人教版高中英语教案 2

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。

人教版高中英语选修7《Unit 2 Robo ts》教案2篇Teaching plan of unit 2 robots for senior high school English El ective of PEP人教版高中英语选修7《Unit 2 Robots》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文档下载后内容可按需编辑修改及打印。

本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语选修7《Unit 2 Robots》教案2、篇章2：人教版高中英语选修7《Unit 2 Robots》教案篇章1:人教版高中英语选修7《Unit 2 Robots》教案教学准备教学目标Teaching goals 教学目标1.Be able to learn some important words and phrases2.Help students to learn about robots and science fiction教学重难点eaching important points教学重点Enable students to grasp what Tony did to help Claire and how her emotion developed during Tony’s stay at her house.Teaching dif ficult points 教学难点How Claire’s emotion developed during Tony’s stay at her house.教学过程Teaching procedures 教学过程Step I Warming upPresent a photo of robots. Then ask students to say something about robot.What is on the blackboard?What is a robot?What can a robot do?Step II Pre-readingAsk students to predict question:If you have a robot, will you fall in love with it ?Introduce the background of the text.Step III ReadingFast reading1.What is the text mainly about?It is mainly about how a household _________ was _________ ________ in a family.2.Find the characters in the storyLarry Belmont: working in a company that makes robotsClaire: Larry’s wife, a housewifeTony: the robotGladys Claffern: a woman that Claire envies3.Tell stu dents that Claire’s feelings towar ds Tony changed as the story developed. Read the story again and then fill in the blanks.Comprehensio nRead the sto ry again and find out Claire’s sense of failure and what helps did Tony offer to her.SummaryFill in the blanks according to the knowledge that we have learnt in this class.The company for which Larry worked was to have a newly?made robot____（call）Tony experimented with by his wife Claire at home. At _____first sight of Tony, Claire felt ________（alarm）. She thought it was absurd tha t a robot seemed more like a human than a ______ .For as long as three weeks, Tony wanted tohelp her to dress, which made Claire ________（embarrass） and she refused him. But she was glad that Ton y could make her home ________， give her a new h aircut and change her makeup. To improve her home，he could also ________ a list of items for her to buy. And finally Tony helped Claire win the victory to be ________ （envy）by those ladies like Gladys Claffern who Claire wanted to be like. ________made us unbelievable was that Claire fell in love ______Tony—a robot !课后习题Homework1.Surf the Internet to get more information about science fiction..2.Preview the language points in the text.篇章2:人教版高中英语选修7《Unit 2 Robots》教案【按住Ctrl键点此返回目录】教学准备教学目标教学目标1.语言知识: 使学生理解文章中表达情感变化词汇;熟悉有关机器人方面的话题。

Unit 2 The Olympic GamesI．教学内容分析本单元的中心话题是“奥运会”。

Warming Up部分通过讨论让学生了解古代和现代奥运会的异同。

Pre-reading部分的三个问题则进一步考查学生对奥运会基本常识的了解。

Reading部分作者通过一个虚拟的采访向读者介绍了古代奥运会与现代奥运会的异同。

Comprehending部分帮助学生归纳他们已知的和刚学到的关于古代与现代奥运会异同，并且进一步讨论奥运会相关知识。

Learning about Language部分都同单元主题紧密相关，词汇和语法结构的呈现也尽可能地安排在相关的语境中。

Using Language部分通过一个希腊神话故事来引导学生进行读、听、说、写的综合训练。

Learning Tip部分鼓励学生在两人活动和小组活动中积极发言，这样既可以消除害羞的心理，又有利于学生掌握恰当的交际策略。

II．教学重点和难点1．教学重点(1) 本单元的生词和短语；(2)学会使用将来时的被动语态；(3)让学生熟悉奥运会—世界上最重要的体育盛会；能用英语就奥运会的基本知识进行互相问答，并能简述奥运会的基本知识；(4)鼓励学生表达自己的兴趣爱好，要多让学生讲自己熟悉的话题。

2．教学难点(1) 指导学生按类别归纳整理词汇，让学生学会有效的记忆词汇的方法；(2) 引导学生发现本单元重点语言结构，让学生自己发现并感悟相关的语言规律，培养他们的语感。

