人教版必修二英语教案.docx

人教版必修二英语教案【篇一：高中英语必修二music教案】 unit5 teaching aims after class,students will be able to: 1.talk about different styles of music. 2.know the development of the monkees. 3.becomes interested in music. teaching steps step 1 brainstorming teacher asks students the following questions: 1.do you like music?why? 2.what kind of music do you like best? suggested answers: 1.eich life,relax,pleasant,happy,crazy 2.make things more lively and interesting. 3.make things better for people to understand and enjoy. 4.express peoples feeling. 5.make people feel good. 6.help people forget their pain. step2 warming up teacher show students some pictures and what kind of music it will be played. (suggested answers:classical music,wedding ceremony music, pop music) step3.reading and answering students skim the text and answer the following two questions. 1.how many bands are mentioned in the passage? 2.which band does the band that wasntrefer to? suggested answers: 1.two.the beatles and the monkees. 2.the monkees. step4.main ideas students find the main ideas of the first two paragraphs. suggested answers: paragraph 1. many people want to be famous as singers or musicians paragraph 2. how most bands start. step5.group work steps6.main ideas teacher ask students the main ideas of the last two paragraphs. paragraph 3. the monkees started in a different way. paragraph 4. how did monkees developed. step7.reading and thinking students look at the screen and find some information about time. most of us have dreamed of being famous and form a band. most musicians meet and form a band because they like to write and play music. many times in america, bands are formed by high school students.they may play to passers-by in the street or subway, so that they can earn some extra money. however, there was one band that started in a different way, such as the monkess band. when they play music,they played jokes on each other. their music and jokes are based on the band called beatles. after one year or so, they became more serious about their work. they started to play their own instrument and write their own songs like a real band.the band broke up in about 1970 , but reunited in the mid-1980s.in 1996,they produced a new record to celebrate their former time as a band. step8.students answer two questions: 1.what did the monkees do before they did not take music seriously. 2.what did the monkees do before they did take music seriously. suggested answers: 1.pretended to sing. sang songs by others. 2.sang their own songs. produced their own records. step9.true or false 1.many musicians form a band because of their common interest in music. 2.playing music to passers-by in the street is the first step to fame3.when perfomers make records and sell millions of copies,they are successful. 4.each week the group that was calledthe beatles 5.most of us have dreamed of being a famous musian. 6.it is hard for the tv organizers to look for good rock musians. 7.at first,the monkees did not play their own songs. 8.the monkees became even more popular thanthe beatles. 9.in 1996,they produced a new record to celebrate their former time as a band. step10.homework make a summary of the passage. have you ever wanted to be part of a band as a famous singer or musician? have you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music? do you sing karaoke and pretend you are a famous singer like song zuying or liu huan? to be honest, a lot of people attach great importance to becoming rich and famous. but just how do people form a band? many musicians meet and form a band because they like to write and play their own music. they may start as a group of high-school students, for whom practising their music in someones house is the first step to fame. sometimes they may ptey to passers-by in the street or subway so that they can earn some extra money for themselves or to pay for their instruments. later they may give performances in pubs or clubs, for which they are paid in cash. of course they hope to make records in a studio and sell millions of copies to become millionaires! however, there was one band that started in a different way. it was called the monkees and began as a tv show. the musicians were to play jokes on each other as well as play music, most of which was based loosely on the beatles. the tv organizers had planned to find four musicians who could act as well as sing. they put an advertisement in a newspaper looking for rock musicians, but they could only find one who was good enough. they had to use actors for the other three members of the band. as some of these actors could not sing well enough, they had to rely on other musicians to help them. so during the broadcasts they just pretended to sing. anyhow their performances were humorous enough to be copied by other groups. they were so popular that their fans formed clubs in order to get more familiar with them. each week on tv, the monkees would play and sing songs written by other musicians. however, after a year or so in which they became more serious about their work, the monkees started to play and sing their own songs like a real band. then they produced their own records and started touring and playing their own music. in the usa they became even more popular than the beatles and sold even more records. the band broke up about 1970, but happily they reunited in the mid-1980s. they produced a new record in 1996, with which they celebrated their formal time as a real band.【篇二：人教版高中英语必修二全册教案教学设计】 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, 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?warming up by presenting hi, everyone. lets look at the screen. ill present you 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? warming up by discussingnow, 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: myold granny happened 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 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? 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? 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?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.3.scanning and analyzing the characteristics of the text. since you havegot 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? 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.5. reading and transferring information read the text again to complete the table, which lists all the numbers in the text. 6.reading and learning read the text and learn more about the following proper nouns. you can surf on the website after class: closing downwn 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?【篇三：人教新课标高一英语必修2_unit_1教案】 unit 1cultural relics i. 单元教学目标 ii. 目标语言ii. 教材分析与教材重组 1. 教材分析 本单元以cultural relics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。 1.1 warming up 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cultural relic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”。 1.2 pre-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。 1.3 reading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。 1.4 comprehending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。exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；exercise 2 将所给的问题与段落匹配，是段落大意理解题；exercise 3安排了对于重建lost cultural relics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。 1.5 learning about language 分discovering useful words and expressions 和discovering useful structures两部分。其中第一部分的exercise 1着重训练对英语单词解释的理解。exercise 2 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。exercise 3 专练belong to的词义和用法。在discovering useful structures 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。 1.6 using language 分reading and listening、speaking 及reading and writing 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。 1.7 summing up 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。 1.8 learning tip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，warming up, pre-reading, reading, comprehending和leaning about language内容一致, 将其设计成一节阅读课。 2.2 将using language 设计成一节综合技能课。 2.3 将 workbook 里的listening和listening task整合成一节听力课。 2.4 将workbook里的talking和speaking task及writing task设计成一节口语和写作课。 2.5 将workbook 里的reading task设计成一节阅读课。 2.6 将workbook里的using words and expressions与using structures和using language中的summing up与 learning tip和workbook中的checking yourself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） 1st period warming up and reading (i) 2nd period integrating skills 3rd period listening 4th period speaking and writing 5th period reading (ii) 6th period comprehensive revisioniii. 分课时教案 the first periodwarming up and reading (i) teaching goals 教学目标 1. target language 目标语言 a. key words and phrases (重点词汇和短语) rare, survive, valuable, dynasty, vase, amaze, amazing, select, honey, design