英语必修二unit1教案
Unit1Culture Heritage Period1教学设计高中英语人教版(2019)必修二
【What】简介联合国教科文组织运行的世界文化和自然遗产的保护项目，并重点介绍了被列为世界文化遗产名录的泰姬陵和明清皇家陵寝的信息。
【Why】文章旨在让读者了解联合国教科文组织在保护世界文化和自然遗产方面发挥的作用，感受到世界文化遗产的魅力，认识到文化遗产是历史和文化的重要载体，进一步思考文化遗产的内涵，世界遗产是人类的杰作，代表着人类最好的历史，对人类的历史和文化而言有着至关重要的作用，同时思考保护文化遗产的必要性，文化遗产能提醒我们人类的聪明才智可达到的创作高峰，激励我们在未来不辜负我们伟大的过去。
Maybe:
1) The introduction of cultural heritage of China and other countries?
2) The similarity and difference of the cultural heritage?
3) The protection of cultural heritage?
5. generalize the connotation of cultural heritage by reading and analyzing the theme-related sentences in the text
教学重难点
Main learning focus:
Guide students to have a deep understanding of cultural heritage
读前通过观察图片和标题，预测文章内容，引导学生聚焦特定的世界文化遗产相关信息，把握语篇中主要事件的来龙去脉。
感知与注意
分析与判断
能根据图片和标题预测文章内容
1 min
Step 2 Skimming
高中英语必修二教案
高中英语必修二教案【篇一：人教新课标高一英语必修2_unit_1教案】unit 1cultural relicsi. 单元教学目标ii. 目标语言ii. 教材分析与教材重组1. 教材分析本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。
1.1 warming up 热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。
这部分的目的是呈现本单元的中心话题“文化遗产”。
1.2 pre-reading 是reading的热身部分，提供了ambers的图片并就此此设计了两个问题。
这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。
1.3 reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。
设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。
1.4 comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。
exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；exercise 2 将所给的问题与段落匹配，是段落大意理解题；exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。
1.5 learning about language 分discovering useful words and expressions 和discovering useful structures两部分。
其中第一部分的exercise 1着重训练对英语单词解释的理解。
英语人教版高中选择性必修二教案Unit 1 Reading and Thinking
Unit 1 Science and ScientistsReading and Thinking教材分析本文是一篇按照时间顺序记述事件发展过程的叙事性文本，时间线索是明线，而科学研究的步骤是文章叙述的暗线。
教材通过引导学生分析约翰·斯诺探究霍乱病源、切断感染源，并最终阻止霍乱流行的过程与方法，促使他们思考和梳理科学研究的基本步骤和常见方法，理解质疑精神在科学研究中的重要作用。
教学目标在本课学习结束时，学生能够：1. 了解利用地图和数据分析研究结果的方法；2. 依据时间明线和科学研究步骤暗线梳理语篇结构，找准主题词汇；3.运用发问的阅读策略积极主动探究答案，深化对文章主题和内涵的理解；4. 理解质疑精神在科学探究中的重要作用，谈论斯诺身上体现的科学精神。
教学重难点【教学重点】1. 正确理解主题图，理解创新与想象对于科学的意义；2. 引导学生读懂课文插图和霍乱病例地图；3. 结合活动主题梳理斯诺研究霍乱的流程；4. 理解质疑精神和科学素养，思考科学研究对人类的影响。
【教学难点】梳理科学研究步骤和方法，在阅读中通过自主发问来深度挖掘文本内涵。
教学过程Step 1 Warming-up1. Look at the theme picture and discuss the following questions.1) How would you describe the photo?2) What scientific equipment can you see in a science laboratory?3) Would you like to work in such a field in the future? Why or why not?4) What qualities do you need to be a scientist?2. Learn about the scientific equipment in a science laboratory.3. How do you understand the quote on the opening page?4. Appreciate other quotes.设计意图：通过讨论主题图和名人名言，引出话题，同时铺垫并呈现话题词汇。
高中英语选择性必修二Unit 1 Reading and Thinking教学设计
高中英语选择性必修二Unit 1 Reading and Thinking教学设计一、教学目标（一）语言技能目标1.学生能够理解课文内容，掌握重要词汇和短语。
2.提高学生的阅读理解能力，包括细节理解、推理判断和主旨归纳等。
3.学生能够运用所学词汇和句型进行口头和书面表达，讨论科学发现相关话题。
（二）学习策略目标1.培养学生的阅读策略，如预测、略读、扫读等。
2.鼓励学生合作学习，共同探讨问题，分享观点。
（三）情感态度目标1.激发学生对科学的兴趣和好奇心，培养科学精神。
2.增强学生的跨文化意识，了解不同国家的科学成就。
二、教学重难点（一）教学重点1.理解课文内容，掌握重要词汇和短语。
2.培养学生的阅读理解能力和表达能力。
（二）教学难点1.引导学生分析课文结构，理解作者的写作意图。
2.帮助学生运用所学知识进行创造性表达。
三、教学方法（一）任务型教学法：通过设计各种任务，让学生在完成任务的过程中学习语言知识和技能。
（二）合作学习法：组织学生进行小组讨论和合作活动，培养学生的合作意识和团队精神。
（三）情景教学法：创设真实的语言情景，让学生在情景中运用语言，提高语言运用能力。
四、教学过程（一）导入（Lead-in）播放一段关于科学发现的视频或展示一些科学成就的图片，引起学生的兴趣。
提问学生对科学发现的看法，引导学生思考科学发现的重要性和意义。
（二）预习检测（Pre-reading check）检查学生的预习情况，让学生回答一些与课文相关的问题，如：What do you know about scientific discoveries? Have you heard of any famous scientific discoveries?教授一些新单词和短语，为学生的阅读做好准备。
（三）阅读（Reading）1.快速阅读（Skimming）：让学生快速浏览课文，回答问题：What is the main idea of the passage?2.仔细阅读（Scanning）：学生仔细阅读课文，完成以下任务：回答细节问题，如：Who made the scientific discovery mentioned in the passage? What did they discover? How did they make the discovery?3.找出课文中的重要词汇和短语，并理解其含义。
人教版 高中英语必修2unit1 Reading and writing 读写课教案
