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人教版新课标高中英语必修二教案合集

人教版新课标高中英语必修二教案合集
人教版新课标高中英语必修二教案合集

新课标高中英语必修二教案合集Unit 1 Cultural relics

Part One: Teaching Design (第一部分:教学设计)

Period 1: A sample lesson plan for Reading

(IN SEARCH OF THE AMBER ROOM)

Aims:

To read about cultural relics

To learn about The Restrictive and Non-Restrictive Attributive Clause

I. Warming up

Warming up by defining

Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:

A.What kind of old things are cultural relics?

Are all the old things cultural relics?

B.What is the definition and classification of cultural relics?

C.To whom do cultural relics belong?

Keys for reference:

A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past.

B. No, not all the old objects are cultural relics.

C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions.

D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.

Warming up by presenting

Hi, everyone. Let’s look at the screen. I’ll present yo u some pictures. They all

belong to cultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over:

A.Can you name them out?

B.Who have the right to confirm and classify them?

Keys for reference:

A. They are cultural sites: 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 Mogao Cave. These are natural sites: The Jiu Zhai Gou Valley Scenic and Historic Interest Area; The Huang Long

Scenic and Histioric Interest Area. The following are cultural and natural sites: Mount Taishan; Mount Huangshan; Mount WuYi.

B. Only an international professional organization from UN has the

authority to confirm and classify them.

Warming up by discussing

Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make 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 make a difficult choice?

Keys: ABC questions can be answered in all kinds of ways. The answers are flexible.

II. Pre-reading

1. Looking and saying

Work in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some 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.Why do they come into being once again?

Keys for reference:

A. Maybe wars, natural disasters, and time have damaged or destroyed them, getting them lost and changed. Many of them were even stolen and hidden while nobody knows who, where and how.

B. People get to know these. If these relics could not be found again, they would be rebuilt by people.

2. Explaining and sharing

Work 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 biology and chemistry, we know “amber” is a semi-precious stone used in jewelry and art world. Amber is really the fossil form of resin from trees. It has got its shape after a process that has taken millions of years to complete. Trees in very ancient forests produced this resin, which slowly dropped from trees and was buried. Trees use resin to protect themselves from disease and harm caused by insects and fungi.

I am from group 6. From the information of history legends and news reports, we know 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 thousand tons of natural ambers were used to make it. But during the second world war 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.

III. Reading

1. Reading aloud to the recording

Now please listen and read aloud to the recording of the text IN SEARCH OF

THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

2. Skimming and identifying the general idea of each paragraph

Now 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,

material

2nd paragraph the present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitor

3rd Paragraph the relocating of the Amber Room in Catherir Ⅱ times: moved into Summer Palace, more added to its design

4th Paragraph the missing of the Amber Room: the two countries were at war,

Nazi German army stole the Amber Room, 27 wooden boxes were

trained to a German city, Nobody knew it from then on

5th Paragraph the rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebrating the 300th birthday of

Peterburg

3.Scanning and analyzing the 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 written in a narrating style. It tells the history of Amber Room in the order of time so that we can clearly learn about what happened to it. The tense used in the text is past tense.

4.Reading and understanding

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from IN SEARCH OF THE AMBER ROOM

look into…, be used to…, make the design for the room, in fact, as a gift of…, add more details to…, remove… from the search for…,belong to…, feel as hard as stone, the fancy style, be made for…, in return, one of the great wonders, art objects, look much like…, give the name, be made into any shape, be made with gold and jewels, be made to be a gift, serve as…, at war, remain a mystery, be ready for…

5. Reading and transferring information

Read the text again to complete the table, which lists all the numbers in the text.

NUM

MEANING

BER

1716 Frederic William gave the Amber Room to Peter the Great as a gift.

1770 Catherine Ⅱ 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 was completed in this year.

The total weight of the ambers used to make the room.

7000

Tons

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 city.

100,00

The Amber Room was dismantled into 100,000 pieces

27 27 wooden boxes were used to contain the pieces of Amber Room.

300th The newly rebuilt Amber Room was ready for the 300th birthday of St Peterburg city

6.Reading and learning

Read the text and learn more about the following proper nouns. You can surf on

the website after class:

Names of people Names of places

Frederick ⅠPrussia

Frederick William ⅠSt.Peterburg

Peter the Great Konigsberg

Catherine ⅡWinter Palace

Summer Palace

Ⅳ Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1 and No. 2.

