人教版高一英语必修二unit 1 reading教案

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新人教高一英语必修二 Unit 1 Reading for writing

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Reading
一、Read the passage on P 8 and answer quetions 1. What are the researchers and scientists trying to do? What modern technology are they using? They are to help increase knowledge and appreciation of
3. On that day, a culture show and many wonderful opera performances will be on show. 一场精彩的文化展示和许多精彩的戏剧表演将在当天举行。
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3. Underline the relative clauses that used to identify the following. A. Things They are recording ... from the Mogao Caves, which were a key... B. Time They were at a time when poeple travelled the Silk Road. C. People As one researcher who is working on the project explains...
China’s ancient cultural heritage. They use digital photography. 2. Why are so many people interested in the Mogao Caves? The Mogao Caves have long been a meeting point for different

Unit 1 1.1 Reading and thinking高一英语(人教版2019必修第二册)

protection of cultural sites can be a big challenge. B．A committee was established to limit
Para.3 Para.4
damage. C．The proposal leads to protests. D．The project brought governments and
countless cultural relics were taken down piece by piece，moved and put
back together again in a place where they were safe 7. from the water.The project was considered 8. a great success.It's believed that it was possible for different countries 9. to work (work) together to build a
protest, turn to 2._U__N_, a
分
committee, work
helpful
together, success
spirit, best example,
global 3._c_o_m_m__u_n_i_ty_,
provide a solution
happy/sati 总 sfied
was because the new dam would 2. likely (like) destroy many cultural relics.Then the government 3. established (establish) a committee to find a solution to the 4. protection (protect) of Egypt's cultural heritage.After a proposal for how the relics could 5. be saved (save) was made，the project began in 1960 and ended in 1980.During those years，22 temples 6.__a_n_d_

【教案】Unit+1Reading+and+Thinking(人教版2019必修第一册)

Unit 1 Teenage Life基本信息科目英语年级册次高一必修一Unit 1姓名学校教材分析What :本节课话题属于主题语境——人与自我，生活与学习。

子话题学校生活和认识自我、丰富自我，完善自我。

主人公是Adam, 一位刚上高中的学生。

介绍了Adam 在高中生活第一周面对的挑战和应对策略，体现了主人公积极向上的态度。

文章共有4个段落。

每段具体内容如下：第一段：介绍了Adam 以及他对于高中生活的总体感受。

第二段：介绍了Adam 选课过程中遇到的挑战。

第三段：介绍了Adam参加课外活动遇到的挑战以及应对策略。

第四段：介绍了Adam 作为高中生面对的期待和挑战以及应对策略。

Why:本篇文章内容贴合学生生活，具有很强的时效性，能够极大的引发学生的阅读兴趣和探究愿望。

文章向学生展示了一位国外高中生的学校生活。

这有助于开阔学生的视野，增长文化知识、提升人文素养。

学生通过学习、联系自身实际的对比和比较，提升对高中新生活和学习的认识，同时探究国内外高中生活的异同，提高语言运用能力和思维能力。

How:本文是一篇记叙文，从内容上讲，本文贯穿了两条线索。

明线为Adam 面对的挑战，暗线则为Adam 面对挑战时的态度、感受和应对方法。

在文章的第二、三、四段，作者则分别用I know that Chinese is a very difficult language, but I hope to be fluent when I graduate. Obviously, I was unhappy, but I won't quit. 以及在文章结尾处Studying hard isn't always fun, but I will be well prepared for university等语言来体现Adam直面挑战，积极向上的乐观精神。

学情分析高一新生经过了三年初中英语的学习与积累，对本单元话题能用简单的形容词描绘人物的性格和情感，能用简单的句型和时态描述人物的行为，但是文本分析能力、思维层次及语言能力还有待提高。

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。

Unit 1 Reading for Writing 课件-高一英语人教版(2019)必修第二册

2. Why are so many people interested in the Mogao Caves?
3.What do you think of the researcher's opinion in the last paragraph?
Review
新闻报道是记叙文的一种，其特点是以事实为依据，对人的经历或事实给予明确的、实事求是的报道。
A. Lead sentence (导语) B. Direct quote (直接引用语) C. Paraphrase (解释) D. Background information (背景信息) E. Reporting verbs (引述动词) F. Words to show comparison and/or contrast
what
Underline the relative clauses that the writer uses to identify the following.
things people time
things
Relative clauses makes the expression briefer and informative.
This activity was surely a great success. It not only aroused more students' interest in protecting the Great Wall ,but also made more people realize the importance of protecting other cultural relics.
success. It not only...but also ...

