高中英语必修二第一单元教案

英语必修二unit1教案依据同学认知和年龄特点，本节课以Zip摘苹果故事为主线，将四个教学活动以过关的形式呈现，在设计教学活动时，以激发同学英语学习爱好为指引，充分利用交互式平板.插入视频音额，一起看看英语必修二unit1教案!欢迎查阅!英语必修二unit1教案1学情分析四班级的同学已有学期的英语学习基础，人部分同学对英语学习布满爱好，同学奇怪心强，此时的同学也正处F由感性熟悉向理性熟悉进展的阶段，把握好他们的学习情感与认知趋势，对他们学习英语的“情感、态度、价值观”的培育能收到事半功倍的作用。

教情分析及设计思路依据同学认知和年龄特点，本节课以Zip摘苹果故事为主线，将四个教学活动以过关的形式呈现，在设计教学活动时，以激发同学英语学习爱好为指引，充分利用交互式平板.插入视频音额，使整个课堂教同学动起来，计每个同学都能乐观参加教学活动。

教学内容学校英语PEP 20版四班级下册Unit 4 At the farm Part B Lets learn。

教学目标1、学问目标:(1) 能听、说、认读有关动物的单词: horse, hen, cow, sheep。

(2)把握他们的复数形式。

(3)知道What are these? What are those?的区分。

2、力量日标:能精确使用句型: What are these? What are those? They are ...3、情感目标:激发同学爱惜动物的情感,教学重难点重点:学习单词: horse, hen, cow, sheep.难点:运用所学的句型对话练习。

教学预备多媒体课件、单词卡视频音频教学过程Stepl: Warming up1.Greeting, 同学观看视频。

活跃课堂气氛3分钟2. Enjoy a song about farm.Step2: Leading in1.Revicw the words learned in the last lesson复习单词tomatoes, potatoes green beans carrots复习上节课单词导入新课。

必修二 Unit 1教案一、复习旧知（1）表建议的句子：How/what about doing sth.?Why not do sth.?Why don’t you do sth.?Would you like sth./to do sth.?Shall we do sth.?(2)询问别人意见What do you think of sth./doing sth.?How do you like sth.?What is your idea/opinion of sth./doing sth.?How do you know that?Don’t/do you think that …?(3)表达自己的意见I think/believe/suppose that..In my opinion/view…依我之见Sorry, I don’t agree with you.No,thanks./Yes, please备注：此部分内容常见于听力单选情景会话中，理解了说话人的场合，语气，便于迅速答题。

二、新课讲解（1）重点词汇积累1.survive vt. & vi. 幸存，幸免，生还survivor 生还者，幸存者survive sth. 从……中幸存eg.:The baby survived the earthquake in 2008.It was lucky that the boy survived the traffic accident.例题：After the sunken boat accident,no one ____except a few people who were saved from the sea.A.surviveB.survivedC.was survivedD.was surviving2.in search of 寻找，固定短语同义词：search for look for hunt forin search of sb./sth. 寻找某人某物eg.: I looked everywhere in search of my glasses.He searched for work at various stores.辨析in search of ,search for ,search…for ,search ：in search of ,search for 接sb./sth.,意思是为了找到某人某物。