Closing 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?

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 to remind people of a lost time.

Closing down by retelling the story of the Amber Room

Well, all of us have learned the history of the Amber Room. Let’s recall some key words and expressions on the board. You are to retell the story of the Amber Room:

Colour Style Shape

owner present move to winter palace add to more details remove to pieces

put on trains remain a mystery 300th birthday

Period 2: A lesson plan for Learning about Language

(The Restrictive and Non-Restrictive Attributive Clause)

Aims:

To learn about the restrictive and non-restrictive attributive clause

To discover some useful words and expressions

To discover some useful structures

Procedures:

I. Warming up

Warming up by discovering useful words and expressions

Please turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates’.

Warming up by explaining

Now, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? The word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at” indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense.

II. Learning about Attributive Clause

1. What is an adjective Clause?

An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” Consider the following examples:

Adjective

the red coat

Adjective clause

the coat which I bought yesterday

Like the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat.” Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.

In formal writing, an adjective clause begins with the relative pronouns

“who(m),” “that,” or “which.” In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:

informal

The books people read were mainly religious.

formal

The books that people read were mainly religious.

informal

Some firefighters never meet the people they save.

formal

Some firefighters never meet the people whom they save.

Here are some more examples of adjective clauses:

the meat which they ate was tainted

This clause modifies the noun “meat” and answers the question “which meat?”.

They’re talking about the movie which made him cry

This clause modifies the noun “movie” and answers the question “which movie?”.

They are searching for the student who borrowed the book

The clause modifies the pronoun “student” and answers the question “which student?”.

Did I tell you about the author whom I met?

The clause modifies the noun “author” and answers the question “which

aut hor?”.

2. Restrictive & non restrictive clauses

Do the following 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 of work, will inherit the house, which I have always treasured.

3b My niece whose husband is out of work will inherit the house which I have always treasured.

The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative

pr onoun is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom I will marry ....).

3. A test on 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 ____

2) (a) The blue whale is considered the largest animal that has ever lived.(b) It can grow to 100 feet and 150 tons.

The blue whale ____

3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours.

The plane ____

4) (a) In this paper, I will describe the basic process.(b) Raw cotton becomes

cotton thread by this process.

In this paper, I will describe ____

5) (a) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) These people’s families have a history of high blood pressure and heart disease.

The researchers are doing case studies ____

6) (a) At the end of this month, scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months.

At the end of this month, scientists ____

7) (a) According to many educati on officials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem. (b) A solution to this problem must and can be found.

According to many education officials, ‘math phobia’ ____

8) (a) The art museum hopes to hire a new administrator.

(b) Under this person’s direction it will be able 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 anteater’s tongue is sticky.

(b) It can go in and out of its mouth 160 times a minute.

The anteater’s tongue ____

III. Closing down by taking a quiz

Quiz on Attributive clause

Select one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Don’t 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. whom

2. The visitors saw rows of houses the roofs are red.

A. on which

B. of which

C. where

D. that

3. I usually take a nap after lunch, is my habit.

A. which it

B. as it

C. as

D. that

4. Please tell me the way you did the job.

A. how

B. where

C. which

D. in which

5 Is this museum some German friends visited the day before yesterday?

A. the one

B. which

C. that

D. where

6. The farmer uses wood to build a house to store grain.

A. in which

B. where

C. that

D. with which

7. I shall never forget the years I spent in the country with the farmers, has a great effect on my life.

A. when, which

B. that, which

C. when, that

D. which, that

8. Little has been done is helpful to our work.

A. that

B. what

C. which

D. all that

9. Perhaps this is the only market you can get such cheap goods.

A. that

B. of which

C. by which

D. where

10. We’ll put off the outing until next week, __we won’t be so busy.

A. when

B. which

C. at which

D. in that

Key: 1~10:BBCDA ABADA

Period 3: A lesson plan for using language

Aims:

To learn to tell facts from opinions

To write a reply letter

To listen and speak about cultural relics

Procedures

I. Warming up

Warming up by questions

Morning, class. We always say, “We must respect facts and can’t wholly depend

on one’s opinions”. But can you tell me:

A.What does it mean when you say, “It is a fact”?

B.What does it mean when you say, “It is an opinion”?

Keys for reference:

A.A fact must be real, objective and without any personal judgment. So it

can be proved.

