人教版新課標高中英語必修2全套教案設計

1、 Good morning, everyone. Today Im very pleased to have an opportunity to talk aboutsome of my teaching ideas. The content of my lesson is xxx.l2.the teaching methods 3.the studying methods 4.the teaching procedures, and whilefrom the first partPart 1 Analyzing teaching Material:serious attitude towa

2、rdsand develop the interest inAt the same time, let the students learn how to give instructions. This lesson plays an important part in the English teaching in this unit. As it is the main passage in this to make Ss learn the rest of this unit. And as we all know , reading belongs to the input durin

3、g the process of language learning. The input has great effect on output, such as speaking and writing. Then according to the new standard curriculum and syllabus新(課程 標準和教學大綱), I think the teaching aims of this lesson are the following:1.Knowledge aim：Understand the main idea of the text.2. Ability

4、aim: Retell the text in their own words.3.Emotional aim: Make the Ss loveThen the Teaching important point is how to understand the text betterAnd the teaching difficult points are:1. Use own words to retell the text2. Discuss thePart 2 Teaching methods:Dealing with this lesson. Ill do my best to ca

5、rry out the following theories: Makethe Ss the real masters in class while me, myself acts as director; Combine the languageyare learning the English language. To achieve my goal Ill use the following teachingmethods: 1.Commucative Approach(交際教學法)2.Task based watch and listen activity3. Question and

6、 answer activity4.Pair work or individual role play or scene play activityAnd in order to practice my teaching methods well, I need the following teaching aids1. a projector2. a tape recorder3. multimedia4. the blackboardPart 3 Studying Methods:some of them dont like English. Therefore, I ll have Ss

7、 study in a relaxed atmosphere.The learning process of students is from seeing, thinking,saying . So after feeling andunderstanding the language points, I will let the students get the knowledge actively bycooperative study. In a word I will1. Let the Ss pass observation - imitation-practice to stud

8、y language.2. Teach the Ss how to master dialogues and how to communicate with others.Part 4 Teaching Procedure:I have designed the following steps to train their ability of listening, speaking,reading and writing. Especially reading ability.Have a free talk about and then discuss the question in pr

9、e-reading on pagePurpose: arouse the Ss interest of studyStep2. Listening comprehensions1. Present the students the questions before listening to the textAB2.Get the students to listen to the tape and then answer the questions.Purpose: Train the Ss listening ability to grasp the general idea of a pa

10、ssage andprepare for the later exercises. Step3.Fast readingRead the passage as quickly as they can. I will use the question and answer activityto help them get the main idea of each paragraph, then ask them to use their own words toconclude the main ideas of each paragraph.Understand the general id

11、ea of each paragraph.Step4 Intensive readingRead the passage carefully again and answer some detailed questions.AB Cit is also called depth reading or study reading. It means reading for detailedformationPurpose: Further understand the text to find out some different sentences and detailsof the text

12、.Step5.Retell the passage1. I will list out the general idea of each paragraph which the Ss have concluded infast readingalPurpose: I want to check if my students really understand the whole text and if theymaster what I mean to tell them in this class. Whats more, I want to make the studentspractic

13、e their oral English through retelling.Step6.Language pointsI will show the important words phrases and sentences which the Ss need to learn inpoints. Whats more I will ask Ss to make sentences by using these newly learnt words andphrases.Step 7.Pair work or individual role play or scene play activi

14、tyPurpose: I mean to give them emotional education. I give them muti-media pictures toarouse their interest of study and their love forStep 8 SummaryI will go through the important points and difficult points of this lesson with the students once again.Step 9 HomeworkWrite an article of I want to im

15、prove the ability of their writing. At the same time,train the ability of do it yourself and looking up the information by themselves.Above is my teaching plan of this lesson. Thank you for listening.注：關于 blackboard(板書設計)，在試講前在黑板上表出課題，然后只需在試講過程中根據(jù)內(nèi) 容需要(比如課程導入或者課堂活動時)稍許寫一下，切忌滿篇板書而減少了試講時間，也最好不要 把板書設計單

