人教版高中英语必修二教案：Unit2+using+language

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高中英语人教版必修二Unit 2The Olympic Games-Using language教案

Unit 2The Olympic GamesPeriod 3Using languageKnowledge:1.Learn more about the Olympic Games2.Master some useful expressions of showing hobbies.Ability:1.To listen and talk about hobbies.2.To improve the students’ ability of speaking & writing.Emotion:Train the students’ ability to cooperate with each other.Teaching important points:1.Learn some useful expressions of showing hobbies..2.Train the students’ writing skills.Teaching difficulties:1. Learn to express themselves in English.2. How to improve the students’ writing skills.Teaching procedures:Step 1. Warming upWarming up by introducingHi! Class. You know Greece is the world-known country with an ancient civilization. It has a long history with so much marvelous culture. The Greeks had wonderful stories about the Gods and Goddesses who were part of their religion. They believed that these god or goddesses would help humans if they felt sorry for them or if the humans were good people. However, the Gods did not always help. They behaved like people who were unpredictable and capricious. To try to get the support of the Gods people had to pray to them and offer them present. In this story the Goddess Hera, the wife of the chief God, Zeus was sorry for Hippomenes and agreed to help him.Warming up by sharingNow, boys and girls. Is there anybody who can tell us some Greek mythology. You know theyⅡ. Guided reading1. Reading and judgingRead the text THE STORY OF ATLANTA, and complete the True or False guestions afterthe text on page14.2. Reading and answeringRead the text again, and answer the following questions.A. What was Atlanta’s problem?B. What were Atlanta’s rules?C. What was Hippomenes’ amazement?D. What made Hippomenes change his mind?E. Whom did Hippomenes turn to for help?F. Can you guess what was the ending?For reference:A. Atlanta could run faster than any men in Greece. But she was not allowed to run in the Olympic Games.B. She promised to be married to a man who could run faster than her. If he could not run as fast as her, he would be killed.C. Hipppomenes could not understand why so many young men wanted to risk their lives.D. Atlanta’s beauty made him understand his amazement and change his mind.E. He turned to the Goddess of love for help.F. Hippomenes was killed because of losing his race.G. He ran faster than Atlanta and married her.3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from THE STORY OF ATLANAbe allowed to, run against…, will be pardoned, hear of…,b e amazed, as fast as…, change one’s mind, ask…for help from…,promise to, will be relaxed, pick up, be confident about…,s hare one’s pain, run past…,compete with…, cheap to marry4. ListeningFor listening turn to page 15 and be ready to do exercises 1.First read the questions carefully and imagine what is the listening about.When doing exercise 2, you must make clear what is wrong with the sentence. And tell the class which is correct, which is wrong and which is only half true.5. ActingNext we are going to put the text A STORY OF ATLANTA on stage. You know there are four characters in the story. Who would like to be them?Who will be Atlanta’s father, the old king?Who will be the Goddess of Love?Ok. Li Li, you are the Greek princess. Zhang Qiang, you are the brave young man Hippomenes. Lucy, you are the Goddess of Love. Zhou Gang, you are the princess’s father. The rest of class, please prepare it in groups of four. Then act your play before class.A text play of THE STORY OF ATIANTATime: one morning in springPlace: at the palacePeople: the old king(K), the princess (A), the young man (H), the Goddess of love (L).F: My dear daughter, you see how beautiful the spring is! You are just like the spring flowers. Why don’t you marry? So many young kings and princess want to marry you, and they are all so rich, smart and nice.A: Oh, dear father. I have promised that I will only be married to a man who can run faster than me. I will run against him. If he cannot run as fast as me, he will be killed. No one will be pardoned.F: But, my dear daughter. No man has won you. They all sent themselves to death. When will you get married?A: I won’t marry unless I am allowed to run in the Olympic Games.(Hippomenes is allowed to come in)H: Oh, my kindest king and my prettiest princess!I’ll marry the princess. I’ll compete with you.A: Do you know the rules?H: Yes, princess!F: Oh, young man! Go away! You can’t win her. You are only losing your life!H: No, I want a try!F: Foolish thing! Go away! Don’t go to die! (Hippomenes was pushed away and felt sad, crying. The Goddess of Love is watching everything above him in the sky and pities him)L: Oh, young man, what’s the matter? Why are you so sad?H: Oh, my Goddess, can you help me? Can you help me to win the princess and marry her?L: Ok, young man. Do you really want to marry her and love her?H: Of course. She is so beautiful.L: Ok, it is easy. Take these three golden apples.Throw apples in front of Atlanta when she is running past and she will be relaxed. When she stops to pick it up, you will be able to run on and win.H: Oh, thank you, my Goddess!(Hippomenes returns to the palace)K: Well, young man, why are you here again?H: My kindest king. I want to marry her and run against her!K: Well, young man. I repeat. Don’t be silly! Go away!H: No. I love her. I will marry her － or die!6. SpeakingNow, let’s carry out a survey of the interests in the class and write down the names of the classmates who have the same interests. You can carry out the task like this.Which do you like, sport, music or collection?Which of the sports do you like best?What is your favorite sport?Are you interested in table tennis?After the survey, the ones who have the same interests sit together and please work in groups of four to talk about their interest.Why do you like this sport / music / collection?When do you begin to like it?What’s enjoyable about the hobby?What have you learned from the hobby?Step III. Guided writing1. Writing an imagined dialogueGroups 1 and 2 are going to write an imagined dialogue between the princess and Hippomenes. You may begin like this : Oh, my dear princess, I want to marry you…2. Writing a descriptionTurn to page 16 and follow the direction to write a description of your favorite hobby.Here is an example:Swimming is my favorite sport. I like it because it can bring me much fun. The process of learning swimming is very interesting. You can try different ways of swimming, such as breaststroke and backstroke. You can swim at any time of the year if you like. In hot summer, if you jump into the river or the sea to have a swim, you’ll feel cool and comfortable. Even in cold winter, you can swim if you are brave enough. It’s a healthy sport and it can build up your body. If you are a beginner, you must be careful.You’ll better not swim alone and bring life buoy with you in case of danger. If you want to be a good swimmer, you must have a lot of practice and have great determination.Step IV. HomeworkFind more information on the Olympic Games and the ancient Greek mythology. Take notes of your finding and report to your classmates next cla ss.。

