高中必修二英语教案7篇
教师在设计教案时，应考虑到课堂管理，以创造良好的学习环境，高质量的教案应关注学生的情感发展，小淘范文网小编今天就为您带来了高中必修二英语教案7篇，相信一定会对你有所帮助。
高中必修二英语教案篇1
第三单元
1 ) bet
make a bet 打赌
place/put a bet on 在……下赌注
one ’ s best bet 最好的办法
作动词，表示“打赌，赌博”，后直接加宾语。
i bet ( that )表示“我敢肯定”，相当于 i am sure 。
you bet 表示“肯定，没问题”，相当于 certainly 。
2 ) scene
scene 表示“(戏剧，电影中的)一幕 / 一场，出事地点，现场，情景;风景，布景”。
behind the scenes 在幕后;秘密地。
on the scene 在现场。
set the scene ( for sth )作事前的现场描述，为……做准备。
come on the scene 到现场。
3 ) stage
表示“舞台，戏剧，阶段”，可以表示“路程，一段路，(事故发生的)现场”。
be/go on the stage 当演员，登台演出
set the stage for sth 为某事做准备。
4 ) tale
是可数名词，表示“传说，故事”。
tell its own tale 不言自喻，显而易见。
5 ) permit
作动词，后接名词或者代词，表示“允许，答应”;也可以表示“使可能”。
后接不定式的复合结构。
后接动名词，不能直接跟不定式。
分词短语作状语。
后不能跟从句。
permit of sth 认可，容忍。
作名词，表示“许可证，执照，许可”。
6 ) account
作名词，表示“叙述，报道，理由，账目，户头”。
by/from all accounts 根据大家所说的。
give an account of 叙述，报道，说明。
作名词，表示“认为”时，后接复合宾语。
account for 表示“做出解释，导致，是……的原因”，还可以表示“占，捕获”。
常见的词组：
out of account 不考虑 on all accounts/on every account 无论如何 on no account 决不
take … into account/take account of … 对……加以考虑，顾及…… turn … to good account 利用
7 ) jealous
be jealous of sb 嫉妒，唯恐某人被他人夺走。
be jealous of sth 妒忌，精心守护。
8 ) issue
作动词，表示“发行，出版，发布“。
issue sb with sth 将某物发给某人。
issue in 导致。
作名词，表示“流出，发行，(出版物的)期号，争端”。
at issue 要考虑的，意见不同的。
take issue with sb ( on/over/about )就某事论某人。
9 ) bow
bow at sb 朝某人鞠躬 bow to sb 鞠躬迎接某人
bow sb in/into 鞠躬迎入某人 bow sb out 鞠躬送走某人
bow to sth 顺从某事
take a/one ’ s bow (演员)鞠躬谢幕( bow 作名词)。
10 ) pretend
作及物动词，后接动词不定式， that 从句，名词。
pretend to sth 表示“自以为有……”，后面接名词，常指“学问，智慧，美德”。
11 )有关 trouble 的词组：
get into trouble 陷入困境，惹麻烦 ask for/look for/borrow trouble 自找麻烦，自讨苦吃
be a trouble to sb 对某人是个麻烦 be a trouble to do 干某事是件麻烦事
be in trouble 处于困境 get sb into trouble 使某人陷入困境 get out of trouble 摆脱困境
have trouble doing sth 做某事很费力 make trouble 闹事，捣乱 make trouble for sb 给某人带来麻烦 take the trouble to do sth=take the troublein doing sth 不辞劳苦地做某事 trouble sb to do sth 麻烦某人做某事 trouble sb for sth 麻烦某人某事
3. 语法
名词性从句
在句子中起名词作用的句子叫名词从句 (noun clauses )。 名词从句的功能相当于名词词组 , 它在复合句中能担任主语、宾语、表语、同位语、介词宾语等，因此根据它在句中不同的语法功能，名词从句又可分别称为主语从句、宾语从句、表语从句和同位语从句。
一、引导名词性从句的连接词
引导名词性从句的连接词可分为三类：
连词： that (无任何词意)
whether,if (均表示“是否”表明从句内容的不确定性)
as if ,as though (均表示“好像”，“似乎”)
以上在从句中均不充当任何成分
连接代词： what, whatever, who, whoever, whom,
whose, which.whichever,whomever
连接副词： when, where, how, why
不可省略的连词：
1. 介词后的连词
2. 引导主语从句和同位语从句的连词不可省略。
that she was chosen made us very happy.
we heard the news that our team had won.
比较：
whether 与 if 均为”是否”的意思。 但在下列情况下，whether 不能被 if 取代：
1. whether 引导主语从句并在句首
2. 引导表语从句
3. whether 从句作介词宾语
4. 从句后有” or not ”
whether he will come is not clear.
大部分连接词引导的主语从句都可以置于句末，用 it 充当形式主语。
二 . 主语从句
作句子主语的从句叫主语从句。主语从句通常由从属连词 that ， whether ，if 和连接代词 what ， who ， which ， whatever ， whoever 以及连接副词 how ， when ， where ， why 等词引导。 that 在句中无词义，只起连接作用;连接代词和连接副词在句中既保留自己的疑问含义、又起连接作用，在从句中充当从句的成分。
有时为避免句子头重脚轻，常用形式主语 it 代替主语从句作形式主语放于句首，而把主语从句置于句末。主语从句后的谓语动词一般用单数形式。常用句型如下：
( 1 ) it + be + 名词 + that 从句
( 2 ) it + be + 形容词 + that 从句
( 3 ) it + be + 动词的过去分词 + that 从句
( 4 ) it + 不及物动词 + that 从句
另注意在主语从句中用来表示惊奇、不相信、惋惜、理应如此等语气时，谓语动词要用虚拟语气“ (should) +do ”，常用的句型有：
it is necessary (important, natural, strange, etc.) that …
it is a pity (a shame, no wonder, etc.) that …
it is suggested (requested, proposed, desired, etc.) that …
三、宾语从句
名词句用作宾语的从句叫宾语从句。引导宾语从句的关联词与引导主语从句表语从句的关联词大致一样，在句中可以作谓语动词或介词及非谓语动词的宾语。
1. 由连接词 that 引导的宾语从句
由连接词 that 引导宾语从句时， that 在句中不担任任何成分，在口语或非正式的文体中常被省去，但如从句是并列句时 , 第二个分句前的 that 不可省
注意：在 demand 、order 、suggest 、decide 、insist, desire, request, command 等表示要求、命令、建议、决定等意义的动词后，宾语从句常用“( should ) + 动词原形”。
2. 用 who ， whom, which, whose, what, when, where, why, how, whoever, whatever,whichever 等关联词引导的宾语从句相当于特殊疑问句，应注意句子语序要用陈述语序。
3. 用 whether 或 if 引导的宾语从句，其主语和谓语的顺序也不能颠倒，仍保持陈述句语序。此外， whether 与 if 在作“是否”的意思讲时在下列情况下一般只能用 whether ，不用 if ：
a. 引导主语从句并在句首时;b. 引导表语从句时; c. 引导从句作介词宾语时;d. 从句后有“ or not ”时; e. 后接动词不定式时。
4. 注意宾语从句中的时态呼应，当主句动词是现在时，从句根据自身的句子情况，而使用不同时态。
当主句动词是过去时态( could, would 除外)，从句则要用相应的过去时态，如一般过去时，过去进行时，过去将来时等;当从句表示的是客观真理，科学原理，自然现象，则从句仍用现在时态。
5. think, believe, imagine, suppose 等等动词引起的否定性宾语从句中，要把上述主句中的动词变为否定式。即将从句中的否定形式移到主句中。
四、表语从句
在句中作表语的从句叫表语从句。引导表语从句的关联词与引导主语从句的关联词大致一样，表语从句位于连系动词后，有时用 as if 引导。其基本结构为：主语 + 系动词 + that 从句。
需要注意的，当主语是 reason 时，表语从句要用 that 引导而不是 because 。
?注意】 whether 可引导表语从句，但与之同义的 if 却通常不用于引导表语从句。
五、同位语从句
同位语从句说明其前面的名词的具体内容。同位语从句通常由 that 引导，可用于同位语从句的名词有 advice 、demand 、doubt 、fact 、hope 、idea 、information 、message 、news 、order 、problem 、promise 、question 、request 、suggestion 、truth 、wish 、word 等。
同位语从句和定语从句的区别：
that 作为关系代词，可以引导定语从句，充当句子成分，在从句中作宾语时可以省略; that 引导同位语从句时，起连词的作用，没有实际意义，不充当句子成分，一般不能省略。
试比较下面两个例句 :
i had no idea that you were here .( that 引导同位语从句，不能省略)
have you got the idea ( that ) this book gives you of life in ancient greece ?( that 引导定语从句，作宾语，可以省略)
六、名词性 that- 从句
1 )由从属连词 that 引导的从句叫做名词性 that- 从句。 that 只起连接主句和从句的作用，在从句中不担任任何成分，本身也没有词义。名词性 that- 从句在句中能充当主 语、宾语、表语、同位语和形容词宾语，例如：
主语： that he is still alive is sheer luck. 他还活着全靠运气。
宾语： john said that he was leaving for london on wednesday. 约翰说他星期三要到伦敦去。
表语： the fact is that he has not been seen recently. 事实是近来谁也没有见过他。
同位语：the fact that he has not been seen recentlydisturbs everyone in his office.
