人教版必修二英语教案
人教版(2019)高中英语必修第二册教学设计
【原创教学】人教版新教材必修二Unit Two Wildlife ProtectionReading and Thinking一、课例背景1. 文本解读本课例选自人教版高中新教材必修二Unit2 Reading and Thinking —— Wildlife Protection。
本单元的中心话题是目前全世界都相当关注和重视的野生动物的保护。
该主题语境属于三大主题语境“人与自我、人与社会、人与自然”中的“人与自然”这一大类，并从属于该语境下“环境保护”主题群。
该主题语境为语言学习提供了有关人与自然、人与动植物的意义语境，并有机渗透情感、态度和价值观。
众所周知，自然界是一个复杂的生态系统，生存其中的动植物之间存在着微妙的平衡关系。
任何一个物种的灭绝都会对这种平衡产生影响，大规模的物种灭绝会对生态系统产生严重甚至不可逆转的影响，由此会造成巨大的损失。
因此，保护野生动植物和人类可持续发展息息相关，正如文中志愿者扎西所言，保护野生动植物就是保护人类自己，也是保护人类赖以生存的星球。
在处理文本的过程中，笔者用人类和自然两条线贯穿全文，人类线以扎西视角代入我的意识，然后从个体上升到群体，最终上升为整个人类；自然线以藏羚羊为切入点，引出野生动植物，在进一步扩展为自然，最终落脚点为整个星球，然后将两条线索串联在一起，构成了人与自然的和谐统一，即：Zhaxi I We Human beingsHarmonyTibetan antelope wildlife nature planet2. 课型解读本课例所涉及的板块课型是Reading and Thinking，本板块的活动主题是“学习保护濒危动物”，主要讲述了我国保护珍稀野生动物藏羚羊的措施和取得的成就。
阅读文本“A Day in the Clouds”通过介绍藏羚羊过去和现在的生存环境，倡导每个个体通过自身生活方式的改变，学会与自然、野生动植物和睦相处，学会保护、尊重野生动植物，以此来消除人类对野生动植物存在的威胁，最终达成人和自然的和谐共生。
新课标人教版高中英语必修二教案
新课标人教版高中英语必修二教案一、教学内容本节课为人教版高中英语必修二第三单元，主题为何时何地。
本节课主要教学内容为学习一般过去时态和一般现在时态，通过听、说、读、写等多种方式，让学生掌握一般过去时态和一般现在时态的构成、用法及区别。
二、教学目标1. 学生能够熟练运用一般过去时态和一般现在时态描述过去和现在的动作或状态。
2. 学生能够听懂、会说、会读、会写一般过去时态和一般现在时态的句子。
3. 学生能够通过本节课的学习，提高自己的语言运用能力，增强对英语学习的兴趣。
三、教学难点与重点重点：一般过去时态和一般现在时态的构成、用法及区别。
难点：一般过去时态和一般现在时态的灵活运用。
四、教具与学具准备教具：多媒体课件、黑板、粉笔。
学具：课本、练习本、文具。
五、教学过程1. 导入：通过展示一组图片，引导学生用英语描述图片中的动作或状态，引入本节课的主题。
2. 呈现：教师通过多媒体课件，展示一般过去时态和一般现在时态的句子，让学生感知两种时态的差别。
3. 讲解：教师在黑板上用粉笔讲解一般过去时态和一般现在时态的构成、用法及区别，让学生明确两种时态的规则。
4. 练习：学生根据教师提供的场景，用一般过去时态和一般现在时态进行造句，教师及时纠正学生的错误。
5. 互动：学生分组进行角色扮演，用一般过去时态和一般现在时态进行对话，培养学生的口语表达能力。
6. 巩固：教师设计一些练习题，让学生书面完成，检验学生对一般过去时态和一般现在时态的掌握程度。
六、板书设计板书一般过去时态和一般现在时态板书内容：一般过去时态：构成：主语+动词过去式用法：描述过去的动作或状态一般现在时态：构成：主语+动词原形用法：描述现在的动作或状态七、作业设计1. 请用一般过去时态和一般现在时态分别描述一下你昨天和今天的活动。
答案：Yesterday, I watched a movie with my friends.Today, I am doing homework.2. 请用一般过去时态和一般现在时态写一段关于你最喜欢的季节的描述。
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。
人教版高二年级必修二英语教案
精心整理人教版高二年级必修二英语教案【一】Step1RevisionSayNowreadthedialoguesilentlyandfindoutthisinformation:What isbeingplannedatthiscompany?AllowtheSsafewmomentstocarryout thetask.Checktheanswer.(Anewfactorymaybebuilt.)SeeiftheSsca nguessthemeaningofoutofwork.Step4DialogueSpeechCassetteLesson65.PlaythetapeofthedialoguefortheSstoli stenandfollow.GothroughthedialoguebrieflyandmakesuretheSsun derstandit.Askquestionslikethese:WhatarepeopleatthecompanytcRightnow=AtthismomentdTheproblemis…it.=Findinglandforbuildingthenewfactoryisapr oblem(i.e.difficult).eThemajorityofpeople=Mostpeoplefanumberofpeople=quitealotofpeoplegoutofwork=donothavejobshButsomepeople…builton.=Somepeopledonotwantthemtobuildafac toryongoodfarmland.Notethestructurenotwantsomethingtobedone .WbLesson65,Exx.1-4.AfterEx.1isdoneorally,gettheSstowritetheanswersintheirexerc isebooks.BothExx.2and3shouldbedoneinpairsfirst.Thenchecktheanswerswiththeclass.GetSstotranslatethesentencesintoChineseandaskthe mtothinkiftheywillbeabletoputthembackintoEnglish.Payattenti ontothesentencestructures.WhendoingEx.4,warntheSsnottodowordforwordtranslation.SpeciaA:Butitisn’tlikelythatthemanagerwillmakeadecisionsoon.B:Whataretheproblemsthen?Withanordinaryclass,justpractisethedialogueinPart1again. HomeworkFinishofftheWorkbookexercises.DoEx.1andpartofEx.4aswrittenwork.【二】教学目标和12．词组shopassistant,aclothesshop,giveback,orelse,change...for (i)thesun,tryon,dependon,takeplace,getoff,puton,dropin,onceupo natime,doup,infact,keepback,playthepartof,nextto3．交际用语Thereseemstobesomethingwrongwithit. Iwouldlikeyoutochangethisblouse. YousoldmeablousethatIcan’tuseanymore.4学习在Lesson38课，建议教师应组织学生1）以节目的形式演出这段对话。
新课标人教版高中英语必修二教案
新课标人教版高中英语必修二教案一、教学内容二、教学目标1. 能够听懂并准确复述关于文化遗产的听力材料，提高听力技巧；2. 能够运用目标词汇和句型，进行有关文化遗产的口语交流；3. 能够阅读并理解关于文化遗产的文章，提高阅读技巧，培养文化意识。
三、教学难点与重点1. 教学难点：文化遗产的相关词汇、语法及表达方式的理解与运用；2. 教学重点：听力、阅读、口语及写作技能的培养。
四、教具与学具准备1. 教具：多媒体设备、黑板、教学光盘等；2. 学具：课本、练习本、字典等。
五、教学过程1. 导入：通过展示世界文化遗产图片，引导学生谈论对文化遗产的了解和认识，激发学生的学习兴趣。
2. 新课内容呈现：（1）播放听力材料，让学生听并完成相关练习；（2）讲解听力材料，引导学生学习相关词汇和表达方式；（3）阅读文章，让学生理解并分析文化遗产的重要性；（4）通过例句和情景对话，教授目标语法。
3. 情景实践：组织学生进行小组讨论，运用所学词汇、语法及表达方式，讨论我国的文化遗产。
4. 例题讲解：针对本节课所学内容，设计相关练习题，进行讲解和指导。
5. 随堂练习：布置与新课内容相关的练习题，巩固所学知识。
六、板书设计1. Cultural heritage2. 主要内容：文化遗产相关词汇、语法、句型及文章框架七、作业设计1. 作业题目：（2）根据所给词汇，编写一段关于文化遗产的对话。
（3）阅读短文，回答问题。
2. 答案：（1）The Great Wall is an important cultural heritage of our country.（2）Example: A: Have you ever been to the Forbidden City? B: Yes, it's a wonderful place, full of cultural heritage.（3）Answers:八、课后反思及拓展延伸2. 拓展延伸：鼓励学生课下了解更多关于文化遗产的知识，提高文化素养，为下一节课的学习做好准备。
人教版高中英语必修2全册教案
Unit 1 CulturalrelicsPart One: Teaching Design（第一部分：教案设计）Period 1: A sample lesson plan for Reading(IN SEARCH OF THE AMBERROOM)Aims：To read about cultural relicsTo learn about The Restrictive and Non-Restrictive Attributive Clause I. 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?Are all the old things cultural relics?B.What is the definition and classification of cultural relics?C.To whom do cultural relics belong?Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They all belong to cultural relics. Some of them arecultural 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?Now, 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 anancient 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?1. 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 MingYuan 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?Work in groups of four. Tell your groupmates:A.What do you know about the substance of “amber”?B.What do you know about the cultural relics “the AmberRoom”?1. Reading aloud to the recordingNow please listen and read aloud to the recording of the textIN 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.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?Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Read the text again to complete the table, which lists all the numbers in the text.Read the text and learn more about the following proper nouns. You can surf on the website after class:Closing 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 AmberRoom? What is it?B.Do you think if it is worthwhile to reproduce the AmberRoom? Why?Well, all of us have learned the history of the AmberRoom. Let’s recall some key words and expressions on the board. You are to retell the story of the AmberRoom:Period 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 clause To discover some usefulwords 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 aboutAttributive 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 adjective, 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 studentwho 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.2aThe 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 withintwo 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 livesin 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 heart 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 blank in 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 thefarmers,has a great effect on my 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,“It is a fact”?B.What does it mean when you say,“It is an opinion”?Turn to page 5. Read the passage and tell me:A.If you want to go in for law against somebody, and if you want towin, what’s the mostimportant thing you should do first?B.What makes a judge decide which eyewitnesses to believe and whichnot to believe.1.Reading and definingRead the passage and define: What is a fact? What is an opinion? What is an evidence?2. Readingand translatingRead the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please…3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.Now, boys and girls, as we know, people have never stopped searching for the AmberRoom. This time we’ll listen to what three people say they know about the missing AmberRoom. 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.Well done. Now share your forms with your partner and tell mein the three forms: What are facts? What are opinions? Li Ming, do you want a try?We 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:A.What is the best evidence?B.How can we know which eyewitness is most believable?evidence?”Sometimes 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?·When you write your letter, you may choose to agree or not agreewith 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.Ⅲ Closing downClosing down by a debatingThere is a long ancient wall around a less developed town.It is reported it has a longhistory, dating back to over 5 century BC. The local government is collecting money to repairand 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 relic s insist that it belongs to his family.·The room was completed the way sh e 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 pro ved.·An opinion is what someone believes is true but has not been proved. Part Two: Teaching Resources (教案资源)Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOMI.Type of writing and summary of the ideaSection 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处中国文遗产本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是能过电视、报纸等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。
【新教材】人教版高中英语必修第二册全册精编教案设计.docx
人教部编版高中英语必修第二册全册教案教学设计Unit 1 Cultural HeritageUnit 2 Wildlife protectionUnit 3 The internetUnit 4 History and traditionsUnit 5 MusicUnit 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 build a new dam, which would damage many cultural relics.•The government turned to the UN for help.•Experts made a proposal for how to save cultural relics after a lot of efforts and the work began.•Cultural relics were taken down and moved to a safe place.•Countless c ultural relics were rescued.•The project was a success.Part 3 (Paragraph 6)The summary of the textThe global community can sometimes provide a solution to a difficult problem for a single nation.Step 5: Critical thinking:1.How to deal with the construction and the protection of cultural relics?2.As students, what should we do to protect our cultural relics?Step 6: summaryStep 7 Homework:Review what we have learned and find out the key language points in the text. 板书设计教学反思Unit 2 Wildlife ProtectionReading for Writing【教材分析】The activity theme is "making effective poster,,. The protection of wildlife needs the participation of the whole society. It is imperative to educate the public on wildlife protection and arouse the public's awareness and enthusiasm for wildlife protection. Teenagers are not only the main body of education, but also the "ambassador" of publicity and promotion. To make posters, students need to understand and study the situation of endangered animals and think about protection measures. In the process of reading and understanding the content of posters and making posters, students should be trained to master and use the style of posters, and their social responsibility and sense of responsibility should be cultivated.The reading text is two posters. The first poster, "give ugly a chance!" calls on people to protect all kinds of wild animals and not treat them differently because of personal likes and dislikes. No matter how beautiful or ugly animals are, they have the meaning and value of existence. The world is beautiful because of the diversity of biology. The article uses the tone of statement to make people unconsciously accept the author's point of view. The second POSTER "don't make paper with my home!,, adopts anthropomorphic rhetoric and takes koala's heart cry as the title, criticizing those behaviors of deforestation and destruction of animal homes. The text is a progressive explanation of the title. Exclamatory sentences and rhetorical sentences are used in this paper, which express the author's attitude and point of view. In addition, the title ofthese two posters uses exclamation sentences with strong appeal and emotional color, coupled with vivid pictures, making the posters more powerful.