人教版必修二Unit 1 Reading and ThinkingFrom Problems to Solutions教学设计I. Textbook AnalysisThe lesson focuses on the reading and thinking passage titled "From Problems to Solutions," which is an expository text discussing how to address challenges through innovative solutions. The text takes the construction of the Aswan Dam in Egypt as an example, illustrating the process of identifying problems, seeking solutions, and achieving success.II. Learning ObjectivesLanguage Skills:Students will be able to read and understand the passage independently.They will be able to summarize the main ideas and details of the text.Grammatical Knowledge:Students will review and practice using past participles as attributives and object complements.They will learn and apply new vocabulary related to the topic, such as "proposal," "protest," "investigate," etc.Thinking Skills:Students will develop critical thinking skills by analyzing the problem-solving process in the text.They will learn to apply the problem-solving model to real-life situations.Cultural Awareness:Students will gain insights into the cultural and historical context of the Aswan Dam project.They will appreciate the importance of international cooperation in addressing global challenges.III. Teaching ProceduresStep 1: Lead-in (5 minutes)Ask students what they know about Egypt and its famous landmarks. Introduce the Aswan Dam and its significance, setting the stage for the reading passage.Step 2: Pre-reading Activities (10 minutes)Activity 1:Provide students with a list of new vocabulary related to the text and have them predict their meanings based on context clues.Activity 2:Have students read the title and the first paragraph of the text, and ask them to predict what the rest of the text will be about.Step 3: While-reading Activities (20 minutes)Activity 1: Have students read the text silently and underline key information related to the problem (construction of the Aswan Dam and potential damage to cultural relics) and the solution (establishment of a committee, international cooperation, and successful relocation of temples).Activity 2: After reading, ask students to answer comprehension questions such as:1.Why did the Egyptian government want to build the dam?2.What was the main concern of the protesters?3.How was the problem eventually solved?Activity 3: Have students work in pairs to create a mind map summarizing the problem-solving process in the text.Step 4: Post-reading Activities (15 minutes)Activity 1:Discuss the importance of finding a balance between economic development and cultural preservation. Ask students to give examples of similar challenges faced by other countries.Activity 2:Have students read paragraphs 1, 2, and 6 again and discuss the main idea of the text. Guide them to understand that big challenges can sometimes lead to great solutions.Activity 3:Write a short paragraph (60-80 words) summarizing the text based on the mind map they created. Encourage students to use the new vocabulary and grammatical structures learned in the lesson.Step 5: Language Focus (10 minutes)Review and practice using past participles as attributives and object complements with examples from the text. Have students create their own sentences using this structure.Step 6: AssignmentHave students research another example of a problem-solving project and write a short report on it, emphasizing the problem, the solution, and the importance of cooperation.IV. AssessmentFormative Assessment:Observe students during class discussions and activities to assess their understanding and engagement.Summative Assessment:Evaluate students' written summaries and homework assignments for accuracy, coherence, and use of new vocabulary and grammatical structures.。

教学目标I. Language knowledgeBy the end of the class, Ss will be able toGrasp some useful words and expressions such as amazing, design, fancy style, d ecorate, belong to, in return, etc.Use the proper expressions to retell the history of the Amber Room..II. Language skillsBy the end of the class, Ss will be able toGrasp the outline of the passage through mind-mapping.Improve their reading skills by adopting a variety of techniques including pred iction, skimming, scanning and summarizing while readingImprove their listening and speaking skills through group discussion.III. Cultural awarenessSs will know more about cultural relics.Ss will be better aware of the significance of protecting cultural relics学情分析Analysis of learning conditionThe Ss are from Grade 1 in key Senior High School. They have acquired certain a bility in English comprehension. However, when they focus on the detailed infor mation, they often fail to read the passage as a whole.重点难点Teaching Important Points:Enable the students to understand the reading materials better through mind-map ping.Guide Ss to exploit various reading techniques.Teaching Difficult Points:Show Ss how to draw a mind map to get a clear idea of the structure of the pass age..教学过程【导入】Lead－inStep I Lead-in设计意图展示图片，用学生熟悉的鼓浪屿作为引入, 让学生感觉即将学习的内容并不陌生，从而对cultural relics有一个直观感性的认识，为接下来下定义奠定基础。

高中英语必修二unit1教学设计Cultural HeritageReading and Thinking 【设计思路】本节课的重点是梳理文本内容和结构，以寻找全文主干和修建阿斯旺大坝遇到的问题为重点展开教学。

首先，通过有关文化遗产的图片引入文化遗产（Cultural Heritage）这一话题，进行读前预测，思考什么是文化遗产及其重要性；接着，通读全文寻找段落主题句，定位关键信息，梳理故事脉络，整理出主体部分的时间线并画出课文结构图；讨论兴建阿斯旺大坝所遇到的问题、困难和人们采取的应对措施，以及这个工程项目蕴含的精神内涵和借鉴作用。

