人教新课标高一英语必修2 Unit5全单元教案1

1、Period 2 A lesson plan for Learning about Language(The Restrictive and Non-Restrictive Attributive Clause)Introduction In this period students will be helped by the teacher first to discover ways to increase their vocabulary, and then to discover useful words and expressions by doing the given exercises in the text book. After learning about the focused grammar item students are asked to discover useful structures and do the restrictive and non-restrictive attributive clause exercises.Objectives。

2、Part 1 Teaching design第一部分 教学设计Period 1 A lesson plan for reading(AN INTERVIEW) IntroductionIn this period, after the warming up, students will first be guided to answer questions about “The Olympic Games”. Then they will be helped to read an interview between a 2,000 years old Greek writer and a modern Chinese girl. They are talking about the ancient and modern Olympic Games.Examples of “Warming Up” designs are presented in this book for teachers reference. Computer and overhead pro。

3、 Unit1 Cultural Relics I. Warming up1. Do you know what a cultural relic is?It is any object, building or item that was made sometime in the past. It may be thousands of years old or may be a few hundred;It may or may not be valuable;It tells us something of the way people lived at the time it was made. This may be because of its method of manufacture or how the item was used. 2. Look at the pictures below and discuss what they are and whether they are cultural reli。

4、Period 2 A sample plan for Learning about Language(The attributive clause ) IntroductionIn this period students will be helped by the teacher first to discover useful words and expressions, and then to discover and use useful structures: The attributive clause Objectives To help students learn to use attributive clauses introduced by where, when, why, and prep.+ which/ whom To help students discover and learn to use some useful words and expressions To help students discover and learn to us。

5、Unit 5 Nelson Mandela a modern hero 2Contents 目录 一、单元教学目标和要求(Teaching aims and demands)二、教材内容分析（Analysis of the teaching materials）三、教学安排(Teaching arrangements)四、单元预习任务(Pre-unit Activities: Preview Task)五、教学步骤 (Teaching procedures)六、背景参考资料(Background knowledge)七、评价与反思(Assessment and reflection)临海市回浦中学 李珊珊 陈晓平 余晶晶3一、教学目标和要求(Teaching aims and demands)根据课程标准实验教材（英语 必修）关于总目标的具体描述，结合高一学。

6、The First Period(Warming up, one class) Teaching Aims:1. To learn the knowledge of the cultural relics.2. Discuss how to protect our cultural relics.3. To learn the following words or phrases: cultural relics, rare, valuable, survive, vase, rare, DynastyTeaching DesignStep One: Presentation (By showing them some photos of some famous cultural relics.)Hello, everybody, lets look at the screen. Here are some pictures. They are all very famous places in China or in the world. Please think these 。

7、1Unit 5 The power of nature教材分析I. 教学内容分析： 本单元的中心话题是火山、飓风、地震和洪水等自然灾害，听说读写等语言知识和语言技能主要围绕“自然灾害”及如何预防和利用自然灾害这一主题设计的。本单元引导学生讨论大自然的危害等问题，目的在于让他们了解自然界的威力，认识到只有保护大自然，才能有效地预防自然灾害并改造和利用自然。Warming up 部分主要讨论火山、飓风和地震等自然灾害，让学生了解有关地震的知识以及预防措施等。教师可以通过右边的插图引起学生们的兴趣和好奇心而导入新课内容。Pre-reading 部分设计了。

8、Unit 5 The power of nature. 单元教学目标技能目标 Skill GoalsTalk about volcanoes and the work of volcanologistsPractise expressing fear and anxietyLearn the -ing form used as adverbial in a sentenceWrite about an experience in a natural disaster and hot pools at Changbaishan. 目标语言功 能 句 式Expressing fear and anxietyI was so excited about what I had done and where I was, I forgot my fear.I was very worried that .I was very relieved when . I was trembling almost as much as the ground under m。

9、Unit 5 Music第一部分 教学设计说明About the topic and the structures单元话题和结构本单元的话题是 Music, 介绍了几种类别的音乐和一支著名的乐队组合。句法项目是 in/for/with/by/+which/whom 引导的定语从句。 教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分” 。但在实际教学过程中，我们建议教师依据学生基础、教学条件、学校安排等因素，对课本、对教学设计重新划分课时，裁剪、拼接使用教案提供的材料，以便“物尽所用” ，达到最佳教学效果。教师也可以参照教案提出的“实际教学过程课。

10、I. Warming upStep1. lead-in by discussingTalk about experence of journey.1. Where have you ever been before/ in the National Day? 2. How do you like the travel to?(eg: I have been Beijing during holiday. It is very interesting that We visit and found That journey helps me know the culture there better.)3. Why do you think the journey is helpful?To (to brunden our horizons; to learn more about local culture and history; to relax; to make friends; to get a better understanding of)Step2. Wa。