【教学目标】1.Cultivate students to acquire some features about an English poster by reading the text.2.Help students to write an English poster about animal protection properly using some newly acquired writing skills in this period.3.Develop students' writing and cooperating abilities.4.Strengthen students' great interest in writing discourses.【教学重难点】1.Stimulate students to have a good understanding of how to write an English poster properly.2.Cultivate students to write an English poster properly and concisely.【教学过程】Step 1: Lead inDo you want to be a volunteer of a pefs shelter? Why?Yes, I want to be a volunteer of it, because I want to help the pets, which are lovely and cute. I like them very much.Step 2: Read to discover details concerning the main details of the news report.I.Read the news report and then solve the questions below.1.Who started the rescue centre called the Small Friends Pet Shelter?A group of high school students and parents.2.What did the young people do in the shelter?Take care of animals.3.How do the young people think of their work?Worthwhile4.What help does the centre need?Volunteers, time and love.II. Read the text again and then choose the best answer.1.What should we do when we protect the wildlife animals?A.Treat all the wild animals equally.B.Only pay attention to less cute animals.C.Pay attention to cute animals.D.Care about endangered wildlife animals.2.Whafs the bad effect of cutting down billions of trees to make paper for humans?A.Make a lot of animals homeless.B.Make a number of wildlife animals dying out.C.The animals5 habitat is being destroyed.D.All of them.【答案】ADCStep 3: Study the organization and language features.1.Read the passage more carefully and write down the outline of the text.1.The Small Friends Pet Shelter was started by a group of high school students and their parents when they started to see many pets (that were left behind after their families moved away).译文：当一些高中生和他们的父母看到在主人搬走后,时，们建立了小朋友宠物收容所。
人教版高一英语必修二教案（精选9篇）
高一英语必修二教案人教版高一英语必修二教案（精选9篇）作为一名辛苦耕耘的教育工作者，通常需要准备好一份教案，教案是教学活动的依据，有着重要的地位。
教案应该怎么写呢？以下是小编帮大家整理的人教版高一英语必修二教案，欢迎大家分享。
高一英语必修二教案篇1教学目标To help students learn to express attitudes, agreement & disagreement and certaintyTo help students learn to read the text and learn to write diaries in EnglishTo help students better understand “friendship”To help students learn to understand and use some important words and expressionsTo help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text 教学重难点Wordsupset, ignore, calm, concern, settle, suffer, recover, packExpressionsadd up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in Patterns“I don’t want to set down a series of facts in a diary as most peop le do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do.I stayed awake on purpose until half past eleven……it was the first time in a year and a half that I’d seen the night face to face…教学工具ppt教学过程Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?1. Warming up⑴ Warm ing up by defining friendshipHello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen.Then what is your opinion about friendship?Do you think that friendship is important to our life? Why?⑵Warming up by learning to solve problem sNice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely.Common problems among teenagersSolutionSome of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.Situation 1: Friends get angry with each other when they try to talk about something difficult.Try to understand your friend/ Try to talk about the problem in a different way.Situation 2: Friends don’t know how to apologizeStart by telling each other that you are sorry. A simple apology is often enough and is a good starting point.Situation 3: Some friends don’t know how to keep secrets.Keep your secrets to yourselfTips on being a good friendTreat your friends the way you want to be treated. Keep secrets that are told to you.Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend.⑶Warming up by doing a surveyGood morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友).Now please do the survey on page one.Add up your score according to the scoring sheet on page 8.You don’t have to tell your results. You can just keep it a secret.高一英语必修二教案篇2教学目标I. 单词和词组permission, nation,reduce, fetch, compare, therefore, remain, dislik, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit ofII. 日常交际用语1.请求May / Could / Can I do that?I wonder if I can do that.Would / Do you mind if I come earlier?Will you tell me if can go now?2.允许Yes, please. / Of course. / Sure. / Certainly.Go ahead, please.That’s all right. / OK.It’s all right to me.3.拒绝I’m sorry, but it’s not allowed here.You’d better not.I’m afraid not. It’s not right.III.语法复习名词性从句作宾语和表语的用法。
人教英语新课标必修2全册教案Unit2TheOlympicGames
人教英语新课标必修 2 全册精品教案(Unit 2 The Olympic Games)Part One: Teaching Design ( 第一部分：教学设计) Period 1: A lesson plaading(AN INTERVIEW)AimsTo talk aboulympics gamesTo read an interview about the Olympic GamesProceduresI. Warming upWarming up by sharingMorning, everyone! Today we are going to learn about THE OLYMPICGAMES.BuI 'd lw how much you know about the Olbe held in Greece.Warming up by describingNow, boys and girls. I 'll show you a vid eo show28thOlympic Games. Please tell me whaabout and describlaWang Lin, please describe it. Wonderful.That 's Liu Xiang. The hurdle king!Warming up by discussingHi, class. You know our coug her ba2008 Olympic Games. Evxpecting and excited about it. Let 's discuss what we can dAnd imagine what we will do at the 2008 OlII. Pre-reading1. Asking and answeringNow, please readqub. Let 's durn. Let 's begwhereok, you did a good job. Let ' s summarize your answers. F:1. In Summer Olare