietly.B. I think it is worthwhile to reproduce the Amber Room. Because it represents the culture and a period of history in St. Petersburg. It is a trace and feature surviving from a past age and serving to remind people of a lost time.Closing down by retelling the story of the Amber RoomWell, all of us have learned the history of the Amber Room. Let‘s recall some key words and expressions on the board. You are to retell the story of the Amber Room:Colour Style Shapeowner present move to winter palaceadd to more details remove to piecesput on trains remain a mystery 300th birthdayPeriod 2: A lesson plan for Learning about Language(The Restrictive and Non-Restrictive Attributive Clause)Aims:To learn about the restrictive and non-restrictive attributive clauseTo discover some useful words and expressionsTo discover some useful structuresProcedures:I. Warming upWarming up by discovering useful words and expressionsPlease turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates‘. Warming up by explainingNow, class, since you‘ve read the passage, could you explain to me how to use the phrase ―belong to‖? The word ―to‖here is a preposition, indicating the possession, and is always followed by nouns or pronoun.Look at Ex 3. The preposition ―at‖indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense.II. Learning about Attributive Clause1. What is an adjective Clause?An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjectiv e, an adjective clause modifies a noun or pronoun, answering questions like ―which?‖ or ―what kind of?‖ Consider the following examples:Adjectivethe red coatAdjective clausethe coat which I bought yesterdayLike the word ―red‖ in the first example,the dependent clause ―which I bought yesterday‖ in the second example modifies the noun ―coat.‖ Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.In formal writing, an adjective clause begins with the relative pronouns ―who(m),‖ ―that,‖ or ―which.‖ In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:informalThe books people read were mainly religious.formalThe books that people read were mainly religious.informalSome firefighters never meet the people they save.formalSome firefighters never meet the people whom they save.Here are some more examples of adjective clauses:the meat which they ate was taintedThis clause modifies the noun ―meat‖ and answers the question ―which meat?‖.They‘re talking about the movie which made him cryThis clause modifies the noun ―movie‖ and answers the question ―which movie?‖.They are searching for the student who borrowed the bookThe clause modifies the pronoun ―student‖ and answers the question ―which student?‖.Did I tell you about the author whom I met?The clause modifies the noun ―author‖ and answers the question ―which author?‖.2. Restrictive & non restrictive clausesDo the following pairs of sentences mean the same thing?1a My uncle, who lives in London, is very rich.2b My uncle who lives in London is very rich.2a The policies, which were unpopular, were rejected by the voters.2b The policies which were unpopular were rejected by the voters.3a My niece, whose husband is out of work, will inherit the house, which I have always treasured.3b My niece whose husband is out of work will inherit the house which I have always treasured.The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either ‗that‘ or ‗which‘, whereas for human referents the relative pronoun can be either ‗who/m‘ or ‗that‘ (the man that/whom I will marry ....).3. A test on FORMAL ADJECTIVE CLAUSESDirections: Combine the sentences. Use formal written English.Use (b) as an adjective clause. Punctuate carefully.1) (a) An antecedent is a word. (b) A pronoun refers to this word.An antecedent ____2) (a) The blue whale is considered the largest animal that has ever lived.(b) It can grow to 100 feet and 150 tons.The blue whale ____3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours.The plane ____4) (a) In this paper, I will describe the basic process.(b) Raw cotton becomes cotton thread by this process. In this paper, I will describe ____5) (a) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) These people‘s families have a history of high blood pressure and hea rt disease.The researchers are doing case studies ____6) (a) At the end of this month, scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months.At the end of this month, scientists ____7) (a) According to many education officials, ‗math phobia‘(that is, a fear of mathematics) is a widespread problem. (b) A solution to this problem must and can be found.According to many education officials, ‗math phobia‘ ____8) (a) The art museum hopes to hire a new administrator.(b) Under this person‘s direction it will be able to purchase significant pieces of art.The art museum ____9) (a) The giant anteater licks up ants for its dinner.(b) Its tongue is longer than 30 centimeters (12 inches).The giant anteater ____10) (a) The anteater‘s tongue is sticky.(b) It can go in and out of its mouth 160 times a minute.The anteater‘s tongue ____III. Closing down by taking a quizQuiz on Attributive clauseSelect one answer from the choices provided after each sentence. The words you choose should fit the blankin the sentence. Don‘t use the HINT buttons unless you really need them.1. As many children came were given some cakes.A. thatB. asC. whoD. whom2. The visitors saw rows of houses the roofs are red.A. on whichB. of whichC. whereD. that3. I usually take a nap after lunch, is my habit.A. which itB. as itC. asD. that4. Please tell me the way you did the job.A. howB. whereC. whichD. in which5 Is this museum some German friends visited the day before yesterday?A. the oneB. whichC. thatD. where6. The farmer uses wood to build a house to store grain.A. in whichB. whereC. thatD. with which7. I shall never forget the years I spent in the country with the farmers, has a great effect onmy life.A. when, whichB. that, whichC. when, thatD. which, that8. Little has been done is helpful to our work.A. thatB. whatC. whichD. all that9. Perhaps this is the only market you can get such cheap goods.A. thatB. of