英語必修二unit1教案

1、精選優(yōu)質(zhì)文檔-傾情為你奉上英語必修二unit1教案【篇一：高一英語必修2 unit1教案】 牛津高中英語模塊二（第一講） 主講教師：邵磊 主審： 孫德霖 【教學(xué)內(nèi)容與教學(xué)要求】 一、 教學(xué)內(nèi)容： 牛津高中英語模塊二unit 1（上） 二、教學(xué)要求： 1學(xué)會談?wù)撚嘘P(guān)宇宙空間的簡單話題。 2學(xué)習(xí)閱讀英語新聞綜述。 3理解現(xiàn)在完成時和現(xiàn)在完成進(jìn)行時的意義和用法。 【知識重點(diǎn)與學(xué)習(xí)難點(diǎn)】 一、 重要單詞： tale, unexplained, .alien, mystery, technology, monster, sunken(adj) stonehenge, pyramid, disappear

2、ance, 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,

3、orbit, launch, artificial, astronaut, oxygen. 二、重點(diǎn)詞組： run into碰到, believe in相信（信仰、理論、說法等）, step up加緊, go missing失蹤, show great interest in對.表現(xiàn)出極大的興趣, due to因?yàn)? show up露面, according to根據(jù), pull back拉開, do research on在.方面進(jìn)行研究, rule out排除, look into調(diào)查, make up編造, take charge of負(fù)責(zé), make a speech作報(bào)告, so f

4、ar到目前為止, outer space外層空間, human beings人類, space shuttle航天飛機(jī), soviet union蘇聯(lián), carry out.完成, 實(shí)現(xiàn), 貫徹, 執(zhí)行, dream of夢想, come true實(shí)現(xiàn), solar system太陽系, comic strip連環(huán)漫畫. 三、【語法】 a.現(xiàn)在完成時 1現(xiàn)在完成時態(tài)的構(gòu)成：現(xiàn)在完成時是由助動詞have/has+過去分詞構(gòu)成。 2在現(xiàn)完成時 表示動作完成在過去，強(qiáng)調(diào)對現(xiàn)在造成的影響或結(jié)果，常與already，just，ever，never和yet等連用。表示曾去過某處have / has bee

5、n；表示某人去某處（還沒有回來）用have / has gone。 例如：i have just locked the door. he has left london for york. 3表示過去已經(jīng)開始，持續(xù)到現(xiàn)在的動作或狀態(tài)，有以下幾種情況： 與for + 表示一段時間的詞組連用。例如：i have worked here for 20 years. 與since + 表示過去某一時刻的詞或詞組連用。例如：they have had 4 meetings since the new term began. 4. 非延續(xù)性動詞與可延續(xù)性動詞 兩者都可用于現(xiàn)在完成時，但非延續(xù)性動詞用在現(xiàn)在

6、完成時時不能與表示一段時間的 時間狀語連用。如果必須這樣用，就需要把非延續(xù)性動詞轉(zhuǎn)化為可延續(xù)性動詞或狀態(tài)動詞。 he has been back for three days. he has been back since three days ago. its three days since he came back. three days has passed since he came back. b.現(xiàn)在完成進(jìn)行時 構(gòu)成：have/has been+doing 現(xiàn)在完成進(jìn)行時是一兼有現(xiàn)在完成時和現(xiàn)在進(jìn)行時二者基本特點(diǎn)的時態(tài)。由于它有現(xiàn)在完成時的特點(diǎn)，所以它可以表示某一動作對現(xiàn)在產(chǎn)生的

7、結(jié)果或影響。由于它有現(xiàn)在進(jìn)行時的特點(diǎn)，所以它也可以表示某一動作的延續(xù)性、臨時性、重復(fù)性?，F(xiàn)在完成進(jìn)行時比較生動，有時含有明顯的感情色彩,例如: the couple have been quarreling ever since they got married.（說話人對這對夫妻的關(guān)系很不以為然） you have been asking me questions for the last two hours.（不耐煩） 1 現(xiàn)在完成進(jìn)行時可以用來表示一個動作從過去某時開始一直延續(xù)到說話時刻還在進(jìn)行。例如： a. he has been working on the puzzle since

8、 early morning. b. we have been waiting for the result for half a day. 2 現(xiàn)在完成進(jìn)行時可以用來表示一個動作從過去某時開始一直延續(xù)到說話時刻剛 剛結(jié)束。例如： a. where have you been? we have been looking for you everywhere. b. i have been wondering about your behavior. 3. 現(xiàn)在完成進(jìn)行時可以用來表示過去剛剛完成的動作，其結(jié)果對現(xiàn)在有影響或聯(lián)系， 例如： a. she has been crying(她現(xiàn)在眼睛還