近来谁也没有见过他，这一事实令办公室所有的人不安。
形容词宾语： i am glad that you are satisfied with your job.
你对工作满意我感到很高兴。
2 ) that- 从句作主语通常用 it 作先行词，而将 that- 从句置于句末，例如：
it is quite clear that the whole project is doomed to failure. 很清楚，整个计划注定要失败。
it ’ s a pity that you should have to leave. 你非走不可真是件憾事。
用 it 作形式主语的 that- 从句有以下四种不同的搭配关系：
a. it + be + 形容词 + that- 从句
it is necessary that … 有必要……
it is important that … 重要的是……
it is obvious that … 很明显……
b. it + be + -ed 分词 + that- 从句
it is believed that … 人们相信……
it is known to all that … 从所周知……
it has been decided that … 已决定……
c. it + be + 名词 + that- 从句
it is common knowledge that ………是常识
it is a surprise that … 令人惊奇的是……
it is a fact that … 事实是……
d. it + 不及物动词 + that- 分句
it appears that … 似乎……
it happens that … 碰巧……
it occurred to me that … 我突然想起……
七、名词性 wh- 从句
1 )由 wh- 词引导的名词从句叫做名词性 wh- 从句。 wh- 词包括who, whom,. whose, whoever, what, whatever,which, whichever 等连接代词和 where, when, how, why 等连接副词。 wh- 从句的语法功能除了和 that- 从句一样外，还可充当介词宾语、宾语补语和间接宾语等，例如：
主语： how the book will sell dependson its author. 书销售如何取决于作者本人。
直接宾语： in one ’ s own home one can do what one likes. 在自己家里可以随心所欲。
间接宾语： the club will give whoever wins a prize.
俱乐部将给得胜者设奖。
表语： my question is who will takeover president of the foundation. 我的问题是谁将接任该基金会主席职位。
宾语补足语： she will name him whatever she wants to. 她高兴给他起什么名字就取什么名字。
同位语： i have no idea when he will return.
我不知道他什么时候回来。
形容词宾语： i ’ m not sure why she refused their invitation. 我尚不能肯定她为什么拒绝他们的邀请。
介词宾语： that depends on where we shall go.
那取决于我们去哪儿。
2 ) wh- 从句作主语也常用先行词 it 做形式主语，而将 wh- 从句置于句末，例如：
it is not yet decided who will do that job.
还没决定谁做这项工作。
it remains unknown when they are going to get married. 他们何时结婚依然不明。
八、if, whether 引导的名词从句
1 ) yes-no 型疑问从句
从属连词 if, whether 引导的名词从句是由一般疑问句或选择疑问转化而来的，因此也分别被称为 yes-no 型疑问句从句和选择型疑问从句，其功能和 wh- 从句的功能相同， 例如：
主语： whether the plan is feasible remains to be proved. 这一计划是否可行还有等证实。
宾语： let us know whether / if you can finish the article before friday. 请让我们知道你是否能在星期五以前把文章写完。
表语： the point is whether we should lend him the money. 问题在于我们是否应该借钱给他。
同位语： they are investigating the question whether the man is trustworthy. 他们调查他是否值得信赖。
形容词宾语： she ’ s doubtful whether weshall be able to come. 她怀疑我们是否能够前来。
介词宾语： i worry about whether he canpass through the crisis of his illness. 我担心他是否能度过疾病的危险期。
2 )选择性疑问从句
选择性疑问从句由关联词 if/whether … or 或 whether … or not 构成，例如：
please tell me whether / if they are swedish or danish. 请告诉我他们是瑞典人还是丹麦人。
i don ’ t care whether you like the plan or not. 我不在乎你是否喜欢该计划。
if 和 whether 的区别：
1 、在动词不定式之前只能用whether 。
2 、在 whether …… ornot 的固定搭配中。
3 、在介词后，只能用whether 。
4 、宾语从句放在句首表示强调时，只能用 whether 。
5 、用 if 会引起歧义时，只用 whether 。
九、否定转移
1) 将 think,believe, suppose, expect, fancy, imagine 等动词后面宾语从句的否定词转移到主句中，即主句的谓语动词用否定式，而从句的谓语动词用肯定式。注意：若谓语动词为 hope, 宾语从句中的否定词不能转移。
2) 将 seem,appear 等后的从句的否定转移到前面。
3) 有时将动名词，介词短语或整个从句的否定转变为对谓语动词的否定。
4) 有时状语或状语从句中否定可以转移到谓语动词前。
高中必修二英语教案篇2
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知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。
1. 开展学生活动，发挥主体作用
新课程强调要充分发挥学生在教学过程中的主体作用。本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生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. 实施情景教学，统合三维目标
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，帮助学生迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。而三维目标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能力的培养、情感态度价值观的渗透交融在一起，实现了三维目标的和谐与统一。
3. 转变学习方式，增强教学效果
新课程要求提倡自主、合作、探究的学习方式，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，综合分析，角色扮演等活动， 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，促进了学生知识的构建与运用，能力的培养和提高，情感体验和态度、价值观的形成，增强了教学效果。
4. 运用问题教学，启发学生思维
本课设计按照诱思探究理论要求，遵循学生的认知规律，引导学生去发现问题、分析问题和解决问题，从而掌握知识，形成能力，培养品质。通过对文章分析的由浅入深，由易到难，循序渐进，引导学生结合历史现状和教材信息，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。有利于培养学生的思维能力，激发学生的创新精神。
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色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。
?教材分析】
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“未来生活”，教材内容为学生提供了想象的空间，旨在培养学生预测未来的能力，通过对现实生活与未来生活的对比，唤醒学生把握现在，珍惜现在，爱护环境，保护自然的意识。
第一篇reading文章主要讲述主人公li qiang在时空旅行前、时空旅行中及时空旅行后的所见所想。第二篇则主要记叙了li qiang在太空站认识的两个非常特别的太空生物，并将两个生物的特征进行了对比。两篇阅读文章都是科幻型阅读，旨在唤起学生的想象力，培养学生对未来生活的预测。语法部分则延续了课文内容，通过作者对未来生活态度的讨论引出过去分词做状语及定语的用法，并以短文填空的形式来巩固文章生词的用法。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，并最终通过口语情景设置锻炼学生综合运用英语的能力与技巧，从而对未来生活进行更细致的预测。
考虑到各部分内容的内在联系，笔者结合教学实际将同一话题不同内容与形式的材料进行了重组，对教材内容、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。
?学情分析】
1. 认知基础：高一学生基本上能用英语清晰地表达个人观点，准确地描绘
生活现象或表达个人情感，能用基本的词汇、句型对未来生活作出描绘与预测。
2. 心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识
发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。
3. 学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。
?教学目标】
(1)知识与能力
学习与未来生活有关的词汇;能对本单元的生词猜测词义并能用英语释义基本单词;学习有关预测和猜测的表达方式以及过去分词作定语、状语的用法;能听懂关于对未来生活、环境的想象、猜测和思考的会话，想象未来生活可能存在的问题;能用英语简单地谈论未来生活，猜测未来的科技发展趋势;能阅读关于未来生活、未来世界以及外太空和外星人的英语文章;能够较好地发挥想象来描写未来生活和外星生物。
(2)过程与方法
通过网络或图书馆等途径查找搜集有关科学家对未来生活预测的资料，培养学生利用学习资源的策略;并且笔者结合教学实际对教材内容、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汇学习中的猜词策略，激发学生想象力，预测未来生活。
(3)情感态度与价值观
通过学习课文，使学生回顾历史，认识现在，展望未来，激发学生的想象力;提高环境保护，资源保护意识。通过讨论使学生了解中国和其他国家目前存在的社会问题以及科技发展方向，预测世界未来生活、环境的发展趋势。
?重点难点】
重点：
1.掌握有关描绘未来生活的词汇以及有关预测和猜测的表达方式。
2.通过对文章的学习，根据目前的现状预测未来的生活，提高环境保护、资源保护意识。
难点：
1.掌握过去分词作定语和状语的用法。
2.运用所学的词汇及句型写出具有一定想象力的短文。
?教学策略与手段】
1.采取多种教学方式，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，接受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，利用图片、表格、多媒体等多种形式，师生互动，分组探究。
3.适时对学生的学习过程进行调控与激发，实现教学预设与动态生成的统一。
?教学准备】
1.教师整理课堂相关文字、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、当今科学技术发展及对未来生活预测的文章，积累一定的知识储备。
3.课前按教室座位情况将学生分成若干小组，每组6人，并选出组长一人，以小组为单位开展合作学习。
?教学过程】
period 1: warming-up & reading
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 work & group 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? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).
