搜档网
当前位置:搜档网 › 新人教版必修一 Unit 2 English around the world全单元[教案]

新人教版必修一 Unit 2 English around the world全单元[教案]

新人教版必修一 Unit 2 English around the world全单元[教案]
新人教版必修一 Unit 2 English around the world全单元[教案]

Teaching plan

Teaching aims:

1. Get the students to learn different reading skills.

2. Get the students to learn about the English language.

Teaching important points:

1. Develop the students reading ability and let them learn to use some reading strategies such as skimming, scanning, and so on.

2.Enable the students to learn about English language and know different kinds of English so as to communicate with people from different countries.

Teaching difficult points:

Develop the students’ readi ng ability.

Teaching methods :

Task-based teaching and learning

Unit 2English around the world

知识目标:

本单元需要学习的重点单词为:include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj. )rule(v. ) vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard Midwestern southern Spanish eastern southeastern northwestern recognize accent lightning direction ma’am subway block

本单元需要学习的重点词组为:play a role in because of come up such as play a part(in) 本单元需要学习的重点句型为:

1. World English comes from those countries, where English plays an important role as a first or second language, either because of foreign rule or because of its special role as an international language. (the Attributive Clause; either. . . or. . . )

2. Native English speakers can understand each other even if they don’t speak the same kind of English. (even if. . . )

3. It became less like German, and more like French because those who ruled England at that time spoke French. (those who. . . )

4. Today the number of people learning English in China is increasing rapidly. (the number of+ n. 作主语时,谓语动词用单数形式)

5. Believe it or not, there is no such a thing as standard English. (Believe it or not, . . . )

6. The US is a large country in which many different dialects are spoken. (the Attributive Clause)

7. In fact, an English dictionary like the kind you use today wasn’t made until the time of the Qing Dynasty. (the Attributive Clause; not. . . until. . . )

8. These men spent nearly all of their lives trying to collect words for their dictionaries. (spend. . . in doing sth. )

9. At the age of fourteen, he left his village school in Scotland and taught himself while working in

a bank. (while doing. . . )

10. We know that languages develop and change over time and that is why we have new dictionaries from time to time. (that is why. . . )

本单元需要掌握的交际功能用语为:语言交际困难(Difficulties in language communication) Pardon?

I beg your pardon?

I don’t understand.

Could you say that again please?

Sorry, I can’t follow you.

Could you repeat that, please?

Could you speak more slowly, please?

How do you spell it, please?

本单元需要掌握的语法为:祈使句及其间接引语(the imperative sentence and its indirect speech)

1. 要求或命令(demands or orders)

“Open the door, ” told he.

→He told/ordered me to open the door.

2. 请求(requests)

He said, “Please open the door. /Would you please open the door? ”

→He asked me to open the door.

能力目标:

1. 能运用所学语言知识谈论有关“世界英语”方面的话题。

2. 能根据已知信息推测所听材料的内容以及拼写所听有关单词。

3. 掌握理解本单元关于“世界英语”的内容和基本的阅读技巧。

4. 学会应付语言交际困难的表达法,用英语进行语言交流。

5. 能熟悉作文的写作步骤,写一篇介绍英语学习经历的短文。

情感目标:

通过学习讨论本单元“世界英语”的话题,使学生了解英语在世界上的发展状况,认识各种各样带有民族、地域特色的英语,并对英国英语和美国英语的差异有所了解,尤其是一些常用词,同时学会应付语言交际困难的表达方法、如何表达要求和请求以及转述别人的要求和请求,减少在实际生活中用英语交流的困难,鼓励学生抓住一切可能的机会用英语进行交流。

B ased on the theme, contents and teaching objectives, the whole teaching procedures can fall into eight periods as follows:

Period 1: Warming up and Reading

Period 2:Important language points

Period3:Learning about language

Period 4:Grammar:Direct Speech and Indirect Speech(Ⅱ)

Period 5: Listening & Speaking

Period 6: Using language (Reading)

Period 7: Writing

Period 8: Revision (Summing up and Learning tip)

The First Period (Warming up and Reading)

Teaching aims:

1. Get the students to learn different reading skills.

2. Get the students to learn about the English language.

Teaching important points:

1. Develop the students reading ability and let them learn to use some reading strategies such as skimming, scanning, and so on.

2.Enable the students to learn about English language and know different kinds of English so as to communicate with people from different countries.

Teaching difficult points:

Devel op the students’ reading ability.

Teaching methods :

1. Task-based teaching and learning

2. Cooperative learning

3. Discussion

Teaching aids:

The multimedia and other normal teaching tools

Teaching materials:

Warming up and Reading(The road to modern English)

Teaching procedures:

Step 1 Lead-in and Warm Up

To arouse the students’ interest and lead in the topic, the teacher can organize some activities.

1. Get the students to discuss how many countries use English as their native language and whether they speak the same English.

They may speak out America, Britain, Canada, Australia. Teacher writes American, British, Canadian, and Australian on the blackboard. Then add English to these words and ask them whether they are the same.

2. Get the students to look at the pictures to know that the differences between British English and American English.

3. Ask the students to read the passage in Warming Up and then guess which of the following

The above is Vocabulary difference

Br E Am E

Favourite favorite

Labour labor

colour color

theatre theater

kilometre kilometer

mom mum

dialogue dialog

programme program

traveller traveler

The above is Spelling difference

BrE AmE

Dance [da:ns] [d?ns]

Class [kla:s] [kl?s]

Fast [fa:st] [f?st]

Half [ha:f] [h?f]

path[pa:θ] [p?θ]

not [na:t] [not]

The above is Pronunciation difference

Step 2 Pre-reading

Get the students first to discuss the two questions with their partners and then answer them.