III．教学计划本单元分五课时：第一、二课时：Warming up，Pre-reading, Reading, Comprehension第三、四课时：Learning about Language第五课时：Reading, Writing (Using Language)第六课时：Listening, Speaking, Writing (Using Language)IV．教学步骤：Period 1 Warming Up&Pre-readingTeaching Goals:To arouse Ss’ interest in learning about the history of the Olympics.Teaching Procedures:Step 1. Warming UpPurpose: To lead Ss to the topic of this unit through a quiz.1.What do you know about the Olympic Games? Try this quiz and find out who knows the most.Pair work: Get Ss to talk about the questions below, and then ask them to present it before the class.(1)Where did the ancient Olympic Games start?Olympia in Greece(2)How many countries competed in the ancient Olympic Games?only one, Greece（3）Who could not take part in the ancient Olympic Games?women and slaves(4) When and where did the modern Olympic Games start?Athens in 1896(5 )Who was C hina’s first gold medal winner and for what event?Xu Haifeng for shooting(6) What are the three words that show the spirit of the Olympic Games?swifter higher stronger(7)What do the five rings on the Olympic flag stand for?the five continents(8)What are the official mascots for the Beijing Olympics?The five mascots are officially called the Five Friendlies.(9) How many gold medals did China win in the 29th Beijing Olympic Games? 51(10)What’s the motto of Beijing Olympic Games?One world, one dream2.Brainstorming:Name the events of the Olympic Games .Events of the Olympic GamesBoxing,Swimming,Cycling,Diving,Basketball,Badminton,Baseball,Archery,GymnasticsSailing, Horse riding, SoccerStep 2.Pre-readingPurpose: To have Ss learn about some more about Olympics and arouse their interest.Individual work: Get Ss to answer this question individually.1.Do you know any differences between the ancient and modern Olympic Games? List two of them.Ancient Olympic Games(1 )Only free citizens of one country take part(2 )Slaves and women could not take part(3) Always in the same place(4) Only once every four years(5 )Limited number of events which remained the sameModern Olympic Games(1) Competitors from many countries(2) All adults can take part if they reach the required standard for their event(3 )Hosted by different countries(4 )Summer and Winter Games; Special and Paralympics(5 )Many events which continue to increase2.When and where will the next Olympic Games be held?The next Olympic Games will be held in London in 2012.3.Show sth.about Beijing Olympic games.Homework:（1.）Write a passage about your idea about the Beijing 2008 Olympic Games in about 100 words.（2）Preview the reading: AN INTERVIEW课后记载：Period2 Reading1Teaching goals:1.train ss’ reading ability.2.let ss learn sth. about earthquake in tangshan.Teaching Procedures:Step1.Fast-ReadingListen to the tape and get the general ideas.This interview is mainly about ______.A. the story of a Greek writer Pausanias and a Chinese girl Li YanB. a magic journey by PausaniasC. the similarities and differences about the ancient and modern OlympicsD. the ancient Olympic Games in GreeceStep2.Careful-reading1. Where do all the competitors live?A. A hotel.B. A place hired by competitors.C. A restaurant.D. A special village.2. Which of the following is included in the Winter Olympic Games?A. Skiing and ice skating.B. Running and races.C. Horse riding.D. Swimming.3. Why do so many countries want to host the Olympic Games?A. To run faster, jump higher and throw further.B. To get a great honor.C. To make the country famous.D. To make money.4. Why does Pausanias think people may be competing for money in the modern Olympic Games?A. Because the winner can get medals.B. Because the winner can be awarded lots of money by their own countries.C. Because the olive wreaths have been replaced by medalsD. Because medals are made of gold.5. How does Pausanias feel when he hears the Olympic Games are also about being able to run faster, jump higher and throw further?A. Surprised.B. Happy.C. Sad.D. Astonished.Step3.Post-reading1.Scan the passage to find out the characteristics and similarities of the ancient and modern2.Read the passage carefully again and finish Ex2 (P11).(1).What amazes Pausanias about the Olympic Games?(2 )Why does he think Athens and Beijing should feel proud?(3) Why does he think people may be competing for money in the modern Olympic Games? Suggested Answers:(1) Pausanias is amazed that many countries take part in the Olympic Games and women too and there are two sets of Games-the Winter and the Summer Olympics.(2) Because Li Yan has explained that it is a great honour to host the Olympic Games..(3)He thinks that so many things have changed in the Olympic Games that he fears that the spirit of the Olympics may have changed too.3.Discussion:finish Ex3 (P11).Discuss this question in groups:Why do many countries want to host the Olympic Games while others do not? Use the mind map below to help you.(1)Reasons to host the Olympic Games?(2)Reasons not to host the Olympic Games?4.summary:Retell the text by filling the following blanks.The Olympic Games are the biggest sports meeting in the world, which include two kinds, the _________and the ________ Olympics. Both of them are ______ every ____ years. All countries can take part if their athletes reach the ________ to the games. Women are not only _______ to join in but playing a very __________ role.A special _______ is built for the competitors to live in, several ________ for competitions, a large swimming pool, a __________ as well as seats for those who watch the games. It’s a great _______ to host the Olympic Games. The olive wreath has been _________ by medals. But it’s still about being able to run ______, jump ______ and throw _______.Step4.Homework1.Read the text again and underline some important phrases and difficult sentences.2. Surf the Internet to find more stories about the ancient Greek and you are expected to share them with your peers in the next class.课后记载:Period 3 Language pointsTeaching goals:1. To enable Ss to master some new and useful words and expressions.2. To get Ss to have knowledge of language points.Teaching procedures:Step 1: Language pointsPurpose: To train Ss’ language capacity.1. Ss give the phrases and expressions according to the Chinese T gives2. Ss raise Qs on some difficult points they found while reading the textReading text:1.Take part in/join in 参加2.The spirit of ……精神、宗旨、灵魂ed to 过去常常4.Find out 查明，找出5.Every four years 每四年，每隔三年6.All over the world （遍及）全世界7. A set of 一套，一组pete with/against 和……竞争pete for…为……而竞争10.be admitted to 获准做某事11.be admitted as 作为…被接受12.reach the standard 达到……水平、标准13.play an important role/part in 在……方面扮演重要角色（起重要作用）14.as well as 和……一样15.think you for your time 感谢您（能抽空……）e from the same root 同根17.Have (no) chance of doing sth. 有（没）做……的机会18.Go with 伴随，与……搭配19.relate…to…把……与关联起来20.relate with 和……有关21.Run against…和……赛跑22.Hear of 听说23.Make sure 确定24.Take turns 轮流25.One after another 一个接一个1.go/start/ come/ be on a journey进行旅行eg.My father is away on a journey.find out about 弄清有关……的情况eg.The police are trying hard to find out about the accidenton a journey 在进行旅行on business 在出差2.interview sb. 采访/面试某人 a job interview 求职面试 a television interview 电视采访3.I lived in what you call “Ancient Greece”and I used to write about the Olympic Games more than 2,000 years ago. (P9)我生活在你们所说的“古希腊”，我曾经写过２０００年前奥林匹克运动会的情况。