人教版必修二unit1 Reading公开课教案

必修二Unit1 Cultural RelicsReading: In Search of the Amber Room一、Pre-reading (4min.)What do you think amber can be made into? (necklace, ring, barrette, bracelet, perfume bottle, etc.)Can you imagine a room made of amber?二、Learning aims1. Help students learn the structure and the content of the reading passage.2. To learn about some details in the history of the amber room.三、Reading1.Fast reading1) Read the text quickly and find out the main idea of the passage: (5min.)① It tells us the strange history of the amber room, a cultural relic of two countries: Russia and Germany.② main idea of each paragraph (4min.)Para1. The amber room and its designPara2-3. The history of the amber roomPara4. The missing of the amber roomPara5. The rebuilding of the amber room2)Read the passage quickly and find out characters, years and places in the passage. (clues 线索)(3min.)① characters: Frederick I, Peter the Great, Frederick William I, Catherine II.Background information:Frederick I: the first king of Prussia.Frederick William I: the next king of Prussia.Peter the Great : the Czar of Russia.Catherine II: the female Czar of Russia.② years: 1716, 1770, 1941, 2003.③ places: Prussia, Russia, Germany.2.Careful readingRead the passage carefully and answer the following two questions:1)What did these four characters do to the amber room?2)What happened in these four years( 1716; 1770; 1941; 2003)Para1. (3min.)① What was the amber room made of?Several tons of amber was were used to make it. It was also decorated with gold and jewels.② How many years did the artists take to make the amber room?It took about ten years.Para2. (5min.)① For what reason was the amber room first designed?It was first designed for the palace of Frederick I.② What did Peter the Great give in return?A troop of his best soldiers.③ What was the amber room used for when it belonged to Peter the Great? It served as a small reception hall for important visitors. as a gift of friendship gave to in return served (the Czar)his best soldiersPeter the Great Para3. (2min.)① What did Catherine II use the amber room for?She spent her summers in the amber room.② What could you see in the amber room after it was completed?Almost six hundred candles lit the room, and its mirrors and pictures shone like gold. the Nazis arrived .furniture and small art objects③ True or False( T ) Germany and Russia were at war in 1941.( F ) All things in the Amber Room were stolen.( T ) The Nazis stole the Amber Room within two days.Para5. (3min.)① Who have built a new amber room?The Russians and Germans.② How old is St. Petersburg now?312 years old now.四、Post -readingSumming up1. Characteristics: in the order of time; the past tense. (2min.)2. The clues of the story. (3min.)五、Homework (1min.)1. Retell the story and write it in your exercise book.Clue: built→gave to sb. As a gift→added more details→stolen→lost→rebuilt2. Find out the 7 attributive clauses in the reading passage, write it down in your exercise book, 并标出定语从句部分以及先行词、关系代词/关系副词。

