高中英语必修2教案十一篇

时间：2024-09-19 高中英语必修教案 高中英语必修

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高中英语必修2教案 篇1

目标认知 重点词汇： scale, postpone, evolve, attach, date back to, give out conflict, restriction, fluency, appeal,

重点句型：not ?until 句型 语 法： 宾语

精讲巧练 重点

词汇 scale 【原句回放】 However, it was not until the eighteenth and nineteenth centuries that the exploration of the botanical world began on a large scale. (P32) 【点拨】scale n. the size of sth. , especially when it is big 意为“大小，规 模”，on a large scale 表示“规模宏大的”，还表示“等级;比例，尺度” 如：Any public demonstrations(游行)on a large scale without the permission of the city authorities is antisocial. The scale of this map is one centimeter to the kilometer. A machine for weighing people has a scale from one pound to 300 pounds on it. 【拓展】scales 表示“称，天平”;scale 也用作动词，表示“攀越，爬越”，短语： scale up/ down 按比例逐步增加/减少， 如：Students scaled an 8-foot fence to enter the theatre. Such a big order means scaling up our production capacity. 【随时练】 With the opportunity to survive becoming small, the search operation has been scaled down slowly at present. A. has been scaled down C. scaled up Key: B B. is being scaled down D. is scaling up

Conflict

【原句回放】 Brave young men took the opportunity of going on botanical expeditions, often facing many dangers including disease,?and conflicts with the local people. (P32) 【点拨】 conflict n. angry disagreement between people or groups 表示“冲突， 争端”，常与介词 between / over 连用， be in conflict with sb. 表示“与某人处于 争执中”。conflict 也用作动词， 表示“冲突;争执” 如：There is a conflict between the two sides of his personality. She is in conflict with her employer over sickness pay. The two stories conflicted, so I did not know what to believe. 【拓展】区别 conflict, fight, struggle 都含“战斗” 、“ 斗争”的意思。 ① conflict 指“由于严重不一致， 而引起抵触或冲突”， 如：Their account of the causes of the war conflicts with ours. 他们对于战争起因的报告与我们的报告相反。 ② fight 原义是“打仗”、“战斗”， 指“任何形式的斗争”， 特别强调“短兵相 接”， 如：The two boys fought. 两个孩子动手打起来了。 ③ struggle 本义是“挣扎”，指“克服某种障碍或困难， 以达到某种目的”，意味 着“处境难”， 如：They were struggling for peace. 他们为和平而斗争。 【随时练】 In dealing with public relations, we should make every effort to prevent the _______in personality. A. contract B. contrast B. connection D. conflict

Key: D. 析：conflict 争论，摩擦，冲突;contact 接触，联系，交往; contrast 对比;对照;connection 联系，关系。

Restriction 【原句回放】At that time, there were restrictions on the movement of Europeans and so ,?(P33) 【点拨】restriction n. the act of limiting or controlling someone or sth. 表 示“限制，约束”，短语 lift/ remove restrictions on 表示“解除对?的限制”， 如：The restriction of press freedom is seen as an abuse(侵犯)of human rights. We have been asking the government to lift the restrictions on food export. 【拓展】 restrict v. 表示“限制，限定”，restrict sth. to sth 表示“限制某人

某物”;restrictive adj. 表示“严格限制的”。 如：Doctors have restricted the number of visits to two per day. Travel is my dream, but a busy working life has restricted my opportunities. The current building regulations are very restrictive. 【随时练】The county is facing restrictions ________ the use of water for irrigating crops. A.to Key: C B. with C. on D. toward

fluency 【原句回放】， in order to travel unnoticed, he developed his fluency in Chinese ? and dressed as a Chinese man, even shaving his head in the Chinese style. (P33) 【点拨】 fluency n. quality of speaking , writing in an easy smooth manner 表 示“流利，流畅”，with fluency 表示“流畅地, 滔滔不绝”， 如：Visitors were amazed at the students' conversational fluency in English. He speaks English with great fluency. 【拓展】fluent adj. 表示“流利的，熟练的”, be fluent in 表示“在某方面熟练 的”， fluently adv. “熟练地” 如： couldn’ imagine our prime minister was fluent in eight foreign languages. You t You speak more fluently than I. 【随时练】 She speaks ________ though not very correct French. A. fluent Key: A B. fluently C. fluency D. with fluency

Appeal 【原句回放】One of the collectors was Father Farges, who collected 37 seeds from a tree that had appealed to him. (P33) 【点拨】appeal vi. to be attractive or interesting to sb. 表示“(常与 to 连 用)吸引;引起兴趣”，还表示“呼吁，恳请，上诉，诉诸”等， 如：Does the idea of working for a venture company appeal to you? The government is appealing to everyone to save water. The victims' families of the murder have appealed to the Supreme Court to have a definitive answer.

He appealed against the judge's decision. 【拓展】appeal 用作名词，表示“呼吁，请求，吸引力”，常与介词 for 连用，make an appeal 请求; 如：They have launched an appeal to send food to the flood victims. There have been several appeals for an end to the fighting. The old couple made an emotional appeal for his daughter to connect them. 【随时练】The design ______all the ages and social groups is not easy to make. A. appealed to C. to be appealed to Key: D B. being appealed to D. appealing to

Postpone 【原句回放】My parents suggested postponing our visit to the pyramid because we didn’t have enough time to see them before we left Egypt.(P35) 【点拨】postpone vt. to decide that sth. will not be done at the time when it was planned, or to delay 表示“推迟，延期”，postpone doing sth 表示“推迟做某事” 常与介词 till/until/ to 连用， 如：We postponed the match from March 5th to March 19th. The ball game was postponed because of the heavy rain. 【拓展】区别 delay/ postpone / put off 均含“推迟”、“延期”、“延缓”的意思。 ① delay 指“暂时阻挠或阻挡, 稍后可再继续进行”, 如：The steamer was delayed by bad weather. 汽轮因天气不佳而延期。 ② postpone 是正式用语, 语义较强, 指“有意识地延至将来某一特定时间”, 在多数 情况下, 后面说 明改在何时进行, 如：The meeting has been postponed to Friday. 会议推迟到星期五举行。 ③ put off 与 postpone 大致同义, 但较通俗口语化, 如：Let's put this off till some other time. 我们还是把这搁一搁, 以后再说 吧。 【随时练】 We ‘ve had to postpone _________ to France because Adrian’s got an interview for a job that week. A. going Key: A B. go C. to go D. to going

Evolve 【原句回放】Over time, many flowering plants and their animal pollinators have evolved together. (P38) 【点拨】evolve vi &vt. to develop naturally and gradually over a period of time 表示“ 发展，进化”，常与介词 from/ into 连用， 如：There was a debate as to whether birds evolved from dinosaurs. The British present political system has evolved over several centuries. 【拓展】evolution n. 表示“进化(论),发展”，evolutionary adj. 表示“进化的， 发展的”。 如：The space program is the evolution of years of research. The new fossil finds may tell us more about human evolution. 【随时练】The developmental history of the society tells us that man has ___from the ape. A. involved Key: C B. dissolved C. evolved D. solved

Attach 【原句回放】Pollen becomes attached to the animal during its visit to a flower and is then passed on to another plant’s blossom on its next visit. (P38) 【点拨】 attach vt. to connect one thing to another 表示“系上，缚上，附加”， 常与介词 to 连用，attach a label to 贴上标签， 如：There was a massage attached to the flowers. No blame attaches to him for the accident. We should attach primary importance to the development of economy. 【拓展】attached adj. 表示“连接的， 附加的”，attachment n. 表示“附件，爱 慕”。 如：She found herself growing deeply attached to the old lady. The hallway leads to a bathroom with bath and shower attachment. 【随时练】 returning home, she found a note ______ to the door, reading: “ call On in later.” A. attaching Key: B B. attached C. attach D. being attached

Date back to 【原句回放】Collecting “exotic” plants, as they are called, dates back to the earliest times. (P32) 【点拨】date back to 表示“追溯到，始于”，相当于 date from, 常用于一般现在 时，且无被动语态， 如：These sculptures must date from the middle of the 7th century. 【拓展】date 用作动词，表示“在?写上日期，确定?的年代”;out of date 表示 “过时的”，up to date 表示“新式的，时髦的” 如：The paintings haven’t yet been accurately dated by the museum’s experts. The new park provides up- to -date information , hands-on learning and lots of fun and excitement. 【随时练】 The temple, which ______ back to the 17th century, is undergoing a complete mending. A. dates Key: A B. goes C. was made D. was built

give out 【原句回放】Smell: strong, sweet perfume, typically only given out at night. (P38) 【点拨】 give out vt. to produce sth. such as a sound or light, 表示“发出， 散发出”,还表示“分发，用尽，停止运转” 如：The teacher gave out textbook to the students who ask for them. The new devices gives out very low noise. His heart finally gave out under the strain. 【拓展】相关短语：give away 泄漏;赠送; give in 妥协，屈服;give off 散发出， 冒出;give up 放弃，停止， 如：The supermarket is giving away a box of sugar to everyone who comes today. The government has said all along that it will never give in to the terrorist threats. When they die, plants gives off gases such as carbon dioxide and methane(甲 烷). 【随时练】 Don’t mention that at the beginning of the story, or it may _______ the shocking ending.

A. give away Key: A

B. give out

C. give up

D. give off

重点句型 not ?until 句型 【原句回放 1】 However, it was not until the eighteenth and nineteenth centuries that the exploration of the botanical world began on a large scale. (P32) 【点拨】 not ?until 表示“直到?才，在?之前不”，只用于主句谓语是瞬间性动 词，如果主句谓语是延续性动词时则不用 not, 有时 until 可以与 before 互换 ， 如： can't start the job until we have the approval from the authority concerned. We He waited until the volcano became quiet and he was able to return two days later. Don’t promise him anything before we’ve had time to think about it. 【拓展】 ① 如果“not until?”结构置于句首时，主句的语序要用倒装结构，而 until 引导的 句子不倒装， 如：Not until I left home did I begin to understand how kind my parents were. ② “not? until 句型”用于强调句中“It was/ is not until ? that” 表示“直 到?才” 如：It was not until he told me that I knew about it. It was not until the 1880 that there were consistent experimental findings to support the theory. ③ 在 until 引导的时间状语从句中，主句若是一般将来时，从句往往用一般现在时或 现在完成时。 如：Don’t get off until the bus has stopped.