2.q2: no matter where you live, i am wondering how do you usually go to school? (by bike, by car, by bus…)
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? (time travel)
well, today we are going to learn a text about time travel.
?设计说明】
由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词;然后总结交通工具的发展历史，预测未来的交通方式，引出跨时空旅行，从而进入阅读文章的处理与学习。(由于考虑到warming-up中的transport与houses, villages,towns, 以及location of settlement的联系不大，可单独提出，因此将transport的发展变化应用于课文的导入中，这样比较科学自然。)
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?
?设计说明】
猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。(由于comprehending中关于未来生活变化好坏的讨论难度不大，考虑到整个设计的连贯性，将其提至快速阅读中，设置成小讨论，将学生说与读的能力更好地结合。)
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?
?设计说明】
通过几个特殊疑问词，提出以下问题，处理文章第一段。因本篇课文是一篇叙事故事，而记叙文时一般都包括事件发生的人物、时间、地点、事件、原因等关键要素，因此让学生通过阅读寻找上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。
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?
?设计说明】
按事件发生的先后顺序及地点转换顺序，处理文章细节，培养学生抓住文章线索来处理课文的能力。然后根据地点转移，自然地将“太空仓内”转向“太空仓外”，按照作者在太空仓外所处的三个不同地点hovering carriage, a large market, a large building来处理文章第三段。
3.after the journey
(arriving home, he showed me into a large bright, clean room.
description of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…
q1: how did the author feel after visiting the special house?
exhausted, i slid into bed and fell fast asleep.
?设计说明】
通过精读课文，了解文章细致内容，按照“时空旅行前，时空旅行中及时空旅行后”的时间线索来处理文章细节。“时空旅行中”又可按照“在太空仓内与在太空仓外”分析文章信息。在此过程中锻炼学生精读的阅读技巧，处理文章生词，并适当地引入几个过去分词做状语及定语的句子，为语法部分的讲解作个铺垫。
step 4 consolidation
1.put the statements into correct order. ( c --- a --- d --- b )
a. we are transported into the future by a comfortable time capsule.
b. i arrived at wang ping’s home and everything in his house made me surprised.
c. i won a travel to the year ad 3005.
d. i have my first try to master a hovering carriage.
2.discussion: compare the houses, towns, location of settlement of different period of time and predict about the changes in the future
ad 1005: china ---- ad 2007: modern world ---- ad______ : your idea
3.a telephone interview with li qiang
ask the students to discuss in group of six and raise as many questions to li qiang as possible. some questions about the problems in future life are recommended.
?设计说明】
首先通过对文章故事情节的正常排序回顾文章梗概;其次通过warming-up中过去、现在的房子、城镇及居住环境的比较来预测未来方的发展与变化;最后设置情景，进行角色扮演，模拟电话采访li qiang回顾整篇课文，引出本节课的作业与任务。全面地锻炼学生的总结概括能力以及团体协作的讨论能力。
step5 assignment
1.show some pictures of various kinds of pollution to the students to arouse their awareness of environmental protection and then ask the students what have caused those environmental problems in groups.
q1: what problems are we facing now?
q2: what have caused those problems?
2.show some advanced and imaginative inventions to the students, and try to arouse their imagination to design specific objects for a better future life
3.assignment: object-designing
design an object which can help you change the world for a better future
?设计说明】
通过角色扮演以及情景设置中引出未来生活中将会存在的问题，以此导出现在生活中存在的问题，由此自然地引出阅读课的任务----发明设计，以此激发学生的发明创造能力，唤醒学生保护自然、爱护环境的意识，学习中渗透道德教育，一举两得。
period 2: learning about language
teaching aims:
1. learn past participle used as adverbial.
2. master some important words: swiftly, unsettle, constant, remind, previous, bent, press, link.
teaching methods:
1. teach grammar in real situations.
2. learn grammar through practice.
step 1 revision and preparation
1.ask the students to talk about the writer’s attitude towards the future life, was he optimistic or pessimistic about the future? how do you know? can you find some sentences to support your opinion?
2.ask the students to find out some sentences which can support the opinion that the author is pessimistic about the future life.
1 .confused by the new surroundings, i was hit by the lack of fresh air.
2. worried about the journey, i was unsettled for the first few days.
3. exhausted, i slid into bed and fell fast asleep.
and then ask the students to finish the exercises in their textbook.
ex.1. combine these two sentences using the past participate as the adverbial.
1. i was frightened by the loud noise. i went to see what was happening.
frightened by the loud noise, i went to see what was happening.
2. he was hit by the lack of fresh air. he got a bad headache.
hit by the lack of fresh air, he got a bad headache.
3.i felt very tired after the long journey. i still enjoyed meeting the aliens on the space station.
tired after the long journey, i still enjoyed meeting the aliens on the space station.
4. the museum was built in 1910. the museum is almost 100 years old.
built in 1910, the museum is almost 100 years old.
5. the little girl was frightened by the noise outside. the little girl dared not sleep in her bedroom.
frightened by the noise outside, the little girl dared not sleep in her bedroom.
6. the student was given some advice by the famous scientist. the student was not worried about his scientific experiment any more.
given some advice by the famous scientist, the student was not worried about his scientific experiment any more.
3.ask the students to find out some sentences which can support the opinion that the author is optimistic about the future life.
1. his parents company named “future tours” transported me safely into the future.
2. a table and chairs rose from under the floor as if by magic.
3. tomorrow you will be ready for some visits organized by the company.
and then ask the students to finish the exercises in their textbook.
ex.2. combine these two sentences using the past participate as the attribute.
1. soon we lost sight of that famous astronomer. he is called li qiang.
soon we lost sight of that famous astronomer called li qiang.
2. i am going to buy a painting. it is copied from vincent van gogh.
i am going to buy a painting copied from vincent van gogh.
3. the castle is under repair. it was built in 1432
the castle built in 1432 is under repair.
4. i like that old private house. it is built of wood and mud.
i like that old private house built of wood and mud.
5. the vehicle is mentioned in the book. the vehicle is unknown to me.
the vehicle mentioned in the book is unknown to me.
6. the room is completely empty. the room is connected to the rest of the house by a long passage.
the room connected to the rest of the house by a long passage is completely empty.
7. the queen was sitting in a royal carriage. the carriage was drawn b four horses.
the queen was sitting in a royal carriage drawn by four horses.
?设计说明】
通过设置讨论作者对未来生活持乐观还是悲观态度来复习并提升reading内容，巩固学生对reading全文线索的了解与掌握，并通过讨论找出含有过去分词用法的句子来支持各自的观点。(由于reading中comprehending部分中关于作者对未来生活所持有的态度的讨论跟语法部分联系紧密，故将其从reading中剪切，转至语法中作为回顾阅读课，导入新课)完成语法练习后，学生对过去分词作状语和定语的用法有了一定的了解，然后教师将过去分词作状语和作定语的用法系统归纳如下：
过去分词作状语可以表示时间、条件、原因、让步、方式或伴随，有时在其前还可以带上连词，以示明确。
1. 作时间状语。 once discovered, the enemies were completely wiped out.
2. 作原因状语 moved by his words, i accepted his present.
3. 作条件状语 united we stand, divided we fail.
4. 作让步状语 although tired, they continued to work.
5. 作方式或伴随状语 the teacher stood there, surrounded by many students.
注意：
1) 作状语的过去分词通常与句子的主语存在着被动关系，她所表示的动作通常和谓语动词属于同一时间范畴，也可表示先于谓语动词发生的动作。有时为了强调先发生的动作，也可用having been done.
e.g. having been told many times, he can’t still remember it.
2). 过去分词的逻辑主语要跟主句的主语一致,否则不能用过去分词作状语,应用状语从句。
(误)checked carefully, some spelling mistakes can be avoided.
(正)if the composition is checked carefully, some spelling mistakes can be avoided.
