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Unit1 Reading 名师教学设计（一）In Search Of The Amber RoomShen YananTeaching Objectives：1.Knowledge Objectives：Enable students to have a general idea about the history about amber room.2. Ability Objectives:Make predictions based on title②Skim for main idea and learn to analyze structure according to the structure of an introduction.③Scan for the basic information.④learn how to express opinions towards3. Emotional ObjectivesEnable students to know more about cultural relics and arouse their awareness of protecting cultural relics.Step I Lead in1. Watch a video.2. Have you ever seen anything made of it?Can you imagine a house made of amber?（设计意图：创设情境引导学生认识琥珀，进而引入本课主题琥珀屋。
）Step II PredictionWhat can you get from the title?Predict: This passage is mainly about_________________.（设计意图：学会根据题目猜测文章大意）Step III Skimming1.Skim for the main idea to check whether the predictions are right or wrong. The text mainly talks about the _____________________.2.Skim to match the main idea.___How did the Amber Room become one of the wonders of the world?___How was a new Amber Room built?___How did the Amber Room get lost?___How was the Amber Room made?___Why did King of Prussia give the Amber Room to the Czar as a gift?3.Please use one word to summarize the main idea of each paragraph and divide it into ______ parts.Paragraph 1 _________Paragraph 2 _________Paragraph 3 _________Paragraph 4 _________Paragraph 5 _________（设计意图：培养学生速读的习惯，学生能够总结文章大意，并能分析文章结构）Step IV Scanning1.Scan part 1 to find the details.2.What words can you use to describe the amber room? ______ _______ _______ ________ _________ _______ （设计意图：培养学生细读的习惯，了解琥珀屋的历史）2.Scan part 2①.Find the main characters in this part___________ _____________ _______________ ________________ ____________②What did these main characters do to the amber room?.2.Scan part 31.Why did they build a new amber room looking like the old one?_____________________________________________________________________（设计意图：找出文中细节，并能够复述文中主要情节）Step V DiscussionIs it worth building lost cultural relics such as amber room?Possible sentence structures：I hold the view that.......As far as I'm concerned,......I think/In my opinion,..........I strongly believe that.......The reasons are as follows：Firstly,______________________________________Secondly,______________________________________Thirdly,________________________________________Step VI HomeworkWrite a short passage to show your opinions._____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 设计意图：能够通过小组讨论，增强口语表达能力，并能将其写成一篇小文章，锻炼写作能力。
重庆市奉节县奉节县夔门高级中学杨香玉The Passive VoiceTeaching Goals1 learn the new words2 Help the students to summarize the features of the Passive V oice and master its uses Important pointmaster the use of the passive voiceDifficult pointHow to master the use of the passive voiceTeaching aidComputerTeaching period2Period 1Teaching proceduresStep1 greetingsStep2 learn the new wordsStep3 studying the rule1）The 30th Olympics games will be held in London in2012.2）Mary’s electronic dictionary must have been stolen.3）George bush was elected the president of USA in 19884）The wounded are being sent to the hospital.5）The debt has been paid offStep3 finding the rule1 Simple presentThe house is builtThe houses are built2 Present continuousThe house is being builtThe houses are being built3 Present perfectThe house has been builtThe houses have been built4 Simple pastThe house was builtThe houses were built5 Past continuousThe house was being builtThe houses were being built6 Past perfectThe houses had been builtThe house had been built Summary语态共有两种：主动语态(active voice)被动语态(passive voice)We speak English.English is spoken by us.