【链接高考】 【考例 1】It was _______ back home after the experiment. A.not until midnight did he go C. not until midnight that he went B. until midnight that he didn’t go D. until midnight when he didn’t go

【答案与解析】C。 考查强调句型“It was not until ? that”。

【考例 2】“You can’t have the football back _______ you promise not to kick

It at my cat again,” the old man said firmly. A.because B. since C. when D. until

【答案与解析】D. 句意是：直到你答应不再用球打我的猫，否则你不会要回你的球， 这位老太太坚定的说。

【考例 3】I won’t tell the student the answer to the math problem until he _______ on it for more than an hour. A.has been working C. will have been working B. will have worked D. had worked

【答案与解析】A. until 引导的时间状语从句中， 主句用一般将来时，从句则用现在 时。

【考例 4】We are told that we should follow the main road ______ we reached the central railway station. A. whenever B. until C. while D. wherever

【答案与解析】B. follow 是延续性动词，表示“沿着，顺着”，句意是“沿着那条公 路走直到到达中心火车站。

写作进行时 翻译下文，尽量运用本单元学过的词汇及短语： 有一天在我和汤姆上学的路上，汤姆碰上了一次车祸，幸运的是他没有受伤，可是他的 自行车坏了，于是我用绳子把他的车子拴到我的车子上，这样我们一块朝学校骑去。当然我 们的速度受到了限制，并且恐怕要迟到。我们之间也出现过争吵，最后，直到上课了我们还 没有到。然而，令我们高兴的是老师并没有惩罚我们而是表扬了我们相互帮助。 写作过程： (1)审题：______________________________________________ (2)列出相关词汇短语：_______________________________________________. (3)谋篇：_______________________________________. (4)写作：______________________________________ 答案： (1)审题：叙述一个故事，时态用一般现在时 (2) 列出相关词汇短语： came across, conflict, break down, to our delight attach, restrict,

(3)谋篇：fortunately, though, so, not ?until , however

(4)范文： One day on my and Tom’s way to school ,Tom came across an accident. Fortunately, he was not injured at all, his bike broke down, though. So I had to attach my bike to Tom’s with a rope. In this way we made our way to the school. Of course , our speed was greatly restricted and we were afraid to be late. There were some conflicts between us on our way. At last we didn’t arrive at school until the class began. However, to our delight, our teacher praised us for our helping each other instead of punishing us. 解析： 1. 这篇作文用到很多本单元的知识点， came across, break down, attach, restrict, 如： conflict 以及本单元重点句型：not ?until 及几组副词。 2.在写作过程的第二步(列出相关词汇短语)，可以作为 brainstorm 的训练，列出所 有自己能想到的词汇及短语，及连接词等等。 3.为了得到高分，同学一定要注意长短句的交替使用。如果第一句很长，第二句一定 要尽量短。如果同学们有时间背诵新概念英语，对它的布局谋篇会有深刻的印象，对我们的 写作会大有裨益。 4.精心选择过渡语， 如： fortunately，though， in this way，of course， however 等

基础达标：

单项填空(20 题)

1. In the botanical garden we can find a(n) _______ of plants that range from tall trees to small flowers. B. groups C. amount D. variety

A. species

2. This is a very special flower and it can _______ a strong sweet perfume at night. A. give in B. give up C. give out D. give out

3. The story tells of a classic conflict ______ love and duty. A. with B. between C. into D. on

4. It wasn’t until nearly a month later _______ I received the manager’s reply. A. since B. when C. as D. that

5.— Was his father very strict with him when he was at school? — Yes. He had never praised him ______ he became one of the top students in his grade. A. after B. unless C. until D. when

6. They are so close friends and their friendship ________ college days. A. dates back to B. dates back C. dates to D. dates back from

7. — Can you give me some advice about the design? — I think it should _______ to all ages and social groups. A. appear B. appeal C. suit D. fit

8. The government not only ____ the refugees(难民)houses to live in, but also _____ them with food and clothes. A. offered; offered C. provided; offered B. provided; provided D. offered; provided

9. ______, he would come in late and then say he was sorry. A. Eventually B. Typically C. Particularly D. Especially

10. There was a nice little present for everyone, with a suitable poem _______ to it. A. attached B. attacked C. attracted D. attributed

11. — Please ______ your passport. — I’m sorry, but I _______ in my home. A. show me; left it C. show me; forgot it B. show to me; left it D. show to me; forgot it

12. According to recent reports, one of the rare animals, ____ crocodile, is in ____ danger of dying out. A. a; the B. 不填; a C. 不填; the D. the; 不填

13. --- Did you have any difficulty catching yesterday’s lecture? --- No. The professor spoke very clearly to make his speech easy ____. A. understood C. understanding B. understand D. to understand

14. The supply of electric power to Madrid and neighbouring districts has to be ________. A. weakened B. omitted C. restricted D. lowered

15. --- Is Alice playing both basketball and tennis for your school? --- She ____. But now she has given up playing basketball. A. is B. has C. was D. had

16. All the children on the playground stared up into the sky until the noise of the plane____. A. gave up B. took off C. went out D. died away

17. ____ in the care of his grandmother, Ted grew to be a boy with very good manners. A. Leaving C. To leave B. To be left D. Left

18. --- Do you think living in the country has advantages? --- ____. A. Yes, perfectly C. Well, that depends B. Yes, it is D. Nothing at all

19. ____ surprises us most is that she doesn’t even know ____ the difference between the two lies. A. What; where C. What; what B. What; which D. That; where

20. If you _______ a mistake in reviewing the report, please bring it to my attention.

A. come along

B. come across

C. come around to

D. come about

答案解析： 1.选 D。a variety of 各种各样的; species 前面不能加 a, group 意思是“让” ; amount 表示“量” 。 2.选 C。 give out 发出，放出光、热、气味等;give in 屈服，让步;give up 放弃; give over 交付，托付。 3.选 B。 a conflict between ?表示“?之间的冲突” 。 4.选 D。 此题考查强调句型，强调用 not until 引导的时间状语从句，即“It is / was not until??that??” 。 5.选 C。 考查“not ?until 句型”表示“直到?才” 。 6.选 A。 date back to 或 date from 表示“从??开始，始于??时间，追溯到??” 。 7.选 B。 appeal to sb. 对??有吸引力,句意：设计应当雅俗共赏，老少皆宜。 appear 看起来好像是;suit, fit 是及物动词，不与 to 连用。 8.选 D。 offer 与 provide 的用法分别为：offer 后跟双宾语，即：offer sb. sth.; provide 要用下列形式：provide sb. with sth. 和 provide sth. for sb.。 9.选 B。 eventually 最后,终于;typically 典型地，典型的做法是;particularly 特别地;especially 尤其地;特别地;句意：典型的做法是，他会来晚然后说对不起。 10.选 A。 attach (to) 附加， 系上， 附上， attack 袭击， 攻击; attract 吸引; attribute 把 ??归功于，是由于??。 11.选 A。 show 后要跟双宾语， 即 show sb. sth. ;把??忘在哪儿要用 “forget sth. + 介词+地点。 ” 12.选 D。 考查冠词。be in danger of 为固定短语，意为“有??危险的” 。 13.选 D。 考查非谓语动词。此处应用不定式的主动形式表示被动意义。 14.选 C。 restrict the supply 表示“限制供应” 。 15.选 C。 考查时态。根据语境可知，Alice 过去打篮球和网球，但现在已放弃，故此 空用一般过去时。 16.选 D。 考查动词短语。die away 表示“ (风、声音等)渐息，渐弱” 。 17.选 D。 考查非谓语动词。 过去分词短语作原因状语， 相当于原因状语从句 Because he was left in the care of his grandmother.

18.选 C。 考查交际用语。that depends 表示“视情况而定” 。 19.选 A。 考查名词性从句。 第一空用 what 引导主语从句;第二空用 where 引导宾语 从句。 20.选 B。 come across 偶然发现或遇见;come along 到达，出现;come around to

转变成与某人一致的意见;come about 发生。

词海拾贝(原精读课文缩写)

根据课文内容用合适的单词填空。 Although even ancient civilizations saw the value of bringing back plants from ______ lands and the first human plant collecting expedition ______ in history was around 1500 BC, the exploration of the botanical world did not begin ________ until the eighteenth and nineteenth centuries. At that time, the European middle class ________ in collecting new plants . Brave young men took the _______of going on botanical expeditions, in spite of many dangers, including _______ with the local people. In the 1740s, one French Catholic missionary collected seeds of trees and bushes, _______ those of the Tree of Heaven in Beijing, China. The seeds arrived in England in 1751 and plants from these seeds were grown all over the world soon. It was an enormous _______ to keep plants alive during the long land trips or sea _______. Large numbers of seeds failed to grow after the long journey between Asia and Europe. It was Dr Nathaniel Ward’s invention, the Wardian case, ________ allowed plants to be transported _______ on long journeys. Robert Fortune was one of the earliest plant collectors to use Wardian cases. He even made it possible to _______ a successful tea industry in India by shipping 20,000 tea plants there from China. During the second half of the nineteenth century, many Catholic missionaries were sent to China from France. They _______ the study of the natural science and many of them knew a lot about plants and animals. Their expeditions _________ huge plant collections being sent back to France. In 1897, Father Farges collected and sent back to France 37 seeds from a dove tree that had ________ him but only one seed grew! 答案解析： 1. distant interest 5. opportunity 9. voyages 13. valued 6. conflicts 10. that 14. resulted in 7. including 11. safe 15. appealed to 8. challenge 12. establish 2. recorded 3. on a large scale 4. took great

单句改错

1. The pine trees date back to 2,000years ago has been included in the Guinness Book of World Records.

2. The first plant collected expedition in history happened around 1500 BC. 3. The attraction to exotic plants increased as European countries arrived at some other Asia countries.

4. Brave enough young man took the opportunity of going on botanical expedition, faced many dangers. 5. The species that they took from China were introduced in North America later. 6. The purpose of the trip for them is record the plants and animals they met. 7. They collected examples wherever they landed on a distant island. 8. Keep plants alive during the sea voyage became an enormous challenge. 9. These plants were allowed transporting on long journeys because of the invention. 10. Their expedition resulted from huge plant collections, which were sent to France.

答案解析： 1. date 改为 dating, 此处用 date bake to 的-ing 形式作定语，修饰名词 The pine trees。 2. collected 改为 collecting, a plant collecting expedition 表示“搜寻植物探 险 队 ” plant 与 collect 之 间 是 动 宾 关 系 ， 如 a paper-making factory 造 纸 厂 ; Tree-planting Day 植树节。 3. Asia 改为 Asian, 表示“亚洲国家”时须用其形容词形式。 4. faced 改为 facing, 此处表主动关系。 5. were 改为 was, species 作主语时谓语动词用单数，类似的还用 series, means, physics 等。 6. record 前加 to, to do 不定式作表语。 7. wherever 改为 whenever, 表示“无论什么时候登上岛屿“。 8. keep 改为 Keeping, -ing 形式作主语。 9. transporting 改为 to transport, 考查 be allowed to do sth. 表示“被允许做 某事” 。 10. from 改为 in, result in 表示 “导致， 产生结果” 而 result from 表示 ， “由于?” 。

能力提升：

单项填空(共 20 小题)

从 A、B、C、D 四个选项中，选出可以填入空白处的最佳选项。 1. Simon thought his computer was broken _____ his little brother pointed out that he had forgotten to turn it on. A. until B. unless C. after D. because

2. Little Johnny felt the bag, curious to know what it _______.(08 全国卷 II) A. collected B. contained C. loaded D. saved

3. — Look! What have you done to the fish? — I’m sorry. I didn’t mean _______ the bowl. A. to ruin B. ruining C. to be ruined D. being ruining

4. These old buildings possibly _______ the Ming period. A. are dated back to C. are dated from B. date from D. dated back to

5. If a person has not had enough sleep, his actions will give him ______ during the day. (2008 江西卷) A. away B. up C. in D. back

6. Jack is late again. It is ______ of him to keep others waiting. (2008 江 西卷) A. normal B. ordinary C. common D. typical

7. Not until the motorbike looked almost new ____repairing and cleaning it. (2008 陕西卷.) A. he stopped B. did he stop C. stopped he D. he did stop

8. You’d better not invite him to the party because his parents won’t allow him _______ out late. A. stay B. to stay C. staying D. stayed

9. I’d like to take this _______ to thank everyone for their hard work on the project. A. time B. condition C. use D. opportunity

10. Which do you ______ most— wealth, health or fame? A. regard B. suit C. value D. choose

11. They have _______ us $150,000 for the house. Shall we take it? A. provided B. supplied C. showed D. offered

12. It is certain that he will ______ his business to his son when he gets old. A. take over B. think over C. hand over D. get over

13. The captain ______ an apology to the passengers for the delay caused by bad weather. A. made B. said C. put D. passed

14. Ideally _____ for Broadway theatres and Fifth Avenue, the New York Park hotel is a favourite with many guests. (2008 年上海卷) A. locating located B. being located C. having been located D.

