在学习新常识的同时还要复习以前的旧常识，一定会累，所以应该注意劳逸结合。只有充沛的精力才能迎接新的挑战，才会有事半功倍的学习。智学网高中二年级频道为你整理了《人教版高中二年级英语必学五教材》期望对你的学习有所帮助！

1.人教版高中二年级英语必学五教材

教学目的

1.Students learn some new words and expressions to describe people ,especially famous persons;

2.Students are encouraged to give more information about famous persons who they are familiar:

3. Students can realize that it is scientific spirit that makes those scientists successful.

教学重难题

1. Words and expressions in this unit

2. Previous knowledge of some of the famous scientists

3. Comprehending the text

教学过程

Wordslearning

Definitions or explanations

A.examine 1.general principles of an art or science

B.repeat 2.say or do again

C.theory 3.at once; without delay

D.immediate 4.look at...carefully in order to learn about or from...

E.complete 5.of great value, worth or use

F.valuable 6.having all its parts; whole; finished

G.announce 7.make known

H.control 8.come or bring to an end

I.positive 9.power to order or direct

J.conclude 10.quite certain or sure

usefulsentenceslearning

1.“All roads lead to Rome, ”he encouraged me after I failed the entrance examination.

2.This sentence doesn’t make any sense.

3.Our English teacher is not only strict with us but also friendly to us.

4.He is good-looking, apart from his nose.

5.It is announced that the spacecraft, Shenzhou Ⅵ, landed on the earth successfully.

6.It is not Tom but you who are to blame.

7.In 1995, the Chinese government put forward a plan for“rejuvenating the nation by relying on science and education”.And it has helped Chinese scientists make many breakthroughs.

8.Have you drawn any conclusion after you read this passage?

9.Well done.So much for the learning of the new words and expressions.

Introductionofaclassicarticle

Teacher introduce a famous person --Qian Xuesen and students learn to write an article about the famous scientis using the words and expressions they just learn in class.

Sharetheoutcome

Students share their article orally and discuss whether they have used some good and advanced expressions.

2.人教版高中二年级英语必学五教材

本教学设计在新课程教学理念的指导下，力求在培养学生的语言常识、常识技能、情感态度、学习方案和文化意识等素养的基础上进步学生综合运用语言的能力，使学生通过察看、体验、探究等主动学习的办法优化英语学习技巧，充分发挥我们的学习潜能，形成有效的学习方案。

1. 拓展学生活动，发挥主体用途

新课程强调要充分发挥学生在教学过程中的主体用途。本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色饰演情景、激烈讨论提出建议，让学生大限度地参与教学过程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。

2. 推行情景教学，统合三维目的

本课设计从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生飞速、正确地理解和同意常识，并在学习过程中培养其积极进取的科学的生活观及价值观，较好地落实了三维目的。而三维目的是相辅相成、相互渗透的，所以在情景教学的过程中，常识的落实、能力的培养、情感态度价值观的渗透交融在一块，达成了三维目的的和谐与统一。

3. 转变学习技巧，增强教学成效

新课程需要倡导自主、合作、探究的学习技巧，发挥学生的主体性、能动性和独立性，本课设计通过自学课本，小组讨论，综合剖析，角色饰演等活动， 为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生常识的构建与运用，能力的培养和提升，情感体验和态度、价值观的形成，增强了教学成效。

4. 运用问题教学，启发学生思维

本课设计根据诱思探究理论需要，遵循学生的认知规律，引导学生去发现问题、剖析问题和解决问题，从而学会常识，形成能力，培养品质。通过对文章剖析的由浅入深，由易到难，按部就班，引导学生结合历史近况和教程信息，发挥想象，活化语言，从而达到综合运用英语进行交际的目的。有益于培养学生的思维能力，激起学生的革新精神。

本教学设计贯穿了新的教学理念，体现了课程改革的鲜明特点，在教学内容的重新调整、教程的合理处置、教学思路的设计等方面作了尝试性的突破与革新，具备较强的实践性和操作性。

本单元教学内容为人教版新课标Module 5 Unit 3 Life in the future。本单元的中心话题是“将来生活”，教程内容为学生提供了想象的空间，旨在培养学生预测将来的能力，通过对现实生活与将来生活的对比，唤醒学生把握目前，珍惜目前，爱惜环境，保护自然的意识。

