人教 必修2 Unit 1 A City of Heroes 教学设计
M2 Unit1阅读课教学设计.docx
M2 Unit3 Period3.docx
M2 Unit4 Period1 and 2.docx
M2 Unit4 Period5.docx
M2 Unit4 单元总备课教案.docx
M2 Unit4Period4.docx
M2 Unit5 Music教学设计总案.docx
M2 Unit5 教学设计 Using Language.docx
Module2 Unit4 Wildlife Protection听读课教学设计.docx
高中英语必修二教学设计M2 U2 A City of Heroes Teaching procedures.docx
高中英语必修二教学设计M2 U4 Wildlife Protection.docx
模块二第一单元阅读课教学设计范例.docx
　　M2 Unit1　阅读课教学设计
　　湖北省咸宁市咸安区青龙山高中　程东平
　　一、学生分析
　　教学对象为高中一年级学生，智力发展趋于成熟。他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。学生已经完成了高中英语第一个模块的学习，渐渐习惯了我的教法。虽然一开始他们觉得与初中教学很不相同（初中老师注重手把手式的语法教学），但经过半个学期后，他们适应得很快，而且还取得一定的进步。他们会对课文内容提出自己的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。不过，本班学生的水平参差不齐，有些差距还相当大。因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。
　　二、教材分析
　　这一课是本单元第一个课时。在上这一节课前并没有让他们了解太多的与课文内容相关的知识，只是由于这课出现的人名和地方名比较多，我在课前教他们读了一下。我在备这一课时，发现它的warming-up部分会花费比较长的时间，于是我没有采用，而使用了我自己另外准备的引入（只是花了4到5分钟的时间），让学生对这课的话题作好心理准备，也为了完成本单元的目标作了铺垫。我觉得在今后也必须合理使用手中的教材，根据学生水平和教学设计进行整合或增减，让不同层次的学生在课堂上都有所收获。
　　三、教学目标
　　本课为阅读课型，主要介绍有关俄罗斯遗失琥珀屋的轶事。通过阅读使学生了解世界文化遗产，学会描述他们的起源、发展和保护等方面的情况。教师根据课文内容用不同的形式来让学生自己归纳，提高阅读技能。由于这课讲述国外文化遗产，学生会感到陌生，为了引起共鸣，因此要把中外文化遗产结合一起讨论。本课目的要使学生学会如何谈论文化遗产以及最后形成保护文物的意识。
　　教学内容大致分为以下几个方面：
　　1. 看图片和听录音引入文化遗产这一话题。
　　2. 从网上下载一些琥珀屋图片并展示给学生看，分辨新旧琥珀屋，给学生以感官上的刺激，而且有利于帮助学生对文章的理解。（一些生词用板书）
　　3. 学生阅读课文后完成精读练习。
　　M2 Unit3 Period3
　　湖北省咸宁市咸安区青龙山高中　程东平
　　Period 3 Learning about language
　　(The Attributive Clause (in/ for/ with/ by＋which/ whom).
　　Teaching Aims
　　1.To help students learn about the Attributive Clause with a preposition in front.
　　2.To help students discover and learn to use some useful words and expressions.
　　3.To help students discover and learn to use some useful structures.
　　Teaching important points
　　learn about the Attributive Clause with a preposition in front.
　　Teaching difficult points
　　Help Ss learn about the Attributive Clause with a preposition in front.
　　Teaching aids: a computer, a blackboard
　　Teaching Procedures:
　　Step 1 Warming up
　　1. Discovery
　　Turn to page 34 and read the text of THE BAND THAT WASN’T. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences:
　　The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band.
　　Step 2. Learning about grammar
　　e.g. (1) Have you found the book for which I paid 40 US dollars?
　　(2) Have you found the book on which I spent 40 US dollars?
　　e.g. (3) I will never forget the day on which I joined the Party.
　　(4) I will never forget the year in which my son went to college.
　　介词﹢关系代词引导的定语从句, 关键是判断介词的选择.