15. This year the policy about money the government are carrying on is _____. A. tight B. short C. tense D. nervous

16. Having settled in that remote area, the young man quickly ______ to the terrible weather there. B. added C. adapted D. adopted

A. responded

17. The little boy kept on asking his mother to buy a toy car for him, and finally his mother _______. A. gave up B. gave in C. gave away D. gave out

18. As she entered the hall, we noticed her ______ a beautiful evening dress.

A. wearing

B. dressed

C. putting on

D. have on

19. You can eat food free in my restaurant ______ you like. A. whenever B. wherever C. however D. whatever

20. Not only _______ the date fed into it, but it can also analyze them. A. can the computer memorize C. do the computer memorize B. the computer can memorize D. can memorize the computer

答案解析： 1-----5. A B A B A 11---15. D C A D A 6-----10. D B B D C 16-----20. C D A A A

1. 选 A。 句意是直到他弟弟指出他没有开机，他一直认为电脑坏了。 2. 选 B。 contain 表示“内含，包含” ，collect 表示“收集” 。 3. 选 A。 mean to do 表示“企图，意欲” ;mean doing 表示“意味着” 。 4. 选 B。 date from 表示“追溯到”一般用于一般现在时，且无被动语态。 5. 选 A。 give away 表示“泄漏，透漏” 。 6. 选 D。 typical 表示“典型的” ，normal 正常的;ordinary 普通的;common 常见 的。 7. 选 B。 Not until 置于句首时，主句的语序用倒装结构。 8. 选 B。 考查 allow sb. to do sth “允许某人做某事” 。 9. 选 D。 take the opportunity “利用机会，抓住机会” 。 10. 选 C。 value 用作动词表示“珍惜，看中” 。 11. 选 D。 offer 后跟双宾语即 offer sb. sth 表示“提供给某人某物” 。 12. 选 C。 hand over 表示“传递” ，take over 表示“接管，接任” 。 13. 选 A。 考查 make an apology 表示“道歉” 。 14. 选 D。 be located in 表示“坐落于，位于” ，此处是过去分词短语作状语。 15. 选 A。 tight 表示“紧的” ，句意是今年政府执行的是从紧的货币政策。 16. 选 C。 adapt to 表示“适应” ;respond 反应，adopt 采纳，收养 。 17. 选 D。 give in 妥协，屈服;give away 泄漏;赠送; give out 散发出 ;give up 放弃. 18. 选 A。 wearing 作动词 noticed 的宾补，表示穿着的状态。 19. 选 A。 whenever 表示“无论何时” ，引导时间状语从句。 20. 选 A。 not only 置于句首时，要用倒装结构。

高中英语必修2教案 篇2

Period IV Grammar(必修4，unit4)Teaching aim: Grasp the usages of-ing form used as the attributive and the adverbial I.Preparation for the grammar by oneself before class.[自学探究]（SB P29 Discovering useful structures）

II.Students work toghter to make a thorough inquiry during class.[合作学习］

STEP1.现在分词作定语

现在分词及其短语可以在句子中作定语，其作用相当于一个定语从句。其动作和谓语动词同时发生，与其修饰词之间是主动关系，也就是说现在分词的动作就是它修饰的那个词的动作。

1．现在分词作定语时的位置

（1）现在分词作定语时多置于它所修饰的名词之前；分词短语用于它所修饰词的后面。例如：

He is an attacking player.他是一个攻击型的运动员。They lived a room facing the north thirty years ago.三十年前，他住在一个朝北的房间里。

（2）如现在分词修饰由some/any/no + thing/body/one所形成的不定代词或指示代词those时，分词在这些被修饰词的后面。例如：

Anyone swimming will be punished.正在游泳的任何人都将受到惩罚。

重点把握：动词-ing形式中的动名词也可用作定语，它表示用作…的，而现在分词作定语通常相当于一个定语从句。如：

a writing table = a table used for writing ；a sleeping boy = a boy who is sleeping

2、现在分词作定语时与谓语动词的时间关系

现在分词表进行意味和主动意味，因此，用现在分词作定语时，其表示的动作是与谓语动词同时发生的,或是正在发生的动作。例如：

There were no soldiers drilling.= There were no soldiers who were drilling.没有士兵在操练。The man running over there is our chairman.= The man who is running over there is our chairman.正在朝那边跑的那个人是我们主席。

重点把握：having done(现在分词的完成时态)表示该动作先于另一个动作，现在分词的完成时态永远不能作定语。

3、如果一个及物动词作定语，既要表达进行意味，又要表达被动意味时，可用现在分词的被动语态。例如：

The meeting being held is very important.正召开的会议很重要。The skyscraper being built is still higher than that built the year before last.正在建的那幢摩天大楼比前年建的那幢还高。STEP2.现在分词作状语

现在分词及其短语可在句子中作状语来修饰谓语动词或整个句子。用来表示动作发生的时间、原因、结果、条件、让步、或伴随情况等。例如：

Climbing to the top of the hill, we saw a beautiful view.爬上山顶后我看到了一幅美丽的景象。Being sick I stayed at home.我因病呆在家里。

重点把握：如指将来的动作就可用不定式的被动语态，如： a meeting to be held 将要召开的会议 如表过去可用过去分词 a meeting held 开过的会议

1、现在分词作状语与谓语动词时间关系

（1）现在分词表示的动作和谓语动词表示的动作同时发生或几乎同时发生分词用一般形式。例如：

Not recognizing the voice, he refused to give the person his address.因为没听出这个人的声音，他没把自己的地址给他。

It rained heavily, causing great damage.大雨滂沱，造成了很大损害。He ran up to her breathing heavily.他气喘吁吁的跑到她面前。【重点把握】

分词作作状语时必须注意分词的逻辑主语必须与句子主语保持一致。但是，有几个常用词组不符合这种语法限制。如：

generally speaking, considering, judging from, talking from，supposing（为连词意思为假如）,（2）现在分词表示的动作和谓语表示动作（或状态）是同时发生或几乎同时发生的。否

则现在分词需用完成形式。例如：

Having already seen the film twice, she didn’t want to go to the cinema.这电影他已看过两遍，他不想去看了。

Not having received his father’s letter, he decided to make a call to him.因为没收到他父亲的信，他决定打个电话给他父亲。

思维拓展

过去分词状语时，其表示的动作时句子主语承受的动作。他们之间的关系是被动关系。Given more attention, the trees could have grown better.如果对这些树更关心一些，他们本来会长的更好。

2、现在分词作状语时，现在分词的动作就是句子主语的动作。因此，句子主语与现在分词之间是主动关系。例如：

I run out of the house shouting.我喊叫着跑出屋来。I got home, feeling very tired.我疲惫的回到家里

3、有些现在分词作状语时，其前可用after, before, since, when, while, whenever, once, until, on, as等词。例如：

After talking to you, I always fell better.和你谈过话后我总感觉好一些。When telephoning London numbers from abroad, dial 1, not 01.从国外往伦敦打电话，请拨1，不是01。III.Teacher work toghter with students STEP3.［典例解析］

1.The secretary worked late into the night, ____ a long speech for the president.A to prepare

B preparing C prepared

D was preparing [解析] 本题考察现在分词作伴随状语用法。分词与逻辑主语之间为主动关系，故选B。2.____ a reply, he decided to write again.A Not receiving

B Receiving not

C Not having received

D Having not received [解析]分词短语表示的动作在谓语动词之前发生，故用现在分词的完成时态。Not 要放在非谓语动词之前。

3.“Can't you read?” Mary said ____ to the notice.A angrily pointing

B and point angrily

C angrily pointed

D and angrily pointing [解析] 现在分词作伴随状语，分词与逻辑主语之间为主动关系，故选现在分词。故答案为A。

4.The meeting ____ now is very important.A held

B to be held

C being held

D holding [解析]会议是被召开的，故排除掉D。根据时间状语now我们知道会议是正在召开的，而不定式作定语表将来。故答案为C 5.If you want a letter ____ , you must keep in mind several rules while ____.A written;written

B well written;writing

C well writing;writing

D well written;write [解析]第一个空为过去分词作定语，分词与他修饰的名次之间有被动关系，所以用过去分词。第二个空是while加现在分词作时间状语。现在分词与其逻辑主语之间为主动关系。故答案为B。

6.He never spends a _____ day.A more worry

B most worrying C more worrying

D more worried [解析]因句子具有“a day worried him”即a day is worrying的意义，所以需用worrying。故答案为C。

7.——— speaking, women live longer than men.A.Judging from

B.generally

C.Supposing

D.Taking everything into consideration [解析] 此句子考察的是表示说话人态度的一些惯用法。依据句子意思应是一般说来的，通常说来，故选 B IV.当堂达标

1._____to understand what he doesn’t, he makes a fool of himself.A.Always pretended B.Having always pretendedC.Always being pretended D.Always pretended 2.To get there in time, they came _____all the way.ning C.ran D.to run 3.We’ll go to have a picnic tomorrow or the day after _____ on the weather.A.depended B.depending C.depends

D.is depending 4.It has rained nonstop for ten days, completely _____ our holiday.A.ruining

B.to ruin

C.ruined

D.has ruined 5.They set out _____for the _____.A.searching losing B.searching lost C.to search lost D.searched losing 6.It’s a pleasure to watch the face of a _____baby.A.asleep B.sleep C.sleeping D.slept 7.The boy sat there _____what to do.A.doesn’t knowing B.didn’t knowing C.not know D.not knowing

8.The secretary worked late into the night, _____a long speech for the international conference.A.to prepare B.prepared C.preparing D.was preparing 9.European football is played in 80 countries _____it the most popular sport in the world.A.making B.makes C.made D.to make 10.The _____Prime Minister expressed his satisfaction with his talks, _____that he had enjoyed his stay here A.visiting ,add B.visited, adding

C.visiting, adding D.visited, added

11.Due to the heavy rain and flooding, ten million people have been forced _____ their homes.A.leaving

B.to leave

C.to be left

D.being left

语法同步练习

1----5 DABAB 6---10CDCAC B

STEP4.Summary and homework.Do the exercises toghter with the text.

高中英语必修2教案 篇3

高中英语必修4 Unit5教案

高中英语必修4Unit5教案

Unit5Themeparks

.单元教学目标

技能目标SkillGoals

Talkaboutdifferenttypesofthemeparksindifferentcultures

Showpeoplearoundaplaceandgivedirections

Studywordformation

writeanintroductiontoaplacewithdetailedexplanations

II.目标语言

功能句式

Expressionsusedtoshowpeoplearoundaplace

wearehappytoshowyou...overthereisthe...Downthepathyoucansee...Themainidea/themeintheparkis...youwillenjoydoing/seeing...Expressionsusedtoaskthewayandgivedirections

can/couldyoushowmewhere...is?

can/couldyoutellmethewayto...?

Howcanwegetto...?

