人教版英语必修二Unit 1(Reading)教学设计

人教版英语必修二Unit 1 Reading教学设计

一、教学内容分析

In search of the Amber Room是人教版英语必修二第一单元Cultural Relics的第一篇阅读文章。这一单元主要涉及到与文化遗产有关的一些知识，如文化遗产的定义、特点、如何更好地保护好文化遗产等。学生在学习了必修一五个单元的内容后，已经初步掌握了一些基本的阅读技巧，对高中英语每个单元的构架、组织也有了一些了解，这些为这一单元的学习奠定了一些基础，学生在学习这一篇文章时就不是那么陌生和困难。这一单元的reading部分通过给学生介绍琥珀屋的历史，来增加学生对文化遗产保护的兴趣、引起他们对文化保护的重视，同时也培养学生从整体上理解文章的能力和利用已有资源培养学生批判性思维的能力。

二、教学目标：

知识与技能：

（1）学习与文化遗产有关的词汇、短语；

（2）学习迅速把握文章大意的能力；

（3）学习流畅的朗读能力；

（4）学习查找工具书解决疑问的能力。

过程与方法：

通过提问和讨论，引导学生发现琥珀屋的价值，进而了解怎样去评价一件文化遗产的价值。情感态度和价值观：

（1）培养学生保护文化遗产的意识；

（2）通过讨论，培养学生的合作意识和批判性思维能力。

三、教学重点和难点：

教学重点：

（1）学生能形成保护文化遗产的意识；

（2）学生能快速阅读并把握文章重点；

（3）学习与文化遗产相关的词汇。

教学难点：

（1）学生能理解文章中出现的人物与琥珀屋的关系；

（2）学生能合作复述文章内容。

四、教学用具：黑板，多媒体

五、教学设计总体思路

这一篇文章的教学主要以提问、布置任务的任务型教学和学生讨论的合作性学习为主。课堂开始时通过提问的方式引导学生利用工具书来理解文化遗产的定义，站在广义的角度去认识阅读部分所讲述的文化遗产属于哪一类型。然后通过图片呈现和一问一答的方式让学生了解文化遗产的价值。此外通过布置任务的方式引导学生利用阅读技巧，了解文章段落大意。通过仔细阅读，把握文章中所提到的历史人物和琥珀屋的关系，让学生意识到琥珀屋存在的历史价值，并通过小组讨论、合作的方式来巩固文章大意，进而为后面的开放式讨论奠定一定的理论基础。

六、教学过程

七、教学反思

整个教学过程设计时是想在大部分时间里让学生多说、多参与到教学活动当中。在实际上课时，导入部分开始的太突兀，也许先让学生看更多的有关文化遗产的图片后再提问能让学生更容易回答问题一些。在凸显文化遗产价值这一点上，应该设计更多的反义疑问句来强调它们的重要性和价值。学生对文章中的词汇和内容只通过快速阅读和听录音还达不到熟练的程度，所以学生在回答细节查找问题时需要彼此讨论一下来确定最终的答案。这一堂课的讨论除了分享细节题的答案外，还设计了两次，一次是讨论谁与琥珀屋有关，另一次是讨论文化遗产是否有重建的意义。第一次讨论着眼于整个班级的学生对文章的理解，分成六人一组，由于花时比较多，只展示了一组学生；这也影响到下一次的讨论。因此第二次讨论进行的很粗糙我就呈现了自己的建议，这样discussion和writing部分一起就做成了homework。我希望我的课堂上学生能主动积极快乐地发表自己的见解，因此在要求学生回答问题时没直接点学生，而是鼓励学生自己主动站起来回答，这一过程在课堂上花费了一些时间，这也是这堂课比预期的花时间要长的原因。

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A is three times____________________ B. A is three times ____________________B. A is three times ____________________B. 17. ____________________ 不同于… 18. ____________________ 和…一样 二、词汇运用 1.the differences between A and B 你知道英语和美语有什么区别吗？ _______________________________________________________________________________ 2.one’s attitude to \ towards sth. (doing sth.) 对于学习英语, 你的态度是怎样的？ _______________________________________________________________________________ 3.behave oneself/behave badly 老实点！ _______________________________________________________________________________ 4.be friendly to 他对待别人总是很友好。 _______________________________________________________________________________ 5.introduce A to B\oneself 首先请允许我介绍一下自己。 _______________________________________________________________________________ 6.in other words 你明天不用来上班了。换句话说, 你被炒了。 ______________________________________________________________________________

完整word版,人教版高中英语必修一unit1教案最终版

Teaching Plan Unit1 Friendship 教材人教版高中英语必修一 试讲者李瑶单位新疆师范大学 适用年级高中一年级单元第一单元 课题Anne’s Best Friend 课时共五课时，第二课时 （ Reading） 一．教材分析 Analysis of the Teaching Materials This unit is the first unit of the senior English studying which talks about friendship.As for the students, at the beginning of senior school life, making new friends is one of important things for them now,so the topic of this unit is appropriate at the present time. It can easily stimulate students’interests in English learning and help students think how to choose friends and the meaning of the friendship. The reading passage is the center of the unit. It mainly talks about the Anna , a Jewish girl , during the world war II, regarded the diary as her best friend to express her happiness, sorrow and missing to her hometown. 二．学情分析 Analysis of the Students As the students, grade1of senior high school,they have the basic abilities of listening,speaking,reading and writing,but they still need more chances to practice what they have learnt and improve their ability of communicating with others and expressing their ideas fluently and accurately. Meanwhile,it is also necessary to develop their autonomous learning ability and cooperative learning ability, as well cultivate the awareness of cultural differences. 三. 教学目标 Teaching Aims 1.Knowledge Objectives 1.Get students to know the main content of this article. 2.Learn about the formats of a diary. 2.Ability Objectives 1.Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on. 2.Summarize different paragraphs. 3.Emotion Objectives