最后布置学生课后完成概要写作，拟一份关于如何保护文化遗产的海报，为完成下一课时的目标做好语言铺垫。

Learning aims(学习目标)1. Read quickly to get the main idea and the structure of the article,read carefully to get detailed information.2. Learn to make a timeline.3. Understand the value of protecting cultural heritage.Teaching Important Points and Difficult Points【教学重难点】1. help students understand the main information and structure of this paragraph2.Learn to sort out the information by using the mind map.Teaching Methods【教学方法】1. Fast reading (Skimming) ，detailed and Critical reading.2. Scanning to get the detailed information.4. Individual work and group work.5. Cooperative learning methodTeaching Procedures【教学过程】导学案一.Learning objectives（学习目标）1. Read quickly to get the main idea and the structure of the article,read carefully to get detailed information.2. Learn to make a timeline.3. Understand the value of protecting cultural heritage.二. Lead-in （导学）From the pictures students can understand some knowledge about what is cultural heritage.三. Self-learning （自学）Task 1 1. Prediction: look at the title and photos to guess what the text is about.Activity1: What is the main idea of the text ? ( )A.How the Egyptian government successfully solved the problem of building Aswan project.B.The project of Aswan Dam damaged some relics.C. It introduces cultural relics in Egypt.D.The Egyptian government turned to UN for help when in trouble.Activity2: Skim the whole text and match each paragraph with its topic sentence.Para.1 A. A committee was established to limit the damage and to prevent theloss of cultural relics.Para.2 B The project brought together governments and environmentalists fromaround the world.Para.3 C.Finding and keeping the balance between progress and heritageprotection is a challenge.Para. 4 D.The project was considered a great success.Para. 5 E.The spirit of the Aswan Dam project is still alive.Para. 6 F.Big challenges can lead to great solutions.四．Mutual-learning（互学）Task 2 Scanning-----read for detailsActivity3: Can you sort out the advantages and disadvantages of building the new dam?Activity4: Can you sort out UN’s specific ways to solve the problem with a mind map?Activity5: How were the temples and other cultural sites saved?Activity6: Make a timeline五．变通迁移Task 3：1.The Great wall as an exampleDetails are displayed on the blackboard六．Testing（检测反馈）Task 4：语法填空The project brought together governments and1. (environment） from 2. ________ the world. Temples and other cultural sites 3. ________ (take) down piece by piece, and then moved and put back together again in a place in which they were safe from the water. In 1961, German engineers moved the first temple. Over the next 20 years, thousands of engineers and workers rescued 22 temples and project. When the project ended in 1980, it was considered a great success. Not only had the countries found a path to the future that did not run over the5.________ (relic) of the past, but they had also learnt that it was possible for countries to work together to build a 6. ________ (good) tomorrow.。

英语必修⼆unit1教案英语必修⼆unit1教案【篇⼀：⾼⼀英语必修2 unit1教案】⽜津⾼中英语模块⼆（第⼀讲）主讲教师：邵磊主审：孙德霖【教学内容与教学要求】⼀、教学内容：⽜津⾼中英语模块⼆unit 1（上）⼆、教学要求：1．学会谈论有关宇宙空间的简单话题。

2．学习阅读英语新闻综述。

3．理解现在完成时和现在完成进⾏时的意义和⽤法。

【知识重点与学习难点】⼀、重要单词：tale, unexplained, .alien, mystery, technology, monster, sunken(adj) stonehenge, pyramid, disappearance, multi-coloured, nightmare, detective, format, detail, paragraph, yeti, puzzle(nv), sighting, witness, creature, research, frighten, case, murder, convincing, evidence, typical, outer, progress, treasure, lately, website, wild, similar, hairy, strength, footprint, existence, inch, exploration, orbit, launch, artificial, astronaut, oxygen.⼆、重点词组：run into碰到, believe in相信（信仰、理论、说法等）, step up加紧, go missing失踪, show great interest in对….表现出极⼤的兴趣, due to因为, show up露⾯, according to根据, pull back拉开, do research on在….⽅⾯进⾏研究, rule out排除, look into调查, make up编造, take charge of负责, make a speech作报告, sofar到⽬前为⽌, outer space外层空间, human beings⼈类, space shuttle航天飞机, soviet union苏联, carry out.完成, 实现, 贯彻,执⾏, dream of梦想, come true实现, solar system太阳系, comic strip连环漫画.三、【语法】a.现在完成时1．现在完成时态的构成：现在完成时是由助动词have/has+过去分词构成。