1.Could you list some countries that use English as an official language?

2.Which country do you think has the most English learners?

Suggested answers:

1. New Zealand British Australian Indian Canadian

American Singapore Philippines

2. For those who speak English as their first language the USA must have the largest number of native speakers as they have the largest populations.

For those who learn English as their foreign language China must have the largest number as it has the largest population.

Step 2 fast reading

English is not only different from country to country, but also different from what it was before. Read the title “the road to modern English” and predict (预测) what the passage is mainly about? Be familiar with the new words in this passage.

Introduce two reading skills: Scanning and Skimming.

T: Scan the text to find or make out a key sentence for each paragraph.

Let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.

Step 3. Intensive reading

T: Let’s enjoy the whole passage paragraph by paragraph again. Pay special attention to the following Qs:

How did old English develop into modern English?

Why does English change all the way?

What other Englishes developed from the old English?

(1). Give the three major periods of the development of English.

the end of the 16th century-------- the next century ------------ today

Who promoted the spread of English?

People. When they moved, they carried English to different places.

(2) T: Although they speak English, yet sometimes they can not understand each other well, why?

--------- Because there exist differences between different Englishes, not only in vocabulary, but also in pronunciation and spelling. (hot/mum/honour/ honor/neighbour/neighor…..)

(3) T: How do these differences come about? (Why does English change over time?)

--------- Because of cultural communication.

Ask ss to find out the characteristics of each time according to the time axis.

AD450-1150: German

1150-1500: less like German; more like French

In the 1600’s: Shakespeare’s English

The time ADEL was written: American English

Later: Australian English

(4) T: Besides the countries where English is used as a native language, where else is English used as a foreign language?

---------- South Asia, India, South Africa, Singapore, Malaysia and China.

Activity 1. fill in the chart

Activity 2. Answer the following questions Scanning

1.There are two important

persons in the history of English.

Read Para.4 and find who are they?

Activity 3: Choose the correct answers. Do the reading comprehensions.

Step 4 Post-Reading

T: From the passage we can see English is widely accepted as a native, second or third language. No wonder the number of people learning English in China is increasing rapidly. Will Chinese English become one of the world Englishes? ---------- “Only time will tell”.

T: How do you understand this sentence?

---------- It means that something can only be known in the future.

T: What can you infer from this sentence about the development of English in China?

--------- It indicates that it remains to be seen just how much the Chinese culture will influence the English language in the present country.

Step 5 Homework

1. Learn the new words and expressions in this part by heart.

2. Read the text again and again. Try to retell it.

板书设计

Unit 2English around the world

THE ROAD TO MODERN ENGLISH

Paragraphs Main ideas

Paragraph 1 The development of the English language in the world

Paragraph 2 Native speaker can understand each other but they may not be able to understand everything.

Paragraph 3 All languages change when cultures communicate with one another.

Paragraph 4 English is spoken as a foreign language or second language in Africa and Asia. Summary:

阅读课这一节,我注重寓思想于教学中,注重激发学生的兴趣。在课堂提问过程中,通过一系列连贯问题,用以复习前一课内容,以旧带新,自然过渡,并诱发学生思维,启动学生学习的主观能动性,从而引导学生积极地学习新课。问题的设计由浅入深、由表及里,问题的形式是激发学生兴趣的。另外一方面,在学生答不出某处时,我会及时以提问形式启发。以疑激思,善问善导就是关键。

The Second Period (Language points)

Teaching aims:

1.To Explain and learn to use some words , expressions and sentences.

2.To cultivate the spirit of cooperation, self-teaching and self-exploring. Teaching difficult points: How to use these words , expressions and sentences Teaching important points: The usage of words , expressions and sentences.

Teaching methods: Lecture and practice

Teaching procedures:

Step 1 Revision

Review something about The rode to modern English” by using some True-or-False sentences on the text book Page 10.

Step 2 Language points

useful words and expressions

1. more than与数词连用,意为“超过,多于”,相当于over

(1) more than one + n 意味“不止一个”,虽语意上为复数,但作主语时,谓语动词用单数形式。

e.g. More than one student is clever.

(2) more than + adj./adv./v./分词/从句,意为“不只是,非常,多过……”

e.g. It’s more than friendship, but not love.

other than 除了rather than 而不是

2. be different from 与……不同

拓展:be different in sth. 在……方面不同

tell the difference between A and B 辨别A与B的不同

be the same as 与……相同

3. one another相互,彼此=each other

e.g. Tom and Ann looked at each other.

注:(1)each other和one another是相互代词,两者都意为“相互,彼此”,在句中作动作或介词的宾语,但不能做主语。

(2)表示两个人或事物之间的相互关系用each other;表示三个或三个以上的人或事物之间的相互关系时,用each other或one another都可以。

(3)each other’s和one another’s后面的名词用复数。

e.g. Dogs biting at each other's tails. 狗咬狗

4.because of

(1)because与because of

because为连词,后接从句

because of为介词短语,后接名词、代词或动名词

He came to work late because he got up late.

He came to work late because of getting up late

5.even if

若主句、从句皆表示将来情况,even if从句可用一般现在时代替将来时。

e.g. We have decided to visit the museum even if it rains tomorrow.

辨析:even if与even though

even if从句的内容不肯定;而even though从句的内容则是事实。

e.g. He will not let out the secret even if he knows it.他是否知道秘密还不确定。

He will not let out the secret even though he knows it.他知道这个秘密。

6.native可以作名词,意为:本地人,本国人;也可以作形容词,意为:本国的,本土的。例如:

1. When we’re on holiday in Greece, we live like the nativ es.

2. Are you a native of this country, or just a visitor?

3. The giant panda is native to China.

4. After a long stay in England he’s back in his native land.

[拓展] native speaker生来就说某种语言的人。如:a native speaker of French / English

https://www.sodocs.net/doc/c89011235.html,e up

(1)走近;赶上,上来

The coming up spring is full of hope.

