英语必修二unit1教案

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高中英语必修二教案

高中英语必修二教案【篇一：人教新课标高一英语必修2_unit_1教案】unit 1cultural relicsi. 单元教学目标ii. 目标语言ii. 教材分析与教材重组1. 教材分析本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。

1.1 warming up 热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。

这部分的目的是呈现本单元的中心话题“文化遗产”。

1.2 pre-reading 是reading的热身部分，提供了ambers的图片并就此此设计了两个问题。

这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。

1.3 reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。

设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。

1.4 comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。

exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；exercise 2 将所给的问题与段落匹配，是段落大意理解题；exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。

1.5 learning about language 分discovering useful words and expressions 和discovering useful structures两部分。

其中第一部分的exercise 1着重训练对英语单词解释的理解。

英语人教版高中选择性必修二教案Unit 1 Reading and Thinking

Unit 1 Science and ScientistsReading and Thinking教材分析本文是一篇按照时间顺序记述事件发展过程的叙事性文本，时间线索是明线，而科学研究的步骤是文章叙述的暗线。

教材通过引导学生分析约翰·斯诺探究霍乱病源、切断感染源，并最终阻止霍乱流行的过程与方法，促使他们思考和梳理科学研究的基本步骤和常见方法，理解质疑精神在科学研究中的重要作用。

教学目标在本课学习结束时，学生能够：1. 了解利用地图和数据分析研究结果的方法；2. 依据时间明线和科学研究步骤暗线梳理语篇结构，找准主题词汇；3.运用发问的阅读策略积极主动探究答案，深化对文章主题和内涵的理解；4. 理解质疑精神在科学探究中的重要作用，谈论斯诺身上体现的科学精神。

教学重难点【教学重点】1. 正确理解主题图，理解创新与想象对于科学的意义；2. 引导学生读懂课文插图和霍乱病例地图；3. 结合活动主题梳理斯诺研究霍乱的流程；4. 理解质疑精神和科学素养，思考科学研究对人类的影响。

【教学难点】梳理科学研究步骤和方法，在阅读中通过自主发问来深度挖掘文本内涵。

教学过程Step 1 Warming-up1. Look at the theme picture and discuss the following questions.1) How would you describe the photo?2) What scientific equipment can you see in a science laboratory?3) Would you like to work in such a field in the future? Why or why not?4) What qualities do you need to be a scientist?2. Learn about the scientific equipment in a science laboratory.3. How do you understand the quote on the opening page?4. Appreciate other quotes.设计意图：通过讨论主题图和名人名言，引出话题，同时铺垫并呈现话题词汇。

新外研社高中英语必修二Unit1Food for thought整单元教案

新外研社（19）高中英语必修二Unit 1Food for thought--Starting out&Key words教案Teaching objectives：1.Students can learn about the representative food in China and representative food in different countries and their English expressions, activate their existing language and background knowledge, and become interested in the topic.2.Students can describe and evaluate different kinds of food and different counties based on their own life experience.3.Lead students to master the words and expressions about the topic.4.Raise students’ love of food culture.Evaluation objectives:1.Ask students to enjoy the video and know about different types of food in it.2.Ask students to tell if they have tried any of the food in the pictures and tell the reason.3.Ask students to do some exercises related to key words to find out whether they have mastered them.Teaching key and difficult points:1.Lead students to learn about typical Chinese food through video materials.2.Guide students to complete the matching activities between food and countries, so as to understand the representative food of different countries in the world.3.Enable students to get to know the meanings of key words in the language context and describe and evaluate different food, and trigger their thinking on Chinese and English food culture.Teaching methods:Cooperative Teaching Method, Task-based Approach, Communicative Approach Teaching procedures:Step1 Lead-inT:Hello! Boys and girls.As the saying goes,“People regard food as their heaven”,so food plays an important part in our daily life,right? Today, we will study the topicabout food. First, let us enjoy the video and answer the following questions.1.What different types of food are introduced in the video?2.Have you ever tried any of the food in the video? What did you think of it? Suggested answers:A.1.Students’ answers are various.2.Students’ answers are variousT:Match the food to the countries on the map and answer the questions in Activity2 on Page 1.1.Have you ever tried any of the food in the pictures? Which would you most like to try?2.What food from other countries have you tried?Suggested answers:1.Students’ answers are various.2.Students’ answers are various.Step 2: Exchange ideas with each other in groupsStep 3: BrainstormingPlease make a list of the words related to various food.Suggested answers:刀削面sliced noodles、米粉rice noodles、紫菜汤seaweed soup、春卷spring rolls、豆干dried tofu、煎饼pancake、锅贴fried dumpling、汤圆glue pudding Step 4: Remember the following wordsMatch the words with meanings(1)maple A.n.婚礼(2)pudding B.adj.(食物)加有香料的,辛辣的(3)snack C.n.种,类(4)spicy D.n.布丁(5)wedding E.adj.难闻的,有臭味的(6)sort F.n.枫树,槭树(7)super G.n.黄油,牛油(8)butter H.n.象征,标志(9)stinky I.n.(正餐以外的)小吃,点心(10)symbol J.adj.极好的,了不起的Suggested answers:(1)F(2)D(3)I(4)B(5)A(6)C(7)J(8)G(9)E(10)HStep 5: Learn the key words1.dare v.敢;胆敢【短语搭配】dare to do /do sth.敢于做某事【即学即练】(1)Let your imagination run wild,and dare to dream.(英译汉)_______________________________________________________________(2)我不敢独自一人去冬泳。