Unit1口语课教案Talk About History and Culture一、Teaching Objectives:By the end of this lesson, students will be able to:1. Describe the importance of understanding history and culture in today's world.2. Explain the relationship between history and culture.3. Discuss at least three historical events or cultural practices that have shaped their own lives or communities.4. Use appropriate language and expressions to discuss historical and cultural topics.5. Participate in group discussions and express their opinions confidently.二、Teaching Key Points:1. The significance of understanding history and culture in today's globalized world.2. The connection between history and culture, including how they influence each other.3. Historical events and cultural practices as sources of personal and community identity.4. Use of academic vocabulary related to history and culture.5. Group discussion skills and active listening.三、Materials:1. PowerPoint presentation with images, videos, and relevant information about historical events and cultural practices.2. Handouts with key terms and phrases related to history and culture.3. Whiteboard and markers for note-taking and group activities.4. Access to online resources for further research on specific historical events or cultural practices.四、Teaching Procedures:1. Warm-up (5 minutes)●Begin the class by asking students what they know about history and culture.Encourage them to share their thoughts and opinions.●Write their responses on the board or display the handout for everyone to see.This will help set the stage for the rest of the lesson.2. Presentation (15 minutes)●Introduce the topic by explaining why it is important to understand history andculture in today's globalized world. Use examples from current events toillustrate your points.●Present the key points using a PowerPoint presentation, images, videos, andrelevant information about historical events and cultural practices.●Encourage students to take notes on the content, key terms, and phrases related tohistory and culture.3. Practice (15 minutes)●Divide students into small groups of four or five people. Assign each group oneof the historical events or cultural practices discussed in the lesson (e.g., the Great Wall of China, Thanksgiving Day, traditional clothing styles).●Ask each group to research their assigned topic using online resources or booksfrom the school library. They should prepare a short presentation (5-7 minutes) to share with the class.●During the presentation, students should use appropriate language andexpressions related to history and culture, such as "symbolic of," "reflective of,""played a significant role in shaping," etc. They should also engage in group discussions, answering questions from other groups and offering additional insights based on their research.●After each group presents, ask for a show of hands to see who would like to addcomments or questions about their topic. This will encourage active listening and promote critical thinking skills among students.4. Production (15 minutes)●Regroup students into larger groups of ten or twelve people, depending on classsize. Assign each group one of the following tasks: writing a persuasive essay on the importance of understanding history and culture, creating a skit or play that highlights a historical event or cultural practice, designing a poster or brochure that promotes cross-cultural understanding, or preparing a podcast episode that explores different aspects of history and culture.●Give students time to work on their tasks, encouraging them to use the notes theytook during their research earlier in the lesson as a starting point for their projects.Encourage them to incorporate academic vocabulary related to history and culture into their work.●At the end of the production time, ask each group to share their work with theclass, explaining their ideas and choices behind their projects. Allow time for questions and feedback from the class before moving on to the next activity.5. Conclusion (5 minutes)●Review the key points covered in the lesson, including the importance ofunderstanding history and culture, their relationship, and how historical events and cultural practices shape personal and community identity.●Ask students to reflect on what they learned during the lesson and how it mightapply to their own lives or communities. Encourage them to continue exploring history and culture through reading, watching documentaries, attending cultural events, or engaging in discussions with peers who come from different backgrounds.●Assign homework assignments if necessary (e.g., writing a reflection paper on ahistorical event or cultural practice that has had an impact on you, participating ina local cultural festival, etc.). Provide clear instructions on how to submit theassignments electronically or by hand.五、Assessment:Students will be assessed through various forms of assessment throughout the lesson, including:1. Group presentations: Students will be evaluated on their ability to research, present, and participate in group discussions related to their assigned historical events or cultural practices. They will also be expected to use academic vocabulary and demonstrate critical thinking skills during these activities.2. Independent work: Students will be assessed on their ability to apply academic vocabulary related to history and culture to their written projects (e.g., persuasive essays, skits or plays). They should demonstrate an understanding of how historical events and cultural practices have shaped personal and community identity through their writing.。

《人教版高中英语必修2 Unit1》教学设计设计教师: 吴海波教学年级：高一课题名称：Cultural Relics—In Search of the Amber Room（阅读课）教材版本：人教版高中英语必修2 授课时间：45分钟一学生分析教学对象为高中一年级学生，智力发展趋于成熟。