9、在紅腫). b. it has been snowing.(地上已經(jīng)有了一層雪). 【難點(diǎn)講解】 1. the world we live in today is full of mysteries unsolved even by todays advanced science and technology. 我們生活的世界里充滿了謎團(tuán), 這些謎團(tuán)即使是當(dāng)今發(fā)達(dá)的科學(xué)技術(shù)也無法解開。 過去分詞短語unsolved even by todays advanced science and technology是mysteries的定語，它的作用相當(dāng)于定語從句which are unsolved

10、even by todays advanced science and technology。當(dāng)定語從句是由關(guān)系代詞be動詞過去分詞或現(xiàn)在分詞短語構(gòu)成時，關(guān)系代詞和be動詞可以省略。例如： stories (which were) made up by him didnt sound very convincing. people (who are) living in these areas believe in ghosts. advanced 先進(jìn)的、發(fā)達(dá)的。 2. police in america have stepped up their search for a fifteen-

11、year-old boy who went missing in dover, new hampshire. 美國警方現(xiàn)已加緊對一名15歲失蹤男孩的搜索，該男孩于兩天前在新罕布什爾州的多佛市失蹤。 step up加緊，如: step up production, step up the campaign, step up the lobby(加緊游說) search在句中作名詞，常見詞組有ones/the search for（對的搜索、探求），in search of(為了尋求)。例如：his search for truth has led to one discovery after a

12、nother. he risked his life in search of truth. police是集體名詞，形式上永遠(yuǎn)是單數(shù)，和復(fù)數(shù)動詞連用。 3. people have shown great interest in his disappearance due to sighting of puzzling lights in the sky and reports of alien visits around the time of his disappearance. 公眾對男孩的失蹤表現(xiàn)出極大的興趣，原因是在他失蹤前后有人聲稱看到天空中出現(xiàn)令人迷惑不解的亮光，還有關(guān)于外星人

13、造訪地球的報(bào)道。 4. standing inside were lots of white-skinned, strange-looking creatures with large black eyes. （飛碟）里面站著許多白皮膚、樣子奇怪、長著黑色大眼睛的生物。 這是個倒裝句，這句話的正常語序是：lots of white-skinned, strange-looking creatures with large black eyes were standing inside. 當(dāng)句子的主語部分太長，或說話人想要強(qiáng)調(diào)對動作的描寫時，可以把現(xiàn)在分詞短語和主語部分的位置交換，形成“現(xiàn)在分詞

14、短語be動詞主語部分”的倒裝結(jié)構(gòu)。例如： lying there was a thin, black woman with untidy hair and stony face. coming up is a talk show by our famous host peter pan. white-skinned白皮膚的，這是一個由形容詞名詞ed構(gòu)成的復(fù)合形容詞，中學(xué)階段常見的還有: kind-hearted, bold-faced, ill-tempered等。 strange-looking樣子奇怪的。形容詞/副詞動詞ing也可以構(gòu)成的復(fù)合形容詞，例如：good-looking, eas

15、y-going(好相處的), never-ending, ever-lasting. 5. believe和believe in believe+sb表示“相信某人的話”，believe+sth表示“相信某事的真實(shí)性”。例如： i believe george, he has never told a lie. do you believe his story? believe in+sb表示“信任某人”，believe in+sth表示“相信某事的存在、信仰某種學(xué)說或宗教”。例如： 讓我失望). i dont believe in ufo. he believes in maxism. 6.

16、 search和search forsearch+搜查的對象，例如：search the house, search the prisoner. search for+，例如：search for gold, search for food. 也可以是：search+搜查的對象搜索的目標(biāo)。例如：search the house for the thief 7. make up編造, make up for補(bǔ)償、彌補(bǔ), be made up of由.構(gòu)成. 例如： we had to work day and night to make up for the lost time. he made

17、 up this story simply to draw attention to himself. the exploration team was made up of 4 scientists, a doctor and an indian guide. 8. go作為系動詞用法小結(jié)： 1） 表示“變得”，常和有關(guān)顏色、狀態(tài)、質(zhì)地的形容詞或詞組連用，例如： （發(fā)紫）with anger. 破產(chǎn))after such a heavy loss. 變質(zhì))very easily in hot weather. 高興地發(fā)狂). 2） 表示“選擇.樣的方式、采用.的方法”，例如：go natur

18、al回歸自然, go international國際化, go native融入當(dāng)?shù)厣鐣? go green追求綠色生活。 3） 表示“未受到”, 常和un+過去分詞構(gòu)成的形容詞unpunished/ unnoticed/ unchallenged/ uncommented等連用，相當(dāng)于“pass/get away without being過去分詞”，例如： a. many important details have gone unnoticed while he was listening. b. . 【同步練習(xí)】 一、單項(xiàng)選擇 1 nanjing is situated- the ya

