2020年新人教版高中英語必修二教案全套（常用）

1、12020 年新人教版高中英語必修二教案全套 2020 年新人教版高中英語必修二教案全套Unit 1 Cultural Heritage單元教案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 protec

2、tion project. 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

3、, combine their owninterests and advantages, etc. to participate in the action of cultural heritageprotection.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

4、and surrounding 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 unde

5、rstand 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.【教學目標】1. Guide students

6、to understand 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; discuss22020 年新人教版高中英語必修二教案全套 with their peers how to participate in cultural heritage protection activities.3. Instruct students to use functi

7、onal sentences of the dialogue such as “I beg your pardon, but” “Forgive me for asking, but” and so on to start the conversation more politely and appropriately.【教學重難點】1. Guide students to understand the content of listening texts in terms of the whole and key details;2. Cultivate students ability t

8、o guess the meaning of words 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.【教學過程】Part 1: Listening a

9、nd SpeakingStep 1: Lead inThe 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 meaningof the word “Heritage” .What does the word “heritage” mean? Share your ideas about your understanding of it and you can u

10、se examples to illustrate your 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 listeningtext is about

11、by looking at the pictures.32020 年新人教版高中英語必修二教案全套 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 f

12、inishing listening for the first time, the students 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 onMount Tai.2. Listen again and help the reporter to complete the interview notes.

13、International youth project, 23 high school students 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 wor

14、dsTo guess the meaning of new words, look at the other words and use what youknow 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 protectReaso

15、n: the word means the same of a word I knowPromote: to help sth to happen or developReason: 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 time42020 年新人教版高中英語必修

16、二教案全套 to protecting the heritage.Reporter: It is said that you are 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

17、 of pine trees and create an app which aims to promote peoples awareness 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

18、pay off?Volunteer: Definitely. More and more tourists are now stopping 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 buil

19、dings for thefirst time, and then ask the students to solve the 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 andcomplete the fact sheet.52020 年新人

20、教版高中英語必修二教案全套 Step 2: Speaking ProjectActivity 3 on page 7.Work in groups. Choose a cultural 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 th

21、e tourist and his/her guide.Unit 1 Cultural HeritagePeriod 2 Reading and Thinking:From 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 protec

22、tion during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, 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 an

23、d economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.【教學目標】1. Enable students to understand the main information and text structure of the reading text;2. Motivate students

24、 to use the reading strategy “make a timeline” according to the appropriate text genre;3. Enable students to understand how a problem was solved;62020 年新人教版高中英語必修二教案全套 4. Enable students to understand the value of protecting cultural heritage by teamwork and global community;【教學重難點】1. Guide students

25、 to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. Help students sort out the topic language about protecting cultural relics andunderstand the narrative characteristics of “time-event” in illustrative style3. Lead students to understand the value of protec

26、ting cultural heritage by teamwork and global community;【教學過程】1. PredictionStep 1 Predicting the main idea of the passageLook 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 quic

27、kly and figure out the key words of each paragraph. Paragraph 1: challenge Paragraph 2: proposal led to protests Paragraph 3: committee established Paragraph 4: brought together Paragraph 5: success Paragraph 6: spiritTask of the second fast reading:1. Why did the Egyptian government want to build a

28、 new dam in the 1950s?2. Why did the building of the dam lead to protests?3. How did the government save the cultural relics?4. Which one can describe the project?A. Successful. B. Negative. C. Useless. D. Doubtful.72020 年新人教版高中英語必修二教案全套 5. What can be learned from the Aswan Dam project? Step 3: Car

29、eful reading tasksRead more carefully and answer the following questions.1. What do “problems” refer to and what do “solutions” refer 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

30、 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics”?4. What can you infer from “Fifty countries donated nearly 80 million to theproject”?The project cost a lot of money.5. Before the building of the dam, what problems did the Nile River bring to theEgyptia

31、n?6. What words can you think of to describe the working process of the project?Step 4: ConsolidationDivide the passage into three parts and get the main idea of each part.Part 1 (Paragraph 1)The introduction of the topicKeeping the right balance between progress and the protection of cultural sites

32、 is a big challenge.Part 2 (Paragraphs 2-5)The process of saving cultural relicsBig challenges can sometimes lead to great 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

33、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.82020 年新人教版高中英語必修二教案全套 The project was a success.Part 3 (Paragraph 6)The summary of the textThe global community can sometimes provide a sol

34、ution to a difficult problemfor a single nation.Step 5: Critical thinking:1. How to deal with the construction and the protection of cultural relics?2. As students, what should we do to protect our cultural relics?Step 6: summaryThe outline of the passageIntroduce the topic:List the evidence:Conclus

35、ionA big challengethe balance between progress and the protection ofcultural sites.In the 1950s the government wanted to build a new dam.In 1959, the government asked the UN for help.In 1960, the project started/began.In 1961 the first temple was moved.Over the next twenty years, the temples and cul

