人教版新课标高中英语必修二教案合集
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，主要讲解Unit 1 Cultural relics的Reading and Thinking部分，包括文章"Cultural relics in the UK"的阅读和理解，以及相关的词汇和语法点。
二、教学目标1. 能够理解文章内容，掌握关于英国文化遗产的基本信息。
2. 提高学生的阅读技巧，如skimming, scanning和close reading。
3. 通过小组讨论，培养学生的跨文化交际意识和表达能力。
三、教学难点与重点教学难点：文章中的长难句理解，以及相关词汇的用法。
教学重点：提高学生的阅读理解能力，掌握文章的主旨大意。
四、教具与学具准备1. 教师准备：PPT，展示文化遗产的图片和视频。
2. 学生准备：课本，笔记本，彩色笔。
五、教学过程1. 导入：通过展示一组英国文化遗产的图片，引发学生对本节课的兴趣。
2. 预读：让学生快速浏览文章，回答关于文章主旨的问题。
3. 精读：引导学生关注文章细节，讲解长难句和词汇，进行小组讨论。
4. 课堂实践：让学生根据文章内容，进行角色扮演，模拟导游介绍英国文化遗产。
5. 例题讲解：针对文章中的重点语法和词汇，设计相关练习题，进行讲解。
6. 随堂练习：让学生完成课后练习，巩固所学知识。
六、板书设计1. Cultural relics in the UK2. 关键词汇：relic, preserve, significance, identity, contribute3. 重点句子：①The Tower of London, as a symbol ofBritish royal power, has a long history. ②St onehenge, an ancient mysterious monument, attracts numerous visitors every year.七、作业设计1. 作业题目：（1）Summarize the main idea of the article in one sentence.（2）Translate the following sentences into Chinese:①The Tower of London, as a symbol of British royal power, has a long history. ②Stonehenge, an ancient mysterious monument, attracts numerous visitors every year.2. 答案：（1）This article introduces several cultural relics in the UK, including the Tower of London and Stonehenge, anddiscusses their historical significance and contributions to British identity.（2）①伦敦塔作为英国皇家权力的象征，拥有悠久的历史。
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。
人教英语新课标必修2全册精品教案(Unit 2 The Olympic Games)
人教英语新课标必修2全册精品教案(Unit 2 The OlympicGames)Part ne: Teahing Design (第一部分：教学设计)Perid 1: A lessn plan fr reading(AN INTERVIE)AisT tal abut the histr f the lpis gaesT read an intervie abut the lpi GaesPreduresI aring uparing up b sharingrning, everne! Tda e are ging t learn abut THE LPI GAES But first, I’d lie t n h uh u n abut the lpis t be held in Beiing Anthing abut it is h, Li Lei, d u ant a tr?…Right u n s uh abut the lpis Tad, e’ll learn re abut it in anient Greeearing up b desribingN, bs and girls I’ll sh u a vide sh f the 28th lpi Gaes Please tell e hat it is abut and desribe it t the lass , ang Lin, please desribe it nderful That’s Liu Xiang The hurdle ing!aring up b disussingHi, lass u n ur untr is tring her best t prepare fr the 2008 lpi Gaes Ever ne is expeting and exited abut it Let’s disuss hat e an d fr it And iagine hat e ill d at the 2008 lpisII Pre-reading1 Asing and anseringN, please read the three questins befre the Reading Let’s d it in turn Let’s begin fr the first r here…, u did a gd b Let’s suarize ur ansersFr referene:1 In Suer lpis, there are running, siing, shting, restling, uping, ftball, basetball, vlleball, table tennis, thring, avelin, eight lifting, gnastis, bxing etIn inter lpis, there are siing sating, ie he, si uping, sledding, snbarding et2 The 29th lpi Gaes ill be held in Beiing n Auguster 18th, 20083 T hld the lpi Gaes is a rih prize fr a untr And it an ae a untr nn in the rld It an stiulate the untr’s en, and help t speed up its develpent2 Iaging and intrduingPlease l at the three pitures in the reading Please tal abut the Iagine hatever u anFr referene: The first piture is the status f a great Gree His nae is Pausanias He as a faus traveler and riter in the send entur AD His Guide t Greee is an extreel prehensive guideb fr turists, nentrating n buildings, tbs and status and inluding a lt f infratin n the thlgial, religius and histrial bagrund t the nuents desribed It is s infrative that it a be alled the fundatin f lassial arhaelg and this anient Baedeer is still used as a guide t lassial Greee an u reeber a faus anient hinese traveler and riter? He als rte a b es, his nae is Xu Shae His rs is The Ntes f Xu Shae’s travelsThe send piture is the pening eren f the lpi Gaes abe this is the priniple stadiu It’s large and an hld thusands f audieneThe third piture is a hinese athlete naed ang ang She n a gld edal fr hina in the 2002 inter lpi Gaes She is a faus sating plaer3 Taling and Sharinge n there are an differenes and siilarities abut the anient and dern lpis D u n anthing abut the? u an sipl guess es, Lu, tr …III Reading1 Reading alud t the rerding and finding the general ideaN please listen and read alud t the rerding f the text AN INTERVIE Pa attentin t the prnuniatin and intnatin as ell as the pauses ithin eah sentene Then tr t get the general idea f the passage Have u gt the ain idea?es, it tells us the differenes and the siilarities beteen the anient and dern lpis2 Reading and atingN let’s pla the parts f the Gree riter Pausanias and the hinese girl Li Li N bs, u are Pausanias; girls, u are Li Li Please pa attentin t the bld rds3 Reading and findingN read the text again The bs shall tr t finish the tas: hat as the anient lpis lie? The girls shall tr t finish the tas: hat is the dern lpis lie?4 Reading and lleting infratin, n let’s read it silentl First let’s tal abut the sae pints beteen the anient and dern lpis h an anser? An vlunteers?Then let’s e t the differenesThe siilarities①Bth are held ever fur ears②Bth are held nt fr ne but fr hnur③The beliefs are the sae The are: Sifter, Higher, and strnger④en are alled t tae part bth in anient and dern lpis⑤Se events are the sae, suh as running, uping, shting and thingThe Differenes①There ere nt inter lpis in the past②N petitrs are fr all ver the rld But in the anient tie, nl the peple in Greee uld tae part③nl en ere alled t tae part in the past, n an are als alled④In the past, inners gt the live reath as the prize N petitrs pete fr edals⑤The events and athletes in dern tie are re than thse in the past⑥There is a speial village fr the petitrs t live in, a stadiu fr petitins, agnasiu fr these h ath the gaes n But there ere nt in the past)Reading and underliningNext u are t read and underline all the useful expressins r llatins in the passage p the t ur nteb after lass as herllatins fr AN INTERVIEtae part in…, gld edals, the spirit f…, be held, in rder t, hst the lpi Gaes, n a agial urne, find ut, the present da lpi Gaes, used t, rite abut…, e t ur tie, be aditted as…, t sets f…, en peting in…, pete against…, fr the hnur f…, reah the standard, be aditted t…, pla a ver iprtant rle, as ell as, a stadiu fr petitins, as a atter f fat, pete fr…, live reath, feel prud f…, ae… happⅣlsing dnlsing dn b ding exeriseT end the lessn u are t d the prehending exerises 1 ≈ 2lsing dn b disussingu n ur gvernent has tried its best t pete fr hsting the 29th lpi Gaes It has st a lt f ne D u thin it is rthhile? h?Fr referene:It is rthhile t hst the lpi Gaes T hst lpi Gaes an ae ur untr nn t the hle rld T hst lpi Gaes an ae ur ulture and peple understd b the ther peples T hst lpi Gaes an stiulate the develping f ur enlsing b iaginingIagine hat e ill d and hat e an d fr the 29th lpi Gaes nFr referene: abe e an serve as vlunteers t help the freign visitrs and athletes fr all ver the rld S at present e shuld stud hard Espeiall e shuld tr ur best t learn English elllsing dn b narratinge an see the text is ritten in a nversatinal stle And there are t speaers ne is Pausanias, a Gree riter 2000 ears ag, the ther is Li Li, a hinese girl N let’s hange it int a narrative stle In ther rds, let’s desribe the anient and dern lpi Gaes in ur n rds h uld lie t have a tr?Fr referene: The anient lpi Gaes began in Greee and ere held fr 776 B t AD393 It as held ever fur ears At that tie, there ere nt s an sprts as tda And en ere nt alled t tae part in the gaes There ere nt inter lpis at that tie inners gt the live reath as the prize The tt as sifter, higher and strngerThe dern lpi Gaes began in 1891 The’re held ever fur ears There are an ne sprts in the lpis In the suer lpis there are ver 20 different sprts en are nt nl alled t in in but als pla a ver iprtant rle N the petitrs pete fr edals The tt is sifter, higher and strngerlsing dn b suarizingAs e have finished the passage e’ll su up hat e have learned First let’s see the riting sills It is ritten in a nversatinal stle It’s in a ver interesting a It adpts a dialgue beteen Pausanias h lived 2000 ears ag and a hinese gird in dern rld Thrugh their dialgue, the differenes and siilarities beteen the anient and dern lpi Gaes are ade nn t the readers ust beause it is in a nversatinal stle, there are quite a fe ral spen English and elliptial phrasesThrugh the parisn beteen the anient and dern lpi Gaes, e have learned the differenes and the siilarities beteen the N e an have a deep understandingf the Gaes Fr the passage, e an have a deep understanding f the Gaes Fr the passage, e an als get t n that the lpi Gaes are develping and iprving It’s ur dut t ae the lpi Gaes better and healthier e n that ne f the slgans fr 2008 Beiing lpi Gaes is Green lpi Gaes It shs that peple are paing re and re attentin t ur envirnentPerid 2: A lessn plan fr Learning abut Language(The Future Passive Vie)Ais：T learn abut future passive vieT disver useful rds and expressinsT learn the ethds f rds fratinPreduresI aring uparing up b ditatingThere are several iprtant sentenes in this unit Let’s ditate the If u an’t, learn the b heart after lass①hen and here ill the next lpi Gaes be held?