人教版高中英语必修二Unit 1 Reading and Thinking教案

人教版必修二Unit 1 Reading and ThinkingFrom Problems to Solutions教学设计I. Textbook AnalysisThe lesson focuses on the reading and thinking passage titled "From Problems to Solutions," which is an expository text discussing how to address challenges through innovative solutions. The text takes the construction of the Aswan Dam in Egypt as an example, illustrating the process of identifying problems, seeking solutions, and achieving success.II. Learning ObjectivesLanguage Skills:Students will be able to read and understand the passage independently.They will be able to summarize the main ideas and details of the text.Grammatical Knowledge:Students will review and practice using past participles as attributives and object complements.They will learn and apply new vocabulary related to the topic, such as "proposal," "protest," "investigate," etc.Thinking Skills:Students will develop critical thinking skills by analyzing the problem-solving process in the text.They will learn to apply the problem-solving model to real-life situations.Cultural Awareness:Students will gain insights into the cultural and historical context of the Aswan Dam project.They will appreciate the importance of international cooperation in addressing global challenges.III. Teaching ProceduresStep 1: Lead-in (5 minutes)Ask students what they know about Egypt and its famous landmarks. Introduce the Aswan Dam and its significance, setting the stage for the reading passage.Step 2: Pre-reading Activities (10 minutes)Activity 1:Provide students with a list of new vocabulary related to the text and have them predict their meanings based on context clues.Activity 2:Have students read the title and the first paragraph of the text, and ask them to predict what the rest of the text will be about.Step 3: While-reading Activities (20 minutes)Activity 1: Have students read the text silently and underline key information related to the problem (construction of the Aswan Dam and potential damage to cultural relics) and the solution (establishment of a committee, international cooperation, and successful relocation of temples).Activity 2: After reading, ask students to answer comprehension questions such as:1.Why did the Egyptian government want to build the dam?2.What was the main concern of the protesters?3.How was the problem eventually solved?Activity 3: Have students work in pairs to create a mind map summarizing the problem-solving process in the text.Step 4: Post-reading Activities (15 minutes)Activity 1:Discuss the importance of finding a balance between economic development and cultural preservation. Ask students to give examples of similar challenges faced by other countries.Activity 2:Have students read paragraphs 1, 2, and 6 again and discuss the main idea of the text. Guide them to understand that big challenges can sometimes lead to great solutions.Activity 3:Write a short paragraph (60-80 words) summarizing the text based on the mind map they created. Encourage students to use the new vocabulary and grammatical structures learned in the lesson.Step 5: Language Focus (10 minutes)Review and practice using past participles as attributives and object complements with examples from the text. Have students create their own sentences using this structure.Step 6: AssignmentHave students research another example of a problem-solving project and write a short report on it, emphasizing the problem, the solution, and the importance of cooperation.IV. AssessmentFormative Assessment:Observe students during class discussions and activities to assess their understanding and engagement.Summative Assessment:Evaluate students' written summaries and homework assignments for accuracy, coherence, and use of new vocabulary and grammatical structures.。

高一英语必修二Unit1-Reading-II课件

1. The wood here will _b_e_m__a_d__e_i_n_t_o_ table. 2. The bottle _i_s_m__a_d_e__o_f_ glass. 3. The kind of wine __is__m__a_d_e__fr_o_m____ grapes. 4. This class _i_s_m__a_d_e__u_p__o_f__ 60 students.
5. What did Peter the Great give in return?
55 of his best soldiers.
6. What did Catherine the Great do with the Amber Room? She told her artists to add more details to its design.
have been lost?
Questions:
1. How many tons of amber were used to make the Amber Room? Several tons.
2. What else were used to make the Amber Room?
Gold and jewels.
1.How many tons of amber were used to make the Amber Room?
2.What else were used to make the room besides amber?
3.Why was the Amber Room first built? 4.When and why did Frederick William I give the

