2020年新人教版高中英语必修二教案全套

2020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 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, combine 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 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 understand the history and current situation of Chinese and foreign cultural heritage in their own tourism experiences or from other people’s 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 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; discuss

with their peers how to participate in cultural heritage protection activities.

3. Instruct students to use functional 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 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.

【教学过程】

Part 1: Listening and Speaking

Step 1: Lead in

The teacher is advised to talk about the meaning of the word “Heritage”.

Boys and girls, before our listening, let’s 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 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: Prediction

After their small talk, the teacher can ask students to predict what the listening text is about by looking at the pictures.

The listening text is probably about how to protect a famous heritage site by some students.

Step 3: Summary of the main idea

Then 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 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 on Mount Tai.

2. Listen again and help the reporter to complete the interview notes.

International youth project, 23 high school students from 7 countries

Mount Tai, one of the most famous mountains in China

It has been protected for more than 3,000 years.

22 temples, around 1,800 stones with writing on them

Dai Temple on Mount Tai; over 6,000 steps

Step 4: Guessing the meaning of the unknown words

Listen 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 know

Promote: to help sth to happen or develop

Reason: The word is explained by the speaker

Step 5: Speaking Project

Work 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 are one of the volunteers to preserve the pine trees on Mount Huang. What are you guys doing?

V olunteer: We are making some signs which are designed to educate people to protect the pine trees.

V olunteer: Besides, we took a lot of pictures of pine trees and create an app which aims to promote people’s awareness of protecting the precious trees.

Reporter: Sounds great and anything else?

V olunteer: 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?

V olunteer: Definitely. More and more tourists are now stopping carving names on the trees or climbing the trees.

Part 2: Listening and Talking

Step1: 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 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 Project

Activity 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 Homework

According to Activity 3, write down a conversation between the tourist and his/her guide.

Unit 1 Cultural Heritage

Period 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 protection 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 and 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;

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 sort out the topic language about protecting cultural relics and understand the narrative characteristics of “time-event” in illustrative style

3. Lead students to understand the value of protecting cultural heritage by teamwork and global community;

【教学过程】

1. Prediction

Step 1 Predicting the main idea of 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 tasks

Task of the first fast reading:

Read quickly 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: 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 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 tasks

Read 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 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 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: Consolidation

Divide the passage into 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 someti mes 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 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.

Step 7 Homework:

Review what we have learned and find out the key language points in the text.

Unit 1 Cultural Heritage

Period 3 Discovering Useful Structure

Restrictive relative clauses

【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 cases 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 beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercises.

【教学目标】

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 concerning restrictive relative clauses flexibly.

2. Enable students to use the basic phrases structures flexibly.

3. Strengthen students’ great interest in gram mar learning.

【教学重难点】

1. Help students to appreciate the function of relative pronouns and adverbs of attributive clauses in a sentence

2. Instruct students to write essays using the proper relative pronouns and adverbs of attributive clauses.

【教学过程】

本节语法思考：定语从句在复合句中的作用是什么？关系词有哪些？

定语从句在复合句中的作用相当于形容词，它在句中作定语修饰名词或代词。他们在先行词和定语从句之间起到联系作用，同时在意义上代表先行词并在定语从句中担任一个成分。被定语从句所修饰的词称先行词，定语从句一般放在先行词的后面。

引导定语从句的关联词称为关系代词和关系副词。关系代词有who，whom，

whose，that，which和as，关系副词有when，where和why。

Step 1:巩固复习限定性定语从句基本用法。

一、定语从句关系代词用法：

1.定语从句中关系代词的选用主要由先行词决定。

2.当先行词是表示人的名词或代词时，关系代词一般用who; that; whom; that；

3.当先行词是表示事物的名词或代词时，关系代词一般用which; that; whose; as；

4.当先行词既有表示事物的名词或代词，又有表示人的名词或代词时，关系代词一般用that.