②I live in hat u all “Anient Greee” and / used t rite abut the lpi Gaes re than 2000 ears ag③All untries an tae part if the reah the standard t be aditted t the gaes④The next lpi Gaes ill be held in hetn⑤It is ust as uh a petitin ang untries t hst the lpis as t in an lpi edalaring up b disvering useful rds and expressinsTurn t page 11 and d exerises 1, 2, 3 and first he ur ansers against ur lassates’II Learning abut rd fratin1 D exerise 4 and disver the rulesTurn t page 12 and find ut the rules f rd fratinB adding -ing t a verb, e an hange the verb int a nunThat eans e an hange “ding se sprt” int “the nae f the sprt”B adding -er t a verb, e an hange the verb int a nun That eans e an hange “ding se sprt” int “the persn h des the sprt”2 eans f rd-fratin in generalAffixatin, nversin, and psitin (r punding) are the hief eans f rd-fratin in English Besides these, there are als ther inr as f rd-fratin inluding lipping, arn, blending etIII Learning abut Present Future Passive VieTurn t page 13 and d exerise 3 And tell the lass the fratin f present future passive vieFr referene: ell dne, lass e an fll the flling frlatin t turn the future tenses int future passive vie; be ging t be dne, be abut t be dne, be t be dne, ill / shall be dne, uld / shuld be dneⅣlsing dn b suarizing1Present future passive vie (tae “as” fr exaple)Affirative Negative InterrgativeIuHe/she/it ill be ased e ill (shall)IuHe/she/it ill nt be ased e ill (shall) ntu / The ill ntill (shall) Iill uill he/she/it be asedill (shall) e2The passive Vie f phrasal verbGenerall speaing, nl transitive verbs an fr the passive vie, fr nl transitive verbs an be flled b bets But an intransitive verbs tgether ith se prepsitins and adverbs an be used as transitive verbs S the an als be flled b the bets Therefre the an als be used in passive vieBut nte that all the phrasal verbs are used as a hle hen using the in passive vie, e annt drp ut the prepsitins and adverbs Fr exaples:At last the put ut the fire At last the fire as put utThe ill put up a ntie n the all A ntie ill be put up n the allHave u sent fr a dtr? Has the dtr been sent fr?I have never heard f suh a thing befre Suh a thing has never been heard f befree ust tae gd aref the hildren here The hildren ust be taen gd are f hereHis lassates laughed at hi fr the flish istae He as laughed at fr the flish istae b his lassatesPerid 3: A lessn plan fr using languageAis:T read abut the anient lpi GaesT listen and tal abut hbbiesT rite abut hbbiesPredures1 aring uparing up b intrduingHi! lass u n Greee is the rld-nn untr ith an anient ivilizatin It has a lnghistr ith s uh arvelus ulture The Grees had nderful stries abut the Gds and Gddnesses h ere part f their religin The believed that these gd r gddesses uld help huans if the felt srr fr the r if the huans ere gd peple Hever, the Gds did nt alas help The behaved lie peple h ere unpreditable and apriius T tr t get the supprt f the Gds peple had t pra t the and ffer the present In this str the Gddess Hera, the ife f the hief Gd, Zeus as srr fr Hippenes and agreed t help hiaring up b sharingN, bs and girls Is there anbd h an tell us se Gree thlg u n the are s faus in huan histr r an u spea ut se naes f Gree Gds and GddessesPreteus 普罗米修斯—— a sn f the frer hief GdSphinx斯芬克斯—— a being ith a huan fae but a lin bdPandra 潘多拉—— a beautiful girl ith ever ill and evil thught and deedZeus宙斯—— the hief Gd h gverned the rldHera 天后—— the ife f Zeus h gverned the lveⅡGuided reading1 Reading and udgingRead the text THE STR F ATLANTA, and plete the True r False guestins after the text n page142 Reading and anseringRead the text again, and anser the flling questinsA hat as Atlanta’s prble?B hat ere Atlanta’s rules?hat as Hippenes’aazeent?D hat ade Hippenes hange his ind?E h did Hippenes turn t fr help?F an u guess hat as the ending?Fr referene:A Atlanta uld run faster than an en in Greee But she as nt alled t run in the lpi GaesB She prised t be arried t a an h uld run faster than her If he uld nt run as fast as her, he uld be illedHipppenes uld nt understand h s an ung en anted t ris their livesD Atlanta’s beaut ade hi understand his aazeent and hange his indE He turned t the Gddess f lve fr helpF Hippenes as illed beause f lsing his raeG He ran faster than Atlanta and arried her3 Reading and underliningNext u are t read and underline all the useful expressins r llatins in the passage p the t ur nteb after lass as herllatins fr THE STR F ATLANAbe alled t, run against…, ill be pardned, hear f…,be aazed, as fast as…, hange ne’s in d, as… fr help fr…,prise t, ill be relaxed, pi up, be nfident abut…,share ne’s pain, run past…,pete ith…, heap t arr4 ListeningFr listening turn t page 1 and be read t d exerises 1First read the questins arefull and iagine hat is the listening abuthen ding exerise 2, u ust ae lear hat is rng ith the sentene And tell the lass hih is rret, hih is rng and hih is nl half trueAtingNext e are ging t put the text A STR F ATLANTA n stage u n there are fur haratrs in the str h uld lie t be the?h ill be Alanta’s father, the ld ing?h ill be the Gddess f Lve?Li Li, u are the Gree priness Zhang Qiang, u are the brave ung an Hippenes Lu, u are the Gddess f Lve Zhu Gang, u are the priness’s father The rest f lass, please prepare it in grups f fur Then at ur pla befre lassA text pla f THE STR F ATIANTATie: ne rning in springPlae: at the palaePeple: the ld ing(), the priness (A), the ung an (H), the Gddess f lve (L)F: dear daughter, u see h beautiful the spring is! u are ust lie the spring flers h dn’t u arr? S an ung ings and priness ant t arr u, and the are all s rih, sart and nieA: h, dear father I have prised that I ill nl be arried t a an h an run faster than e I ill run against hi If he annt run as fast as e, he ill be illed N ne ill be pardnedF: But, dear daughter N an has n u The all sent theselves t death hen ill uget arried?A: I n’t arr unless I a alled t run in the lpi Gaes (Hippenes is alled t e in)H: h, indest ing and prettiest priness!I’ll arr the priness I’ll pete ith uA: D u n the rules?H: es, priness!F: h, ung an! G aa! u an’t in her u are nl lsing ur life!H: N, I ant a tr!F: Flish thing! G aa! Dn’t g t die! (Hippenes as pushed aa and felt sad, ring The Gddess f Lve is athing everthing abve hi in the s and pities hi)L: h, ung an, hat’s the atter? h are u s sad?H: h, Gddess, an u help e? an u help e t in the priness and arr her?L: , ung an D u reall ant t arr her and lve her?H: f urse She is s beautifulL: , it is eas Tae these three glden applesThr apples in frnt f Atlanta hen she is running past and she ill be relaxed hen she stps t pi it up, u ill be able t run n and inH: h, than u, Gddess!