新人教版必修一welcome unit（语法和写作）知识梳理---简单句的八种基本句型Grammar【自主思考】写出下列各句的基本句式结构1．(教材P2)My name is Amy．_________________________________________2．(教材P3)A boy meets a girl during a break．_________________________________________3．(教材P6)We must act．_________________________________________4．(教材P6)The teacher found the classroom empty．_________________________________________5．(教材P6)My mum bought me a new dictionary．_________________________________________1. 主语＋系动词＋表语2. 主语＋谓语＋宾语＋状语3. 主语＋谓语4. 主语＋谓语＋宾语＋宾补5. 主语＋谓语＋间接宾语＋直接宾语句子成分及八种基本句型考点一：句子成分句子表达一个完整的意思，是由单词按一定的语法规则组合而成的。

句子一般可以分成几个部分，每个部分在句中具有一定的功能，称为句子成分。

不同的句子成分由一定的词类或词组充当。

1．主语(subject)主语是一句话的主体，表明句子说的是谁或是什么。

它一般放在谓语之前，通常由名词(名词短语)、代词、数词、动词不定式、动名词以及名词性从句等担任。

◆TV news often gives us lots of information．电视新闻常常给我们许多信息。

(名词)◆Something is wrong with my computer．我的电脑坏了。

(代词)◆Seven­tenths of the earth surface is covered with water．十分之七的地球表面被水覆盖。

Unit 2 Traveling Around Reading and Thinking 教学设计20232024学年高中英语人教版（2019）必修第一册教案一、课程基本信息1.课程名称：高中英语2.教学年级和班级：高一年级3.授课时间：20232024学年第一学期第2周第3节4.教学时数：45分钟二、教学目标1.知识目标：学生能够掌握本单元的生词和短语，如travel, around, trip等，并能正确运用它们进行简单句子的表达。