running, swimmingg, wrestling, jumping, football, basketball, volleyball, tablwing, Javelin, weight lifting, gymnastics, boxing etc.In winter Olag skatingumping, sledding, snowboarding etc.2. The 29th Olympic Games will be held in</st1:Augu2008.3. To hold the Olympic Games is aa country. And itcan make a couwworld. It can stimulauntry ' and held up its devel2. Imaging and introducingPlease look auading. Please talk abouImaginewhatever you can.F: Tuatus of a great Greek. His name is Pausanias.He was a famous traveler and wd century AD. His Guideto Gan extremelve guidebuating on buildings, tombs and statusand including a lalogical, religious andal backgrounduments described. Iative that it may be called the foundalassical archaeology and this ancient Baedll used as a guide to classical . Can you remember a famous aaveler and writer? He also wrote a bame is Xu Shake. His wThe NXu Shake ' s travels. Td pictuglympic Games. Mayble stadium. It 's largeand can hold thousands of audience.The third picture is aathlete named Yang Yang. She won a gold medal for </st1:country-reg2002 winter Olympic Gaa famous skating plaTalking and Sharing We know there are many dand similarities about the ancient and modern OlDo you know anything about them? You can simply guLu …III. Reading1. Reading aloudding and finding the general ideaNowplease listen and read alouddingxt AN INTERVIEW. Pay aunciation and intonation as well as the pauses within eaTget the general ideaassage. Have you gain idea?lls us the dandlarities betwancient and modern Ol2. and findingNowread the text again. The boys shallask: What was the alympics like? The girls shallask: Whadern Olympics like?4. and collecting informaw let 's read it silently. First let 's talk about the sabetwancient and modern OlWho can answer? Anyvolunteers?Then let 'dThe similarities①Both are held every four years.②Both are heldbuur.③The beliefs aame. They are: Swifter, Higher, and stronger.④Men are allowed to take part both in ancient andmodern 01 ⑤ Some events aame, such as running, jumpingg and thowing.The D ① There wwinter Olast.②Nowaall over the world. Bualle in could take part.③Only menwere allowed to take paast, now womanare also allowed.④In the past, winners glive wreath aNowdals.⑤The events and athldaaast.⑥Ta special villagli ve in, a stadiua gymnasiuwho wagames now. Buwast.)5. and underliningNext you aad and underline all the usefulexllocaassagur notebook after class as homewllocaAN INTERVIEWtake part in …,gold medal …,be held, in ordlympicGaa magical joud ouday Olympic Games, used to, writeabout …ube admitted as …,tw …g in …against …urof …,reaandard, be admitted to …,play a vant role, as well as, a stadiuas a maa … , olive wreath, feel proud of …,make …happy IV Closing downClosing down by doing exTo end the lu are to ddingex 2.Closing down by discussingYou know our govas tried its bg the 29th Olympic Games. It has cost a lDo youworthwhile? Why?F:It is worthwhillympic Games. Tlympic Gamescan make our couwwhole world. Tlympic Games can make our culture and people understood bles. Tlympic Games can stimulate the developing of oulosing by imaginingImagine what we will do and what we can d29th Olympic Games now.F: Maybe we can serve as volulgn vand athlall over the world. So awe should study hardally we should try our best to learn English well.Closing down by narratingWecaxt is wa conversational style. And there are twospeaPausanias, a Greek writer 2000 years agLi Li, agirl. Now let 's changa narrative style. Iwords, let 's describe the ancient and modern Olympic Gaur own words. Who would lave a try?F: The alympic Games began in and were held fro76B.C. to A.D.393. It was held every four years. At thawaas today. And women wallowed to take pagames. There wWinter Olympics at thaWinners glive wreath aTwas swgher and stronger.The modern Olympic Games begaThey 're held every four years. There are many newlIn the summer Olare over 250 dWomenaly allowedbut also play a vant role. Nowdals. Twgher and stronger. Closing down by summarizingAs we havd the passage we 'll sum up what w e have learned. First let 'writing skills. It is waconversational style. It 's in a vg way. It adoptsa dialogue between Pausanias who lived 2000 years ago and agird in modern world. Througdialogue, the dand similarities betwancient and modern Olympic Games are made knowaders. Just becaua conversational stylare quite a few oralglish and elliptical phrases. Througarison betwancient and modern Olympic Games, we have learned the dandlarities betwNow we can have a deep understandingGames. Fassage, we can have adeep understandingGames. Fassage, we can also gw that the Olympic Gamesare developing and improving. It 's our duty to malympic Gamesbetter and healthier. We know thalogans for 2008 Beijing Olympic Games is Green Olympic Games. It shows that people are paying more and more aur envPeriod 2: A lesson plan for Learning about Language (The Future Passive Voice) Aims：To learn about future passive voiceTo discover useful words and exTo leads of words formation ProceduresI. Warming upWarming up by dictatingThere are several importaunit. Let 's dictaIf youcan't, leaby heart after class.①Whenand where will the next Olympic Gamesbe held?②I live in what you call “Ancient Greece ” and / used to write about the Olympic Gaan 2000 years ago.③All couan take paa andard to be admittedgames.④The next Olympic Games will be heldwn.