11、1Unit 4 Wildlife protection教材分析本单元的中心话题是“野生动物保护” 。 I 教学内容分析Warming Up 部分通过图文的形式展现了中国在野生动物保护上所作出的努力以及所取得的显著成效，从而让学生体会到野生动物保护的重要性和紧迫性。Pre-reading 部分实际上包括两项任务。一是通过两个问题引导学生列举出除熊猫、麋鹿和华南虎以外的其它濒危动物，思考这些动物灭绝的原因，从而很自然地将学生从“热身”部分的讨论过渡到“阅读”部分的学习。二是通过看图和读标题预测正文部分的内容大意，然后迅速浏览全文来检验自己的预测是否准确。

12、Period 3 A sample lesson plan for Using LanguageIntroductionLanguage is learned to be used in and for communication. So in this period we shall have the students read aloud the learned text, read a short passage and rewrite it. Then they will speak about how to start a band in English, making use of the words, expressions, structures and topic ideas covered in this unit. ObjectivesTo help students read a story about Freddy and then listen to the Beatles song. To help students use the langua。

13、Section 3 Words and expressions from Unit 5 Musicroll n. 卷,滚动,名单v. 滚,使.转动,摇摆1. The dog rolled on the floor. 狗在地板上打滚。2. The slow steady roll of the ship made him sick. 轮船不停地缓慢摇晃使他感到不适。3. Years rolled on. 岁月流逝。4. The ship was rolling heavily to and fro. 那船晃来晃去很不平稳。5. She rolled in for work twenty minutes late. 她懒懒散散地来上班，迟到了二十分钟。6. Let them roll!/Roll em! 开机!7. The comedian soon had them rolling in the aisles. 那滑稽演员很快就逗。

14、Section 2 Notes to difficult sentences from Unit 5 Musics1. Have you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music? 你梦想在成千上万的人面前举办音乐会，人人都为你喝彩，赞颂的音乐？ 本句 at which 引导的是非限制性定语从句，可以改写为：Have you ever dreamed of being in front of thousands of people at a concert, with everyone clapping and appreciating your music?With 复合结构中的 everyone 和 clapping 是逻辑主谓关系。复。

15、Period 2 A sample lesson plan for Learning about Language(The Attributive Clause )Introduction In this period students will be learning about music terms in English first. Then they shall go on to discover useful words and expressions. After that they may be given materials to learn about the attributive clause (in/ for/ with/ bywhich/ whom). Objectives To help students learn about the attributive clause (in/ for/ with/ bywhich/ whom) To help students discover and learn to use some useful wo。

16、1Unit 3 Computers I 教学内容分析本单元的中心话题是“计算机” 。 Warming up 部分用图片呈现了计算机发展的历史，让学生通过看图讨论的方式了解计算机的发展和演变过程。Reading 部分编者采用了拟人化的手法向读者介绍了计算机的发展历程。Comprehending 部分包括三个练习，分别从事实层面、分析层面和拓展层面考察学生对文章的理解和运用情况。Learning about language 部分的活动突出了形容词和副词用法的区别，并扣本单元的语法点（现在完成时的被动语态） 。Using language 部分的听力材料中谈论的是信息技术的几种形态或载体（包。

17、Unit 5 Nelson Mandelaa modern hero教材分析I教学内容分析本单元的中心话题是当代英雄纳尔逊曼德拉。有别于一般故事的直叙手法，本单元采用穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉的手法，从不同的侧面反映故事的主题内容。第一篇阅读短文伊莱亚斯向我们介绍1952-1963 年期间的曼德拉。第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC) 掌权后，伊莱亚斯又回到罗本岛监狱担任导游。这样的写法尽可能剔除作。

18、Part 1 Teaching Design第一部分 教学设计Period 1 A sample lesson plan for reading(THE BAND THAT WASNT)Introduction In this period, after the warming up, students will first be encouraged to talk about their favorite bands. Then they will be helped to read an article entitled The band that wasnt. Three “Warming Up” designs are presented in this book for teachers reference. Computer and overhead projector may be used to aid the teaching and learning. Objectives To help students learn to make sugg。

19、 Unit 1 Cultural relicsPeriod One: Warming up and ReadingStep 1 Warming up 1. Cooperative learning:1. Do you know these famous places? If you know, what do you know about them?2. Which one do you like to visit? Why?3. What makes a city great and famous?(a long history; cultural relics; many great people; important events taking place there)4. In your opinion, what are cultural relics?2. Show some pictures of some famous cultural relics.(1) The Great Wall (2)The Pyram。

20、1Unit 1 cultural relics 教材分析I教学内容分析本单元的话题是“文化遗产” 。Warming up 部分首先让学生对文物的定义有所了解，然后让学生讨论文物所应具有的特点，在此基础上让学生看几幅图片，进一步讨论“是不是只有像花瓶这样的东西才算是文物，建筑物算不算文物”这个问题。Pre-reading 部分设计了一个问题让学生对琥珀进行初步的了解，然后快速浏览文章。Reading 部分主要介绍了有关俄罗斯遗失琥珀屋的轶闻。Learning about Language 部分首先安排了根据英语释义搭配词汇的练习，力求巩固学生对新词汇的理解和记忆；此外，针对本。