(Hippenes returns t the palae): ell, ung an, h are u here again?H: indest ing I ant t arr her and run against her!: ell, ung an I repeat Dn’t be sill! G aa!H: N I lve her I ill arr her －r die!6 SpeaingN, lass Let’s arr ut a surve f the interests in the lass and rite dn the naes f the lassates h have the sae interests u an arr ut the tas lie thishih d u lie, sprt, usi r lletin?hih f the sprts d u lie best?hat is ur favrite sprt?Are u interested in table tennis?After the surve, the nes h have the sae interests sit tgether and please r in grups f fur t tal abut their interesth d u lie this sprt / usi / lletin?hen d u begin t lie it?hat’s enable abut the hbb?hat have u learned fr the hbb?IIIGuided riting1 riting an iagined dialgueGrups 1 and 2 are ging t rite an iagined dialgue beteen the priness and Hippenes u a begin lie this : h, dear priness, I ant t arr u…2 riting a desriptinTurn t page 16 and fll the diretin t rite a desriptin f ur favrite hbbHere is an exaple:Siing is favrite sprt I lie it beause it an bring e uh fun The press f learning siing is ver interesting u an tr different as f siing, suh as breaststre and bastre u an si at an tie f the ear if u lie In ht suer, if u up int the river r the sea t have a si, u’ll feel l and frtable Even in ld inter, u an si if u are brave enugh It’s a health sprt and it an build up ur bd If u are a beginner, u ust be arefulu’ll better nt si alne and bring life bu ith u in ase f danger If u ant t be a gd sier, u ust have a lt f pratie and have great deterinatinIV lsing dn b finding infratinG t the librar t read r get nline t searh in rder t find re infratin n the lpi Gaes and the anient Gree thlg Tae ntes f ur finding and reprt t ur grupates next nda rningPart T Teahing ResuresSetin 1: The riting stle f the reading AN INTERVIETpe f ritingnversatinal stleain ideaparing the differenes beteen Anient and dern lpis harateristisB paring and ntrastingSetin 2: Bagrund infratin n the lpi GaesI Events f the den lpi GaesArher, Baseball, Badintn, Basetball, Beah, Vlleball, Bxing, ane/aa, ling, Diving, Equestrian, Fening, Field He, Gnastis, Handball, ud, dern Pentathln, Ring, Sailing, Shting, Ser, Sftball, Siing, Snhrnized Siing, Table Tennis, Tennis, Tae n d, Tra ≈ Field, Triathln, Vlleball, ater Pl, eightlifting, restlingIIlpi TraditinsThe lpi AntheThe lpi anthe as ritten b the Gree natinal pet stis Palaas and psed b Gree usiian Splrs Saaras It as first sung at the 1896 Gaes The I adpted it as the ffiial lpi anthe t rn lpi erenies at the 198 I Sessin in TThe lpi ttThe lpi tt “sifter, higher, strnger”es fr three Latin rds”itus, altius, frtius”, hih atuall ean”faster, higher, braver” The Frenh eduatr, Barn Rerre de ubertin, h revived the anient lpi Gaes and in 1896 led the first dern 01pi Gaes in Athens, brred the phrase fr a Dinian priest Henri Dinn rDinnintrdued these rds hile presenting athleti prizes at a llege in 1891But h did these rds bee the tt f the lpi Gaes? It as ihel Breal h intrdued this phrase at the lsing dinner f the ngress fr the reestablishent f the dern lpi Gaes n une 23,1894Later, the Internatinal lpi ittee frall adpted this phrase as the ffiial tt f the GaesThe lpi reedThe lpi reed as als intrdued at the 1896 Gaes As stated b Pierre de ubertin, the reed is as flls:”The st ip rtant thing in the lpi Gaes is nt t in but t tae part, ust as the st iprtant thing in life is nt the triuph but the struggle The essential thing is nt t have nquered but t have fught ell”The lpi FlagIt as Pierre de ubertin h neived the idea f the lpi flag ith five lured interling rings n a hite barund The rings represent the unin f the five ntinents and the eeting f the athletes fr all arund the rld at the lpi Gaes Tda, alst a entur after the flag’s reatin, the six lurs, thse f the rings (blue, ell, bla, green, red) and that f the hite bagrund hih stands fr peae, still aintain their sblis and an be fund in flags arss the rld The lpi flag as first used during the Anterp Gaes in 1920The lpi ath“In the nae f all the petitrs, I prise that e s hall tae part in these lpi Gaes, respeting and abiding b the rules hih gvern the, in the true spirit f sprtsanship, fr the glr f sprt and the hnur f ur teas”At the pening eren f eah Gaes, ne athlete fr the hst untr taes lpi ath n behalf f all peting athletes This partiular gesture f sprts-anship as intrdued at the 1920 Gaes in Anterp, Belgiu A ah r tea ffiial taes a siilar ath at eah pening erenThe lpi FlaeThe lpi flae is ne f the st visible sbls f the dern Gaes Its traditin has survived fr the Gaes f anient Greee, here a sared flae, ignited b the sun, burned ntinuall n the altar f the gddess HeraThe dern lpi flae as first lit in 1928 at the Asterda lpi Gaes, here it burned thrughut the petitins It has bee a ar sbl fr slidarit ang natins and ebdies the lpi spirit enpassing the ideals f purit, the endeavur fr perfetin, the struggle fr vitr, friendship and peaeThe Trh RelaDuring the 1896 Gaes in Athens, ung inspired sprtsen had rganised the first trh relas Hever, the traditin f the lpi trh ffiiall began at the Berlin Gaes in 1936 As in anient ties, the trh is lit b the sun in Anient lpia, then passed fr runner t runner in a rela t the hst it, here it is used t light the lpi Stadiu’s flae during the Gaes’pening eren The flae then burns until it is extinguished at the lsing erenSetin 3: rds and expressins fr unit 2 THE LPI GAEShnestad 1 nt dispsed t heat r defraud; nt deeptive r fraudulent: hnest laers 2 ared b truth: give hnest ansers 3 ithut pretensins: red at an hnest trade 4 ithut dissiulatin; fran: hnest pinin habituall speaing the truth: an hnest an 6 rth f being depended n: an hnest ring staff 7 free fr guile: His anser as siple and hnestanientad 1 ver ld: an anient ariner 2 in r f ties lng ag anient Re and Greee 3 having existed sine a ver earl tie: anient histr/ustspetev t tr t in sth in petitin ith sene else: hn peted fr a plae at their shl, but didn’t get it pete fr sething; engage in a ntest; easure neself against thersedaln an aard fr inning a hapinship r erating se ther eventhstn a an h reeives guests: He ated as hst t his father’s friends hina is the hst untr fr 2008 lpi Gaes v be the hst f r fr: e hsted 4 uples last nightagialad pssessing r using r harateristi f r apprpriate t supernatural pers: a agial spellintervien 1 the questining f a persn (r a nversatin in hih infratin is eliited); ftennduted b urnalists: intervies ith teen-agers revealed a eaening f religius bnds 2 a nferene (usuall ith sene iprtant) v1 ndut an intervie in televisin, nespaper, and radi reprting 2 disuss frall ith (sebd) fr the purpse f an evaluatin: e intervieed the b andidates 3 g fr an intervie in the hpe f being hired: The b andidate intervieed everhereathleten a persn trained t pete in sprtsaditv 1 all partiipatin in r the right t be part f; perit t exerise the rights, funtins, and respnsibilities f: adit sene t the prfessin 2 all t enter; grant entr t e annt adit nn-ebers int ur lub 3 serve as a eans f entrane: This tiet ill adit ne adult t the sh 4 give aess r entrane t The Frenh drs adit nt the ard affrd pssibilite: This prble adits f n slutin 6 delare t be true r adit the existene r realit r truth f: He aditted his errrs 7 adit int a grup r unit: e’ll have t vte n hether r nt t adit a ne eber 8 have r fr; hld ithut rding: The theater adits 300 peplereplaev 1 put sething ba here it belngs: Replae the b n the shelf after u have finished reading it 2 substitute a persn r thing fr (anther that is bren r ineffiient r lst r n lnger ring r ielding hat is expeted): He replaed the ld razr blade 3 put in the plae f anther; sith seeingl equivalent ites: The n artist replaed the riginal ith a fae Rebrandt 4 tae the plae r ve int the psitin f: Sith replaed iller as E after iller leftrelatev 1 have r establish a relatinship t She relates ell t her peers 2 be in a relatinship ith: H are these t bservatins related? 3 give an aunt f: The itness related the events 4 have t d ith r be relevant t ae a lgial r ausal nnetin: I annt relate these events at allsailn 1 a large piee f fabri (as anvas) b eans f hih ind is used t prpel a sailing vessel 2 an ean trip taen fr pleasure v1 traverse r travel b ship n (a bd f ater): e sailed the Atlanti 2 travel in a bat prpelled b ind: I lve sailing, espeiall n the pen sea 3 travel b bat n a bat prpelled b ind r b ther eans: The QE2 ill sail t Suthaptn trr 4 ve ith seeping, effrtless, gliding tins:Shreds f paper sailed thrugh the airadvertisev 1 all attentin t Please dn’t advertise the fat that he has AIDS 2 ae publiit fr; tr t sell (a prdut)prisen 1 grunds fr feeling hpeful abut the future: There is little r n prise that he ill rever 2 a verbal itent b ne persn t anther agreeing t d (r nt t d) sething in the future v1 give grunds fr expetatins: The results prised fae and glr 2 ae a prise r itent 3 prise t undertae r give: I prise u best effrt 4 ae a preditin abut; tell in advane。