5. whose用作关系代词时，它表示“……的……; 事物（包括动物）”，whose 引导定语从句时，其先行词可以是指人的名词，其实也可以是指物的名词。

二、关系副词的用法：

如果先行词是指代“时间的名词”，还原到定语从句中作时间状语，则用关系副词when；如果先行词是指代“地点的名词”，还原到定语从句中作地点状语，则用关系副词where；如果先行词是指代“原因的名词（reason）”，还原到定语从句中用作原因状语，则用关系副词why。

Step 2: 限制性定语从句几种特殊情况。

一、定语从句中介词+关系代词用法

当关系代词在定语从句中作介词的宾语时，我们通常用“介词+关系代词”引导定语从句。关系代词只能用which或whom。先行词指物时，用which; 先行词指人时，用whom。在这个结构中，介词的确定的原则是：

1.依据定语从句中动词或形容词等所需要的某种习惯搭配来确定。

He is the man on whom you can rely. 他是你可以信赖的人。

Jack introduced to me his friend with whom I was not very familiar.

杰克向我介绍了我不很熟悉的那个朋友。

2.依据与先行词搭配的具体意义而定。

I’ll never forget the day on which we worked toget her in the countryside.

我不会忘记我们一起在乡下工作的日子。

3.根据所表达的意思来确定。

The clever boy made a hole in the wall, through which we could see what was

happening inside the house.

这个聪明的孩子在墙上挖了一个洞，透过它我们可以看到屋里发生的事情。

4.表示“所有”关系或“整体中的一部分”时，通常用介词of。

Julie was good at German, French and Russian, all of which she spoke fluently.

朱丽亚擅长德语、法语和俄语，这三样她都说得流利。

5.在定语从句中，有一些含介词的动词短语不可拆开使用，如look after, look for等。

The babies whom the nurses are looking after are very healthy. (正确)

The babies after whom the nurses are looking are very healthy. (错误)

二、介词+关系代词常见句型：

1.“代词+ of + which/whom”引导非限制性定语从句。

这个结构中，代词常常为all, each, one, many, much, most, some, none, both等, “代词+ of + which/whom”通常在定语从句中用作主语，说明整体中的一部分。有时候也可把“of+ which /whom”置于代词前。

It is reported that two schools, both of which are being built in my hometown, will open next year.

据报道，在我的家乡两所学校都正在建设中，将于明年投入使用。

2.“数词+of + which /whom”引导定语从句

这种结构常用来引导非限制性定语从句，有时候也可以把“of + which /whom”置于数词前。

3.“the+名词+ of which/whom”引导非限制性定语从句

这个结构中, of which/whom充当定语，修饰前面的名词，整个结构相当于“whose+名词”引导的定语从句。

4.“the+形容词比较级(最高级)+ of + which/whom”引导非限制性定语从句。

There are two buildings, the larger of which stands nearly a hundred feet height.

这儿有两座建筑物，较大的那一座几乎有100英尺高。

三、限制性定语从句中，关系词可以省略的几种情况。

1.定语从句的先行词在定语从句中作宾语时，关系词通常省略。

I have taken with me the two books (that/which) you asked me to return to the City Library.

我把你要我送还给市图书馆的那两本书带走了。

2.先行词是way, reason, time, place等且它们在定语从句中分别作方式、原因、时间和地点状语时，其后定语从句的相应关系词that/in which, why/that, when, where等可以省略。

The way (that/in which) you look at the problem is wrong. 你看待问题的方式是错误的。

3.由and, but, or等并列连词连接两个或两个以上的定语从句修饰同一个先行词时，第一个关系词可以省略，但第二、三个一般不可以省略。

The reason (why/that) he wanted to sell his house was that he needed a lot of money for his operation.

他想卖掉房子的原因是他的手术需要很多钱。

【作业布置】

填入适当的“介词+关系代词”使句意完整。

1. He is the man _______ ________ you can rely.

他是你可以信赖的人。

2. Jack introduced to me his friend _______ ________ I was not very familiar.

杰克向我介绍了我不很熟悉的那个朋友。

3. I’ll never forget the day _______ ________ we worked together in the countryside.

4.我不会忘记我们一起在乡下工作的日子。The clever boy made a hole in the wall, _______ ________ we could see what was happening inside the house.

这个聪明的孩子在墙上挖了一个洞，透过它我们可以看到屋里发生的事情。

Unit 1 CULTURAL HERITAGE

Reading for Writing

【教学目的与核心素养】

1. Get students to have a good understanding of some features about a news

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 students’ writin g and cooperating abilities.