人教版高中英语必修2 Unit1 Reading 阅读课教案

Unit1 Cultural RelicsReadingI.Teaching content: 人教版高中英语必修2 Unit1 Cultural Relics P2 In Searching of the Amber Room(Theme: man and society)II.Teaching objectives:After learning this lesson, students will be able to1. Learn the history of the Amber room.2. Exercise reading skills: predicting, skimming, scanning, careful reading and summarizing.3. Understand the importance of cultural relics and protecting them.4. Develop the ability to give opinions through group work.III.Important and difficult points:1. Important points: Learn the history of the Amber Room and retell it.2. Difficult points: Try to give opinions fluently.IV.Teaching aids: Blackboard and PPT.V.Teaching methods: PWP modelVI.Teaching procedures:Step 1. Lead-in (5min)T: How about your holiday? Did you have a trip?S:T: In this National Day holiday, many people traveled Beijing. Because you know there was a grand military parade. But besides this, where else could they visit?S: Tian An Men, the Great wall, the Forbidden city, Yuan Ming Yuan, Tsinghua University, the Temple of Heaven…T: （长城、故宫等图片）We can call them cultural relics. So according to these pictures, could you tell me what the meaning of cultural relics is? Or give me some words to describe it?S: architectures, old, rare, valuable, represent history…T: Good job! Here, I want to share a definition of the cultural relic.“A cultural relic is 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.”S:T: Now we know what exactly a cultural relic is. Here are some pictures.（国内外文化遗产的图片）Please judge whether they are cultural relics.S:T: So cultural relics are not just architectures or works of art. They can be anything that are symbols of history.[Justification: This step is to grasp students’ attention, stimulation their interest in the topic. And students can learn the definition of the cultural relic.]Step 2. Pre-reading (2min)T: There is a beautiful cultural relic——Amber Room. From its name, we can get that it is made by amber. So who knows what is amber?S: a kind of fossil, jewel, yellow rock…T: “a hard yellowish to brownish translucent fossil resin; used for jewelry”（琥珀图片）S:T: Look at the title of the passage. What’s the meaning of “in search of”?S: find, look for…T: Yes. But why people use this phrase? Could you guess what this passage talks about from the title?S1: Someone visit the amber room.S2: What happened to the Amber Room.[Justification: This step is to let students learn what the amber is and exercise their predicting abilities.]Step 3. While-reading (22min)1. SkimmingT: Wonderful guessing! Now let us find the answer from the passage. Please skim the passage and use one or two sentences to summarize the passage. 2 minutes.S: The story of the Amber Room.[Justification: This step is to exercise students’ abilities of skimming and summarizing the whole passage.]2. ScanningT: Scan the passage and complete the second exercise on P2. Please pay attention to the clues of the passage--- the time, country and character involved in the passage. You can use straight line, circle or wavy line to mark. 3 minutes.S:[Justification: This step is to exercise students’ abilities of scanning and summarizing the main idea of each paragraph.]3. Careful-readingT: Now let’s try to answer these questions.(1)T: “How was the Amber Room made?” Skim the first paragraph again and complete the table.1 minute.T: Do you remember the clues I mentioned before?S: Time, country, character.What time is mentioned in the passage?S: Four. 1716, 1770, 1941, 2003.T: How many countries? And what are they?S: Three. Prussia, Russia and Germany.T: From the passage, we know that after 1941, the Amber Room is missing. So from then on, we don’t know where is it. The pay attention please. Think back to the title we just mentioned, so now do you know why the author use “in search of”? Because this amber room has disappeared. T: And how many characters are mentioned in the passage?S: Six/Seven.T: First person is?S: Frederick WilliamⅠ.T: Are you sure? First person who was related to the amber room is?S: FrederickⅠ.T: Good! Who is he? What did he have to do with the Amber Room?S:The King of Prussia. It is designed for his palace.T: Next person? Who is he?S: Frederick WilliamⅠ. The next King of Prussia.T: Why he got it?S: FrederickⅠpass it down to Frederick WilliamⅠ.T: And what did he do to it?S: Not to keep it. He gave it to Peter the Great.T: Who is he? And what did he do?S: The Czar of Russia. In return, he sent back a troop of his best soldiers.T: And then the Amber Room become what?S: The part of…T: And the next person involved was?S: CatherineⅡ.…T: In 1941, what happened and what happened to the Amber Room?S: War between Russia and Germany. The Nazi army stole it. And then it is missing.T: Answer the question using T/F. 1 minute.S:a. In 1941, the two countries Germany and Prussia were at war. (F)b. The Russians didn't remove the Amber Room but only the furniture and small art objects. (T)c. 1000 pieces of the room were put inside 72 wooden boxes and then put on a train for Konisgberg. (F)T: Recent years, what happened to the Amber Room?S: In 2003, it was rebuilt by Russians and Germans according to old photos of the former one.T: So as you can see, the history of the Amber Room is so amazing. Now please retell the history of the Amber Room in your own words according to the blackboard. Pay attention to the time, country and character. Prepare for it, 2 minute.[Justification: This step is to help students to learn the history of the Amber Room logically and in detail. At the same time, it can exercise their ability to extract useful information.]Step 4. Post-reading (10min)Group discussion/DebateT: I think you all are familiar with Yuan Ming Yuan in Beijing right? But we all know that it isn’t rebuilt as the amber room. So why faced with the similar destroyed cultural relics, but the choices are totally different? Is it worth rebuilding destroyed or lost cultural relic such as the Amber Room and Yuan Ming Yuan? Yes or Not? Give your opinions and reasons. I will give you 5 minutes to discuss with your classmates.[Justification: This step is to let students explore the meaning/value of the cultural relic, realizing we should protect them. And it can exercise their abilities to give opinions.]Step 5. Homework (1min)T: Good ideas of you all! Although you may have different opinions of rebuilding or not, you all agree that cultural relics are valuable. But now some of them are being destroyed. That is to say, some are in danger. So protection is urgent. Please write an article:1.Give your opinions about the value of cultural relics.2.Give some suggestions on how to protect them.3.At least 100 words.[Justification: This step is to let students realize that the importance of protecting and use their recent knowledge to express, preparing for next writing lesson.]VII.Blackboard-writing。