人教版高中英语必修2unit1 Reading and writing 读写课教案

Reading and WritingTeaching content: 人教版高中英语必修2I.Teaching objectives:After learning this lesson, students will be able to1. Learn how to have a debate and write a debate report.2. Understand the law on the protection of cultural relics.II.Important and difficult points:1. Important point: Master the way to express own ideas.2. Difficult point: Debate logically.III.Teaching aids: Blackboard and PPT.IV.Teaching methods: Task-based methodV.Teaching procedures:Step 1. Reading (15min)First let students read the letter and find out the writer’s opinion about what should be done with the cultural relic that has been found.T: Who is the writer?S1: A student at a high school in Berlin.T: What’s his opinion? Where can you find it?S2: The last sentence in the letter: So I think that those who find Amber Room should decide what do to with it.T: What’s his reason for that?S2: His reason is that the search has cost the hunters a lot of time and money.T: By the way, what does “think highly of” in the first line mean?S3: It means to admire or respect someone or something.think highly / much / well of…=sing high praise for…think little / nothing of…e.g.The headmaster thought highly of me for my good performance.e.g.The little boy was well thought of by them.He thought nothing of walking 40 miles.走40英里, 他不当回事。

译林版高中英语必修二Unit 1 Reading (I) 教案

《英语》（必修·第二册）Unit 1 Lights, camera, action!Welcome to the unit & Reading (I)I. Learning objectivesBy the end of the lesson, students will be able to:1. grasp the way of understanding a lecture transcript;2. know about some unfamiliar aspects of film-making;3. think critically and express their opinions on some special effects technology in film-making;4. think of and appreciate the talented people and their hard work behind the scenes.II. Key competence focus1. Analyse and summarize the structure of the text.2. Think critically and express opinions freely.III. Predicted area of difficultyUnderstand the structure and the language style of the lecture transcript.IV. Teaching proceduresStep 1 Brainstorming: stimulating reading interest1.T plays the theme music of Harry Potter films in class.2.T leads Ss to talk about films by answering the following three questions:•Could you list some film types? (action, horror, cartoon, musical, comedy, romance, documentary, science fiction, fantasy, war ...)•Look at the film posters on page 1. What type of film is shown on each poster?•What elements of a film can you think of?【设计意图：课前播放“哈利·波特”系列电影的主题音乐，营造气氛，为课堂主题做好铺垫。

高中英语必修二unit1教学设计

高中英语必修二unit1教学设计Cultural HeritageReading and Thinking 【设计思路】本节课的重点是梳理文本内容和结构，以寻找全文主干和修建阿斯旺大坝遇到的问题为重点展开教学。

首先，通过有关文化遗产的图片引入文化遗产（Cultural Heritage）这一话题，进行读前预测，思考什么是文化遗产及其重要性；接着，通读全文寻找段落主题句，定位关键信息，梳理故事脉络，整理出主体部分的时间线并画出课文结构图；讨论兴建阿斯旺大坝所遇到的问题、困难和人们采取的应对措施，以及这个工程项目蕴含的精神内涵和借鉴作用。

