新人教版高一英语必修二unit1教案

Unit 1 Cultural relics 教案2（A FACT OR AN OPINION<PART 2>）IntroductionYou are learned to distinguish a fact and an opinion。

Help students with their reading of A FACT OR AN OPINION。

Translation of the text into Chinese is proposed.Objectives⏹To learn to tell facts from opinions⏹To write a reply letter⏹To listen and speak about cultural relicsProceduresI。

Warming up(1) Warming 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”？（2) 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 thing you should do first?B. What makes a judge decide which eyewitnesses to believe and which not to believe？II. Guided reading(1）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。

高中英语必修二教案【篇一：人教新课标高一英语必修2_unit_1教案】unit 1cultural relicsi. 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。

Unit1 Cultural RelicsThe first periodWarming up and readingTeaching Goals1.Knowledge goals1) Get students to learn the useful new words and expressions.a. Important words and phrasesculture, state, look into, rare, vase, belong to, in search of, gift, ton, stone, melt, once, heat, design, fancy, style, jewel, king, artist, in return, reception, light, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, take apartb. Important sentence styleIn return, the Czar gave the King of Prussia 55 of his best soldiers. P2This was a time when the two countries were at war.P2There was no doubt that the boxes were then put on a train for …..P2After that , what really happened to the Amber Room remains a mystery.P2I think highly of those who are searching for the Amber Room.2) Let students learn about the history of the Amber Room.2. Ability goals1) Let students read the passage In Search of the Amber Room to develop their reading ability.2) Enable the students to talk about the story of Amber Room.3. Learning ability goalsHelp the students learn how to talk about cultural relics and stimulate their sense of protecting cultural relics.Teaching Important Points1) Let students read the passage In Search of the Amber Room and learn about the story of the Amber Room.2) Get students to learn different reading skills.Teaching Difficult Points1) Enable students to learn to talk about cultural relics and what should be done with them.2) Develop students’ reading ability.Teaching Methods1. Task-based teaching and learning2. Group discussion and cooperative learning3. Multi-functional teaching equipmentTeaching AidsA recorder, a projector, and some slidesTeaching ProceduresStep 1 Leading-inCooperative learning:1.Do you know these famous places? If you know, what do you know aboutthem?2.Which one do you like to visit? Why?3.What makes a city great and famous?(a long history; cultural relics; many great people; important events taking place there)4. In your opinion, what are cultural relics?2. Show some pictures of some famous cultural relics.(1) The Great Wall (2)The Pyramids in Egypt(3)The Tai Mahal (In India (4) The Sydney Opera (In Australia) (5) The Great Barrier Reef (In Australia) (6)The Big Ben (In England)Step 2 Pre-reading1. Ask students to predict what the passage is about according to the title and the picture.2. Suppose one of them got lost, how would you feel and what will you do with it? (Try our best to find it; Protect the others in order that they will not get lost; Rebuild a new one if we really can’t find it)Step 3 ReadingTask 1: Fast reading1.Answer the following questions:1)Why is it called the Amber Room?(It was given the name because almost seven thousand tons of amber were used to make it)2) What happened to the Amber Room?(The Amber Room was given to the Russian people as a great gift by the king)2. Skim the text and complete the exercises of Comprehending.①Keys to Ex11. The king of Prussia who gave the Amber Room as a gift to Russia was_______.A.Frederick IB. Frederick William IC. Peter the GreatD. Catherine II2. The king of Prussia gave the Amber Room to Russia because_____.A.he wanted to marry Catherine II.B. he was kind.C. he needed better soldiersD. he wanted to make friends3. The Amber Room was stolen by______.A.Russian soldiersB. German soldiersC. People in KonigsbergD. People in St Petersburg4. In 1941, the city of Konigsberg was in ___.A.GermanyB. RussiaC. SwedenD. France5. The Russians didn’t hide the Amber Room because ______.A.they were at warB. the couldn’t find a placeC. the German soldiers arrived too soonD. no train could take it awayT or F questions:( ) 1. The Amber Room was not easy to make.( ) 2. Catherine II didn’t like everythi ng about the Amber Room when she first saw it.( ) 3. The Amber Room was taken to Konigsberg and hidden there in 1941. ( ) 4. The Russians didn’t care about the Amber Room.( ) 5. The Russians don’t think the Amber Room will ever be found.Task 3: Intensive reading Main idea of each paragraphNow please read the text again and try to catch the main idea of each paragraph. After about five minutes reading, have some students speak for their teams.1st paragraph: the introduction of the Amber Room(The Amber Room had a strange history and something about its design, color, shape and material.)2nd paragraph: the gift to the Czar(the history of the Amber Room and its use in Russia—the Czar’s winter palace and a small reception hall for important visitors.)3rd paragraph: the relocation of the Amber Room in CatherineⅡ time (CatherineⅡ had the Amber Room moved to the palace outside St Petersburg told the artists to add more details to it.)4th paragraph: the missing of the Amber Room(the German Nazi stole the Amber Room secretly during the World WarⅡ,and what really happen to the Amber Room remain a mystery)5th paragraph: the rebuilding of the Amber Room(Russia and Germany have built a new Amber Room for the 300th birthday f St Petersburg.)Step 4 Discussion1. Do you think if it is worthwhile to reproduce the amber room? Why?2.What should we do to protect our cultural relics?Step 5 ConsolidationGive students some key words and expressions on the blackboard and let them retell the story.Step 6 Homework1. Learn the useful new words and expressions by heart.2. Read the text again and underline some different word and sentence structures for them.。