过去分词作定语或状语时，该分词及修饰成分相当一句定语或状语从句，变为定语从句或状语从句中，该从句应该具备两个特征：1)从句的主语和主句中的先行词一致;2)谓语动词为被动语态形式。
step2 consolidation
非谓语动词练习
b 1. ___ and happy, tony stood up and accepted the prize. (2006全国)
a. surprising b. surprised c. being surprised d. to be surprising
a 2.no matter how frequently _______, the works of beethoven still attract people all over the world. (2006广东)
a. performed b. performing c. to be performed d. being performed
c 3._________ and i’ll get the work finished. (2007 重庆)
a. have one more hour b. one more hour
c. give one more hour d. if i have one more hour
b. 4. the repairs cost a lot, but its money well _____. (2006 湖北)
a. to spend b. spent c. being spent d. spending
c. 5. _____ with a difficult situation, arnold decided to ask his boss for advice.(2006江苏)
a. to face b. having faced c. faced d. facing
b 6.when her father, the girl burst into crying. (2005湖北)
a. asking of b. asked about c. being asked d. asked
d 7. the man kept silent in the room unless . (2006浙江)
a. spoken b. speaking c. to speak d. spoken to
d 8. ________, the old man is living a happy life. (2006天津)
a. taking good care b. taken good care
c. having taken good care d. taken good care of
d 9.the olympic games, in 776b.c., did not include women players until 1912. (nmet2004)
a. first playing b. to be first played
c. to be first playing d. first played
b 10. from his clothes, he is not so poor. (2006上海)
a. judged b. judging c. to judge d. having judged
a 11.european football is played in 80 countries, it the most popular sport in the world. (nmet2003)
a. making b. makes c. made d. to make
b 12.the secretary worked late into the night, a long speech for the president. (met2004)
a. to prepare b. preparing c. prepared d. was preparing
c 13. a reply, he decided to write again. (2005北京)
a. not receiving b. receiving not
c. not having received d. having not received
b 14.the houses are for the old people and the construction work will start soon. (2006江苏)
a. built b. to be built c. to build d. being built
c 15.if ill, i’ll stay home a good rest. (2006辽宁)
a. to fall, taking b. fall; to taking
c. falling; taking d. falling; take
step 3 discussion: life at present v.s. life in the future
1. ask the students to carry out a discussion to compare the present life and life in the future.
do you want to work for space? what worker should be needed for the space?
2. ask the students whether they would like to work for space if possible, and then ask them to complete this advertisement choosing these words in their proper forms.
(constant remind unsettle previous bend press swiftly link)
many people need to be________of the job opportunities on space stations, which _________ need space cooks, cleaners, teachers, and computer engineers. you can be _____ trained with one-year space course and then be ready to enjoy the benefits of working in space. people are _______ at first but soon feel better as families are encouraged to come. for health reasons, only one stay of three years is allowed. so any ______ experience working in space for this length of time means you cannot apply. many people ______ to stay longer but the _____ between illness and length of stay on a space station is too strong. it is sad but the rules cannot be ___ for anyone. 【设计说明】
通过小组讨论让学生展开想象的翅膀，憧憬未来生活的美好，随后通过跟目前生活的比较，教育学生要珍惜现在，展望未来。然后让学生根据自己的实际情况，讨论是否愿意为空间站工作。
step4 assignment
ask the students to write an application letter for working in space.
?设计说明】
让学生设计自己的空间站求职信，一方面锻炼学生的写作能力，一方面又与实际生活相联系，一举两得。
period 3: using language
teaching aims:
1. learn some new words and expressions.
2. encourage students to master the features of the two alien creatures, and try to compare the similarities and difference between them.
3. train the students’ reading skills and predict the future humans.
teaching methods:
1. prediction
2. pair work & group work
3. comparison
step 1 lead-in
1.the teacher shows a video clip from star war to the students.
2.the teacher shows some pictures of those mentioned creatures from the video clip and ask some questions.
q1: where do those creatures live? galaxy, planet
q2: how are they different from us humans?
q3: what do they eat and drink?
q4: which language do they speak?
?设计说明】
该部分阅读是上一课阅读材料的延续，主要谈及li qiang在太空中遇见的两类令人惊讶的生物。因内容与《星球大战》中形态怪异的太空生物有所类似，故笔者采取_《星球大战》片段导入，通过对太空生物的生理形态及生活的预测讨论引出课文内容。
step2 prediction and understanding of the title
the teacher asks the students to talk about their own understanding of the title, and try to predict what kinds of amazing creatures will li qiang come across in ad 3005.
?设计说明】
引出课文内容后，首先让学生就题目发表讨论，预测作者在跨时空旅行中将会遭遇哪些形态各异的生物。
step3 reading for details
1.ask the students to describe the space station.
q1: what does the space station look like?
q2: how about the inside of the space station?
q3: what can you see inside the station?
2.ask the students to read through the following two passages and finish the following questions:
q1: what two alien creatures are mentioned in the text?
q2: what are the features of these two amazing creatures?
3.compare the similarities and differences between these two alien creatures in various aspects.
name of creature mu-mu dimpods
size tall & thin small
appearance face/head/leg like a cat
colour black & white blue or purple
personality friendly interesting + lovely
number of arms six many
number of legs one leg / shell many
how it moves slowly skip around fast
voice whisper shout
food carrot + cocoa lemonade + herbs
?设计说明】
由于文章结构清晰，内容简单，主要介绍了li qiang在太空中遇见的两类生物以及它们之间的比较。故笔者直接处理课文细节，让学生通过阅读找出文中对两类生物的描述，比较它们的特征。
step4 discussion
the teacher asks the students to predict about the future humans by referring to the following questions.
q1: when do the future humans live?
q2: where do they live?
q3: what do they eat?
q4: do their body parts have any other special functions?
q5: what are the features of the future humans?
q6: how do future humans work and live?
?设计说明】
文章原先安排的任务是猜测并绘出外星人的模样，并用文字描述将外星人的外形特征;由于考虑到这个任务的难度，笔者将任务改为对未来人类的预测，并提供问题提示，降低难度，将话题从漫无边际的想象转至日常生活，程度地调动学生想象的积极性。
step5 assignment
draw a picture of the future humans, then write a description based on your drawing. 【设计说明】
让学生参考文章结构与内容，用文字表述未来人类在生理、心理、生活、工作等方面的特点与变化，并将自己的设计做成powerpoint文件，在第四课时中上台展示。
period 4. listening and speaking
teaching aims:
1. train the students’ listening ability.
2. encourage the students to make up a dialogue about what life will be like in their hometowns in 1000 years’ time.
teaching methods:
1. listen to catch the main ideas
2. individual work and group work
3. cooperative study
step1 display the design of the future humans
the teacher chooses several students to come to the front and display their design of future humans to the class. appropriate evaluation is required.
?设计说明】
抽取几位学生上台通过powerpoint文件展示并讲解自己在上节课对未来人类的设计与幻想，教师进行适当的点评，检验学生的设计成果，并进行总结：想象力是人类与生俱来的本能，也是人类进步的动力，人如果没有想象力，世界必然一片空白，人生将会无限的单调乏味，因为有想象才有事实，有想象才能成功。为了拓展我们的生活领域，提高我们的生活品质，使未来的生活美梦成真，让我们利用我们聪明的头脑和灵巧的双手去想象、去创造、去发明吧!
step2 lead-in
the teacher displays a picture of the solar system to the students, and asks the following questions:
q1: which planet would be the best residence for humans?
q2: what will life on mars be like?
?设计说明】
因听力材料描绘了想象中一个在火星上充满奇迹的wonderworld，在那个世界很多高新科技被应用于日常生活与工作中，故笔者从一张有关太阳系的图片导入，引出听力材料中的planet, oxygen, gravity, space creatures等生词，然后向学生提出问题，太阳系中哪个星球比较适合人类生存，让学生对火星生活作出预测，从而引出听力材料。
step3 listening for main ideas
□living on another planet □new discoveries in space □space creatures
□why a space station spins □how to get water on mars □comets
□houses in a town on mars □martian creatures □atmosphere and gravity
keys: living on another planet, atmosphere and gravity, how to get water on mars, houses in a town on mars
?设计说明】
要求学生在听录音的同时提取听力材料的主要内容，并在书中的练习一上打勾。培养学生听取重要信息的能力。
step4 listening for details
1. how can “wonderworld” make sure there is enough oxygen?
2. how can “wonderworld” make sure there is enough water?
3. what is the advantage of living in “wonderworld”?
4. do you think people will be healthy living in “wonderworld”? why?
keys: 1. “wonderworld” will provide a covered area for people to live in with a special air supply.
2.collect water from under the planet’s surface – cleaned and recycled – bacteria are
used to clean the dirty water.
3.people may become rich and famous.
4.people will be healthy since they have a satisfactory climate, enough water and sufficient accommodation to live comfortably.
?设计说明】
要求学生再听一遍录音，完成文中的细节问题。培养学生听取细节内容的能力。
step5 prediction & speaking
ask the students to work in pairs and list some questions about what life will be like in their hometown in 1000 years’ time by referring to the following sentence patterns:
suppose that… do you imagine that…?
i wonder if … is it possible that…?
is it likely/ unlikely that…? do you suppose that…?