⑤It is just as much aamong coulympics as to win an Oldal. Warming up by discovering useful words and exTurn to page 11and do ex2, 3 andur answers against your classmates '.II. Learning about word formaDo exand discovules.Turn to page 12 and find out the rules of word formation.By adding -ing to a verb, we can change the verb into a noun. That means we can change “doing ” into “the na ”. By adding -er to a verb, we can change the verb into a noun. That meanswe can change “doing ” into “who d”.2. Means of word-formageneral Affixavand(unding) aans of word-formaglish.Besidare always of word-formaluding clipping, ablending etc. III. Learning about Present Future Passive VoiceTurn to page 13 and do exAnd tell the claauture passive voice. F: Well done, class. We can follow the following formlauutuuture passive voice; be going to be done, be about to be done, be to be done, will / shall be done, would / should be done.IV Closing down by summari zing1.Puture passive voice (take “ask” for example) AffirmativeNegativeInterrogativeIYouHe/she/it will not be askedWe will (shall) notYou / They will notWill (shall) IWill youWill he/she/it be askedWill (shall) weWill you / they2.The passive Vasal verbGenerally speaking, only transitive verbs caassive vly transitive verbs can be followed by objects. But many intransitive verbs together wand adverbs can beused as transitive verban also be followed by the objects. Tan also be used in passive voice.Buat allasal verbs are used as a whole. When usingassive voice, we cannot drop ouand adverbs. For examples:They will put up awall. Awill be put uwall.I have never heard of such a thing buch a thing has never been heard of before.His classmates laughed alake. He was laughed alake by his classmates.Period 3: A lesson plan for using languageAims:To read about the alympic GamesTo listen and talk about hobbiesTo write about hobbiesProcedures1. Warming upWarming up by introducingHi! Class. You know </st1:country-regworld-known country with an avilization. It has a longwuch marvelous culture. The Greeks had wonderfulabout the Gods and Goddnesses who were paligion. They believed thagod or goddesses would help humalumans were good people. HowevGods did not always help. They behaved lle who were unpredictable and capricious. TguGods people had to praandIGoddess Hera, the wGod, Zeus waHand agreed to help him.Warming up by sharingNow, boys and girls. Ianybody who can tell us some Glogy. You know they are so famous in humaanyou speak ouames of Greek Gods and GoddPrometeus 普罗米修斯——aGodSphinx 斯芬克斯——a being with a human face but a lion bodyPandora 潘多拉 a beautiful girl with every illand evil thought and deedZeus 宙斯——God who governed the worldHera 天后——the wife of Zeus who governed the love n . Guided reading1. and answeringRead the text again, and answllowing quA. Whatwas 's rules?C. What was H ' amazement?D. What made Hangd?E. Whom did Hulp?F. Can you guess what wading?F:A. Atlanta could run faster than a. But she was not allowed to rulympic Games.Bd to be married to a man who could run faster thanher. If he could not run as fast awould be killed.C. Huld not understand why so many young men wantedlives.D. and underliningNext you aad and underline all the usefulexllocaassagur notebook after class ashomewllocaTHE STORY OF ATLANAbe allowed to, run against …,will be pardoned, hear of …,be amazed, as fast as …,change one ' s mind, ask …for help from…will be relaxed, pick up, beconfident abo ut …,share one ' s pain, run past …with …,cheap to marry4. ListeningFor listening turn to page 15 and be ready to doexFirst read the quarefully and imagine whalistening about. When doing exercise 2, you must make clear what iswrong wAnd tell the class wwwrong and wly half true.5. ActingNext we are going to puxt A STORYOFATLANTAon stage. You know there are four charaWho would like to be them? Who will be Alanta ' s fald king?Who will be the Goddess of Love?Ok. Li Li, you are the GZhangQiang, you are the brave young man HLucy, you are the Goddess of Love. Zhou Gang, you a ' s father. Tlass, please prepagrouur.Then act your play before class.A text play of THE STORY OF ATIANTATime:ggPlace: at the palacePeople: the old king(K)(A)ung man (H), the Goddess of love (L). F: My dear daugu see how beautifulg is! You are just lg flowers. Whydon't you marry? So many young kings andwant to marry you, and they are allart and nice.A: Oh, dear father. I havd that I will only be married to a man who can run faster than me. I will run agaIf he cannot run as fast awill be killed. No one will be pardoned.F: But, my dear daughter. No man has won you. They alllves to death. When will you get married?A: I won 't marry unless I am allowed to rulympicGames. (Hallowed)H:dest king and!I ' ll maI ' llwith you.A: Do you know the rules?H:!F: Oh, young man! Go away! You can 't wu are only losing your life!H: No, I want a try!F: Foolg! Go away! Don't go to die! (Hwas pushed away and feltsad, crying. The Goddess of Love is watching everything abovand)L: Oh, young man, what's the matter? Whyare you so sad?H:Goddess, can you help me?Can you helwand marry her? L: Ok, young man. Do you really want to maand love her?H: Of coubeautiful.L:asy. Tagolden apples.Throw appl wunning past and she will be relaxed. Wup, you will be able to run on and win.H: Oh, thank you, my Goddess!(Hualace)K: Well, young man, why are you here again?H: My kindest king. I want to maand run aga!K: Well, young man. I repeat. Don't be silly! Goaway!H: No. I love her. I will ma －or die!6. SpeakingNow, class. Let 's carry out a survlass and write down the nalassmates who have the sau can carry out the task lWhich do you lullection?Wdo you like best?What is your fav?Are youd in tabl?Aurvwho have the sagether and please work in grouur to talk abouWhy do you l/ music / collection?When do you begin to like it? What's enjoyable aboubby? What have you learnedbby?III.Guided writing1. Writing an imagined dialogueGroups 1 and 2 are going to write an imagined dialogue betwand Hu may begin l:deal want to marry you …2. Writing a dTurn to page 16 and follow the dwrite a dur favbby. Here is an example:Swimmingavl like it because it can bring memuch fun. Tlearning swimming is vg. You can try dways of