人教版高中英语必修二全册教案Word格式.docx
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Why/Whynot…?
Doyouhaveanyideaabout…?
Howdoyouknowthat?
Areyousurethathe/shewastellingthetruth?
Whatdoyouthink?
Whatdoyouthinkof…?
What’syouridea/opinionof…?
Whatwouldyousay…?
Howdoyoufeelabout…?
Whodoyouthinkwas…?
Whatareyourreasonsforsayingthat?
Givingopinions
Ithink/don’tthinkthat….
Sorry,Idon’tagreewithyou.Inmyopinion….
Itcanbeproved.
Thatcan’tbetrue.
Idon’tbelieve…,because….
Ithink…istellingthetruthbecause….
词
汇
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
2.认读词
cultural,relic,Tajmahal,ivory,dragon,amber,FrederickWilliamI,Prussia,PetertheGreat,Czar,StPetersberg,Catherine,Konigsberg,theBaltilSea,rebuild,Leningrad,Windsor,eyewitness,JanHasek,AnnaPetrov,mystery
Berlin,JohannWebber
1.短语和词组
insearchof,belongto,inreturn,atwar,lessthan,thinkhighlyof
语法
1.限制性定语从句（Restrictiveattributiveclause）
2.非限制性定语从句（Non-restrictiveattributiveclause）
重
点
子
1.FrederickWilliamI,thekingofPrussiacouldneverhaveimaginedthathisgreatestgifttotheRussianpeoplewouldhavesuchanamazinghistory.P1
2.Onceitisheated,theambercanbemadeintoanyshape.P1
3.ItwasmadeforthepalaceofFrederickI.P1
4.In1716,FrederickWilliamIgaveittoPetertheGreat,asagiftoffriendshipfromthePrussiantotheRussianPeople.P1
5.Inreturn,theCzargavethekingofPrussia55ofhisbestsoldiers.P1
6.TheAmberRoomsoonbecamepartoftheCzar'
sPalaceinStPetersburg.P1
7.Later,CatherineIIhadtheAmberRoommovedtothepalaceoutsideStPetersburgwhereshespenthersummers.P2
8.Thiswasatimewhenthetwocountrieswereatwar.P2
9.ThereisnodoubtthattheboxeswerethenputonatrainforKonigsberg,atthattimeaGermancityontheBalticSea.P2
10.Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.P2
11.IthinkhighlyofthosewhoaresearchingfortheAmberRoom.P2
II.教材分析与教材重组
1.教材分析
本单元以culturalrelics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，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。
1.1Warmingup热身部分提供了四幅图片，设计了三个问题让学生交流对于culturalrelic的了解，并就此进行讨论。
这部分的目的是呈现本单元的中心话题“文化遗产”。
1.2Pre-reading是Reading的热身部分，提供了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进行prediction。
1.3Reading是关于寻找丢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讨论保护和重建文化从文化遗产的重要性和必要性。
1.4Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。
Exercise1将人物及相关事件匹配，检验学生对文章细节的理解；
Exercise2将所给的问题与段落匹配，是段落大意理解题；
Exercise3安排了对于重建lostculturalrelics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。
1.5Learningaboutlanguage分Discoveringusefulwordsandexpressions和Discoveringusefulstructures两部分。
其中第一部分的Exercise1着重训练对英语单词解释的理解。
Exercise2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。
Exercise3专练belongto的词义和用法。
在Discoveringusefulstructures中，分为四个练习，从课文中出现的定语从句入手，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区别。
再通过连句练习和造句练习来巩固本次所学定语从句的内容。
1.6Usinglanguage分ReadingandListening、Speaking及Readingandwriting三部分。
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，进行语言的输入和输出的训练，旨在要求学生熟悉掌握必要的语言，并能运用它们。
1.7SUMMINGUP从四个角度：
有用的动词、动词短语、其他的表达和新句型结构总结本单元内容，并总结所学的有关文化遗产方面的知识。
1.8LEARNINGTIP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朋友。
2.教材重组
2.1从话题内容分析，Warmingup,Pre-reading,Reading,Comprehending和LeaningaboutLanguage内容一致,将其设计成一节阅读课。
2.2将UsingLanguage设计成一节综合技能课。
2.3将Workbook里的LISTENING和LISTENINGTASK整合成一节听力课。
2.4将Workbook里的TALKING和SPEAKINGTASK及WRITINGTASK设计成一节口语和写作课。
2.5将Workbook里的READINGTASK设计成一节阅读课。
2.6将Workbook里的USINGWORDSANDEXPRESSIONS与USINGSTRUCTURES和UsingLanguage中的SUMMINGUP与LEARNINGTIP和Workbook中的CHECKINGYOURSELF设计成一节复习课。
3.课型设计与课时分配。
（经教材分析，根据学情，本单元可用6课时完成）
1stperiodWarmingupandReading（I）
2ndperiodIntegratingSkills
3rdperiodListening
4thperiodSpeakingandWriting
5thperiodReading（II）
6thperiodComprehensiveRevision
（以上课时分配与教材重组，仅供参考，教师可因时因地因人而异，不必拘泥于此。
）
III.分课时教案
TheFirstPeriodWarmingupandReading（I）
Teachinggoals教学目标
1.Targetlanguage目标语言
a.Keywordsandphrases（重点词汇和短语）
rare,survive,valuable,dynasty,vase,amaze,amazing,select,honey,design,fancy,style,decorate,jewel,artist,belong,troop,reception,remove,wooden,doubt,former,worth
b.Keysentences（重点句型）
Theamberwhichwasselectedhadabeautifulyellow-browncolorhoney.