(2)发芽

The seedlings are coming up full and green.

(3)(尤指意想不到地)发生

I will let you know if any change comes up.

(4)被提出讨论,被谈到;引起注意

The subject of planting came up in the conversation.

(5)(太阳、月亮)升起

We watched the sun come up.

(6)出席,参加,到场

We came up for the party.( total eclipse)

9.over prep.& adv.

(1)prep 相当于during,意为“在……期间”

(2)表示时间时,还可表示“一边……,一边……,正在进行……的过程”

The girls sang over dancing.

(3)超过

You are over ten.

(4)adv. 完了,结束

Class is over.

10. actually/in fact/as a matter of fact 事实上,实际上

10. base vt. & n.

base可以作名词,意为:总部,基础;也可以作动词,意为:以……为根据以……为基础,常用于base sth. on / upon sth. 或be based on/ upon 结构。

1)That company has offices all over the world, but their base is in Paris.

2)Many languages have Latin as their base.

3)This novel is based on facts.

4)The film is based on the novel Harry Potter.

5)One should always base his opinion on facts.

11.present

(1)adj. (前置定语)现在的,当前的;(后置定语)出席的,在场的

e.g. Did you see the present CEO?

Did you see the CEO present?

be present at 出席,反义词组为:be absent from缺席

(2)n. (C)礼物

(3)n. 目前,现在

e.g. The boy present at the meeting was considering asking his father for a book on the present tense as a birthday present.

at present: now; at this time, at this moment

at the present time

She’s busy at present and can’t speak to you. 。

12. make use of 利用

make (good/full…) use of 好好/充分使用

Make the best use of 充分利用善用

Make the most use of 充分利用,尽量利用

13. India has a very large number of fluent English speakers…

a number of

大量的(其后谓语动词用复数)

A number of people have came.

the number of …的数目(其后谓语动词用单数)

只能修饰可数名词的:

a large/ great/ good number of,

a good/ great many, dozens of, scores of, quite a few

只能修饰不可数名词的:

a great deal of, a large amount of,

quite a little, a large sum of

既可修饰可数也可修饰不可数名词的:

plenty of, a lot of, lots of,

a large quantity of

12. Only time will tell.

时间会证明一切。

tell 知道, 判断

It’s hard to tell whether he is right.

tell A from B: 区分,分别

Can you tell Tom from his twin brother?

Step3 Workbook

Do Exercises 1 and 2 in Using words and expressions on Page 49.

Step 6 Discussion

Get the students in groups to discuss how their generation could influence English.

Step 7 Homework

Remember all these language points.

活动与探究

Surf the Internet and try to find more about the differences between British English and American English.

Summary:

Most students can understand the usage of the important points, after class they need to do more exercises to grasp them. The sentence pattern is hard to understand. I must explain it again.

The Third Period (Learning about language)

Teaching aims:

1. To consolidate some important words and expressions.

2. To learn some more words and expressions.

3. To cultivate the spirit of cooperation, self-teaching and self-exploring. Teaching difficult points: How to use these words , expressions and sentences Teaching important points: The usage of words , expressions and sentences.

Teaching methods: Lecture and practice

Teaching procedures:

Step 1 Revision

Read the text once again

Step 2 Translation

? 1.不止一个…more than one

? 2.在一些重要方面in some important ways

? 3.与…不同be different from

? 4.彼此one another 或each other

? 5.去看电影go to the movies/pictures

? 6.坐地铁by underground

?7.在16世纪末at the end of the 16th century

?8.七百万人seven million people

?9.航海航行make voyages

?10因为because of

?11比以往任何时候than ever before

?12.即使,尽管even if/even though

?13.你愿意…would you like to do

?14.到你的公寓去come up to your apartment

?15.随时间变化change over time

16.彼此间交流communicate with each other

?17.以…为基础be based on

?18.现在at present

?19.丰富英语语言enrich the English language

?20.利用make use of

?21.赋予一种不同身份give a separate identity to

?22.很多 a number of

?23.比如such as

?24….的数量the number of

?25.发展自己特点develop ones own identity

?26.让时间来证明吧only time will tell

?27.说英语国家English spoken country

Step 3 Word bank: Match each word or phrase with a definition on the right.

1.petrol A. often

2.voyage B. not sudden

3.gradually C. the second of two things or people already mentioned

4.frequently D. a word for gas in British English

5.identity E. long trip by sea or in space

6.the latter F. able to speak or write a language well

7.actually G. who or what somebody or something is

8. fluent H. in fact

Step4 Complete this passage with the words from the Warming up and Reading Ex. 2 P11

fluently … native … vocabulary … apartment

… elevator

Step5 Add the phrases to the rhyme so that it makes sense

Ex. 3 P11

come up … At present … Because of …

such as … make use of

Step6 Choose a pair of prepositions and compare them

Ex. 4 P11

1. in/on

2. at/on

3. past/ after

4. in/on

5. from/than

6. in/on

Step7短语训练营

请选用方框内所给短语的适当形式完成下列句子。

such as;because of;base on;come up;believe it or not;at the end of

1. He realized that she was crying _________ what he had said.

2. ______________, John has passed the driving test.

3. This book is ________ a true story.

4. A beggar _______ to us and asked for money.

5. They had an English exam __________ last month.

6. Girls _______ Ann and Lucy are very friendly.

Step8用适当的介词填空。

1. You’d better make full use __ your time.

2. You will find the hospital __ the end of the road.

3. The church is close __ the school

4. We have friends all ____ the world.

5. As everybody knows, China has the largest number __ people.

6. __ the 1980s, he went to America.