第一篇Reading文章主要讲述主人公Li Qiang在时空旅游前、时空旅游中准时空旅游后的所见所想。第二篇则主要记叙了Li Qiang在太空站认识的两个很特别的太空生物，并将两个生物的特点进行了对比。两篇阅读文章都是科幻型阅读，旨在唤起学生的想象力，培养学生对将来生活的预测。语法部分则延续了课文内容，通过作者对将来生活态度的讨论引出过去分词做状语及定语的使用方法，并以短文填空的形式来巩固文章生词的使用方法。听力部分则描绘了一个拥有高新科技的wonderland,表明了人类对美好生活的追求与幻想，并终通过口语情景设置训练学生综合运用英语的能力与方法，从而对将来生活进行更细致的预测。

考虑到各部分内容的内在联系，笔者结合教学实质将同一话题不同内容与形式的材料进行了重组，对教程内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时，丰富了教学内容和语言活动形式。

1. 认知基础：高中一年级学生基本上可以用英语明确地表达个人看法，准确地描绘

生活现象或表达个人情感，可以用基本的词语、句型对将来生活作出描绘与预测。

2. 心理特点：高初中生思想活跃，求知欲旺盛，学习习惯明确，自我意识

飞速发展并趋向成熟，独立自主性强，有肯定的道德修养及正确的价值观与审美观。

3. 学习力：学生对过去分词的使用方法有基本的认知，其自主阅读与表达能力有肯定的基础，拥有好的团体协作能力，并能进行有效成功的交流合作讨论。

常识与能力

学习与将来生活有关的词语;能对本单元的生词猜测词义并可以用英语解释基本单词;学习有关预测和猜测的表达方法与过去分词作定语、状语的使用方法;能听懂关于对将来生活、环境的想象、猜测和考虑的会话，想象将来生活可能存在的问题;可以用英语简单地谈论将来生活，猜测将来的科技发展势头;能阅读关于将来生活、将来世界与外太空和外星人的英语文章;可以较好地发挥想象来描写将来生活和外星生物。

过程与办法

通过互联网或图书馆等渠道查找搜集有关科学家对将来生活预测的资料，培养学生借助学习资源的方案;并且笔者结合教学实质对教程内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时。第一课时为Warming-up and Reading, 第二课时为Learning about language, 第三课时为Using language, 第四课时为Listening and speaking。着重培养学生学习运用词语学习中的猜词方案，激起学生想象力，预测将来生活。

情感态度与价值观

通过学习课文，使学生回顾历史，认识目前，展望将来，激起学生的想象力;提升环境保护，资源保护意识。通过讨论使学生知道中国和其他国家现在存在的社会问题与科技进步方向，预测世界将来生活、环境未来发展趋势。

重点：

1.学会有关描绘将来生活的词语与有关预测和猜测的表达方法。

2.通过对文章的学习，依据现在的近况预测将来的生活，提升环境保护、资源保护意识。

难题：

1.学会过去分词作定语和状语的使用方法。

2.运用所学的词语及句型写出具备肯定想象力的短文。

1.采取多种教学方法，讲述法与讨论法相结合，启发式教学法与创设课堂思维情景相结合，同意式学习与探究式学习相结合。

2.以活动构建教学理论为指导，挖掘课程资源，借助图片、表格、多媒体等多种形式，师生互动，分组探究。

3.当令对学生的学习过程进行调控与激起，达成教学预设与动态生成的统一。

1.教师整理课堂有关文字、图表、影音资料，制成多媒体课件。

2.课前组织学生搜集、阅读有关世界环境问题、当今科技进步及对将来生活预测的文章，积累肯定的常识储备。

3.课前按教室座位状况将学生分成若干小组，每组6人，并选出组长一人，以小组为单位拓展合作学习。

Period 1: Warming-upReading

Teaching Aims:

1. Learn some new words and expressions.

2. Improve the students’ reading skills.

3. Know the more advanced forms of transport in AD 3005 and the advantages and problems of life in the future.

Teaching Methods:

1. Inductive method

2. Pair workgroup work

3. Competition

4. Illustration

5. Deductive Method

Step 1 Greetings and Lead-in

1.The teacher can start with daily greetings and try to lead in some words in this unit.