同时，学生能够理解并运用本单元的核心句型，如"I want to go to ..." "It's a good idea to ..."等，进行旅游计划的描述。

2.能力目标：学生能够通过阅读和思考，理解文章的主要内容，把握文章的逻辑结构，并能用自己的话复述文章的主要观点。

同时，学生能够运用所学知识，进行旅游计划的制定，能够运用适当的句型和词汇进行表达。

3.情感目标：学生能够通过本单元的学习，激发对旅游的兴趣和热爱，能够意识到旅游的重要性和意义，从而培养对旅游的积极态度和健康的生活方式。

4.策略目标：学生能够运用阅读策略，如预测、略读、细读等，来理解和分析文章，提高阅读理解能力。

同时，学生能够运用学习策略，如合作学习、自主学习等，来提高自己的学习效率和效果。

5.文化目标：学生能够通过本单元的学习，了解不同国家和地区的旅游特色和文化，增强对不同文化的理解和尊重，提高跨文化交际能力。

三、教学难点与重点1.教学重点a. 掌握本单元的生词和短语，如travel, around, trip等，并能正确运用它们进行简单句子的表达。

b. 理解并运用本单元的核心句型，如"I want to go to ..." "It's a good idea to ..."等，进行旅游计划的描述。

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。

Unit4写作课教案Describe a Place That You Like一、Teaching Objectives1. Students will be able to describe a place they like using appropriate vocabulary and sentence structures.2. Students will be able to organize their ideas into a coherent paragraph.3. Students will be able to use time expressions to describe the time of day or night when they visited the place.4. Students will be able to use transitional phrases to connect their ideas smoothly.二、Key Points and Difficult Points-Key Points: V ocabulary, Sentence Structures, Time Expressions, Transitional Phrases- Difficult Points: Coherence, Organization, Use of V ocabulary and Grammar三、Teaching Process1. Warm-up (5 minutes) -Start the class with a short discussion about a place that students like. This will help to generate interest and prepare the students for the task at hand.2. Presentation (10 minutes) - Introduce the topic "Describe a Place That You Like" and explain the structure of the paragraph. Discuss the key points and difficult points.3. Practice (20 minutes) - Divide the class into pairs and give them a few minutes to brainstorm a place that they like. Then, have each pair present their paragraph to the class. Afterward, discuss the strengths and weaknesses of each paragraph.4. Production (15 minutes) -Have the students write their own paragraph about a place they like. The teacher should monitor and provide feedback throughout this process.5. Homework (5 minutes) - Ask the students to revise their paragraph based on the feedback received during the class.6. Closure (5 minutes) - Review the key points and difficult points once again before ending the class. Encourage students to visit different places and continue practicing their writing skills.四、Learning ActivitiesWarm-up Activity- Begin by asking students to share a place they like and why they like it. Write these down on the board for reference later on.Presentation Activity- Introduce the topic "Describe a Place That You Like" and explain the structure of the paragraph. Discuss the key points and difficult points in detail. Show examples of good paragraphs for reference.Practice Activity- Divide the class into pairs and give them a few minutes to brainstorm a place that they like. Then, have each pair present their paragraph to the class. Afterward, discuss the strengths and weaknesses of each paragraph in detail, focusing on vocabulary, sentence structures, time expressions, and transitional phrases.Production Activity-Have the students write their own paragraph about a place they like. The teacher should monitor and provide feedback throughout this process. Encourage students to use as much descriptive language as possible and to vary their sentence structures.Homework Activity- Ask the students to revise their paragraph based on the feedback received during the class. Encourage them to focus on areas where they struggled during the production activity.五、Assessment Methods1. Written Assessment - Evaluate students' ability to write a well-organized paragraph that describes a place they like using appropriate vocabulary and sentence structures. Check for proper use of time expressions and transitional phrases.2. Peer Assessment - Have students evaluate each other's work, focusing on areas such as organization, vocabulary usage, and sentence structure. This will help identify common mistakes and areas where students can improve.。