Step9根据下列各句句意及所给单词的首字母或汉语提示,写出所缺单词的正确形式。

1. It was easy to tell the n_____ from the tourists.

2. There was no need to pay rent for an empty a________.

3. There are many s______ mistakes; even so it’s quite a good essay

4. We still don’t know the i______ of the other man in the picture.

5. The ten most f_______ asked questions are listed below.

6. Reading is one of the best ways of improving your __________ (词汇量).

7. As the weeks passed, I ________ (逐渐地)loved to liveem there.

8. He was the son of a(n) ______ (丹麦的)father and a British mother.

9. One can travel there by ship or plane. Most people choose the _____(后者).

10. She speaks ______ (流利的)though not very correct English.

Step10 Homework

Remember all the words and phrases

Summary:

In this class I help the students consolidate some important words and expressions. Through the exercises the students know how to use them.

The Fourth Period Learning about Language 1.Teaching aims

Knowledge aim: Get the students to learn the rules of requests and commands in direct speech and indirect speech.

Ability aim: Enable the students to use the rules properly in different situations.

Emotional aim: Enable the students to communicate with others well by using requests and commands properly.

2. Teaching important point

Get the students to master the rules of how to express a request and a command in direct speech and indirect speech.

3. Teaching difficult point

Enable the students to use a request and a command in direct speech and indirect speech.

4. Teaching methods

Discussing, summarizing and practicing.

5. Teaching procedures

Step 1.→Step 1 Revision

1. Check the homework exercises.

2. Get the students to dictate some useful words and expressions.

3. Change a statement or a question into indirect speech.

→Step 2 Summarizing the difference between commands and requests

The teacher speaks to three students:

Xiao Ming, close the door.

Xiao Mei, please pass on the dictionary to Li Ming.

Wang Juan, will you please answer me a question?

Write the three sentences on the blackboard. Ask what the difference is among them. Then tell the students:Speaking the first sentence, I give a command. Using “Please. . . ” or “Will you please. . . ? ”, I make requests.

Show the following on the screen.

Direct Speech

Commands Do. . . /Don’t. . .

Requests Do. . . , please.

Can/Could you(please). . . ?

Will/Would you(please). . . ?

Step2.Direct and Indirect Speech

Revise the grammar of unit 1

Please change the direct speech into indirect speech

Step3 Discovering useful structures

Ⅰ.Request and command

Open your books-------------command

Please open your books.------request (polite)

Can you open your books please? --------request (polite)

Could / would you please open you books? --------request (polite)

1. Make clear the difference between commands and requests and finish the following exercises:

1)Go and collect the wood right now.

2)Could you go and get the shopping bags, please?

3)Shut the door at once.

4)Go and get my coat.

5)Would you please get that book for me?

2. Summary

commands requests

Close the door! Pleas e ………..

Get me something to eat! Would you please…….

Speak louder………. Could you please……

3. Change the commands into requests.

Close the door! Speak louder! Keep silent! Get me something to drink

Ⅱ.Change a command into an Indirect Speech.

told sb (not) to do sth

“Open the window,”the teacher said to the students .

---------The teacher told the students to open the window.

“Don’t open the window,” the teacher said to the students.

----------The teacher told the students not to open the window.

Ⅲ.Change a request into an Indirect Speech

ask(ed) sb (not) to do sth

“Open the window, please,” the teacher said to the students.

--------The teacher asked the students to open the window.

“Don’t open the window ,please,” the teacher said to the students

--------The teacher asked the students not to open the window.

特别提醒1.祈使句变为间接引语,主要使用动词不定式。

2.谓语动词要做一定变化。

?表示命令,用tell,order,command等。表示请求,用ask,beg,request等。表示忠告,用advise。

Step4 Practice

1.“Shut up,”she said to him.

2.“Speak louder, please,” he said to her.

“Can you speak louder?” he asked her

3.“Try the lift,” she said to her.

4.“Don’t wait for me,” he said to them.

5.“Stop wasting the time,” she said to him.

6.“Can you tell me a story?” the girl asked her father.

7.“Follow his instructions,’ she said to m e.

8.“Please could you come to the reception desk?” she asked him.

9.“Change your dirty uniform!” he said to the clerk.

10.“Can you lend me five yuan?” he asked me.

11.The English teacher said to us, “Don’t speak Chinese, speak English.”

12.She said to him, “ Don’t play a trick on me again.”

Step 5 Group work

1. In groups of four, think of at least three commands your teachers and parents usually give.

You may follow these steps.

1)Choose one who is to give the first command.

2)Ask another person in your group to tell somebody what you said.

3)The third person will change the request or command from direct into indirect speech.

4)Change role so that each person gets the chance to give commands and turn them into

indirect speech.

Step 6 Homework

Finish the exercise on your book p12..

Summary:

学生在教师的示范下先进行简单的机械训练。学会变化人称和时态。然后再通过一些过渡性的练习最后再升华到运用类的练习使学生在不同的领域都体会到成功并且也照顾到那些接受能力相对比较弱的学生。我这堂课的不足之处是在设计课前准备时仿写句子部分所给例句单一束缚了学生的思维。在以后的的教学设计中老师可以放手给学生设计.

The Fifth Period (Listening & Speaking)

Teaching aims:

To train and develop listening skills by listening to the listening exercises in this unit To practice students’ speaking skills of how to repeat others

To improve students’ ability to help others find the way

Teaching important points:

T o train and develop students’ speaking and listening skills

Teaching difficult points:

How to train students’ speaking and listening skills

Teaching methods:

1Task-based teaching and learning

2. Cooperative learning

3. Discussion

4.Listening and speaking

Teaching materials: parts on Page14-15

Teaching procedures:

Step 1: Revision

Check the answers to the homework

Step 2: Listening

1.Listen for the first time

T: Next, let’s enjoy one of the most representative dialects in America--- Southern dialect. (Just listen to the boy’s talking in Listening part on P14)

T: Can you understand what the boy is talking about? What do you think of its pronunciation and intonation?