B. An option always expresses one’s own ideas. It is always subjunctive. So

it has not been proved.

Warming up by questioning

Turn to page 5. Read the passage and tell me:

A.If you want to go in for law against somebody, and if you want to win, what’s the most important thing you should do first?

B.What makes a judge decide which eyewitnesses to believe and which not to believe.

Keys for reference:

A. Searching for facts of course. The more, the better.

B. The evidences offered by the eyewitnesses make the judge decide which one is believable and which is not.

II. Guided reading

1.Reading and defining

Read the passage and define: What is a fact? What is an opinion? What is an evidence?

2. Reading and translating

Read the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please…

3. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.

Collocation from Using Language on page 5

in a trial, rather than, …more than…, to tell the truth, agree with, It can be proved that …, no reason to lie, a reply to a letter, think highly of, search for,

return the treasure to, cost them a lot of time and money

4. Listening

Now, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we’ll listen to what three people say they know about the missing Amber Room. Before we listen to t hem, I’ll present some related new words to you to help you understand them easily. Please look at the screen and read after me.

explode vt. 爆炸, Czch n. 捷克, mayor n. 市长, melt vt. 熔化, sub (sub marine) n. 潜水艇,水雷, survivor n. 幸存者, Titanic n. 泰坦尼克船

5. Sharing and Correcting

Well done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try?

Keys: What they heard, saw, did are facts. And what they believe are opinions.

6. Reviewing

We often use some expressions to ask for opinions. What are they?

Oh, yes. What do you think of …?

Do you believe …?

How can you be sure of …?

How do you know that?

And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think… / I don’t think… I don’t agree that… / I suppose that…

7. Discussing

Please look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let’s deal with the following discussion:

A.What is the best evidence?

B.How can we know which eyewitness is most believable?

Keys:

A. The best evidence is factual and is given by a person who is believable.

B. The most believable eyewitness is the one who has nothing to gain from telling a lie.

Well done. Let’s come to the discussion “Which person gave the best evidence?”

Keys fore reference:

Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer.

Hans Braun is also less believable because he is working for a company trying to find the ship which carried the treasures in the Baltic sea.

Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable.

8. Reading and writing

Sometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter on page 7 and see what’s Johann’s choice and opinion. Ok, finished? Now answer the following questions:

A.What’s Johann’s opinion about the Amber Room?

B.What’s his father’s opinion about the things f ound by him?

C.What happened to Johann when she was a pupil?

Keys:

A.Johann thinks the people who find the Amber Room should keep it for them own.

B.His father thinks as Johann does.

C.She found a little money and kept it to himself.

9. Completing the letters A & B and then giving your own letters

·When you write your letter, you may choose to agree or not agree with the writer.

·You must give a reason why you agree or don’t agree with the writer.

·Be sure to give an example from your own life so that the reader can better understand your opinion.

Ⅲ Closing down

Closing down by a debating

There is a long ancient wall around a less developed town.

It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it’s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let’s have the debating.

Closing down by dictation

·The design for the room was of the fancy style popular in those days.

·The room served as a small reception hall for important visitors.

·The man who found the relics insist that it belongs to his family.

·The room was completed the way she wanted it .

·It was ready for the people of St. Petersburg to celebrate the 300th birthday of their city.

·After that, what really happened to the Amber Room remains a mystery.

·In a trial, a judge must decide which eyewitnesses to believe and which not to believe.

·Is it something that more than one person believes?

·A fact is anything that can be proved.

·An opinion is what someone believes is true but has not been proved.

Part Two: Teaching Resources (教学资源)

Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOM

I. Type of writing and summary of the idea

Type of writing This is a piece of narrative writing.