人教版高中英语的备课教案5篇人教版高中英语的备课教案1(一)明确目标1. Read through the text live to ride.2. Understand “live to ride”.3. Learn to write a description.(二)教学过程Step1 Warming upTask 1Report about the passages found the day before.T: Yesterday we have the work --- to find and read a few passages about theme parks. So now please describe the thing you have got in hand.Students may talk more about rides, skiing, rafting, surfing, skydiving, adventure travels or other adventure activities.Task 2 Read the information below and make up a dialogue.Notice: This is taken from a website of the U.S. It’s about a kind of roller coaster. Students will find much detail in it.设计意图：以生活实际例子为引导，可操作性强。

Ant Farm ExpressType: Steel - Mine Train Height: 41 Feet Train Type: 30 Passengers Designer: Arrow Dynamics Drop: 32 Feet # of Trains: 3Year Built: 1971 Top Speed: 37 MPH Elements:Ride Time: 3 Minutes Length: 2,350 Feet # of Inversions: 0Color: yellow G-Force: Other:Comments: Operated at Dolly wood 1989-1998 as the Thunder Express.Also operated as one of two mine train tracks called the River King Mine Train at Six Flags St. Louis from 1971 to 1988. Relocated herein 20__.Photos: ……Students may raise questions as follows:What’s the nameWhen was it builtHow many passengers can it take at a timeWhat is the lengthHow high can it goWhat about the top speedAre there any comments about it … …Step2 ReadingTask 1 SkimmingQuestion:What attraction can be found important in theme parks → Rides, the “thrill ride” …Task 2 ScanningQuestions:1. How do people ride roller coasters nowadays2. What is a thrill ride likeAnswers:1. Rides are wider and scarier than ever.The cars run faster, the tracks are higher, and people go through twists, loops, and drops. Some let people race against their friends. Some ride through darkness inside a mountain and a building.2. Very exciting and scary.Thrill rides use speed, motion, and special effects to give you aSome let you feel what it is like to fall through the air.Some rides send you through caves and even rivers.Thrill rides can also send you into space or deep down in the ocean.Task 3 DiscussingGroup Work Question: What else can we do in a thrill rideS1: We can dash through the snow during the ride.S2: We will ride together with some animals.S3: The car rides in a desert. … …Summary:We can imagine so man y ways, but it’s still not enough.The only limit to the fun is the imagination of the designers ofthe thrill rides. It seems to be endless.Quote: The great progress in science roots in completely new and brave imaginations of the human beings. ---- Dewey“科学的伟大进步源自于崭新与大胆的想象力。

Unit 2 Bridging CulturesUsing Language Period 1教材分析本节课为Using Language板块的第一部分，该部分的活动主题是“谈论国外的汉语学习情况”(Talk about Chinese language learning abroad),听说活动聚焦孔子学院的汉语学习情况，听力文本中的巴基斯坦孔子学院就体现了汉语和中国文化的传播对当地的影响。

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

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

2. 把握访谈对话的特点及常用语。

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

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

2. 把握访谈对话的特点及常用语，并能与同伴顺利开展相关话题的访谈对话。

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

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

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

人教版（2019）必修第一册Unit 2 Travelling AroundListening and SpeakingTeaching Plans教材分析：《人教版（2019）必修第一册Unit 2 Travelling Around Listening and Speaking》是高一英语教材中的一节课，主要内容为旅行相关信息的听力和口语训练。

