人教版必修二英语教案

人教版必修二英语教案

【篇一：高中英语必修二music教案】

unit5

teaching aims

after class,students will be able to:

1.talk about different styles of music.

2.know the development of the monkees.

3.becomes interested in music.

teaching steps

step 1 brainstorming

teacher asks students the following questions:

1.do you like music?why?

2.what kind of music do you like best?

suggested answers:

1.eich life,relax,pleasant,happy,crazy

2.make things more lively and interesting.

3.make things better for people to understand and enjoy.

4.express peoples feeling.

5.make people feel good.

6.help people forget their pain.

step2 warming up

teacher show students some pictures and what kind of music it will be played.

(suggested answers:classical music,wedding ceremony music, pop music)

step3.reading and answering

students skim the text and answer the following two questions.

1.how many bands are mentioned in the passage?

2.which band does the band that wasntrefer to?

suggested answers:

1.two.the beatles and the monkees.

2.the monkees.

step4.main ideas

students find the main ideas of the first two paragraphs.

suggested answers:

paragraph 1. many people want to be famous as singers or musicians

paragraph 2. how most bands start.

step5.group work

steps6.main ideas

teacher ask students the main ideas of the last two paragraphs.

paragraph 3. the monkees started in a different way.

paragraph 4. how did monkees developed.

step7.reading and thinking

students look at the screen and find some information about time.

most of us have dreamed of being famous and form a band. most musicians meet and form a band because they like to write and play music. many times in america, bands are formed by high school students.they may play to passers-by in the street or subway, so that they can earn some extra money.

however, there was one band that started in a different way, such as the monkess band. when they play music,they played jokes on each other. their music and jokes are based on the band called beatles. after one year or so, they became more serious about their work. they started to play their own instrument and write their own songs like a real band.the band broke up in about 1970 , but reunited in the mid-1980s.in 1996,they produced a new record to celebrate their former time as a band.

step8.students answer two questions:

1.what did the monkees do before they did not take music seriously.

2.what did the monkees do before they did take music seriously.

suggested answers:

1.pretended to sing.

sang songs by others.

2.sang their own songs.

produced their own records.

step9.true or false

1.many musicians form a band because of their common interest in music.

2.playing music to passers-by in the street is the first step to fame

3.when perfomers make records and sell millions of

copies,they are successful.

4.each week the group that was calledthe beatles

5.most of us have dreamed of being a famous musian.

6.it is hard for the tv organizers to look for good rock musians.

7.at first,the monkees did not play their own songs.

8.the monkees became even more popular thanthe beatles.

9.in 1996,they produced a new record to celebrate their former time as a band.

step10.homework

make a summary of the passage.

have you ever wanted to be part of a band as a famous singer or musician? have you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music? do you sing karaoke and pretend you are a famous singer like song zuying or liu huan? to be honest, a lot of people attach great importance to becoming rich and famous. but just how do people form a band?

many musicians meet and form a band because they like to write and play their own music. they may start as a group of high-school students, for whom practising their music in someones house is the first step to fame. sometimes they may ptey to passers-by in the street or subway so that they can earn some extra money for themselves or to pay for their instruments. later they may give performances in pubs or clubs, for which they are paid in cash. of course they hope to make records in a studio and sell millions of copies to become millionaires!

however, there was one band that started in a different way. it was called the monkees and began as a tv show. the musicians were to play jokes on each other as well as play music, most of which was based loosely on the beatles. the tv organizers had planned to find four musicians who could act as well as sing. they put an advertisement in a newspaper looking for rock musicians, but they could only find one who was good enough. they had to use actors for the other three members of the band.

as some of these actors could not sing well enough, they had to rely on other musicians to help them. so during the broadcasts they just pretended to sing. anyhow their performances were humorous enough to be copied by other

groups. they were so popular that their fans formed clubs in order to get more familiar with them. each week on tv, the monkees would play and sing songs written by other musicians. however, after a year or so in which they became more serious about their work, the monkees started to play and sing their own songs like a real band. then they produced their own records and started touring and playing their own music. in the usa they became even more popular than the beatles and sold even more records. the band broke up about 1970, but happily they reunited in the mid-1980s. they produced a new record in 1996, with which they celebrated their formal time as a real band.