?设计说明】
要求学生根据本单元的学习，运用掌握的词汇与句型，预测1000年后家乡发生的变化，学生运用课本中提供的句型编造对话，先两两讨论，然后跟其他小组成员讨论编对话，培养口语及集体协作能力。新课标第一网
step6 assignment
practise asking your classmates what will their hometowns be like in 1000 years’ time.
?设计说明】
要求学生在课后跟自己的同学用英语交谈，讨论预测1000年以后家乡发生的变化，将英语学习融入日常生活，激发学生讲英语的_，在实践中锻炼学生的英语能力。
高中必修二英语教案篇3
Ⅰ. 常考单词必背
1.scenery n. 景色;风景
sometimes they just drive slowly down the lane enjoying the scenery.
有时他们只是沿着小路慢慢地开车，欣赏两旁的风景。
2. surround vt. &vi. 包围;围绕
jill was sitting on the floor surrounded by boxes.
吉尔坐在地板上，周围摆满了箱子。
[快速闪记]
(1)be surrounded by/with... 周围环绕着……;被……包围
surround oneself with 和……在一起;与……为伍
(2)surrounding adj. (作定语)周围的;附近的
surroundings n. 周围的事物(或情况);环境
3. measure vi. &vt. 测量;衡量;判定 n. 计量制;计量单位;措施
the government has taken measures to help the unemployed to find jobs again.
政府已经采取措施来帮助失业者重新就业。
[快速闪记]
take measures to do sth 采取措施做某事
take one's measure 量某人的尺寸
to one's measure 按照某人的尺寸
4.aboard prep.&adv. 在船、飞机、火车或公共汽车上
all the passengers have gone aboard the plane.
所有的乘客都已登机了。
the man with broad shoulders boarded the plane to travel abroad and he only took daily necessaries aboard.
这位肩膀宽阔的人登机去国外旅游，他只携带日常用品上飞机。
[快速闪记]
go aboard 上船/飞机/火车
5.within prep. 在……之内
do what's within your power!
尽力而为!
[快速闪记]
within one's reach 触手可及
within one's power 力所能及
within the limit of 在……范围内
6. mix vt.&vi. 混合;调配
i always mix him up with his brother.they look so much alike.
我总是把他和他的弟弟弄混了。他们长得太像了。
[快速闪记]
(1)mix...with... 把……与……混合起来
mix up 弄乱;弄错;使……充分混合
be/get mixed up with... 与……交往;与……厮混
(2)mixed adj. 混合的
mixture n. 混合(物);混合状态
7. confirm vt. 证实;证明;批准
it has been confirmed that the singer will give a performance next week.
已经确定这位歌唱家下周演出。
[快速闪记]
confirm sb in sth 使某人确信某事
confirm sth/that... 证实;进一步确定……
it has been confirmed that... 已经确定……
8.terrify vt. 使恐怖;恐吓
the dog rushing out from the house terrified me.
从屋里窜出的那条狗把我吓了一跳。
[快速闪记]
(1)terrify sb into doing sth 威胁某人干某事
be terrified of 害怕
(2)terrifying adj. 可怕的;令人恐怖的
terrified adj. 恐惧的;受惊吓的
9.pleased adj. 欣喜的;高兴的;愉快的
we are very pleased with her decision.
我们对她的决定很满意。
[快速闪记]
修饰人，说明被修饰者的心理感受时，常用下列词的-ed形式：excite，move，tire，bore，frighten，surprise，astonish，shock，annoy，worry，please，satisfy，disappoint，puzzle，interest等。
10. impress vt. 使印象深刻;使铭记
we were deeply impressed with the beauty of the west lake.
西湖的美给我们留下了深刻的印象。
[快速闪记]
(1)impress sb with sth = impress sth on sb 给某人留下……印象
be impressed by/at/with sth 对……印象深刻
be impressed on sb/one's mind/memory 使某人印象深刻
(2)impression n. 印象
impressive adj. 给人深刻印象的;感人的
Ⅱ. 高频短语必会
1. settle down 定居;平静下来;专心于
i must settle down this morning and finish the term paper.
我今天上午必须安下心来完成学期论文。
[快速闪记]
settle down to (doing) sth 开始认真对待某事物;定下心来做某事
2. manage to do 设法做
he managed to get a few tickets for the olympic games.
他设法弄到了几张奥运会的门票。
3. catch sight of 看见;瞥见
catching sight of his headteacher，the boy ran away.
看到班主任后，那个男孩跑开了。
[快速闪记]
lose sight of 看不见，消失
out of sight 看不见
within/in sight 在视野内，看得见
4. have a gift for 对……有天赋
he has a gift for painting.
他有绘画方面的天分。
[快速闪记]
be gifted in/at 在……方面有天赋
have a talent/genius for 有……禀赋;有……方面的才能
5. in the distance 在远处
we heard gunfire in the distance.
我们听见了远处的炮声。
[快速闪记]
from/at a distance 隔一段距离;从远处
at a distance of... 在……远处
keep sb at a distance 避免与某人太亲近
6.as far as 远到……;就……而??
after dinner we often walk as far as the bank of the river.
晚饭后我们常常散步远到那条河边。
[快速闪记]
as far as i know 据我所知
as far as i can remember/see/tell... 据我所能记得的/看到的/判断……
as far as i am concerned 就我而??
高中必修二英语教案篇4
教学准备
教学目标
objectives:
1. instructional objectives
by the end of the class, most students are able to:
1) use the words and the phrases they learned to complete the tasks based on the text.
2) pronounce correctly the new words (especially “carnival” )by themselves and with the help of the teacher.
3) more than half of the students can speak fluently and accurately about their views towards carnival in pairs with the teacher’s scaffolding.
2. educational objectives
by the end of the class, students are able to:
improve their cultural awareness from carnival and learn more about its influence on the western culture after class
3. personal objectives：
1) be confident of standing on the stage and speak clearly and spontaneously.
2) encourage students to speak in the class with different kind of techniques.
教学重难点
focal points:
by the end of the class, students are able to:
1) improve the main reading skills through completing reading tasks in pair work and group work.
2) use the table to finish their essay about their favorite film.
difficult points:
by the end of the class, students are able to:
1) speak fluently and accurately about their favorite films in pairs with the teacher’s scaffolding.
2) write a film review according to the table and the text.
教学过程
procedures and time allotment
stage 1 getting students ready for learning
t: class begins!
ss:…
t: good afternoon, class!
ss:…
t: today, let’s come to culture corner. module 4. do you know chinese festivals?
ss:…
t: first, work in groups, discuss and make a list of chinese festivals in english. (1min).
ss:…
t: ok, time is up. you know chinese festivals?
ss:…
t: very good. for example1.
new year’s day 元旦节 (1月1日)
2. spring festival 春节 (农历正月初一)
3. lantern festival 元宵节 (农历正月15)
4. the qingming festival 清明节 (4月5日)
5. dragon boat festival 端午节 (农历5月初五
6. double-ninth day 重阳节 (农历9月初九)
7.national day 国庆节 (10月1日)
t: and festivals brought us much traditional knowledge. so, festival is beautiful. do you know foreign festivals?
ss:...
t: in the textbook, there are some festivals with pictures. do you know the right descriptions about them?
ss:...
t: this festival is at the end of october, when “ghosts” come out.
ss:...
t: this is when americans remember the hard times when they first arrived in the country.
ss:..
t: this is a festival of color, which marks the beginning of spring in india.
ss:...
t: this is a christian festival which comes in the middle of winter
ss:...
t: let’s watch a video. can you guess what festival it is? .
t: they are dressed up in special clothes, and they are wear masks.
ss:...
t: now, first question is how do people feel on this festival? second is what festival is it?
ss:...
t: yes, very good. now, let’s watch a video about carnival.
ss:...
t: what do you remember about carnival?
ss:...
t: where did it first?
ss:...
stage 2 pre-reading
step 1. listen to the tape.
t: let's listen to the following passage to learn more about carnival. try to find out what places are mentioned in terms of carnival celebrations.
ss:..
t:...
step 2. scan the passage and try to answer the questions.
t: what is the meaning of carnival?
ss:...
t: originally it meant “with no meat”but now it symbolizes “life”.
step 3. read the passage and match column a with column b.
t: ok, now i will give you 1 minute to read it again and then i will ask you some
stage 3 while-reading
step 1 read the passage. choose the best answers to the two sentences.
t: are you finish? let’s look at the questions.
first question is today carnival has become a celebration of ____. which one you choose?
a. freedom b. harvest c. life itself d. success
ss:...
