新课标英语必修二 Unit One 教案Periods1-4) 篇一
Title: Exploring Cultural Differences Through Literature
In Unit One of the new English curriculum for senior high school students, students will have the opportunity to explore cultural differences through literature. This unit focuses on the theme of cultural identity and aims to help students develop a deeper understanding of different cultures and worldviews.
During Periods 1-4, students will be introduced to a variety of literary works from different cultures, including short stories, poems, and essays. Through close reading and analysis of these texts, students will learn to identify and appreciate the unique characteristics of each culture. They will also be encouraged to reflect on their own cultural identity and consider how it shapes their worldview.
In addition to reading and analyzing literary texts, students will also engage in discussions and activities that encourage them to think critically about cultural differences. Through collaborative learning experiences, students will have the opportunity to share their perspectives and learn from their peers. By actively participating in these discussions, students will develop empathy and a greater appreciation for diversity.
Overall, Unit One provides students with a valuable opportunity to explore cultural differences through literature. By studying a variety of texts from different cultures, students will not only improve their English language skills but also develop a deeper understanding of the world around them. Through this exploration, students will be better equipped to navigate a multicultural world and appreciate the richness of diversity.
新课标英语必修二 Unit One 教案Periods1-4) 篇二
Title: Developing Critical Thinking Skills Through Comparative Analysis
Unit One of the new English curriculum for senior high school students offers a unique opportunity for students to develop their critical thinking skills through comparative analysis. This unit focuses on the theme of cultural identity and encourages students to compare and contrast different cultural perspectives through literature.
During Periods 1-4, students will engage in activities that require them to analyze and evaluate literary texts from different cultures. By comparing and contrasting the themes, characters, and settings of these texts, students will develop a deeper understanding of the cultural differences and similarities that shape each work. Through this process, students will learn to think critically about cultural identity and consider how it influences the messages and themes of literary works.
In addition to comparative analysis, students will also participate in discussions and debates that challenge them to think critically about cultural differences. By engaging in respectful dialogue with their peers, students will learn to consider multiple perspectives and develop empathy for people from different cultures. Through these discussions, students will also learn to articulate their own views and defend their opinions with evidence and reasoning.
Overall, Unit One provides students with a valuable opportunity to develop their critical thinking skills through comparative analysis. By studying a variety of literary works from different cultures, students will learn to think critically about cultural identity and appreciate the diversity of human experience. Through this process, students will become more informed and empathetic global citizens who are able to navigate a multicultural world with confidence and understanding.
新课标英语必修二 Unit One 教案Periods1-4) 篇三
新课标英语必修二 Unit One 教案（Periods1-4)
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, Dynasty Teaching Design Step One: Presentation (By showing them some photos of some famous cultural relics.) Hello, everybody, let’s look at the screen. Here are some pictures. They are all very famous places in China or in the world. Please think these over: A. Can you name them out? B. Who have the right to own and confirm them? (The shown pictures: ①The Great Wall, ②The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; ③The Mausoleum of the First Qin Emperor and the Terracotta Warriors) Let the students name out the famous places in the pictures, and tell them they are cultural relics. And explain what cultural relics are. A. a cultural relic is sth. that survived for a long time B. a cultural relic may be a part of old thing has remained when the rest of it had been destroyed C. or a cultural relic is something rather rare （while showing these photos, teach the new words in red: cultural relics, survive, remain, rare） 1. Get the students understand the identity of the cultural relics. 2. Let the students try to know that they are at least two sites of cultural relics, the natural site; and the cultural site. ( By showing the pictures of some natural sites relics. Eg: Mount Huashan, The JiuZhaiGou Valley, River Li ) Step Two: Drills Let the students make some more examples of cultural relics, including the ones inside our country or in other countries, especially the ones in our location. Here are some possible answers from the students: (The Neiguan Cave(内莞岩); The Xinfengjiang River(新丰江); Heyuan Dinosaur Park(河源恐龙公园); Yuanmingyuan(圆明园), etc.) (The Sydney Opera; The White House; The Big Ben; The Amber Room, etc.) Step Three: Discussing 1 As we all know that cultural relics are rather valuable, rare, and sometimes, it is in very high price. 