教材包括一篇听力材料和相关练习题。

教学目标：1. 学会关注对话中的关键信息，了解对话大意。

2. 分析对话及所运用的表达用语，学习关于行前准备的常用表达方式。

3. 运用所学知识讨论并制定旅行计划。

教学重点：学会使用找关键词的听力策略迅速获取文章细节信息。

教学难点：归纳和总结旅行前的准备活动并根据这一主题编一段对话。

学情分析：学生是高一的英语学习者，已经掌握了一定的英语基础知识。

他们对于旅行这一话题可能有一定的了解，但在欣赏听力材料和进行口语表达时可能存在一些困难。

因此，在教学过程中应该将学生的兴趣和实际情况融入到讲解和练习中，激发他们的学习热情。

教学策略：1. 创设情景：通过创造旅行准备的实际情境，激发学生的学习兴趣。

2. 合作学习：鼓励学生进行交流和合作，提高口语表达能力。

3. 多媒体辅助：使用多媒体工具呈现听力材料和相关图片，增加学生的视听体验。

教学方法：1. 情境导入法：通过问题或图片引入话题，激活学生的相关知识和经验。

2. 听力训练法：通过听力材料进行听力训练，培养学生获取关键信息的能力。

3. 对话练习法：设计针对旅行准备话题的对话练习，提高学生的口语表达能力。

4. 小组讨论法：组织学生在小组内进行讨论，共同制定旅行计划，培养合作和团队意识。

在教学过程中，可以采用以下步骤进行教学：1. 导入：通过问题或图片引入话题，激发学生的学习兴趣。

2. 听力训练：播放听力材料，明确学生任务，引导学生使用找关键词的听力策略迅速获取文章细节信息。

3. 分析对话及表达用语：引导学生分析对话内容并掌握常用的行前准备表达方式。

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。

Unit2听力课教案Get Ready to Travel一、Teaching Objectives:1. Students will be able to understand and follow the travel itinerary and necessary information for a trip.2. Students will be able to ask and answer questions about travel-related topics in English.3. Students will be able to express their opinions and preferences regarding travel plans.二、Teaching Key Points and Difficulty Points:1)Teaching Key PointsIdentifying travel-related vocabulary and phrases.Comprehending and summarizing the travel itinerary and necessary information.2)Teaching Difficulty Points:Students may struggle with understanding complex information or organizing it into a coherent summary.Students may find it challenging to express their thoughts in English, especially when discussing personal preferences or opinions.三、Academic Analysis:1. Students should have a basic understanding of travel-related vocabulary, such as "flight," "hotel," "transportation," "destination," etc. They should also know how to ask and answer simple travel-related questions in English.2. Students should be able to follow a detailed travel itinerary and understand the necessary information for a trip, such as transportation, accommodation, attractions, etc. They should also be able to summarize this information in a clear and organized manner.3. Students should develop their ability to ask and answer more complex travel-related questions in English, as well as express their opinions and preferences regarding travel plans. They should also improve their confidence in using the language in real-life situations.四、Teaching Process:1. Warm-up (5 minutes)Greet students and ask them about their recent trips or travel experiences. Encourage them to share their stories and ask each other questions related to travel.2. Presentation (10 minutes)Introduce the topic of "get ready to travel" by showing a short video or presentation on different types of travel destinations, such as cities, beaches, mountains, etc. Discuss the benefits of traveling and encourage students to think about their owntravel dreams and plans.3. Practice (15 minutes)●Ask students to predict the main content of the conversation based on thequestions in activity2. Then listen to the first part of the material and choose the best answer.●Ask students to listen to the second part of material carefully and answerquestions in activity 3●Ask students listen to the whole conversation and then complete the table inmaterial four.●Teachers and students check the answers together, and discuss the difficultiesencountered in the listening practice and solutions4. Production (15 minutes)Ask students to imagine they are planning a trip to a destination of their choice (e.g., Tokyo). In pairs or small groups, ask them to discuss their travel preferences, such as transportation mode, type of accommodation, must-visit attractions, food, etc. Encourage them to ask each other questions and provide feedback on their ideas. After 10 minutes, ask each group to present their ideas to the class. Monitor and provide feedback on their work.5. Consolidation (5 minutes)Review the key points and difficulties of the lesson and emphasize the importance of practicing English skills for effective communication during travels. Encourage students to continue exploring travel-related vocabulary and phrases outside of class and use them in daily conversations with friends or family who have traveled abroad.6. HomeworkAssign homework where students write a short essay or create a dialogue between two people planning a trip to a destination of their choice, incorporating all the key points discussed in the class. This exercise will help reinforce the concepts learned and improve their writing skills in English.。

Unit 2 Wildlife ProtectionReading and ThinkingPeriod 1【单元学习主题】人与自然, 人教版高中英语必修2（2019版）第13页至第24页。

（6课时）【授课时长】40分钟【设计思路】本节课的重点是梳理文本，了解保护藏羚羊的前因后果和客观事实。

首先，教师引导学生根据标题猜测话题，设计问题并在阅读后回答，以培养学生自主学习的习惯和意识；其次，通过阅读旅行日志的一般方法来梳理文本，找寻文中细节信息，并根据whatwhyhow resultsmore to do这条线索来串联全文；最后，引导学生在探究字面意思的同时，探究其隐含意义，深挖文本内涵；最后布置学生课后讨论如何保护野生动物，为完成下一课时的目标做好语言铺垫。