被动语态的基本构成形式：主语+ be + done (过去分词)A. 一般现在时的被动语态：Am/is /are+pp(过去分词)B. 一般过去时的被动语态：Was/were+PP(过去分词)C. 一般将来时的被动语态Will/be going to be +pp(过去分词) D. 情态动词的被动语态：May/can /must /should+ppE. 现在完成时的被动语态：Have/has+been+ppTom will clean the room tomorrow. 主谓宾The room will be cleaned by Tom tomorrow.Period 2含有情态动词的被动语态We can use modal verbs in the passive voice to talk about ability, possibility, duty, permission, etc.含有情态动词的主动句变成被动句时，由“情态动词+ be + 过去分词”构成，原来带“to”的情态动词变成被动语态后“to”仍要保留。
Unit1 Cultural RelicsReadingI.Teaching content: 人教版高中英语必修2 Unit1 Cultural Relics P2 In Searching of the Amber Room(Theme: man and society)II.Teaching objectives:After learning this lesson, students will be able to1. Learn the history of the Amber room.2. Exercise reading skills: predicting, skimming, scanning, careful reading and summarizing.3. Understand the importance of cultural relics and protecting them.4. Develop the ability to give opinions through group work.III.Important and difficult points:1. Important points: Learn the history of the Amber Room and retell it.2. Difficult points: Try to give opinions fluently.IV.Teaching aids: Blackboard and PPT.V.Teaching methods: PWP modelVI.Teaching procedures:Step 1. Lead-in (5min)T: How about your holiday? Did you have a trip?S:T: In this National Day holiday, many people traveled Beijing. Because you know there was a grand military parade. But besides this, where else could they visit?S: Tian An Men, the Great wall, the Forbidden city, Yuan Ming Yuan, Tsinghua University, the Temple of Heaven…T: （长城、故宫等图片）We can call them cultural relics. So according to these pictures, could you tell me what the meaning of cultural relics is? Or give me some words to describe it?S: architectures, old, rare, valuable, represent history…T: Good job! Here, I want to share a definition of the cultural relic.“A cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past.”S:T: Now we know what exactly a cultural relic is. Here are some pictures.（国内外文化遗产的图片）Please judge whether they are cultural relics.S:T: So cultural relics are not just architectures or works of art. They can be anything that are symbols of history.[Justification: This step is to grasp students’ attention, stimulation their interest in the topic. And students can learn the definition of the cultural relic.]Step 2. Pre-reading (2min)T: There is a beautiful cultural relic——Amber Room. From its name, we can get that it is made by amber. So who knows what is amber?S: a kind of fossil, jewel, yellow rock…T: “a hard yellowish to brownish translucent fossil resin; used for jewelry”（琥珀图片）S:T: Look at the title of the passage. What’s the meaning of “in search of”?S: find, look for…T: Yes. But why people use this phrase? Could you guess what this passage talks about from the title?S1: Someone visit the amber room.S2: What happened to the Amber Room.