4. Strengthen students’ great interest in writing discourses.

【教学重难点】

1. Stimulate students to have a good understanding of how to a summary about a news report

2. Cultivate students to write a news report properly and concisely.

【教学过程】

Step 1 Lead in

Do you think 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 report Read the news report and then solve the questions below.

1. What are the researchers and scientists trying to do?

(The researchers and scientists are trying to increase knowledge and appreciation of China’s 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 many 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 researcher’s opinion in the last paragraph?

(I agree with the researcher’s opinion. Understanding 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.

Step 3: Study the organization and language features

1. Read the news report again and find these parts.

A. Lead sentence

Lanzhou, 9 August 2017. A group of researchers and scientists from China and other countries are working together ... China’s ancient cultural heritage.

B. Direct quote

“Appreciating one’s own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication and understanding.”

C. Paraphrase

They are recording and collecting digital images of cultural relics from the Mogao Caves, which were a key stop along the Silk Road throughout China’s ancient history. Nearly 500,000 high-quality digital photographs have been produced since the international project started in 1994.

D. Background information

The Mogao Caves have long been a meeting point for different cultures and are part of the history of many countries.

E. Reporting verbs

F. Words to show comparison and/or contrast

Today, the caves are just as interactional as they were at the time when people travelled the Silk Road.

2. Underline the relative clauses that the writer uses to identify the following.

A. things

They are recording and collecting digital images of cultural relics from the Mogao Caves, which were a key stop along the Silk Road throughout China’s ancient history.

B. people

As one researcher who is wo rking on the project explains, “Appreciating one’s own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication

and understanding. ”

C. time

Today, the caves are just as interactional as they were at the time when people travelled the Silk Road.

Step 4 Post reading for further summary and understanding

1. Why does the writer use the quote in the report?

The writer uses quotes in order to make the news report more concise, authentic and persuasive.

2. Explain your understanding of the sentences: “Appreciating one’s own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication and understanding.”

We should learn and understand our own cultures, which is vital for us to know ourselves and be proud of our profound and extensive cultural heritage. Meanwhile, we should understand and appreciate other cultures, trying to be open-minded. This way, we can deepen each other’s understanding and respect.

Step 5 Homework

Write a news report about Li Hua who works to protect our cultural heritage using the following notes and you can add details to make the news report more concise and detailed.

?Name: Li Hua

Place: Xi’an

Profession: a senior high school teacher

?wants to preserve cultural heritage:

?protect old houses

?takes photos of old buildings

?helps repair buildings

?looks for cultural relics

? interviews old people

? shows cultural relics to the public

?writes about the buildings …

《Unit 2 Wildlife Protection》单元教案

Unit 2 Wildlife Protection

Listening and Speaking & Listening and Talking

【教学目标】

1. Guide students to understand the content of listening texts in terms of using visuals to predict content.

2. Cultivate students’ ability to guess the meaning of words in listening; discuss with their peers how to save endangered wildlife and help wildlife in their neighborhood.

3. Instruct students to use functional sentences of the dialogue such as “I am concerned about…” “What do you know about the endangered animals in…” and so on to talk about one of the endangered animals.

4. Instruct students to use functional sentences of the dialogue such as “This is used for…” “I did it to/in order to/so as to…” and so on to talk about how to help wildlife in Ss’ neighborhood.

【教学重难点】

1. Guide Ss to use the prediction strategy of reading pictures accurately to understand the content of listening texts;

2. Guide Ss to express their opinions on how to participate in wildlife protection, and communicate with their peers about the living conditions and protection measures of wildlife in simple English.

【教学过程】

Part 1: Listening and Speaking

Step 1: Lead in

The teacher is advised to have a small talk about the topic:

What messages do these posters share?

Work in pairs and discuss. And then share your view after discussing.

Step 2: Prediction

After their small talk, the teacher can ask students to predict what the listening text is about by looking at the pictures.

Some animals are endangered and why and how we can protect them from being extinct.

Listening tip: use visuals to predict content

Before listening, look at the pictures, videos, charts and other visuals to help you predict.