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。
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。
【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. As stated by Pierre de Coubd is as follows: ”Tant thinglympic Gawin but to take part, just aant thing in lumph buuggle. Tal thingave conquered but to have fought well. ”The Olympic FlagIt was Pierre de Coubertin wved the idealympic flag with five coloured interlocking rings on a white backround. The ringuvandgathlall around the world atthe Olympic GaToday, almost a century alag 's creax colougs (blue, yellow, black, gd) and thawhite background which standace, still maintabolism and can be found in flags aworld. The Olympic flag waused during the Antwerp Ga20.The Olympic Oa “In the name of allIat we shall take palympic Gag and abiding by the rules which govuaglandur of our teams. ”Agach Gaathluntry takes Olympic oath on behalf of allg athletes. This particular gestu-manship was introduced a20 Games in . A coaaal takes a similar oath at eagThe Olympic FlameThe Olympic flavisible symboldern Games. 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。
新课标人教版高中英语必修二教案(1)
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，主要讲解第二章"Country life and city life"的第一、二节。
内容包括乡村生活与城市生活的对比，以及与之相关的词汇、语法和表达方式。
二、教学目标1. 了解并掌握与乡村生活、城市生活相关的词汇和表达方式。
2. 运用一般现在时和一般过去时描述乡村和城市的生活。
3. 能够就乡村生活与城市生活的优缺点进行讨论，表达个人观点。
三、教学难点与重点1. 教学难点：一般过去时与一般现在时的运用，以及对乡村生活与城市生活优缺点的讨论。
2. 教学重点：与乡村生活、城市生活相关的词汇和表达方式，以及一般现在时和一般过去时的区别。
四、教具与学具准备1. 教具：多媒体设备、黑板、粉笔。
2. 学具：英语课本、笔记本、练习本。
五、教学过程1. 导入：通过展示乡村和城市的图片，引导学生谈论对两种生活的初步认识。
2. 新课内容展示：a. 讲解与乡村生活、城市生活相关的词汇和表达方式。
b. 示例：用一般现在时和一般过去时描述图片中的生活场景。
3. 例题讲解：讲解一般现在时和一般过去时的区别，并举例说明。
4. 随堂练习：让学生运用所学知识，描述自己理想中的乡村生活或城市生活。
5. 小组讨论：让学生分组讨论乡村生活与城市生活的优缺点，并派代表进行分享。
六、板书设计1. Country life and city life2. 主要内容：a. 乡村生活、城市生活相关词汇和表达方式。
b. 一般现在时与一般过去时的区别。
c. 乡村生活与城市生活的优缺点。
七、作业设计1. 作业题目：Write an essay about your ideal country life or city life, using the vocabulary and expressions learned in class. (不少于100词)2. 答案示例：I prefer country life because it is peaceful and close to nature. In the countryside, I can enjoy fresh air, beautiful scenery and friendly neighbors. Unlike city life, which is always crowded and noisy, country life allows me tolive a slowerpaced life. I think the advantages of country life outweigh its disadvantages.八、课后反思及拓展延伸1. 课后反思：关注学生在课堂上的参与度，以及对词汇和语法知识的掌握程度，及时调整教学方法。
新课标人教版高中英语必修二精品教案
新课标人教版高中英语必修二精品教案一、教学内容二、教学目标1. 掌握本节课的核心词汇和短语，并能熟练运用到实际语境中。
2. 掌握过去完成时和过去进行时的用法，并能运用这两种时态进行句子创作。
3. 提高学生的阅读理解能力，了解世界文化遗产，培养学生的跨文化意识。
三、教学难点与重点1. 教学难点：过去完成时和过去进行时的区别与运用。
2. 教学重点：词汇的掌握，文章阅读与分析，以及语法点的讲解。
四、教具与学具准备1. 教具：多媒体教学设备，PPT课件，黑板。
2. 学具：英语课本，词汇卡片，练习本。
五、教学过程1. 导入：通过展示一组世界文化遗产的图片，引出本节课的主题，激发学生的兴趣。
2. 词汇学习：讲解本节课的核心词汇和短语，让学生进行例句创作，巩固记忆。
3. 语法讲解：以过去完成时和过去进行时为例，结合实际语境，讲解语法点，并进行句子创作。
4. 阅读理解：让学生阅读课文，回答相关问题，提高阅读理解能力。
5. 随堂练习：设计相关练习题，检验学生对词汇、语法和阅读理解的学习效果。
6. 小组讨论：分组讨论文化遗产的保护与传承，培养学生的跨文化意识。
六、板书设计1. 核心词汇和短语。
2. 过去完成时和过去进行时的语法点。
3. 课文结构及重点句子。
七、作业设计1. 作业题目：根据课文内容，写一篇关于文化遗产保护的短文。
Cultural heritage protection is of great importance. The Amber Room, a masterpiece of art, was once lost but has now been recovered. In order to protect our cultural heritage, we should take measures to preserve and pass on these invaluable treasures.八、课后反思及拓展延伸1. 反思：关注学生在课堂上的表现，了解他们的学习需求，不断调整教学方法，提高教学效果。
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。
人教英语新课标必修2全册精品教案(Unit 2 The Olympic Games)
人教英语新课标必修2全册精品教案(Unit 2 The Olympic Games)课件www.5yPartone:TeachingDesignPeriod1:Alessonplanforr eadingAimsTotalkaboutthehistoryoftheolympicsgamesTo readaninterviewabouttheolympicGamesProceduresI.warm ingupwarmingupbysharingmorning,everyone!Todayweareg oingtolearnaboutTHEoLymPIcGAmES.Butfirst,I’dliketoknowhowmuchyouknowabouttheolympicstobeheldin Beijing.Anythingaboutitisok.oh,LiLei,doyouwantatry?…Right.youknowsomuchabouttheolympics.Toady,we’lllearnmoreaboutitinancientGreece.warmingupbydescri bingNow,boysandgirls.I’llshowyouavideoshowofthe28tholympicGames.Pleasetell mewhatitisaboutanddescribeittotheclass.ok,wangLin,p leasedescribeit.wonderful.That’sLiuXiang.Thehurdleking!warmingupbydiscussingHi,cla ss.youknowourcountryistryingherbesttopreparefortheX XolympicGames.Everyoneisexpectingandexcitedaboutit. Let’sdiscusswhatwecandoforit.Andimaginewhatwewilldoatth eXXolympics.II.Pre-reading1.AskingandansweringNow,p leasereadthethreequestionsbeforetheReading.Let’sdoitinturn.Let’sbeginfromthefirstrowhere…ok,youdidagoodjob.Let’ssummarizeyouranswers.Forreference:1.InSummerolympi cs,therearerunning,swimming,shooting,wrestling,jump ing,football,basketball,volleyball,tabletennis,thro wing,javelin,weightlifting,gymnastics,boxingetc.Inw interolympics,thereareskiingskating,icehockey,skiju mping,sledding,snowboardingetc.2.The29tholympicGame swillbeheldinBeijingonAuguster18th,XX.3.Toholdtheol ympicGamesisarichprizeforacountry.Anditcanmakeacoun tryknownintheworld.Itcanstimulatethecountry’seconomy,andhelptospeedupitsdevelopment.2.Imagingan dintroducingPleaselookatthethreepicturesinthereadin g.Pleasetalkaboutthem.Imaginewhateveryoucan.Forrefe rence:ThefirstpictureisthestatusofagreatGreek.Hisna meisPausanias.Hewasafamoustravelerandwriterinthesec ondcenturyAD.HisGuidetoGreeceisanextremelycomprehen siveguidebookfortourists,concentratingonbuildings,t ombsandstatusandincludingalotofinformationonthemythological,religiousandhistoricalbackgroundtothemonum entsdescribed.Itissoinformativethatitmaybecalledthe foundationofclassicalarchaeologyandthisancientBaede kerisstillusedasaguidetoclassicalGreece.canyouremem berafamousancientchinesetravelerandwriter?Healsowro teabook.yes,hisnameisXuShake.HisworksisTheNotesofXu Shake’stravels.Thesecondpictureistheopeningceremonyoftheo lympicGames.maybethisistheprinciplestadium.It’slargeandcanholdthousandsofaudience.Thethirdpicture isachineseathletenamedyangyang.Shewonagoldmedalforc hinaintheXXwinterolympicGames.Sheisafamousskatingpl ayer.3.TalkingandSharingweknowtherearemanydifferenc esandsimilaritiesabouttheancientandmodernolympics.D oyouknowanythingaboutthem?youcansimplyguess.yes,Luc y,try…III.Reading1.Readingaloudtotherecordingandfindingth egeneralideaNowpleaselistenandreadaloudtotherecordi ngofthetextANINTERVIEw.Payattentiontothepronunciati onandintonationaswellasthepauseswithineachsentence. Thentrytogetthegeneralideaofthepassage.Haveyougotth emainidea?yes,ittellsusthedifferencesandthesimilaritiesbetweentheancientandmodernolympics.2.Readingand actingNowlet’splaythepartsoftheGreekwriterPausaniasandthechinese girlLiLi.Nowboys,youarePausanias;girls,youareLiLi.P leasepayattentiontotheboldwords.3.Readingandfinding Nowreadthetextagain.Theboysshalltrytofinishthetask: whatwastheancientolympicslike?Thegirlsshalltrytofin ishthetask:whatisthemodernolympicslike?4.Readingand collectinginformationok,nowlet’sreaditsilently.Firstlet’stalkaboutthesamepointsbetweentheancientandmodernol ympics.whocananswer?Anyvolunteers?Thenlet’scometothedifferences.Thesimilarities①Bothareheldeveryfouryears.②Bothareheldnotformoneybutforhonour.③Thebeliefsarethesame.Theyare:Swifter,Higher,andstro nger.④menareallowedtotakepartbothinancientandmodernolympi cs.⑤Someeventsarethesame,suchasrunning,jumping,shooting andthowing.TheDifferences①Therewerenotwinterolympicsinthepast.②Nowcompetitorsarefromallovertheworld.Butintheancien ttime,onlythepeopleinGreececouldtakepart.③onlymenwereallowedtotakepartinthepast,nowwomanareal soallowed.④Inthepast,winnersgottheolivewreathastheprize.Nowcom petitorscompeteformedals.⑤Theeventsandathletesinmoderntimearemorethanthoseint hepast.