[Justification: This step is to let students learn what the amber is and exercise their predicting abilities.]Step 3. While-reading (22min)1. SkimmingT: Wonderful guessing! Now let us find the answer from the passage. Please skim the passage and use one or two sentences to summarize the passage. 2 minutes.S: The story of the Amber Room.[Justification: This step is to exercise students’ abilities of skimming and summarizing the whole passage.]2. ScanningT: Scan the passage and complete the second exercise on P2. Please pay attention to the clues of the passage--- the time, country and character involved in the passage. You can use straight line, circle or wavy line to mark. 3 minutes.S:[Justification: This step is to exercise students’ abilities of scanning and summarizing the main idea of each paragraph.]3. Careful-readingT: Now let’s try to answer these questions.(1)T: “How was the Amber Room made?” Skim the first paragraph again and complete the table.1 minute.T: Do you remember the clues I mentioned before?S: Time, country, character.What time is mentioned in the passage?S: Four. 1716, 1770, 1941, 2003.T: How many countries? And what are they?S: Three. Prussia, Russia and Germany.T: From the passage, we know that after 1941, the Amber Room is missing. So from then on, we don’t know where is it. The pay attention please. Think back to the title we just mentioned, so now do you know why the author use “in search of”? Because this amber room has disappeared. T: And how many characters are mentioned in the passage?S: Six/Seven.T: First person is?S: Frederick WilliamⅠ.T: Are you sure? First person who was related to the amber room is?S: FrederickⅠ.T: Good! Who is he? What did he have to do with the Amber Room?S:The King of Prussia. It is designed for his palace.T: Next person? Who is he?S: Frederick WilliamⅠ. The next King of Prussia.T: Why he got it?S: FrederickⅠpass it down to Frederick WilliamⅠ.T: And what did he do to it?S: Not to keep it. He gave it to Peter the Great.T: Who is he? And what did he do?S: The Czar of Russia. In return, he sent back a troop of his best soldiers.T: And then the Amber Room become what?S: The part of…T: And the next person involved was?S: CatherineⅡ.…T: In 1941, what happened and what happened to the Amber Room?S: War between Russia and Germany. The Nazi army stole it. And then it is missing.T: Answer the question using T/F. 1 minute.S:a. In 1941, the two countries Germany and Prussia were at war. (F)b. The Russians didn't remove the Amber Room but only the furniture and small art objects. (T)c. 1000 pieces of the room were put inside 72 wooden boxes and then put on a train for Konisgberg. (F)T: Recent years, what happened to the Amber Room?S: In 2003, it was rebuilt by Russians and Germans according to old photos of the former one.T: So as you can see, the history of the Amber Room is so amazing. Now please retell the history of the Amber Room in your own words according to the blackboard. Pay attention to the time, country and character. Prepare for it, 2 minute.