人教版高中英语必修二Unit-1-Cultural-relics-教案

Unit 1 Cultural relics 随堂练习 1、Fill in the blanks with proper words（the first letter is given） The topic of this unit is cultural relics. A cultural relic is something that has survived for a long time, often a part of something that has remained when the rest of it has been destroyed; it tells people about the past. 2、Read the passage again and choose the best answer for each blank. ①The king of Prussia who gave the Amber Room as a gift to Russia was B. A Frederick Ⅰ B Frederick William Ⅰ C Peter the Great D Catherine Ⅱ 文中信息：Frederick William Ⅰ, the king of Prussia, could never have imagined that his greatest gift to the Russian people would have such a strange

history.（Parag1） ②The king of Prussia gave the Amber Room to Russia because D. A he wanted to marry Catherine Ⅱ B he was kind C he needed better soldiers D he wanted to make friends 文中信息：In 1716, Frederick William Ⅰ, gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian people.（Parag2） ③The Amber Room was stolen by B. A Russian soldiers B German soldiers C people in Konigsberg D people in St Petersburg 文中信息：But some of the Nazis secretly stole the Amber Room itself. ④In 1941, the city of Konigsberg was in A. A Germany B Russia C Sweden D France 文中信息：But some of the Nazis secretly stole the Amber Room itself. ⑤The Russians didn’t hide the Amber Room because C. A they were at war B they couldn’t find a p lace C the German soldiers arrived too soon D no train could take it away 文中信息：This was a time when the two countries were at war. 3、Look at every statement. If you are “sure” it is true, mark “S” to the left of it. If you are “not sure”, mark “NS”. （NS）1 The Amber Room was not easy to make. （S） 2 Catherine Ⅱ didn’t like everything about the Amber Room when she first saw it. （S） 3 The Amber Room was taken to Konigsberg and hidden there in 1941. （NS）4 The Russians didn’t care about the Amber Room. （NS）5 The Russians don’t think the Amber Room will ever be found. 课堂笔记 1、He insists it belongs to his family. 他坚持说这是他家的。 动词insist后面所接的从句有两种情况，当表示“坚持要干某事”时，用虚拟语气；当表示“坚持认为（主张、想法和事实）”时，不用虚拟语气。 ①Mother insisted that I（should）use the old bicycle. 妈妈坚持要我骑那辆旧自行车。（坚持要别人干，虚拟语气） ②He insisted that he was right. 他坚持认为他是对的。（坚持认为，真实语气） 2、Frederick William Ⅰ, the king of Prussia, could never have imagined that his greatest gift to the Russian people would have such a strange history. 普鲁士国王威廉一世决不可能想到他送给俄罗斯人的礼物会有这样一段离弃的历史。 情态动词+have done表示对过去发生的事的推测、批评、反悔等意。 ①When you spoke in front of 300 people yesterday, you must have felt very nervous. 你昨天面对300人讲话时，一定很紧张吧。（推测） ②You failed again in exam. You should have studied hard. 你考试又没有及格。你本来应该好好学习（批评） ③It is raining hard now. I needn’t have watered the flower this morning. 下大雨啦！我本来不必给花浇水的。（反悔）

最新人教版英语必修一全套教案名师优秀教案

Module I Unit 1 Friendship Teaching Plan I. Teaching aims: 1. Ability Goals： ① Listening: gain useful information and clear views from the listening material; ② Speaking: express one’s attitude or views about friends and friendship in appropriate words. ③ Reading: let Ss summarize the main idea ④ Writing: write a letter about how to make friends 2. Knowledge Goals： ① Talk about friends and friendsh ip; how to BE friends; how to gain friendship ② Use the following expression: so do I / neither do I I think it is a good idea All right Yes，but… ③ to get the Ss to master direct speech and indirect speech ④ vocabulary and phrases: upset, calm, concern, careless, loose, cheat, list, share, German, series, outdoors, crazy, purpose, thunder, entirely, power, trust, suffer, teenager, advice, quiz, editor, communicate, situation, add up, calm down, have got to, be concerned about, walk the dog, go through, hide away, set down, a series of, on purpose, so as to, face to face, according to, get along with, fall in love with, join in, be upset about, for once 3. Emotion Goals: ① To arise Ss’ interest in learning English; ② To encourage Ss to take part in the act ivities and make Ss confident; ③ To develop the ability to cooperate and communicate with others.

人教版高中英语必修一Unit1教案

Unit 1 Friendship ？ Warming up 1.be good to be good for=do good to be good at 2.following adj. 下面的，下列的 ) the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后 ) 3.add v. add...to... add to add up add up to ： addition n.in addition=besides +句子 in addition to +n./doing 同类用法联想： because & because of instead & instead of additional adj. 附加的 additionally adv.“而且，其次” “附加给 ..., 除了 ...还有...” 4.分数 score grade point mark (full marks) 5.until 6.with 和...一起，附带着， 用 without 不... within在...内，不出 ... . write with a pen eat with hands/ spoon/chopsticks/knife and fork He left without saying goodbye.

He left with the water running. 分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。