whichC. by whichD. where10. We‘ll put off the outing until next week, __ we won‘t be so busy.A. whenB. whichC. at whichD. in thatKey: 1~10：BBCDA ABADAPeriod 3: A lesson plan for using languageAims:To learn to tell facts from opinionsTo write a reply letterTo listen and speak about cultural relicsProceduresI. Warming upWarming up by questionsMorning, class. We always say, ―We must respect facts and can‘t wholly depend on one‘s opinions‖. But can you tell me:A.What does it mean when you say, ―I t is a fact‖?B.What does it mean when you say, ―I t is an opinion‖?Keys for reference:A. A fact must be real, objective and without any personal judgment. So it can be proved.B. An option always expresses one‘s own ideas. It is always subjunctive. So it has not been proved. Warming up by questioningTurn to page 5. Read the passage and tell me:A.If you want to go in for law against somebody, and if you want to win, what‘s the most important thingyou should do first?B.What makes a judge decide which eyewitnesses to believe and which not to believe.Keys for reference:A. Searching for facts of course. The more, the better.B. The evidences offered by the eyewitnesses make the judge decide which one is believable and which is not.II. Guided reading1.Reading and definingRead the passage and define: What is a fact? What is an opinion? What is an evidence?2. Reading and translatingRead the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please…3. Reading and underliningnotebook after class as homework.Collocation from Using Language on page 5in a trial, rather than, …more than…, to tell the truth, agree with, It can be proved that …, noreason to lie, a reply to a letter, think highly of, search for, return the treasure to, cost them a lotof time and money4. ListeningNow, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we‘ll listen to what three people say they know about the missing Amber Room. Before we listen to them, I‘ll present some related new words to you to help you understand them easily. Please look at the screen and read after me.explode vt. 爆炸, Czch n. 捷克, mayor n. 市长, melt vt. 熔化, sub (sub marine) n. 潜水艇，水雷, survivor n. 幸存者, Titanic n. 泰坦尼克船5. Sharing and CorrectingWell done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try?Keys: What they heard, saw, did are facts. And what they believe are opinions.6. ReviewingWe often use some expressions to ask for opinions. What are they?Oh, yes. What do you think of …?Do you believe …?How can you be sure of …?How do you know that?And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think…/ I don‘t think…I don‘t agree that…/ I suppose that…7. DiscussingPlease look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let‘s deal with the following discussion:B.How can we know which eyewitness is most believable?Keys:A. The best evidence is factual and is given by a person who is believable.B. The most believable eyewitness is the one who has nothing to gain from telling a lie.Well done. Let‘s come to the discussion ―Which person gave the best evidence?‖Keys fore reference: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.8. Reading and writingSometimes we may fall into or face a moral choice. That is a moral dilemma. Let‘s read the letter on page 7 and see what‘s Johann‘s choice and opinion. Ok, finished? Now answer the following questions:A.What‘s Johann‘s opinion about the Amber Room?B.What‘s his father‘s opinion about the things found by him?C.What happened to Johann when she was a pupil?Keys:A.Johann thinks the people who find the Amber Room should keep it for them own.B.His father thinks as Johann does.C.She found a little money and kept it to himself.9. Completing the letters A & B and then giving your own letters·When you write your letter, you may choose to agree or not agree with the writer.·You must give a reason why you agree or don‘t agree with the writer.·Be sure to give an example from your own life so that the reader can better understand your opinion.ⅢClosing downThere is a long ancient wall around a less developed town.It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it‘s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let‘s have the debating.Closing down by dictation·The design for the room was of the fancy style popular in those days.·The room served as a small reception hall for important visitors.·The man who found the relics insist that it belongs to his family.·The room was completed the way she wanted it .·It was ready for the people of St. Petersburg to celebrate the 300th birthday of their city.·After that, what really happened to the Amber Room remains a mystery.·In a trial, a judge must decide which eyewitnesses to believe and which not to believe.·Is it something that more than one person believes?·A fact is anything that can be proved.·An opinion is what someone believes is true but has not been proved.Part Two: Teaching Resources (教学资源)Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOMI. Type of writing and summary of the ideaType of writing This is a piece of narrative writing.Main idea of the passage The history of the Amber RoomGeneral idea of 1st Para The simple description of the Amber RoomGeneral idea of 2nd Para The present sent to the CzarGeneral idea of 3rd Para The detail adding and relocating of the Amber RoomGeneral idea of 4th Para The stolen of the Amber Room in World War ⅡGeneral idea of 5th Para The rebuilding of the Amber RoomII. A tree diagramThe Amber Room: the best and biggest work ofcountry‘s best Prussian artistsPara.1Section 2: Background information on culture relicsI. What is a culture relic? 何谓 “文化遗产”?Cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression and contribution. II. The cultural relics of China in the world heritage site list 《世界文化遗产名录》中的30处中国文遗产In 1716, the Amber Room given to the Czar as a gift Para. 2 In 1770, the Amber Room redecorated by Catherine II Para.2 In 1941 the Amber Room stolen by the Nazi German army Para. 4 The old missing Amber Room being searched for; a new Amber Room having been built Para. 5媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。