Reading and WritingTeaching content: 人教版高中英语必修2I.Teaching objectives:After learning this lesson, students will be able to1. Learn how to have a debate and write a debate report.2. Understand the law on the protection of cultural relics.II.Important and difficult points:1. Important point: Master the way to express own ideas.2. Difficult point: Debate logically.III.Teaching aids: Blackboard and PPT.IV.Teaching methods: Task-based methodV.Teaching procedures:Step 1. Reading (15min)First let students read the letter and find out the writer’s opinion about what should be done with the cultural relic that has been found.T: Who is the writer?S1: A student at a high school in Berlin.T: What’s his opinion? Where can you find it?S2: The last sentence in the letter: So I think that those who find Amber Room should decide what do to with it.T: What’s his reason for that?S2: His reason is that the search has cost the hunters a lot of time and money.T: By the way, what does “think highly of” in the first line mean?S3: It means to admire or respect someone or something.think highly / much / well of…=sing high praise for…think little / nothing of…e.g.The headmaster thought highly of me for my good performance.e.g.The little boy was well thought of by them.He thought nothing of walking 40 miles.走40英里, 他不当回事。
高中英语必修二unit1教学设计
高中英语必修二unit1教学设计Cultural HeritageReading and Thinking 【设计思路】本节课的重点是梳理文本内容和结构，以寻找全文主干和修建阿斯旺大坝遇到的问题为重点展开教学。
首先，通过有关文化遗产的图片引入文化遗产（Cultural Heritage）这一话题，进行读前预测，思考什么是文化遗产及其重要性；接着，通读全文寻找段落主题句，定位关键信息，梳理故事脉络，整理出主体部分的时间线并画出课文结构图；讨论兴建阿斯旺大坝所遇到的问题、困难和人们采取的应对措施，以及这个工程项目蕴含的精神内涵和借鉴作用。
最后布置学生课后完成概要写作，拟一份关于如何保护文化遗产的海报，为完成下一课时的目标做好语言铺垫。
Learning aims(学习目标)1. Read quickly to get the main idea and the structure of the article,read carefully to get detailed information.2. Learn to make a timeline.3. Understand the value of protecting cultural heritage.Teaching Important Points and Difficult Points【教学重难点】1. help students understand the main information and structure of this paragraph2.Learn to sort out the information by using the mind map.Teaching Methods【教学方法】1. Fast reading (Skimming) ，detailed and Critical reading.2. Scanning to get the detailed information.4. Individual work and group work.5. Cooperative learning methodTeaching Procedures【教学过程】导学案一.Learning objectives（学习目标）1. Read quickly to get the main idea and the structure of the article,read carefully to get detailed information.2. Learn to make a timeline.3. Understand the value of protecting cultural heritage.二. Lead-in （导学）From the pictures students can understand some knowledge about what is cultural heritage.三. Self-learning （自学）Task 1 1. Prediction: look at the title and photos to guess what the text is about.Activity1: What is the main idea of the text ? ( )A.How the Egyptian government successfully solved the problem of building Aswan project.B.The project of Aswan Dam damaged some relics.C. It introduces cultural relics in Egypt.D.The Egyptian government turned to UN for help when in trouble.Activity2: Skim the whole text and match each paragraph with its topic sentence.Para.1 A. A committee was established to limit the damage and to prevent theloss of cultural relics.Para.2 B The project brought together governments and environmentalists fromaround the world.Para.3 C.Finding and keeping the balance between progress and heritageprotection is a challenge.Para. 4 D.The project was considered a great success.Para. 5 E.The spirit of the Aswan Dam project is still alive.Para. 6 F.Big challenges can lead to great solutions.四．Mutual-learning（互学）Task 2 Scanning-----read for detailsActivity3: Can you sort out the advantages and disadvantages of building the new dam?Activity4: Can you sort out UN’s specific ways to solve the problem with a mind map?Activity5: How were the temples and other cultural sites saved?Activity6: Make a timeline五．变通迁移Task 3：1.The Great wall as an exampleDetails are displayed on the blackboard六．