2019新人教高中英语选择性必修二 Unit 2 Using language公开课教案

2019新人教高中英语选择性必修二Unit 2 Bridging Cultures--Using language公开课教案Using language（一）Talk about Chinese language learning abroad Teaching aims:1.Enable students to listen to get the setting and more detailed information of the Confucius Institute.2.Guide students to figure out the reasons for the success of the Confucius Institute and discuss the importance of Chinese language learning.3.Help students to design an activity about the Confucius Institute to improve the influence of Chinese culture.Teaching key points:1.Infer the setting of the conversation.2.Summarize key words to fill in the poster.3.Design an activity about the Confucius Institute to improve the influence of Chinese culture.Teaching difficult points:1.Emphasize the importance of understanding the setting--help better understand the content.2.Enlighten students to apply useful expressions.Teaching procedures:StepⅠWarming upWatch a video and then answer the following questions.1.What kind of activities are there in the Confucius Institute?2.Why more and more people choose to learn Chinese language?Suggested answers:1.Learning Chinese calligraphy;three tour performances;offering students the opportunity to go to China.2.Chinese will be an invaluable resource in any career./Learning Chinese can help people find jobs in the UN World Human Right Organization./It helps themconnect with Chinese people on a more personal level.StepⅠ ListeningActivity 1Listen for the setting and gist.1.Where does this conversation take place?2.Who are the people speaking?3.What are they talking about?Suggested answers:1.In a radio studio.2.A host and a Chinese teacher Aisha Khan.3.Chinese learning in the Confucius Institute in Karachi,Pakistan.Activity 2Listen for key details,take notes and then fill in the poster.Suggested answers:speak Chinese;Chinese culture;a few students and teachers;Chinese activities;trade between China and Pakistan;Chinese companies;cultural barriers Activity 3Answer the questions according to what you remember of the conversation.1.What made Aisha feel like she was part of Ms Hu’s family?2.Why did Aisha want to become a teacher?3.Why do students learning Chinese see it as beneficial to their future?Suggested answers:1.During Chinese New Year,families usually sit together and makedumplings.Eating those delicious dumplings together in Ms Hu’s home,they felt like a family!2.She knew the important role language and cultural exchange would play in the future,so she wanted to become a teacher.3.Because it can break down language and cultural barriers and many students go to work at Chinese companies.StepⅠRole-play1.Work in groups of four:One acts as the interviewer and the other three act as the students from the Confucius Institute.The interviewer interviews the students about their experience of learning Chinese language and Chinese culture.You may refer to the following expressions.2.Practise the interview within your group.3.Present your interview before the whole class.4.The interviewer of each group gives a report of the interview before the whole class.Sample dialogue:A:Hi,Jane.Welcome to the show!B:Thanks for inviting me.A:Tell us,what was your biggest challenge in learning Chinese at the beginning?B:Well,I suppose it was difficult to grasp the tones at first.A:I bet!Did joining the Confucius Institute help overcome this problem?B:Absolutely!Getting involved with Chinese cultural activities there definitely helped a lot...Suggested answers:A:Hi,Jane.Welcome to the show!B:Thanks for inviting me.A:Tell us,what was your biggest challenge in learning Chinese at the beginning?B:Well,I suppose it was difficult to grasp the tones at first.A:I bet! Did joining the Confucius Institute help overcome this problem?B:Absolutely! Getting involved with Chinese cultural activities there definitely helped a lot.I got to practise my Chinese on a daily basis,and I could learn how native Chinese speakers spoke.A:What do you feel is your biggest achievement?B:Learning Chinese characters! I have learnt about 1,500 so far.When I first started,I didn’t think it was even going to be possible to learn so many,but now I find that I can read signs,menus,and even some easy newspaper articles.A:What are you most keen on?B:I’ve really become keen on learning more about Chinese culture,Chinese calligraphy in particular.As I have learnt Chinese characters,I have developed a great appreciation for their meaning.I want to explore Chinese characters by learning how to write them in a more beautiful way.A:Finally,what do you want to say to anyone interested in learning Chinese?B:I’d say,give it a shot! While some aspects may be difficult,it is rewarding and you will be happy that you have tried.A:Thanks for your time.B:You’re welcome.Using language（二）Express your opinions on studying abroadTeaching aims:1.Enable students to read the two letters as a whole to summarize each writer’s standpoint and reasons for studying abroad.2.Write an essay to express your own opinions about studying abroad to analyse the phenomenon more comprehensively and objectively.3.Make a debate to exchange your views on studying abroad.Teaching key points:1.Guide students to get the opinions of the writer’s and summarize the type and structure of the two letters.2.Inspire students to have an objective attitude towards studying abroad..Teaching difficult points:1.Enable students to figure out the structure and language features of the text.2.Write an argumentative letter to express the opinions about studying abroad using connectors.Teaching procedures:StepⅠLead-inT:1.Which school will you choose if you have a chance,Tsinghua University or Harvard University?2.In your opinion,why are there so many people wanting to study abroad?3.What kind of advantages or disadvantages of studying abroad?Suggested answers:1.The answers may vary.2.Perhaps because they think studying abroad can broaden their horizons and improve their general competence.3.The answers may vary.StepⅠ While-readingActivity1:Read