他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。

他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。

通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。

学生已经完成了高中英语第一个模块的学习，渐渐习惯了我的教法。

虽然一开始他们觉得与初中教学很不相同（初中老师注重手把手式的语法教学），但经过半个学期后，他们适应得很快，而且还取得一定的进步。

他们会对课文内容提出自己的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。

不过，本班学生的水平参差不齐，有些差距还相当大。

因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。

二教材分析这一课是本单元第一个课时。

在上这一节课前并没有让他们了解太多的与课文内容相关的知识，只是由于这课出现的人名和地方名比较多，我在课前教他们读了一下。

我在备这一课时，发现它的warming-up部分会花费比较长的时间，于是我没有采用，而使用了我自己另外准备的引入（只是花了4到5分钟的时间），让学生对这课的话题作好心理准备，也为了完成本单元的目标作了铺垫。

我觉得在今后也必须合理使用手中的教材，根据学生水平和教学设计进行整合或增减，让不同层次的学生在课堂上都有所收获。

三教学目标本课为阅读课型，主要介绍有关俄罗斯遗失琥珀屋的轶事。

必修2英语unit1教案【篇一：新人教版高一英语必修二unit1教案】the first period(warming up, one class)teaching aims:1. to learn the knowledge of the cultural relics.2. discuss how to protect our cultural relics.3. to learn the following words or phrases:cultural relics, rare, valuable, survive, vase, rare, dynastyteaching designstep one: presentation(by showing them some photos of some famous cultural relics.)hello, everybody, let’s look at the screen. here are some pictures. they are all very famous places in china or in the world. please think these over:can you name them out?who have the right to own and confirm them?(the shown pictures: ①the great wall, ②the imperial palace of the ming and qing dynasties in beijing and shenyang; ③the mausoleum of the first qin emperor and the terracotta warriors) let the students name out the famous places in the pictures, and tell them they are cultural relics. and explain what cultural relics are.a cultural relic is sth. that survived for a long timea cultural relic may be a part of old thing has remained when the rest of it had been destroyed or a cultural relic is something rather rare（while showing these photos, teach the new words in red: cultural relics, survive, remain, rare）1. get the students understand the identity of the cultural relics.2. let the students try to know that they are at least two sites of cultural relics, the natural site; and the cultural site.( by showing the pictures of some natural sites relics. eg: mount huashan, the jiuzhaigou valley, river li )step two: drillslly the ones in our location.here are some possible answers from the students:(the neiguan cave(内莞岩); the xinfengjiang river(新丰江); heyuan dinosaur park(河源恐龙公园); yuanmingyuan(圆明园), etc.)(the sydney opera; the white house; the big ben; the amber room, etc.)step three: discussing 1as we all know that cultural relics are rather valuable, rare, and sometimes, it is in very high price.1. then can you tell the value of the cultural relic? (have the students discussed for some time in teams, then get their answers by expressing in class.)(there will be a lot of possible answers. eg: from the cultural relics we can know what people did in the past, and we can know the cultures at that time, and maybe we can know the technologyof making them…)2. how to protect the cultural relics? (the same as question 1) (there will be a lot of possible answers. eg: having the idea of protecting our cultural relics; don’t damage them; use them in a rig ht way…..)step four: discussing 21. if you find a cultural relic, what will you do with it?2. do you think to whom the cultural relics belong?(all cultural relics belong to all people and whole society.)have the students to discuss the first question for about two or three minutes, then show the answer for their team. then the same way for question 2.(while discussing, teach the new phrase in red)the second period(reading part, 2-3 classes)teaching aims:1. reading and understanding, catching the history and information of the amber room.2. functional item, how to tell the story about the amber room3. grammar point: the attributive clause4. learning the following useful words and phrases:in search of, fancy, style, jewel, in return, reception, light, mirror, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apartteaching designstep one: presentationlast period, we talk about the cultural relics at home and abroad, such as the great wall, the imperial palace of the ming and qing dynasties in beijing and shenyang; the mausoleum of the first qin emperor and the terracotta warriors the sydney opera; the white house; the big ben; the amber room (which we have learnt last period)then, we will go the amber room, showing them the pictures of it.do you know the history of the amber room, and do you know where the amber room is now? (the amber room is a room built by lots of ambers. it was a gift given to peter the great, the king of russia, by the king of prussia, frederick william i. it was given the name because almost seven thousand tons of natural ambers were used to make it. but during world warⅡ in 1941, the nazi german army secretly stole the amber room and sent boxes of the amber room on a train to a german city. after that, what really happened to the amber room remains a mystery.) step two: reading 1 (listening, reading and understanding)1. now please listen to the tape of the text in search of the amber room. and then read aloud. pay attention to the pronunciation of each word and the pauses within each sentence.2. after reading the text, please complete the exercises of comprehending.