最后布置学生课后完成概要写作，拟一份关于如何保护文化遗产的海报，为完成下一课时的目标做好语言铺垫。

Learning aims(学习目标)1. Read quickly to get the main idea and the structure of the article,read carefully to get detailed information.2. Learn to make a timeline.3. Understand the value of protecting cultural heritage.Teaching Important Points and Difficult Points【教学重难点】1. help students understand the main information and structure of this paragraph2.Learn to sort out the information by using the mind map.Teaching Methods【教学方法】1. Fast reading (Skimming) ，detailed and Critical reading.2. Scanning to get the detailed information.4. Individual work and group work.5. Cooperative learning methodTeaching Procedures【教学过程】导学案一.Learning objectives（学习目标）1. Read quickly to get the main idea and the structure of the article,read carefully to get detailed information.2. Learn to make a timeline.3. Understand the value of protecting cultural heritage.二. Lead-in （导学）From the pictures students can understand some knowledge about what is cultural heritage.三. Self-learning （自学）Task 1 1. Prediction: look at the title and photos to guess what the text is about.Activity1: What is the main idea of the text ? ( )A.How the Egyptian government successfully solved the problem of building Aswan project.B.The project of Aswan Dam damaged some relics.C. It introduces cultural relics in Egypt.D.The Egyptian government turned to UN for help when in trouble.Activity2: Skim the whole text and match each paragraph with its topic sentence.Para.1 A. A committee was established to limit the damage and to prevent theloss of cultural relics.Para.2 B The project brought together governments and environmentalists fromaround the world.Para.3 C.Finding and keeping the balance between progress and heritageprotection is a challenge.Para. 4 D.The project was considered a great success.Para. 5 E.The spirit of the Aswan Dam project is still alive.Para. 6 F.Big challenges can lead to great solutions.四．Mutual-learning（互学）Task 2 Scanning-----read for detailsActivity3: Can you sort out the advantages and disadvantages of building the new dam?Activity4: Can you sort out UN’s specific ways to solve the problem with a mind map?Activity5: How were the temples and other cultural sites saved?Activity6: Make a timeline五．变通迁移Task 3：1.The Great wall as an exampleDetails are displayed on the blackboard六．Testing（检测反馈）Task 4：语法填空The project brought together governments and1. (environment） from 2. ________ the world. Temples and other cultural sites 3. ________ (take) down piece by piece, and then moved and put back together again in a place in which they were safe from the water. In 1961, German engineers moved the first temple. Over the next 20 years, thousands of engineers and workers rescued 22 temples and project. When the project ended in 1980, it was considered a great success. Not only had the countries found a path to the future that did not run over the5.________ (relic) of the past, but they had also learnt that it was possible for countries to work together to build a 6. ________ (good) tomorrow.。

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。

英语优秀教案(人教版)：必修二(Unit1 Cultural relics--Period1 Reading)