Unit 1 Cultural relicsTeaching aims:1. TopicTalk about cultural relics2. Useful words and expressions:Cultural, survive, remain, state, rare, dynasty, vase, belong, gift, ton, stone, once, heat, design, fancy, style, jewel, king, artist, reception, light, mirror, wonder, remove, furniture, secretly, wooden, doubt, trial, consider, opinion, evidence, prove, pretend, maid, castle, sailor, treasure, besidesLook into, belong to, in search of, in return, at war,take apart, think highly of3. Functional items:I think highly of…I don’t agree that…Besides…I must say that I agree with you.I must say that I don’t agree with you.As far as I’m concerned, I think…As I see it…Don’t you agree /think that…I can’t help thinking that…I would like to say…In my opinion/view…Personally, we should…Well, obviously we should…The point is ….4. StructuresThe attributive clause with that/ which /who /where/ whenA cultural relic is something that has survived…It is your job to look into any reports of cultural relics that have been found in China.This gift was the Amber Room, which was given this name because…Later, Catherine II had the Amber Room …outside St Petersburg where…This was a time when the two countries were at war. Teaching proceduresPeriod 1 (Reading)Step 1. Warming upThe warming-up exercise raises Ss’ awareness that there are some well-known cultural relics both at home and abroad. Ask the Ss to try their best to think of the cultural relics that they know.1. Ss say what they know about cultural relics.2. Teacher may summarize like this:Cultural relics are traces or features surviving from a past age and serving to remind people of them. They represent the culture of a place and some periods of history. Of course, some of them are in danger because they are being destroyed.3. Ask the Ss to give some examples of the cultural relics that are in the need of being protected.Step 2. Pre-reading1. Ss discuss and answer:How would you feel if a cultural relic got lost? Why?If you find a cultural relic, what will you do with it?2. Ss look at the two pictures on page 1-2. Ask them if they know what it is called.Step 3. While-reading1. Ss read and find the answers to the following questions:1)Why is it called the Amber Room?2)What happened to the Amber Room?2. Second reading: Ss read again and finish comprehending.3. Listening: Ss listen to the passage and get the main idea of each paragraph.Main idea:Paragraph 1. We can know that the Amber Room has a strange history and know something about its design and building. Paragraph 2. We can know the history of the Amber room and its functions in Russia.Paragraph 3. It tells us that Catherine II had the Amber Room moved to the palace outside St Petersburg.Paragraph 4. It tells us that the Nazi German army stole the Amber Room in September, 1941. After that the Amber Room remains a mystery.Paragraph 5. It tells us that the Russians and Germans have built a new Amber Room at the summer palace, following the old photos.Step 4. After-reading1. Ss discuss and answer: what they can do to protect our cultural relics.2. DebatingSs divided into two parts and debate.Topic: We should rebuild Yuan Mingyuan.We should not rebuild Yuan Mingyuan.Homework1. Recite the key sentences in the text.2. Retell the text.Period 2.(Language learning and grammar)Step 1. RevisionSs try to retell the text, using their own words.Step 2. Language points1. insist that2. 情态动词+ have done3. be made into4. be at war5. remain6. think highly ofStep 3 Discovering useful words and expressions1. Ss read the passage again and try to find word which means each of the meaning on page3,part 1.2. Teach the Ss how to use the dictionary to learn the usageof the phrase: belong to.Step 4. Grammar: The attributive clause1. Ss read the following sentences and try to find the rules.1)It is your job to look into any reports of cultural relics that have been found in China.2) This gift was the Amber Room, which was given this name because…Ask the Ss themselves to find the difference between the two sentences.3. Tell Ss the differences between restrictive attributive clause and non- restrictive attributive clause. Step 5. PracticeSs finish exercises 2 and 3 on page 4.Homework1. Ss finish Wb exercise: using works and expressions.2. Ss finish Wb exercise: using structures.3. Ss collect some information of the cultural relics that are in danger.Period 3. SpeakingStep 1. Revision1. Check Ss’ homework.2. Ask the Ss to say something about what they have collect about the cultural relics that are in danger.Step 2. Lead-in1. Ss watch videos about the world cultural relics.2. Ss find some cultural relics that are in danger and discuss what they will do with them.Step 3. Speaking taskT: China has tens of thousands of cultural relics. Perhaps