【课标要求】1.知识要求：通过阅读本篇课文、学习提示、单元学习任务，了解叙事类语篇的主要写作目的和语篇结构，从语篇中提取主要信息和观点，理解语篇要义，根据语篇标题预测语篇的主题和内容。

通过比较、分析、思考，区分和鉴别语篇包含或反映的自然文化现象，并做出正确的价值判断。

2.核心素养要求：在阅读学习中提高语言能力，培养态度和行为取向，积极运用和调适英语学习策略，增强学生的语言能力、文化意识和学习能力，能够对事物做出正确的价值判断。

【学习建议】1.通过对标题的预测，自主提问并验证提问，梳理问题链；2.通过了解有关藏羚羊保护的背景知识，感受中国政府对保护野生动物的重视；3.通过探讨野生动物保护的话题，并将其整理分类，指导现实生活。

【学习评价】能否通过略读、扫读梳理全文的篇章结构，学习阅读技巧，并将其运用到之后的同类篇章阅读中。

【学习目标】In this class, we will:1.predict the content of the passage from its title.2.read and find out the information of each part in a travel journal;3.infer the implied meaning from the passage;e the mind map to retell the whole passage;5.read and think how people live in harmony with wildlife.【学习过程】学习环节一学生展示Good afternoon, class! My name is He Yiyang, It’s my great honor to be here to give my presentation. I am going to talk about wildlife protection. Could you please take out our textbook and turn to page 13? Did you find this sentence: When the buying stops, the killing can too. Do we really know what that means? Okay, now, let’s see some pictures at first. Please take a look at this picture. What are the things in it?Yes, they are ivory and ornaments made of ivory. Do we really need these ivory(象牙) products? We human beings steal ivories by killing up elephants to 33,000 a year, just for things that could be made of something else. Elephants need their ivory. We don't.Have you ever eaten shark fin? If people tell you shark fin (鱼翅) soup doesn't kill millions of sharks each year, don't buy it. If they tell you it's not harming shark populations, don't buy it. If they tell you it doesn't contain mercury that can kill you, definitely don't buy it. For your health, for the sharks, for the oceans, please say no to shark fin soup.Now can everyone understand the saying "When the buying stops, the killing can too."? Please don't deprive animals of essential life for something we don't need. That’s all for my presentation, thanks for your listening.学习环节二课前作业纠错（略）学习环节三Leadingin——Skimming——Scanning——Reading for implied meanings——Thinking【活动2.1 】LeadinginRead the title and look at the pictures. What can you get from them?Do you have any question about the title?A DAY IN THE CLOUDS1)Who spent the day in the clouds?2)Where were they? Were they really in the clouds?3) Why did they go there?Read the paragraph 1 and find the answer. 【活动】SkimmingRead the passage quickly and choose the correct answer. What’s the main idea of text?A ．The Changtang National Nature Reserve.B ．The protection of Tibetan antelopes.C ．Snowcovered mountains.D ．Some effective measures. 【活动】ScanningRead the passage and filling this chart below.Things the writer sees● snowcovered mountains intoclouds.● the antelopes slowly across thegreen grassThings the writer hears● times for the Tibetan antelope● measures to the Tibetan antelope ● the Tibetan antelope was fromthe endangered species list. How the writer feels or thinks● by their beauty ● our way of life● existing in harmony with【活动2.4】plete the mind mapRead the passage again and plete the mind map.【活动】Reading for implied meanings Please infer its implied meaning from the following sentences.1. The air is thin and we have to rest several times on the short hike from camp? (Where is the writer?)2. To Zhaxi, the land is sacred and protecting the wildlife is a way of life…Zhaxi and other volunteers watched over the antelopes day and night to keep them safe from attacks. (What kind of person is Zhaxi?)3. In June 2015, the Tibetan antelope was removed from the endangered species list. (What kind of result did they get?) 【检测与作业】Protecting the Tibetan antelopeWhyHow ResultsMore to do WhatThe writer says that we must change our way of life and learn to live in harmony with nature in order to save our planet. Do you agree? What do you think we should do or change?Discuss with your partners and write what you have discussed down and prepare for sharing it in the next class.【学后反思】1.是否能够用思维导图来理解本篇文章？2.是否能够推测出文章中隐含的意思？【板书设计】Unit 2 Wildlife Protection: Reading and Thinking。