Testing（检测反馈）Task 4：语法填空The project brought together governments and1. (environment） from 2. ________ the world. Temples and other cultural sites 3. ________ (take) down piece by piece, and then moved and put back together again in a place in which they were safe from the water. In 1961, German engineers moved the first temple. Over the next 20 years, thousands of engineers and workers rescued 22 temples and project. When the project ended in 1980, it was considered a great success. Not only had the countries found a path to the future that did not run over the5.________ (relic) of the past, but they had also learnt that it was possible for countries to work together to build a 6. ________ (good) tomorrow.。
新外研版高中英语必修第二册Unit 1 教学设计
Book 2 Uni t 1 Food for thought 教学设计单元主题本单元的主题语境是“人与社会”，涉及的主题语境内容是多元饮食文化 和健康的饮食习惯。
本单元从介绍不同国家的代表性食物开始，展现了 丰富多彩的世界美食和世界各地的餐桌礼仪，丰富学生对饮食文化的认 知，引导学生深入思考健康饮食和生活方式的关系，最终达成对多元饮 食文化的理解和包容，并且反思和改进自己的饮食习惯。
单元目标学生能够围绕本单元的主题语境内容，基于单元提供的个人故事、专栏 文章、网络点评、菜谱等多模态语篇，综合运用各种语言技能，读懂语 篇内容，听懂与点菜相关的对话，讨论并加深对健康饮食的认识，使用 新语言描述食物的色香味等特征，恰当使用情态动词给他人提出建议， 能够用英文写简单的菜谱并推荐一道美食，深化对单元主题意义的理解 与挖掘；同时能够运用单元所学谈论中外饮食文化的异同，正确判断文 章中人物的观点和态度，评判不同人的生活方式，反思和改进自己的饮 食和生活习惯；通过运用各种学习策略，在自主、合作与探究学习的过 程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和 调整自己的学习内容和进程，提高自己理解和表达的效果，最终促进自 身语言能力、文化意识、思维品质和学习能力的综合提升。
课型 内容分析活动 1 呈现一段与饮食主题相关的视频。
该视频介绍了一位美国人在中 国的美食之旅，展现了中国的代表性美食，如北京烤鸭、大闸蟹、四川 火锅。
活动 2 要求学生看世界地图和各国代表性食物的图片，将这些食 物与对应的国家进行匹配，并结合自身经历讲述对世界美食的了解。
教学目标1. 学生能够了解中国的代表性食物，能初步了解不同国家的代表性食物及其英文表达，激活已有的语言、背景知识，产生对话题的兴趣； 2. 学生能够基于已有的生活经验，用英文简单描述和评价不同种类及不同国家的食物。
教学重点1. 引导学生通过视频材料，了解中国的代表性食物；2. 引导学生完成食物与国家的匹配活动，了解世界各国的代表性食物。
2019新人教英语必修二unit 1 单元整体教学设计
2019新人教英语必修二unit 1 单元整体教学设计
一、教学目标
本单元的教学目标是让学生掌握以下内容：
1. 学习如何描述人的外貌特征和性格特点。
2. 学习如何表达自己的喜好和偏爱。
3. 了解不同国家的文化和风俗习惯。
4. 提高听、说、读、写等语言技能。
二、教学内容
本单元的教学内容主要包括以下部分：
1. 阅读部分：通过阅读文章，学习如何描述人的外貌特征和性格特点，以及如何表达自己的喜好和偏爱。
2. 听力部分：通过听力训练，提高学生的听力技能，同时让学生了解不同国家的文化和风俗习惯。
3. 口语部分：通过小组讨论、角色扮演等活动，让学生练习表达自己的观点和喜好，提高学生的口语表达能力。
4. 写作部分：通过写作训练，让学生学会如何写一篇介绍人物的短文，提高学
生的写作技能。
三、教学难点与重点
本单元的教学难点与重点主要包括以下内容：
1. 重点：如何描述人的外貌特征和性格特点，以及如何表达自己的喜好和偏爱。
2. 难点：如何将所学知识运用到实际生活中，提高自己的语言运用能力。
四、教学步骤与安排
1. 导入：通过提问和讨论的方式，引导学生进入本单元的主题——人物介绍。
2. 阅读：让学生阅读文章，了解如何描述人的外貌特征和性格特点，以及如何表达自己的喜好和偏爱。
3. 听力：播放听力材料，让学生了解不同国家的文化和风俗习惯。
4. 口语：组织学生进行小组讨论、角色扮演等活动，练习表达自己的观点和喜好。
5. 写作：让学生根据所学知识，写一篇介绍人物的短文。
6. 总结：对本单元所学内容进行总结，同时布置作业。
人教版高中英语必修二unit-1-词汇课教案
人教版高中英语必修二unit-1-词汇课教案Teaching plan教案1.语言材料2、教学设计授课者授课对象高一学生语言材料分析单词：rare，remove，wonder，doubt词组：in search of，in return，be made with 句式：It takes/took sb.+time to do sth.There is no doubt that…教学目标制定1.了解该词汇, 词组，句式在文中的意思,进而对文章有进一步的理解;2.领悟词汇的不同意思，词组，句式的不同用法；3.学会对词汇的辨认，运用。
4.能够将一些相近意思的词汇，词组，句式区分，运用。
学生难度预测1.一些意思，结构相近的词汇，词组，句式，学生可能会混淆；2.信息量过多，学生可能一下子吸收不了；3.词的用法多样，比较难把握。
教学环节设计40分钟设计活动和设计理由Step 1 (5分钟) 【活动】Review the Amber Room, ask students to fill the blank that is about the main idea of the passage.【理由】To help students review the whole passage and have a better understanding of the whole passage. The words that fill the blank are going to teach in the next step.Step 2 (12分钟) 【活动】1.Show some relative pictures to introduce the word ;2.Explain some important usage of the word;3.Show other pictures and ask students to describe the pictures with the wordjust learn, or give some multiple choice exercise, or translation, or askstudents to do some matching..【理由】/doc/fa17844806.html,ing pictures can let students feel interesting and help them understand the word;2.Help students understand the word well and tell the important usage ;人教版高中英语必修2 Unit 1 Page1~2 词汇课3.Different exercise can help students to use the words correctly.Step 3 (12分钟) 【活动】1.Show the original sentences of the passage that involve the phrase;2.Show other sentences that involve the same phrase and help students to find out theusage and meaning of the phrase;/doc/fa17844806.html,pare the phrase with other phrases that have the similar meaning or usage and help students to distinguish them;4.Some exercise that help students to use the phrases.