【篇二：人教版高中英语必修二全册教案教学设计】 unit 1 cultural relics

part 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 relics

to learn about the restrictive and non-restrictive attributive clause

i. warming up

warming up by defining

good 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 presenting

hi, 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 discussing

now, boys and girls, i met a ―moral dilemma‖. that means i must make a choice between the interests of the family and the interests of the society. things are like this: my

old granny happened to find an ancient vase under the tree in the earth of our gard en. 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-reading

1. looking and saying

work 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 sharing

work 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. reading

1. reading aloud to the recording

now 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 paragraph

now 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 understanding

next you are to read and underline all the useful expressions

or collocations in the passage. copy them to your notebook

after class as homework.

5. reading and transferring information

read the text again to complete the table, which lists all the numbers in the text.

6.reading and learning

read the text and learn more about the following proper nouns. you can surf on the website after class:

Ⅳ closing down

wn by doing exercises

to end the lesson you are to do the comprehending exercises no. 1 and no. 2.

closing down by having a discussion

a. can you imagine the fate of the amber room? what is it?

b. do you think if it is worthwhile to reproduce the amber room? why?

【篇三：人教新课标高一英语必修2_unit_1教案】

unit 1cultural relics

i. 单元教学目标

ii. 目标语言

ii. 教材分析与教材重组

1. 教材分析

本单元以cultural relics为话题，旨在通过单元教学使学生了解世

界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复

习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的

观点。

1.1 warming up 热身部分提供了四幅图片，设计了三个问题让学生

交流对于cultural relic的了解，并就此进行讨论。这部分的目的是

呈现本单元的中心话题“文化遗产”。

1.2 pre-reading 是reading的热身部分，提供了ambers的图片并

就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。

1.3 reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙

皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。设计这

篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文

化从文化遗产的重要性和必要性。

1.4 comprehending既有知识性的问题，同时又跳出了课文，对文

章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章

的理解。exercise 1将人物及相关事件匹配，检验学生对文章细节

的理解；exercise 2 将所给的问题与段落匹配，是段落大意理解题；exercise 3安排了对于重建lost cultural relics的意义进行讨论，

使得学生能对本单元的主题进行较为深入的探讨。

1.5 learning about language 分discovering useful words and expressions 和discovering useful structures两部分。其中第一

部分的exercise 1着重训练对英语单词解释的理解。exercise 2 着

重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。exercise 3 专练belong to的词义和用法。在discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和

区别。再通过连句练习和造句

练习来巩固本次所学定语从句的内容。

1.6 using language 分reading and listening、speaking 及reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标语言：文化遗产，进行语言的输入

和输出的训练，旨在要求学生熟悉掌握必要的语言，并能运用它们。

1.7 summing up 从四个角度：有用的动词、动词短语、其他的表

达和新句型结构总结本单元内容，并总结所学的有关文化遗产方面

的知识。

1.8 learning tip建议学生亲自去博物馆看一些中国文化遗产，并主

动担当导游向外国游客介绍这些文化遗产，同时练习英语口语，并

向外国游客学习英语同他们交朋友。

2. 教材重组

2.1 从话题内容分析，warming up, pre-reading, reading, comprehending和leaning about language内容一致, 将其设计成一节阅读课。

2.2 将using language 设计成一节综合技能课。

2.3 将 workbook 里的listening和listening task整合成一节听力课。

2.4 将workbook里的talking和speaking task及writing task设计成一节口语和写作课。

2.5 将workbook 里的reading task设计成一节阅读课。

2.6 将workbook里的using words and expressions与using structures和using language中的summing up与 learning tip 和workbook中的checking yourself设计成一节复习课。

3. 课型设计与课时分配。（经教材分析，根据学情，本单元可用6课时完成） 1st period warming up and reading (i)

2nd period integrating skills

3rd period listening

4th period speaking and writing

5th period reading (ii)