t: yes, very good. next question is we need to _____ to understand what carnival is all about.
a. look at the history of america b. go to america
c. look at the meeting of two cultures---european and african d. both a and c
ss:...
t:....
step 2 check whether the statements are true or false.
t: …
t: now, let’s check.with the opening of huge farms and plantations, many africans went to look for jobs in america., what’s your idea?
ss:…
t: do you agree?
ss:…
t: excellent, in paragraph 2, this marked the beginning of the slave trade. so the question 1 is false.
t: next question 2, the europeans imported their festivals and later the slaves learned from them and added their traditions.
ss:...
t: very good. this answer in paragraph 3.
ss:...
t: question 3，the slave trade was abolished and the salves took over the carnival.
ss:...
t: the last, with the passing of time, carnival became a festival of the black people only.
ss:…
t:exactly! superb!
step 3 skimming for specific information
task: answer the questions according to the passage.
t: read the text carefully and answer the questions.
next, we will read the text again to explore how the text organized. 3minutes, let’s go!
t: now, let’s check your answers. what is carnival today?
ss:carnival today is an international, multicultural experience.
t:the second question is where were the slaves taken from ?
ss:in africa
t:....
t: excellent!
stage5 post-reading
discussion: useful questions to make up dialogues
t: there have seven questions, useful questions to make up dialogues.
have you dressed up in special clothes?
2 what did you wear? 3 how did you feel?
4 did you eat special food?
5 did you give or receive gifts?
6 did you have a holiday from school?
7 did you enjoy yourself with your family or friends?
t: i will divide the class into 3 students in a group. 3 minutes, 1, 2, begin!
ss:...
t:time is up. which one do you choose?
ss:....
t: yes, so the theme of frankenstein is about science and humanity.
t: ok, next group, do you have other answer?
ss:...
课后习题
homework
do exercises on page 37-38.
高中必修二英语教案篇5
period 1&2 warming up and reading
teaching aims:
1.enable the students to talk about the qualities needed to be a good reporter and how to conduct a good interview
2. enable the students to learn some reading strategies
3. enable the students to learn the necessary qualities in their future job
important points and difficult points
learn about how to be a good reporter
teaching methods
strategic reading method; task-based method
teaching procedures:
i. elaboration (warming up): help the students to relate their known knowledge to the topic that will be learned
task 1 :( group discussion) talk about jobs in china daily?
types of jobs what it involves
reporter
task2: predict what is going to be learned by looking at the title of the text. which type of job will be talked about in the text?
ii. prediction (pre-reading):
task 3: predict the main idea of the text by discussing the following questions:
1. what are the qualities a good news reporter needs to have?
(have group discussion first and then finish part 1 individually)
2. what your first day at school was like? how would you feel on your first day at work? (group discussion)
iii. skimming, scanning, analyzing (reading & comprehending)
task 4: read the text quickly to get a general idea of the text.
task 5: divide the passage into three sections and match the following main ideas to the three sections：
how to get an accurate story
how to protect a story from accusations
how to become a reporter
the skills needed
the importance of listening
stages in researching a story
how to check facts
how to deal with accusations of printing lies
work in a team
task 6 read quickly to find out the information to fill in the form below
task 7: tell what is required for a reporter and a photographer
patient; imaginative ; well-organized; technically good; polite; concise; thorough; creative; curious; careful; gifted; professional
a reporter a photographer
iv. summarizing
task 8: write a summary of the text
v. assignment
read an english newspaper and retell the main idea of one article in it.
period 3&4 words & expressions
teaching aims:
get the students to know how to use some words and expressions correctly and appropriately
important points and difficult points
use some words and expressions correctly and appropriately
teaching methods
demonstrating and summarizing; practicing
teaching procedures:
1. occupation n.
1). teaching is my occupation. 职业
2). swimming is my occupation. 使…忙碌的事情;消遣
occupy v.
occupied=busy
occupy oneself in/with sth.
employment; occupation; job; profession; vocation; work; trade
he is looking around for .
: artist
he is out of .
she chose teaching as her .
she’s a lawyer by .
he’s a carpenter by .
2. assign v.
assignment n.
she gladly accepted the assignment. (分派的任务;工作)
the english assignment is a book report. (课外作业，功课)
3. on one’s own
of one’s own
for one’s own
we should complete the test _________
4. experienced adj.
be experienced in/at sth/doing sth.
who is experienced in cooking in your home?
5. the first/last time + 时间状语从句
the first time i came here, i was not used to the climate here.
cover n. 封面,掩盖(物) ;
v.
1). tom will covered the outbreak of the disease.
2). the road was covered with snow.
3). she laughed to cover her worry.
4). the red army covered about 30 miles a day.
5). is the money enough to cover the cost of a new shirt?
7. be eager for sth. (sucess)
to do sth.
that clause
he is eager to see his daughter.
we are eager that the project should be started early
be anxious about =be worried about
8. concentrate on sth./doing sth.
we should concentrate on our study.
tom is concentrating on fishing.
9. of +抽象名词(importance; value; use; help; benefit)
of special interest=
of no use=
the meeting is of great importance.
=
each minute is _____ for us.
of greatly valuable
great valuable
of great value
for much value
10. acquire; get; gain
1). i sat in the front of the bus to ___ _ a good view of the countryside.
2). gradually we _______ experience in how to do the work.
3). they _____the victory after a bloody battle.
11. have a nose for 嗅觉灵敏
she has an ear for music. 有鉴赏能力
she has an eye for color and style in clothes. 有眼光
12. meanwhile=in the meanwhile
=in the meantime
=at the same time
mother went shopping; meanwhile, i cleaned the house
13. trade n. v.
1). japan does lots of trade with the united states.
2). he is a shoemaker by trade.
3). she trades 3 apples for some bananas.
14. trick
1). 窍门，手法
2). play a trick(joke)on sb.
=make fun of sb. (玩笑,恶作剧)
3). he got into the building by a trick (诡计,花招)
15. challenge
1).he challenge my view on that matter.
2).to finish the job in 2 days was a real challenge.
16. support
n. 1).i need your support.
v. 1)为…提供证据,证实
2) the old man entered the room supported by his grandson.
3). he has always supported the weaker party.
4). he has a large family to support.
17. case
1).he thought he had solved the problem , but that was not the case.
2).here is a case of being careless.
3).we will look into that case.
in case of sth. 如果,万一…
in that/this case 在那样/这样情况下
in no case 决不
in case + 从句 以防;可能;倘若
take an umbrella in case it rains.
(in case 从句常用一般现在时表将来, 或should+do)
17. accuse sb. of sth.
=charge sb. with sth.
tom ____ his boss of having broken his word.
blamed
accused
charged
scolded
18. so as to do sth. 只能在句末
= in order to do sth.
=so that + 从句
= in order that + 从句
i got up at five so as to catch the train
=
19. admit
admit doing /having done
admit sb. into/to (the university)
lily finally admitted___ my umbrella by mistake.
to take
to have taken
having taken
have taken
20. n. adj.
profession professional 具有….特点
finish ex 3 on page 29
assignment
finish ex1 and ex 2 on page 28 and ex 3 on page 29 (discovering useful words and expressions)
finish ex 2 , ex3 on page 63 and ex4 on page 64 (using words and expressions) in workbook.
period 5 grammar
teaching aims:
get the students to use “inversion” correctly and appropriately
important points and difficult points
use “inversion” correctly and appropriately
teaching methods
task-based method; demonstrating; discussion; summarizing; practicing
teaching procedures:
i. presentation
task 1: comprehend the following sentences
only then did i begin my work on designing a new bridge.
=i began my work on designing a new bridge only then.
2. not only was there a christmas tree, but also exciting presents under it.
=there was not only a christmas tree, but also exciting presents under it.
inversion: 起强调作用
ii. analyzing & summarizing
task 2: find 4 examples of inversion in the reading passage
1. never will zhou yang forget his first assignment at the office of china daily.
2. only when you have seen what he or she does, can you cover a story by yourself.
3. not only am i interested in photography, but i took a course at university.
4. only if you ask many different questions will you acquire all the information you need to know
task 3: analyze the sentences above and summarize the rules
1. why can these sentences use inversion ?
2. how are these inverted sentences made?
※ 否定副词no;not;hardly, little, seldom, never, no sooner…than, no more, not only, only 等开头的句子要部分倒装。
※ 部分倒装:只把谓语的一部分(如助动词\情态动词)等放到主语前，或把句子的强调部分提前。
task 4: analyze more sentences below and summarize the rules
1) only after he had spoken out the word did he realize he had made a big mistake.
※ 如含有从句,只要求主句倒装
2) ______,there was no hope of her being able to sleep.
as she was exhausted
if she was exhausted
exhausted as she was
now that she was exhausted
※ 当as(尽管)引导让步状语时,要部分倒装
3) . i often go out for a walk after supper. so does she.