2021年新人教版高中英语必修二教案全套精选全文

精选全文完整版（可编辑修改）2021年新人教版高中英语必修二教案全套《Unit 1 Cultural Heritage》单元教案Period 1 Listening and Speaking & Listening and Talking【教材分析】Listening and Speaking introduces the topic of “Take part in a youth project”.The listening text is an interview about an international youth cultural heritage protection project. More than 20 high school students from seven countries participated in the project. The reporter interviewed two participants Stephanie and Liu Bin. By listening to the text, students can understand the significance of cultural heritage protection, and teenagers can use their knowledge, combine their own interests and advantages, etc. to participate in the action of cultural heritage protection.Listening and Talking introduces the theme of “Talk about history and culture”.The listening text is a dialogue between two tourists and tour guides when they visit the Kremlin, Red Square and surrounding buildings. The dialogue focuses on the functional items of “starting a conversation”, which is used to politely and appropriately attract the attention of the others, so as to smoothly start a conversation or start a new topic. The purpose of this section is to guide students to understand the history and current situation of Chinese and foreign cultural heritage in their own tourism experiences or from other people’s tourism experiences, explore the historical and cultural values, and be able to express accurately and appropriately in oral communication.【教学目标】1. Guide students to understand the content of listening texts in terms of the whole and key details;2. Cultivate students’ ability to guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activities.3. Instruct students to use functional sentences of the dialogue such as “I beg your pardon, but…” “Forgive me for asking, but…” and so on to start the conversation more politely and appropriately.【教学重难点】1. Guide students to understand the content of listening texts in terms of the whole and key details;2. Cultivate students’ ability to guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activities.3. Enable students to use the functional items of “starting a conversation”, which is used to smoothly start a conversation or start a new topic.【教学过程】Part 1: Listening and SpeakingStep 1: Lead inThe teacher is advised to talk about the meaning of the word “Heritage”.Boys and girls, before our listening, let’s work in pairs and discuss the meaning of the word “Heritage”.What does the word “heritage” mean? Share your ideas about your understanding of it and you can use examples to illustrate your meaning.Heritage means the traditional beliefs, values, customs, etc. of a family, country or society.For example, the Great Wall is the heritage of China.Step 2: PredictionAfter their small talk, the teacher can ask students to predict what the listening text is about by looking at the pictures.The listening text is probably about how to protect a famous heritage site by some students.Step 3: Summary of the main ideaThen play the radio which is about an interview about an international youth cultural heritage protection project. And after finishing listening for the first time, the students need to solve the following tasks.1. Listen to the conversation and sum up the main idea.Youths from seven countries are working together to protect cultural relics on Mount Tai.2. Listen again and help the reporter to complete the interview notes.International youth project, 23 high school students from 7 countriesMount Tai, one of the most famous mountains in ChinaIt has been protected for more than 3,000 years.22 temples, around 1,800 stones with writing on themDai Temple on Mount Tai; over 6,000 stepsStep 4: Guessing the meaning of the unknown wordsListen to the conversation again and use the context to guess the meaning of the words below. Tell the reasons why you guess so.Preserve: to protectReason: the word means the same of a word I knowPromote: to help sth to happen or developReason: The word is explained by the speakerStep 5: Speaking ProjectWork in pairs or groups and role play a conversation.Suppose you are a reporter and interviewing the students who devote their time to protecting the heritage.Reporter: It is said that you are one of the volunteers to preserve the pine trees on Mount Huang. What are you guys doing?V olunteer: We are making some signs which are designed to educate people to protect the pine trees.V olunteer: Besides, we took a lot of pictures of pine trees and create an app which aims to promote people’s awareness of protecting the precious trees.Reporter: Sounds great and anything else?V olunteer: We often wear volunteer clothes and send some brochures in the park to call on more people to protect the trees.Reporter: Does your hard work pay off?V olunteer: Definitely. More and more tourists are now stopping carving names on the trees or climbing the trees.Part 2: Listening and TalkingStep1: Listen to the tape, which is about a dialogue between two tourists and a tour guide when they visit the Kremlin, Red Square and surrounding buildings for the first time, and then ask the students to solve the following tasks.1. Listen to the conversation and answer(1).Where are the speakers?On a street.