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。

高中英语教案人教版选择性必修二教案标题：高中英语教案人教版选择性必修二教案概述：本教案旨在为高中英语教师提供一份详细的教案，以帮助他们有效地教授人教版高中英语选择性必修二课程。

教案涵盖了该课程的各个单元和主题，包括听力、口语、阅读、写作和语法等方面的教学内容。

此外，教案还包含了教学目标、教学方法、教学资源和评估方法等方面的指导，旨在帮助教师提高教学质量和学生的学习效果。

教学目标：1. 熟悉并理解选择性必修二课程的教学内容和学习目标。

2. 培养学生的听、说、读、写和翻译等英语语言技能。

3. 培养学生的英语学习兴趣和自主学习能力。

4. 培养学生的跨文化交际能力和批判性思维能力。

教学方法：1. 情境教学法：通过创设真实的语言环境，激发学生的学习兴趣和积极性。

2. 合作学习法：鼓励学生之间的合作与互动，提高学生的口语表达和交流能力。

3. 多媒体教学法：利用多媒体资源，提供丰富的视听材料，增强学生的听力和阅读能力。

4. 任务型教学法：通过设置任务，激发学生的学习动机，培养学生的自主学习能力。

教学资源：1. 人教版高中英语选择性必修二教材及配套教辅资料。

2. 多媒体设备，包括投影仪、电脑和音频设备。

3. 网络资源，如在线词典、学习平台和教育应用程序等。

教学内容和安排：本教案将选择性必修二课程划分为以下单元，并提供每个单元的教学内容和安排建议：单元一：Cultural relics- 学习目标：了解文化遗产的重要性，学习描述文物的词汇和句型。

- 教学内容：文化遗产的定义和分类，描述文物的词汇和句型。

- 教学活动：观看文物介绍视频，小组讨论文物的重要性，设计文物展览。

单元二：Language diversity- 学习目标：了解语言多样性的重要性，学习描述语言变化的词汇和句型。

- 教学内容：语言多样性的定义和原因，描述语言变化的词汇和句型。

- 教学活动：观看语言变化的视频，小组讨论语言多样性的好处，设计语言交流活动。

Unit 2 Bridging CulturesLearning About Language Period 2教材分析本套教材选择性必修一第五单元学习了主语从句，本册第一单元学习了表语从句，本单元在此基础上复习这几种名词性从句。

在句子中起名词作用的句子称为名词性从句（noun clauses)。

名词性从句在复合句中能充当主语、宾语、表语、同位语等成分，根据上述不同的语法功能，名词性从句又分为主语从句、宾语从句、表语从句和同位语从句。

宾语从句是初中阶段要求掌握的内容，此外，同位语从句在选择性必修阶段不要求掌握，因此暂未涉及。

教学目标在本课学习结束时，学生能够：1. 理解名词性从句在句子中的功能，并认识到这一语法范畴包括之前学过的主语从句、表语从句、宾语从句，以及没有学过的同位语从句；2.根据句子的意义作出选择，确定名词性从句的引导词；3.创造性地运用名词性从句结构进行表达。

教学重难点【教学重点】系统掌握名词性从句的用法。

【教学难点】指导学生尝试通过拓展语法规则，书面练习和半开放口语输出来学习语法。

教学过程Step 1 Lead in1. Read and group the sentences.2. Underline the noun clauses. What is the function of each noun clause in the sentences?设计意图：给句子分类，分析课文中的句子，完成活动1，引出名词性从句的概念。

Step 2 Exploring the rules1. Some key points.2. Summary.3. Tips on choosing the linking words.设计意图：引导学生思考如何确定名词性从句的引导词，师生一起通过讨论得出结论。

Step 3 Applying the rules1. Complete the sentences with the correct linking words.2. Combine each pair of sentences using the words in brackets.3. Complete the passage with A-D from the box. What other things do you think might attract international students to China?设计意图：让学生系统学习名词性从句的用法并巩固，进一步体会名词性从句的表达效果。

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。