for the main idea,supporting reasons and type1.Go through the title and the two letters quickly to summarize what the two letters mainly talk about.2.Underline the reasons for the writers’ opinions.3.What’s the type of the two letters?Suggested answers:1.The first letter talks about the disadvantages of studying abroad for young people are greater.The second letter talks about the advantages of studying abroad are much greater.2.Reasons for the first opinion:To begin with,many students who study abroad face great economic pressure.Another important factor to consider is the tremendous pressure that comes with studying abroad.A final point to consider is that while studying abroad does have potential benefits,young people who study in China also have a great future to look forward to!Reasons for the second opinion:The first advantage of studying abroad is personal growth.Another advantage is the increased chance for cultural exchange.Finally,studying abroad provides a great opportunity to contribute to the development of our motherland.Activity2:Read for the language and structure features of the letters1.Read the letters again and then underline the connectors.Then think about other connectors from “Connectors expressing opinion” and “Connectors expressing reasons or evidence”.Connectors expressing opinion Connectors expressing reasons or evidencePoint of view:Listing:Summary:Cause & effect:Restating:Giving examples:2.Read the letters again and then use the connectors in the box to rewrite the following sentences.(1)Students who want to study abroad must consider their parents’ budget.Theyshould think about whether they can afford the costs of studying overseas.(2)Studying abroad can put great pressure on young people.They may feel lonely and miss their families.(3)Studying abroad will give students a good education.It also helps them to gain a global perspective.(4)Global development strategies help to make connections between China and the rest of the world.Young people with language skills and strong cultural awareness are needed.3.Mark the parts of the argument in the letters,and then summarize the outline of an argumentative letter.A.Start with a question or a fact.B.State an opinion.C.Give reasons and evidence to support an opinion.D.State a conclusion.Suggested answers:1.Focus on the structureThe letter from Wang Li:although,to begin with,that means,in addition,while,as,to sum up,so.The letter from Zhang Yi:but,in my opinion, as, for example,because,thus,finally,such as,therefore,all in all,while.Connectors expressing opinion Connectors expressing reasons or evidencePoint of view:in my opinion as far as I knowas far as I am concernedpersonally(speaking)Listing:to begin with what is more besides moreoverin additionSummary:in short to sum up all in all Cause & effect:because as so thusin conclusion/summarygenerally speakingtherefore as a resultRestating:in other words that is to say that meansGiving examples:for example for instance such as2.(1)Students who want to study abroad must consider their parents’ budget.This is to say,they should think about whether they can afford the costs of studying overseas.(2)Studying abroad can put great pressure on young people.For instance,they may feel lonely and miss their families.(3)Studying abroad will give students a good education.Besides,it also helps them to gain a global perspective.(4)Global development strategies help to make connections between China and the rest of the world.As a result,young people with language skills and strong cultural awareness are needed.3.A:In the past few decades,there has been a dramatic increase in the number of people studying abroad./Is studying abroad a good idea or not?B:Although studying abroad can bring great benefits,I think the disadvantages for young people are greater./There are certainly disadvantages,but in my opinion,the advantages are much greater.C:Paragraphs 2~4 in each letterD:Paragraph 5 in each letterOutline:Part 1Start with a question or a fact.State an opinion.Part 2Give reasons and evidence to support an opinion.Part 3State a conclusion.StepⅠ WritingWrite an argumentative letter about studying abroad and form a correct attitude towards it.Exchange the draft with your e the checklist to help youreview your partner’s draft.And then revise your draft according to your partner’s comments.Suggested answers:Dear Editor,Many people have asked the question,“Why do teenagers study abroad?”After all,there are many great universities and schools in China that attract great professors from home and abroad.I think that while this is true,this gets things lightly wrong.The question is not that people think the quality of their local university is not adequate,but how studying abroad helps and benefits the individuals in their own study and career plans.By studying abroad,Chinese students get a better understanding of other cultures and countries,and learn to see themselves as global citizens.As a result,they can better understand China’s place in the world and how they can contribute to world peace and development.In addition,overseas students can learn cross-cultural communication skills,which will help them understand how they can participate on the world stage.There are so many places in the world with hurting,needy people.With such skills and knowledge,the students can better lend them a helping hand.Finally,when our students return home,they can share their experience with others.There is a wide open world which they can contribute to if they first learn about people from other countries,and their struggles and challenges.In conclusion,the best way to get is giving,and the easiest way to be loved is loving others.I hope everyone will agree that there is a wonderful world out there which can be made better by our presence,but we need to learn how we cancontribute and help,and how we can best do this through studying abroad.Best regards,Liu Ping StepⅠ Make a debate to exchange your view on studying abroad.Suggested answer:The answers may vary.。