Q1: Where do you come from? Do you live in the downtown or in the countryside?

Do you live in a comfortable surrounding?

Is it a suitable location for people to live in?

What is it made of? .

2.Q2: No matter where you live, I am wondering how do you usually go to school?

Bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. What other vehicles do you know?

carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …

3.Now let’s take a look at the screen to learn about the development of all the means of transportation.

sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft

4.Q3: What will the future means of transportation be like?

Well, today we are going to learn a text about time travel.

由平时问候开启话题，通过提问学生家乡状况导入城镇生活，引出不一样的建筑材料及交通工具中的生词;然后总结交通工具的进步历史，预测将来的交通方法，引出跨时空旅游，从而进入阅读文章的处置与学习。

Step 2 Skimming

1.The teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.

Q1：What will the future life be like?

2.The students are given several minutes to read through the text and try to find out the changes mentioned in the text.

Q2: Which changes are mentioned in the text?

time travel – transport – air quality – religion – clothing – eating – houses – towns

3.The teacher can ask the students to carry out a discussion about the changes.

Q3: Which changes are good and which are bad?

猜测是培养学生阅读能力的办法之一，因此笔者第一提出问题引发学生考虑，对将来生活的每个方面进行预测。第二通过迅速阅读的方法，知道文章梗概，把握文章线索，找出文中对将来生活变化的描写，培养学生迅速阅读的方法与能力，并对将来生活变化的好坏进行小组讨论，培养集体协作精神。

Step 3 Reading for details

1.Before the journey

Q1: How many people are mentioned in the text? Who are they?

Q2: When did the writer write this letter? And to which year did he travel?

Q3: Why did Li Qiang travel to the year AD 3005?

Q4: What did Li Qiang suffer from?

Q5: How did Li Qiang feel? What makes him feel better?

Q6: Where did they arrive?

通过几个特殊疑问词，提出以下问题，处置文章第一段。因本篇课文是一篇叙事故事，而记叙文时一般都包含事件发生的人物、时间、地址、事件、缘由等重点要点，因此让学生通过阅读探寻上述要点，不只让学生的阅读具备目的性，而且减少了阅读的困难程度。

2.During the journey

1) In the capsule:

Climb through the round opening -- comfortable seats -- calming drink -- lay relaxed -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?

2) Out of the capsule

Confused by the new surrounding, I was hit by the lack of fresh air

Q1: How did Li Qiang overcome the lack of fresh air?

1. Hovering carriage: .

Q2: How did the hovering carriage float?

Q3: How can a person move swiftly?

2. “A large market”

Q4: What were people doing there?

Q5: What happened to Li Qiang?

3. A large building

Q6: What is a “time lag” flashback?

按事件发生的先后顺序及地址转换顺序，处置文章细节，培养学生抓住文章线索来处置课文的能力。然后依据地址转移，自然地将“太空仓内”转向“太空仓外”，根据作者在太空仓外所处的三个不同地址Hovering carriage, a large market, a large building来处置文章第三段。

3.After the journey

，课堂氛围活跃。本单元的教学内容与生活实质相结合，学生比较熟知这个主题内容，也能引起他们的表达XX和学习兴趣。

4、教学方案选择与设计

教学方案主要以任务型教学为主，通过多媒体课件与安排多个课堂教学活动贯穿整个课时，侧重培养学生的阅读能力。

5、教学重点及难题

教学重点：帮助学生用不一样的阅读方法完成阅读目的

教学难题：

1.学生阅读能力的培养，运用文中信息解决问题的能力;

2.学会急救常识和依据不同状况提出急救手段;

3.能掌握急救常识和有关急救手段的英语表达。

4.人教版高中二年级英语必学五教材

教学目的

1. Target language 目的语言

a. 重点词语和短语

attend, control, severe, pub, immediately, handle, instructor, pump, contribute, conclude, steam engine, virus, put forward, make a conclusion, expose to

b. 重点句式

To prevent this from happening again, John Snow suggested that ... P3

2. Ability goals 能力目的

Enable the students to talk about science and scientists.