swimming, such as breaand bau can swim at aar if you like. ln hot suu juva to have a swim, you 'll feelcool andable. Evld wu can swu are brave enough. lt 's a healand it can build up your body. lf you are a begu must be careful. You'll bwim alone and b ring life buoy with you incase of danger. If you want to be a good swu must have a lactice and have great determination.IV. Closing down by finding informationGlibraad or get onladdalympic Gamesand the ancient Glogy. Taur finding andur groupmates next Mondag. Part Tw Teaching Resou: The writing stylading AN INTERVIEWType of writingConversational styleMain ideaComparing the dbetween Ancient and Modern OlaraBy comparing and contrasting2: Background informalympic Games I. Evden Olympic GamesABaseball, BadBasketball, Beach, Volleyball, Boxing,Canoe/Kayak, Cycling, Diving, Equestrian, Fencing,Field Hockey, Gymnastics, Handball, Judo, Modern Pentathlon, Rowing, Sailinggball, SwimmingdSwimming, Table Tennis, Tennis, Tae kwon do, TrackField, Triathlon, Volleyball, Water Polo, Weightlifting, Wrestling II.Olympic TraditionsThe Olympic AThe Olympic anthem was written by the Greek nationalPalamas andd by Greek musician Splros Samaras. It waung aGames. The IOC adopted it aal Olympic awn olaI, borrowedaa DominicaHenri DDduced these words whilg athlat a collegBut how did these words blympic Games? It was Michel Breal wducedase at the closing dgabldern Olympic Gaune23,International Olally adoptedase aalGames. The Old The Old was alduced aGames. 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Its tradition hassurvivedGames of ancient , where a sacred flame, ignited by the sun, burned continuallaltagoddess Hera.The modern Olympic flame wal28 at the Amsterdam Olympic Games, wburned throughouIt has become a major symbol for solidarity among nations and embodlassing the ideals of pudeavouuggle for vdship and peace.The Torch RelayDuringGames in </st1:ungdad organisedlays.Howevadlally began at the Berlin GaAs in alit by the sun in Alympiaassed from ruua relawused to ligladium 's flame during the Games ' OpeningThe flaburns untilxtinguished at the Closing: Words and exunit 2 THEOLYMPICGAaddisposed to cheat or defraud; not deceptive or fraudulent:lawyers 2. marked by truth: givanswers 3. withou: worked at aade 4. without dissimulation; frank:abitually speaking the truth: aan 6. wbeing depended on: aworking staguile: His answer was simple andancient adj. 1. very old: an aariner 2long ag ancient China</st1:country-regu2008 Olympic Games. v. b: We hosted 4 couples last night.magicaladg or using or charaappropriate to supernatural powers: a magical spell interviewqug of a(or a conversawalicited);ducted by journalists:views w-agers revealed a weakening of religiousbonds. 2. a(usually want) v.1. conduct an interview in televwspaper, and radg 2. discuss formally with (somebody)uan evaluation: We interviewed the job candidago for an interviewbeing hired: The job candidaviewed everywhere. athleten. aainedadmitv. 1. allow participaght to be part of;xghts, fuandbil: ad2. allow; graWe cannot admit non-membur clubve as a meaance: Twill adadulw. 4. give aance t The French doors adard. 5. afford possibilitye: This problem adludeclare to be true or adxaluth of: He admittedada grouunity: We'll have to vote on wadmit a new membav; hold without crowding: The theater admits 300 people. replacev. 1. pug back wbelongs: Replace the blf after you havd reading it.2. substitute ag for (aat is bllonger working or yielding what is expected): He replaced the old razor blade.3. pulace of another; swgly equival: The con alacedginal with a fake Rembrandt.4. talav:laced Miller as CEOafter Miller left.relatev. 1. havablish a relalates well2. be in a relawith: How awo observalated? 3. give an account of: The wlated the evave to do with or be relevaake a logical or causal: I cannot relavents at all.sail n. 1. a largabric (as canvas) by means of which wind is usedl a sailing vessel 2. an oceaaleasure v.1.travavel b(a body of water): We sailed the Atlantic2. travel in a boat propelled by wind: I love sailingalla.3. travel by boat on a boat propelled by wind or bans: The QE2 will sail to Southampton</st1:plaw.4. move with sweepingless, gliding: Shreds of paper sailed through the air. advertisev. 1. call aPlease don 't advact that he has AIDS.2. make publ;ll (a product)groundling hopeful about the future: Tlittlat he will recover. 2. averbalbanother agreeing to do (do)guture v.1. give grounds for expectations: The resuld fame and glory.2. make aundertake or give: Iu my bake a prediction about; tell in advance。
人教版高中英语必修第二册 《Unit 2 Wildlife Protection》教案
人教版高中英语必修第二册 《Unit 2 WildlifeProtection》教案一、教学目标1.知识目标o学生能够掌握与野生动物保护相关的重点词汇和短语，如 “wildlife, protection, endangered, species, habitat” 等。
o学生能够理解并分析文中涉及野生动物保护的重要语句和段落。
2.技能目标o学生能够听懂关于野生动物保护的英语讨论和讲座。
o学生能够用英语流利地表达自己对野生动物保护的观点和想法。
o学生能够读懂并理解有关野生动物保护的文章，提取关键信息。
o学生能够写出关于野生动物保护的短文，提出合理的保护建议。
3.情感目标o增强学生对野生动物保护的意识和责任感。
o培养学生关爱自然、尊重生命的价值观。
二、教学重难点1.教学重点o重点词汇、短语和句型的理解与运用。
o课文内容的理解和对野生动物保护话题的深入探讨。
2.教学难点o如何引导学生用英语准确、流畅地表达对野生动物保护的复杂观点。
o帮助学生理解一些较难的专业术语和长难句。
三、教学方法1.任务型教学法：通过布置各种任务，引导学生在完成任务的过程中学习和运用知识。
2.讨论式教学法：组织学生进行小组或全班讨论，激发学生的思维和表达能力。
3.多媒体辅助教学法：利用图片、视频等多媒体资源，增强教学的直观性和趣味性。
四、教学过程（一）导入（5 分钟）1.播放一段有关野生动物的精彩视频，展示野生动物的美丽和多样性。
2.提问学生：What did you see in the video? Why do we need to protect wildlife?（二）词汇和短语学习（10 分钟）1.展示本单元的重点词汇和短语，结合图片和例句进行讲解。
2.进行词汇小测试，如单词拼写、词义匹配等，检查学生的掌握情况。
（三）阅读前准备（5 分钟）1.让学生看课文标题和图片，预测文章内容。
2.提出一些引导性问题，如：What might be the problems faced by wildlife? How can we protect them?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章主旨。
人教版高中英语必修2教学计划5篇
人教版高中英语必修2教学计划5篇人教版高中英语必修2教学计划5篇英语是最流行的语言，也是很多国家和地区使用的语言，要想教好英语科目，英语老师应该制定一份教学计划。
下面是小编为你准备的人教版高中英语必修2教学计划，快来借鉴一下并自己写一篇与我们分享吧！人教版高中英语必修2教学计划篇1一、工作目标：1、注重学习习惯的养成和学习方法的指导，使高一学生初步恢复语言学习的敏感性，逐步生成学习语言的兴趣，尽快适应高中英语的学习。