人教课标版高中必修2 Unit2_Using_Language_Reading_名师教学设计(一)

Unit2 Using Language Reading 名师教学设计（一）Teaching DesignTeaching Aims：After class, the students will be able to:1. Fully understand “the Story of Atalanta”; (knowledge aim)2. Make the story into a role play and act it out. (ability aim)3. Predict the ending of the it. (ability aim)4. Learn to be brave, smart and determined in their life. (emotional ability)Analysis of the Students：The students’ English level is greatly limited because they live in the countryside and have few chances to use English. However, they still have a strong desire for interesting Greek stories. So I’m supposed to design different tasks to make sure students of different levels will be trained in the whole process, so that all the students will be active in the class activities.Teaching Important and Difficult Points:1. To make a summary of the story2. To act the story out3. To predict the ending of the storyTeaching Procedures:Step 1 Warming upShow a video about running.Ask the students to give examples about people running in different situations for different reasons.Step 2 Fast readingAnalyze the title of the passage, and ask the students to predict the content of the story.1. When did the story happen?2. Where did the story happen?3. Who are the main characters in the story?4. What is the main idea of the story?A. Atalanta did not want to marry Hippomenes.B. Atalanta wanted to punish Hippomenes.C. Atalanta wanted to marry a man who ran faster than her. In order to win the race, Hippomenes asked for help.Step 3 Careful readingRead each paragraph and answer the questions as follow.Para. 1(Answer the questions)1. Who was Atlanta?2. Why was she angry?3. What was the bargain ?(Ask the students if Hippomenes will run against Atalanta or not.)Para. 2 (T or F )1. Hippomenes understood why men ran against Atlanta at first.2. Hippomenes changed his mind when he saw Atlanta.(Ask the students who is the faster and what Hippomenes will do next.)Para. 3 (Fill in the blanks)1. Hippomenes asked___________ for help.2. He was given _________________.How to use them?Compare the Greek Goddess of Love and Chinese God of Love - YuelaoStep 4 Make a summary(Give the students a picture and some key words for each paragraph, then ask them to make a sentence with them. )Para. 1_________________________________________Para. 2_________________________________________Para. 3_________________________________________Step 5 Make a Role playGroup 1 and Group 2 prepare for the first scene;Group 3 and Group 4 prepare for the second scene Group 5 and Group 6 prepare forthe third scene)Step 6 Debate the ending :Will Hippomenes marry Atalanta or will he be killed? Probable answers:Would Hippomenes marry Atlanta or be killed?1. Although Hippomenes used the three golden apples, Atlanta still ran faster than him. So he was killed.2. The three golden apples had magic. They attracted Atlanta so that Hippomenes won the race.3. Atlanta didn’t like the golden apples at all and she didn’t pick any of them, so that Hippomenes lose the race.4. I think The moment Atlanta saw Hippomenes, She fell in love with him. In order to marry him, she lose the match on purpose.5. Although Hippomenes won the game, he played a trick on her. Atlanta was so angry that she killed him in the end.6. Atlanta will marry Hippomenes, because she was moved by his bravery and cleverness. .....Step 8 ListeningListen to the end of the story.Step 7 Reflection1.What can you learn from Atalanta?2.What can you learn from Hippomenes?Step 8 Homework1. Review the key words and expressions in the passage.2. Write a story of your own, using “make a bargain, make up one's mind/ change one's mind, ask sb. for h elp”.。

(人教版)高中英语必修二学案：Unit 2 Using Language (含答案)

Using LanguageⅠ．重点单词1．glory n．光荣；荣誉glorious adj．光荣的2．bargain v i．讨价还价；讲条件；n．便宜货3．hopeless adj．没有希望的；绝望的hope n．希望hopeful adj．有希望的4．foolish adj．愚蠢的；傻的5．pain n．疼痛；痛苦6．deserve v i．& v t．应受(报答或惩罚)；值得Ⅱ．核心短语1．on purpose故意地2．make a bargain with sb和某人达成协议3．hear of听说；获悉4．run the race参加赛跑5．change one's mind改变某人的主意6．pick up接收；拾起7．one after another陆续地；一个接一个地8．apart from除了……；除……之外9．hand in hand手拉手Ⅲ．经典句式1．She was very beautiful and could run faster than any man in Greece．她很美丽而且比希腊的任何一个男人跑得都快。