⑥Thereisaspecialvillageforthecompetitorstolivein,ast adiumforcompetitions,agymnasiumforthesewhowatchtheg amesnow.Buttherewerenotinthepast.)5.Readingandunder liningNextyouaretoreadandunderlinealltheusefulexpre ssionsorcollocationsinthepassage.copythemtoyournotebookafterclassashomework.collocationsfromANINTERVIE wtakepartin…,goldmedals,thespiritof…,beheld,inord erto,hosttheolympicGames,onamagicaljourney,findout, thepresentdayolympicGames,usedto,writeabout…,comet oyourtime,beadmittedas…,twosetsof…,enjoycompeting in…,competeagainst…,forthehonourof…,reachthestan dard,beadmittedto…,playaveryimportantrole,aswellas ,astadiumforcompetitions,asamatteroffact,competefor …,olivewreath,feelproudof…,make…happyⅣclosingdownclosingdownbydoingexerciseToendthelesson youaretodothecomprehendingexercises1&2.closingd ownbydiscussingyouknowourgovernmenthastrieditsbestt ocompeteforhostingthe29tholympicGames.Ithascostalot ofmoney.Doyouthinkitisworthwhile?why?Forreference:I tisworthwhiletohosttheolympicGames.TohostolympicGam escanmakeourcountryknowntothewholeworld.Tohostolymp icGamescanmakeourcultureandpeopleunderstoodbytheoth erpeoples.TohostolympicGamescanstimulatethedevelopi ngofoureconomy.closingbyimaginingImaginewhatwewilld oandwhatwecandoforthe29tholympicGamesnow.Forreferen ce:maybewecanserveasvolunteerstohelptheforeignvisit orsandathletesfromallovertheworld.Soatpresentweshouldstudyhard.EspeciallyweshouldtryourbesttolearnEngl ishwell.closingdownbynarratingwecanseethetextiswrit teninaconversationalstyle.Andtherearetwospeakers.on eisPausanias,aGreekwriterXXyearsago,theotherisLiLi, achinesegirl.Nowlet’schangeitintoanarrativestyle.Inotherwords,let’sdescribetheancientandmodernolympicGamesinourownwor ds.whowouldliketohaveatry?Forreference:Theancientol ympicGamesbeganinGreeceandwereheldfrom776B.c.toA.D. 393.Itwasheldeveryfouryears.Atthattime,therewerenot somanysportsastoday.Andwomenwerenotallowedtotakepar tinthegames.Therewerenotwinterolympicsatthattime.wi nnersgottheolivewreathastheprize.Themottowasswifter ,higherandstronger.ThemodernolympicGamesbeganin1891 .They’reheldeveryfouryears.Therearemanynewsportsintheolym pics.Inthesummerolympicsthereareover250differentspo rts.womenarenotonlyallowedtojoininbutalsoplayaveryi mportantrole.Nowthecompetitorscompeteformedals.Them ottoisswifter,higherandstronger.closingdownbysummar izingAswehavefinishedthepassagewe’llsumupwhatwehavelearned.Firstlet’sseethewritingskills.Itiswritteninaconversationalst yle.It’sinaveryinterestingway.ItadoptsadialoguebetweenPaus aniaswholivedXXyearsagoandachinesegirdinmodernworld .Throughtheirdialogue,thedifferencesandsimilarities betweentheancientandmodernolympicGamesaremadeknownt othereaders.justbecauseitisinaconversationalstyle,t herearequiteafeworalspokenEnglishandellipticalphras es.Throughthecomparisonbetweentheancientandmodernol ympicGames,wehavelearnedthedifferencesandthesimilar itiesbetweenthem.Nowwecanhaveadeepunderstandingofth eGames.Fromthepassage,wecanhaveadeepunderstandingof theGames.Fromthepassage,wecanalsogettoknowthattheol ympicGamesaredevelopingandimproving.It’sourdutytomaketheolympicGamesbetterandhealthier.wek nowthatoneoftheslogansforXXBeijingolympicGamesisGre enolympicGames.Itshowsthatpeoplearepayingmoreandmor eattentiontoourenvironment.Period2:AlessonplanforLe arningaboutLanguageAims：TolearnaboutfuturepassivevoiceTodiscoverusefulwords andexpressionsTolearnthemethodsofwordsformationProc eduresI.warmingupwarmingupbydictatingThereareseveralimportantsentencesinthisunit.Let’sdictatethem.Ifyoucan’t,learnthembyheartafterclass.①whenandwherewillthenextolympicGamesbeheld?②Iliveinwhatyoucall“AncientGreece”and/usedtowriteabouttheolympicGamesmorethanXXyearsa go.③Allcountriescantakepartiftheyreachthestandardtobead mittedtothegames.④ThenextolympicGameswillbeheldinmyhometown.⑤Itisjustasmuchacompetitionamongcountriestohosttheol ympicsastowinanolympicmedal.warmingupbydiscoveringu sefulwordsandexpressionsTurntopage11anddoexercises1 ,2,3and5first.checkyouranswersagainstyourclassmates ’.II.Learningaboutwordformation1.Doexercise4anddis covertherules.Turntopage12andfindouttherulesofwordf ormation.Byadding-ingtoaverb,wecanchangetheverbinto anoun.Thatmeanswecanchange“doingsomesport”into “thenameofthesport”.Byadding-ertoaverb,wecanchang etheverbintoanoun.Thatmeanswecanchange“doingsomesport”into “thepersonwhodoesthesport”.2.meansofword-formatio ningeneralAffixation,conversion,andcompositionareth echiefmeansofword-formationinEnglish.Besidesthese,t herearealsootherminorwaysofword-formationincludingc lipping,acronymy,blendingetc.III.LearningaboutPrese ntFuturePassiveVoiceTurntopage13anddoexercise3.Andt elltheclasstheformationofpresentfuturepassivevoice. Forreference:welldone,class.wecanfollowthefollowing formlationtoturnthefuturetensesintofuturepassivevoi ce;begoingtobedone,beabouttobedone,betobedone,will/ shallbedone,would/shouldbedone.Ⅳclosingdownbysummarizing1.Presentfuturepassivevoice AffirmativeNegativeInterrogativeIyouHe/she/itwill beaskedwewillyou/TheywillIyouHe/she/itwillnotbeaskedwewillnotyou/TheywillnotwillIwillyouwillhe/s he/itbeaskedwillwewillyou/they2.ThepassiveVoiceofphrasal verbGenerallyspeaking,onlytransitiveverbscanformthe passivevoice,foronlytransitiveverbscanbefollowedbyobjects.Butmanyintransitiveverbstogetherwithsomeprep ositionsandadverbscanbeusedastransitiveverbs.Sothey canalsobefollowedbytheobjects.Thereforetheycanalsob eusedinpassivevoice.Butnotethatallthephrasalverbsar eusedasawhole.whenusingtheminpassivevoice,wecannotd ropouttheprepositionsandadverbs.Forexamples:Atlastt heyputoutthefire.Atlastthefirewasputout.Theywillputupanoticeonthewal l.Anoticewillbeputuponthewall.Haveyousentforadoctor?Hasthedoctorbeensentfor?Ihaveneverheardofsuchathing before.Suchathinghasneverbeenheardofbefore.wemusttakegoodc areofthechildrenhere.Thechildrenmustbetakengoodcareofhere.Hisclassmatesl aughedathimforthefoolishmistake.Hewaslaughedatforthefoolishmistakebyhisclassmates.P eriod3:AlessonplanforusinglanguageAims:Toreadaboutt heancientolympicGamesTolistenandtalkabouthobbiesTow riteabouthobbiesProcedures1.warmingupwarmingupbyint roducingHi!class.youknowGreeceistheworld-knowncount rywithanancientcivilization.Ithasalonghistorywithso muchmarvelousculture.TheGreekshadwonderfulstoriesab outtheGodsandGoddnesseswhowerepartoftheirreligion.T heybelievedthatthesegodorgoddesseswouldhelphumansif theyfeltsorryforthemorifthehumansweregoodpeople.How ever,theGodsdidnotalwayshelp.Theybehavedlikepeoplew howereunpredictableandcapricious.Totrytogetthesuppo rtoftheGodspeoplehadtopraytothemandofferthempresent .InthisstorytheGoddessHera,thewifeofthechiefGod,Zeu swassorryforHippomenesandagreedtohelphim.warmingupb ysharingNow,boysandgirls.Isthereanybodywhocantellus someGreekmythology.youknowtheyaresofamousinhumanhis tory.orcanyouspeakoutsomenamesofGreekGodsandGoddess es.Prometeus普罗米修斯——asonoftheformerchiefGodSphinx斯芬克斯——abeingwithahumanfacebutalionbodyPandora潘多拉——abeautifulgirlwitheveryillandevilthoughtanddeedZeus宙斯——thechiefGodwhogovernedtheworldHera天后——thewifeofZeuswhogovernedtheloveⅡ.Guidedreading1.ReadingandjudgingReadthetextTHEST oRyoFATLANTA,andcompletetheTrueorFalseguestionsafte rthetextonpage14.2.ReadingandansweringReadthetextag ain,andanswerthefollowingquestions.A.whatwasAtlanta’sproblem?B.whatwereAtlanta’srules?c.whatwasHippomenes’amazement?D.whatmadeHippomeneschangehismind?E.whomd idHippomenesturntoforhelp?F.canyouguesswhatwastheen ding?Forreference:A.Atlantacouldrunfasterthananymen inGreece.ButshewasnotallowedtorunintheolympicGames. B.Shepromisedtobemarriedtoamanwhocouldrunfasterthan her.Ifhecouldnotrunasfastasher,hewouldbekilled.c.Hi pppomenescouldnotunderstandwhysomanyyoungmenwantedt orisktheirlives.D.Atlanta’sbeautymadehimunderstandhisamazementandchangehismin d.E.HeturnedtotheGoddessofloveforhelp.F.Hippomenesw askilledbecauseoflosinghisrace.G.HeranfasterthanAtl antaandmarriedher.3.ReadingandunderliningNextyouare toreadandunderlinealltheusefulexpressionsorcollocat ionsinthepassage.copythemtoyournotebookafterclassashomework.collocationsfromTHESToRyoFATLANAbeallowedt o,runagainst…,willbepardoned,hearof…,beamazed,asf astas…,changeone’smind,ask…forhelpfrom…,promiseto,willberelaxed,pickup,beconf identabout…,shareone’spain,runpast…,competewith…,cheaptomarry4.Listeni ngForlisteningturntopage15andbereadytodoexercises1. Firstreadthequestionscarefullyandimaginewhatistheli steningabout.whendoingexercise2,youmustmakeclearwha tiswrongwiththesentence.Andtelltheclasswhichiscorre ct,whichiswrongandwhichisonlyhalftrue.5.ActingNextw earegoingtoputthetextASToRyoFATLANTAonstage.youknow therearefourcharactorsinthestory.whowouldliketobeth em?whowillbeAlanta’sfather,theoldking?whowillbetheGoddessofLove?ok.LiL i,youaretheGreekprincess.ZhangQiang,youarethebravey oungmanHippomenes.Lucy,youaretheGoddessofLove.ZhouG ang,youaretheprincess’sfather.Therestofclass,pleaseprepareitingroupsoffou