Period 1 ReadingThe General Idea of This Period：This period includes Warming up，Reading and Comprehending of Unit 1.It introduces the story of the Amber Room，which can help the students learn how to talk about cultural relics and realize that we should protect cultural relics and what should be done with the cultural relics.The students also can learn how to talk about cultural relics and learn some reading strategies such as skimming and scanning.Teaching Aims：1.Learn the following useful words and phrases：fancy，style，jewel，in return，reception，light，mirror，wonder，at war，remove，furniture，secretly，wooden，doubt，remain，mystery，apart，take apart2.Help the students understand the structure of the following sentences：In return，the Czar gave the King of Prussia 55 of his best soldiers.P2This was a time when the two countries were at war.P2There is no doubt that the boxes were then put on a train for....P2After that，what really happened to the Amber Room remains a mystery.P2I think highly of those who are searching for the Amber Room.P23.Help the students learn to talk about the story of the Amber Room.4.Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching Important Point：How to tell the story about the Amber Room and talk about cultural relicsTeaching Difficult Point：Help the students understand the cultural relics and realize what should be done with the cultural relics.Teaching Methods：1.Fast reading to get the general idea of the text.2.Careful reading to understand the passage better.3.Explanation to help the students master some language points.4.Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.Teaching Aids：1.A tape recorder.2.A multimedia.Teaching Procedures：Step 1 Warming upT：Look at the three groups of pictures and discuss these questions.1.Do you know these places?2.If you know，what do you know about the places?3.Which one would you like to visit?Why?Group 1 The Pyramids in EgyptGroup 2 The Great Wall/ChinaGroup 3 Stonehenge/Britain Salisbury plainT：Please tell the reasons for their importance.S1：Symbols of their countries.S2：A concrete annotation of their cultures.S3：Have a memorable significance.S4：Bring in money from tourism.The warming-up exercise helps the students realize that there are some well-known cultural relics both at home and abroad.Ask the students to try their best to think of the cultural relics that they know.T：Now，class，look at the title of this unit.Tell me what the topic of this unit is.Ss：The topic of this unit is cultural relics.T：Do you know what cultural relics are?Ss：Cultural relics are something that has survived for a long time，often a part of something old that has remained when the rest of it has been destroyed；it tells people about the past.T：Very good，also we can say：Cultural relics are traces or features surviving from a past age and serving to remind people of them.Just like what you said，they represent the culture of a place and some periods of history.Of course，some of them are in danger because they are being destroyed.Then can you give some examples of the cultural relics that are in the need of being protected?S1：The Great Wall.S2：The Big Ben.Ss：...T：Yes.You are right.Now do you want to know more about these cultural relics?Ss：Yes.Step 2 Pre-readingT：What is your favorite city?Why?What makes a city great?S1：a long historyS2：cultural relicsS3：many great peopleS4：important events taking place thereT：All of you have done a good job.Now let’s come to the text “In Search Of the Amber Room”.Listen to the tape and finish the comprehending exercises.1.The suggested answers to the comprehending exercise 1：1）B 2）D 3）B 4）A 5）C2.The suggested answers to the comprehending Exercise 2：1）The Amber Room was not easy to make.（NS）2）Catherine Ⅱdidn’t like everything about the Amber Room when she first saw it.（S）3）The Amber Room was take to Konigsberg and hidden there in 1941.（S）4）The Russians didn’t care about the Amber Room.（NS）5）The Russians don’t think the Amber Room will ever be found.（NS）Step 3 Detailed ReadingT：Read the text again and answer the following questions：1.What was given to the Russian people as a great gift by Frederick William Ⅰ，the king of Prussia?2.Why it is called the Amber room and how many tons of amber were used to make the Amber Room?3.What did Catherine the great do with the Amber Room?The great Amber Room was given to the Russian people as a great gift by the king.4.What happened to the Amber Room?The great Amber Room was given to the Russian people as a great gift by the king.Because it was made of almost seven thousand tons of amber，which has a beautiful yellow brown color.S3：She had the Amber Room moved to the palace outside St Petersburg and transformed it.S4：It was taken apart and missing in the second world war，and the Russians and Germans have built a new Amber room at the summer palace.Step 4 Intensive ReadingT：Please read the text again and try to catch the main idea of each paragragh.（After four minutes）T：Now everyone.Have you got the main idea of each paragraph?Ss：Yes.T：OK，who would like to tell me the main idea of the first paragraph?S1：The first paragraph tells us that the Amber Room has a strange history and something about its design and building.T：Excellent.What about the second paragraph?S2：From this paragraph，we can know the history of the Amber Room and its functions in Russia—the Czar’s winter palace and a small reception hall for important visitors.T：Very good.Then how about Paragraph 3?S3：This paragraph tells us that Catherine Ⅱhad the Amber Room moved to the palace outside St Petersburg where she spent her summers and she told her artists to add more details to its design.Thus the Amber Room was one of the great wonders of the world.T：Very good.What about the fourth paragraph?S4：From this paragraph，we know that the Nazi German army stole the Amber Room in September，1941.After that，what really happened to the Amber Room remains a mystery.T：Well done.Then，how about the fifth paragraph?S5：This paragraph tells us that the Russians and Germans have built a new Amber Room at the summer palace，following the old photos.T：All of you have done a good job.Let’s come into the next part.Step 5 DiscussionT：Now please discuss this question in groups：What should we do to protect our cultural relics?I’ll give you three minutes to prepare.（After three minutes.）T：Now time is up，any group would like to tell us your ideas.Students show their ideas.Step 6 Homework1.To finish the exercises on Workbook.2.Prepare for the next class.Step 7 The Design of the Writing on theBlackboardUnit 1 Cultural relics Period 1Language Points1.in return作为报答2.no doubt 毫无疑问Step 8 Record after Teaching。

