人教版英语必修二unit1公开课教案

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.。

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。

Teaching PlanUnit 1 Cultural RelicsWarming up and Reading☆Teaching Aims:Knowledge aim:1).Master important words and phrases: cultural relics, rare, valuable, vasesurvive, design, fancy, style, belong to, in search of, in return, at war……2).Master important sentence stylesIn return, the Czar gave the king of Prussia 55 of his best soldiersThis was a time when the two countries were at war.There was no doubt that that the boxes were then put on a train for…Ability aim:Enable the students to talk about the story of Amber RoomEmotion aimHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics☆Teaching difficult pointsTalk about cultural relics and what should be done with them☆Teaching methods1.Task-based teaching and learning methods2.Cooperative learning and individual learning☆Teaching aidsMulti- media facilities, paper learning materials☆Teaching procedures:Step1.GreetingsStep2.Revision and lead-inRevise reading new words and present the topic we will talk about iscultural relics.Step3.Warming upThe warming-up exercises raise the students’awareness that there aresome well-known cultural relics both at home and abroad. Then ask thestudents to try their best to think of the cultural relics they know.Step4.Pre-reading1. Presenting the picture of amber and amber room.2. Explaining the pictures by asking questions.Step5.ReadingTask 1 Scanning: fill in the formPara 1: an introduction of the Amber RoomTask 2 Skimming: Answer the following questionsPara 2: A gift to Peter the GreatQ1: What was the Amber Room first made for?Q2: What happened to the Amber Room in 1716?Task 3 Skimming: Choose the best answerPara 3: The changes of the Amber RoomWho had the Amber Room moved to a place outside St Petersburg?A. Frederick WilliamⅠB. Catherine ⅡC. Peter the GreatD. FrederickⅠTask 4 Careful reading: Complete the short passage according to Para 4 Para 4: The missing of the Amber RoomIn _______, the Russians and the Nazis were _____ ______. Before the Nazis could get to the summer palace, the _______ were able to remove some_______ and small ______ ______ from the Amber Room. However, some of the Nazis secretly ______ ______ ______ itself. After that, what happened to the Amber Room remains a _________.Task 5 Para 5 A new Amber RoomAnswer the following questions:Q1: Who have built a new Amber Room?Q2: How old is St Petersburg now?Step 6 SummaryStep7. Homework1. Review what we have learnt today2. Read the passage fluently and finish the exercises3. Prepare for the next lessonUnit 1 Cultural RelicsWarming up and Reading学案Step 1 Warming upDiscuss the following questions:1.What is a cultural relic?A cultural relic _______(be) something that can represent ________(文化)，which_____ ________(已经幸存下来) for a long time to tell the ______(历史) and it is very ________(罕见的)and ________(有价值的). ______ ________ (文化遗产) can be craftworks, buildings, books, paintings music and so on.2. Does a cultural relic always have to be rare and valuable?3. Is it enough to have survived for a long time?Step 2 Pre- readingHave you ever seen a piece of amber?Do you know what the Amber Room is made of?Can you imagine a house made of amber?Judging from the title, what do you think happened to the Amber Room?Step 3 ReadingTask 1 Scanning: fill in the formTask 2 Skimming: Answer the following questionsPara 2: A gift to Peter the GreatQ1: What was the Amber Room first made for?Q2: What happened to the Amber Room in 1716?Task 3 Skimming: Choose the best answerPara 3: The changes of the Amber RoomWho had the Amber Room moved to a place outside St Petersburg?________A. Frederick WilliamⅠB. Catherine ⅡC. Peter the GreatD. FrederickⅠTask 4 Careful reading: Complete the short passage according to Para 4 Para 4: The missing of the Amber RoomIn _______, the Russians and the Nazis were _____ ______. Before the Nazis could get to the summer palace, the _______ were able to remove some_______ and small ______ ______ from the Amber Room. However, some of the Nazis secretly ______ ______ ______ itself. After that, what happened to the Amber Room remains a _________.Task 5 Para 5 A new Amber RoomAnswer the following questions:Q1: Who have built a new Amber Room?Q2: How old is St Petersburg now?Step 4 Summary1.Match each part of the passage with its headlinePara 1 a. the transform of the Amber Room as a gift and itschangePara 2-3 b. A new Amber RoomPara 4 c. Brief introduction to the Amber RoomPara 5 d. The missing of the Amber Room2. What is the main idea of the passage?It tells us the strange history of the _______ ________, a cultural relic of two countries: ________ and__________.Step 5. Homework1. Review what we have learnt today2. Read the passage fluently and finish the exercises3. Prepare for the next lesson。