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。

人教版英语必修二Unit 1(Reading)教学设计

人教版英语必修二Unit 1 Reading教学设计一、教学内容分析In search of the Amber Room是人教版英语必修二第一单元Cultural Relics的第一篇阅读文章。

这一单元主要涉及到与文化遗产有关的一些知识，如文化遗产的定义、特点、如何更好地保护好文化遗产等。

学生在学习了必修一五个单元的内容后，已经初步掌握了一些基本的阅读技巧，对高中英语每个单元的构架、组织也有了一些了解，这些为这一单元的学习奠定了一些基础，学生在学习这一篇文章时就不是那么陌生和困难。

这一单元的reading部分通过给学生介绍琥珀屋的历史，来增加学生对文化遗产保护的兴趣、引起他们对文化保护的重视，同时也培养学生从整体上理解文章的能力和利用已有资源培养学生批判性思维的能力。

二、教学目标：知识与技能：（1）学习与文化遗产有关的词汇、短语；（2）学习迅速把握文章大意的能力；（3）学习流畅的朗读能力；（4）学习查找工具书解决疑问的能力。

过程与方法：通过提问和讨论，引导学生发现琥珀屋的价值，进而了解怎样去评价一件文化遗产的价值。

情感态度和价值观：（1）培养学生保护文化遗产的意识；（2）通过讨论，培养学生的合作意识和批判性思维能力。

三、教学重点和难点：教学重点：（1）学生能形成保护文化遗产的意识；（2）学生能快速阅读并把握文章重点；（3）学习与文化遗产相关的词汇。

教学难点：（1）学生能理解文章中出现的人物与琥珀屋的关系；（2）学生能合作复述文章内容。

四、教学用具：黑板，多媒体五、教学设计总体思路这一篇文章的教学主要以提问、布置任务的任务型教学和学生讨论的合作性学习为主。

课堂开始时通过提问的方式引导学生利用工具书来理解文化遗产的定义，站在广义的角度去认识阅读部分所讲述的文化遗产属于哪一类型。

然后通过图片呈现和一问一答的方式让学生了解文化遗产的价值。

此外通过布置任务的方式引导学生利用阅读技巧，了解文章段落大意。

通过仔细阅读，把握文章中所提到的历史人物和琥珀屋的关系，让学生意识到琥珀屋存在的历史价值，并通过小组讨论、合作的方式来巩固文章大意，进而为后面的开放式讨论奠定一定的理论基础。