Howfaris/arethe...?

youcanreach...bybus/subway/...Goalong/down...andturnleft/rightatthe...crossing.Itisjustbehind/nextto/oppositethe...,youcan’tmissit.Itisabout...minutes’walk/busride.Itisabout...metersaway.词汇

．

四会词汇

theme,amusement,various,variety,rides,equipment,experiment,advance,advanced,technique,test,cloth,Brazil,jungle,creature,up-to-date,excitement,volunteer,jungle,sneaker,admission,outing,shuttle,brand,advanced

2．认读词汇

rollercoaster,fantasyland,imaginary,imagination,vary,Futuroscope,mysterious,T-Rexcombination

3．词组

Nowonder,inadvance,getcloseto,cometolife，结构

wordFormation

III.教材分析和教材重组

.教材分析

本单元以Themeparks为话题，旨在通过本单元的教学，使学生了解分散于世界各地的各种各样的主题公园，学会向别人介绍某个景点的大体情况，以及计划各项活动，同时培养学生对世界及生活的热爱。

.1warmingup通过向学生呈现四个风格各异的世界著名主题公园，激发学生学习本单元的兴趣。

.2Pre-reading通过学生对主题公园里活动的想象，交流了解主题公园的有关知识。

.3Reading通过介绍世界各地形式各异的主题公园概况，使学生了解风格迥异的各国主题公园。

.4comprehending让学生从的标题及各段大意来整体理解课文。

.5LearningaboutLanguage分词汇和语法两部分。

Discoveringusefulwordsandexpressions中的练习1是以给出意思写出相对应词汇的形式考查对中重要词汇及短语的理解。练习2是以短文填词完型的形式考查对练习1中词汇的运用。练习4则以完成句子的形式考查学生对get/becloserto这一短语不同意义及用法的准确运用。

Discoveringusefulstructures是通过填表格的练习方式向学生呈现英语词汇不同的构词法（合成及派生）。

.6UsingLanguage分为四个部分练习听、说、读、写。)Listening

练

习

听

力

可

配

合ListeningonP69inworkbook及ListeningTaskonP73进行。

2）Readingandspeaking这是一篇泛读，介绍更新奇的主题公园（观察未来）。然后让学生练习朗读课文的第二段，注意个别特殊的发音方式。接着把（观察未来）公园的各项活动性质归类及解释理由。然后根据自己对的理解为该主题公园绘制一张地图。最后分别说出（观察未来）主题公园会让你体验到的三种时间及空间的经历。

3）writing要求介绍某一主题公园的概况，包括种类，方位，各活动项目及门票收费。

4）Speaking根据所准备的公园概况介绍写一段

对话，作为导游回答一位正在游览公园的朋友对公园情况的一些询问。

2.教材重组

2.1因本教材重点强调的是阅读能力，故将warming-up,Reading,comprehending合在一起设计成一节“精读课”。2.2LearningaboutLanguage,UsingStructures

中

和的workbookUsingwordsandexpressions,Usingstructures合在一起,设计成一节“语法课”（既有词汇又有语法）。

2.3将UsingLanguage中的Listening,workbook中的Listening和Listeningtask整合成一节“听力课”。

2.4将Readingandspeaking，workbook

中的Readingtask整合为一节“泛读课”，旨在从整体上理解课文，作为对本单元话题“主题公园”的知识扩充。

2.5将Speaking,workbook

中的Talking

和Speakingtask整合为一节“口语课”。

2.6将UsingLanguage中的writing和workbook中的writingtask整合成一节“写作课”。

3.课型设计与设时分配（经教材分析，根据学情，本单元可以用六个课时教完。）

stperiod

IntensiveReading

2ndperiod

LanguageStudy

3rdperiod

Listening

4thperiod

ExtensiveReading

5thperiod

Speaking

6thperiod

writing

IV.分课时教案

TheFirstPeriod

IntensiveReading

Teachinggoals

教学目标

.Targetlanguage目标语言

a.重点词汇和短语

themepark,provide...with...,amuseoneself,various,avarietyof,shuttle,charge...for,admission,makeaprofit,souvenir,baseon,involve...in,athletic,brand,equipment,sneakers,cometolife,minority,fantasy,getcloseto,settlers,takeanactivepartin,experiment,advanced,technique

b．重点句子

Asyouwanderaroundthefantasyamusementpark,youmayseeSnowwhiteormickeymouseinaparadeoronthestreet.withalltheseattractions,nowondertourismisincreasingwhereverthereisaDisneyland.2.Abilitygoals能力目标

Enablethestudentstoknowsomethingaboutthevariousthemeparksallovertheworld,tounderstandthedifferencebetweenathemeparkandatraditionalparkandtrytofinishthecomprehendingexercises.3.Learningabilitygoals学能目标

Learnhowtogeneralizeandcomparethesimilaritiesanddifferences.Teachingimportantpoints

教学重点

Tosolvethequestionsincomprehending,andletthestudentsfindoutthemainideaofeachparagraph,giveasummaryofthetext.Teachingdifficultpoints

教学难点

Howtogiveageneralinstruction/descriptionofaplace.Teachingmethods

教学方法

Listening;

Skimming;

Scanning;

Task-based.Teachingaids

教具准备

Arecorderandacomputer.Teachingprocedures&&ways

教学过程与方式

StepIRevision

T:Goodmorning/afternoon,boysandgirls!Firstlet’shaveadictationaboutthewordsandphrasesinUnit4.Takeoutapieceofpaper,please.major,local,represent,columbia,introduce,approach,touch,strange,express,belikelyto,general,avoidspoken,misunderstand,punish,atease

T:Now,handinyourpaperplease;I

’llcheckyourworkafterclass.StepII

warmingup

T:Let’slookatthe

picturesonP33.Trytomatchthenamesoftheparkswiththepictures.canyouguesswhichareparksandwhicharethemeparks?

T:whichoneoftheseparkswouldyouliketovisitmostifyouhavethechance?

Sa:ofcourseIwouldgotoDisneyland.IhavewatchedsomuchaboutitonTVandI

’vebeendreamingaboutshakinghandswiththoselovelycartooncharactersandtakingpictureswiththem.Sb:Iwouldliketogotowaterpark,becauseIlikeswimmingandIliketotakepartintheactivitiesinwaterinthispark.„

StepIII

Reading

Skimming

T:It

’wearegoingtostudyapassageaboutthemeparks.ThetitleisTHEmEPARkS

—FUNANDmoRETHANFUN.Iwouldlikeyoutoreadthepassagequicklyforthefirsttimetogetageneralideaofthepassage.Atthesametime,pleasefindoutthetopicsentenceofeachparagraph.T:Haveyougotthemainideaofthepassage?whocantellmethetopicsentencesofsixparagraphs?

Topicsentences

Paragraph1.Differentkindsofthemeparks.Paragraph2.Disneyland.Paragraph3.Dollywood

Paragraph4.England’scamelotPark

Scanning

T:Afterthefirstreading,wehaveallgotageneralideaofthepassage.SoIwouldlikeyoutoreaditcarefullyagainandtrytofindtheanswerstothesedetailedquestions.Teachershowsthequestionsonthescreen..whatisthepurposeofDollywood?whatkindofpeopledoyouthinkwillvisitsthisthemepark?

2.whatdoyouknowaboutancientEnglishstories?whatotheractivitiesdoyouimaginethereareatcamelotPark?

3.Disneylandisaplacetohavefun.whatwillyoudoifyouhaveachancetovisitDisneyland?

4.Ifyouhaveachancetovisitoneofthesethreeparks,whichwillyouvisit?why?

suggestedanswers

.ThepurposeofDollywood

istoshowandcelebrateAmerica’straditional bablyalotofAmericanswillvisitthisthemepark.2-4studentswillgivetheirownanswers.StepV

Discussion

T:Ifyouhaveenoughtimeandmoney,wouldyouliketogotravelingtoseethenaturalbeautyofthecountryorgothethemeparkstoenjoytheexcitingexperiences?Givereasonsforyourchoice.a)Teacherdividestheclassintogroupsoffour.Eachgrouptriestoreachanagreementandtocollectasmanyreasonsaspossiblefromthegroupmembers.b)Afterthediscussion,theteacherasksastudentfromeachofthegroupstoreportthedecisionoftheirgroupandtogivetheirreasonsforthedecision.StepVI

Homework

Rememberallthenewwordsandphrasesinthereadingpassage.writeasummaryofthereadingpassageusingthenewwords.ThesecondperiodListening

Teachinggoals

.Targetlanguage

cloth,marineLandthemepark,dolphins,polarbears,dotricks,arollercoaster,dugout

2.Abilitygoals

Enablethestudentstomastertheskilloflisteningforinformation.3.Learningabilitygoals

Helpthestudentslearnhowtogettheskillsoflistening.Teachingimportantpoints

Listentothethreematerialsaboutcustoms,Seaworldandbuildingadugoutboatandanswerthequestionscorrectly.Teachingdifficultpoints

Listenandgettheneededinformationtocompletetheexercises.Teachingmethods

Listeningandcooperativelearning.Teachingaids

I

Arecorder,acassettetapeandacomputer.Teachingprocedures&ways

StepI

Revision

checkthestudents'homework.StepII

Listening

Studentsareaskedtoreadquestionstofindouttherequirementsfirst,andthenlistentothetapethreetimestocompletethematchingexercisesandanswertheeightquestions.T:PleaseopenyourbooksandturntoPage37.Beforeyoulistentothetape,readtherequirementsandkeeptheminmind.Payattentiontotheimportantinformationwhilelisteningandyou'dbettertakesomenotesofit.T:Differentcountrieshavedifferentcultures.Differentna?tionalgroupshavedifferentcustomstoo.InPart1,wearegoingtohearaboutthecustomsofsomenationalgroups.Nowlet'slistentotherecordingandtrytomatcheachgrouptoanexampleofitscustoms.Studentslistentotherecordingforthefirsttime.T:Haveyougottheanswers?Let'scheck.checktheanswerstogether.T:Let'slistentothetapeagainandanswerthequestionsin

Part2.youmaylistentoittwice.Studentslistentotherecordingforanothertwotimes.checktheanswerstothequestionsbyaskingsomestu?dentstoanswerthem.StepIII

Listening

T:Let'scometotheListeningonPage69.HerewearegoingtolistentoDavidEvensandjiyangwhoarevisitingtheSeaworld.T:HaveyoueverbeentoSeaworld?

Ss:yes.T:whatcanyoudoinSeaworld?

Ss:wecanfeedthedolphins.wecanplaywiththepolarbears.wecanwatchseaanimalsdoperformances.wecangodivingtoseefish.wecanseelearnaboutthedifferentkindsoffishandseaweed.wecangosurfingonthesea.T:Good.Let'slistentotherecordingabouttheSeaworldinAustralia.Afterlistening,ticktheiteminthelistofwhatpeoplecandointhispark.Areyouready?Let'sgo.Studentslistentotherecordingforthefirsttimeandfinishtheexercise.T:Haveyougottheanswers?Let'scheck.Teachercheckstheanswerswiththewholeclass.T:Let'slistentothetapeagainandtrytoanswerthequestionsinPart3.Pleasereadthequestionsfirst.T:ok.Let'skeepthesethreequestionsinmindandtrytofindtheanswerswhilelistening.Areyouready?Let'sgo!Playthetapeagain,andthenchecktheanswerstothequestionsbyaskingsomestudentstoanswerthem.StepIV

ListeningTask

T:Let'sturntoPage73andgoontodotheListeningTaskhere.Forthistask,wearegoingtolearnhowtobuildadugoutboatandhowtomakeahouseofpalmleaves.Areyouinterestedinmakingthingsbyyourselves?