6th period comprehensive revision

iii. 分课时教案

the first periodwarming up and reading (i)

teaching goals 教学目标

1. target language 目标语言

a. key words and phrases (重点词汇和短语)

rare, survive, valuable, dynasty, vase, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth

b. key sentences (重点句型)

the amber which was selected had a beautiful yellow-brown color honey.

it was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make.

later, catherineⅡ had the amber room moved to a palace outside st petersburg where she spent her summers.

in 1770 the room was completed the way she wanted.

this was a time when the two countries were ay war.

there is no doubt that the boxes were then put on a train for konigsberg, at that time a german city on the baltic sea.

after that, what really happened to the amber room remains a mystery.

in 2003 it was ready for the people of st petersburg when they celebrated the 300th birthday of their city.

2. ability goals能力目标

enable students to learn about the history of amber room.

enable students to give opinions on rebuilding lost cultural relics.

3. learning ability goals学能目标

after learning this reading passage, students should have the ability of reading passages about cultural relics, learn more languages about this topic and have the sense of protecting cultural relics.

teaching important points 教学重点

人教版高中英语必修二全册教案

Unit 1 Cultural relics I. 单元教学目标 II. 目标语言

II. 教材分析与教材重组 1. 教材分析 本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。 1.1 Warming up热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。 1.2 Pre-reading是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。 1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。 1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。 1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。 1.6 Using language分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标

(完整word版)人教版高一英语必修二英语课文原文(2)

Frederick William Ⅰ，the King of Prussia , could never have imagined that his greatest gift to the Russian people would have such an amazing history . This gift was the Amber Room , which was given this name because several tons of amber were used to make it . The amber which was selected had a beautiful yellow-brown colour like honey . The design of the room was in the fancy style popular in those days . It was also a treasure decorated with gold and jewels , which took the country's best artists about ten years to make . In fact , the room was not made to be a gift . It was designed for the palace of Frederick Ⅰ. However, the next King of Prussia , Frederick William Ⅰ,to whom the amber room belonged, decided not to keep it. In 1716 he gave it to Peter the Great. In return , the Czar sent him a troop of his best soldiers. So the Amber Room because part of the Czar's winter palace in St Petersburg.About four metres long, the room served as a small reception hall for important visitors . Later,Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where she spent her summers. She told her artists to add more details to it .In 1770 the room was completed the way she wanted . Almost six hundred candles lit the room ,and its mirrors and pictures shone like gold. Sadly , although the Amber Room was considered one of the wonders of the world , it is now missing . In September 1941, the Nazi army was near St Petersburg . This was a time when the two countries were at war . Before the Nazis could get to the summer palace , the Russians were able to remove some furniture and small art objects from the Amber Room . However , some of the Nazis secretly stole the room itself . In less than two days 100,000 pieces were put inside twenty-seven woooden boxs . There is no doubt that the boxs were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea . After that, what happened to the Amber Room remains a mystery . Recently , the Russians and Germans have built a new Amber Room at the summer palace . By studying old photos of the former Amber Room , they have made the new one look like the old one .In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city . A FACT OR AN OPINION? What is a fact? Is it something that people believe? No. A fact is anything that can be proved. For example, it can be proved that China has more people than any other country in the world. This is a fact. Then what is an opinion? An opinion is what someone believes is true but has not been proved. So an opinion is not good evidence in a trial. For example, it is an opinion if you say “Cats are better pets than dogs”. It may be true, but it is difficult to prove. Some people may not agree with this opinion but they also cannot prove that they are right. In a trial, a judge must decide which eyewit nesses to believe and which not to believe. The judge does not consider what each eyewitness looks like or where that person lives or works. He/she only cares about whether the eyewitness has given true information, which must be facts rather than opinions. This kind of information is called evidence. Unit 2 AN INTERVIEW Pausanias, who was a Greek writer about 2,000 years ago, has come on a magical journey on March 18th 2007 to find out about the present-day Olympic Games. He is now interviewing Li Yan, a volunteer for the 2008 Olympic Games.