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。

新人教版高一英语必修二unit1教案

The First Period(Warming up, one class)Teaching Aims:1. To learn the knowledge of the cultural relics.2. Discuss how to protect our cultural relics.3. To learn the following words or phrases:cultural relics, rare, valuable, survive, vase, rare, DynastyTeaching DesignStep One: Presentation(By showing them some photos of some famous cultural relics.)Hello, everybody, let’s look at the screen. Here are some pictures. They are all very famous places in China or in the world. Please think these over:A.Can you name them out?B.Who have the right to own and confirm them?(The shown pictures:①The Great Wall, ②The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; ③The Mausoleum of the First Qin Emperor and the Terracotta Warriors) Let the students name out the famous places in the pictures, and tell them they are cultural relic s. And explain what cultural relics are.A. a cultural relic is sth. that survive d for a long timeB. a cultural relic may be a part of old thing has remain ed when the rest of it had beendestroyedC.or a cultural relic is something rather rare（while showing these photos, teach the new words in red: cultural relics, survive, remain, rare）1. Get the students understand the identity of the cultural relics.2. Let the students try to know that they are at least two sites of cultural relics, the natural site; and the cultural site.( By showing the pictures of some natural sites relics. Eg: Mount Huashan, The JiuZhaiGou Valley, River Li )Step Two: DrillsLet the students make some more examples of cultural relics, including the ones inside our country or in other countries, especially the ones in our location.Here are some possible answers from the students:(The Neiguan Cave(内莞岩); The Xinfengjiang River(新丰江); Heyuan Dinosaur Park(河源恐龙公园); Yuanmingyuan(圆明园), etc.)(The Sydney Opera; The White House; The Big Ben; The Amber Room, etc.)Step Three: Discussing 1As we all know that cultural relics are rather valuable, rare, and sometimes, it is in very high price.1. Then can you tell the value of the cultural relic? (Have the students discussed for some time in teams, then get their answers by expressing in class.)(There will be a lot of possible answers. Eg: From the cultural relics we can know what people didin the past, and we can know the cultures at that time, and maybe we can know the technology of making them…)2. How to protect the cultural relics? (The same as Question 1)(There will be a lot of possible answers. Eg: Having the idea of protecting our cultural relics; don’t damage them; use them in a right way…..)Step Four: Discussing 21. If you find a cultural relic, what will you do with it?2. Do you think to whom the cultural relics belong?(All cultural relics belong to all people and whole society.)Have the students to discuss the first question for about two or three minutes, then show the answer for their team. Then the same way for Question 2.(While discussing, teach the new phrase in red)The Second Period(Reading part, 2-3 classes)Teaching Aims:1. Reading and understanding, catching the history and information of the Amber Room.2. Functional item, how to tell the story about the Amber Room3. Grammar point: The Attributive Clause4. Learning the following useful words and phrases:in search of, fancy, style, jewel, in return, reception, light, mirror, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apartTeaching DesignStep One: PresentationLast period, we talk about the cultural relics at home and abroad, such as The Great Wall, The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; The Mausoleum of the First Qin Emperor and the Terracotta Warriors The Sydney Opera; The White House; The Big Ben; The Amber Room (which we have learnt last period)Then, we will go the Amber Room, showing them the pictures of it.Do you know the history of the Amber Room, and do you know where the Amber Room is now? (The Amber Room 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 seven thousand tons of natural ambers were used to make it. But during World WarⅡ in 1941, the Nazi German army secretly stole the Amber Room and sent boxes of the Amber Room on a train to a German City. After that, what really happened to the Amber Room remains a mystery.) Step Two: Reading 1 (Listening, reading and understanding)1. Now please listen to the tape of the text IN SEARCH OF THE AMBER ROOM. And then read aloud. Pay attention to the pronunciation of each word and the pauses within each sentence.2. After reading the text, please complete the exercises of Comprehending.①Keys to Ex1 CEBDAF②The suggested answers to the Ex2Para 1 How was the Amber Room made?Para 2 Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift? Para 3 How did the Amber Room become one of the wonders of the world?Para 4 How did the Amber Room get lost?Para 5 How was a new Amber Room built?3. Detailed ReadingRead the text again and answer the following questions:①.What was given to the Russian people as a great gift by Frederick WilliamⅠ,the Kingof Prussia?(The Amber Room was given to the Russian people as a great gift by Frederick WilliamⅠ,the King of Prussia )②.Why it is called the Amber Room and how many tons of amber were used to make theAmber Room?(Because it was made of seven thousand tons of amber, which has a beautiful yellow brown color)③.What did Catherin eⅡ do with the Amber Room?(She had the Amber Room moved to the palace outside St Petersburg and transformed it.)④. What happen to the Amber Room during World Wa rⅡ?(It was stolen by the Nazi and it was taken apart and missing in World WarⅡ)Step Three: Intensive ReadingSkimming and identifying the general idea of each paragraphNow please read the text again and try to catch the main idea of each paragraph. After about five minutes reading, have some students speak for their teams.1st paragraph: the introduction of the Amber Room(The Amber Room had a strange history and something about its design, color, shape and material.)2nd paragraph: the gift to the Czar(the history of the Amber Room and its use in Russia—the Czar’s winter palace and a small reception hall for important visitors.)3rd paragraph: the relocation of the Amber Room in CatherineⅡ time(CatherineⅡhad the Amber Room moved to the palace outside St Petersburg told the artists to add more details to it.)4th paragraph: the missing of the Amber Room(the German Nazi stole the Amber Room secretly during the World Wa rⅡ,and what really happen to the Amber Room remain a mystery)5th paragraph: the rebuilding of the Amber Room(Russia and Germany have built a new Amber Room for the 300th birthday f St Petersburg.)Step Four: DiscussingClosing 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?Have the students discussed one question by one question for some time, and then show theirviews for their teams. There may lots of possible answers.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.Step Five: New words teachingRead the reading part paragraph by paragraph again and pick up the key words and phrases by themselves, let the students try to explain the meaning and usage.amazing, select, honey, heat, design, fancy, style, decorate, jewel, artist, belong, in return, troop, light(lit), mirror, wonder, at war, remove, furniture, wooden(wood), doubt, formerEspecially pay attention to the words and phrases underlined.Step Six: Grammar points in this textLet the students try to find out the Attributive clause in warming up and the reading part.1. A cultural relic is something that has survived for a long time.2. It is your job to look into any reports of cultural relics that have been found in China.3. You are sent to a small town where you find a relic that was stolen from a palace.4. The man who has it insists that it belongs to his family.5.This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.6. Later, CatherineⅡhad the Amber Room moved to the palace outside St Petersburg where she spent her summers.7. In 1770, the room was completed the way she wanted it.8. This was a time when the two countries were at war.Have the student’s judge whether they are the same as those we had learnt before. Especially the 5th one. This will be the homework after class.The Third Period(Learning about Language, 1-2 classes)Teaching Aims:1.To learn some useful words and expressions2.To learn some useful structures3.To learn the Restrictive and Non—Restrictive Attributive ClauseTeaching Important PointLearn how to use the Attributive Clause with that/which/who/where/whenTeaching Difficult Point:⑴. How to tell the Attributive Clause with that/which/who/where/when from other clauses.⑵. Learn the differences between the Restrictive and Non—Restrictive Attributive ClauseTeaching DesignStep One: Retelling (Can be chosen)Retell the story of the Amber Room in their own words.Step Two: Exercising 1 (Exercise 1 &2 on Page 3)(1) Complete Exercise One in Learning about Language on Page3. Asking and answering activity to check the students’ answers of the exercises; individual, pair of group work or finish each task.Here are the keys to Ex1:1.select2.rare3.reception4.amaze5.less than6.wooden7.in search of8.suivive9.remove10.artist11.former12.at war(2) Read the passage and complete it with the words giving.Keys to Ex2:dynasties, style, amazing, jewels, designed, decorated, fancy, rare, doubt, worthStep Three: Exercising 2 (Exercise 3 on Page 3)Look, think and compareRead over the materials in Ex2 carefully and try to find out the different meanings and usages of the phrase belong to,and try to match the meaning with the given sentences.Keys:1.to be the property of; The coat belongs to me.2.to be a part of, be connected with; That top belongs to this desk.3.to be a member of; He belongs to a large family.Step Four: Grammar point (the Attributive clause)1. Discovering useful structures (on Page 4)Let the students try to find out the Attributive clause in warming up and the reading part.1. A cultural relic is something that has survived for a long time.2. It is your job to look into any reports of cultural relics that have been found in China.3. You are sent to a small town where you find a relic that was stolen from a palace.4. The man who has it insists that it belongs to his family.5.This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.6. Later, CatherineⅡhad the Amber Room moved to the palace outside St Petersburg where she spent her summers.7. In 1770, the room was completed the way she wanted it.8. This was a time when the two countries were at war.Explain some of them, look at the fifth sentence carefully. Get the students to tell the differences from the others.There is a comma before the relative pronoun which.And this is a Non-Restrictive Attributive clause.The relative clause carries extra information that is not necessary to identify the person or thing being discussed.While the other sentences have the Restrictive Attributive Clauses.●非限制性定语从句的用法：1．非限制性定语从句与先行项的关系不紧密，只是作为附加说明，不起限制作用。