【理由】1.Teach students how to guess the meaning of new phrases;2.Help them remember these phrases and their usage;3.Help students to distinguish some similar phrases;4.Help them be able to use these phrases and use them correctly.Step 4 (6分钟) 【活动】1.Show the original sentences of the text and show other sentences that have the samepattern as the original sentences;2.Guide students find out the sentences’ pattern;3.Explain the usage of the sentences’ pattern;4.Ask students to make up some sentences with the sentences pattern and do sometranslation.【理由】1.Help students find out the sentences’pattern by themselves;2.Teach students how to use those sentences’ pattern correctly.Step 5 (5min) 【活动】1. Review the words and phrase;2. Emphasize some important words or phrases that students may still not understand well and ask students to review them after class;2. Assign the work after class;【理由】1.Help students to remember the new knowledge;2.Help students to review the new knowledge;3.Remind students to review the new knowledge.上一页下一页。
英语优秀教案(人教版)：必修二(Unit1 Cultural relics--Period1 Reading)
Period 1 ReadingThe General 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 of the following sentences：In return，the Czar gave the King of Prussia 55 of 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.Teaching 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 know.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 people about the past.T：Very good，also we can say：Cultural relics are traces or features surviving from 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.Step 2 Pre-readingT：What is your favorite city?Why?What makes a city great?S1：a long historyS2：cultural relicsS3：many great peopleS4：important events taking place thereT：All of you have done a good job.Now let’s come to the text “In Search Of the Amber Room”.Listen to the tape and finish the comprehending exercises.1.The suggested answers to the comprehending exercise 1：1）B 2）D 3）B 4）A 5）C2.The suggested answers to the comprehending Exercise 2：1）The Amber Room was not easy to make.（NS）2）Catherine Ⅱdidn’t like everything about the Amber Room when she first saw it.（S）3）The Amber Room was take to Konigsberg and hidden there in 1941.（S）4）The Russians didn’t care about the Amber Room.（NS）5）The Russians don’t think the Amber Room will ever be found.（NS）Step 3 Detailed ReadingT：Read the text again and answer the following questions：1.What was given to the Russian people as a great gift by Frederick William Ⅰ，the king of Prussia?2.Why it is called the Amber room and how many tons of amber were used to make the Amber Room?3.What did Catherine the great do with the Amber Room?The great Amber Room was given to the Russian people as a great gift by the king.4.What happened to the Amber Room?The great Amber Room was given to the Russian people as a great gift by the king.Because it was made of almost seven thousand tons of amber，which has a beautiful yellow brown color.S3：She had the Amber Room moved to the palace outside St Petersburg and transformed it.S4：It was taken apart and missing in the second world war，and the Russians and Germans have built a new Amber room at the summer palace.Step 4 Intensive ReadingT：Please read the text again and try to catch the main idea of each paragragh.