16、獨成為一個部分。 Unit 1 Cultural relicsPart One: Teaching Design (第一部分：教學設計)PeriodPeriod 1: A sample lesson plan for Reading(IN SEARCH OF THE AMBER ROOM )Aims：To read about cultural relicsTo learn about The Restrictive and Non-Restrictive Attributive ClauseWarming up by definingGood morning, class. This per

17、iod we are going to read about IN SEARCH OF THE AMBER ROOM.Before our reading, Id like to know:A. What kind of old things are cultural relics?B. Are all the old things cultural relics?C. What is the definition and classification of cultural relics?D. To whom do cultural relics belong?Keys for refere

18、nce:A. Cultural relics are physical remainders of what different peoples valued in the pastand continue to value now. It can also be said that cultural relics are more than worksof art, they are symbols of history and the people who lived in the past.B. No, not all the old objects are cultural relic

19、s.la unique cultural expression and contributions.D. In a larger sense, it can be said that all the cultural relics belong to all peoplesand whole societies, not a certain individual.Warming up by presentingthink these over：A. Can you name them out?B. Who have the right to confirm and classify them?

20、Keys for reference:and the Terracotta Warriors; The Mogao Cave. These are natural sites: The JiuZhai Gou Valley Scenic and Historic Interest Area; The Huang Long Scenic andHistioric Interest Area. The following are cultural and natural sites: MountTaishan; Mount Huangshan; Mount WuYi.B. Only an inte

21、rnational professional organization from UN has the authorityto confirm and classify them.Warming up by discussingNow, boys and girls, I met a “moral dilemma”. That means I must make a choice betweenthe interests of the family and the interests of the society. Things are liis: My oldgranny happened

22、to find an ancient vase under the tree in the earth of our garden. Its so beautiful and special. Now, my family fell into a moral dilemma. Can you help us tomake a decision:A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation to

23、 make a difficult choice?leding1. Looking and sayingWork in pairs. Look atthe photos on the screen. All these relics are quite beautiful. Butsome of them were lost and ruined in history，such as Yuan MingYuan and the Amber Room.Please guess:A. What kinds of things can result in their disappearing?B.

24、Why do they come into being once again?Keys for reference:A. Maybe wars, natural disasters, and time have damaged or destroyed them, gettingthem lost and changed. Many of them were even stolen and hidden while nobody knowswho, where and how.B. People get to know these. If these relics could not be f

25、ound again, they wouldbe rebuilt by people.2. Explaining and sharingWork in groups of four. Tell your group mates:A. What do you know about the substance of “amber”?B. What do you know about the cultural relics “the Amber Room”?Keys for reference:I am from group 2. From the knowledge we got from bio

26、logy and chemistry, we know“amber” is a semi-precious stone used in jewelry and art world. Amber is reallythe fossil form of resin from trees. It has got its shape after a process that hastaken millions of years to complete. Trees in very ancient forests produced thisresin, which slowly dropped from

27、 trees and was buried. Trees use resin to protectthemselves from disease and harm caused by insects and fungi.the Amber Room is a room built by lots of ambers. It was a gift given to Peter thenthe name because almost thousand tons of natural ambers were used to make it. Butduring the second world wa

28、r in 1941, the Nazi German army secretly stole the AmberRoom and sent boxes of the Amber Room on a train to a German city. After that, whatreally happened to the Amber Room remains a mystery.1. Reading aloud to the recordingNow please listen and read aloud tothe recording of the textIN SEARCH OF THE

29、 AMBER ROOM .play the tape twice and you shall read aloud twice, too.2. Skimming and identifying the general idea of each paragraphNow please skim the text to get the key words and general idea of each paragraph. 1st paragraph the introduction about the Amber Room: design, colour, shape,material2nd