高中英语必修一教案

高中英语必修一教案Unit 1 Friendship

1.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition

人教版新课标高中英语必修二教案合集

新课标高中英语必修二教案合集Unit 1 Cultural relics Part 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 relics To learn about The Restrictive and Non-Restrictive Attributive Clause I. Warming up Warming up by defining Good 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 presenting Hi, everyone. Let’s look at the screen. I’ll present yo u some pictures. They all

人教版高中英语必修一全册教案

Unit 1 Friendship Ｉ．单元教学目标 II．目标语言

III. 教材分析和教材重组 1. 教材分析 本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。

外研版高中英语必修二课本原版(电子版)

Module 1 Our body and Healthy Habits Introduction Look at these words and expressions. Which of them are connected with illness? dentist diet fat fit flu (influenza) get/catch a cold health rare toothache unhealthy wealthy Read the proverbs and try to explain them in English. ?You are what you eat. % ?Healthy mind in a healthy body. % ?Early to bed, early to rise makes a man healthy, wealthy and wise. % ?An apple a day keeps the doctor away. % Vocabulary and Reading 1.Look at these words and answer the questions. anxious; break (as in break an arm); captain; fever; injure; injury; pain; painful; normal; sweets

1. Which word is connected with food? 2. Which words are connected with body? 3. Which word means usual or ordinary? 4. Which word means leader? 5. Which word means worried about something that may happen? Zhou Kai (1) When Zhou Kai's mother saw him heading towards the front door without a jacket on, she eyed him anxiously. "Zhou Kai, where are you going?" she asked. "To the park. I'm going to play football," said Zhou Kai. "But it's raining! You'll catch a bad cold," said his mother. "No, I won't. I'll be fine," said Zhou Kai, as he opened the door. "Zhou Kai, you'll get ill. You know you will. You can at least go and get your jacket." "OK, OK." Zhou Kai went and did as he was told.

高一英语必修教案全部

Unit 1 Festivals around the world Ｉ．单元教学目标 II．目标语言

1. 教材分析 本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所 了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固运用请求和感

谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。 1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。 1.2 Pre-reading是Reading 的热身活动。主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。 1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。 1.4 Comprehending是考察对阅读内容的进一步理解。 练习一：六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。 练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。 练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。这就要求学生不仅要温习文章内容而且要结合实际，阐述自己的想法，挖掘学生的思维能力和语言表达能力。 1.5 Learning about Language 分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习和用文章中的词汇的适当形式填空；Discovering useful structures 是以文章内容为载体在语境中练习语法，掌握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交

高中英语必修二全套教案+课件Unit 3 ComputersSpeaking and writing

Unit 5 Music 写作和口语课 一、教学内容 S peaking and writing (pp. 39-40) 二、教学目标 在本节课结束时，学生能够 ● 在口语中运用提建议和征求建议的表达法，并且熟悉一些关于音乐和组建乐队的 话题。 ● 写信向音乐人征求建议，并恰当运用一些相关表达法。 三、教学步骤 步骤一 热身 1. 教师将问题展示在PPT 上，第一个问题可以请全班一起回答；第二个问题可以请学生四 人一组讨论，小组讨论会用到一些提建议的表达法，讨论前教师可以和学生一起回忆以前学过的相关表达法，并将其展示在PPT 上或写在黑板上；对于比较难的表达法，教师可以给出例句。 2. 教师请两三个组的代表先说出本组同学的看法，其他组学生补充，最后再综合学生的想法，形成类似右图的思维导图。 设计意图：热身旨在让学生回顾上节课所学 内容和自己已有的与话题相关的知识，并引入此节课的教学内容，起到承前启后的作用；列出表达法和例句旨在为小组讨论提供语言上 a music band band name musicians instruments the kind of music main singer (lead vocals) piano drum bass guitar guitar pop music folk music classical music rock ‘n ’roll rap country music orchestra companions