S: It’s difficult. /The way of speaking sounds strange------

T: It doesn’t matter. It’s really difficult for non-native speakers to understand the English dialects. Luckily, we have another speaker who interprets the dialect into simple and standard English. So please listen to it and grasp the general idea. And answer one question: Who is the second speaker?

S: She is the boy’s teacher Jane.

T: Very good.

2.Listen again and answer the six questions

T: Ok, now please listen to what the boy is talking about and try to find the answers to the following questions.

(Students may be allowed to look at the script of dialect on P14; they should lay more emphasis on the Jane’s talking)

T: Could you find the answers to the six questions?

Ss: Yes.

T: Good. What does Buford think of Texas? How do you know it?

_________________________________________________________________

T: How large was the catfish?

_________________________________________________________________

T: Why did Lester get out of the water fast as lightning?

_________________________________________________________________

T: Why did Buford and Big Billy Bob laugh?

_________________________________________________________________

T: Can you answer Question 5?

_________________________________________________________________

T: Well done! Buford says “Hey, y’all” to greet you. What does the second speaker say to greet you?

_________________________________________________________________

3. Listen for the third time, identify the words in dialect and find out their standard English equivalents.

T: You’ve done a good job. I’m sure you have understood the main idea of the story. It contains a lot of words in dialect. Please turn to page 14, listen again and please try to identify them and find out their standard English equivalents according to the third listening and your understanding. Then finish the table.

(Play the tape for the third time with the help of the scrip of the boy’ talking on p14)

LISTENING TEXT

Hello, everyone, I am Buford’s teacher, Jane, from Britain. Perhaps you didn’t quite understand everything Buford said. He said that he lives in Houston, a city in Texas. He wants everyone to know that he doesn’t believe Texas is a state in the USA but a different country. Buford says that he would like to tell you a story about him when was a small child . One hot summer’s day he was swimming with Big Billy Bob and Lester. They were jumping into the water, which felt good. Then he says that they saw a catfish almost the size of a house but, he adds, that the catfish was really smaller. Buford says that Lester thought he was going to be eaten by the catfish. He says, goodness, you should have seen Lester! He says that Lester got out of the water faster than lighting and climbed up a tree. Buford and Big Billy Bob just laughed a lot. To this day, he says, Lester won’t visit that place.

Step3. Speaking

1. Make sure the students know that the word used for directions often vary depending on what kind of English the speaker uses. Present the list to the students:

2. Prepare their role-play in pairs: Be sure that one plays a speaker of British English and the other a speaker of American English. Ask students to select actual streets and location in their hometown for giving directions.

1.Performance: Ask two pairs to perform their dialogue in class.

Homework:

Make a dialogue

Summary:

After training listening skills by listening to the listening exercises in this unit

,the students’ speaking skills of how to repeat others has been trained.

I need to improve students’ ability to help others find the way.

The Sixth Period Using language (Reading)

Teaching aims:

Knowledge aims:

1. Get the students learn the new words and expressions: standard Midwestern southern Spanish play a part southeastern northwestern recognize

2. Get the students to know about standard English and dialects.

Ability aims:

1. Develop the students’ reading skills by extensive reading.

2. Enable the students to listen and understand more English dialects.

Emotional aims:

1. Enable the students to try to use standard English and Chinese putonghua in their daily life by reading this passage.

2. Enable the students to learn about the contributions that scholars have made to the development of the language from reading task.

Teaching Important points:

Develop the students’ reading skills by extensive reading.

Teaching Difficult points:

Enable the students to listen and understand more English dialects.

Teaching methods:

1. Task-based teaching and learning

2. Cooperative learning

3. Discussion

Teaching aids:

A tape recorder and other normal teaching tools

Teaching procedures:

Step 1 Revision

1. Check the homework exercises.

2. Ask some students to tell about the English language.

Step 2 Lead-in

1. Introduction :In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese. However, local people also speak their own dialects.

2. Role-play :Get students to work in pairs. Let one student be a Chinese and the other a foreigner. Role-play a conversation about the Chinese language to have them discuss why Putonghua has to be used in China.

人教版高一英语必修一语法归纳

人教版高一英语必修一语法归纳 以下是小编整理的高一必修一英语人教版语法归纳希望可以帮助大家,把语法进行归纳。 Unit 1 1. 词组: add up 合计 add up to 总计达 add… to…把。。加到。。。里 add to 增加增添扩建 2. calm… down 平静下来 3. have got to 不得不,必须 4. be concerned about / for 关心 5. walk the dog 遛狗 cheat … of 欺骗。。 6. go through 穿过完成用完通过仔细检查 go ahead 同意某人的请求go by 流逝 7. set down 记下 set up 建立 set off 出发引爆 set out to do=set about doing 着手做某事 8. a series of 一系列 9. on purpose 故意地 by accident= chance 偶然地 10. in order to= so as to 为了目的是in order that = so that 11. at dusk 在黄昏 at dawn 在黎明 at midnight 在午夜 at noon 在中午 12. face to face 面对面 13. no longer= not … any longer 不再 14. settle down 安顿下来 suffer from 遭受,患病 15. recover from 恢复 ,痊愈 16. get/ be tired of 对…感到厌烦 17. make a list of 列清单 18. pack… up 装箱打包 19. get along/ on with与…相处,/ 进展 20. fall in love 爱上