（After four minutes）T：Now everyone.Have you got the main idea of each paragraph?Ss：Yes.T：OK，who would like to tell me the main idea of the first paragraph?S1：The first paragraph tells us that the Amber Room has a strange history and something about its design and building.T：Excellent.What about the second paragraph?S2：From this paragraph，we can know the history of the Amber Room and its functions in Russia—the Czar’s winter palace and a small reception hall for important visitors.T：Very good.Then how about Paragraph 3?S3：This paragraph tells us that Catherine Ⅱhad the Amber Room moved to the palace outside St Petersburg where she spent her summers and she told her artists to add more details to its design.Thus the Amber Room was one of the great wonders of the world.T：Very good.What about the fourth paragraph?S4：From this paragraph，we know that the Nazi German army stole the Amber Room in September，1941.After that，what really happened to the Amber Room remains a mystery.T：Well done.Then，how about the fifth paragraph?S5：This paragraph tells us that the Russians and Germans have built a new Amber Room at the summer palace，following the old photos.T：All of you have done a good job.Let’s come into the next part.Step 5 DiscussionT：Now please discuss this question in groups：What should we do to protect our cultural relics?I’ll give you three minutes to prepare.（After three minutes.）T：Now time is up，any group would like to tell us your ideas.Students show their ideas.Step 6 Homework1.To finish the exercises on Workbook.2.Prepare for the next class.Step 7 The Design of the Writing on theBlackboardUnit 1 Cultural relics Period 1Language Points1.in return作为报答2.no doubt 毫无疑问Step 8 Record after Teaching。
英语人教版高中选择性必修二教案Unit 1 Using Language
Unit 1 Science and ScientistsUsing Language Period 1教材分析本节课为Using Language板块的第一部分，该部分的活动主题是“谈论科学研究的经历”（Talk about scientific experiences），听说活动聚焦参观科学博物馆，通过这样的科学探究和体验方式激活学生的相关经历，让学生谈论不同类型的科学探究活动，描述自己参与科学实验和科学研究的经历，与同学交流。
该板块体现了科学与生活、科学与学习的联系。
教学目标在本课学习结束时，学生能够：1. 充分利用图片中的有效信息预测听力内容；2. 听懂谈论科学探究体验活动的对话，把握对话的核心内容和重要细节；3. 口头叙述自己参与科学探究活动的经历，或描述常见的科学现象，与同学交流分享。
教学重难点【教学重点】1. 能够充分利用图片中的有效信息预测听力内容；2. 听懂谈论科学探究体验活动的对话，并运用从中所学知识和词汇叙述自己参与科学探究活动的经历，或描述常见的科学现象，与同学交流分享。
【教学难点】运用所学知识和词汇描述自己参与科学探究活动的经历或常见的科学现象。
教学过程Step 1 Warming-upLook at the photos below, and discuss in groups what these activities have to do with science.1) What can you see in the pictures?2) What is he/she doing?3) Why is he/she doing that?设计意图：讨论图片，引出话题，为听力活动作铺垫。
Step 2 Pre-ListeningThe photos above are related to the conversation you will hear. Using the photos, try to predict the answers to the following questions.1) Where are the people in the conversation going to go?2) What kind of place is it, and what does it focus on?3) What kinds of things can you do there?设计意图：通过图片中的有效信息预测听力内容。
外研版高中英语必修二 U1 Growing Up The Age of Majority 教学设计
选择性必修二Unit 1 Growing Up: The Age of Majority教学设计【语篇分析】本单元的主题语境是“人与自我”，涉及的主题语境内容是认识自我、丰富自我、完善自我。
本文呈现了一篇体现单元主题的课文，语篇类型为专栏文章。
课文中三位来自不同国家的学生分别表达了自己对于18岁的理解与定位。
语篇的写作目的为呈现三位学生对18岁的一些理解与感受，引导学生意识到18岁这一成人年龄可以享有的权利和自由，更重要的是承担责任与义务，使学生在成人的转折点对成长成熟有更深的意识，提高责任意识，更好的提高自己，成长为更好的自己，形成主人翁意识。
文章的结构清晰，三位学生用独立的板块来陈述各自的理解，语言贴近生活，容易理解。
【学情分析】对于高二的学生来说，在语篇主题上，该文主题虽然不是很贴合学生的实际年龄，但是对于即将成年的高中生，成长与成熟是非常贴近他们生活实际的话题，容易引发学生共鸣。
学生对于18岁这一成人的年龄有期待，对18岁意味着的相应权利和自由非常向往，容易激发他们的分享欲。
然而，学生对于成年后的现实生活和成长带来的责任与担当理解的却不够深厚，因此，需要教师设置相应的思考问题和活动，通过小组合作，使学生去探索和挖掘“The Age of Majority”的深层含义。
所以教学重点除了引导学生分析、思考、解答与成长成熟相关的问题，更重要的是加深学生对成人的深层理解和培养他们的担当意识。
基于以上文本、学情分析，教学目标确定如下：【教学目标】学生在完成本节课学习后，能够：1.通过阅读课文，获取文章的主要信息，把握三位学生对成年的期待，了解成人带来的权利和自由；2.获取文章关键信息，把握三位学生对成年的深层理解，认识到自由一定伴随着义务；3. 探索“The Age of Majority”的深层含义，体会成年的意义与责任；4. 通过小组畅言，交流，辩论和采访，深度思考，从而完善自己、提升自己，树立正确的生活观与积极的人生观。
外研版高一英语必修第二册unit 1 教案
三、学习者特征分析
1、中生各种认知能力不断完善，思维能力更加成熟。
。
2、抽象逻辑思维、辩证思维和创造性思维有了很大发展，学习自觉性明显提升。
2
四、教学重点、难点
引导学生通过自主阅读和小组合作理解课文大意，梳理文章结构。
引导学生关注文中人物对不同食物的情感态度，并从跨文化的角度理解饮食文化。
1．When he was six years old, he ____________ drawing.
2．When he went abroad, he ________________ the different culture.
3．I ____________ a group of children playing on the playground.
10．When things aren't going well, he encourages me not ________ (give) up.
Ⅲ.选词填空
thanks to，take todoing，suffer from，according to，deal with，come across，remind... of...，feel at home with
作为一名学生，没有比受到老师表扬更好的了。
4．________________________________________，she decided to comfort him.