2020年新人教版高中英语必修二教案全套

2020年新人教版高中英语必修二教案全套《Unit 1 Cultural Heritage》单元教案Period 1 Listening and Speaking & Listening and Talking【教材分析】Listening and Speaking introduces the topic of “Take part in a youth project”.The listening text is an interview about an international youth cultural heritage protection project. More than 20 high school students from seven countries participated in the project. The reporter interviewed two participants Stephanie and Liu Bin. By listening to the text, students can understand the significance of cultural heritage protection, and teenagers can use their knowledge, combine their own interests and advantages, etc. to participate in the action of cultural heritage protection.Listening and Talking introduces the theme of “Talk about history and culture”.The listening text is a dialogue between two tourists and tour guides when they visit the Kremlin, Red Square and surrounding buildings. The dialogue focuses on the functional items of “starting a conversation”, which is used to politely and appropriately attract the attention of the others, so as to smoothly start a conversation or start a new topic. The purpose of this section is to guide students to understand the history and current situation of Chinese and foreign cultural heritage in their own tourism experiences or from other people’s tourism experiences, explore the historical and cultural values, and be able to express accurately and appropriately in oral communication.【教学目标】1. Guide students to understand the content of listening texts in terms of the whole and key details;2. Cultivate students’ ability to guess the meaning of words in listening; discusswith their peers how to participate in cultural heritage protection activities.3. Instruct students to use functional sentences of the dialogue such as “I beg your pardon, but…” “Forgive me for asking, but…” and so on to start the conversation more politely and appropriately.【教学重难点】1. Guide students to understand the content of listening texts in terms of the whole and key details;2. Cultivate students’ ability to guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activities.3. Enable students to use the functional items of “starting a conversation”, which is used to smoothly start a conversation or start a new topic.【教学过程】Part 1: Listening and SpeakingStep 1: Lead inThe teacher is advised to talk about the meaning of the word “Heritage”.Boys and girls, before our listening, let’s work in pairs and discuss the meaning of the word “Heritage”.What does the word “heritage” mean? Share your ideas about your understanding of it and you can use examples to illustrate your meaning.Heritage means the traditional beliefs, values, customs, etc. of a family, country or society.For example, the Great Wall is the heritage of China.Step 2: PredictionAfter their small talk, the teacher can ask students to predict what the listening text is about by looking at the pictures.The listening text is probably about how to protect a famous heritage site by some students.Step 3: Summary of the main ideaThen play the radio which is about an interview about an international youth cultural heritage protection project. And after finishing listening for the first time, the students need to solve the following tasks.1. Listen to the conversation and sum up the main idea.Youths from seven countries are working together to protect cultural relics on Mount Tai.2. Listen again and help the reporter to complete the interview notes.International youth project, 23 high school students from 7 countriesMount Tai, one of the most famous mountains in ChinaIt has been protected for more than 3,000 years.22 temples, around 1,800 stones with writing on themDai Temple on Mount Tai; over 6,000 stepsStep 4: Guessing the meaning of the unknown wordsListen to the conversation again and use the context to guess the meaning of the words below. Tell the reasons why you guess so.Preserve: to protectReason: the word means the same of a word I knowPromote: to help sth to happen or developReason: The word is explained by the speakerStep 5: Speaking ProjectWork in pairs or groups and role play a conversation.Suppose you are a reporter and interviewing the students who devote their timeto protecting the heritage.Reporter: It is said that you are one of the volunteers to preserve the pine trees on Mount Huang. What are you guys doing?V olunteer: We are making some signs which are designed to educate people to protect the pine trees.V olunteer: Besides, we took a lot of pictures of pine trees and create an app which aims to promote people’s awareness of protecting the precious trees.Reporter: Sounds great and anything else?V olunteer: We often wear volunteer clothes and send some brochures in the park to call on more people to protect the trees.Reporter: Does your hard work pay off?V olunteer: Definitely. More and more tourists are now stopping carving names on the trees or climbing the trees.Part 2: Listening and TalkingStep1: Listen to the tape, which is about a dialogue between two tourists and a tour guide when they visit the Kremlin, Red Square and surrounding buildings for the first time, and then ask the students to solve the following tasks.1. Listen to the conversation and answer(1).Where are the speakers?On a street.(2).What are they doing?Sightseeing.2. What do you know about the Kremlin and Red Square? Listen again and complete the fact sheet.Step 2: Speaking ProjectActivity 3 on page 7.Work in groups. Choose a cultural site that you like and role-play a conversation between some tourists and their tour guide. Take turns to play the different roles.Step 3 HomeworkAccording to Activity 3, write down a conversation between the tourist and his/her guide.Unit 1 Cultural HeritagePeriod 2 Reading and Thinking:From Problems to Solutions【教材分析】1. This section focuses on “Understanding how a problem was solved”, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.【教学目标】1. Enable students to understand the main information and text structure of the reading text;2. Motivate students to use the reading strategy “make a timeline” according to the appropriate text genre;3. Enable students to understand how a problem was solved;4. Enable students to understand the value of protecting cultural heritage by teamwork and global community;【教学重难点】1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. Help students sort out the topic language about protecting cultural relics and understand the narrative characteristics of “time-event” in illustrative style3. Lead students to understand the value of protecting cultural heritage by teamwork and global community;【教学过程】1. PredictionStep 1 Predicting the main idea of the passageLook at the title and the pictures, and then predict what the passage will be about.Q: What will be talked about?Step 2: Fast reading tasksTask of the first fast reading:Read quickly and figure out the key words of each paragraph.•Paragraph 1: challenge•Paragraph 2: proposal led to protests•Paragraph 3: committee established•Paragraph 4: brought together•Paragraph 5: success•Paragraph 6: spiritTask of the second fast reading:1. Why did the Egyptian government want to build a new dam in the 1950s?2. Why did the building of the dam lead to protests?3. How did the government save the cultural relics?4. Which one can describe the project?A. Successful.B. Negative.C. Useless.D. Doubtful.5. What can be learned from the Aswan Dam project?Step 3: Careful reading tasksRead more carefully and answer the following questions.1. What do “problems” refer to and what do “solutions” refer to?2. Find out the numbers in paragraph four and explain why the author used exact numbers instead of expressions like many?3. What can you infer from “Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics”?4. What can you infer from “Fifty countries donated nearly 80 million to the project”?The project cost a lot of money.5. Before the building of the dam, what problems did the Nile River bring to the Egyptian?6. What words can you think of to describe the working process of the project?Step 4: ConsolidationDivide the passage into three parts and get the main idea of each part.Part 1 (Paragraph 1)The introduction of the topicKeeping the right balance between progress and the protection of cultural sites is a big challenge.Part 2 (Paragraphs 2-5)The process of saving cultural relics•Big challenges can someti mes 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 cultural relics were rescued.Step 7 Homework:Review what we have learned and find out the key language points in the text.Unit 1 Cultural HeritagePeriod 3 Discovering Useful StructureRestrictive relative clauses【教材分析】This teaching period mainly deals with grammar “restrictive relative clauses.” To begin with, teachers should lead students to revise what they have learned about the relative pronouns and relative adverbs. And then, teachers move on to stress more special cases concerning this grammar, such as the “preposition+relative pronouns which and whom” and cases where we can omit the relative pronouns. This period carries considerable significance to the cultivation of students’ writing competence and lays a solid foundation for the basic appreciation of language beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercises.【教学目标】1. Guide students to review the basic usages of relative pronouns and adverbs of attributive clauses.2. Lead students to learn to use some special cases concerning restrictive relative clauses flexibly.2. Enable students to use the basic phrases structures flexibly.3. Strengthen students’ great interest in gram mar learning.【教学重难点】1. Help students to appreciate the function of relative pronouns and adverbs of attributive clauses in a sentence2. Instruct students to write essays using the proper relative pronouns and adverbs of attributive clauses.【教学过程】本节语法思考：定语从句在复合句中的作用是什么？关系词有哪些？定语从句在复合句中的作用相当于形容词，它在句中作定语修饰名词或代词。