2、从听、说、读、写、译五个方面加强基础知识的积累和综合语言运用能力的培养，同时指导学生开展研究性学习研究，以发展学生自主学习的能力和合作精神。
二、具体工作措施：1、组织本备课组全体英语教师隔周集体备课一次，讨论单元重难点、练习、测试等教学问题。
2、互相听课，做到取长补短，共同提高。
3、拓宽教材，不断扩大学生阅读量，增加学生的词汇量。
利用课外阅读材料和自选阅读材料（每周5次的限时阅读和<新概念英语>），不断培养学生的阅读能力，扩大学生词汇量，为适应高考而做准备。
4、加强听力训练，不断提高学生听力能力。
三、研修主题和思路：主题：正确把握新课程教学的度：如何把握英语课堂教学提问的度思路：认真领会《英语课程标准》的精神，认真钻研教材，追求课堂教学过程的最优化、教学方法的科学化和教学效果的最大化，旨在提高课堂教学效益，英语教师每周2-3次下班辅导学生的英语早读，切实提高学生的阅读、会话能力。
在备课中，能严格按照新课程的教学理念，做到清晰、规范，备过程、备方法、备教材、备学生，尽量用英语组织教学，课后认真反思，四、本学期备课组的各项活动1、备课活动:加强备课活动，做到每次备课组活动有明确的分工，安排固定的主备人，针对重点、难点及教学要点全组成员共同进行探讨，并确定适当的教法。
全组形成统一的2、教学进度：合理安排教学进度。
本学期为高中起始年级，首先努力做好初高中的教学衔接，并在保证完成教学任务的前提下努力做好开学初的教学工作，并在开学初便拟定了教学进度，学期开始阶段教学进度适当放慢，在学生适应了高中教学活动和高中的新教师的情况下调整为正常的进度。
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。
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高一阶段，是打基础阶段，是将来决战高考取胜的关键阶段，今早进入角色，安排好自己学习和生活，会起到事半功倍的效果。
下面是小编为你准备的人教版高一英语必修二全册教案，快来借鉴一下并自己写一篇与我们分享吧！人教版高一英语必修二全册教案篇1第一部分：热身快速应答：1.How are you going to school everyday?2.Thank you very much for your help.3.Would mind my opening the window?4.What day was it yesterday?5.What's the weather like today?第二部分：朗读口语朗读技巧：1.声调与降调I have three English books, two Chinese dictionaries and five pens. Do you have a map in your hand? Yes, I do.2.连读：将前一个单词最后的辅音与后一个单词开头的.元音连在一起朗读。
half an hour ran out of not at all3.失爆：当相邻两个爆破音在一起时，往往给前面一个爆破音留一个位置，但不爆破，稍停随即发后面的爆破音，这种现象称为“失爆”。
hot bath the next day a good deal of I don’t believe I don’t know I want to say朗读练习：1. A smart housewife was told that there was a kind of stove which would onlyconsume half of the coal she was burning. She was veryexcited, and said: "That'll be terrific! Since one stove can save half of the coal, if I buy two, no coal will be needed!"2.The little boy did not like the look of the barking dog."It's all right," said a gentleman, "don't be afraid. Don't you know the proverb: Barking dogs don't bite?""Ah, yes," answered the little boy. "I know the proverb, but does the dog know the proverb, too?"人教版高一英语必修二全册教案篇2教学目标本单元对话课复习了有关问路及应答用语，要求学生用所学语言自编对话描述所在学校、区域或城市;本单元介绍了美国的迪斯尼乐园及其创始人Walt Disney艰苦创业的生活经历。
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。
新课标人教版高中英语必修二教案
新课标人教版高中英语必修二教案一、教学内容本节课选自新课标人教版高中英语必修二，内容包括第三章“Computers”的13节。
详细内容主要围绕计算机的基本组成、功能以及与人们生活的关系进行讲解。
二、教学目标1. 了解计算机的基本组成和功能，能运用所学知识进行简单的计算机操作。
2. 提高学生的英语阅读理解能力，培养他们获取、筛选信息的能力。
3. 增强学生的跨文化交际意识，使他们能够用英语介绍我国计算机技术的发展。
三、教学难点与重点教学难点：计算机专业词汇的理解与运用。
教学重点：计算机的基本组成、功能以及与人们生活的关系。
四、教具与学具准备教具：多媒体教学设备、PPT课件、黑板、粉笔。
学具：英语课本、笔记本、文具。
五、教学过程1. 导入：通过展示生活中常见的计算机设备，引导学生思考计算机在生活中的作用，激发学生的学习兴趣。
2. 新课内容呈现：（1）展示计算机发展历程的图片，引导学生了解计算机的演变。
（2）讲解计算机的基本组成和功能，让学生掌握相关词汇和知识点。
3. 例题讲解：讲解教材中的例题，引导学生运用所学知识解决问题。
4. 随堂练习：设计练习题，让学生巩固所学知识。
5. 小组讨论：让学生分组讨论计算机在生活中的应用，提高他们的跨文化交际意识。
六、板书设计1. Computers2. 内容：（2）Computer functions: input, process, output, storage七、作业设计1. 作业题目：（1）Translate the following sentences into English:计算机由哪些部分组成？计算机有哪些功能？2. 答案：八、课后反思及拓展延伸1. 课后反思：教师反思本节课的教学效果，针对学生的反馈进行教学调整。
2. 拓展延伸：鼓励学生利用课余时间了解计算机的更多知识，如计算机编程、网络技术等，提高他们的综合素质。
重点和难点解析1. 教学内容的针对性：如何围绕计算机的基本组成、功能以及与人们生活的关系进行讲解。
人教版高中英语必修二教案
人教版高中英语必修二教案教学目标知识目标：学生能够掌握本单元的核心词汇和短语，理解并熟练运用本单元的重点语法结构。
能力目标：培养学生通过阅读、听力、口语和写作等多种方式，提高用英语获取和处理信息的能力。
情感目标：增强学生的跨文化意识，培养学生对文化遗产的尊重和保护意识。
教学重难点重点：本单元的词汇和短语，以及重点语法结构的使用。
难点：理解不同文化背景下的文化遗产，以及用英语准确表达对这些文化遗产的看法。
教学过程一、导入新课(5分钟)通过展示一些世界著名文化遗产的图片，激发学生兴趣。
提问学生对文化遗产的看法，引出本单元的主题。
二、词汇和短语学习(10分钟)展示本单元的核心词汇和短语，并解释其含义和用法。
通过例句让学生理解并记忆词汇和短语。
组织学生进行词汇和短语的配对练习，巩固记忆。
三、重点语法结构讲解与练习(10分钟)讲解本单元的重点语法结构，如定语从句、非谓语动词等。
通过例句让学生理解语法结构的使用方法和注意事项。
组织学生进行语法结构的填空练习，加深对语法的理解。
四、阅读理解(10分钟)引导学生阅读本单元的课文，理解文章的主旨和细节。
通过提问和讨论的方式，帮助学生深入理解课文内容。
指导学生完成课后阅读理解练习，检查理解情况。
五、听力训练(10分钟)播放本单元的听力材料，让学生听录音并回答问题。
通过听力训练，提高学生的听力理解能力。
对学生的回答进行点评和纠正，强调听力中的重点信息。
六、口语练习(10分钟)组织学生进行小组讨论，讨论自己对文化遗产的看法和态度。
邀请几组学生上台展示讨论成果，其他学生进行评价。
教师点评学生的表现，并给出建议和指导。
七、写作训练(10分钟)布置本单元的写作任务，如写一篇关于文化遗产的文章。
指导学生如何构思文章结构、选择词汇和语法等。
学生开始写作，教师巡视指导，及时给予帮助和建议。
八、课堂小结(5分钟)总结本单元的重点内容和学习目标。
强调文化遗产的重要性，呼吁学生尊重和保护文化遗产。
新课标人教版高中英语必修二教案
新课标人教版高中英语必修二教案一、教学内容二、教学目标1. 学生能够理解并掌握课文中的重点词汇和短语，了解伦敦塔的历史和文化背景。
2. 学生能够运用所学知识进行口语表达，讨论文化遗产的重要性。
3. 学生能够通过听力训练，提高听力技巧，获取关键信息。
三、教学难点与重点重点：课文中的重点词汇、短语以及伦敦塔的历史和文化背景。
难点：听力训练中，学生需要提高听力技巧，抓住关键信息。
四、教具与学具准备1. 教师准备：多媒体设备、PPT、听力材料。
2. 学生准备：课本、笔记本、字典。
五、教学过程1. 导入：通过展示世界各地的文化遗产图片，引导学生讨论文化遗产的重要性，激发学生的学习兴趣。
详细过程：教师展示图片，学生进行小组讨论，每组选代表分享讨论成果。
2. 阅读环节：带领学生阅读课文，讲解重点词汇和短语，分析伦敦塔的历史和文化背景。
详细过程：教师讲解课文，学生做好笔记，针对重点内容进行提问。
3. 听力环节：播放听力材料，让学生进行听力训练，提高听力技巧。
详细过程：教师播放听力材料，学生跟随材料完成练习题，教师讲解答案。
4. 口语表达：让学生结合所学内容，讨论文化遗产的保护和传承。
详细过程：教师提出讨论话题，学生进行小组讨论，每组选代表进行分享。
5. 随堂练习：完成课后练习题，巩固所学知识。
详细过程：学生独立完成练习题，教师进行讲解。
六、板书设计1. 课文The Story of the Tower of London2. 重点词汇和短语3. 伦敦塔历史和文化背景4. 听力技巧5. 口语表达话题七、作业设计1. 作业题目：结合所学内容，写一篇关于文化遗产保护的短文。
答案：学生需运用所学词汇和短语，表达对文化遗产保护的看法。
2. 课后练习题八、课后反思及拓展延伸1. 教师反思：关注学生在课堂上的表现，针对学生的掌握情况，调整教学方法和节奏。
3. 拓展延伸：鼓励学生课后了解我国的世界文化遗产，提高文化素养。
重点和难点解析1. 教学内容的选取与组织2. 教学目标的具体制定3. 教学难点与重点的明确4. 教学过程中的实践情景引入、例题讲解和随堂练习5. 板书设计的关键要素6. 作业设计的针对性与拓展性7. 课后反思与拓展延伸的实际操作一、教学内容的选取与组织1. 阅读和听力材料的选择应贴近学生生活，激发学生兴趣。
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。
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人教版必修二英语教案【篇一：高中英语必修二music教案】unit5teaching aimsafter class,students will be able to:1.talk about different styles of music.2.know the development of the monkees.3.becomes interested in music.teaching stepsstep 1 brainstormingteacher asks students the following questions:1.do you like music?why?2.what kind of music do you like best?suggested answers:1.eich life,relax,pleasant,happy,crazy2.make things more lively and interesting.3.make things better for people to understand and enjoy.4.express peoples feeling.5.make people feel good.6.help people forget their pain.step2 warming upteacher show students some pictures and what kind of music it will be played.