2．She was so angry that she said to her father that she would not marry anyone who could not run faster than her．她如此生气，以至于她对她父亲说，她不会嫁给任何跑不过她的男人。

3．This is important because the more you speak English，the better your English will become．这很重要，因为你开口讲得越多，你的英语就会越好。

阅读清障①Atlanta/ət'læntə/n②princess/pr I n'ses/n．公主③glory/'ɡl rI/n．光荣；荣誉win glory for为……赢得荣誉④would是情态动词，表示“会，将会”※who引导的定语从句，修饰先行词anyone。

人教版高中英语必修二教案：Unit2+using+language

Unit 2 The Olympic Games 教学设计Using language：Reading and ListeningI. 教材分析Teaching analysisThis lesson is the fourth period of this unit, which is about the ancient Olympic Games. By studying of this unit, we’ll enable the students to know something abo ut the ancient Greek stories, which arouses students’ interest in western culture. Most importantly, it trains students’ reading and listening ability.II．三维目标Teaching aims1．Knowledge aims1) 1、Important words and expressionsa、bargain, compete, foolish, race, pick up ,one after anotherb、sentence structures①Her father said that she must marry, so Atlanta made a bargain with him.②She could run faster than any men in her country.③He threw the golden apples one after another.④ No one will be pardoned..2) Let Ss know more about the ancient Olympic Games.2．Ability aims1) Develop the students’ reading skills by using different reading skills2) Enable Ss to express themselves by answering questions..3．Emotional aims1) Stimulate Ss’ love of the anci ent Greek literature and culture.2) Train the students’ ability to cooperate with others.III．教学重点Teaching important points1) Develop Ss’ reading skills by extensive reading.2) Train the students’ reading and listening ability..IV．教学难点Teaching difficult pointEnable Ss to learn to use different reading strategies such as skimming ,scanning and so on.IV. 教学辅助工具Teaching aidsMultimedia, computer and blackboard.V．教学方法Teaching methods1) Task-based teaching and learning2) Cooperative learning 3) DiscussionVI. 教学流程Teaching proceduresStep1. Greeting and Lead-inFirst, show the Ss the two pictures on P14.Have Ss talk about these two pictures T: What can you see in the picture?Can you guess the relationship between them?What is the girl giving to the manSs look at the pictures and then answer the questionsSecond, Group workT: Which is best for describing what happened?1.This story is about a princess who races because she does not want to marry.2.This story is about a princess and a man who agree to marry.3.This story is of how a Goddess helps a man marry a princess.Ss think and talk about it for several minutes then give their answersStep 2. Reading1.ScanningRead the text quickly and find out the answers:. Who was Atlanta?What was she good at?Who did she want to marry?How could Hippomenes win Atlanta?Purpose: To get a brief understanding of the passage.2. SkimmingRead the text again and then do the following true or false questions.1). Atlanta practised running to compete in the Olympic Games.2). At first Hippomenes understood why men ran against Atlanta.3). Atlanta was not sure she would win.4). She was so angry about the fact that she could not run in the Olympics.5). She made as many men as she could share her pain.6). Her father did not understand her wish to compete in the Olympics.7). He did not refuse her wish to choose her husband in a race.Suggested Answers: (1) F (2) F (3) F (4) T (5) T (6) T (7) TPurpose: To get Ss to have some details in the text.Step3 DiscussionAsk Ss to talk about the possible ending in groups of five. After discussing, let every student write down the result they have got. And then ask some Ss to read out their results.Purpose: To make Ss have more chances to practice expressing themselves.Step4 ListeningSs will try to work out the order of the following sentences before listening( )One man wanted to win and marry Atlanta very much.( )Atlanta married him and they lived happily ever after.( )When the race began, Atlanta ran past him.( )He asked the Goddess of Love fro help.( )Atlanta was a very beautiful princess.( )Many men tried to compete with her, but failed and so were killed .( )She stopped to pick them up.( )She gave him three golden apples.( )She ran too slowly and he won.( )He threw the golden apples one after another.( )She could run faster than any man in Greece.Have Ss listen to the tape and finish the exercises 3-5 on P15Then T will check answers with Ss.VII. 家庭作业HomeworkFinish tasks in workbookWrite a short passage entitled “My favourite sport.”VIII. 板书设计Blackboard designUnit 2 The Olympic GamesThe story of AtlantaQuestions:1.Who was Atlanta?2.What was she good at?3.Who did she want to marry?4.How could Hippomenes win Atlanta?。