英语人教版高中选择性必修二教案Unit 1 Using Language

Unit 1 Science and ScientistsUsing Language Period 1教材分析本节课为Using Language板块的第一部分，该部分的活动主题是“谈论科学研究的经历”（Talk about scientific experiences），听说活动聚焦参观科学博物馆，通过这样的科学探究和体验方式激活学生的相关经历，让学生谈论不同类型的科学探究活动，描述自己参与科学实验和科学研究的经历，与同学交流。

该板块体现了科学与生活、科学与学习的联系。

教学目标在本课学习结束时，学生能够：1. 充分利用图片中的有效信息预测听力内容；2. 听懂谈论科学探究体验活动的对话，把握对话的核心内容和重要细节；3. 口头叙述自己参与科学探究活动的经历，或描述常见的科学现象，与同学交流分享。

教学重难点【教学重点】1. 能够充分利用图片中的有效信息预测听力内容；2. 听懂谈论科学探究体验活动的对话，并运用从中所学知识和词汇叙述自己参与科学探究活动的经历，或描述常见的科学现象，与同学交流分享。

【教学难点】运用所学知识和词汇描述自己参与科学探究活动的经历或常见的科学现象。

教学过程Step 1 Warming-upLook at the photos below, and discuss in groups what these activities have to do with science.1) What can you see in the pictures?2) What is he/she doing?3) Why is he/she doing that?设计意图：讨论图片，引出话题，为听力活动作铺垫。

Step 2 Pre-ListeningThe photos above are related to the conversation you will hear. Using the photos, try to predict the answers to the following questions.1) Where are the people in the conversation going to go?2) What kind of place is it, and what does it focus on?3) What kinds of things can you do there?设计意图：通过图片中的有效信息预测听力内容。

外研版高中英语必修二 U1 Growing Up The Age of Majority 教学设计

选择性必修二Unit 1 Growing Up: The Age of Majority教学设计【语篇分析】本单元的主题语境是“人与自我”，涉及的主题语境内容是认识自我、丰富自我、完善自我。