发现朋友伤心欲绝，她决定安慰一下他。
七、教学反思
1、坚持联想式教学
2、坚持启发式教学
3、激发学生学习兴趣
4、多与学生沟通和交流
英语优秀教案(人教版)：必修二(Unit1 Cultural relics--Period5 Listening)
Period 5 ListeningThe General Idea of This Period：This period aims at training students’two skills—understanding general idea and getting detailed information by getting familiar with tones and intonation in spoken English and learning to grasp the key words to help the students to finish the relative exercises.Also in this period students can meet the theme of this unit again.Teaching Aims：1.Make sure the students know the usage of tones and intonation in spoken English and grasp the methods of getting the general idea and detailed information.2.Help the Ss learn some key words and expressions.3.Help the students learn how to master the patterns that can be used to describe cultural relics by listening.Teaching Important Points：1.Make sure the students know the importance of tones in spoken English.2.Help the students learn how to grasp the key words that can help the students to answer questions.Teaching Difficult Point：How to help the students to improve their listening ability.Teaching Methods：1.Listening-and-answer activity to make the students know the importance of tones in spoken English.2.Doing some writing exercises when they are listening to improve the students’complex ability of English learning.Teaching Aids：A tape recorder，a multi-media computer and a blackboard.Teaching Procedures：Step 1 Revision1.Greetings.T：Last class we learnt some drills to discuss which person gives the best evidence，and how to express your agreement and disagreement，now I want to ask some students to tell me all the drills.Ask some students to tell the drills，the teacher can write what the students say on the blackboard.T：Last class I asked you to write a letter as your homework，now please take it out，I want to ask some students to read your letters to us.Ask some students to read their letters，other students try to find out the mistakes and correct them.Step 2 Listening （P41）1.Listening for main ideaT：Listen to the tape，try to remember the main idea and some key points of the listening passage.After the students listen for the first time，ask some students to tell some key points aboutwhat they listened，when they are telling，the teacher write the key points on the blackboard，it can help the students to finish the following exercises.2.Listening for detailed informationListen again to the tape that talks about a temple in Egypt，and then answer the questions on Page 41.First，students check their answers each ter，the teacher asks some students to read out their answers，and the teacher shows the suggested answers on the screen.T：As we know，the Aswan Dam is one of the ancient cultural relics made by the people in the old times.Now，there are also some well-designed buildings that may become cultural relics in the future.For example，The Bank of China Building in Hong Kong designed by I M Pei.Do you want to know the story of the designers?Next，we’ll listen to a tape about I M Pei，a famous architect.Step 3 Listening Task （P44）T：Now please listen to the tape，you have three times.At first time，try to get the main idea and some key points just like in the last part.At second time，try to finish Exercise 2 on Page 44.At the last time，make some notes about I M Pei’s life，and try to finish Exercise 1 on Page 44.After the last time，the teacher gives the students three minutes to make a short dialogue according to the notes they took，then ask some pairs to act out their dialogue.Step 4 Homework1.Collect some information about the cultural relics that are in danger.2.Prepare for the next class.Step 5 The Design of the Writing on theBlackboardUnit 1 Cultural relicsPeriod 5get familiar with tones and intonationunderstand general ideaget detailed informationStep 6 Record after Teaching。
译林版高中英语必修二Uint1 Grammar and usage 教案(雅礼版)
Possible answer:
New film uses much more advanced technology—not only the animals but also the jungle is digitally created.
plete the table in part A.
主谓一致补充：
一、含义
在句子中谓语动词的数必须和主语的数保持一致。
二、三个原则
1.语法一致原则
主语是单数，谓语动词用单数；主语是复数，谓语动词用复数。
2.意义一致原则
主语形式为单数，意义是复数，谓语动词用复数;主语形式为复数，意义是单数，谓语动词用单数。
3.就近原则
人教版高中英语必修二unit1教案