it is not possible or necessary to save all of them. For example, Bejing is famous for its lanes or traditional houses and yards. Some people say that only the best ones should be saved. Others disagree, and say they make the capital a special place. Now, let’s have a discussion about this in two sides:Do you think China should save all of its cultural relics? Step 4. WritingAsk the Ss to write an article of 100-200 words about the whole discussion and express your opinion at the same time. Homework1. Review the attributive clauses.2. Remember the sentences that express one’s idea. Period 4. ReadingStep 1. Pre-readingT: since cultural relics are important and useful, it’s necessary for everyone to protect them. After all, they belong to the whole world. so today, we’ll read a passage that is about a common person who saves the cultural relics—Big Feng to the rescue. Read the passage for the first time and answer why Big Feng wants to save cultural relics. Step 2. Reading （P44）1. Ss read the passage again and answer the following questions:1). How does he save the cultural relics of his hometown?2). What does “a big heart”mean? In which ways does Feng Jicai show that he has a big heart?3). Why does he think it is more important to do this than to write his novels?4). It is very time-consuming and expensive for Feng Jicai to take care of cultural relics. Can you think of some other ways to help him with his projects?Step 3. Reading, listening and writing1. Ss read the passage on page 5.2. Play the tape. Ss listen to what three people say they know about the missing Amber Room. As they listen, pretend that they are judges.3. Ss listen again and take notes. Then fill in the forms on page 5. decide which of the three people they think gave the best evidence.Step 4. speaking and writing1. Discuss which person gave the vest evidence. Use the following expressions:Are you sure he/ she was telling the truth? How do you know that?How can you be sure he/ she was telling the truth?Why/why not?That can’t be true.I (don’t) believe …, because….I (don’t ) agree that…The truth is (not) easy to know.I can be proved.2. write down a short list of reasons for your choice. Period 5. ListeningStep 1. DictationT: we will have a dictation of the following sentences:1. Frederick William I, the king of Prussia could never nave imagined that his greatest gift to the Russian People would have such a strange history.2. Once it is heated, the amber can be made into any shape.3. It was made for the palace of Frederick.4. In 1716, Frederick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People.5. In return, the Czar gave the King of Prussia 55 of his best soldiers.6. The Amber Room soon became part of the Czar’s Palace in St. Petersburg.7. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers.8. This was a time when the two countries were at war.9. 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.10. After that, what really happened to the Amber Room remains a mystery.11. I think highly of those who are searching for the Amber Room.Step 2. Listening (P41)1. Listen to the tape for the first time to get the main idea.2. Ss listen again and talks about a temple in Egypt, and then answer the questions on page 41.Step 3. Listening task (P44)Ss listen to the tape three times. At first time, try to get the main idea. At second time, try to spell the missing words as you hear them. At the last time, make some notes about I M Pei’s life. After listening, work in pairs. Each pair writes a short dialogue according to the notes.Period 6. WritingStep 1. Pre-writing1. Ask the Ss to read Johann’s letter first.2. Ss choose their writing models.Step 2. While-writing1. Ss collect their ideas for the letter. Write them down in order.2. Ss begin to write their letters.3. Choose some letters to show in the class.Step 3. Writing task (P46-47)1. Ss choose one cultural relic in their hometown that they think is worth saving. Write a letter to all the students of their school to encourage them to help save the cultural relic. They can use the model on page 46 as a guide.2. Ss check the answers each other.3. T checks the answers in class.Step 4. Project (P47)Ss finish the project as the following steps:1. Get together with three of your classmates and share your letters from the writing task with one another. Read each letter aloud.2. Know take the best ideas from each letter and make an even better plan to protect a cultural relic in your hometown. Explain your reasons.3. Organize your plan step by step to get more and more students to join the project.4. Prepare a short speech and have one member of your group tell you r classmates so that we can protect it well. Period sevenTeachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning.。