Ss:yes.T:Great!youwillbeabletodoitafterdoingthelistening.T:Let'sfindouthowtobuildadugoutboatfirst.whilelistening,youneedtopayattentiontothematerialsyouneed,thesteps,themethodofmakingapersonsitinit,andthemethodofmakingtheboateasilygothroughthesea.Areyouclearaboutwhattodonow?Let'slisten.StudentslistentotherecordingfortwoorthreetimesandfillinthetableinPart1.T:Haveyougotallthisinformation?Let'scheck.Teachercheckstheanswersbyaskingsomestudentstoreadouttheiranswers.T:Now,wecometothebuildingofahouseofpalmleaves.whilelistening,weneedtopayattentiontothemethodofjoiningthepalmleaves,thenumberofareasforsides,howtojointhesidesofthehousetogether,thenumberofareasfortheroof,andhowtojointherooftowalls.withthisfivequestionsinmind,let'sbeginlistening.StudentslistentotherecordingfortwoorthreetimesandcompletethechartinPart2.T:Haveyougottheinformationtocompletethesecondcolumnofthechart?Let'schecktheanswerstogether.Teacherscheckstheanswerswiththewholeclass.StepV

Homework

Dothelisteningagainafterclass.PreviewReadingandspeaking,Readingtask.ThethirdperiodGrammar

compound

.合成名词

n+n

airconditioner

空调

bloodpressure

血压

incometax

所得税

creditcard

信用卡

adj+n

centralbank

中央银行

fastfood快餐

solarsystem

太阳系

remotecontrol

遥控

v-ing+另一词

washingmachine

洗衣机

drivinglicense

驾驶执照

其他方式

by-product

副产品

editor-in-chief

主编

2.合成形容词

过去分词或带ed词尾的词构成。

absent-minded

心不在焉的 grey-haired

头发灰白的

动词的ing或另一词构成 long-suffering

长期受苦的 far-reaching

深远的

3.合成动词及合成副词

water-ski

滑冰

overeat吃得太多

baby-sit

看孩子

empty-handed一无所获的Derivation:addletterstothebeginningortheendofaword.)前缀:

dis-:disagree,dislike，disappear

in-:incorrect,impossible,irregular，un-:unhappy,unable,unfit，non-:nonstop,nonverbal

re-:rewrite,review

2)后缀:

构

成名

词

：-er,-ese,-ist,-ian,-ment,-tion,-ness,-th.buyer,chinese,socialist,musicianagreement,collection,illness,truth

构成形容词:-al,-an,-ful,-ing,-y,-less

national,American,careful，exciting,cloudy,useless

构成动词:-fy,-ise:

beautify,realize

构成副词:-ly:

badly

构成数词:-teen,-ty,-th

thirteen,sixty,twelfth

conversion:changethepartofspeechofaword.

高中英语必修2教案 篇4

（部分倒装是把be动词、情态动词、助动词放到主语之前。如果句子中没有这些词,要在主语之前加助 动词do/does /did等,而把原来的谓语动词变成原形放在主语之后。） 句首状语为否定词或半否定词的句子。

这类词或短语主要有never, neither, nor, little,seldom,rarely,hardly,scarcely,no sooner, not only,in no way,at no time,few, not,no等 Not a word did I say to him.

Never have I foun d him so happy.

Little does he care about what I said.

I ca n’t swim. Neither can he.

No sooner had he gone to bed than he fell asleep.

Hardly/Scarcely had he gone to bed when he fell asleep.

only+状语放在句首,要部分倒装 Only by this means is it possible to explain it. (介词短语)

Only then did I realize the importance of math. (副词)

Only when the war was over in 1918 was he able to get happily back to work. (从句)

OnlyWang Ling knows this.

so或so引导的短语放在句首,要部分倒装 I saw the film, so did she.

So loudly did he speak that even people in the next room could hear him.

“Not only+分句,but also+分句”句型中的前一分句要部分倒装“Not only + 分句,but also + 分句”句型中的前一分句要部分倒装 Not only does John love Chinese, he is also good at speaking it.

但not only...but also...连接主语时,不倒装。

Not only the mother but also the children are sick.

Not until放在句首,从句不倒装,主句倒装 Not until last week did they find the lost bike. (简单句)

Not until my son had entered the universit y did he realize the importance of time. (复合句)

as/though引导的让步状语从句 Proud as these nobles are, he’s afraid to see me.

Tired as he was, he kept on running.

Tired though he was, he kept on running.

=Though he was tired,he kept on running

Child as he is,he knows a lot.(注意：child前没有冠词a)

在以often, well, many a time, now and again

等方式或频度副词(短语)开头的句子中,要用部分倒装结构 Many a time has John given me good advice.

Often have we made that test.

在虚拟结构中，条件从句的谓语含有were,

这些词移至主语之前。 Had I time (= If I had time), I would go and help you.

Were I you (= If I were you), I would go abroad.

Should he come (=If he should come), tell him to ring me up.

用于某些表示祝愿的句子里 May you succeed!

完全倒装 There be结构。另 外,在此结构中可以用来代替be动词的动词有:exist, seem, happen, appear,live, rise, stand等 There stood a dog before him.

There exist different opinions on this question.

“Here,There, Now, Then + come (或be等) + 主语” 结构

说明:本句型中there是副词,应重读,强调地点。而前一句型中的there是引导词,本身没意义 Here comes the old lady!

Then came the hour we had been looking forward to.

There comes the bus.

Now comes y our turn.

除了then引导的句子用过去式以外,其余的均用一般现在时,表示一种生动的描述。其次,如果主语是人称代词,就不用倒装。

Here you are.

There she comes.

表示方向的副词out, in, up, down等置于句首,要用全部倒装。 In came Mr White.

Up went the arrow into the air.

Away went the boy.

表示地点的介词短语 (如on the wall, under the tree, in front of the house,in the middle of the room等)放在句首时,要全部倒装 On the top of the hill stands a pine tree.

In front of the classroom is a playground.

They arrived at a house, in front of which sat an old man.

其 它形式的完全倒装 Present at the meeting was Mr. Green, a headmaster.（形容词短语）

Such was the story he told me.（代词）

East of the city lies a new railw ay. (副词短语)

First to be completed was the seven-storey teaching building. (不定式短语)

Gone are the days when my heart was young and gay. (过去分词)

Lying on the floor was a boy aged 15. (现在分词短语)

用于某些表示祝愿的句子里 Long live the People’s Republic of China!

高中英语必修2教案 篇5

高中英语必修5课件

高中英语必修5课件

Teaching Plan for Book 5

Unit5 First Aid for Burns

Reading

Teaching Goals:

1. Enable the Ss to get some first aid knowledge

2. Enable the Ss to learn how to use what they've learnt to do first aid treatment for burns correctly.

3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .

Key Teaching Points

How to improve the Ss' reading ability.

Difficult points

1. How to grasp the main idea of each paragraph / part & each passage.

2. How to help the Ss use what they've learnt to do first aid treatment for burns correctly.

Teaching methods

1). Skimming & scanning methods to make the Ss get a good understanding of the text.

1. Discussion methods to make the Ss understand what they've learned in class.

2. Pair work of group to get every student to take part in the teaching-and-learning activities.

3. Competition and role-play method to arouse the Ss' interest

Teaching aids

The multi-media (see a short movie about how to treat burn from ppt.)

Teaching procedures

Step1. Lead-in

Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid

Step2. Pre-reading

Show the Ss the picture of Pre-reading on P33 and ask them the following questions:

What has happened?

What sort of injuries the child will have?

What kind of first aid would you perform?

Step3. Fast reading

Let the Ss read the passage fast and then find out the answers to the questions

1. What will the passage be about?

2. What do they tell you about the passage?

3. In which order are these topics covered in the text? Number them from 1 to 5.

____ the three types of burns

____ what to do if someone gets burned

____ the purpose of skin

____ the symptoms of burns

____ how we get burns

Step4. Detailed reading

1). Tell if the following statements are true or false:

1. Our skin has three layers.

2. We will never get burned by the sun.

3. Burns are divided into three degrees according to the degree of pain.

4. Third degree burns are the most serious and painful.

5. Put cool water on any burns to cool them.

6. Don't rub the burns

7. It's better that you put some butter or oil on burns.

2). Answer the questions

1.Why should you put cold water on a burn?

2.Why doesn't a third degree burn hurt?

3.Why do you think clothes and jewellery near burns should be removed?

4.If someone has a third degree burn, why might you see tissue?

3). Read the text again and then find out how many parts there are and the main idea of each part:

Part1. The purpose / function of skin

Part2. Causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicals

Part3. Types of burns: First degree burns, Second degree burns, Third degree burns

Part4. Characteristics of burns

Part5 First aid treatment

3). Finish off Comprehending Ex2&3

Step5. Words competition

Have a competition to check the Ss' words spelling

Step6. Making a first-aid kit

An activity to let the Ss know what are included in a first-aid-kit

A well-stocked(存备得好的) first-aid kit, kept in easy reach, is necessary in every home. It should include: bandage, alcohol, flashlight, thermometer, soap, sharp scissors, plastic gloves (at least 2 pairs), your list of emergency phone numbers etc.

Step7. Role play

Work in pairs to act out how to place an emergency call for help

Step8. Summary

This passage doesn't contain enough information for you to do first aid for others. Please learn more after class. Do remember: Life is precious, we should care about others and help people in an emergency and try our best to give them effective first aid if they are in danger.

Step9. Homework

Search as much information as you can about first aid

高中英语必修2教案 篇6

一、设计思路

高中英语课程的总目标是使学生在义务教育阶段英语学习基础上，进一步明确英语学习目的，发展自主学习和合作学习的能力；形成有效的英语学习策略，培养学生的综合语言运用能力，使他们在学习过程中，促进心智、情感态度，学习策略，文化意识的发展，形成正确的人生观和价值观，提高人文素养。

该课程标准强调“使语言学习的过程成为学生形成积极地情感态度、主动思维和大胆实践的过程。”英语教学是一种教与学的双边活动，教学的实质是交际。从这个意义出发，阅读不应是传统意义上的接受性技能（receptive skill）,而是一个积极主动的思考理解及获取信息的过程，同时也是作者与阅读者双方参与的言语交际、思想交流的过程。信息时代的到来需要人们进行广泛而有效的阅读，因而对阅读技巧的培养也提出了更高的要求。

因此，我结合新课标和学生的实际，以任务型教学模式贯穿始终，引导学生自主或者合作完成。阅读活动由整体入手，由易到难，层层深入。教学过程中，发挥网络在教学中的优势，图文并茂让学生对主题信息有一个直观的了解。整个教学活动以教材为载体，以学生为中心，学生参与活动。

二、教学内容分析

（一）教材分析

1、这节课使用的教材是人教版高中英语必修1，这套教材是在任务型语言教学理念的基础上编写的，它以话题为主线，贴近学生生活，贴近真实的教学行为，它的语言教学理念是强调语言的运用，促进学生自主学习，发展学习的策略，培养创新精神突出实践能力。

2.第3单元的中心话题是“旅游”，是一个时尚和热门的话题，不同地区的文化氛围、风土人情和地理特征都能引起学生浓厚的兴趣，激发他们的求知欲。本节课是这个单元的阅读部分，是王坤写的一篇日记，讲述了她和姐姐想骑山地车旅行，选定了湄公河作为旅游路线，文章具体谈到了他们为这次旅游做的各项准备工作。通过阅读，教师不仅要让学生学到一些有用的单词和词组，训练他们的阅读技能，还要让学生了解和学习有关旅行的知识，例如选择自己感兴趣的旅行地点，确定旅行路线，查阅相关信息，制定旅行计划等，激发学生旅游的兴趣。

（二）学生分析

高中生注意力具有一定的稳定性，观察具有一定的目的性、系统性和全面性，初步完成了从具体思维到抽象思维的过渡，喜欢富有个性的教学设计，同时自我意识增强，不但在乎别人对自己的评价更渴望得到关注和赞赏。

高一的新生应该有较强的表现欲望和求知的欲望，具有了一定的英语语言知识和英语运用的能力，但是高一学生尚未养成较高的自主学习能力，口语表达能力和阅读理解技巧都有待提高。