高一英语必修二语法

Module 1 Grammar I. be going to 的用法 be going to结构表示按计划、打算去做某事,表示人的主管意图,有时还可表示预测有迹象要发生某事。如: . How long is your aunt going to stay in China for a visit? (计划、打算) . Look at the clouds. It’s going to rain. (有迹象要发生) . George is putting on weight. He is going to be quite fat. (预测) II. be going to与will的区别 . will表示说话人认为、相信要发生的事, 不含具体时间, 可以指遥远的将来; be going to 表示按计划、打算即将发生的事。 . 二者都可以表示“意图”。但是表示事先考虑的事情用be going to, 否则用will。如: I am not going to / won’t tell him about it. --This is a very heavy box. --I’ll help you to carry it. . be going to 可以用在条件句中表示将来, will则不行。如: If you are going to attend the party, you’d better leave now. Module 2 Grammar 不定式作状语 不定式作目的状语 He broke into the house to steal something. Many drug addicts are now in treatment centers to stop taking drugs. He’s saving up to buy a new car. He uses a computer to send emails. 2)有时候在不定式前面加上in order to或 so as to, 否定式为 in order not to 和so as not to: Let’s hurry so as to go to school in time. Let’s hurry so as not to be late for school. She studied very hard in order to catch up with others. She studied very hard in order not to lag behind. 3) 不定式表示目的时,通常它的逻辑主语就是句子的主语,但如果不是的话,就要用for…结构表示逻辑主语,如:

高中英语必修一Unit2知识点总结

Unit 2 English around the world 一、单词识记命令 1.________________ n.& vt. 2. ________________ adv. really 请求,要求 3._________________ n.& vt. 承认,辨认出 4._________________ vt. 闪电 5._________________ n. 地的/本国 6._______________ adj. 直的 7._______________ adj. 直接adv. 后者的,较后的 8._______________ adj. 毒气;气体;汽油 9._______________ n. 阻塞vt.街区 10.________________ n. 11. identity n. __________________ 12. eastern adj.__________________ 13. official adj.___________________ 14. voyage n. _____________________ 15. gradual adj. _____________________ 16. vocabulary n. _____________________ 17. elevator n. _____________________ 18. apartment n. _____________________ 19. expression n. _____________________ 20. accent n. _____________________ 二、词汇拓展基地;基部n.为根据……以1. base vt. ;基础的___________adj. 主要地;实际上;基本上___________adv.根本的基准;要

北师大版高一英语语法(必修一-必修

北师大版高一英语语法(必修一-必修四) 必修一 一、一般现在时和现在进行时 1,一般现在时e:反复进行的,经常性的动作(惯例或习惯) Eg, He watches soap operas. 及状态I live in Beijing. 一般现在时常和下列时间状语连用:always, usually, from, time to time, twice a week, rarely,seldom, once a month, never. 2,现在进行时:说话时正在进行的动作(现在,此刻) 一定时间段内经常进行的动作 和现在进行时连用的时间状语有just, now, at the moment, at present. 二、一般将来时:将来的安排和打算 1、be going to表示打算要做的事情。 2、现在进行时表示已经确定或安排好事情。 Eg,I’m getting married in June. 3、一般现在是表示不可改变的官方活动或时间表 The summer term begins on the 15thofFebruary. 三、一般过去时和过去进行时 1,一般过去时:表示过去完成的动作或过去的情境和习惯。 Eg: She climb the stairs and went to her room.

用一般过去时要在规则动词词尾加-ed,或用不规则动词的过去式,一般过去式的疑问句和否定句用did和didn’t加动词原形。 2、过去进行时:过去某段时间正在进行的动作形成某些事件发生的情境动作。 Eg, It was raining during the whole match. 当过去进行时和一般过去时出现在同一个句子中时,过去进行时描述故事发生的背景,儿一般过去时则报道该事件。 Eg,We driving along a country lane when, suddenly a car drove past us. Form:过去进行时的结构是:主语+was /were +动词-ing形式。 Eg,The driver was sitting behind the wheel. 四、现在完成时和一般过去式,现在完成时表示发生在过去的事情对现在依然有明显的影响发生在过去的动作但是不知道动作发生的时间或对动作发生的确切时间不感兴趣。 现在完成时经常和下列时间状语连用: Before, ever, never, already, and , yet.already用于肯定句,yet用于疑问句和否定句。 Venus and Serena have played each other before.(重要的事他们过去进行了比赛,但是何时比赛并不重要—现在完成时) Venus and Serena have played each other in June 1999.(我们知道此事发生的确切时间—一般过去时) 五、被动语态 在下列情况下使用被动语态: 1、不知道耶不需要知道谁做的这件事。

人教高中英语必修一unit2教案设计

Module 1 Unit 2 English around the world ●单元规划 本单元主要围绕English around the world这一主题介绍了英语的使用情况、发展情况及各地不同的方言。 第二单元English around the world的设计可分为五部分。第一部分learn something about words and expressions;第二部分warming up and reading;第三部分the structure which expresses commands and requests;第四部分using language;第五部分 writing and speaking; ●课时安排 本单元教学可分为6个课时。第一课时vocabulary;第二课时为reading;第三课时为language points;第四课时为grammar;第五课时为using language;第六课时为writing and speaking;第七课时为revision The First Period Words and expressions Teaching aims : 1. Know the key words and expressions in the whole unit: elevator, petrol, official, voyage, actually, base, identity, command, request, recognize, straight, because of, come u p, at present, such as, play a part (in)…… 2. Enable the students to get familiar with the pronunciation of the important words. 3. Prepare for the learning process of the whole unit. Teaching important points : 1.Get familiar with the words in the text part. 2.Master the important expressions such as: because of, come up, at present, such as, play a part (in)……Teaching methods:Task-based teaching and learning; cooperative-learning; group discussion Teaching procedures : Step 1、Self-directed learning 学习方法指导:第一步:写出所给单词的音标; 第二步:大声朗读三遍,注意画线字母的发音; 第三步:依次写出画线字母的音标。 从单词表找出下列词汇的音标,并熟读。注意画线字母的发音。 elevator [] African[]frequently[] official [] base[] straight[]block []command[]vocabulary[]latter[]southeastern[]usage[]依次写出上面单词画线字母的音标: [][][][][][][][][][][][]Step 2、Present briefly