19、ngtse river. a. tob. nearc. ond. at 2 john will settle - after he gets a job and gets married. a.down b. up c. aboutd. for 3 a large number of people - london each year. a.visits b. visiting c. are visitd. visit【篇二：新人教版高一英語必修二unit1教案】 the first period (warming up, one class) teaching aims: 1. to lea

20、rn 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, dynasty teaching design step one: presentation (by showing them some photos of some famous cultural relics.) hello

21、, everybody, lets 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: the great wall, the imperial palace of the ming and qing dynasties

22、in beijing and shenyang; the 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 time a cultural re

23、lic 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

24、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: drills let the students make some more examples of cultural re

25、lics, including the ones inside our country or in other countries, especially the ones in our location. here are some possible answers from the students: (the neiguan cave(內(nèi)莞巖); the xinfengjiang river(新豐江); heyuan dinosaur park(河源恐龍公園); yuanmingyuan(圓明園), etc.) (the sydney opera; the white house; th

26、e big ben; the amber room, etc.) step three: discussing 1 as 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 expre

27、ssing 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

28、be a lot of possible answers. eg: having the idea of protecting our cultural relics; dont damage them; use them in a right way.) step four: discussing 2 1. 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 p

29、eople 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

30、 understanding, catching the history and information of the amber room. 2. functional item, how to tell the story about the amber room 3. grammar point: the attributive clause 4. learning the following useful words and phrases: in search of, fancy, style, jewel, in return, reception, light, mirror,

31、wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apart teaching design step one: presentation last 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;

32、 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

33、 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 war in 194

34、1, 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

35、 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. keys to ex1 cebdaf the suggested answers to the ex2 para 1 how was the amber room made? para 2 why

36、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 reading read the text again and answer the following questions:

37、 what was given to the russian people as a great gift by frederick william,the king of prussia? (the amber room was given to the russian people as a great gift by frederick william,the king of prussia ) why it is called the amber room and how many tons of amber were used to make the amber room? (bec

38、ause it was made of seven thousand tons of amber, which has a beautiful yellow brown color) what did catherine do with the amber room? (she had the amber room moved to the palace outside st petersburg and transformed it.) . what happen to the amber room during world war? (it was stolen by the nazi a

39、nd it was taken apart and missing in world war) step three: intensive reading skimming 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 p

40、aragraph: 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 russiathe czars winter palace and a small reception hall for important visi

41、tors.) 3rd paragraph: the relocation of the amber room in catherine time (catherine 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 w

42、ar,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 four: discussing closing down by having a discussion can you imagine the fate of the amber room?

43、 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 roo

44、m. 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 reproduc

45、e 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 teaching read the reading part paragraph by paragraph again and pick up the key words and

46、 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, former especially pay attention to the wor

47、ds and phrases underlined. step six: grammar points in this text let 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 bee

48、n 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, c

49、atherinehad 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 students judge whether they are the same as those we had learnt before. especial

50、ly 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 expressions to learn some useful structures to learn the restrictive and nonrestrictive attributive clause teaching important point learn how t

51、o use the attributive clause with that/which/who/where/when teaching difficult point: . how to tell the attributive clause with that/which/who/where/when from other clauses. . learn the differences between the restrictive and nonrestrictive attributive clause teaching design step one: retelling (can

52、 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 eac

53、h task. here are the keys to ex1: select rare reception amaze less than wooden in search of suivive remove artist former at war【篇三：必修二unit1教案】 一、學(xué)生分析 教學(xué)對象為高中一年級學(xué)生，智力發(fā)展趨于成熟。他們的認(rèn)知能力比初中階段有了進(jìn)一步的發(fā)展，漸漸形成用英語獲取信息、處理信息、分析問題和解決問題的能力，因此我特別注重提高學(xué)生用英語進(jìn)行思維和表達(dá)的能力。他們學(xué)習(xí)英語方法由死記硬背轉(zhuǎn)型向理解型并應(yīng)用到交際上，他們有自己的學(xué)習(xí)技能和策略，學(xué)會把語言學(xué)習(xí)與現(xiàn)實(shí)生