（三）教学目标

1、认知目标：帮助学生利用略读等策略找出关键词；运用关键词和所预习的生词复述课文；认读东南亚国家名称，了解与湄公河相关的英语表达。

2、技能目标：通过skimming， careful reading ，generalization ，

inference 等阅读技能训练，提高阅读能力和阅读技能，培养学生获取信息、处

理信息、运用信息进行推理、判断的能力；学会用英语来表达与旅游文化相关的话题；学会用英语设计旅游计划。

3、情感目标：学生通过学习，了解湄公河背景文化知识，开拓视野，增强学生在旅游中接受异国文化的能力，并让学生感受主人公做事认真，准备充分的态度和好的习惯。

（四）教学重点与难点

教学重点

1、提高学生对文章的整体理解能力，提高略读、寻读、详读技能。

3、通过课程资源的挖掘，丰富学生的文化内涵。

教学难点：

1、如何利用略读、查读等阅读技巧来确定关键词、主题句、形成

阅读策略。

2、如何帮助学生运用阅读策略，促进学生自主学习。

3、怎样以阅读课的教学为依托，使学生学会用英语交流旅游计划，谈论旅游话题，训练学生的听、说能力。

（五）教学方法

情景教学法、讲授法、任务型教学法、分组讨论法、多媒体辅助教学

1、通过设置情景和教师讲授，帮助学生了解和学习关于湄公河的背景文化，激发学生的兴趣，扩大学生的视野。

2、运用任务型教学法，通过课前、课中、课后的任务设计，引领学生理解文章主题，关注涉及主题的关键信息，深化理解语言背后的文化内涵及文化差异。

3、结合所给信息和图片，让学生分组讨论，在学生用英语进行表达及思维的同时，学会合作学习、自主探究。

（六）学习策略

通过pair work, group work等活动形式，培养学生的学习策略。

1、认知策略：通过Brainstorming发散学生思维，借助联想建立相关知

识之间的联系。

2、交际策略：通过同桌、小组的讨论，利用各种机会用英语进行真实交际。

4、资源策略：让学生通过网络，图书馆、报刊杂志、互联网、等资源都

给予学习内容相关的资料。

二、教学过程

Step 1 pre-reading 10’

1.Warming up and leading-in

1. Present some pictures which I took of beautiful places to arouse their interest of traveling.

Have a free talk with the students. Ask them a question:

Do you like traveling? Why?

2.Share some pictures of rivers. Let them guess the names of these rivers.

3. Ask students: “Have you visited the Mekong River?” If no, show a map to them, then introduce some information about Mekong River and show a video of Mekong River.

设计意图：

通过展示我自己拍的旅游图片，采用谈话方式导入有关旅游的话题，拉近师

生之间的.距离，消除学生的紧张情绪，营造宽松的学习气氛。进一步给学生分享一些河流的图片，让学生猜测河流名称，引出湄公河这一主题，让学生看地图，并介绍湄公河的基本知识，激发学生的兴趣和好奇心，为全面的课堂参与作有力的铺垫。

2. Prediction

学生预测课文内容，教讲解预测策略。

设计意图：

有意识地培养学生的预测能力，增加阅读的兴趣，提高阅读的效率。

Step 2 while-reading 25’

Task1略读

快速阅读文章，帮助学生归纳文章大意。简单讲解略读策略。

Task 2.跳读

教师把文章分成二个部分，学生分组阅读不同的内容，奇数排的学生阅读第一段回答以下问题：

1. Who have the journey down the Mekong River ?

2. What is the relationship between them?

3. Where did they go?

4. when did they get the chance to realize their dream?

5. How did they travel along the Mekong River? Why?

偶数排的学生阅读二，三段，找出问题答案。

Q1: Where is the source of the river and which sea does it enter? Q2: What difficulties did Wang Kun and Wang Wei find about their journey?

Q3: What can you see when you travel along the Mekong?

将学生重新组合，奇数拍与偶数排组成一组，共分成若干小组，在一起讨论，问答，交换信息。

设计意图：利用信息差，是学生通过语言交际活动把所缺的信息补充完整，达到对课文内容全面了解的目的。

Task 3 detail reading

学生详读课文，尝试概括总结王坤和王薇对待这场旅行的不同观点态度。 Task 4 Language learning

让学生从文章里找出一些重要的单词和短语，并能够记住它们。

1. Words and phrases that indicate people’s attitude and

personality:

dream about , be fond of, care about, determined, stubborn, insist, shortcoming, make up her mind, change her mind, give in, reliable

2. Words and phrases that relate to a trip plan

ever since, persuade, graduate, cycle, organize, schedule, journey

3. Names of certain places

glacier, rapids, valley, waterfall, delta

设计意图: 引导学生掌握有用的词汇和表达，并应用到实际语言交际中。

Step 3: Post-reading 10’

运用本节课所学知识（单词，短语，be doing结构）制定旅行计划。

Group discussion: A travel plan Destination: Reasons: Transport: Reasons: Budget: Preparations:

设计意图：创设一个真实的场景，让学生们在这个场景中用英语进行思考、表达及交流。该阶段也是学生们在课堂上运用英语的一个真实展示。

Step 4 Homework

1. Make a travel plan for your summer holiday, use the words, phrases and sentences learnt from in this class.

2. preview the tasks in learning about language.

三、板书设计

主要罗列本节课所学重要单词及表达，突出知识重点 四、教学反思

本节课是阅读课，根据自己对教材的理解，紧扣主题设计了教学环节，

以在帮助学生掌握阅读策略和阅读技巧，提高学生的阅读理解能力以及口头表达能力。整个教学过程采用教师设置任务后，学生个人活动、小组活动、师生活动

等形式组织教学，将学生的自主学习作为课堂的主体，引导学生完成学习任务。 首先，本人在设计本课教学中，采用了不同的教学手段和思路，课堂活动多样。导入部分，充分发挥网络优势，搜集与主题相关资料，一起学生的学习兴趣。略读部分，给学生充分的阅读和思考时间，了解文章大意，提高概括能力。跳读部分，设定任务，设计问题，采用分组阅读和小组讨论的形式，提高学生获取信息和处理信息的能力，以及自主学习的能力。教学过程体现了层次性与任务设计的有效性。

其次，阅读文章篇幅较长，内容较多，学生如果预习不充分，可能会消化不了。没有完全注重到学生的个别差异。Discussion部分可再让两三个学生起来展示，结束得比较仓促。

高中英语必修2教案 篇7

九年级英语unit5课件

九年级英语unit5重点短语与句型归纳

Unit5 Topic1

China attracts millions of tourists from all over the worlh.

【重点短语】

1.It has been+时间段+since从句

It is+时间段+since从句

时间段+has passed+ since 从句

自从……以来已经多长时间了

2.know very little about 对……几乎不了解

3.places of interest 名胜古迹

4.all over the world 全世界

5.a great number of 许多，大量

6.the second longest 第二长

7.the birthplace of ……的发源地

8.fetch sb. sth.= fetch sth. for sb.

为某人取某物

9.in detail 详细的

10.millions of 数百万

11.be worth doing sth. 值得做某事

through 流经

13.lie in 位于……之内

lie on 和……紧挨着，相邻

lie to 隔……相望，不相邻

14.a/the symbol of ……的象征

15.imperial power 帝王权利

16.play an important part/role

扮演重要的角色

17.stretch from…to…

从……延伸到……

18.join…together 把……连接在一起

19.wear away磨损，消耗

20.seperate…from… 把……与……分开

21.bring…into…把……带入，使达到

22.be regarded as 被看做……

23.the home of ……之乡

24.the largest number of 最多数量

25.along/together with… 和……一起

26.begin to do sth. 开始做某事

27.since then 自从那时起

28.be similar to 与……相似

29.the pronunciation of ……的发音

30.the same as 和……一样

31.be famous for 因为……而著名

【重点句型】

1.Chinais a great country with about 5000 years of history.

/Chinais a great country (which/that) has about 5000 years of history.

中国是一个有着五千年历史的国家。

2.It is a book with details aboutChina.

/It is a book (which/that) introducesChinain detail.

这是一本详细介绍中国的书。

3.And some of them are very famous, such as Mount Tai, Mount Huang, Mount Song and Mount Emei.

并且他们中一些非常著名，例如泰山，黄山，嵩山和峨眉山。

4.That correct! 非常正确！

Unit5 Topic2

He is really the pride ofChina.

【重点短语】

1.in the field of 在……领域

2.be born 出生

3.wise sayings 至理名言

4.the importance of ……的重要性

5.receive/get/have a good education

接受好的.教育

6.at the age of 在……岁时

7.travel around 环游

8.search for 搜寻，搜查

9.good rules of behavior 好的行为准则

10.in one’s thirties 在某人三十多岁时

11.the rest of 剩余的

12.pass away 去世

13.set up 建立

e to an end 结束

15.be proud of/take pride in 为……感到骄傲

be the pride of 是……的骄傲

16.play an important role/part

扮演一个重要的角色

17.succeed in doing sth. 成功做某事

18.more than half a century earlier than

比……早半个多世纪

19.die of 死于（内因）

die from 死于（外因）

20.sail to 航行到……

21.graduate from 从……毕业

22.as well as 和，又，和……一样好

23.make contributions to 为……作出贡献

24.from then on 从那时起

25.in charge of 主管，负责

26.be honored as 被誉为……

27.the father of ……之父

28.have great influence on 对……有好的影响

29.depend on 依靠，取决于

30.be used for 被用于……

31.at the end of 在……末

32.the method of ……的方法

【重点句型】

uld you tell me more about him?

你能告诉我关于他更多的吗？

2.It’s hard to believe.很难相信

3.What a great explorer!多么伟大的探险家！

4.He was a great thinker who had many wise ideas about human nature and behavior.

他是一个对人的本性和行为有很多真知灼见的伟大的思想家。

5.He was also a famous philosopher whose sayings have influenced many people in different countries.

他也是一位著名的哲学家，他的至理名言对不同国家的许多人产生了影响。

6.When I walk along with two others, I may be able to learn from them.

三人行，必有我师。

7.He who learns but does not think is lost, he who thinks but does not learn is in danger.

学而不思则罔，思而不学则殆。

高中英语必修2教案 篇8

阅读完第一模块教材文章后翻译下列六个句子：

1.我宁愿工作也不愿无所事事地（doing nothing）待在家中。(prefer to ……rather than……)

2.这台电脑与那台电脑不同的另外两个方面是存储（storage）和速度。(in which引导的定语从句)

3.对于汉语来说，四川省与贵州省之间的发音差异很有可能与他们省内的发音差异一样多。（as much ……within the two provinces as between……）

4.一位北京人在理解广东话方面有些困难。（have difficulty in doing something）

5.现在农村发生了巨大变化，以至于你轻轻按一下开关就有自来水（running water）。(so that 引导的结果状语从句)

6.专家说这种顾客对顾客的服务体系（customer to customer service system）使得人们买到更便宜东西成为可能。(make it possible for people to do something)

高中英语必修2教案 篇9

必修一module2

1.thefirst impression of 2.avoid doing 3.make progress 4.dare to do 5.at any time 6.on time 7.in time8.the first time 9.as a result

10.do badly/well in 11.fall asleep 12.tell a lie

13.tell a joke/tell jokes 14.tell the truth

15.be brave enough to do something 16.be afraid of

17.be late for school/come to class late 18.admit doing 19.a period of time 20.be true of 21.be true to life 22.respect for

23.obey the discipline 24.so that

25.translatesth.from one language to another

26.be popular among/with 27.make a choice about 28.take an exam 29.refuse to do

30.look for /hunt for/search for 31.break into 32.see to sth.33.a summary of 34.talk sb.about sth.35.get dowm to doing

对…的第一印象 避免做… 取得进步 敢做

任何时候 准时 及时 第一次 结果

在…做的不好/好 入睡 说谎 讲笑话 说实话

足够勇敢做某事 害怕

上学迟到 承认

一段时间 适用于 栩栩如生 尊重… 遵守纪律

因此，目的是

将一件事物从一种语言翻译为另一种语言 受…欢迎 对…做选择 参加考试 拒绝做… 寻找

破门而入 办理，照管 一个…的摘要 与某人谈论某事 认真开始做

高中英语必修2教案 篇10

I．单元教学目标

技能目标Skill Goals

Talk about the basic information about Canada— location, main cities, customs and cultural diversity.

learn how to read a traveling report and use maps.

learn to express directions and positions.