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。

必修二unit1教案【篇一：新人教版必修二unit1 cultural relics教学设计】unit 1 cultural relicsteaching goals教学目标1). ability goals能力目标a.learn some detailed information about the amber room.b.improve the students’ reading ability.c.train the students’ ability to grasp key information while listening.d.enable the students to have the ability of talking culturalrelics and ways to protect them.2). learning ability goals学能目标help the ss to learn how to give opinions clearly about cultural relics.3)emotion:情感目标train the students’ ability to cooperate with others.enable the ss to talk about the story of the amber roomteaching important points教学重点1 ).the new words and expressions;2). learn some detailed information about the amber room;3). train the students’ ability to cooperate with others;4). train the students’ speaking ability.learn to discuss and act out the ss’ opinions about cultural relics.teaching important points教学难点1)words:ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;2)phrases:look into, belong to, in search of, in return, at war, take apart, think highly of;3). sentence patterns:(1) there is no doubt that…..(2) this gift was the amber room, which was given this name because almost seven thousand tons of amber were used to make it．4). improve the students’ reading ability.train the students’ ability to grasp key information while listening.how to teach the students to speak out their opinions about cultural relics. teaching methods教学方法1). watch some videos about the cultural relics. (individuals)2). have a discussion. (group work)3). write an article about the discussion. (individuals)teaching aids教学设备a computer, a projector and some slides.teaching procedures and ways教学过程与方式the first second period (vocabulary,warming up andpre-reading)teaching goals:1. target languagecultural, survive, remain, state, rare, dynasty, vase, belong to 2. learning ability goalshelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.teaching important pointstalk about cultural relics and what should be done with them.teaching difficult points:how to talk about cultural relics.teaching methods:group discussion and presentation.(cooperative learning)the first second periodteaching procedures:step 1 new words teachingstep 2 warming-upt: when talking about cultural relics, what comes to your mind? s1: the great wall.s2: the pyramids in egypt.s3: …t: well done.teacher asks the ss to look at the three groups of pictures and discuss these questions.1. do you know these places?2. if you know, what do you know about the places?3. which one would you like to visit? why?i: as is known to all, china is a country with a history of more than 5,000 years. in the long history, people in differentperiods have left us quite a number of cultural sites, many of which are world famous. now look at the pictures and guess what heritage they are.all these are cultural relics.do you know any other cultural relics in the world?t shows the ss some cultural relics abroad.task 1: ask the ss to make a dialogue by saying.imagine you have a chance to travel these places. which place would you like to go? why? when are you starting off? how are you getting there? how long are you staying?please make a dialogue with your partners. then students answer the following questions:what is your favorite city? why?what makes a city great and famous?(a long history; cultural relics; many great people; important events taking placethere)t:unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them.task 2: now suppose that you work for the state office of cultural relics. you are sent to a small town where you find a relic that was stolen from a palace. it is a rare ming dynasty vase. the man who has it insists that it belongs to his family. what will you say to him?work in pairs to discuss this question, and then i’ll ask some ss to tell me your answers.step 3 task 3 speaking task on page 46debate do you think china should save all of its cultural relics? do you think it necessary to rebuild yuanmingyuan in beijing? t: after watching so many pictures, now discuss with your partners the following question:what is a cultural relics?(ss can find the answer from the warming up.)step 4 pre-readingt: ok, class, do you think these cultural relics are beautiful?ss: yes, very beautiful.t: suppose one of them got lost, how would you feel and what will you do with it? s1: try our best to find it.s2: protect the others in order that they will not lost. ……t: thanks for your good suggestions. if you find a cultural relic, what will you do with it? you can make a dialogue with your partner on this question.t can practice it with a student to give an example.extending questions: to whom do cultural relics belong?step 5 language points1) survivesurvive: vi. continue to live or exist.in alive after sb., live or exist longer thane.g: many strange customs have survived from earlier times.her parents died in the accident, but she survived.few buildings survived the earthquake.the man survived his sister by three years.2) (a) part ofa part of the books have arrived.a leg is a part of the body.he gave me back only part of the money i lent him.part of the house was burnt in the fire.part of the passengers were injured in the accident.*part of it _________ good.*part of them _____________ good.3) something通常用于肯定句，而在疑问句、否定句、if/weather从句中用anything。

人教版高一英语必修二第一单元教案模板高中阶段学习难度、强度、容量加大，学习负担及压力明显加重，不能再依赖初中时期老师“填鸭式”的授课。

下面是小编为你准备的人教版高一英语必修二第一单元教案，快来借鉴一下并自己写一篇与我们分享吧！人教版高一英语必修二第一单元教案篇1教学准备教学目标1. 知识与技能目标(1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。

提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。

(2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。

(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。

2. 过程与方法目标(1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。

(2)通过阅读课文利用Skimming 和 Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。

通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。

(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。

3. 情感、态度、价值观目标通过学习，使学生了解世界的艺术馆，培养学生的文化意识和对艺术的兴趣。

同时激发学生对家乡的自豪感和热爱之情。

教学重难点教学重点：阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。

教学难点：在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。

教学过程(一)展示学习目标与小组评价规则(二)“导入”展示曼哈顿的相关图片，展示课文中出现的5个艺术馆的图片及名字。