的帮助；思维导图的设计是为了向学生展示思考的过程；同时复习学过的关于音乐和乐队的一些词汇，为学生下面的写作做好词汇准备。 步骤二 写前 1. 教师介绍写作任务：给Freddy 写一封信，向他征求一些有关组建乐队的建议。 2. 语言准备： 1）教师提问学生关于征求建议的英文表达法。可以全班一起回答也可以找个别学生回 答。教师可以进行补充并在PPT 中或黑板上展示。 2）用表示征求建议的表达法翻译一些句子。教师请学生自己思考后完成翻译练习，然 后找学生说出答案，教师或其他学生更正错误并提供正确答案。 设计意图：请学生列出征求建议的表达法 旨在为下面的书信写作做语言准备；把几个较难掌握的表达法提出来让学生练习，旨在帮助学生掌握其用法，帮助他们克服写作中可能遇到的语言困难。 3）教师向学生介绍咨询信的特点，并请学 生看学生用书p.39给出的信的开头 和p.40Freddy 的回信，两人一组根据回信写出李华向Freddy 提出的问题；然后结合前面讨论的组建乐队需要考虑的问题，列出自己要向Freddy 咨询的问题。 4）教师和学生一起分析一封咨询信范例，讨论咨询信的写法。

人教版高中英语必修二第三单元教学设计

《多媒体课件制作与使用技术》课题：The Olympic Games 姓名：Mia Dong 学号：17 专业：英语班级： 4 课程名称：多媒体课件制作与使用技术 学期：2012至2013学年第二学期

人教版高中英语必修二第三单元 《The Olympic Games》教学设计 Mia Dong 外语系4班17 一、学情分析 （一）学习者分析 1、一般特征： 学生基本上来自农村，英语水平参差不齐，学习压力大； 学习策略与方法不合理，有的学生还不喜欢英语。 2、学习风格分析： 对于高中生来说，学习的习惯和方法还是局限于较为死板，习惯于题海战术，很 少有自发的对感兴趣的课题的研究或学习； 学生习惯于上课认真听老师讲解，较少地参与主动地学习，一直是较为死板地学 习，老师激发学生兴趣，使其主动融进课堂学习。 3、初学能力判断; 既一个学期的高中英语学习后，学生的英语水平能力有提高，但还需继续努力； 关于必修二已经学习了第一、二单元，学生基本可以接受第三单元的学习任务， 前提是必须认真融入由教师带领的学习氛围中。 （二）教材分析 本单元以世界性的体育盛会──Olympic Games 为话题，旨在通过本单元的教学， 使学生了解奥运会的起源、宗旨、以及古现代奥运会的异同。学会用英语表达自己 的兴趣爱好以及如何向别人推荐某一种爱好，同时培养学生对体育运动的爱好。二、教学目标

教学要求： （一）教学模式 关于第二单元本环节——reading部分，采用教学问答模式、课堂授受模式、指导自 学模式、合作交流模式以及探究学习多种模式交叉运用。 （二）教学策略 主要是使用替代式教学策略，使学生在短期内学习许多内容，提高教学效率。其中 穿插问题引导方式，从而克服单一的替代式教学策略的不足 （三）教学方法 以语言形式获得间接经验的方法为主，通过教师和学生口头语言活动及学生独立阅 读书面语言为主，其中使讲授法、谈话法、讨论法和读书指导法交叉使用。 四、教学平台 以多媒体课件演示为主，辅之以少量板书，即多媒体课件教室的教学环境。 五、教学计划 本单元用6课时 第一课时: Warming up and listening 第二课时: Speaking 第三课时: Reading 第四课时: Reading 第五课时: Language study 第六课时: Integrating skills （注：本课件为教学计划中的第三课时） 六、教学动力和动机 关于第三单元本环节教学，教师通过展示学生普遍关注的或喜欢的图片调动学习兴 趣，并且共同讨论学习各种有趣的运动调动学生学习积极性，并告知学生在reading 后有课堂测验，从而使学生感到较小的压力，促进学习积极性，进而完成教学任务 和教学目标。 七、教学具体环节

高一英语必修二第五单元语法教案

高一英语必修二第五单元语法教案 Period 2: A sample lesson plan for Learning about Language (The Attributive Clause (in/ for/ with/ by＋which/ whom). Aims To help students learn about the Attributive Clause with a preposition in front. TTo help students discover and learn to use some useful structures. Procedures I. Learning about grammar 1.Reading and thinking Turn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive II. Turn to page 34. Look at the two sentences: The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band. Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure. Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.