本文呈现了一篇体现单元主题的课文，语篇类型为专栏文章。

课文中三位来自不同国家的学生分别表达了自己对于18岁的理解与定位。

语篇的写作目的为呈现三位学生对18岁的一些理解与感受，引导学生意识到18岁这一成人年龄可以享有的权利和自由，更重要的是承担责任与义务，使学生在成人的转折点对成长成熟有更深的意识，提高责任意识，更好的提高自己，成长为更好的自己，形成主人翁意识。

文章的结构清晰，三位学生用独立的板块来陈述各自的理解，语言贴近生活，容易理解。

【学情分析】对于高二的学生来说，在语篇主题上，该文主题虽然不是很贴合学生的实际年龄，但是对于即将成年的高中生，成长与成熟是非常贴近他们生活实际的话题，容易引发学生共鸣。

学生对于18岁这一成人的年龄有期待，对18岁意味着的相应权利和自由非常向往，容易激发他们的分享欲。

然而，学生对于成年后的现实生活和成长带来的责任与担当理解的却不够深厚，因此，需要教师设置相应的思考问题和活动，通过小组合作，使学生去探索和挖掘“The Age of Majority”的深层含义。

所以教学重点除了引导学生分析、思考、解答与成长成熟相关的问题，更重要的是加深学生对成人的深层理解和培养他们的担当意识。

基于以上文本、学情分析，教学目标确定如下：【教学目标】学生在完成本节课学习后，能够：1.通过阅读课文，获取文章的主要信息，把握三位学生对成年的期待，了解成人带来的权利和自由；2.获取文章关键信息，把握三位学生对成年的深层理解，认识到自由一定伴随着义务；3. 探索“The Age of Majority”的深层含义，体会成年的意义与责任；4. 通过小组畅言，交流，辩论和采访，深度思考，从而完善自己、提升自己，树立正确的生活观与积极的人生观。

译林版高中英语必修二Uint1 Grammar and usage 教案(雅礼版)

Mowgli,as an infant,had been found by the wolf in the jungle; she had brought him up just as she had brought up her own cubs. Mowgli, still a boy played with all the animals in the jungle. He had many friends;Baloo, the bear.Bagheera, the panther and his many monkey friends. ButShereKhan, the tiger wasafiend. Mowgli had always been warned to stay away fromShereKhan's territory.ShereKhan did not like Mowgli and waited for a chance to harm the boy.
Possible answer:
New film uses much more advanced technology—not only the animals but also the jungle is digitally created.
plete the table in part A.
主谓一致补充：
一、含义
在句子中谓语动词的数必须和主语的数保持一致。
二、三个原则
1.语法一致原则
主语是单数，谓语动词用单数；主语是复数，谓语动词用复数。
2.意义一致原则
主语形式为单数，意义是复数，谓语动词用复数;主语形式为复数，意义是单数，谓语动词用单数。
3.就近原则

英语人教版高中选择性必修二教案Unit 1 Using Language

Unit 1 Science and ScientistsUsing Language Period 2教材分析本节有两个阅读语篇，分别是关于钱学森和史蒂芬霍金的人物传记，它们从不同的角度简要叙述了两位科学家的经历、重要贡献、性格特点以及他们所具备的科学素养。

在写作策略和技巧上，两个文本都有效使用了一些衔接词语，实现了语篇的衔接和连贯。

通过要求学生阅读这两篇人物传记，分析伟大科学家所具备的素养和品质，了解人物传记语篇的结构并关注语篇的衔接和连贯，在此基础上结合自身体验和知识积累完成一篇有关科学精神的写作任务，阐述科学精神的内涵。

教学目标在本课学习结束时，学生能够：1. 梳理人物传记的语篇结构和文本逻辑；2.正确识别文章中的衔接词语；3. 了解科学家所具备的品格和素养，深入理解和体会科学精神的内涵，并阐述自己对科学精神的理解和感悟。

教学重难点【教学重点】1. 掌握人物传记类文章的文体结构、行文特点和语言特色；2. 掌握文本中出现的衔接词语，培养使用衔接词语的意识和能力；3. 分析科学家身上所体现的科学精神，正确理解他们的品格和素养。

【教学难点】能结合具体的事例阐述自己对科学精神内涵的理解，并根据所总结的语篇结构在写作中恰当使用衔接词语，做到衔接自然、行文流畅。

教学过程Step 1 Warming-upDiscuss the following questions.1) Could you name the scientists you know?2) Can you recognize them?设计意图：引出话题，引导学生将已有的知识体系与本课将要学习的内容联系起来，并为本课将要学习的语篇做好铺垫。