54、活和興趣聯(lián)系起來。通過任務(wù)型課堂活動和學(xué)習(xí)，學(xué)生的學(xué)習(xí)自主性得到加強(qiáng)，不再認(rèn)為英語的課堂學(xué)習(xí)很枯燥，主動參與到活動中去，成為課堂的主體，同時也加強(qiáng)了與他人交流合作的能力。學(xué)生已經(jīng)完成了高中英語第一個模塊的學(xué)習(xí)，漸漸習(xí)慣了我的教法。雖然一開始他們覺得與初中教學(xué)很不相同（初中老師注重手把手式的語法教學(xué)），但經(jīng)過半個學(xué)期后，他們適應(yīng)得很快，而且還取得一定的進(jìn)步。他們會對課文內(nèi)容提出自己的疑惑和勇于闡述見解，并且從課內(nèi)知識拓展到課外，通過多種渠道獲取學(xué)習(xí)資源。不過，本班學(xué)生的水平參差不齊，有些差距還相當(dāng)大。因此在教學(xué)過程中，布置的任務(wù)要兼顧各個層次的學(xué)生，使他們都有所收獲。 二、教材分析 這一課是本單

55、元第一個課時。在上這一節(jié)課前并沒有讓他們了解太多的與課文內(nèi)容相關(guān)的知識，只是由于這課出現(xiàn)的人名和地方名比較多，我在課前教他們讀了一下。我在備這一課時，發(fā)現(xiàn)它的 warming-up部分會花費(fèi)比較長的時間，于是我沒有采用，而使用了我自己另外準(zhǔn)備的引入（只是花了4到5分鐘的時間），讓學(xué)生對這課的話題作好心理準(zhǔn)備，也為了完成本單元的目標(biāo)作了鋪墊。我覺得在今后也必須合理使用手中的教材，根據(jù)學(xué)生水平和教學(xué)設(shè)計(jì)進(jìn)行整合或增減，讓不同層次的學(xué)生在課堂上都有所收獲。 三、教學(xué)目標(biāo) 本課為閱讀課型，主要介紹有關(guān)俄羅斯遺失琥珀屋的軼事。通過閱讀使學(xué)生了解世界文化遺產(chǎn)，學(xué)會描述他們的起源、發(fā)展和保護(hù)等方面的情況。教

56、師根據(jù)課文內(nèi)容用不同的形式來讓學(xué)生自己歸納，提高閱讀技能。由于這課講述國外文化遺產(chǎn)，學(xué)生會感到陌生，為了引起共鳴，因此要把中外文化遺產(chǎn)結(jié)合一起討論。本課目的要使學(xué)生學(xué)會如何談?wù)撐幕z產(chǎn)以及最后形成保護(hù)文物的意識。 教學(xué)內(nèi)容大致分為以下幾個方面： 1看圖片和聽錄音引入文化遺產(chǎn)這一話題。 2從網(wǎng)上下載一些琥珀屋圖片并展示給學(xué)生看，分辨新舊琥珀屋，給學(xué)生以感官上的刺激，而且有利于幫助學(xué)生對文章的理解。（一些生詞用板書） 3學(xué)生閱讀課文后完成精讀練習(xí)。 4兩人圍繞琥珀屋設(shè)計(jì)小對話。 5語言學(xué)習(xí)-難句解釋。 6小結(jié)文章，一是找關(guān)鍵線索，二是寫作手法。 7小組討論，包括復(fù)述課文，加深對文章的理解，以及學(xué)生

57、總結(jié)自己通過本課學(xué)習(xí)學(xué)到了什么（達(dá)到教學(xué)目標(biāo)-形成保護(hù)文物意識）。 四、教學(xué)策略環(huán)環(huán)相扣，設(shè)計(jì)緊湊。先利用錄音和圖片引起興趣，然后帶著問題有目的地閱讀文章，通過回答問題掌握細(xì)節(jié)，知道琥珀屋從形式失蹤重建的過程，再從整體上把握它的結(jié)構(gòu)、特色，學(xué)習(xí)用英語歸納以及復(fù)述，最后自己去小結(jié)上完這節(jié)課的收獲，使他們的掌握閱讀技巧的同時也增加了見識。在小組討論過程中，學(xué)會用英語口語判斷別人給出的依據(jù)，并給出自己的觀點(diǎn)。 采用多媒體教學(xué)，用一些有關(guān)文物的精美圖片，引起學(xué)生對即將閱讀的文章的興趣，減少陌生感。 課前需要準(zhǔn)備中外文物圖片以及對這些圖片簡短的錄音描述。 五、教學(xué)過程 （一） warming-up引入 教師用 powerpoint分別展示三幅圖片以及播放有關(guān)的三段介紹錄音，并不需要學(xué)生詳細(xì)記錄細(xì)節(jié)，因?yàn)椴皇锹犃φn，只是了解圖片是什么地方，位于哪個國家等。 （ look at three pictures and listen to three tourist guide describe each of them. what do you think of them?） 1、3為學(xué)生所熟悉的 1. the pyramids in egypt 2.