人教版高中英语必修二unit1教案以下是一份人教版高中英语必修二unit1的教案模板，供您参考：一、教学目标1. 知识目标：掌握本单元的重点词汇和短语，如“access”，“available”，“click”，“database”等。
2. 能力目标：能够理解和运用本单元所学的词汇和语法结构，提高阅读和写作能力，并能够在实际生活中运用所学知识进行交流。
3. 情感目标：培养学生对科技发展的认识和兴趣，激发他们探索新技术的热情。
二、教学内容本单元主题是“科技发展”，主要介绍了互联网和人工智能的发展和应用。
通过本单元的学习，学生将了解互联网和人工智能的基本概念和发展历程，以及它们在各个领域的应用和影响。
三、教学重点与难点1. 教学重点：掌握本单元的重点词汇和短语，理解课文中的长句和难句。
2. 教学难点：理解课文中的抽象概念和深入思考科技发展的影响和利弊。
四、教具和多媒体资源1. 黑板：用于书写重点词汇和句型。
2. 投影仪：播放PPT和相关视频资料。
3. 教学软件：提供在线学习资源和互动练习。
五、教学方法1. 激活学生的前知：通过提问和讨论，了解学生对科技发展的已有认知。
2. 教学策略：采用讲解、示范、小组讨论、案例分析等多种教学方法，帮助学生理解和运用所学知识。
3. 学生活动：组织学生进行小组讨论、角色扮演等活动，提高他们的参与度和实践能力。
六、教学过程1. 导入（5分钟）通过提问导入新课：“你们平时上网都做什么？”引导学生回答，引出互联网的概念和应用。
再问：“你们知道互联网的发展历程吗？”引导学生思考，引出本单元的主题。
2. 呈现新知（15分钟）通过PPT展示互联网和人工智能的发展历程和应用领域，同时讲解课文中的重点词汇和语法结构。
在讲解过程中，引导学生关注课文中的长句和难句，帮助他们理解抽象概念。
3. 巩固练习（10分钟）提供相关练习题，如词汇翻译、句子改写等，帮助学生巩固所学知识。
同时组织学生进行小组讨论，探讨科技发展对生活和工作的影响和利弊。
译林版高中英语必修二Unit 1 Integrated skills (I) 教案
《英语》（必修·第二册）Unit 1 Lights, camera, action!Integrated skills (I)I. L earning objectivesBy the end of the lesson, students will be able to:1. learn how to predict before listening by reading the given information;2. understand the basic rules of writing a film review through listening;3. master the structure of a film review through reading.II. Key competence focus1. Use listening strategies to get the right information.2. Understand the structure of a film review.III. Predicted area of difficulty1. Complete the notes while listening.2. Grasp the structure of a film review.IV. Teaching proceduresStep 1 Guided brainstormingT asks Ss to have a free talk about their feelings of their favourite films.T: Hello, boys and girls. When you have no idea whether a film is worth watching or not, what will you do?T: We often search for a film review about the film on the Internet, to know more about the film and others’ comments on it. So do you know what a film review is? Today we will first listen to a monologue about how to write a film review, and then read a film review of The King’s Speech. 【设计意图：用一个问题“当你想了解一部电影是否值得一看时，你会如何做？”让学生进行头脑风暴，从而引出本节课的主题——影评。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
英语必修二unit1教案英语必修二unit1教案1学情分析四班级的同学已有学期的英语学习基础，人部分同学对英语学习充斥爱好，同学新奇心强，此时的同学也正处F由感性认识向理性认识进展的阶段，把握好他们的学习情感与认知趋势，对他们学习英语的“情感、立场、价值观”的培育能收到事半功倍的作用。
教情分析及设计思路依据同学认知和年龄特点，本节课以Zip摘苹果故事为主线，将四个教学活动以过关的形式呈现，在设计教学活动时，以激发同学英语学习爱好为指引，充分利用交互式平板.插入视频音额，使整个课堂教同学动起来，计每个同学都能积极参加教学活动。
教学内容学校英语PEP 20版四班级下册Unit 4 At the farm Part B Lets learn。
教学目标1、知识目标:(1) 能听、说、认读有关动物的单词: horse, hen, cow, sheep。
(2)掌控他们的复数形式。
(3)知道What are these? What are those?的区分。
2、技能日标:能精确运用句型: What are these? What are those? They are ...3、情感目标:激发同学爱惜动物的情感,教学重难点重点:学习单词: horse, hen, cow, sheep.难点:运用所学的句型对话练习。
教学预备多媒体课件、单词卡视频音频教学过程Stepl: Warming up1.Greeting, 同学观看视频。
活跃课堂气氛 3分钟2. Enjoy a song about farm.Step2: Leading in1.Revicw the words learned in the last lesson复习单词 tomatoes, potatoes green beans carrots复习上节课单词导入新课。
2分钟2.Tell a story about Zip. .听关于Zip的故事。
Step3 : Presentation and PracticeLers learn(1)Present the new words through pictures.(2)Teach the new words through the word cards.(3)Practise the new words in different ways. (4)Students read the words according to pictures. 同学依据老师要求学习本节课新词并练习。
用图片呈现本节课新词，采纳各种互动方式教授单词读法及汉语意思。
16分钟Step3: Consolidation and E*tension(1) Let students play a game.(2) Let students choose the animal words.(3)Present the new sentences.(4 )Practise the sentences and the new words through the role play.(5) Watch a video about animals.(6) The teacher points out that weshould protect animals.(7)Summary,同学依据所设计的活动做进一步巩固练习及重点句型的口语练习。
利用交互式平板展示捎苹果游戏，和比一比游戏，激发同学英语学习爱好。
采纳小组对话练习进展同学听说技能及综合应用语言的技能。
激发同学爱惜动物的情感。
Step4: Homew ork:Copy the new words.同学抄写单词。
巩固所学的新词汇。
英语必修二unit1教案2任务型语言教学是我国基础教育英语新课程标准基本教学理念中所提倡的一种教学模式。
同学在明确的任务目标的驱动下，主动参加课堂实践，真正实现了以话题为核心，以任务为主线，任务以活动为载体，活动以同学为中心。
同学在老师的指导下，通过感知、体验、实践、参加和合作等方式学习和运用英语，完成学习任务。
任务型教学法以交际活动为核心，着重信息的沟通，强调同学在完成任务的过程中进行有意义的对话和沟通，从而习得语言知识和技能。
任务型语言教学的提倡者认为，掌控语言的途径是让同学做事情，即完成各种任务。
当学习者积极参加用目的语进行交际尝试时，语言也被掌控了。
当学习者所进行的任务使他们当前的语言技能发挥至极点时，习得也扩展到状态。
所以，笔者在设计本节课的任务时，以同学的生活阅历和爱好为出发点，让同学参加和完成真实任务的同时学会和运用语言知识。
四、教学目标:1、知识与技能同学能拼写和掌控六个单词English book, math book, Chinese book, story-book, notebook, schoolbag 能听懂指示语，并根据指令做出相应的动作，如：Put your pencil in your desk. 会唱歌曲How many books do you have?同学能运用本节课的目标语言English book, math book, Chinese book, story-book, notebook, schoolbag .I have a new schoolbag. I have a notebook. Put yourpencil in your desk. This is a notebook. 完成各个任务。