Master the Noun Clause- Appositive clause.

learn to write a report to express what you hear and see in a place.

II． 目标语言

功能句式表示方向的句式

Where is...?

How does one go to...?

In what direction is...?

Is... close to/far from...?

How far is...?

表示位置的句式

It is/lies in the north/south of...

It is/lies to the south/east/northwest of...

It is within...

Kilometers of...

It is/lies on the west/east.

The place is on the border.

You go along the coast.

It is east /west of...

It is far away from...

One goes northward.

词汇1. 四会词汇

Quiz Canadian minister continent baggage chat scenery eastward westward upward surround harbor measure aboard eagle within border slight acre urban topic mix mixture bush maple frost confirm wealthy distance mist misty schoolmate booth downtown approximately dawn buffet broad nearby tradition terrify terrified pleased impress impressive

2. 词组

Prime minister, rather than, settle down, manage to do, catch sight of, have a gift for, in the distance

语法Noun clause as the appositive

III． 教材分析与教材重组

1. 教材分析

本单元通过两位女孩李黛玉与刘茜的加拿大之旅，向我们展示了加拿大的一些基本概况，包括它的地理位置、主要城市、风土人情以及它的多元文化。通过学习本单元，让学生对加拿大有了更多的了解，使学生能够用所学的词汇与句式表达方向与位置，并学会条理地写出旅游过程中的'所见所闻。

1.1 Warming Up部分通过四组问题激活学生有关旅行和加拿大的知识和经历。本单元阅读是“在旅途中看加拿大”，因此，Warming Up通过五个关于加拿大的问题的测试，目的是激活学生已有的知识，为介绍加拿大做好准备。

1.2 Pre-reading部分通过四个问题激活学生有关旅行的经历和有关加拿大的知识，使学生产生了解加拿大的兴趣，为阅读做好准备。

1.3 Reading 部分是“在旅途中看加拿大”，沿着从西向东的旅游路线向我们介绍了加拿大的面积、地貌、主要城市、人口、生态环境等。两位女孩在旅途中看到了自然美景及野生动物，文章还介绍了加拿大的自然资源，让学生对加拿大的美丽、富饶、幅员辽阔、地广人稀有了更深的了解。学生可以通过学习课文掌握新的词汇、句型和游记的写法，提高学生的阅读能力。

1.4 Comprehending部分设计了三种题型，前两个题是对Reading部分细节内容的理解，一个是问答题，一个是改错题。最后是在地图上标出两位女孩的旅游路线，相对简单一些。此部分不仅检测学生对细节的把握，还要求学生列举加拿大蕴藏的两种自然资源，而且检测学生根据课文内容进行推理和判断的能力以及读图能力。抓住文中人物的行踪，就能够很好地把握文中的信息。

1.5 Learning about Language部分首先是构词法，培养学生词汇生成能力，旨在通过加上前缀或后缀的方法扩大学生的词汇量。第二部分使用课文中的词汇和信息进行填空和编对话，旨在提高学生活用词汇的能力。语法部分是有关同位语从句的练习。

1.6 Using Language部分综合训练听说读写的能力。通过听力填空及讨论的形式进一步了解有关加拿大的知识——居民和语言。阅读部分继续加拿大之旅，从多伦多到蒙特利尔，介绍了加拿大的旅游景点及风土人情。写作部分要求以报告的形式写旅游见闻，要求学生掌握旅游报告的写作方法。

1.7 Summing Up部分要求学生就内容、词汇和结构三个方面进行归纳，对本单元所学知识进行概括总结。

2. 教材重组

2.1 Reading(I)： 从话题内容和功能上分析Warming Up， Pre-reading Reading与Post-reading话题相同，可以整合成一节阅读课。

2.2 Reading(II)：可将Using language中的Reading与Workbook中Reading Task放在同一节课中处理，再上一节阅读课。因为话题都是关于加拿大的城市与风土人情的。

2.3 Listening：可将Using Language中的Listening and Writing, Speaking, Workbook中的Listening(P69) 与Workbook中的Listening Task三个活动整合成一节“听力课”。

2.4 Speaking:把Learning about Language中的Exercise 4 Making up a dialogue(P36)与 Workbook中的Talking (P69) 和 Speaking Task （P74） 整合一节“口语课”。

2.5 Learning about language:将Learning about language( P36 Exercise 4除外) 与Workbook中的Using words && expressions （P70） 和 Using structures （P71） 结合在一起，上一节“语言学习课”。

2.6 Writing 可将Using Language中的Writing(P39) 与Workbook中的Writing Task (P74)整合成一节写作课。

3. 课型设计与课时分配 (经分析教材, 本单元可以用六课时教完)

1st period:Reading (I)

2nd period: Reading (II)

3rd period: Listening

4th period:Speaking

5th period:Learning about Language

6th period:Writing

Ⅳ. 分课时教案

The First Period Reading (I)

Teaching goals教学目标

1. Target language目标语言

a. 重点词汇和短语

rather than, baggage, scenery, eastward, chat, surround, harbor, measure, aboard, have a gift for, within, manage to do, catch sight of, eagle, acre, urban

b. 重点句子

2. Ability goal 能力目标

learn how to describe the places that Li Daiyu and Liu Qian visit in Canada.

Understand the noun clause used as appositive.

enable the students to understand the details of the passage about Canada and find the correct answers to the questions in the post-reading.

3. Learning ability goals学能目标

Improve the students’ reading ability - guessing words, searching for information.

learn the information about Canada.

Master the expressions for describing directions and locations.

Teaching important points 教学重点及难点

a. Find the answers to the questions in post-reading.

learn the methods of writing a traveling report about.

b. Understand the use of noun clause - appositive clause.

learn to read the traveling report according to the traveling route.

Teaching methods 教学方法

1． Skimming and scanning;

2． Asking-and-answering activities;

3． Listening method.

Teaching aids 教具准备

a computer, a projector and a tape recorder.

Teaching procedures & ways教学过程与方式

Step 1 Revision

Check the students’ homework.

T: Before we come to the new lesson, let’s check your homework.

The teacher checks the assignment of the last class.

Step 2 Lead-in and Warming Up

Show the students the maple flag and ask them some questions.

T: Do you know which country uses this national flag?

Ss: Canada.

T: Which continent is Canada in?

Ss: It is in North America.

T: How large is it?

Ss: I only know it is the second largest country in the world. I don’t know the exact number.

T: Canada occupies an area of 9, 978, 4670 square kilometers. It is a bit bigger than China. Which country is its neighbor?

Ss: The United States.

(The teacher shows a map of Canada to the students.)

T: Right. The United State is its neighbor. Canada is a beautiful country.

Step 3 Pre-reading

T: Now I want to ask you a question. Do you like traveling?

Ss: Yes, we like traveling very much. (No, I don’t like traveling. It is tiring.)

T: I know most of us like traveling. Have you ever been abroad?

Ss: No / Yes.

T: Few of us have ever been abroad. Then what is the longest trip you have ever taken?

Sa: Beijing (Shanghai / Hainan / Harbin).

Sb: I have never been out of my hometown.

T: If you get a chance to go abroad, which three countries would you like to visit most? Why?

Sc: I would like to go to French, Australia and Ireland. I think French is full of romantics and there are many beautiful buildings. Australia is famous for its beautiful scenery and people are very friendly. Ireland is also beautiful. I want to walk along the roads of the countryside.

Sd: I think I will travel in china first, because China is my motherland and she is very beautiful. I would also like to go to Canada so that I can see the large and beautiful lakes, and there’s the wonderful snow scenery. I also feel like paying a visit to Australia because there are many sheep and rare animals there.

T: Very good. We love our motherland, but if we want to make our country more beautiful and more developed, we should know more about the other countries. Here are two questions. You may ask your partner for answers and give your answers to him/her.

Show the questions on the screen or on the blackboard.

If you take a trip to Canada, what do you expect to see?

What three words would you use to describe Canada?

The teacher can ask some pairs to tell their ideas in class.

T: Who’d like to tell us your opinions?

Sa: I want to see the mountains and the forests. Canada is beautiful, wide and people are friendly.

Sb: I want to see the big snow and polar bears, three words large, clean and mysterious.

T: Are they right? You can find the answers in the text. Li Daiyu and Liu Qian will take us to visit Canada. Please turn to Page34, read “A Trip on the True North”.

Step 4 Fast reading

Get the students read the passage quickly and carefully. Meanwhile, help the students form a good habit of reading. T: Do you feel puzzled when you read the title? What is “the True North”? Now, read the passage and get the general idea of the passage. Underline the main places mentioned in the text.

Give the Ss five minutes for reading.

Five minutes later.

T: Time is up. Have you finished?

Ss: Yes, we have.

T: The first question is what the passage is mainly about?

Sa: The passage is about a trip of two girls, and it tells us some information about Canada.

T: Right. It mainly tells us the information about Canada. What are the main places mentioned in the text?

Sb: They are the Atlantic coast, Vancouver, Rocky Mountains, Calgary, Thunder Bay, Lake Superior and Toronto.

T: Look at the map on Page33. Draw the traveling route of the two girls on the map.

Give the students one minute to draw the route.

T: You did a good job. Do you have any difficulty in reading? Let’s look at the difficult points together.

The teacher explains some important or difficult points to the students.

Step 5 Reading aloud

let the students read the passage again and find the details from the passage.

T: Now you read the questions on Page35 first, and then read the text aloud to find the answers to the questions. After a while, answer the questions in complete sentences without looking at your books.

Give the students a few minutes to read and find answers. Then ask some students to give their answers.

Suggested answers:

1. Which continent are the cousins crossing?

They are crossing North American.

2. Why are they not flying directly to the Atlantic coast?

They are not flying directly to the Atlantic Coast because they want to take the train from west to east across Canada./ They want to see Canada./ They want to travel across Canada.

3. What is “The True North”?

“The True North” is the train that runs through Canada.

4. Why is the population of Vancouver growing so rapidly?

The population of Vancouver growing so rapidly because it is beautiful.

5. What happens at the Calgary Stampede?

at the Calgary Stampede cowboys compete in riding wild horses for thousands of dollars.

6. How are ocean ships able to reach the centre of Canada?

Ships are able to reach the centre of Canada because they can follow the St Lawrence River and the Great Lakes.

7. What are some of Canada’s greatest natural resources?

Canada has water from its lakes and rivers and wood from its forests.