高一英语必修二课文

Unit1 IN SEARCH OF THE AMBER ROOM Frederick William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history. This gift was the Amber Room, which was given this name because several tons of amber were used to make it. The amber which was selected had a beautiful yellow-brown colour like honey. The design of the room was in the fancy style popular in those days. It was also a treasure decorated with gold and jewels, which took the country's best artists about ten years to make. In fact, the room was not made to be a gift. It was designed for the palace of Frederick I. However, the next King of Prussia, Frederick William I, to whom the amber room belonged, decided not to keep it. In 1716 he gave it to Peter the Great. In return, the Czar sent him a troop of his best soldiers. So the Amber Room became part of the Czar's winter palace in St Petersburg. About four metres long, the room served as a small reception hall for important visitors. Later, Catherine II had the Amber Room moved to a palace outside St Petersburg where she spent her summers. She told her artists to add more details to it. In 1770 the room was completed the way she wanted. Almost six hundred candles lit the room, and its mirrors and pictures shone like gold. Sadly, although the Amber Room was considered one of the wonders of the world, it is now missing. In September 1941, the Nazi army was near St Petersburg. This was a time when the two countries were at war. Before the Nazis could get to the summer palace, the Russians were able to remove some furniture and small art objects from the Amber Room. However, some of the Nazis secretly stole the room itself. In less than two days 100,000 pieces were put inside twenty-seven wooden boxes. There is no doubt that the boxes were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea. After that, what happened to the Amber Room remains a mystery. Recently, the Russians and Germans have built a new Amber Room at the summer palace. By studying old photos of the former Amber Room, they have made the new one look like the old one. In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city.

人教版高中英语必修五全套教案

Module V Unit 1 Great scie ntists Teach ing Aims Skill Goals ▲Talk about scie nee and con tributio ns of scie ntists ▲Practice express ing will, hope and suggesti ons ▲Practice express ing the stages in exam ining a new scie ntific i dea ▲Lear n to orga nize a scie ntific research ▲Lear n to use the past participle as the predicative & attribute ▲Practice describing people ' s characteristics and qualities ▲Develop the skills of persuasive and descriptive writi ng Key new words and expressi ons 1. Memorize engine, characteristic, theory, scientific, examine, conclude, conclusion, analyse, repeat, defeat, attend, expose, cure, control, absorb, test, severe, valuable, pump, pub, blame, immediately, han dle, additi on, link, announce, in struct, virus, con struct ion, con tribute, positive, strict, moveme nt, god, backward, complete, spin, en thusiastic, cautious, reject, view 2. Read up infect, in fectious, cholera, deadly, outbreak, clue, Cambridge, germ, certa in ty, creative, cooperative, Nicolas Coper ni cus, revoluti on ary, calculati on, loop, privately, bright-n ess, persuasive, logical 3. Expressions put forward, makea conclusion, in additi on, link .. to ..., apart from, be strict with, lead to, make sen se, point of view, expose to, absorb in to, be to blame, physical characteristic Procedures IPeriod 1 : Warming Up , Pre-reading, Reading 禾口Comprehending 2 Period 2 : Reading and difficulties 3 Period 3 : Read ing P7 4. Period4 : Lear ning about Lan guage,Workbook 5. Period 5 : Grammar 6. Period6 : Using Language,Listening and Speaking 7. Period 7 : read ing and writ ing The First Period Readi ng Step I Lead -in Ask the stude nts to think of some great inven ti ons and inven tors in history. T: Welcome back to school, every one. I guess most of you have enjoyed your holiday. Maybe I should say every one has enjoyed a scie ntific life. Why? Because you have enjoyed the results of the scienee and scientists. Nowcan you tell me the scientists who inven ted the lights, the gramoph one and the computer? S1: Edis on inven ted the lights and the gramoph one. S2: The first computer was inven ted by a group of America n scie ntists. Step n Warming up First, ask some questions about great scientists. Second, tell all the students to play the game called Guess Who I Am. T: You know our life is closely related to scie nee and scie ntists. We ben efit a lot from them. Can you n ame out as many scie ntists as possible?