3. Learning ability goals学能目的

Enable the students to learn about some famous scientists and their contributions and how to organize a scientific research.

教学重难题

Talk about science and scientists.

教学工具

A computer and a projector.

教学过程

StepⅠ Lead-in

Ask the students to think of some great inventions and inventors in history.

T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why? Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer?

S1: Edison invented the lights and the gramophone.

S2: The first computer was invented by a group of American scientists.

StepⅡ Warming up

First, ask some questions about great scientists. Second, ask all the students to try the quiz and find out who knows the most.

T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible?

S1: Newton.

S2: Watt.

S3: Franklin.

Sample answers:

1. Archimedes, Ancient Greek , a mathematician.

2. Charles Darwin, Britain . The name of the book is Origin of Species.

3. Thomas Newcomen, British , an inventor of steam engine.

4. Gregor Mendel, Czech, a botanist and geneticist.

5. Marie Curie, Polish and French, a chemist and physicist.

6. Thomas Edison, American, an inventor.

7. Leonardo da Vinci, Italian, an artist.

8. Sir Humphry Davy, British, an inventor and chemist.

9. Zhang Heng, ancient China, an inventor.

10. Stepper Hawking, British, a physicist.

Step Ⅲ Pre-reading

Get the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.

T: Now, class, please look at the slide. Discuss these questions with your partners. Then I’ll ask some students to report their work.

Show the following on the screen.

What do you know about infectious diseases?

What do you know about cholera?

Do you know how to prove a new idea in scientific research?

What order would you put the seven in? Just guess.

Sample answer 1:

S1: Let me try. Infectious diseases can be spread easily. They have an unknown cause and may do great harm to people.

S2: People could be exposed to infectious diseases, so may animals, such as bird flu.

S3: 人工智能DS, SARS are infectious diseases.

S4: Infectious diseases are difficult to cure.

Sample answer 2:

S1: Cholera is caused by a bacterium called Varian cholera.

S2: It infects people’s intestines, causing diarrhea, vomiting and leg cramps.

S3: The most common cause of cholera is people eat food or drink water that has been contaminated by the bacteria.

S4: Cholera can be mild or even without symptoms, but a severe case can lead to death without immediate treatment.

Sample answer 3:

S1: I know sth. about it. First we should find the problem. Then, think of a solution.

S2: We should collect as much information as possible.

S3: Analyzing results is the most important stage.

S4: Before we make a conclusion, it is necessary for us to repeat some stages or processes.

Sample answer 4:

S1: I think “Find a problem” should be the first stage.

S2: “Make up a question” should follow the first stage.

S3: “Think of a method”, “Collect results” and “Analyze results” are after that.

S4: Of course, before “Make a conclusion”, we should “Repeat if necessary”.

T: Well done! When we want to solve some problems, first we should find out the problem, do some research on it, prove your findings, and then make a conclusion. This is a scientific and objective way of researching. Now let’s see how doctor John Snow did his research.

Step Ⅳ Reading

Let the students skim the whole passage and try to work out the meanings of the new words and structures using context.

T: The effect of cholera in the nineteenth century London was devastating. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage and find answers to the questions.

Show the questions on the screen.

1. What conditions allowed cholera develop?

2. Why do you think people believed that cholera multiplied in the air without reason?

3. What evidence did John Snow gather to convince people that idea 2 was right?

Sample answers:

S1: The dirty water made the cholera develop quickly.

S2: Because people could not understand its cause and could not get it cured. So people imagined that some poisonous gas in the air caused the deaths.

S3: He found that many of the deaths were near the water pump while some areas far away from the water pump had no deaths. So when people were asked not to use the water pump, the disease began to slow down. In this way, John Snow had shown that cholera was spread by germs and not in a cloud of gas.

Step Ⅴ Text analyzing

Ask the students to analyze the text in groups.

T: Please look at the chart on the screen. The chart shows that each paragraph of the text explains John Snow’s stages in his research. Please read the text and find out the general idea of each paragraph and match the stage with each paragraph. Discuss it in groups, and then report your answers.

