人教版高中英语必修二教案（全册 共139页）.docx

本文格式为Word版，下载可任意编辑人教版高中英语必修二教案（全册 共139页） 最新人教版高中英语必修二教案（全册） Unit 1 Cultural relics I. 单元教学目标 ★Talk about cultural relics and cultural relics protection. ★Learn to ask for opinions and give advice. ★Review attributive clauses, including restrictive and non-restrictive attributive clauses. ★Read about the Amber Room. ★Write a report of debate. II. 目标语言 Asking for opinions Do/don’t you think that…? Would you consider…? Why/Why not…? 功 Do you have any idea about…? How do you know that? 能 Are you sure that he/she was telling the truth? What do you think? 句 What do you think of…? What’s your idea/opinion of…? 式 What would you say…? How do you feel about…? Who do you think was…? What are your reasons for saying that? Giving opinions I think/don’t think that…. Sorry, I don’t agree with you. In my opinion…. It can be proved. That can’t be true. 139 页 第 1 页 共 I don’t believe…, because…. I think… is telling the truth because…. 1. 四会词 rare, survive, valuable, dynasty, vase, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth, local, apart, painting, castle, trail, evidence, explode, entrance, sailor, sink, maid, informal, debate 词 2. 认读词 汇 cultural, relic, Taj mahal, ivory, dragon, amber, Frederick William I, Prussia, Peter the Great, Czar, St Petersberg, Catherine, Konigsberg, the Baltil Sea, rebuild, Leningrad, Windsor, eyewitness, Jan Hasek, Anna Petrov, mystery Berlin, Johann Webber 1. 短语和词组 in search of, belong to, in return, at war, less than, think highly of 语1. 限制性定语从句 (Restrictive attributive clause) 法 2. 非限制性定语从句 ( Non-restrictive attributive clause) 1. Frederick William I,the king of Prussia could never have imagined that his greatest gift to the Russian people would have such an amazing history. P1 2.Once it is heated, the amber can be made into any shape.P1 3. It was made for the palace of Frederick I. P1 重 4. In 1716, Frederick William I gave it to Peter the Great, as a gift of friendship 点 from the Prussian to the Russian People. P1 句 5.In return, the Czar gave the king of Prussia 55 of his best soldiers. P1 子 6. The Amber Room soon became part of the Czar's Palace in St Petersburg. P1 7.Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers. P2 8.This was a time when the two countries were at war. P2 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. P2 第 2 页 共 139 页 10. After that,what really happened to the Amber Room remains a mystery. P2 11. I think highly of those who are searching for the Amber Room. P2 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，进展和养护等方面的处境，复习并掌管定语从句，能就如何养护和处理世界文化遗产给出自己的观点。

1.1 Warming up 热身片面供给了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此举行议论这片面的目的是呈现本单元的中心话题“文化遗产” 1.2 Pre-reading 是Reading的热身片面，供给了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举行prediction 1.3 Reading是关于探索损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议论养护和重建文化从文化遗产的重要性和必要性 1.4 Comprehending既有学识性的问题，同时又跳出了课文，对文章举行整体评价，由易到难，有较好的梯度，全面测验学生对文章的理解Exercise 1将人物及相关事情匹配，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安置了对于重建lost cultural relics的意义举行议论，使得学生能对本单元的主题举行较为深入的探讨。

1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两片面其中第一片面的Exercise 1着重训练对英语单词解释的理解Exercise 2 着重词汇在短文中的用法练习要求学生按所给的语境填入所需的词汇Exercise 3 专练belong to的词义和用法在Discovering useful structures 中，分为四个练习，从课文中展现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和识别再通过连句练习和造句练习来稳定本次所学定语从句的内容 1.6 Using language分Reading and Listening、Speaking 及Reading and writing 第 3 页 共 139 页 三片面以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标语言：文化遗产，举行语言的输入和输出的训练，旨在要求学生熟谙掌管必要的语言，并能运用它们 1.7 SUMMING UP 从四个角度：有用的动词、动词短语、其他的表达和新句型布局总结本单元内容，并总结所学的有关文化遗产方面的学识。

1.8 LEARNING TIP建议学生亲自去博物馆看一些中国文化遗产，并主动担当导游向外国游客介绍这些文化遗产，同时练习英语口语，并向外国游客学习英语同他们交挚友 2. 教材重组 2.1 从话题内容分析，Warming up, Pre-reading, Reading, Comprehending和Leaning about Language内容一致, 将其设计成一节阅读课 2.2 将Using Language 设计成一节综合技能课 2.3 将 Workbook 里的LISTENING和LISTENING TASK整合成一节听力课 2.4 将Workbook里的TALKING和SPEAKING TASK及WRITING TASK设计成一节口语和写作课 2.5 将Workbook 里的READING TASK设计成一节阅读课 2.6 将Workbook里的USING WORDS AND EXPRESSIONS与USING STRUCTURES和Using Language中的SUMMING UP与 LEARNING TIP和Workbook中的CHECKING YOURSELF设计成一节复习课。

3. 课型设计与课时调配经教材分析，根据学情，本单元可用6课时完成） 1st period Warming up and Reading(I) 2nd period Integrating Skills 3rd period Listening 4th period Speaking and Writing 5th period Reading(II) 6th period Comprehensive Revision （以上课时调配与教材重组，仅供参考，教师可因时因地因人而异，不必拘泥于此 第 4 页 共 139 页 III. 分课时教案 The First Period Warming up and Reading (I) 。