Step 2 Reading1.Read the texts quickly and decide if the statements are true (T) or false (F).设计意图：引导学生关注文章细节，了解两位科学家的经历和事迹。

译林版高中英语必修二Unit 1 Extended reading 教案

《英语》（必修·第二册）Unit 1 Lights, camera, action!Extended readingI. L earning objectivesBy the end of the lesson, students will be able to:1. understand the features of a film script and the story of Forrest Gump;2. find out the key elements of the film and analyse the personalities of the main characters;3. read between the lines and know the significance of kindness and be kind to others;4. appreciate some beautiful lines from the excerpt and share their favourite lines with each other.II. Key competence focus1. Analyse the personalities of the main characters reasonably and logically.2. Know the significance of kindness and be kind to others.III. Predicted area of difficultyAppreciate some beautiful lines from the excerpt.IV. Teaching proceduresStep 1 Lead-inT presents a box of chocolates, shares favourite lines from the film Forrest Gump with the students and asks them a question.“Life is like a box of chocolates. You never know what you are gonna get.”Q: What do you know about the film Forrest Gump?【设计意图：教师用一盒巧克力创造真实的情境，自然地引出关于巧克力和人生的电影台词。

人教版高中英语必修二unit1教案

人教版高中英语必修二unit1教案以下是一份人教版高中英语必修二unit1的教案模板，供您参考：一、教学目标1. 知识目标：掌握本单元的重点词汇和短语，如“access”，“available”，“click”，“database”等。

2. 能力目标：能够理解和运用本单元所学的词汇和语法结构，提高阅读和写作能力，并能够在实际生活中运用所学知识进行交流。

3. 情感目标：培养学生对科技发展的认识和兴趣，激发他们探索新技术的热情。

二、教学内容本单元主题是“科技发展”，主要介绍了互联网和人工智能的发展和应用。

通过本单元的学习，学生将了解互联网和人工智能的基本概念和发展历程，以及它们在各个领域的应用和影响。

三、教学重点与难点1. 教学重点：掌握本单元的重点词汇和短语，理解课文中的长句和难句。

2. 教学难点：理解课文中的抽象概念和深入思考科技发展的影响和利弊。

四、教具和多媒体资源1. 黑板：用于书写重点词汇和句型。

2. 投影仪：播放PPT和相关视频资料。

3. 教学软件：提供在线学习资源和互动练习。

五、教学方法1. 激活学生的前知：通过提问和讨论，了解学生对科技发展的已有认知。

2. 教学策略：采用讲解、示范、小组讨论、案例分析等多种教学方法，帮助学生理解和运用所学知识。

3. 学生活动：组织学生进行小组讨论、角色扮演等活动，提高他们的参与度和实践能力。

六、教学过程1. 导入（5分钟）通过提问导入新课：“你们平时上网都做什么？”引导学生回答，引出互联网的概念和应用。

再问：“你们知道互联网的发展历程吗？”引导学生思考，引出本单元的主题。

2. 呈现新知（15分钟）通过PPT展示互联网和人工智能的发展历程和应用领域，同时讲解课文中的重点词汇和语法结构。

在讲解过程中，引导学生关注课文中的长句和难句，帮助他们理解抽象概念。

3. 巩固练习（10分钟）提供相关练习题，如词汇翻译、句子改写等，帮助学生巩固所学知识。

同时组织学生进行小组讨论，探讨科技发展对生活和工作的影响和利弊。

译林版高中英语必修二Unit 1 Integrated skills (I) 教案

《英语》（必修·第二册）Unit 1 Lights, camera, action!Integrated skills (I)I. L earning objectivesBy the end of the lesson, students will be able to:1. learn how to predict before listening by reading the given information;2. understand the basic rules of writing a film review through listening;3. master the structure of a film review through reading.II. Key competence focus1. Use listening strategies to get the right information.2. Understand the structure of a film review.III. Predicted area of difficulty1. Complete the notes while listening.2. Grasp the structure of a film review.IV. Teaching proceduresStep 1 Guided brainstormingT asks Ss to have a free talk about their feelings of their favourite films.T: Hello, boys and girls. When you have no idea whether a film is worth watching or not, what will you do?T: We often search for a film review about the film on the Internet, to know more about the film and others’ comments on it. So do you know what a film review is? Today we will first listen to a monologue about how to write a film review, and then read a film review of The King’s Speech. 【设计意图：用一个问题“当你想了解一部电影是否值得一看时，你会如何做？”让学生进行头脑风暴，从而引出本节课的主题——影评。

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