2、过程与方法本节课通过引导同学完成“观测图片认识教科书”，“介绍各种教科书”，“听指令出示各种书”，“给同学售书”等一连串的小任务，渗透本节课的主要单词和句型，让同学在任务的驱动下感知新知，练习新知，巩固新知和运用新知，按部就班地培育同学的语言运用技能。
3、情感、立场和价值观(1)情感立场：在学习教科书名称时让同学了解课本的重要性，教育他们爱惜课本，爱惜书籍。
(2)学习策略：在各种任务型活动中着重小组合作学习，培育同学小组合作学习的技能。
(3)文化目标：了解中国古代的四大发现：造纸术、火药、指南针和印刷术。
了解我国是历史悠久的文明古国，激发同学的爱国热忱和民族骄傲感。
五、教学重、难点分析1、本课时需要重点掌控各种教科书的名称：English book, math book, Chinese book, story-book, notebook, schoolbag.2、针对本课时的难点“听指令、做动作”，要求老师在正确示范的基础上引导同学自主地做出相应的动作。
六、课前预备1、老师预备教科书图片和一个书包及相关书本：English book, math book, Chinese book, story-book, notebook。
2、老师预备录音机和磁带。
3、同学预备与本课时相关的书本。
七、教学过程Warm-upT: I have a new schoolbag. Do you have a schoolbag/ pencil case/ pencil/ ruler…? Where is it?谈论同学的学习用品，与同学的生活相联系。
(1)主题任务型活动唱歌激趣，导入主题Task 1: Song: How many books do you have?T: We have so many books. We love studying. Now let’s sing a song “How many books do you have?”Task 1: Song: How many books do you have?同学一边唱歌一边把自己的书举起来。
Task 2: 老师利用图片介绍书包里的各种书。
T: Hello, boys and girls. I have a nice schoolbag. I have 6 books: an English book, a math book, a Chinese book, a notebook and two story-books.整体呈现本节课的新单词和新句型，让同学集中留意力，整体感知新知。
T: Boys and girls, how many books do I have? What are they?老师再次展示书本并一一教学这些单词。
Task 3: 介绍各种教科书。
T:Can you read these books?要求同学每找出一种书都要把它说出来，如：This is a notebook.创设小情境，提供机会给同学在模拟情境中操练和运用新知。
Task 4: 同学听指令出示各种书。
老师发指令，同学依据指令快速把书举起来。
T: Well, boys and girls, listen and do. I say you do. Put your notebook under your bag. Put your English book on your head…然后以小组为单位轮番由一名同学发指令，其他同学出示书本。
T: Now let’s play it in group of four. You say: Put your math book in the desk. .The other three do. OK?以小组为单位练习，扩大训练广度和密度，让每一位同学都能积极参加。
(2)挑战性活动Task5: 同学以小组为单位开书店，向同学售书。
同学把贴好标签的书摆放整齐，布置成一个书店，一部分同学扮演顾客到书店买书。
T: Group 1 and Group 2 act to be some client. You come to the book shop to buy some books. Group 3 and Group 4 act to be the booksellers.引导一个小组表演一次，给全班同学一个示范。
然后全班铺开此活动。
这是一个富有挑战性的活动，同学在此活动中要综合运用本节课甚至以前学过的旧知识才能完成此任务。
在模拟情境中，同学的口语交际更真实更有趣味。
八、小结在此教学案例中，设计了一系列相关的与同学生活休戚相关的小任务构成一个任务链，同学在老师的引导下，有目的有秩序地完成这些环环相扣的小任务后，不知不觉地学会了本节课要求掌控的语言知识。
本节课通过创设模拟情境，提供大量机会给同学运用语言，能够很好地培育同学综合运用语言的技能。
英语必修二unit1教案3教学目标教学目标：1.To have a good review of the key words and phrases and be able to write the good and bad things about computers .2.To learn by ourselves and cooperate with each other.3.To be a hard-working，and practical student.教学重难点1.To have a good review of the key words and phrases and be able to write the good and bad things about computers .2.To learn by ourselves and cooperate with each other.3.To be a hard-working，and practical student.教学过程一.必考单词速记1.事实 n. ________________2. (电脑)操作员,接线员__________3. 性格;特点 ______________4.科技;工艺 _______________5.目标,目的 n. ______________6. 涌现;发生vi. ______________7. 解决;解答vt. _______________8.类型,打字 v. n.____________9.发信号 vi. n ;信号._________10.无论如何,即使如此adv. ______二.写出以下单词的改变形式1. operator n. 操作员; 接线员→_____________v. 操作; 经营→____________n. 操作; 经营2. technology n.工艺; 科技; 技术→_______________ adj. 科技的3. intelligence n.智力; 聪慧; 智能→_________adj.智能的; 聪慧的4. appearance n. 外观; 外貌; 涌现→________________vi. 涌现5. application n. 应用; 用途; 申请→_______________v. 应用; 申请→___________n. 申请人; 求职者6. e*plore vt. vi. 探究; 探测→___________n. 探险家; 勘探者→_____________ n. 探究7. personal adj. 私人的; 个人的;→________adv. 就个人而言; 亲自→_________n. 性格; 人格;三、用所给词的适当形式填空(1)Can you say dolphins are much more ____________than other animals?Well, they are animals of high _____________. (intelligent) (2) She e*pressed her _________ opinion yesterday.____________ speaking, I agreed with what she said. (personal) (3) Any ___________ who would like to _____________ to become anassistant in our company should send us an ___________ .(apply)四、语境助记——词不离句，句不离段With the electronic technology revolution going on，simplified calculation is solved in the application on finance by universal e*ploration. Our goal of making life happier is certain to be realized through mans intelligence.五、翻译以下必背短语?1.在某种程度上_______________2.依…看;据…认为_____________3.从…时候起 _______________4.结果 _______________5.处理;安排;应付 ____________6.弥补,补足;整理,编造_________7.究竟_______________?8.看管,监视 _______________9.在……援助下_______________?六.依据句子意思写出单词的正确形式。