36、tural relics were beingrescued.In 1980, the project was completed/ended.The spirit of the Aswan Dam project is still alive today.Step 7 Homework:Review what we have learned and find out the key language points in the text.Unit 1 Cultural HeritagePeriod 3 Discovering Useful StructureRestrictive relat

37、ive clauses92020 年新人教版高中英語必修二教案全套 【教材分析】This teaching period mainly deals with grammar “restrictive relative clauses.” To begin with, teachers should lead students to revise what they have learned about the relative pronouns and relative adverbs. And then, teachers move on to stress more special cas

38、es concerning this grammar, such as the “preposition+relative pronouns which and whom” and cases where we can omit the relative pronouns. This period carries considerable significance to the cultivation of students writing competence and lays a solid foundation for the basic appreciation of language

39、 beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercises.【教學目標】1. Guide students to review the basic usages of relative pronouns and adverbs of attributive clauses.2. Lead students to learn to use some special cases co

40、ncerning restrictive relative clauses flexibly.2. Enable students to use the basic phrases structures flexibly.3. Strengthen students great interest in grammar learning.【教學重難點】1. Help students to appreciate the function of relative pronouns and adverbs of attributive clauses in a sentence2. Instruct

41、 students to write essays using the proper relative pronouns and adverbs of attributive clauses.【教學過程】本節(jié)語法思考：定語從句在復合句中的作用是什么？關系詞有哪些？定語從句在復合句中的作用相當于形容詞， 它在句中作定語修飾名詞或代詞。 他們在先行詞和定語從句之間起到聯(lián)系作用， 同時在意義上代表先行詞并在定語 從句中擔任一個成分。 被定語從句所修飾的詞稱先行詞， 定語從句一般放在先行 詞的后面。引導定語從句的關聯(lián)詞稱為關系代詞和關系副詞。關系代詞有who，whom，102020 年新人教版高中英語

42、必修二教案全套 whose，that，which 和 as，關系副詞有 when ，where 和 why。Step 1:鞏固復習限定性定語從句基本用法。一、定語從句關系代詞用法： 1.定語從句中關系代詞的選用主要由先行詞決定。2.當先行詞是表示人的名詞或代詞時， 關系代詞一般用 who; that; whom; that；3.當先行詞是表示事物的名詞或代詞時， 關系代詞一般用 which; that; whose; as；4.當先行詞既有表示事物的名詞或代詞，又有表示人的名詞或代詞時，關系代詞一般用 that.5. whose 用作關系代詞時，它表示“的; 事物(包括動物) ”，whose

43、引導定語從句時，其先行詞可以是指人的名詞，其實也可以是指物的名詞。二、關系副詞的用法：如果先行詞是指代“時間的名詞”，還原到定語從句中作時間狀語， 則用關系副詞 when；如果先行詞是指代“地點的名詞”，還原到定語從句中作地點狀語，則用關系副詞 where；如果先行詞是指代“原因的名詞(reason) ”，還原到定語 從句中用作原因狀語，則用關系副詞 why。Step 2: 限制性定語從句幾種特殊情況。一、定語從句中介詞+關系代詞用法當關系代詞在定語從句中作介詞的賓語時，我們通常用“介詞+關系代詞”引 導定語從句。關系代詞只能用 which 或 whom。先行詞指物時，用 which; 先行

44、詞指人時，用 whom。在這個結構中，介詞的確定的原則是：1.依據(jù)定語從句中動詞或形容詞等所需要的某種習慣搭配來確定。He is the man on whom you can rely. 他是你可以信賴的人。Jack introduced to me his friend with whom I was not very familiar. 杰克向我介紹了我不很熟悉的那個朋友。 2.依據(jù)與先行詞搭配的具體意義而定。Ill never forget the day on which we worked together in the countryside. 我不會忘記我們一起在鄉(xiāng)下工作的日子

45、。 3.根據(jù)所表達的意思來確定。The clever boy made a hole in the wall, through which we could see what was12020 年新人教版高中英語必修二教案全套 happening inside the house.這個聰明的孩子在墻上挖了一個洞，透過它我們可以看到屋里發(fā)生的事情。4.表示“所有”關系或“整體中的一部分”時，通常用介詞of。Julie was good at German, French and Russian, all of which she spoke fluently. 朱麗亞擅長德語、法語和俄語，這三樣

46、她都說得流利。5.在定語從句中， 有一些含介詞的動詞短語不可拆開使用， 如 look after, look for 等。The babies whom the nurses are looking after are very healthy. (正確)The babies after whom the nurses are looking are very healthy. (錯誤) 二、介詞+關系代詞常見句型：1.“代詞+ of + which/whom”引導非限制性定語從句。這個結構中，代詞常常為 all, each, one, many, much, most, some, none