[Justification: This step is to help students to learn the history of the Amber Room logically and in detail. At the same time, it can exercise their ability to extract useful information.]Step 4. Post-reading (10min)Group discussion/DebateT: I think you all are familiar with Yuan Ming Yuan in Beijing right? But we all know that it isn’t rebuilt as the amber room. So why faced with the similar destroyed cultural relics, but the choices are totally different? Is it worth rebuilding destroyed or lost cultural relic such as the Amber Room and Yuan Ming Yuan? Yes or Not? Give your opinions and reasons. I will give you 5 minutes to discuss with your classmates.[Justification: This step is to let students explore the meaning/value of the cultural relic, realizing we should protect them. And it can exercise their abilities to give opinions.]Step 5. Homework (1min)T: Good ideas of you all! Although you may have different opinions of rebuilding or not, you all agree that cultural relics are valuable. But now some of them are being destroyed. That is to say, some are in danger. So protection is urgent. Please write an article:1.Give your opinions about the value of cultural relics.2.Give some suggestions on how to protect them.3.At least 100 words.[Justification: This step is to let students realize that the importance of protecting and use their recent knowledge to express, preparing for next writing lesson.]VII.Blackboard-writing。
Book 2 Uni t 1 Food for thought 教学设计单元主题本单元的主题语境是“人与社会”，涉及的主题语境内容是多元饮食文化 和健康的饮食习惯。
本单元从介绍不同国家的代表性食物开始，展现了 丰富多彩的世界美食和世界各地的餐桌礼仪，丰富学生对饮食文化的认 知，引导学生深入思考健康饮食和生活方式的关系，最终达成对多元饮 食文化的理解和包容，并且反思和改进自己的饮食习惯。
单元目标学生能够围绕本单元的主题语境内容，基于单元提供的个人故事、专栏 文章、网络点评、菜谱等多模态语篇，综合运用各种语言技能，读懂语 篇内容，听懂与点菜相关的对话，讨论并加深对健康饮食的认识，使用 新语言描述食物的色香味等特征，恰当使用情态动词给他人提出建议， 能够用英文写简单的菜谱并推荐一道美食，深化对单元主题意义的理解 与挖掘；同时能够运用单元所学谈论中外饮食文化的异同，正确判断文 章中人物的观点和态度，评判不同人的生活方式，反思和改进自己的饮 食和生活习惯；通过运用各种学习策略，在自主、合作与探究学习的过 程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和 调整自己的学习内容和进程，提高自己理解和表达的效果，最终促进自 身语言能力、文化意识、思维品质和学习能力的综合提升。
课型 内容分析活动 1 呈现一段与饮食主题相关的视频。
该视频介绍了一位美国人在中 国的美食之旅，展现了中国的代表性美食，如北京烤鸭、大闸蟹、四川 火锅。
活动 2 要求学生看世界地图和各国代表性食物的图片，将这些食 物与对应的国家进行匹配，并结合自身经历讲述对世界美食的了解。
教学目标1. 学生能够了解中国的代表性食物，能初步了解不同国家的代表性食物及其英文表达，激活已有的语言、背景知识，产生对话题的兴趣； 2. 学生能够基于已有的生活经验，用英文简单描述和评价不同种类及不同国家的食物。
教学重点1. 引导学生通过视频材料，了解中国的代表性食物；2. 引导学生完成食物与国家的匹配活动，了解世界各国的代表性食物。
2019新人教英语必修二unit 1 单元整体教学设计
一、教学目标
本单元的教学目标是让学生掌握以下内容：
1. 学习如何描述人的外貌特征和性格特点。
2. 学习如何表达自己的喜好和偏爱。
3. 了解不同国家的文化和风俗习惯。
4. 提高听、说、读、写等语言技能。
二、教学内容
本单元的教学内容主要包括以下部分：
1. 阅读部分：通过阅读文章，学习如何描述人的外貌特征和性格特点，以及如何表达自己的喜好和偏爱。
2. 听力部分：通过听力训练，提高学生的听力技能，同时让学生了解不同国家的文化和风俗习惯。
3. 口语部分：通过小组讨论、角色扮演等活动，让学生练习表达自己的观点和喜好，提高学生的口语表达能力。
4. 写作部分：通过写作训练，让学生学会如何写一篇介绍人物的短文，提高学
生的写作技能。
三、教学难点与重点
本单元的教学难点与重点主要包括以下内容：
1. 重点：如何描述人的外貌特征和性格特点，以及如何表达自己的喜好和偏爱。
2. 难点：如何将所学知识运用到实际生活中，提高自己的语言运用能力。
四、教学步骤与安排
1. 导入：通过提问和讨论的方式，引导学生进入本单元的主题——人物介绍。
2. 阅读：让学生阅读文章，了解如何描述人的外貌特征和性格特点，以及如何表达自己的喜好和偏爱。
3. 听力：播放听力材料，让学生了解不同国家的文化和风俗习惯。
4. 口语：组织学生进行小组讨论、角色扮演等活动，练习表达自己的观点和喜好。
5. 写作：让学生根据所学知识，写一篇介绍人物的短文。
6. 总结：对本单元所学内容进行总结，同时布置作业。