　　方法一: 根据从句中动词与先行词习惯搭配
　　方法二: 根据从句中动词与先行词的逻辑关系
　　注意：关系代词在定语从句中作介词宾语时，从句常常由“介词+关系代词”引出。此时关系代词只能用which 或 whom; 不可用that 或who 代替
　　Step 3 Consolidation exercises:
　　(用适当的“介词+关系代词”填空，完成下列定语从句)
　　1. They climbed up to the top of a mountain, from which they got a good view.
　　2. I would like to thantor, without whom I would never have finished the work.
　　3. She has now moved back to the house in which she was born.
　　4. The star is to be named after the scientist, by whom it was discovered.
　　5. This is the ball with which Jimmy scored three goals in the final.
　　6. He is now able to beat his uncle, from whom he learned to play chess
　　M2 Unit4 Period1 and 2
　　广东省梅州市蕉岭中学　胡美娜
　　The First and second Period
　　(Warming up, Pre-reading and Reading)
　　Teaching Aims:
　　1. Train the Ss’ reading and speaking ability.
　　2. Enable the Ss to know something about the endangered animals and wildlife situation and protection.
　　3. Help the Ss to realize the importance of wildlife protection and to protect the nature.
　　Teaching Important Points:
　　1. Enable the Ss to know something about the endangered animals and wildlife
　　situation and protection.
　　2. Help the Ss to realize the importance of wildlife protection and to protect the nature.
　　3. How to help students improve their reading skills and understand the passage fully.
　　Teaching Difficult Points:
　　1. Help the Ss to realize the importance of wildlife protection and to protect the nature.
　　2.           How to help students improve their reading skills and understand the passage fully.
　　Teaching Procedures:
　　Step 1. Lead-in
　　Show some pictures of some endangered animals and let the students name them. (polar bear, milu deer, rhino, tiger, crocodile, leopard, koala, panda, dolphin, giraffe…)
　　Questions: 1. Do you often see these animals?
　　2. What problems are some animals facing nowadays? Why?
　　Step 2. Warming up
　　Cooperative learning. Discuss the questions with the partners.
　　1. Why are the animals in danger?
　　(1. Don’t have enough food; 2. Being hunted and killed; 3. The bad environment; )
　　2. What measures should be taken to protect the endangered animals?
　　((1) Treat the animals as our friends; (2) We shouldn’t kill them freely. (3) We should protect the environment around us. (4) We should collect money to protect animals.)
　　Step 3. Reading
　　Task 1: Scanning
　　1. What three places has she been to?
　　2. What problems face the animals?
　　3. What endangered animals are they?
　　Task 2: Skimming
　　1. Read the passage carefully and fill in the chart on page 27.
　　2. Answer the questions. (P27)
　　Task 3: Listen and read aloud.
　　Step 4 Summary
　　一．Fill in the blanks.
　　How Daisy Learn to Help Wildlife
　　1.           Tibet: (1) ___________ is used to make sweater.
　　(2) Antelopes are killed for ________;
　　(3) Every year over ___________ antelopes are killed.
　　2.           Zimbabwe; (1) ________ used to hunt the elephants.
　　(2) Now farmers __________ them.
　　3.           Rainforest: (1) A ________ insect affects mosquitoes.
　　(2) No ______, no ________ and no _________.
　　二．completer the summary of the text.
　　One day, Daisy _____ a strange dream. She flew in a wonderful ______ to _____ with an _______ in Tibet. The antelope told her they were hunted because of their_____ which can be used to make ______ like hers. In three years they may all be ______ . Later, she _____ to Zimbabwe where she talked with an ______ and got to know the farmers there no longer ______ them. That’s because the _______ decided to help and the farmers finally made a lot of ______ . At last she _____ at the thick rain _____ where a monkey told her “ No rain forest, no ____ and no ____.” Although finally everything was _____, she had _____ so much!
　　Answers:
　　dreamed, chair, talk, antelope, fur, sweaters, gone, flew, elephant, hunted, government, money, arrived, forest, animals , drugs, gone, learned
　　Step 5 Language points