人教版高中英语必修二unit-1-词汇课教案Teaching plan教案1.语言材料2、教学设计授课者授课对象高一学生语言材料分析单词：rare，remove，wonder，doubt词组：in search of，in return，be made with 句式：It takes/took sb.+time to do sth.There is no doubt that…教学目标制定1.了解该词汇, 词组，句式在文中的意思,进而对文章有进一步的理解;2.领悟词汇的不同意思，词组，句式的不同用法；3.学会对词汇的辨认，运用。

4.能够将一些相近意思的词汇，词组，句式区分，运用。

学生难度预测1.一些意思，结构相近的词汇，词组，句式，学生可能会混淆；2.信息量过多，学生可能一下子吸收不了；3.词的用法多样，比较难把握。

教学环节设计40分钟设计活动和设计理由Step 1 (5分钟) 【活动】Review the Amber Room, ask students to fill the blank that is about the main idea of the passage.【理由】To help students review the whole passage and have a better understanding of the whole passage. The words that fill the blank are going to teach in the next step.Step 2 (12分钟) 【活动】1.Show some relative pictures to introduce the word ;2.Explain some important usage of the word;3.Show other pictures and ask students to describe the pictures with the wordjust learn, or give some multiple choice exercise, or translation, or askstudents to do some matching..【理由】/doc/fa17844806.html,ing pictures can let students feel interesting and help them understand the word;2.Help students understand the word well and tell the important usage ;人教版高中英语必修2 Unit 1 Page1~2 词汇课3.Different exercise can help students to use the words correctly.Step 3 (12分钟) 【活动】1.Show the original sentences of the passage that involve the phrase;2.Show other sentences that involve the same phrase and help students to find out theusage and meaning of the phrase;/doc/fa17844806.html,pare the phrase with other phrases that have the similar meaning or usage and help students to distinguish them;4.Some exercise that help students to use the phrases.【理由】1.Teach students how to guess the meaning of new phrases;2.Help them remember these phrases and their usage;3.Help students to distinguish some similar phrases;4.Help them be able to use these phrases and use them correctly.Step 4 (6分钟) 【活动】1.Show the original sentences of the text and show other sentences that have the samepattern as the original sentences;2.Guide students find out the sentences’ pattern;3.Explain the usage of the sentences’ pattern;4.Ask students to make up some sentences with the sentences pattern and do sometranslation.【理由】1.Help students find out the sentences’pattern by themselves;2.Teach students how to use those sentences’ pattern correctly.Step 5 (5min) 【活动】1. Review the words and phrase;2. Emphasize some important words or phrases that students may still not understand well and ask students to review them after class;2. Assign the work after class;【理由】1.Help students to remember the new knowledge;2.Help students to review the new knowledge;3.Remind students to review the new knowledge.上一页下一页。