新人教版高中英语必修二教案全套.docx

1、新人教版高中英语必修二教案全套2021年新人教版高中英语必修二教案全套Unit 1 Cultural Heritage单元教案Period 1 Listening and Speaking & Listening and Talking【教材分析】Listening and Speaking introduces the topic of “Take part in a youth project”. The listening text is an interview about an international youth cultural heritage protection proj

2、ect. More than 20 high school students from seven countries participated in the project. The reporter interviewed two participants Stephanie and Liu Bin. By listening to the text, students can understand the significance of cultural heritage protection, and teenagers can use their knowledge, combine

3、 their own interests and advantages, etc. to participate in the action of cultural heritage protection. Listening and Talking introduces the theme of “Talk about history and culture”. The listening text is a dialogue between two tourists and tour guides when they visit the Kremlin, Red Square and su

4、rrounding buildings. The dialogue focuses on the functional items of “starting a conversation”, which is used to politely and appropriately attract the attention of the others, so as to smoothly start a conversation or start a new topic. The purpose of this section is to guide students to understand

5、 the history and current situation of Chinese and foreign cultural heritage in their own tourism experiences or from other peoples tourism experiences, explore the historical and cultural values, and be able to express accurately and appropriately in oral communication.【教学目标】1. Guide students to und

6、erstand the content of listening texts in terms of the whole and key details; 2. Cultivate students ability to guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activities.3. Instruct students to use functional sentences of the dialo

7、gue such as “I beg your pardon, but” “Forgive me for asking, but” and so on to start the conversation more politely and appropriately.【教学重难点】1. Guide students to understand the content of listening texts in terms of the whole and key details; 2. Cultivate students ability to guess the meaning of wor

8、ds in listening; discuss with their peers how to participate in cultural heritage protection activities.3. Enable students to use the functional items of “starting a conversation”, which is used to smoothly start a conversation or start a new topic.【教学过程】Part 1: Listening and SpeakingStep 1: Lead in

9、The teacher is advised to talk about the meaning of the word “Heritage”.Boys and girls, before our listening, lets work in pairs and discuss the meaning of the word “Heritage”.What does the word “heritage” mean? Share your ideas about your understanding of it and you can use examples to illustrate y

10、our meaning.Heritage means the traditional beliefs, values, customs, etc. of a family, country or society. For example, the Great Wall is the heritage of China. Step 2: PredictionAfter their small talk, the teacher can ask students to predict what the listening text is about by looking at the pictur

11、es.The listening text is probably about how to protect a famous heritage site by some students.Step 3: Summary of the main ideaThen play the radio which is about an interview about an international youth cultural heritage protection project. And after finishing listening for the first time, the stud

12、ents need to solve the following tasks.1. Listen to the conversation and sum up the main idea.Youths from seven countries are working together to protect cultural relics on Mount Tai.2. Listen again and help the reporter to complete the interview notes.International youth project, 23 high school stu

13、dents from 7 countriesMount Tai, one of the most famous mountains in ChinaIt has been protected for more than 3,000 years.22 temples, around 1,800 stones with writing on themDai Temple on Mount Tai; over 6,000 stepsListening tip:Use context to guess wordsTo guess the meaning of new words, look at th

14、e other words and use what you know about the topic.Step 4: Guessing the meaning of the unknown wordsListen to the conversation again and use the context to guess the meaning of the words below. Tell the reasons why you guess so.Preserve: to protect Reason: the word means the same of a word I knowPr

15、omote: to help sth to happen or develop Reason: The word is explained by the speakerStep 5: Speaking ProjectWork in pairs or groups and role play a conversation.Suppose you are a reporter and interviewing the students who devote their time to protecting the heritage. Reporter: It is said that you ar

16、e one of the volunteers to preserve the pine trees on Mount Huang. What are you guys doing?Volunteer: We are making some signs which are designed to educate people to protect the pine trees.Volunteer: Besides, we took a lot of pictures of pine trees and create an app which aims to promote peoples aw

17、areness of protecting the precious trees.Reporter: Sounds great and anything else?Volunteer: We often wear volunteer clothes and send some brochures in the park to call on more people to protect the trees.Reporter: Does your hard work pay off?Volunteer: Definitely. More and more tourists are now sto

18、pping carving names on the trees or climbing the trees.Part 2: Listening and TalkingStep1: Listen to the tape, which is about a dialogue between two tourists and a tour guide when they visit the Kremlin, Red Square and surrounding buildings for the first time, and then ask the students to solve the

19、following tasks.1. Listen to the conversation and answer(1).Where are the speakers? On a street.(2).What are they doing?Sightseeing.2. What do you know about the Kremlin and Red Square? Listen again and complete the fact sheet.Step 2: Speaking ProjectActivity 3 on page 7.Work in groups. Choose a cul

20、tural site that you like and role-play a conversation between some tourists and their tour guide. Take turns to play the different roles.Step 3 HomeworkAccording to Activity 3, write down a conversation between the tourist and his/her guide.Unit 1 Cultural HeritagePeriod 2 Reading and Thinking:From

21、Problems to Solutions【教材分析】1. This section focuses on “Understanding how a problem was solved”, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of un

22、derstanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at

23、 cooperation, and make continuous efforts to find reasonable ways and means to solve problems.【教学目标】1. Enable students to understand the main information and text structure of the reading text;2. Motivate students to use the reading strategy “make a timeline” according to the appropriate text genre;

24、3. Enable students to understand how a problem was solved;4. Enable students to understand the value of protecting cultural heritage by teamwork and global community;【教学重难点】1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. Help students so

25、rt out the topic language about protecting cultural relics and understand the narrative characteristics of “time-event” in illustrative style3. Lead students to understand the value of protecting cultural heritage by teamwork and global community;【教学过程】1. PredictionStep 1 Predicting the main idea of

26、 the passage Look at the title and the pictures, and then predict what the passage will be about.Q: What will be talked about?Step 2: Fast reading tasksTask of the first fast reading:Read quickly and figure out the key words of each paragraph.Paragraph 1: challenge Paragraph 2: proposal led to prote

27、stsParagraph 3: committee established Paragraph 4: brought togetherParagraph 5: success Paragraph 6: spirit Task of the second fast reading:1. Why did the Egyptian government want to build a new dam in the 1950s? 2. Why did the building of the dam lead to protests? 3. How did the government save the

28、 cultural relics? 4. Which one can describe the project? A. Successful. B. Negative. C. Useless. D. Doubtful.5. What can be learned from the Aswan Dam project? Step 3: Careful reading tasksRead more carefully and answer the following questions.1. What do “problems” refer to and what do “solutions” r

29、efer to?2. Find out the numbers in paragraph four and explain why the author used exact numbers instead of expressions like many?3. What can you infer from “Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics”? 4. What can you infer from “Fifty

30、 countries donated nearly 80 million to the project”? The project cost a lot of money. 5. Before the building of the dam, what problems did the Nile River bring to the Egyptian?6. What words can you think of to describe the working process of the project?Step 4: ConsolidationDivide the passage into

31、three parts and get the main idea of each part.Part 1 (Paragraph 1)The introduction of the topic Keeping the right balance between progress and the protection of cultural sites is a big challenge. Part 2 (Paragraphs 2-5)The process of saving cultural relics Big challenges can sometimes lead to great

32、 solutions.The Egyptian government wanted to build a new dam, which would damage many cultural relics. The government turned to the UN for help. Experts made a proposal for how to save cultural relics after a lot of efforts and the work began. Cultural relics were taken down and moved to a safe place. Countless cultural relics were rescued. The project was a success.Part 3 (Paragraph 6)The summary of the