(2).What are they doing?Sightseeing.2. What do you know about the Kremlin and Red Square? Listen again and complete the fact sheet.Step 2: Speaking ProjectActivity 3 on page 7.Work in groups. Choose a cultural site that you like and role-play a conversation between some tourists and their tour guide. Take turns to play the different roles.Step 3 HomeworkAccording to Activity 3, write down a conversation between the tourist and his/her guide.Unit 1 Cultural HeritagePeriod 2 Reading and Thinking:From Problems to Solutions【教材分析】1. This section focuses on “Understanding how a problem was solved”, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.【教学目标】1. Enable students to understand the main information and text structure of the reading text;2. Motivate students to use the reading strategy “make a timeline” according to the appropriate text genre;3. Enable students to understand how a problem was solved;4. Enable students to understand the value of protecting cultural heritage by teamwork and global community;【教学重难点】1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. Help students sort out the topic language about protecting cultural relics and understand the narrative characteristics of “time-event” in illustrative style3. Lead students to understand the value of protecting cultural heritage by teamwork and global community;【教学过程】1. PredictionStep 1 Predicting the main idea of the passageLook at the title and the pictures, and then predict what the passage will be about.Q: What will be talked about?Step 2: Fast reading tasksTask of the first fast reading:Read quickly and figure out the key words of each paragraph.•Paragraph 1: challenge•Paragraph 2: proposal led to protests•Paragraph 3: committee established•Paragraph 4: brought together•Paragraph 5: success•Paragraph 6: spiritTask of the second fast reading:1. Why did the Egyptian government want to build a new dam in the 1950s?2. Why did the building of the dam lead to protests?3. How did the government save the cultural relics?4. Which one can describe the project?A. Successful.B. Negative.C. Useless.D. Doubtful.5. What can be learned from the Aswan Dam project?Step 3: Careful reading tasksRead more carefully and answer the following questions.1. What do “problems” refer to and what do “solutions” refer to?2. Find out the numbers in paragraph four and explain why the author used exact numbers instead of expressions like many?3. What can you infer from “Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics”?4. What can you infer from “Fifty countries donated nearly 80 million to the project”?The project cost a lot of money.5. Before the building of the dam, what problems did the Nile River bring to the Egyptian?6. What words can you think of to describe the working process of the project?Step 4: ConsolidationDivide the passage into three parts and get the main idea of each part.Part 1 (Paragraph 1)The introduction of the topicKeeping the right balance between progress and the protection of cultural sites is a big challenge.Part 2 (Paragraphs 2-5)The process of saving cultural relics•Big challenges can sometimes lead to great solutions.•The Egyptian government wanted to b uild a new dam, which would damageStep 7 Homework:Review what we have learned and find out the key language points in the text.Unit 1 Cultural HeritagePeriod 3 Discovering Useful StructureRestrictive relative clauses【教材分析】This teaching period mainly deals with grammar “restrictive relative clauses.” To begin with, teachers should lead students to revise what they have learned about the relative pronouns and relative adverbs. And then, teachers move on to stress more special cases concerning this grammar, such as the “preposition+relative pronouns which and whom” and cases where we can omit the relative pronouns. This period carries considerable significance to the cultivation of students’ writing competence and lays a solid foundation for the basic appreciation of language beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercises.【教学目标】1. Guide students to review the basic usages of relative pronouns and adverbs of attributive clauses.2. Lead students to learn to use some special cases concerning restrictive relative clauses flexibly.2. Enable students to use the basic phrases structures flexibly.3. Strengthen students’ great interest in gram mar learning.【教学重难点】1. Help students to appreciate the function of relative pronouns and adverbs of attributive clauses in a sentence2. Instruct students to write essays using the proper relative pronouns and adverbs of attributive clauses.【教学过程】本节语法思考：定语从句在复合句中的作用是什么？关系词有哪些？定语从句在复合句中的作用相当于形容词，它在句中作定语修饰名词或代词。