r.Thenactyourplaybeforeclass.AtextplayofTHESToRyoFA TIANTATime:onemorninginspringPlace:atthepalacePeopl e:theoldking,theprincess,theyoungman,theGoddessoflove.F:mydeardaughter,youseehowbeautifulthespringis!youare justlikethespringflowers.whydon’tyoumarry?Somanyyoungkingsandprincesswanttomarryyou ,andtheyareallsorich,smartandnice.A:oh,dearfather.IhavepromisedthatIwillonlybemarriedto amanwhocanrunfasterthanme.Iwillrunagainsthim.Ifheca nnotrunasfastasme,hewillbekilled.Noonewillbepardone d.F:But,mydeardaughter.Nomanhaswonyou.Theyallsentthemse lvestodeath.whenwillyougetmarried?A:Iwon’tmarryunlessIamallowedtorunintheolympicGames.H: oh,mykindestkingandmyprettiestprincess!I’llmarrytheprincess.I’llcompetewithyou.A:Doyouknowtherules?H:yes,princess!F:oh,youngman!Goaway!youcan’twinher.youareonlylosingyourlife!H:No,Iwantatry!F:Foolishthing!Goaway!Don’tgotodie!L:oh,youngman,what’sthematter?whyareyousosad?H:oh,myGoddess,canyouhelpme?canyouhelpmetowintheprinc essandmarryher?L:ok,youngman.Doyoureallywanttomarryherandloveher?H: ofcourse.Sheissobeautiful.L:ok,itiseasy.Takethesethreegoldenapples.ThrowapplesinfrontofAtlantawhensheisrunningpastands hewillberelaxed.whenshestopstopickitup,youwillbeabl etorunonandwin.H:oh,thankyou,myGoddess!k:well,youngman,whyareyouhereagain?H:mykindestking.Iwanttomarryherandrunagainsther!k: well,youngman.Irepeat.Don’tbesilly!Goaway!H:No.Iloveher.Iwillmarryher－ordie!6.SpeakingNow,class.Let’scarryoutasurveyoftheinterestsintheclassandwritedownthenamesoftheclassmateswhohavethesameinterests.you cancarryoutthetasklikethis.whichdoyoulike,sport,musicorcollection?whichofthesportsdoyoulikebest?whatisyourfavoritesport?Areyouinterestedintabletennis?Afterthesurvey,theoneswhohavethesameinterestssittog etherandpleaseworkingroupsoffourtotalkabouttheirint erest.whydoyoulikethissport/music/collection?whendo youbegintolikeit?what’senjoyableaboutthehobby?whathaveyoulearnedfromtheho bby?III.Guidedwriting1.writinganimagineddialogueGro ups1and2aregoingtowriteanimagineddialoguebetweenthe princessandHippomenes.youmaybeginlikethis:oh,mydear princess,Iwanttomarryyou…2.writingadescriptionTurntopage16andfollowthedirect iontowriteadescriptionofyourfavoritehobby.Hereisane xample:Swimmingismyfavoritesport.Ilikeitbecauseitca nbringmemuchfun.Theprocessoflearningswimmingisveryi nteresting.youcantrydifferentwaysofswimming,suchasb reaststrokeandbackstroke.youcanswimatanytimeoftheyearifyoulike.Inhotsummer,ifyoujumpintotheriverorthes eatohaveaswim,you’llfeelcoolandcomfortable.Evenincoldwinter,youcanswi mifyouarebraveenough.It’sahealthysportanditcanbuildupyourbody.Ifyouareabegi nner,youmustbecareful.you’llbetternotswimaloneandbringlifebuoywithyouincaseof danger.Ifyouwanttobeagoodswimmer,youmusthavealotofp racticeandhavegreatdetermination.IV.closingdownbyfi ndinginformationGotothelibrarytoreadorgetonlinetose archinordertofindmoreinformationontheolympicGamesan dtheancientGreekmythology.Takenotesofyourfindingand reporttoyourgroupmatesnextmondaymorning.PartTwTeach ingResourcesSection1:ThewritingstyleofthereadingANI NTERVIEwTypeofwritingconversationalstylemainideacom paringthedifferencesbetweenAncientandmodernolympics characteristicsBycomparingandcontrastingSection2:Ba ckgroundinformationontheolympicGamesI.Eventsofthemo denolympicGamesArchery,Baseball,Badminton,Basketbal l,Beach,Volleyball,Boxing,canoe/kayak,cycling,Divin g,Equestrian,Fencing,FieldHockey,Gymnastics,Handbal l,judo,modernPentathlon,Rowing,Sailing,Shooting,Soccer,Softball,Swimming,SynchronizedSwimming,TableTen nis,Tennis,Taekwondo,Track&Field,Triathlon,Voll eyball,waterPolo,weightlifting,wrestlingII.olympicT raditionsTheolympicAnthemTheolympicanthemwaswrittenbytheGreeknationalpoetcos tisPalamasandcomposedbyGreekmusicianSplrosSamaras.I twasfirstsungatthe1896Games.TheIocadopteditastheoff icialolympicanthemtocrownolympicceremoniesatthe1958 IocSessioninTokyo.TheolympicmottoTheolympicmotto“swifter,higher,stronger”comesfromthreeLatinwords”citus,altius,fortius”,whichactuallymean”faster,higher,braver”.TheFrencheducator,BaronRerre decoubertin,whorevivedtheancientolympicGamesandin18 96ledthefirstmodern01ympicGamesinAthens,borrowedthe phrasefromaDominicanpriestHenriDinon.mr.Dinonintrod ucedthesewordswhilepresentingathleticprizesatacolle gein1891.Buthowdidthesewordsbecomethemottooftheolym picGames?ItwasmichelBrealwhointroducedthisphraseatt heclosingdinnerofthecongressforthereestablishmentof themodernolympicGamesonjune23,ter,theInternationalolympiccommitteeformallyadoptedthisphraseasth eofficialmottooftheGames.TheolympiccreedTheolympiccreedwasalsointroducedatthe1896Games.Asst atedbyPierredecoubertin,thecreedisasfollows:”ThemostimportantthingintheolympicGamesisnottowinbut totakepart,justasthemostimportantthinginlifeisnotth etriumphbutthestruggle.Theessentialthingisnottohave conqueredbuttohavefoughtwell.”TheolympicFlagItwasPierredecoubertinwhoconceivedthe ideaoftheolympicflagwithfivecolouredinterlockingrin gsonawhitebackround.Theringsrepresenttheunionofthef ivecontinentsandthemeetingoftheathletesfromallaroun dtheworldattheolympicGames.Today,almostacenturyaftertheflag’screation,thesixcolours,thoseoftheringsandthatofthe whitebackgroundwhichstandsforpeace,stillmaintainthe irsymbolismandcanbefoundinflagsacrosstheworld.Theol ympicflagwasfirstusedduringtheAntwerpGamesin1920.Th eolympicoath“Inthenameofallthecompetitors,IpromisethatweshalltakepartintheseolympicGames,respectingandabidingbyth eruleswhichgovernthem,inthetruespiritofsportsmanshi p,forthegloryofsportandthehonourofourteams.”AttheopeningceremonyofeachGames,oneathletefromtheho stcountrytakesolympicoathonbehalfofallcompetingathl etes.Thisparticulargestureofsports-manshipwasintrod ucedatthe1920GamesinAntwerp,Belgium.Acoachorteamoff icialtakesasimilaroathateachopeningceremony.Theolym picFlameTheolympicflameisoneofthemostvisiblesymbols ofthemodernGames.ItstraditionhassurvivedfromtheGame sofancientGreece,whereasacredflame,ignitedbythesun, burnedcontinuallyonthealtarofthegoddessHera.Themode rnolympicflamewasfirstlitin1928attheAmsterdamolympi cGames,whereitburnedthroughoutthecompetitions.Ithas becomeamajorsymbolforsolidarityamongnationsandembod iestheolympicspiritencompassingtheidealsofpurity,th eendeavourforperfection,thestruggleforvictory,frien dshipandpeace.TheTorchRelayDuringthe1896GamesinAthe ns,younginspiredsportsmenhadorganisedthefirsttorchr elays.However,thetraditionoftheolympictorchofficial lybeganattheBerlinGamesin1936.Asinancienttimes,thetorchislitbythesuninAncientolympia,thenpassedfromrun nertorunnerinarelaytothehostcity,whereitisusedtolig httheolympicStadium’sflameduringtheGames’openingceremony.Theflamethenburnsuntilitisextinguis hedattheclosingceremony.Section3:wordsandexpression sfromunit2THEoLymPIcGAmEShonestadj..notdisposedtocheatordefraud;notdeceptiveorfrau dulent:honestlawyers2.markedbytruth:givehonestanswe rs3.withoutpretensions:workedatanhonesttrade4.without dissimulation;frank:myhonestopinion5.habituallyspea kingthetruth:anhonestman6.worthyofbeingdependedon:anhonestworkingstaff7.freefromguile:Hisanswerwassimpleandhonestancienta dj..veryold:anancientmariner2.inoroftimeslongaganc ientRomeandGreece3.havingexistedsinceaveryearlytime :ancienthistory/customscompetev.totrytowinsth.incompetitionwithsomeoneelse:johncompetedforaplaceattheirschool,butdidn’tgetit.competeforsomething;engageinacontest;measureoneself againstothersmedaln.anawardforwinningachampionshiporcommemoratingsomeot hereventhostn.amanwhoreceivesguests:Heactedashostto hisfather’sfriends.chinaisthehostcountryforXXolympicGames.v.bethehostoforfor:wehosted4coupleslastnight.magicala dj.possessingorusingorcharacteristicoforappropriatetos upernaturalpowers:amagicalspellinterviewn..thequestioningofaperson;oftenconductedbyjourna lists:myinterviewswithteen-agersrevealedaweakeningo freligiousbonds.2.aconferencev..conductaninterviewintelevision,newspaper,andra dioreporting2.discussformallywithforthepurposeofane valuation:weinterviewedthejobcandidates.3.goforanin terviewinthehopeofbeinghired:Thejobcandidateinterviewedeverywhere.athleten.apersontrainedtocompeteinsportsadmitv..allowparticipationinortherighttobepartof;permi ttoexercisetherights,functions,andresponsibilitieso f:admitsomeonetotheprofession2.allowtoenter;grantentrytwecannotadmitnon-membersint