人教版2019年英语Unit1 Cultural heritage Period1 Listening and speaking教学设计It has been _______ for more than 3,000 years protected22 temples, around 1,800 _____ with writing on them stonesDai Temple on _________ over 6,000 _____Mount Tai steps4.Practise using context clues to guess the meaning of new words. Look and fill in the blank. EXAMPLEThe palace was destroyed years ago. By studying old photos of the former palace, they have made the new one look exactly like the old one.Clues: destroyed years ago; studying old photos; made the new palace like the old oneGuess: The former palace means “the palace that _____________________________”.was built before but was destroyed5.Listen again and use the context to guess the meaning of the words below. Tick the reason why you were able to guess the words.Reason Preserve Promote Cypress The wordis anexampleof agroup/typeI know.The wordisexplained GroupcooperationThrough thegroupcooperation ,wecan developcooperativelearning .by thespeaker.The wordmeans theoppositeof a word Iknow.The wordmeans thesame as aword Iknow.I know thegeneralmeaningof theword.Thespeakergives anexampleof theword.6.Help the reporter to complete the news report based on what you hear and the interview notes. International Youth Camp Members Create Mount。
教学设计一、课标解读：《标准》指出，“在英语课程中，要鼓励学生在教师的指导下，通过体验、实践、参与、探究和合作等方式，发现语言的规律，逐步掌握语言知识和技能，不断调整情感态度，形成有效的学习策略和自主学习能力”。
换句话说，英语学习的过程应该是学生在教师的指导下构建知识、发展技能、活跃思维、展现个性和拓展视野的过程。
在设计教学过程时，尤其是任务的安排和实施环节，我都努力实现以学生为主体，体现思考、讨论、反思、总结、实践的理念，并尽可能的开发学生的思维，给学生充分的时间独立思考，强化输出，进而形成一堂完整的英语阅读课。
二、教材分析：外研版Book2以与学生生活相关的话题为主要内容，结构合理，在重难点设计上着力突出语言知识的运用。
三、学情分析：高一学生已适应高中英语的授课模式，能够很好的与教师在课堂上进行沟通，并形成一定的默契，但在不断激发学生学习英语学习兴趣方面，教师仍需不断更新思想，多给学生带来“新鲜事、新鲜感”。
在这个阶段的学生，适应了高中生活的节奏，就会出现一种习惯性的学习方式。
我一直在思考的问题是如何不断改变自己的授课模式，让学生摸不清老师的套路，才会在每一堂课上都有收获，都充满期待。
这样，学生的潜力在每一天都有不同程度的发掘。
四、教学目标：1. Students are expected to grasp the main idea of the passage.2. Students are supposed to know the importance of developing healthy habits in daily life.3. Students are expected to offer suggestions on how to developing healthy habits and put it into use in daily life.五、教学过程：I. Presentation学生做Healthy Habits的演讲，引入课文讲解，presentation中贯穿一些课本知识内容，如：You are what you eat. An apple a day keeps the doctor away. Healthy mind in a healthy body. Early to bed, early to rise makes a man healthy, wealthy and wise. 第一个视频介绍了重点单词diet, a balanced diet, be on a diet. 这些知识点都为最后一个任务安排做了铺垫。
高一人教版必修2unit1Cultural relics 英语单元展示课教学设计设计者：梅州市五华水寨中学唐健温翠玲廖菊秀一、学情分析本课的教学对象是高中一年级的学生，他们学习英语的积极性较强，具备一定的英语听、说、读、写基础。
基本能够按要求进行预习准备工作，上课注意力较集中，对新鲜的、贴近生活实际的课程更是感兴趣，但是，由于高中以前英语水平的参差不齐，学生的学习英语的积极性及主动性不够，根据高中教学的要求，他们的语言技能、语言知识运用、情感态度、学习策略和文化意识综合能力还需要进一步的提高。
在教学中应鼓励学生大胆使用英语，为学生提供自主学习和相互交流的机会以及充分表现和自我发展的空间，让学生在宽松、民主、和谐、愉快的教学氛围中积极、主动、快乐地学习。
二、教材分析1、教学内容、教学活动分析及整合说明The topics of this unit are cultural relics protection and famous cultural relics in China and abroad. The main theme is cultural relics. From this unit we can learn that cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. This unit describes cultural relics not only from China but also other places because cultural relics are more than the possession of one culture. They belong to all peoples. We also can consider that cultural relics are more than works of art; they are symbols of history and the people who lived in the past. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contribution.Six parts are included in this unit as follows: Warming up, Pre-reading, Reading, Comprehending (pp. 1-2)；Discovering useful structures (p. 4),structures (p. 4), Using structures (p. 43)； Reading and listening, Speaking (pp. 5-6)；Discovering useful words and expressions (p. 3), Using words and expressions (p. 42)； Listening, Talking (p. 41)； Reading andwriting (p. 7).2、教学重点:（1）.Have students learn some useful words and expressions and let them learn effective ways to remember the vocabulary.