30、paragraph the present to the Czar: a part of winter palace in St. Petersburg,a reception hall for important visitor3rd Paragraph the relocating of the Amber Room in Catherir times: moved intoSummer Palace, more added to its design4th Paragraph the missing of the Amber Room: the two countries were at

31、 war, NaziGerman army stole the Amber Room, 27 wooden boxes were trained toa German city, Nobody knew it from then on5th Paragraph the rebuilding of the Amber Room: a new one but the same as the oldbuilt by the two countries, for celebrating the 300th birthday ofPeterburg3.Scanning and analyzing the

32、 characteristics of the text.Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?Keys for reference:This piece of passage is a narrative prose or non-fiction article writ

33、ten in a narrating style. It tells the history of Amber Room in the order of time so that we e4.Reading and understandingCopy them to your notebook after class as homework.Collocations from IN SEARCH OF THE AMBER ROOMlook into, be used to, make the design for the room, in fact, as a gift of,add more

34、 details to, remove from the search for,belong to, feel as hard asstone, the fancy style, be made for , in return, one of the great wonders, artobjects, look much like, give the name, be made into any shape, be made with gold5. Reading and transferring informationRead the text again to complete the

35、table, which lists all the numbers in the text.NUMBER MEANING1716 Frederic William gave the Amber Room to Peter the Great as a gift.1770 Catherine had completed the adding to the Amber Room in this year.1941 The Nazi German army stole the Amber Room in this year.2003 The rebuilding of the Amber Room

36、 was completed in this year.7000 Tons The total weight of the ambers used to make the room.55 The number of soldiers given to the king of Russia in return.600 The number of the candles lighting the Amber Room.2 The two countries: German and Russia.2 In two days the Amber Room was removed to a German

37、 city.100,000 The Amber Room was dismantled into 100,000 pieces27 27 wooden boxes were used to contain the pieces of Amber Room.300th The newly rebuilt Amber Room was ready for the 300 thbirthday of StPeterburg city6.Reading and learningRead the text and learnmore about thefollowing proper nouns.You

38、 can surf on thewebsiteafter class:Names of people Names of placesFrederick PrussiaFrederick William St.PeterburgPeter the Great KonigsbergCatherine Winter PalaceSummer PalaceW Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and No. 2.Clos

39、ing down by having a discussion A. Can you imagine the fate of the Amber Room? What is it?B. Do you think if it is worthwhile to reproduce the Amber Room? Why?KeysKeys 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 warin

40、the fightingfire. You see, ambers canbe melted easily.Maybe it was kept secretly by somebody who had died without telling about it to anyoneelse. So maybe it is lying somewhere quietly.age and serving to remind people of a lost time.Closing down by retelling the story of the Amber RoomWell, all of u

41、s have learned the history of the Amber Room. Lets recall some key wordsand expressions on the board. You are to retell the story of the Amber Room:ShapeShapemove to winter palaceremove to pieces300th birthdayStylepresentmore detailsremain a mysteryColourowneradd toput on trainsPeriodPeriod 2: A les

42、son plan for Learning about Language(The Restrictive and Non-Restrictive Attributive Clause)Aims:To learn about the restrictive and non-restrictive attributive clauseTo discover some useful words and expressionsTo discover some useful structuresProcedures:Warming up by discovering useful words and e

43、xpressionsPlease turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers againstyour classmates. Warming up by explainingNow, class, since youve read the passage, could you explain to me how to use the phrase “belong to”? The word “to” here is a preposition, indicating the posses

44、sion, and is condition or continuous activity. So we can replace them or express them by using a present-continuous tense.II. Learning about Attributive Clause1. What is an adjective Clause?clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun,Adjectivethe red coatAdjec

45、tive clausethe coat which I bought yesterdayin the second example modifies the noun “coat.” Note that an adjective clause usuallycomes after what it modifies, while an adjective usually comes before.or “which.” In informal writing or speech, you may leave out the relative pronoun whenpronoun in form

46、al, academic writing:The books people read were mainly religious.formalThe books that people read were mainly religious.Some firefighters never meet the people they save.formalSome firefighters never meet the people whom they save. Here are some more examples of adjective clauses:the meat which they