教案必修2unit2 using language

Unit2 The Olympic gamesUsing language------Zhang xian Knowledge aim:Enable students to learn about the fairy tales in ancient Greece.Ability aims:1.Develop students’ reading and writing ability.2.Enable students to learn to talk about interests and hobbies.Emotion aim:1.Develop students’ sense of cooperative learning.2.Students can express their interests.Teaching importance:1. Develop students’ reading and writing ability.2. Enable students to learn about the fairy tales in ancient Greece.Teaching difficulties:1.Enable students to learn to talk about interests and hobbies.2. Students can write down a composition to express their interests and hobbies. Teaching methods:1.Task-based teaching and learning.2.Cooperative learning.3.Discussion.Teaching procedures:Step1.Lead-inT: In this unit, we have learned something about the Olympic Games. When it comes to the Olympic Games, which country will you think of first?Ss: Greece.T: yes, the Olympic Games come from Greece. Besides it, do you know what Greece is famous for?Ss: Greece is famous for its fairy tales.T: Do you know any stories or persons in ancient Greece? Let’s learn about some of them.Zeus（宙斯）king of godsApollo阿波罗：God of SunAthena雅典娜Goddess of Wisdomthe Greek Goddess of Love---Hera 赫拉小爱神爱罗斯(Eros) (罗马名字邱比特Cupid)this class, let’s learn the story of Atlanta from Greek fairy tales.Step 2.reading1.Skimming:1).Who was Atlanta? She was a Greek princess.2).What was she good at?She was good at running3).Who did she want to marry?She wanted to marry a man who could run faster than her.4).How could Hippomenes win Atlanta?He asked for help from the Greek Goddess of love . The Goddess gave him three golden apples to attract Atlanta’s attention and make her slow down.2.Main idea:A. This story is about a princess who races because she does not want to marry.B. This story is about a princess and a man who agree to marry.C. This story is about a man who cheats to marry a princess.D. This story is about how a Goddess helps a man marry a princess.3. Decide whether the statements are true or false1)She practiced running to compete in the Olympic Games. F2)At first Hippomennes understood why men ran against Atlanta. F3)Atlanta was not sure she could win. F4)She was so angry about the fact that she could not run in the Olympics T5)She made as many men as she could share her pain. T6)Her father did not understand her wish to compete in the Olympics. T7)He did not refuse her wish to choose her husband in a race. T4.Brainstorm: Do you want to know what happened during their race and who won the race at last?You can imagine the rest of the story by using your imagination and creativity.Step 3. Writing1.Atlanta’s favourite sport was running. What is your favourite sport? Give reasons why you like it so much. Think about:◆How you became interested in that sport◆Your favourite athlete/player◆What you do to improve your skill2.Write down your favourite sport using the outline above. The sentence patterns below may be helpful.I like … because …I became interested in it when …At the age of…I showed great interest in…My favourite footballer/sportsman is …I like him/her because …I often practice it…/Whenever I have time…In the future I h ope to … /I really want to be…when I grow up.eful expressions:in one’s spare time take part indo good to… keep fit/healthykeep energetic have the chance to domake friends be he lpful to…4.Sentences:1.我最喜欢的运动是篮球。

高中英语人教新课标必修二Unit2 Using Language Reading 教学设计

4.Stimulate students' interests about ancient Greek literature
process and
strategies（过程与方法）
1.learn to study in a group 2.learn the reading strategies as skimming and scanning 3.Practise students' writing, reading, listening and speaking ability
3.Would you ask a God orGoddess for help? Give your reason.
Join in their
discussion.
Discuss and write down their idea. Then share their idea with all the class.
Unit2 Using Language Reading公开课教学设计（一）
必修二第二单元reading2教学设计
基本信息
内容
The Story of Atalanta
课时
第四课时
执教者
哈森图雅
授课班级
高二一A班
所属教材
人教版必修二第二单元
授课时间
第二节课
教学目标
knowledge
and skills
Check the
answers with
students.
Read and listen to the passage
carefully and fill the blanks.
step 4.role play-dialogue

英语人教版高中选择性必修二教案Unit 2 Using Language第2课时

Unit 2 Bridging CulturesUsing language Period 2教材分析本节的阅读语篇选自报纸的专栏讨论，主题是关于出国留学的利弊，内容是两位家长关于此问题的投稿信，他们分别从个人、国家及全球的角度阐述了自己的立场：一位认为出国留学弊大于利，另一位则认为利大于弊。

这两篇文章兼具书信和议论文的体裁特点，此外，两个文本都有效使用了一些衔接词语，使文章更具条理性和逻辑性，以便读者理解作者的推理和论证过程。

通过要求学生阅读并理解作者的观点和论证思路，引导学生客观分析出国留学的利与弊，培养批判性思维，了解议论文的结构和关注语篇的逻辑性，在此基础上完成一篇观点明确、论证严谨的议论文，阐述自己对于出国留学的看法。