①keys to ex1 cebdaf②the suggested answers to the ex2para 1 how was the amber room made?para 2 why did the king of prussia give the amber room to the czar of russia as a gift? para 3 how did the amber room become one of the wonders of the world?para 4 how did the amber room get lost?para 5 how was a new amber room built?3. detailed readingread the text again and answer the following questions:what was given to the russian people as a great gift by frederick williamⅠ,the king of prussia? (the amber room wasgiven to the russian people as a great gift by frederickwilliamⅠ,the king of prussia )why it is called the amber room and how many tons of amber were used to make the amber room?(because it was made of seven thousand tons of amber, which has a beautiful yellow brown color)what did catherineⅡ do with the amber room?(she had the amber room moved to the palace outside st petersburg and transformed it.) ④. what happen to the amber room during world warⅡ?(it was stolen by the nazi and it was taken apart and missing in world warⅡ)step three: intensive readingskimming and identifying the general idea of each paragraph now 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 incatherineⅡ 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 the300th birthday f st petersburg.) step four: discussingclosing down by having a discussioncan you imagine the fate of the amber room? what is it?do you think if it is worthwhile to reproduce the amber room? why?have the students discussed one question by one question for some time, and then show their views for their teams. there may lots of possible answers.keys for reference:a: i have no idea about the fate of the amber room. because anything can happen to it. maybe it was destroyed at war in the fighting fire. you see, ambers can be melted easily. maybe it was kept secretly by somebody who had died without telling about it to anyone else. so maybe it is lying somewhere quietly. b: i think it is worthwhile to reproduce the amber room. because it represents the culture and a period of history in st petersburg. it is a trace and feature surviving from a past age and serving toremind people of a lost time.step five: new words teachingread the reading part paragraph by paragraph again and pick up the key words and phrases by themselves, let the students try to explain the meaning and usage.amazing, select, honey, heat, design, fancy, style, decorate, jewel, artist, belong, in return, troop, light(lit), mirror, wonder, at war, remove, furniture, wooden(wood), doubt, formerespecially pay attention to the words and phrases underlined. step six: grammar points in this textlet the students try to find out the attributive clause in warming up and the reading part.1. a cultural relic is something that has survived for a long time.2. it is your job to look into any reports of cultural relics that have been found in china.3. you are sent to a small town where you find a relic that was stolen from a palace.4. the man who has it insists that it belongs to his family.5.this gift was the amber room, which was given this name because almost seven thousand tons of amber were used to make it.6. later, catherineⅡhad the amber room moved to the palace outside st petersburg where she spent her summers.7. in 1770, the room was completed the way she wanted it.8. this was a time when the two countries were at war.have the st udent’s judge whether they are the same as those we had learnt before. especially the 5th one. this will be the homework after class.the third period(learning about language, 1-2 classes)teaching aims:to learn some useful words and expressionsto learn some useful structuresto learn the restrictive and non—restrictive attributive clause teaching important pointlearn how to use the attributive clause withthat/which/who/where/whenteaching difficult point:⑴. how to tell the attributive clause withthat/which/who/where/when from other clauses. ⑵. learn the differences between the restrictive and non—restrictive attributive clause teaching designstep one: retelling (can be chosen)retell the story of the amber room in their own words.step two: exercising 1 (exercise 1 2 on page 3)(1) complete exercise one in learning about language on page3. asking and answering activity to check the students’ answers of the exercises; individual, pair of group work or finish each task. here are the keys to ex1:select rarereception amaze less than wooden in search of suivive remove artist former at war【篇二：高一英语必修2_unit1_阅读课教学设计】沈美虹公开课教案人教版高一英语必修2 unit1 阅读课教学设计指导学生对课文材料的阅读和分析，掌握有效地阅读策略，切实提高学生的阅读理解能力，形成良好的阅读习惯。