The history of the Amber Room

Main idea of the

passage

新课标高中英语必修一unit4学案

Unit 4 Earthquake 1、shake v.&n. ①v t.&vi.(shook, shaken) 摇动;震动;颤抖; shake hands with sb /shake sb’ s hand / shake sb. by the hand 与…握手 shake one’ s head at sb 朝某人摇头(表否定, 怀疑, 悲伤, 不赞成等) shake with…. 因…..而颤抖 e.g.: a. shake with laughter, fear, rage, etc 笑得, 吓得, 气得……打颤 b. shake with cold 冻得发抖 shake one’ s fist at sb 向某人挥拳表示愤怒或恐吓. e.g.: a. shake the bottle before using. 使用之前请摇动瓶子. b. The earthquake shook the building. 地震使房子振动. ②n. [ c ] (多用单数) 摇动; 震动; e.g.: a shale pf the head 摇头 辨析: shake, tremble ,quake ①shake 为常用词, 表示短促而迅速地上下往来摇动. ②tremble 尤指身体因恐惧、激动或愤怒轻微、快速、不由自主地颤抖. e.g.: tremble with rage, excitement etc trembling hands 颤抖的手 ③quake 较为正式, 常同tremble ,但含“猛烈”的意思. e.g.: quake with fear/cold 因恐惧[寒冷]而颤抖. △quake n. (口) == earthquake 练习: The boy shook his mother’s hand. →The boy shook hand. 2、right away == at once / without delay. 毫不耽搁地;不可用于进行时态. e.g.: I’ll write to him right away. right now == immediately / in no time / in a moment / at this very moment / at present 立刻;在此时;在此刻. 在作“在此时”, “在此刻”讲时,可用于进行时态. e.g.: He’s writing a novel right now. 2、rise vi. (rose; risen) ①(太阳, 月亮, 星星等)升起;出现; == go up / come up 反义→set ②(物价, 东西等)上涨;上升; == go up / increase(vi.) 反义→go down / fall / drop rise to 上升到; rise by 上升了; ③(人等)站起来,起床,起身. rise to one’s feet == stand up 站起来 raise sb to one’s feet 把某人扶起来 early to bed and early to rise 早睡早起 n. 升起;升高;增加=increase give rise to sth 引起;导致; == cause sth / lead to / result in / bring about sth give sb a rise 给某人涨工资;提职; the rise and fall of the British Empire 大英帝国的兴衰 e.g.: a. The Sun rises in the east and sets in the west.

人教版_高中英语必修一unit1_知识点总结

人教版_高中英语必修一unit1_知识点总结 Survey n. 纵览,视察,测量v. 审视,视察,通盘考虑,调查 1. we stood on the top of the mountain and surveyed the countryside. 我们站在山顶上,眺望乡村? 2. a quick survey of the street showed that no one was about. 扫视街道, 空无一人? Add v. 增加 1. he added some wood to increase the fire. 他加了一些木柴,使火旺些? 2. if you add 4 to 5, you get 9. 四加五等于九? 3. add up all the money i owe you. 把我应付你的钱都加在一起? Upset a. 烦乱的,不高兴 v. 颠覆,推翻,扰乱,使心烦意乱,使不舒服 1. i'm always upset when i don't get any mail. 我接不到任何邮件时总是心烦意乱? 2. he has an upset stomach. 他胃不舒服? 3. the news quite upset him. 这消息使他心烦意乱? Ignore v. 不顾,不理,忽视 1. i said hello to her, but she ignored me completely! 我向她打招呼, 可她根本不理我! 2. i can't ignore his rudeness any longer. 他粗暴无礼, 我再也不能不闻不问了? Calm n. 平稳,风平浪静 a. 平静的,冷静的 v. 平静下来,镇静 1. it was a beautiful morning, calm and serene. 那是一个宁静?明媚的早晨? 2. you should keep calm even in face of danger. 即使面临危险,你也应当保持镇静? 3. have a brandy it'll help to calm you (down). 来点儿白兰地--能使你静下来? Calm down vt. 平静下来(镇定下来)

人教版高中英语必修二全册教案

Unit 1 Cultural relics I. 单元教学目标 II. 目标语言

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22. communicate vt.交际;沟通;传达(感情、信息等) 23. habit n.习惯;习性 重点短语 1. Calm down 平静下来;镇定下来 2. Be concerned about 关心;挂念 3. Make a list of 列出… 4. Be crazy about 对…着迷 5. According to 根据…所说;按照 6. Get along with 与…相处;进展 7. Fall in love 相爱;爱上 8. Try out 试验;试用 9. add up 合计 10. set down 放下;记下;登记 11. get sth. done 做…;使…被做; 12. share sth. with sb. 和某人分享某物 13. go through 经历;经受; 14. a series of 一连串的;一系列;一套 15. on purpose 故意 16. in order to 为了… 17. join in 参加;加入 18. communicate with 和…交流 19. face to face 面对面地 20. suffer from 遭受。。。 必修1 Unit 2 重点单词

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