教学目标在本课学习结束时，学生能够：1. 梳理议论文的语篇结构和文本逻辑。

2.正确理解和分析文章中衔接词语的表达效果。

3. 理性分析出国留学的利与弊，学会客观、全面、深入地思考和分析问题，并就出国留学的利弊写一篇议论文，有理有据地阐述自己的观点。

教学重难点【教学重点】1. 掌握议论文语篇结构、行文特点和语言特色。

2. 掌握衔接词语的功能，培养正确使用衔接词语的意识和能力。

3. 理解作者的观点和论证思路，客观分析出国留学的利弊，培养批判性思维。

【教学难点】能客观全面地分析出国留学的利弊，根据总结的语篇结构写一篇议论文阐述自己的观点，并在写作中恰当使用衔接词语，增强文章的条理性和逻辑性。

教学过程Step 1 Lead-inThese years, more and more students are choosing to study abroad. Do you think it’s necessary to study abroad? Why or why not?设计意图：导入话题，引导学生讨论近年来的“留学热”问题，并为本课的话题做好铺垫。

Step 2 Reading1.Go through the text and think about the two questions.(1) Where are the two passages from?(2) Who are the writers?设计意图：引导学生留意文本来源，关注文章体裁。

英语人教版高中选择性必修二教案Unit 2 Using Language第1课时教案

Unit 2 Bridging CulturesUsing 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“谈论国外的汉语学习情况”(Talk about Chinese language learning abroad),听说活动聚焦孔子学院的汉语学习情况，听力文本中的巴基斯坦孔子学院就体现了汉语和中国文化的传播对当地的影响。

本单元的语音训练的内容是语流中的弱读现象，通过一段对话展示了中国学生在弱读方面存在的常见问题、口语中使用弱读的原则以及训练弱读的有效方法。

教学目标在本课学习结束时，学生能够：1. 充分利用听力内容中的有效信息判断对话发生的场景。

2. 把握访谈对话的特点及常用语。

3. 了解并谈论世界上其他国家和地区学习汉语的情况以及孔子学院在传播中国文化中所起的作用。

教学重难点【教学重点】1. 能够充分利用听力内容中的有效信息判断对话发生的场景。

2. 把握访谈对话的特点及常用语，并能与同伴顺利开展相关话题的访谈对话。

【教学难点】运用所学知识和词汇谈论外国友人学习汉语的情况以及孔子学院在世界上的影响。

教学过程Step 1 Warming-upHow do we Chinese study English?设计意图：讨论问题，引导学生思考自己学习英语的经历引出外国人学习中文的话题，为听力活动作铺垫。

Step 2 Pre-Listening1.Discuss the two questions with your partner.(1) What do you know about Chinese language learning abroad?(2) How do people from other countries get to know Chinese culture?设计意图：引导学生就世界上其他国家和地区学习汉语的情况展开讨论，激活学生的背景知识。

人教高中英语必修2Unit2 Using Language (2)

…… ……
C. 结尾句式(Ending):
1. I would be grateful if you can take my suggestions into consideration. 2. Though I am a common person, I feel it my responsibility to call on all people to … 3. In the end, I will be glad if you find my suggestions useful. 4. I am looking forward to …
. / It
also helps to
. What’s more, / Besides, it should be a
good idea to
./ If I were you, I would
. Last,/
Finally,/ Eventually, you may consider
. （此三
句不同的句式提出建议）
Ending: restate your idea and tell your expectation重申观点，提出希望
1. Sentence patterns (句式):
A. 开头句式(Beginning): 照应材料，表明写作意图
1. I’m writing to tell you something about the problem of …
. ……
.B. 表递进补充关系: What’s more; furthermore; moreover; not only… but also…; besides; in addition; on the one hand …, on the other hand …

人教版高中英语必修二Unit-2-Using-language：Reading-and-Speaking-说课稿教案

人教版高中英语必修二Unit 2 The Olympic Games Using language：Reading and Speaking说课稿说课提要今天我说课研讨的主题是“读与说相结合的教学”。

我将以人教版新课标高中英语必修二Unit 2 The Olympic Games，Using language：Reading and Speaking为例，从教材分析、教法与学法、教学程序等几方面进行说明。

说教材一、知识背景及新课程、新教材（一）单元背景分析：本单元的教学主要是以Olympic Games为中心话题而展开的各项活动。

从教学时间安排上，可以看出教材编者刻意把本单元教学安排在学校运动会之前，其目的正是为了让学生了解有关Olympic Games的知识，弘扬奥运精神，并激发学生参与体育运动的热情。

这也体现了教材编写的时代性原则和思想性原则。

正如课标所提到的，把教材内容和现实生活联系起来，也有利于提高学生的学习效果。

（二）单元分析及教材处理为了让学生的知识从课内走向课外，从书本从向实践。

我们把本单元的核心任务确定为：1．组织学生和学生会合作，建立Olympic Games宣传栏。

2．制作以“奥运会的历史，现状与未来”，为主题的班级小报和英文手抄报，并进行评选张贴。

通过阅读训练和语言交际等活动，让学生对于奥林匹克的精神和古希腊奥运传说有一定的了解，并激发他们学习的兴趣。

要让学生充分了解到更快，更高，更强的奥运精神，培养学生团体合作、努力拼博、积极向上的精神。

二．教学目标：理论依据：《新课程标准》基于对教材的理解和分析，根据课程目标的七级的具体描述，并结合高一学生实际和教材内容，我把本课时内容分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面制定相应教学目标：1）语言知识、1、Target language 目标语言a、重点词汇glory, bargain, hopeless, foolish, pain, one after anotherb、重点句子Her father said that she must marry, so Atlanta made a bargain with him.②She made as many men as she could share her pain.③He threw the golden apples one after another.④No one will be pardoned.2）语言技能、说：学生能通过小组讨论，利用“信息差”进行相互探讨，提高真实语境中的英语交际能力。