47、 ate was taintedTheyre talking about the movie which made him cryThey are searching for the student who borrowed the bookThe clause modifies the pronoun“student” and answers the question “which student?”.Did I tell you about the author whom I met?2. Restrictive & non restrictive clausesDo the follow

48、ing pairs of sentences mean the same thing?1a My uncle, who lives in London, is very rich.2b My uncle who lives in London is very rich.2a The policies, which were unpopular, were rejected by the voters.2b The policies which were unpopular were rejected by the voters.3a My niece, whose husband is out

49、 of work, will inherit the house, which I have alwaystreasured.The first sentence in each pair has a non-restrictive clause within two commas, and thesecond has a restrictive clause. A non-restrictive clause simply adds more informationinto the sentence and does not affect the meaning of the main cl

50、ause: it is thereforebracketed off with commas (1a = an uncle who happens to live in London). Conversely, asignificantly to the meaning of the sentence. Thus it is that particular uncle who livesreferents the relative pronoun can be either who/m or that (the man that/whom Iwill marry ).3. A test on

51、FORMAL ADJECTIVE CLAUSES Directions: Combine the sentences. Use formal written English.Use (b) as an adjective clause. Punctuate carefully.1) (a) An antecedent is a word. (b) A pronoun refers to this word.An antecedent _ (a) Theblue whale is considered the largestanimal that has ever lived. (b) Itca

52、n growto 100 feet and 150 tons.The blue whale _4 hours.The plane _by this process.In this paper, I will describe _5) (a) The researchers are doing case studies of people to determine the importance ofpressure and heart disease.The researchers are doing case studies _(b) The results of this research

53、will be published within 6 months.At the end of this month, scientists _is a widespread problem. (b) A solution to this problem must and can be found.Accordingtomanyeducationofficials, math phobia _8) (a) The art museum hopes to hire a new administrator.(b) Under this persons direction it will be ab

54、le to purchase significant pieces of art.The art museum _9) (a) The giant anteater licks up ants for its dinner.(b) Its tongue is longer than 30 centimeters (12 inches).The giant anteater _10) (a) The anteaters tongue is sticky. (b) It can go in and out of its mouth 160 times a minute.The anteaters

55、tongue _III. Closing down by taking a quizQuiz on Attributive clausefit the blank in the sentence. Dont use the HINT buttons unless you really need them.1. As many children came were given some cakes.A. that B. as C. who D. whom2. The visitors saw rows of houses the roofs are red.A. on which B. of w

56、hich C. where D. that3. I usually take a nap after lunch, is my habit.A. which it B. as it C. as D. that4. Please tell me the way you did the job.A. how B. where C. which D. in which5 Is this museum some German friends visited the day before yesterday?A. the one B. which C. that D. where6. The farme

57、r uses wood to build a house to store grain.A. in which B. where C. that D. with which7. I shall never forget the years I spent in the country with the farmers, hasa great effect on my life.A. when, which B. that, which C. when, that D. which, that8. Little has been done is helpful to our work.A. th

58、at B. what C. which D. all that9. Perhaps this is the only market you can get such cheap goods.A. that B. of which C. by which D. where10. We ll put off the outing until next week, _ we wont be so busy.A. when B. which C. at which D. in that PeriodPeriod 3: A lesson plan for using languageAims:To le

59、arn to tell facts from opinionsTo write a reply letterTo listen and speak about cultural relicsProceduresWarming up by questionsMorning, class. We always say, “We must respect facts and cant wholly depend on ones opinions”. But can you tell me:A. What does it mean when you say, “ It is a fact”?B. Wh

60、at does it mean when you say, “ It is an opinion”?KeysKeys for reference:B. An option always expresses ones own ideas. It is always subjunctive. So it hasnot been proved.Warming up by questioningTurn to page 5. Read the passage and tell me:important thing you should do first?B. What makes a judge de