（2）.Get students learn about the history of the Amber Room and famous cultural relics in China and abroad to stimulate their senses ofcultural relics.(3). Enable students to learn to tell the difference between facts andopinions to train their thinking and analyzing ability.(4). Let students learn to give opinions and ask for opinions in English.(5).Let students learn the new grammar item: the restrictive attributiveclause and non-restrictive attributive clause.(6).Develop students’listening, speaking, reading and writingability.3、教学难点:(1). Train students’thinking and analyzing ability by making them learnto tell from facts and opinions.（2）.How to talk about cultural relics.（3）.Develop students’ integrated skills.三、单元教学安排共6课时，每课时45分钟第一课时：阅读课 Warming up; Pre-reading; Reading;Comprehending (pp. 1-2)第二课时: 语法课 Discovering useful structures (p. 4);Using structures (p. 43)第三课时：阅读与听说课 Reading and listening; Speaking (pp. 5-6) 第四课时: 词汇课 Discovering useful words and expressions (p. 3);Using words and expressions (p. 42)第五课时: 听说课 Listening; Talking (p. 41)第六课时: 读写课 Reading and writing (p. 7)四、单元目标1. vocabulary: race, valuable. survive,vast,dynasty,amaze,design,fancy, style, decorate, jewel, artist, apart, painting, castle, explode, entrance, sailor, sink, informal ,take apart, think highly of, at war, less than, in return2. Topics: cultural relics protection; famous cultural relics in Chinaand abroad3. Grammar: the attributive clause1) Restrictive attributive clause2) Non- restrictive attributive clause五、单元教学设计Period One: Warming up, Pre-reading, Reading and Comprehending设计人：唐健（五华水寨中学）课型：阅读课 45分钟一、教学要求：1.Target languageCultural, survive, remain, state, rare, dynasty, vase, belong to2. Learning ability goalsHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.二、Teaching important pointsTalk about cultural relics and what should be done with them.三、Teaching difficult points:How to talk about cultural relics.四、Teaching methods:Group discussion and presentation.(cooperative learning)五、教学过程：第二课时:语法课教学设计Discovering useful structures (p. 4); Using structures (p. 43)设计人：唐健（五华水寨中学）课型：语法课教学时间：45分钟本节与上节相关性分析：●上节课已经学了Warming up; Pre-reading; Reading; Comprehending，学生通过找读（scanning）关键词、略读（skimming) 和精读(careful reading)，了解有关琥珀屋的故事。
人教版高一英语必修二教案《Unit 1 Culturalrelice》自己整理的人教版高一英语必修二教案《Unit 1 Cultural relice》相关文档，希望能对大家有所帮助，谢谢阅读！教案【一】教学准备教学目标1).学习文物知识。
2).讨论如何保护我们的文物。
3).阅读和理解，捕捉琥珀厅的历史和信息。
4).功能性物品，如何讲述琥珀厅的故事5).阅读文章后，完成理解练习。
6).使用扫描；略读和仔细阅读来了解琥珀厅的故事。
教学重难点要点了解文物。
如何讲述琥珀厅的故事困难用英语自由谈论国内外文物。
学习琥珀厅的故事。
教学工具课件教学过程导入1).客人：老师出示一些图片和陈述，让学生猜猜它在哪里。
长城；金字塔；泰姬陵2)老师展示一些图片。
它们在中国或世界上都是非常著名的地方。
让学生思考这些：A.你能说出他们的名字吗？谁有权利拥有和确认它们？（如图：组1;圆明园；故宫组2:明代花瓶；泰姬陵；象牙龙舟和莫高窟)步骤I:预读1).好吧，你对文物有所了解，你见过一块琥珀吗？你知道些什么？展示一些琥珀的图片。
让学生知道琥珀是什么及其价值。
颜色黄棕色感觉像石头一样坚硬琥珀是化石（化石)树脂的形式（树脂)从树上。
它需要数百万年才能形成。
2).你能想象一个琥珀做的房子吗？请预览”寻找琥珀厅”阅读并思考标题：1).老师给学生下列问题进行思考看到这个标题，你想知道什么？琥珀厅是什么？为什么叫琥珀厅？它是做什么用的？它怎么了？为什么要搜索呢？（让学生记住这些问题，而不是找到答案。
)2).快速阅读以获得主要思想：《琥珀厅》是_____________作为_____送给俄罗斯人民的，是由____________士兵建造的。
（学生快速阅读文章并填写表格)3).现在，让学生试着回答第一部分的问题(PPT 7)（老师可能会给一些必要的帮助)步骤三：扫描让学生扫描课文中出现的所有人的名字，找出他们对琥珀厅做了什么。
把句子的正确部分连接在一起。