人教版高一英语必修二全册教案模板

人教版高一英语必修二全册教案模板在本单元教学中，学生学习并初步掌握非限制性定语从句的用法，并运用到书面作业中。

进一步学习提出建议的表达方式，能较为熟练的提出建议，语言使用正确。

一起看看人教版高一英语必修二全册教案!欢迎查阅!高一英语必修二全册教案1一、教学目标与要求在本单元教学中，学生学习并初步掌握非限制性定语从句的用法，并运用到书面作业中。

进一步学习提出建议的表达方式，能较为熟练的提出建议，语言使用正确。

通过对课文的学习，了解保护古迹文物的重要意义，并用自己组织的语言，描述阿斯旺大坝的概况。

完成练习册编排的练习。

二、教学重点与难点1.重点词汇flood;figure;rebuild;mark;face(v.);in danger;datefrom;make agoodeffort2.重要句型figure;rebuild;mark ;face(v.);in danger;date from;make a goodef-fort3.语法定语从句(5)：1)The project，which lasted four years，cost$ 1 billion.2)Bob’sfather，who worked on the project，spent four years in Egypt.4.日常交际用语提出建议(Making suggestions)：1)Well，there are several thingswe coulddo.2)Maybe we could go shopping this evening.3)I think we should do that an-other day.4)You’d better take a hat.The sun will burn you if you’re notcareful.高一英语必修二全册教案2一.题材内容及学习目的本模块话题是“电影和电视节目”，阅读课文为影评。

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。