高中英语人教新课标必修二Unit2 Using Language Reading 课程教学设计

Unit2 Using Language Reading 公开课教学设计（二）The Story of Atlanta教学设计
教学过程设计
教学反思：
1. 设计思路：引入自然，直奔主题；问题设置合理，有层次感，通过思维导图引导学生进
行故事复述是本节课的亮点；设置的讨论环节有利于提升学生的思辨能力。

2. 教学过程：本节课通过阅读和听力两个阶段完成故事的展现，通过任务型教学，使学生在解决问题的过程中进行信息的获取、分析和处理；给予学生足够的理解时间和思考空间，鼓励学生进行发散性思维和批判性思维；注意渗透德育教育，培养学生正确的人生观和是非观。

3. 学习效果：学生在阅读和听力后，能理解故事的大意、脉络和细节，构建起故事框架并顺利完成复述，读、听、说的能力都得到锻炼，获取、分析和处理信息的能力也得到提高；通过讨论和引导，培养了学生的思维能力，形成了正确的人生观、是非观。

4. 不足之处：对学生了解不足，部分题目还可进一步拓展。

Unit 2 Using Language第1课时教学课件【高中英语选择性必修第二册人教版】

specific sentence structure (e.g. I forecast that ...; I think that ...; I believe that ...)
specific tense (e.g. simple future tense; future progressive sense)
Unit 2 Looking into the Future
Using Language Period 1
Warming-up
What do these pictures show? Match the words with the pictures.
automation nanobots global warming artificial intelligence cloning
Name
Occupation
Prediction
Dr Han
Vincent Black
computerscientist
Computers will be cleverer than us in the future;
People will also be programming computers to think like humans;
While-listening
Listen to the radio again and think about the questions below.
What language do Dr Han and Vincent Black use for making predictions?
Two types:
Post-listening
Think about the questions below based on your brainstorming.

人教版高中英语必修2 Unit2 听说课名师教学设计

promise to do
3 golden apples
pick up
one after another…
3.思维目标:
通过本节课的学习，培养学生对记叙文文体结构的把握，和合理想象编故事的能力。
教
学
重
难
点
教学重点：
1.能说出文本中关键生词和短语的意思
2.在听力练习中，抓住关键词和关键信息讲述故事
教学难点：
教学流程
（详见相应教学设计）
教
学
评
价
1.有预测环节考察听力技巧中的合理预测，又有需要深层思考的阅读理解活动和讨论活动，不同的任务设置不仅让学生掌握了阅读记叙文体技巧，而且激发了学生对学习的兴趣和用英语表达的欲望。
2.小组内合作和小组间的竞争，保护了学生的好奇心又最大程度鼓励了竞争意识
3.学中用、用中学，学用结合，学以致用，体现了“学为主体，较为主导”的新课程理念。
教
材
分
析
本课是人教版（必修2）unit2 using language部分。是关于奥运会的一个古希腊神话故事。这部分涵盖了语言运用中的读和听。阅读讲述的是一个美丽的古希腊神话故事：亚特兰大和英雄希波墨涅斯的故事，这个话题很容易激起学生的学习兴趣；但这是一个未完的故事，学生渴望知道故事的结局，从而引出听力的环节。因为希腊神话是西方文明的摇篮，所以本课的教学对学生了解西方文化和英语语言发展是很有帮助的。在教学中我主要采用任务型教学和合作探究的学习法，从而培养学生的综合语言运用能力，这也充分体现了新课标的理念，是本单元学习中重要的一部分。
2.语言能力目标：
学生能够根据听力材料复述故事大意。用到以下短语：
run faster than any man

人教版高中英语必修二教案：Unit2+using+language

高中英语人教版必修二Unit 2The Olympic Games-Using language教案

2019新人教高中英语选择性必修二 Unit 2 Using language公开课教案

人教课标版高中必修2 Unit2_Using_Language_Reading_名师教学设计(一)

(人教版)高中英语必修二学案：Unit 2 Using Language (含答案)

人教版高中英语必修二教案：Unit2+using+language

教案必修2unit2 using language

高中英语人教新课标必修二Unit2 Using Language Reading 教学设计

英语人教版高中选择性必修二教案Unit 2 Using Language第2课时

英语人教版高中选择性必修二教案Unit 2 Using Language第1课时 教案

人教高中英语必修2Unit2 Using Language (2)

人教版高中英语必修二Unit-2-Using-language：Reading-and-Speaking-说课稿教案

高中英语人教新课标必修二Unit2 Using Language Reading 课程教学设计

Unit 2 Using Language第1课时教学课件【高中英语选择性必修第二册人教版】

人教版高中英语必修2 Unit2 听说课名师教学设计

英语人教版高中选择性必修二教案Unit 2 Using Language第1课时教案