oourclub.3.serveasameansofentrance:Thisticketwillad mitoneadulttotheshow.4.giveaccessorentrancetTheFren chdoorsadmitontotheyard.5.affordpossibilitye:Thispr oblemadmitsofnosolution.6.declaretobetrueoradmitthe existenceorrealityortruthof:Headmittedhiserrors.7.a dmitintoagrouporcommunity:we’llhavetovoteonwhetherornottoadmitanewmember.8.haver oomfor;holdwithoutcrowding:Thetheateradmits300peopl e.replacev..putsomethingbackwhereitbelongs:Replacethebooko ntheshelfafteryouhavefinishedreadingit.2.substitute apersonorthingfor:Hereplacedtheoldrazorblade.3.putintheplaceofanother;switchseeminglyequivalenti tems:TheconartistreplacedtheoriginalwithafakeRembrandt.4.taketheplaceormoveintothepositionof:Smithrepl acedmillerascEoaftermillerleft.relatev..haveorestablisharelationshiptSherelateswelltoh erpeers.2.beinarelationshipwith:Howarethesetwoobser vationsrelated?3.giveanaccountof:Thewitnessrelatedt heevents.4.havetodowithorberelevantto5.makealogicalorcausalconnection:Icannotrelatethese eventsatall.sailn..alargepieceoffabricbymeansofwhichwindisusedtop ropelasailingvessel2.anoceantriptakenforpleasure v..traverseortravelbyshipon:wesailedtheAtlantic2. travelinaboatpropelledbywind:Ilovesailing,especiall yontheopensea.3.travelbyboatonaboatpropelledbywindo rbyothermeans:TheQE2willsailtoSouthamptontomorrow.4 .movewithsweeping,effortless,glidingmotions:Shredso fpapersailedthroughtheair.advertisev..callattentiontPleasedon’tadvertisethefactthathehasAIDS.2.makepublicityfor;t rytosellpromisen..groundsforfeelinghopefulaboutthefuture:Thereislittleornopromisethathewillrecover.2.averbalcommitm entbyonepersontoanotheragreeingtodosomethinginthefu turev..givegroundsforexpectations:Theresultspromisedf ameandglory.2.makeapromiseorcommitment3.promisetoun dertakeorgive:Ipromiseyoumybesteffort.4.makeapredic tionabout;tellinadvance课件www.5y。
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。
人教版新课标高中英语必修2全套教案
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: My old 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 a difficult 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 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?4.Reading and understandingNext you are to read and underline all the useful expressions or 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:ⅣClosing downClosing 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 Amber Room? What is it?B.Do you think if it is worthwhile to reproduce the Amber Room? Why?Closing down by retelling the story of the Amber RoomWell, all of us have learned the history of the Amber Room. Let’s recall some key words and expressions on the board. You are to retell the story of the Amber Room: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 clauseTo discover some useful words 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 about Attributive 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 adjectiv e, 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 student who 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.2a The 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 within two 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 lives in 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 hea rt 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 the farmers, has a great effect onmy 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, “I t is a fact”?B.What does it mean when you say, “I t is an opinion”?Warming up by questioningTurn to page 5. Read the passage and tell me:A.If you want to go in for law against somebody, and if you want to win, what’s the most important thingyou should do first?B.What makes a judge decide which eyewitnesses to believe and which not to believe.II. Guided reading1.Reading and definingRead the passage and define: What is a fact? What is an opinion? What is an evidence?2. Reading and 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.4. ListeningNow, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we’ll listen to what three people say they know about the missing Amber Room. 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.5. Sharing and CorrectingWell done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try?6. ReviewingWe 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?Well done. Let’s come to the discussion “Which person gave the best evidence?”8. Reading and writingSometimes 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?9. Completing the letters A & B and then giving your own letters·When you write your letter, you may choose to agree or not agree with 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. ⅢClosing downClosing down by a debatingThere is a long ancient wall around a less developed town.It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and 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 relics insist that it belongs to his family.·The room was completed the way she 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 proved.·An opinion is what someone believes is true but has not been proved.Part Two: Teaching Resources (教学资源)Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOMI. Type of writing and summary of the ideaII. A tree diagramSection 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。
2021年新人教版高中英语必修二教案全套精选全文
精选全文完整版（可编辑修改）2021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; discuss with 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 time to 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 sometimes lead to great solutions.•The Egyptian government wanted to b uild a new dam, which would damageStep 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。
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。
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新课标高中英语必修二教案合集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.W arming 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?Keys for reference:A.Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past.B.No, not all the old objects are cultural relics.C.Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions.D.In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.Warming up by presentingHi, everyone. Let 's look at the screen. I u s'omll ep rpeicsteunret sy.o They all belong to cultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these ove：rA. Can you name them out?B. Who have the right to confirm and classify them?Keys for reference:A. They are cultural sites: The Great wall; The Imperial Palace of the Mingand Qing Dynasties in Beijing and Shenyang; The Mausoleum of the First QinEmperor and the Terracotta Warriors; The Mogao Cave. These are natural sites: The Jiu Zhai Gou Valley Scenic and Historic Interest Area; The Huang LongScenic and Histioric Interest Area. The following are cultural and natural sites: Mount Taishan; Mount Huangshan; Mount WuYi.B. Only an international professional organization from UN has theauthority to confirm and classify them.Warming up by discussingNow, boys and girls, I met a “ moral dilemma ” . That means I must make a choicebetween the interests of the family and the interests of the society. Things are like this: My old 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 a difficult choice?II.Pre-reading1.Looking and sayingWork in pairs. Look at the photos on the screen. All these relics are quitebeautiful. 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?Keys for reference:A. Maybe wars, natural disasters, and time have damaged or destroyed them,getting them lost and changed. Many of them were even stolen and hidden while nobody knows who, where and how.B. People get to know these. If these relics could not be found again, they would be rebuilt by people.2. Explaining and sharingWork in groups of four. Tell your group mates:A. What do you know about the substance ofB. What do you know about the cultural relicsKeys for reference:I am from group 2. From the knowledge we got from biology and chemistry, we know “ amber ” is a s-epmrei cious stone used in jewelry and art world. Amber is really the fossil form of resin from trees. It has got its shape after a process that has taken millions of years to complete. Trees in very ancient forests produced this resin, which slowly dropped from trees and was buried. Trees use resin to protect themselves from disease and harm caused by insects and fungi.I am from group 6. From the information of history legends and news reports, we know 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 thousand tons of natural ambers were used to makeBut during the second world war 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.III. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the tex I t N 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 paragraph Now please skim amber ”? the Amber Room ”?it.the text to get the key words and general idea of eachparagraph.3.Scanning and analyzing the characteristics of the text.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?4.Reading and understandingNext 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 fromI N SEARCH OF THE AMBER ROOM⋯, make the designr ofoorm th, ein fact, as a gift ofadd more details to ⋯ , remove ⋯ from the searchfor stone, the fancy style, be made for ⋯ , in return, one of the great wonders, art objects,look much like ⋯ , give the name, be made into any shap me,a bdee with gold and 5. Reading and transferring informationRead the text again to complete the table, which lists all the numbers in the text.look into ⋯ , be used to ⋯ ,belong to ⋯ , feel as hard asjewels, be made to be a gift, serve as ⋯ , at war, remain a mystery, be ready for6.Reading and learningRead the text and learn more about the following proper nouns. You can surf onthe website after class:Ⅳ Closing downClosing 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 Amber Room? What is it?B. Do you think if it is worthwhile to reproduce the Amber Room? Why?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 survivin from a past age and serving to remind people of a lost time.Closing down by retelling the story of the Amber Rooms recall some key words and expressions on the board. You are to retell the story of the Amber Well, all of us have learned the history of the Amber Room. LetRoom: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 clauseTo discover some useful words and expressionsTo discover some useful structuresProcedures:I.W arming 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 tot om ues eh ow 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 orexpress them by using a present-continuous tense.II.Learning about Attributive Clause1.What is an adjective Clause?An adjective clause is a dependent clause which takes the place of an adjectivein another clause or phrase. Like an adjective, an adjective clause modifies a nounor pronoun, answering questions like “ which? ” or “ what kind of? ” Consider thefollowing examples:Adjectivethe red coatAdjective clausethe coat which I bought yesterdayLike the word “red” in the first example, the dependent clause “ which I bougyesterday ” in the second example modifies the noun “ coat. ” Note that an adjectiveclause usually comesa fter 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 w hom 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 movi w e hich made him cryThis clause modifies the noun “ movie ” and answers the question “ which movie? ”.They are searching for the studen w t ho 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.2a The 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 within two 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:i t 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 lives in London who is referred to (1b). In 2a, allpolicies 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 pronouncan 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 becomescotton thread by this process.In this paper, I will describe5)(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 ahistory of high blood pressure and heart disease.The researchers are doing case studies6)(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, scientists7)(a) According to many education officials, ‘ math phobia ' (that is, a fear ofmathematics) 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 ofart.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 anteater10)(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 unlessyoureally 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 houseto store grain.A. in whichB. whereC. thatD. with which7.I shall never forget the years I spent in the country with the farmers, 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.W arming upWarming up by questionsMorning, class. We always say, “ We must respect facts and can ' t wholly dependA. What does it mean when you say,“ It is a fact ”? B. What does it mean when you say,“ It is an opinion ”?Keys for reference: A. A fact must be real, objective and without any personal judgment. So it can be proved.B. An option always expresses one ' s own ideas. It is alwayssubjunctiit has not been proved.Warming up by questioningTurn to page 5. Read the passage and tell me:A. If you want to go in for law against somebody, and if you want to win, what the most important thing you should do first?B. What makes a judge decide which eyewitnesses to believe and which not tobelieve.Keys for reference:A. Searching for facts of course. The more, the better.B. The evidences offered by the eyewitnesses make the judge decide which one is believable and which is not.II. Guided reading1. Reading and definingRead the passage and define: What is a fact? What is an opinion? What is anevidence?2. Reading and 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.on one ' s opinions . But can you tell me:. So4.ListeningNow, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we ' ll listen to what three people say they know about the missing Amber Room. 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.5.Sharing and CorrectingWell done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try?Keys: What they heard, saw, did are facts. And what they believe are opinions.6.ReviewingWe 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 sthat ⋯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 followingdiscussion:A. What is the best evidence?B. How can we know which eyewitness is most believable?Well done. Let ' s come to the discussion “ Which person gave the best evidence?Keys fore reference:Jan Hasek is less believable because he owns a little restaurant near the mine.If the search stopped, his business would suffer.Hans Braun is also less believable because he is working for a company trying to find the ship which carried the treasures in the Baltic sea.Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable.8.Reading and writingSometimes 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 theo tuhnindg bsy f him?C.What happened to Johann when she was a pupil?Keys:A. Johann thinks the people who find the Amber Room should keep it for them own.B. His father thinks as Johann does.C.She found a little money and kept it to himself.pleting the letters A & B and then giving your own letters ·When you writeyour letter, you may choose to agree or not agree with the writer.You must give a reason why you agree or dont agree with the writer.·Be sure to give an example from your own life sothat 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 long history, dating back to over 5 century BC. The local government is collecting money to repair and 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 develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let ' s have thdebating.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 relics insist that it belongs to his family.·The room was completed the way she wanted it .·It was ready for the people of St. Petersburg to celebrate the 30th0 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 proved.·An opinion is what someone believes is true but has not been proved.Part Two: Teaching Resources教（学资源）Section 1: A text structure analysis oINf SEARCH OF THE AMBER ROOMI. Type of writing and summary of the ideaII. A tree diagramSection 2: Background information on culture relicsI.W hat 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 lis《t 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。