1. Then can you tell the value of the cultural relic? (Have the students discussed for some time in teams, then get their answers by expressing in class.) (There will be a lot of possible answers. Eg: From the cultural relics we can know what people did in the past, and we can know the cultures at that time, and maybe we can know the technology of making them…) 2. How to protect the cultural relics? (The same as Question 1) (There will be a lot of possible answers. Eg: Having the idea of protecting our cultural relics; don’t damage them; use them in a right way…..) Step Four: Discussing 2 1. If you find a cultural relic, what will you do with it? 2. Do you think to whom the cultural relics belong? (All cultural relics belong to all people and whole society.) Have the students to discuss the first question for about two or three minutes, then show the answer for their team. Then the same way for Question 2. (While discussing, teach the new phrase in red) The Second Period (Reading part, 2-3 classes) Teaching Aims: 1. Reading and understanding, catching the history and information of the Amber Room. 2. Functional item, how to tell the story about the Amber Room 3. Grammar point: The Attributive Clause 4. Learning the following useful words and phrases: in search of, fancy, style, jewel, in return, reception, light, mirror, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apart Teaching Design Step One: Presentation Last period, we talk about the cultural relics at home and abroad, such as The Great Wall, The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; The Mausoleum of the First Qin Emperor and the Terracotta Warriors The Sydney Opera; The White House; The Big Ben; The Amber Room (which we have learnt last period) Then, we will go the Amber Room, showing them the pictures of it. Do you know the history of the Amber Room, and do you know where the Amber Room is now? (The Amber Room is a room built by lots of ambers. It was a gift given to Peter the Great, the King of Russia, by the King of Prussia, Frederick William I. It was given the name because almost seven thousand tons of natural ambers were used to make it. But during World WarⅡ in 1941, the Nazi German army secretly stole the Amber Room and sent boxes of the Amber Room on a train to a German City. After that, what really happened to the Amber Room remains a mystery.) Step Two: Reading 1 (Listening, reading and understanding) 1. Now please listen to the tape of the text IN SEARCH OF THE AMBER ROOM. And then read aloud. Pay attention to the pronunciation of each word and the pauses within each sentence. 2. After reading the text, please complete the exercises of Comprehending. ①Keys to Ex1 CEBDAF ②The suggested answers to the Ex2 Para 1 How was the Amber Room made? Para 2 Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift? Para 3 How did the Amber Room become one of the wonders of the world? Para 4 How did the Amber Room get lost? Para 5 How was a new Amber Room built? 3. Detailed Reading Read the text again and answer the following questions: ①. What was given to the Russian people as a great gift by Frederick WilliamⅠ,the King of Prussia? (The Amber Room was given to the Russian people as a great gift by Frederick WilliamⅠ,the King of Prussia ) ②. Why it is called the Amber Room and how many tons of amber were used to make the Amber Room? (Because it was made of seven thousand tons of amber, which has a beautiful yellow brown color) ③. What did CatherineⅡ do with the Amber Room? (She had the Amber Room moved to the palace outside St Petersburg and transformed it.) ④. What happen to the Amber Room during World WarⅡ? (It was stolen by the Nazi and it was taken apart and missing in World WarⅡ) Step Three: Intensive Reading Skimming and identifying the general idea of each paragraph Now please read the text again and try to catch the main idea of each paragraph. After about five minutes reading, have some students speak for their teams. 1st paragraph: the introduction of the Amber Room (The Amber Room had a strange history and something about its design, color, shape and material.) 2nd paragraph: the gift to the Czar (the history of the Amber Room and its use in Russia—the Czar’s winter palace and a small reception hall for important visitors.) 3rd paragraph: the relocation of the Amber Room in CatherineⅡ time (CatherineⅡ had the Amber Room moved to the palace outside St Petersburg told the artists to add more details to it.) 4th paragraph: the missing of the Amber Room (the German Nazi stole the Amber Room secretly during the World WarⅡ,and what really happen to the Amber Room remain a mystery) 5th paragraph: the rebuilding of the Amber Room (Russia and Germany have built a new Amber Room for the 300th birthday f St Petersburg.) Step Four: Discussing 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? Have the students discussed one question by one question for some time, and then show their views for their teams. There may lots of possible answers. Keys for reference: A: I have no idea about the fate of the Amber Room. Because anything can happen to it. Maybe it was destroyed at war in the fighting fire. You see, ambers can be melted easily. Maybe it was kept secretly by somebody who had died without telling about it to anyone else. So maybe it is lying somewhere quietly. B: I think it is worthwhile to reproduce the Amber Room. Because it represents the culture and a period of histo