批量下载【共20份】最新高中英语人教版必修2【全套】教学案【含所有课时】

（共20套）最新高中英语人教版必修2（全册）教学案（含所有课时）Learning about LanguageⅠ.重点单词1．match v t.相配；与……相匹配2．local adj.本地的；当地的3．apart ad v.分离地；分别地4．painting n．绘画；画5．castle n．城堡Ⅱ.核心短语1．no more than只是；仅仅2．take away带走3．more than多于4．belong to属于5．take apart拆开Ⅲ.经典句式1．He recognized that it was a rare cultural relic，but at a price that he could afford，so he bought it at once.他认出这是一件很稀罕的文物，但是其价格是他买得起的，于是赶紧买了。

2．The old man saw some Germans taking apart the Amber Room and removing it.老人看见几个德国人正在把琥珀屋拆开，然后搬走。

The old man saw some Germans taking apart the Amber Room and removing it.(教材P4)那位老人看到一些德国人把琥珀屋拆开并运走了。

我看见他在跟我们的老师说话。

I saw him go(go)out.我看见他出去了。

③I saw Tom punished(punish)by his father yesterday.昨天我看见汤姆被他的父亲惩罚了。

④He took a radio apart 昨天他把一台收音机拆开了，但不知道怎么把它再装起来。

⑤The two things are very hard to tell apart.这两样东西很难区别。

⑥Apart from being too large ，the trousers don't suit me.这条裤子不但太大，而且我穿着也不合适。

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