人教版高一英语必修一Unit2知识梳理、重点词汇解析及单元自测[1]1

人教版高一英语必修一Unit2知识梳 理、重点词汇解析及单元自测课文回忆 2.说明文阅读技巧:找全文或每段的the main point(中心话题) Paragraph1: The spread of English language in the world Paragraph2:Native speaker can understand each other but they may not be able to understand everything Paragraph3:All languages change when cultures communicate with one another Paragraph4:English is spoken as a foreign language or second language in Africa and Asia 3.短语归纳 1. 不只有一种英语more than one kind of English 2. 在一些重要方面in some important ways 3. 彼此不同be different from one another 4. 与现代英语不同be different from modern / present day English 5. 世界英语world Englishes 6. 起着的重要作用play an important role / part 7. 起着越来越重要的作用play a more and more /an increasingly important part / role 8. 因为它特殊的作用because of its special role 9. 国际语言an international language 10. 在16世纪末at the end of the 16th century 11. 在17世纪初at the beginning of the 17th century 12. 在20世纪前期in the early 20 th century 13. 比以往任何时候都than ever before 14. 即使even if / even though 15. 以德语为基础be based on German 16. 使用更大的词汇量make use of a wider vocabulary 17. 它自己的特色its own identity 18. 众多讲英语的人 a very large number of English speakers 19. 学英语的人数the number of people learning English 20. 迅速增长 increase rapidly 21. 标准英语 standard English 22. 信不信由你believe it or not 23. 讲最好的英语speak excellent English 24. 相邻的城镇neighboring towns 25. 从一个地方搬到另一个地方move from one place to another 26. 充分利用不同的方言make full use of different dialects 27. 目前的形势present situation 28. 国际组织an international organization 29. 词汇与惯用法vocabulary and usage 30. 辨认出他的口音recognize his accent 31. 中西部地区的方言midwestern dialect(s)

(完整版)必修一英语知识点总结

必修一英语知识点总结 Unit 1 1.add up 合计 add up to 加起来是… add to 增加,促进 add…to…把…加到…上 add that 补充说 2.upset ①adj.心烦意乱的;不安的;不适的②vt.使不安;使心烦 作为动词时,过去式、过去分词皆为upset,现在分词为upsetting 3.ignore vt 不理睬,忽视 1)ignorance n.无知 be in ignorance of 对…无知 out of ignorance 出于无知 2)ignorant adj. 无知的 be ignorant of 对…不了解 4. concern ① vt. 使担忧;涉及② n. 担心;关注/系 the concerned people 担忧的人 the people concerned 牵连到的人们 1) be concerned about/for 关心 2) be concerned with/in 牵涉到 3)as/so far as…be concerned 关于;至于;就…而言 5.set down 记下;放下;登记 1)set about doing 着手做某事2)set of 动身;出发;引爆3) set up 竖起;开设 4)set/put forward 提出;促进5)set out to do 出发;着手做6)set…aside 搁置 7)set down to doing 着手做 6.on purpose 故意;=by design for the purpose of 目的是 =with the purpose of 反义词:by accident/chance 7. in order to In order to 为了(位于句首/句中 so as to 只位于句中 in order that 位于句首或居中 so that 引导结果状语从句,需加情态动词may, might, could, can 等 8. power n.能力,力量,权力 1) be in power 执政;掌权=come to power = take power 2)have the power to do 有…的能力3)beyond/out of one’s power v某人力所不能及的 power 指职权/权力或做某事所依靠的能力 energy指人的精力,自然界能量 strength 指力量,力气 force 指自然界力量,暴力,军队力量,压制力 9.settle vt.使定居 vi.定居 settle down 安定;习惯于某种生活;认真做某事 settle down to doing sth.=get down to sth 着手认真做某事 settle in/into 安顿下来,适应…… settlement n. 解决;定居 settler n.殖民者 10.recover recover from 从……中恢复过来 recover sth. 获得某物 recover oneself镇定下来

人教版高中英语【必修二】[语法讲解

人教版高中英语必修二 知识点梳理 )巩固练习 重点题型( 常考知识点 限制性定语从句和非限制性定语从句 概念引入: He is a person who never gives up.他是个永远不服输的人。 I found him in the woods,where has a well-known tree. (我是在树林里找到他的,那里有一棵很有名的树。) Our guide,(who was a Frenchman,)was an excellent cook. 我们的导游是个很优秀的厨师,他是个法国人 She was not on the train which arrived just now。 她没在刚刚到达的那辆车上 语法点拨 什么是定语从句? 修饰主语、宾语、表语的句子就叫做定语从句。引导定语从句的关系词有: 关系代词:who,whom,whose,which,that 关系副词:when,where,why 我们把下面两个句子组合成一个复合句: 1.This is our school.It is beautiful. →This is our school which is beautiful. 2.This is our school.W e study in our school. →This is our school which we study in. →This is our school in which we study. →This is our school where we study. 3.Do you know the r oom?It is made of amber. →Do you know the room which is made of amber? 4.I have read the newspaper.It carries the important news. →I have r ead the newsp aper which carries the important news. 从上述定语从句的组合我们可以看出: 先行词和关系词的关系:关系代词实际上是先行词的复指;关系词whose实际上是先行词的所有格。 1.A plane is a machine t hat can fly. the machine=that 2.The boy who brok e the window is called Wangkai. the boy=who 3.The boy whose p arents are working outside was b r oug ht up by his grandfather. the boy’s=whose 【高一英语语法(二)定语从句(二)356521限制性定语从句和非限制性定语从句】