Itwasalsoatreasuredecoratedwithgoldandjewels,whichtookthecountry’sbestartistsabouttenyearstomake.
Later,CatherineⅡhadtheAmberRoommovedtoapalaceoutsideSTPetersburgwhereshespenthersummers.
In1770theroomwascompletedthewayshewanted.
Thiswasatimewhenthetwocountrieswereaywar.
ThereisnodoubtthattheboxeswerethenputonatrainforKonigsberg,atthattimeaGermancityontheBalticSea.
Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.
In2003itwasreadyforthepeopleofStPetersburgwhentheycelebratedthe300thbirthdayoftheircity.
2.Abilitygoals能力目标
EnablestudentstolearnaboutthehistoryofAmberRoom.
Enablestudentstogiveopinionsonrebuildinglostculturalrelics.
3.Learningabilitygoals学能目标
Afterlearningthisreadingpassage,studentsshouldhavetheabilityofreadingpassagesaboutculturalrelics,learnmorelanguagesaboutthistopicandhavethesenseofprotectingculturalrelics.
Teachingimportantpoints教学重点
Themainideaofeachparagraph.
Teachingmethods教学方法
Listeningtothetape（individuals）
Groupdiscussionandpresentation（cooperativelearning）
Multi-functionalteachingequipment（CAI）
Teachingaids教具准备
Arecorder,aprojectorandsomeslides
Teachingproceduresandways教学过程与方式
StepIWarmingup
Thewarming-upexerciseraisesstudents'
awarenessthattherearesomewell-knownculturalrelicsbothathomeandabroad.Askthestudentstotrytheirbesttothinkoftheculturalrelicsthattheyknow.
T:
Doyouknowwhataculturalrelicis?
S1:
Culturalrelicissomethingthathasalonghistory.
S2:
IknowMountEmeiandtheLeShanGiantBuddhaisaculturalrelic.
Good.Althoughwedon’tknowwhatexactlyaculturalrelicis,wereallyknowsomeculturalrelicsbothinchinaandotherplaces.NowpleaseanswerQuestion2:
Doesaculturalrelicalwayshavetoberareandvaluable?
S3:
Idon’tthinkso.Someoldandshabbybuildingscanbeculturalrelicsbecausetheyrepresentpartofourhistory.
Isitenoughtohavesurvivedforalongtime?
S4:
Notenough.Asaculturalrelic,italsohastobetypicalandcontainsomeculturalormeaning.
Question3.Areculturalrelicsonlyobjectslikevasesorcantheybebuildingstoo?
S5:
Somepeoplesaidthatculturalrelicsaremorethanworksofart.Accordingtothis,IthinkthatculturalrelicmaybeanythingthataresymbolsofhistoryandthepeoplewholivedinthepastforexampletheGreatWall.
Nowlookatthepicturesanddiscusswhattheyareandwhethertheyareculturalrelicsornot.
Withtheactivitiesabove,studentswillhaveaclearideaofwhataculturalrelicis.
StepIIPre-reading
Thepre-readingactivityhastwofunctions.Question1isawarmingupactivitytocheckstudents’understandingofamber,andmeanwhileleadthemtothetopicofthereadingpassage—AmberRoom.
Question2givesthestudentsachancetopredictthemainideaofthepassageandthenskimit.
Lookatthepicture.Haveyoueverseenapieceofamber?
Whatdoyouknowaboutit?
Someinformationaboutamber:
Amberisasemi-preciousstoneusedinjewelryandartwork.Amberisreallythefossilformofresin（树脂）fromtrees.Ithasgotitsshapeafteraprocessthathastakenmillionsofyearstocomplete.Treesinveryancientforestsproducedthisresin,whichslowlydroppedfromtreesandwasburied.
Prediction
Nowlookatthetitleandthepicturesofthereadingpassage.Whatdoyouthinkitismainlyabout?
Studentsmayhavedifferentpredictions.
Nowskimthepassagequicklyandseeifyouwereright.
StepIIIReading
ThisreadingpassagetellstheamazinghistoryoftheAmberRoom.
1.Skimming
Askthestudentstoreadthetextquicklyandgraspthemainideaofthepassage.
Afterreading
What’sthemainideaofthepassage?
Itmaybedifficulttosummarize.Butifyoucangraspthemainideaofeachparagraph,youwilleasilygetthemainideaofthewholepassage.LookatExercise2onpage2.Thefollowingfivequestionssummarizethemainideaofthefiveparagraphsinthepassage.Matchthequestionswiththeparagraphs.
Aftertheyfinish,checktheiranswers.
Haveyoufinished?
Whocantellmeyouranswer?
Letmetry.Paragraph1,HowwastheAmberRoommade.Paragraph2,WhydidthekingofPrussiagivetheAmberRoomtotheCzarofRussiaasagift?
Paragraph3,HowdidtheAmberRoombecomeoneoftheworld?
Paragraph4,HowdidtheAmberroomgetlost?
Paragraph5,HowwasanewAmberRoombuilt?
Good!
Nowtrytoanswerthesequestions.
Asksomestudentstoanswerthesequestionsonebyone.
2.Scanning
Nowlet’slookatExercise2,jointhecorrectpartsofthesentencestogether.
Thenchec
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