5.人教版高中二年级英语必学五教材

教学目的

1. 语言常识: 使学生理解文章中表达情感变化词语;熟知有关机器人方面的话题。

2.语言技能: 能从一般性文章中获得和处置主要信息;能通过上下文克服生词 困难，理解语篇意义。

3.语言运用: 能运用语言就学生想要机器人为自己做点什么。

4.文化意识: 帮助学生更多的认知机器人及有关阿西莫夫的信息。

5.情感态度: 培养学生的想象力和对未知世界的探索精神。

6.学习方案: 借用联想打造有关常识之间的联系;

教学重难题

教学目的

1. 语言常识: 使学生理解文章中表达情感变化词语;熟知有关机器人方面的话题。

2.语言技能: 能从一般性文章中获得和处置主要信息;能通过上下文克服生词 困难，理解语篇意义。

3.语言运用: 能运用语言就学生想要机器人为自己做点什么。

4.文化意识: 帮助学生更多的认知机器人及有关阿西莫夫的信息。

5.情感态度: 培养学生的想象力和对未知世界的探索精神。

6.学习方案: 借用联想打造有关常识之间的联系;

教学过程

Step 1Warming-up and lead-in 5 mins

老师携带学生回顾上一节warmingup中的有关有机器人能为人类做点什么并且机器人存在大家生活的很多方面。接着老师设计了一个问题询问学生。“Will it be possible for human beings to fall in love with a robot? ”

先让学生考虑这个问题，再用多媒体播放“绝对男女”的片段，观看视频，并留下悬念让学生猜猜她是怎么样爱上机器人的呢?引导学生看这篇跟本视频一样的故事是怎么样进步的呢?

[意图说明]以贴近单元内容的视频启动教学，激活学生已有些常识，又把学生的注意力集中到本单元内容和话题上。

Step 2. Skimming 3mins

让学生迅速浏览文章找出文章中的人物和之间的关系。

T: Find out the main Characters in the story.

Larry Belmont — employed in a company that make robots.

Claire Belmont — Larry’s wife, a housewife

Tony — the robot

Gladys Claffern— a woman that Claire envies

[意图说明]由于这篇文章偏长，找出人物关系，让学生对文章的脉络有个粗略的认识。

Step 3. Careful reading 23 mins

1.Havestudents read the passage carefully and finish the table.

[意图说明] 本题是对该单元文章主要内容的缩写，给学生提供了篇章的语境，训练学生迅速阅读培养学生细节理解能力为将来活动的拓展和任务的达成扫除语言障碍，同时使学生梳理一下Claire对Tony的情感变化过程。

2. Have students think about why Claire’s feeling changed. How did Tony help her to defeat hersense of failure?

后引导学生考虑一下三个问题Was Claire satisfied with Tony? Why shouldTony be rebuilt? Who is not satisfied with it ?

[意图说明] 由于reading的标题是satisfactionguaranteed , 所以用反问的形式让学生真的去考虑Tony包君认可了吗?以此来考虑标题。目的在于让学生掌握用已知的信息用英语思维并去理解语篇的意义。

Step4 Discussion 7 mins

Have students discuss “If you have a chance to have your own robot,

whatdo you want him to do ?”

[意图说明]此活动主要在于培养学生的想象力及语言表达能力，给学生提供了更广阔的发挥空间和想象空间;鼓励学生团队协作、发散性思维，尽可能用新学词语来谋篇布局，重点在于语言的输出和应用。

Step 5 homework 2 mins

1. Guess the meanings of difficult words and sentences in the text.

1). It would be a bonus.

2). ...he seemed more like a human being than a machine.

3)....someone like Larry who wanted to improve his social position.

4). as a favour

5). She looked at his fingers with wonder as they turned each page.

6)by the amused and surprised look on her face, Claire knew....

2.Preview “ A biography of Isaac Asimov”

3. Surf the internet to learn more about robots and science fiction

[意图说明]本reading偏长，学生在一些句子上可能也会出现困难，因此让学生回去理解较难的句子扫除语言障碍。除此之外，因为学生求知欲强，课堂时间有限，因此让学生课外在查一些关于机器人与科幻小说，以增加这方面常识的认知。