4). if you don’t wait for him, nor shall i.
※ 当so, neither, nor表示另一者也具有前面所述的情况时,要部分倒装.
iii. practice
task 5：do exercise 3 on page 30 (“discovering structures”)
iv. analyzing & summarizing
task 6: analyze sentences below and summarize the rules
1). there appeared a man in black in the distance.
2). under the tree sits a beautiful girl.
inversion(倒装) → 部分倒装
↘ 完全倒装
※ 以地点副词here, there, down, under和时间副词now, then开头，后面的动词是be, come, exist, fall, follow, go, lie, remain, seem, stand等，而且主语是名词时，构成完全倒装句.
※ 完全倒装:把整个谓语动词放到主语之前
3)the teacher came in and the class began.
=in came the teacher and the class began
4).____ from the tenth floor when the policeman pointed his gun at him.
a. jumped down the thief
b. down the thief jumped
c. the thief jumps down
d. down jumped the thief
5). here we are.
※ 在here, there引出的倒装句中，当主语是普通名词是用完全倒装句,当主语是代词时,则用陈述句语序(主+谓)
v. assignment：
do exercise 1 on page 64 (“using structures” in workbook)
period 6 extensive reading
teaching aims:
1. enable the students to know writing and printing process for an article and what is the primary source and the second source
2. enable the students to consolidate some reading strategies
3. enable the students to learn the necessary qualities in their future job
important points and difficult points
enable the students to know writing and printing process for an article and what is the primary source and the second source
teaching methods
strategic reading method; task-based method
teaching procedures:
i. elaboration (warming up): help the students to relate their known knowledge to the topic that will be learned
task1.review the types of jobs in a newspaper
task2. talk about the process of making a newspaper? (group discussion)
give the following hints when needed: interview; do some research; write a story; check the article written by a reporter; print the first edition; set the page; check again
ii. skimming and summarizing
task 3: read and fill in the form
task 4: learn some words and expressions
1. accurate 准确，精确
1) is this watch accurate?
2) his information was accurate
2. set to sth./doing sth. 开始做某事
=get down to sth./doing sth
1). as soon as i got home, i set to preparing supper.
2). they’ll set to the project, as soon as it is approved.
※ look forward to…, devote… to…, be/get used to…, lead to…, prefer…to…, pay attention to…, object to…
3. approve vi. (approval n.)
approve of sth./doing sth.
=agree to/on/with
1).your parents won’t approve of your going there. = agree on
2).i cannot agree to this plan. =approval of
4. process v. 加工,处理
1) the street is in the process of repair
2). they are using a new process to make glass.
process food adj. 加工过的,处理的
task 5: retell the main process of making a newspaper
iii. read the passage on page65 (“reading task) and answer the following questions
iv. assignment
read an english newspaper and retell the main idea of one article in it.
period 7 listening and speaking
teaching aims:
1. learn how to make an appointment
2. improve the students’ listening and speaking skill
important points and difficult points
learn how to make an appointment
teaching methods
task-based method
teaching procedures:
i. elaboration & prediction: get the students to predict what they will listen to and elaborate the topic to their known knowledge.
task 1: go over ex1 on page 31 and guess what they will listen to on the tape.(group discussion)
ii. listening
task 2: listen and circle the correct summary of the listening passage.
this is about a young man who is refused an interview with liu ming.
this is about a young man who is trying to arrange in interview with liu ming.
this is about a young man who wants to ask liu ming about how to work abroad.
task 3: listen to the tape again and answer questions on page 32.
task 4: listen to the tape again and try to note down the dialogue (pair work)
task5: role-play the dialogue and elect the best actors (the most similar to the original dialogue)
iii. speaking and listening
discuss the phrase that may be used in making appointments (input)
shall we make an appointment? how about…?
when are you free? when do you think is convenient for you?
is it possible to…? i shall be busy at… and… but i can be free at…
where is the best place? maybe we can meet at…
task 6: make an appointment according to the situation in ex3 on page 32
task 7: listen to the tape and do ex 1 and ex2 (listening)) on page 62.
iv. assignment
work in pairs. make an appointment according to the situation in ex 1 (talking) on page 62
高中必修二英语教案篇6
第五单元
1 ) confuse
表示“使糊涂，搞乱，混淆”。
confuse a and/with b 把 a 误认为是 b 。
形容词 confused 表示“糊涂的，混杂的”。
2 ) coast
表示“海岸，滑坡”。
the coast in clear 是一习惯用语，表示“没有被发现或者被捉住的危险”。
3 ) settle down
表示“定居，平静下来，专心于，舒适地躺着或者坐着”。
有关 settle 的词组：
settle on sth 决定做某事 settle sth on sb 将……转让给某人 settle for sth 勉强认可某事 settle one ’ s/an account ( with sb )为受到的伤害，侮辱等，复仇。
4 ) have a gift for
表示“对……有天赋”。
形容词 gifted 表示“有天赋的”。 be gifted at/in 表示“对……有天赋”。
gift 也可表示“礼物”。
5 ) border
作及物动词，表示“与……接壤，给……镶边”。
作不及物动词，后接介词 on 或 upon ，表示“邻近，接界，近似，近乎”。
作名词，表示“边界，国界”。指具体的边界线或边界线内的一带地方。
还表示“在……的边缘，正要，将要”。
6 ) official
official “官员，职员，公务员”通常指在政府部门工作的文职官员。
official 作形容词，表示“官方的，正式的，公务的”。
7 ) tour
作动词，表示“旅游，观光，巡回”。
作名词，表示“游历，巡行，参观”。
make/take/go on a tour ( of+ 地点名词)表示“在(某地)进行旅行”。
on tour 在巡回中。
8 ) distance
表示“距离”，也可以指长时间的久远。
in the distance 在远处。
from a distance 从远处。
keep sb at a distance 对某人疏远，冷淡地对待某人。
9 ) flow
作名词，表示“流程，流量，涨潮”。
作动词，表示“流动，畅通无阻，(讲话或写作)流畅”。
flow in/into 不断涌入。
10 ) as far as
表示“远到，直到，就……而言”，也可用 so far as 。
有关 far 的词组：
by far 很，甚，极 far and away 远远，远远超过 far and near 远近，到处 far and wide 广泛，到处普遍 far away 遥远的 far from 远非，决不，完全不 so far as 到……程度，远到，就……而论 go too far 做得太过分
11 ) speed
作动词，表示“迅速前进，快行”。
speed up (使)加快，(使)加速，其过去式和过去分词多用 speeded 。
作名词，表示“速度，速率”时是不可数名词;但当表示具体的某种速度时，是可数名词。
at speed 高速地，迅速地。
at full/top speed 全速，以最快的速度。
12 ) rather
rather … than do … 是……而不是…… 相当于 more … than… or rather 更确切地说
would rather do … than do … 宁愿做……而不愿做…… would rather+ 从句(从句谓语用虚拟语气)宁愿某人…… prefer to do … rather than… 宁愿做……而不愿意做…… would tather have done …宁愿已经做了……
13 ) measure
①量尺寸，面积，与表示数量的词(短语)连用，其主语是表示物的名词。
② take sb ’ s measure 或 take the measure of sb 给某人量尺寸。
③ take measures 采取措施，这时 measure 通常用复数形式。
14 ) manage
区别 manage to do 和 try to do ：
manage to do 表示“设法成功完成(了)较困难的事情“，强调结果，相当于 be able to do sth 或 succeed in doing sth ; try to do 表示”尽力，设法去做某事“，强调目的，结果如何，不得而知。
manage 与 can 或 could 连用，表示“能办好某件难事“，口语中还可以作“吃，渡过”; manage 还可表示“经营，管理”的意思。
高中必修二英语教案篇7
一、单元考点提示
1.单词
willing ,devote,cure,disadvantage,shock,institute,admire,debt,expedition,
merchant, exist,chart,botany,disaster,crew.
2.短语
devote…to 把……用在;把……献给
succeed in (干)……成功
give off 发出(光、热等)
in honour of 为了纪念……;为向……表示敬意
above all 首先;首要
set off 使爆炸;引起;出发
pay off 偿清(欠款等)
at sea 在大海上;在航海
take…by surprise 使……吃惊;出奇兵攻占
in charge of 主管;负责
set out 出发;开始
in search of 寻找
3.句型
(1)i’m (not)sure… i’m not sure whether/if…
(2)i doubt if/whether…
(3)making a map of the east coast was an important job.
(4)the men often fall ill and suffer fever.
(5)they will provide us with eggs and meat.
4.交际英语
(1)i doubt if he’ll be asked to speak again next year.