Step 6 Homework

1. Remember the underlined sentences.

2. Write a short passage to report what Li Daiyu and Liu Qian saw in Canada.

Period two Extensive reading

Teaching goals教学目标

1. Target language 目标语言

a. 重点词汇与短语

Figure, figure out, terrify, official, maple, frost, wealthy, tour, distance, flow, booth, downtown, as far as, dawn, broad

b. 重点句子

1. They were not leaving for Montreal until later...

2. It’s too bad you can’t go as far as Ottawa Canada’s capital.

3. It’s about four hundred kilometers northeast of Toronto, so it would take too long.

4. As they sat in a café looking over the broad St. Lawrence River, a young man sat down with them.

5. In the distance, they could see the misty cloud that rose from the great Niagara Falls, which is on the south side of the lake.

6. I stay as far away from polar bears as possible.

2. Ability goal能力目标

enable the students to know more information about cities: Toronto, Montreal and Iqaluit.

3. Learning ability goals 学能目标

Teach the students how to describe a city with the target language and functional sentences.

Teaching important points教学重点

Find the correct information about cities of Canada according to the questions.

Teaching difficult points 教学难点

How to write the traveling report.

Teaching methods 教学方法

a. Skimming method;

b Scanning;

C.Task-based approach listening.

Teaching aids 教具准备

a record, a projector and a computer.

Teaching procedures and ways 教学过程与方式

answer the questions about the passage.

1. How do we know it is fall in Canada?

We know it is fall in Canada because the maple trees are red and gold and oranges, and there is frost on the ground.

2. What can sometimes be seen from the CN Tower in Toronto?

Sometimes the misty cloud that rises from Niagara Falls can be seen from the CN Tower.

3. Where does the water from the lake go?

The water from the lake goes into the Niagara River and over the falls on its way to the sea.

4.Which direction is the train going from Toronto?

The train is going east ( northeast ) from Toronto.

5. What three things show us that Montreal is a French city?

Good coffee, good bread and good music show that Montreal is a French city. Also the signs and ads were in French.

高中英语必修2教案 篇11

Unit 1 Friendship : Reading——Anne’s Best Friend 教案

课时：一课时 课型：讲授课

一、教材分析

本单元的主题是友谊。这一课时主要是围绕阅读部分来讲，阅读是整个单元的核心部分，是在学习上一课时Warming up and Pre-reading的基础知识上接着对阅读文本“安妮最好的朋友”中词汇知识点和阅读技巧等的学习，为接下来的第三课时的语法知识的学习及以后的听说读写综合技能的练习打好基础。文章通过一个虚拟的采访——两千年前古希腊作家帕萨尼亚斯与一位当代女孩李燕的对话，向学生介绍了古代和现代奥运会的异同及奥运会的一些基本情况。文章讲述了犹太女孩安妮为躲避纳粹迫害而藏身于小阁楼中，并把日记作为自己朋友，通过写日记来表达自己孤独和郁闷的心情。

二、教学目标：

(一)知识目标: 1.掌握文章中的生词和短语:reason;list;share;feeling;Netherlands;German;series;outdoors;crazy;nature;purpose;dare;thunder;entirely;power;according;trust;indoors;share...with...;go through;hide away;set down;a series of;be crazy about;on purpose;in order to;in one’s power;face to face;according to;2.帮助学生找到他们觉得最困难单词和短语,并帮助他们理解。3.了解强调句型。(二)技能目标: 1.更好地掌握Skimming和Scanning。

2.能分析并总结直接引语和间接引语（疑问和陈述）的规律，能熟练地进行两者间的转换，并在生活中运用。

3.能介绍Anne的基本情况，说明她当时的心情和内心的渴望。(三)情感目标: 1.通过Anne的日记，了解犹太人被纳粹迫害的悲惨命运。2.体会自由，友谊的珍贵。

3.通过学习此阅读文章为学会珍惜朋友间的友谊,并能分辨他们的生活中真正的朋友和虚伪的朋友。

三、教学重点和难点：

重点：

1、训练scanning and skimming等阅读技能。

2、认识朋友的真正含义以及与人相处的问题。难点：

1、阅读技能的训练。

2、陈述句和疑问句的直接引语和间接引语的互相转换（人称的变化、时态的变化…..）

四、教学过程(一)导入

1.教师可以先让学生讨论他们是否有考虑过和动物,植物甚至是一个物品交朋友,为什么或为什么不？让学生们分析原因。(二)课前 阅读开始前，先给学生复习一下上一课时讲过的Skimming(略读)和Scanning(寻读)阅读技巧，并要求学生们用这两种方法进行下面文章的阅读。1.skimming(略读)的方法和技巧：

Read the title Read the introduction of the first paragraph

Read the first sentence of each paragraph

Read the headings and sub-headings

Notice any pictures and charts

Read the summary or last paragraph 2.Scanning（寻读）的方法和技巧：

①学生读课文，抓住文中的关键信息，并将文章分成三部分，写出每段的大意。②全班默读文章。③读安妮的日记

1)Ask the students how Anne felt in the hiding place.2)Guess the meanings of “spellbound” “hold me entirely in their power” from the discourse.3)Ask the students to read the diary again and try to retell it.④大声朗读 : 播放文章的磁带让学生听并跟读。(三)讲授新课： reading 阅读

1.让学生阅读非日记体部分的内容,介绍这篇文章的写作背景。

2.只通过阅读标题和看图，先不阅读文章，让学生试着猜猜看安妮的朋友是什么。3.让学生浏览前两个段落来确认他们的猜测。

4.让学生快速浏览安妮的日记，了解文章的中心内容并概括段落大意.鼓励学生先列出一些关键词，如：Anne, crazy, nature等

Para.One: Anne made her diary her best friend whom she could tell everything.Para.Two: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.Para.Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.5.给学生讲解本课的生词。1.add(to)v.1)to put together with something else so as to increase the number, size, or importance;

2)to join(numbers or amounts)so as to find the total.eg: The fire is going out;will you add some wood? The snowstorm added to our difficulties.Add up these figures for me, please.2.ignore v.to take no notice of;refuse to pay attention to

eg: His letters were ignored.Even the best of men ignored that simple rule.My advice was completely ignored.ncern v.使担心;使不安

(+about/for);涉及,关系到;影响到 eg: The boy's poor health concerned his parents.He is concerned for her safety.The news concerns your brother.He was very concerned about her.4.loose

adj.not firmly or tightly fixed.eg: She wore loose garments in the summer.I have got a loose tooth.Some loose pages fell out of the book.5.purpose

n.[C] an intention or plan;a person’s reason for an action.eg: What is the purpose of his visit? The purpose of a trap is to catch and hold animals.Did you come to London to see your family, or for business purpose?

6.series n.(of)a group of things of the same kind or related in some way, coming one after another or in order.eg: Then began a series of wet days that spoiled our vacation.This publishing firm is planning a new series of school textbooks.They carried out a series of experiments to test the new drug.7.cheat.1)v.to behave in a dishonest way in order to win an advantage;2)n.a person who cheats;dishonest persons

eg: They cheated the old woman of her house and money.The salesman cheated me into buying a fake.He never cheated in exams.I see you drop that card, you cheat!

I never thought that Sam is a cheat.8.share

1)vt.&vi.(inwith amountbetween)to have, use or take part in something with others or among a group.2)n.(inof)the part belongs to, owed to or done by a particular person.eg: The money was shared out between them.Sam and I share a room.We shared in his joy.They always share their happiness and sorrow.I have done my share of the work.9.crazy adj.1)mad;foolish

2)[+about] wildly excited;very interested

eg: You're crazy to go out in this stormy weather.John's crazy about that girl./ She is just crazy about dancing.10.dare v.& v.aux..1)+ to do;2)+ v

to be brave enough or rude enough(to do sth.dangerous, difficult or unpleasant).eg: How dare you accuse me of lying!/ How dare you ask me such a question? My younger sister dare not go out alone./ He did not dare to leave his car there.11.trust

1)n.[U](in)form believe in the honesty, goodness or worth etc, of someone or something

2)v.to believe in the honesty and worth of someone or something;have confidence in

eg: I have no trust in him./ I don’t place any trust in the government’s promises.Why do you trust a guy like him? / I trust your wife will soon get well.12.suffer v.(for)to experience pain, difficulty or loss

eg: I cannot suffer such rudeness./ He suffered from poverty all his life.My father suffers from high blood pressure./ They suffered a great deal in those days.13.advice n.[U] opinion given to someone about what they should do in a particular situation→v.advise to give advice to

eg: I want your advice, sir.I don't know what to do./ I asked the doctor for her advice.If you take my advice, you won’t tell anyone about this.He gave them some good sound advice.municate v.1)(to)to make(opinions, feelings, information etc.)known or undby others.e.g.by speech, writing or body movements;

2)(with)to share or exchange opinions, feelings, information etc eg: Our teacher communicates his idea very clearly.He had no way to communicate with his brother.Did she communicate my wishes to you? We learn a language in order to communicate.Deaf people use sign language to communicate.15.calm

1)adj.free from excitement, nervous activity or strong feelings;quiet 2)n.[U] peace and quiet 3)v.to make calm

eg: You must try to be calm./ The high wind passed and the sea was calm again.The police chief advised his men to stay keep calm and not lose their tempers.There was a calm on the sea./ She calmed the baby by giving him some milk.We calmed the old lady down.Useful expressions:

1.add up : to join(numbers or amounts)so as to find the total.eg: Add up 3, 4 and 5 and you'll get 12./Add up your score and see how many points you can get.If we add these marks up, we'll get a total of 90.2.calm down : to make or become calm

eg: Calm down, sir.What's the trouble?/ Just calm down, there’s nothing to worry about!/ We tried to calm him down, but he keep shouting.3.be concerned about with : to worry or interest

eg: My parents are concerned about my studies./Don’t concern yourself about with other people’s affairs./She’s concerned about his son’s future.4.go through

1)to suffer or experience;2)to look at or examine carefully;m.zfW152.com

3)to pass through or be accepted eg: The country has gone through too many wars./ The new law did not go through.Let’s go through it again, this time with the music.5.set down

1)to make a written record of;write down 2)put down

eg: I have set down everything that happened./I will set down the story as it was told to me.Please set me down at the next corner.6.a series of + pl.& n 做主语时，谓语动词用单数 一连串的，一系列的，连续的eg: There has been a series of car accidents at the crossing.These days I have read a series of articles on reading.A series of TV play is on Channel 1 these days.7.on purpose : intentionally;with a particular stated intention eg: He did it on purpose.“I am sorry I stepped on your toe;it was an accident.” “It wasn’t!You do it on purpose.”

I came here on purpose to see you.8.according to : as stated by sb.or sth.eg: They divided themselves into three groups according to age./Please arrange the books according to size./According to the Bible, Adam was the first man./According to her, grandfather called at noon.9.fall in love : begin to be in love(with sb.)

They fell in love at once;it was love at first sight./What will he do if his daughter falls in love with a poor man? /They fell in love with each other for years.10.join in

: to take part in(an activity)

They are going to join in the singing./She started dancing and we all joined in./Would you like to join in my birthday party?

(四)巩固练习： 阅读后

1.让学生做理解部分的练习。2.利用“理解”部分的练习，问学生： Imagine you had to go into hiding like Anne and her family.What would you miss most? Give your reasons.让学生讨论，并且将答案列出来。每一组可以决定出本组认为最好的答案。最后全班选出最佳的答案。

(五)布置作业：

1.再次通读一下这篇短文,尝试复述它。2.做完练习册的作业。

3.用几句话表达你对朋友和友谊的理解。设计意图：为了巩固今天所学的内容，以此来培养学生的语言组织和表达能力以及考察对课文的理解情况。

课后反思：本节课分层教学，在阅读课文，理解课文的基础上进行课文知识点的细致处理。需要改进的地方：单词短语部分讲解过多，占了很多时间，可以将其改为课后练习的形式。在以后的教学中要注意改进。