Step 3: Summary of the main idea

Play the audio which is about the dying wildlife on earth. And after finishing listening to the first part of the tape, the students need to solve the following task.

Fill in the blanks while listening.

Our planet’s ____________is dying out at an alarming rate. Between 150 and 200 species are becoming ___________ every day. This mass extinction is caused by hunting, habitat _________and pollution. We must make people aware of the problem and he lp_______ the endangered wildlife before it’s too late!

After finishing the task above, the teacher plays the second part of the tape and after finishing listening, the students need to solve the following task.

Listen and answer the following questions:

1. How many elephants are killed on average every day?

2. What did Prince William say about China?

3. What does “change begins with you” mean?

If you want things to change, you must change yourself first and not wait for others to be the first one to do something, you must be the number one to start to take the first action. In this way, we can change the world for the better.

Step 4: Speaking Project

In pairs, discuss the questions, role play the example, and then talk about one of the animals in the photos below.

1. What do you know about the animals in the photos?

2. What is being done to help them?

A: I’m concerned about the blue whales. What do you know about them?

B: Well, I know that they’re being hunted and their number is getting dramatically small er, so they’re in danger of extinction. Blue whales need large and clear water habitats, so it’s difficult for them to adapt to the changes.

A: That’s terrible. What measures are being taken to help them?

B: The authorities are under pressure to make laws to ban illegal hunting whales and tell people not to buy whales products.

Part 2. Listening and Talking

Step1: Listen to the tape, for the first time, and then ask the students to solve the following tasks.

Choose the right ending for each sentence.

1. Binoculars ___________.

2. Build bird feeders ___________.

3. Use a bird field guide ___________.

4. Put paper cut-outs on windows ___________.

A. in order to identify birds

B. so that birds do not crash into them

C. to make sure that birds have enough food

D. are used for watching birds from far away

Listen and answer the questions.

1. Who are the teenagers?

2. Where are they?

3 What are they doing?

4. Why are they doing it?

Step 2: Listen again and use the phrases you hear to fill in the blanks.

1. They got up early _____________search for wild birds.

2. I’ve brought a field guide ___________we can look up the birds we see.

3. My dad gave me the binoculars ______________we can see the birds better.

4. Bird watching clubs clean up habitats build bird feeders, and put paper cut-outs on windows ________________protect birds.

Step 3: Speaking Project

Work in groups. Ask Ss to think of the wildlife in neighborhood and their needs. What can they do to care for them? Find out the solutions. Role play a dialogue with their partners.

A: I often see wild cats and dogs in our neighborhood. Maybe we should do something to care for them.

B: Should we put out bowls of food for them?

C: Sure, and I think we could also put out boxes or other things for them, so that they can find shelter when it’s cold or wet outside.

D: What else can we do for them?

A: Why not raise money and form a pet’s homeless shelter where ho meless pets can find a home and may be adopted by others.

C: Sounds great. Let’s make a plan and try it.

Unit 2 Wildlife Protection

Reading and Thinking

【教材分析】

The theme of this unit is human and nature, focusing on the theme of wildlife protection. Nature is a complex ecosystem, in which there are delicate balance between animals and plants. Because of the role of the food chain, the extinction of one species will produce influence, causing a series of chain reaction. Large scale extinction of species will have a serious and even irreversible impact on the ecosystem, resulting in immeasurable losses. Therefore, it is of great significance to protect wild species. To protect wild species is to protect human beings themselves.

The motto of this unit is “when the buying stops, the killing can too,” which is a public service advertising slogan to protect wildlife. It tells people that every rhinoceros horn, every fur, every bowl of shark fin soup, every ivory product, and every tiger bone product, etc. consumed by human beings, are innocent wild animals slaughtered behind them.

The mission of wild aid is to ban illegal trade in endangered wildlife and mitigate climate change. It aims to educate the public to reduce the consumption demand for endangered wildlife products through public publicity and improve the awareness of environmental protection.

【教学目标】

1. Improve the awareness of wildlife protection by acquiring the knowledge of wildlife protection.

2. Focus on environmental protection and protection of all lives.

3. Analyse the living environment of wild animals with appropriate thinking mode.

4. Skillfully use the vocabulary and grammar knowledge of this unit to cultivate self-study ability according to the unit content