47、, both 等, “代詞+ of + which/whom”通常在定語從句中用作主語，說明整體中的一部分。有 時候也可把“of+ which /whom”置于代詞前。It is reported that two schools, both of which are being built in my hometown,will open next year.據(jù)報道，在我的家鄉(xiāng)兩所學校都正在建設中，將于明年投入使用。 2.“數(shù)詞+of + which /whom”引導定語從句這種結構常用來引導非限制性定語從句， 有時候也可以把“of + which /whom” 置于數(shù)詞前。3.“the+名

48、詞+ of which/whom”引導非限制性定語從句這個結構中, of which/whom 充當定語，修飾前面的名詞，整個結構相當于 “whose+名詞”引導的定語從句。4.“the+形容詞比較級(最高級)+ of + which/whom”引導非限制性定語從句。 There are two buildings, the larger of which stands nearly a hundred feet height. 這兒有兩座建筑物，較大的那一座幾乎有 100 英尺高。三、限制性定語從句中，關系詞可以省略的幾種情況。 1.定語從句的先行詞在定語從句中作賓語時，關系詞通常省略。I

49、have taken with me the two books (that/which) you asked me to return to the City Library.122020 年新人教版高中英語必修二教案全套 我把你要我送還給市圖書館的那兩本書帶走了。2.先行詞是way, reason, time, place等且它們在定語從句中分別作方式、原因、 時間和地點狀語時，其后定語從句的相應關系詞 that/in which, why/that, when, where 等可以省略。The way (that/in which) you look at the problem is

50、wrong. 你看待問題的方式 是錯誤的。3.由and, but, or 等并列連詞連接兩個或兩個以上的定語從句修飾同一個先行 詞時，第一個關系詞可以省略，但第二、三個一般不可以省略。The reason (why/that) he wanted to sell his house was that he needed a lot of money for his operation.他想賣掉房子的原因是他的手術需要很多錢?！咀鳂I(yè)布置】填入適當?shù)摹敖樵~+關系代詞”使句意完整。1. He is the man _ _ you can rely. 他是你可以信賴的人。2. Jack introdu

51、ced to me his friend _ _ I was not very familiar. 杰克向我介紹了我不很熟悉的那個朋友。3. Ill never forget the day _ _ we worked together in thecountryside.4.我不會忘記我們一起在鄉(xiāng)下工作的日子。 The clever boy made a hole in the wall, _ _ we could see what was happening inside the house.這個聰明的孩子在墻上挖了一個洞，透過它我們可以看到屋里發(fā)生的事情。Unit 1 CULTURAL

52、HERITAGEReading for Writing【教學目的與核心素養(yǎng)】1. Get students to have a good understanding of some features about a news132020 年新人教版高中英語必修二教案全套 report by reading the text.2. Instruct students to write a summary about a news report properly using some newly acquired writing skills in this period.3. Develop s

53、tudents writing and cooperating abilities.4. Strengthen students great interest in writing discourses.【教學重難點】1. Stimulate students to have a good understanding of how to a summary about a news report2. Cultivate students to write a news report properly and concisely.【教學過程】Step 1 Lead inDo you think

54、it is necessary for us to circulate our cultural heritage to the world? Why or why not?Do we need to learn more about other countries cultural heritage? Why or why not?Step 2 Read to discover details concerning the main body of the news reportRead the news report and then solve the questions below.1

55、. What are the researchers and scientists trying to do?(The researchers and scientists are trying to increase knowledge and appreciationof Chinas ancient cultural heritage.)2. What modern technology are they using?(They are using digital photography to record a collection of images.)3. Why are so ma

56、ny people interested in the Mogao Caves?(People are interested in the Mogao Caves because they have long been a meeting point for different cultures and are part of the history of many countries.)4. What do you think of the researchers opinion in the last paragraph?(I agree with the researchers opin

57、ion. Understan ding our own and other cultures is a great way to understand ourselves and others.)Have the Ss discuss the questions in groups and then share their answers to the class.142020 年新人教版高中英語必修二教案全套 Step 3: Study the organization and language features1. Read the news report again and find t

58、hese parts.A. Lead sentenceLanzhou, 9 August 2017. A group of researchers and scientists from China andother countries are working together . Chinas ancient cultural heritage.B. Direct quote“Appreciating ones own cultural heritage is very important for understanding ourselves. Appreciating the cultu

59、ral heritage of other countries is very important for international communication and understanding.”C. ParaphraseThey are recording and collecting digital images of cultural relics from the Mogao Caves, which were a key stop along the Silk Road throughout Chinas ancient history. Nearly 500,000 high

60、-quality digital photographs have been produced since the international project started in 1994.D. Background informationThe Mogao Caves have long been a meeting point for different cultures and arepart of the history of many countries.E. Reporting verbsF. Words to show comparison and/or contrastTod