(2)perhaps i’ll go to that one.
(3)maybe it was useful for some people.
(4)how did you find the talk this morning?
(5)i shall insist on leaving at 7 a.m.sharp.
(6)we’ve decided to do sth./that…
(7)have you decided which boat to take?
(8)i suggest doing sth.
二、考点精析与拓展
1.have something(nothing,much,little)to do with与……有(没有，有很大，有一点)关系。
①i have nothing to do with that young man.
②his job has something to do with telephones.
③this has little to do with what we are talking about.
④do you have anything to do with that club?
2.doubt v.& n.怀疑，不相信
n.
of…对……(抱)怀疑或悲观(态度)
doubt 从句在否定句及疑问句中多跟that
引起的从句，在肯定句中多跟
whether(if)引起的从句。
①i doubt the truth of this report.
②they have never doubted of success.
③i don’t doubt that you are honest.
④can you doubt that he will win?
⑤i doubt if that was what he wanted.
该词作名词时有以下短语
beyond(all)doubt毫无疑问;in doubt怀疑，犹豫，不肯定;no doubt肯定地，想必;without doubt毫无疑问，一定地
①the truth of the story is beyond doubt.
②i was in doubt about what to do.
③no doubt i learned a lot from that lecture.
④without doubt these theories were all wrong.
3.how do (did )you find…?(你觉得/认为……怎么样?)是征求对方对某人、某事的看法或意见的用语。回答时在find 后要跟复合宾语。
how did you find the dishes?
(i found them)tasteless.
how do you find peter gray?
i found him dishonest.
4.admit vt.①接纳，许可……进入(allow sb./sth.to enter)
he was admitted to the school this year.only two hundred boys and girls are admitted to our school every year.
②承认，后可接名词，doing、从句或复合结构。
i admit my fault.she admitted having read the letter.he admitted that his comprehension was weak.you must admit the task to be difficult.
5.be remembered as…作为……而被人们怀念
he will always be remembered as a national hero.
6. ( be)determined to do sth.下定决心做……
determine to do sth.决定(心)做……
①i was determined not to follow their advice.
②i left him,determined never to set foot in that house again.
③she determined to go that very afternoon.
7.certain某(些)，仅作形容词用法。
①he didn’t come for a certain reason.
②a certain person called on me yesterday.
③she will do it on certain conditions.
some 也可以作此意讲，但前面无冠词
①he is living at some place in east africa.
②i’ve read that story before in some book of other.
8.succeed in sth.(doing sth.)(干……)成功，其反义词组;fail in sth.(doing sth.)或fail to do sth.;名词success;形容词successful
9.give off,放出(光、烟、气味等)、散发，
give out,放出，发出(声音，光线，气味等)，(食物、燃料、力量等)用尽、筋疲力尽。
①these red roses give off a sweet smell.
②this device gives out flashes of light in the fog.
③both my strength and money gave out.
10.in honour of sb.(sth.) 为了纪念或表示敬意而举行某活动。
①a memorial meeting was held in his honour.
②it is only a dance in honour of my birthday.
11. devote…to…把……献给，把……用在
devote oneself to…致力于，献身于
be devoted to…专心致志于，献身于，忠于
①mary devotes too much time to eating.
②he has devoted his whole life to benefiting mankind.
③he devoted himself entirely to music.
④he was still devoted to the study of chemistry.
⑤he is very devoted to his wife.
12.believe in 信任
①we believe in marxism.
②you can believe in him.
③we believe in our government.
set off (for)出发，动身(去某地)
set off 引爆
13. set out to do sth.着手……
n.
set about
doing开始(着手)做……
①we’ll set off fox xi’an at six tomorrow.
②polonium is used to set off a nuclear bomb.
③he set out to break the record for the crosschannel swim.④i don’t know how to set about this job.
14.have effect on 对……有影响，相当于affect：
it has had such a bad effect on him.
15.above all 首先，特别是，最重要的是
after all 到底，毕竟
at all (用来加强语气)与not连用，表示“一点也不，完全不”。
in all 总共
all but 几乎，差点没(=almost,nearly)
①we have all but finished the work.
②the day turned out fine after all.
③children need many things ,but above all they need love.
④he wasn’t at all tired.
⑤do you feel ill at all(真的，确实)?
⑥there were twenty in all at the party.
16.order food 叫食物
order n.&vt./vi.订购……
place an order for sth.订购……
order sth.from…向……订购……
order sb.sth. order sth.for sb.为某人订购……
i have ordered you some new clothes.
17.insist on doing sth.坚持做……
suggest doing sth.建议做……
enjoy doing sth.喜欢做……
类似的admit,appreciate,avoid,consider,delay,deny,detest.dis
-like,endure,escape,excuse,face,feellike,finish,forgive,give
up,can’t help,imagine, leave off,mention,mind,miss,postp
-hone,practise,put off, resist,risk,can’t understand,und
-erstand,mean(意味着)
以上这些动词只能接动名词作宾语，不能接动词不定式作宾语。在介词之间，也只能用动名词作宾语。
look forward to,object to ,be used to,in addition to,prefer…to,according to,stick to,etc.
18.live animals活着的动物
(动、植物等)活着的
live adj. (置于名词之前)
(广播、电视等的)实况的
作为叙述形容词则用alive,living
alive,(more alive,most alive)活着的;有活力的，活泼的;(不置于名词之前)常作表语。
a live (living) fish 一条活鱼
不能用an alive fish
a live tv broadcast实况转播的电视节目
catch a lion alive活捉狮子
①although old,he is very much alive.
②my grandmother is more alive than a lot of young people.
③the wounded soldier is still living.
lively adj.精神的，有生气的，活泼的，生动的
a lively boy,
a lively discussion.
her talk was lively and interesting.
19.throw away抛弃
throw in插进(话语)
throw off脱
throw out 抛出，丢弃
throw over把……抛过去(抛回)，抛弃(朋友)
20.provide sb.with sth.供给某人……
provide it 供给……，提供……
provide:
n.eg.the hotel will provie tents.
n.+for sb. sb.+with sth.
eg.they provide food and books for the children.
they provide the children with food and books.
provide for赡养，抚养
he had to provide for a big family
supply vt.提供……供给……
n.supply
sth.to sb. sb.with sth.
they didn’t supply those children with books for studying.
they didn’t supply books to those children for studying.
21.go bad 变坏
类似的：go wrong,go mad,etc.
go 通常表示不好的变化。
alice’s face went red with anger.
my husband’s hair is going gray.
22. at sea 在航海中，在海上
at the sea 在海边
在英语中，有许多结构用与不用定冠词在意思方面有着很大的区别。
go to sea 当水手，当海员
go to the sea 到海边去
keep house 料理家务
keep the house呆在家中不出门
in bed 睡着，躺在床上
in the bed在床上
at play在玩，正在游戏
at the play 在看戏
23.fall ill 生病，得病
①tom is absent,for he has fallen ill.
②john was caught in the storm and he fell ill.
24.keep sb.healthy使……保持健康
keep,n.“使维持(某种状态)”后可接adj.(ving,p.p,adv.)等作宾补。
①i was so tired that i could hardly keep myself awake.
②i’m sorry to have kept you waiting so long.
③keep your mouth shut and your eyes open.
④they kept us out.
⑤once a cold kept him in bed for three days.
25.take an interest in 对……感兴趣
have an interest in 对……感兴趣
lose interest in 对……失去兴趣
①he has a great interest in stamp-collecting.
②i lost my interest in history.
③his father took no interest in him.
26.pay for 付……的货款，为……付代价
pay off 全部还清，偿请(借款)
①did you pay 300 yuan to him for that bicycle?
②i have just paid off my loan from the bank.
③you’ll have to pay for your mistakes.
27.suffer v.受苦,遭受。
①she suffered greatly as a child.
②he suffered the loss of a leg during the war.
③she suffers from stomach-aches.
28.break out(战争、火灾、疾病、瘟疫等的)爆发
①the american civil war broke out in 1861.
②fire broke out in the neighbour last night.
break out in (into)…忽然(做出)……
break out in laughter突然放声大笑
break in (强盗等)强行闯入
break into闯入;打碎(打破)成……
break up 分开，分割
29.take…by surprise对……突然袭击，出乎……意料。
his parents took him quite by surprise when they suddenly appeared at the door.
30.in charge of prep.担任……，管理……，负责
in the charge of a personin a person’s charge由(某人)照料(管理)
take charge of 担任……，接管。
my father is in charge of this company.
31.set sail 扬帆启航
the ship set sail for europe.
32.head south向南行
head vi.向……前进，朝某方面行进。后面接for,forward的介词短语，或表示方向的副词east,eastward等。
①where are we heading?
②those ships are heading for hongkong.
高中英语必修三教案