(suggested answers:classical music,wedding ceremony music, pop music)step3.reading and answeringstudents skim the text and answer the following two questions.1.how many bands are mentioned in the passage?2.which band does the band that wasntrefer to?suggested answers:1.two.the beatles and the monkees.2.the monkees.step4.main ideasstudents find the main ideas of the first two paragraphs.suggested answers:paragraph 1. many people want to be famous as singers or musiciansparagraph 2. how most bands start.step5.group worksteps6.main ideasteacher ask students the main ideas of the last two paragraphs.paragraph 3. the monkees started in a different way.paragraph 4. how did monkees developed.step7.reading and thinkingstudents look at the screen and find some information about time.most of us have dreamed of being famous and form a band. most musicians meet and form a band because they like to write and play music. many times in america, bands are formed by high school students.they may play to passers-by in the street or subway, so that they can earn some extra money.however, there was one band that started in a different way, such as the monkess band. when they play music,they played jokes on each other. their music and jokes are based on the band called beatles. after one year or so, they became more serious about their work. they started to play their own instrument and write their own songs like a real band.the band broke up in about 1970 , but reunited in the mid-1980s.in 1996,they produced a new record to celebrate their former time as a band.step8.students answer two questions:1.what did the monkees do before they did not take music seriously.2.what did the monkees do before they did take music seriously.suggested answers:1.pretended to sing.sang songs by others.2.sang their own songs.produced their own records.step9.true or false1.many musicians form a band because of their common interest in music.2.playing music to passers-by in the street is the first step to fame3.when perfomers make records and sell millions ofcopies,they are successful.4.each week the group that was calledthe beatles5.most of us have dreamed of being a famous musian.6.it is hard for the tv organizers to look for good rock musians.7.at first,the monkees did not play their own songs.8.the monkees became even more popular thanthe beatles.9.in 1996,they produced a new record to celebrate their former time as a band.step10.homeworkmake a summary of the passage.have you ever wanted to be part of a band as a famous singer or musician? have you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music? do you sing karaoke and pretend you are a famous singer like song zuying or liu huan? to be honest, a lot of people attach great importance to becoming rich and famous. but just how do people form a band?many musicians meet and form a band because they like to write and play their own music. they may start as a group of high-school students, for whom practising their music in someones house is the first step to fame. sometimes they may ptey to passers-by in the street or subway so that they can earn some extra money for themselves or to pay for their instruments. later they may give performances in pubs or clubs, for which they are paid in cash. of course they hope to make records in a studio and sell millions of copies to become millionaires!however, there was one band that started in a different way. it was called the monkees and began as a tv show. themusicians were to play jokes on each other as well as play music, most of which was based loosely on the beatles. the tv organizers had planned to find four musicians who could act as well as sing. they put an advertisement in a newspaper looking for rock musicians, but they could only find one who was good enough. they had to use actors for the other three members of the band.as some of these actors could not sing well enough, they had to rely on other musicians to help them. so during the broadcasts they just pretended to sing. anyhow their performances were humorous enough to be copied by other groups. they were so popular that their fans formed clubs in order to get more familiar with them. each week on tv, the monkees would play and sing songs written by other musicians. however, after a year or so in which they became more serious about their work, the monkees started to play and sing their own songs like a real band. then they produced their own records and started touring and playing their own music. in the usa they became even more popular than the beatles and sold even more records. the band broke up about 1970, but happily they reunited in the mid-1980s. they produced a new record in 1996, with which they celebrated their formal time as a real band.【篇二：人教版高中英语必修二全册教案教学设计】 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?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?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: myold 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 adifficult choice?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 mingyuan 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?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‖?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.3.scanning and analyzing the characteristics of the text.since you havegot 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? 4.reading and understandingnext you are to read and underline all the useful expressionsor collocations in the passage. copy them to your notebook after class as homework.5. reading and transferring informationread the text again to complete the table, which lists all the numbers in the text.6.reading and learningread the text and learn more about the following proper nouns. you can surf on the website after class:Ⅳ closing downwn 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?【篇三：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. 教材分析和教材重组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。