新人教版必修一 Unit 2 English around the world-Warming up and Reading[优秀教案]

Unit 2English around the world 单元规则 本单元的中心话题是“世界英语(English around the world)”,主要介绍了英语及其在世界上的发展状况(English language and its development)和各种各样带有民族、地域特色的英语(different kinds of English)等具体内容。语言知识和语言技能等都是围绕“世界英语”(English around the world)这一中心话题展开的。通过对这一话题的探讨,旨在加强学生对英语语言的了解,对当代语言特别是英语发展趋势的了解。 为了围绕中心话题开展听、说、读、写活动,本单元安排了八个部分:“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。 “热身(Warming Up)”部分以问答(Do you know that there is more than one kind of English in the world? )和图表的形式,简要介绍了世界英语以及英语语言在某些重要方面有很大差异,使学生感受到英语语言的多文化、多层次、多元性,对英国英语和美国英语的不同有一个粗浅的了解,为本单元的进一步学习作好了准备。 “读前(Pre-reading)”部分设计了三个步骤都与单元主题有关,因此可以引发学生对课文主题的思考,以便参与课堂活动。这时可以展开简短的讨论,讨论时要鼓励学生独立思考,阐述不同的看法。 “阅读(Reading)”部分提供了一篇文章,标题是THE ROAD TO MODERN ENGLISH,简要地说明了英语语言的起源、发展变化、形成原因,以及它的发展趋势。通过这篇文章,使学生了解一些关于英语的知识,了解一点当代语言新趋势和新特点,明确为什么除了英国英语和美国英语还会有印度英语、加拿大英语等,以后可能还会有中国英语。 “理解(Comprehending)”部分设计了三个练习,练习1判断正误,旨在检测学生对课文基本内容的理解程度;练习2列出英语的发展阶段,旨在检测学生的归纳概括能力;练习3回答问题, 要求学生结合实际作答,目的是挖掘学生的学习潜能。这阶段要注意给他们提供充分的思维时间和空间,让他们做学习的主人,学会自己解决问题。 “语言学习(Learning about Language)”部分教学本课重点词汇和重点语法项目。词汇部分设计了4个练习:练习1是给新单词和短语与其释义配对;练习2是用练习1中的一些单词完成段落;练习3是将短语填入段落中使其具有意义,并将这些意群标出;练习4告诉我们有时英国人和美国人使用不同的介词,要求用英国英语和美国英语的介词填空,并比较它们的不同。设计这些练习的主要目的是通过各种练习帮助学生重温本单元前几个部分所学习的新单词和短语,同时也通过新的例子展现了美国英语、英国英语的差异。在这一环节中,教师要引导学生自学、自做、自助、自悟,并适时适当地给以指导点拨,使学生形成自主学习意识,掌握合适的学习策略。语法项目是祈使句及其间接引语,设计了四个步骤:步骤1问能否从“阅读(Reading)”部分中找到表示“要求”和“请求”的祈使句,观察如何用间接引语来复述;步骤2首先着重介绍了表示“要求”和表示“请求”的祈使句之间的不同,然后要求将所给表达按“要求”和“请求”分类;步骤3要求先判断所给句子是“要求”还是“请求”,然后用间接引语复述;步骤4要求运用“要求”和“请求”结合具体语境编对话。设计这些练习的目的就是让学生了解表示“要求”和表示“请求”的祈使句之间的不同,理解并运用它们以及学会正确地转述“要求”和“请求”。教师在教学中要注意启发学生从实际语境出发,理解说话人的语气,灵活掌握。 “语言运用(Using Language)”部分分为Reading, Listening, Reading and speaking和Writing四个步骤:Reading主要介绍了在当今世界各国各地说英语都有自己的特色,即便是美国东西部、南北部,说话也有所不同。学生读完文章后可讨论中国的方言,使他们感受到

(完整版)人教版高中英语必修一语法知识点总结

人教版必修一各单元知识点总结 Unit One Friendship 一、重点短语 1.go through 经历,经受get through 通过;完成;接通电话 2. set down 记下,放下 3. a series of 一系列 4. on purpose 有目的的 5. in order to 为了 6. at dusk 傍晚,黄昏时刻 7. face to face 面对面 8. fall in love 爱上9. join in 参加(某个活动);take part in 参加(活动) join 加入(组织,团队,并成为其中一员) 10. calm down 冷静下来11. suffer from 遭受12. be/get tired of…对…感到厌倦 13. be concerned about 关心14. get on/along well with 与…相处融洽15. be good at/do well in 擅长于…16. find it + adj. to do sth. 发现做某事是…17. no longer / not …any longer 不再…18. too much 太多(后接不可数n.)much too 太…(后接adj.)19. not…until 直到…才20. it’s no pleasure doing sth 做…并不开心 21. make sb. sth. 使某人成为…make sb. do sth. 使某人做某事 二、语法----直接引语和间接引语 概念:直接引语:直接引述别人的原话。一般前后要加引号。 间接引语:用自己的话转述别人的话。间接引语在多数情况下可构成宾语从句且不要加引号。 例:Mr. Black said, “ I’m busy.” Mr. Black said that he was busy. 变化规则 (一)陈述句的变化规则 直接引语如果是陈述句,变为间接引语时,用连词that(可省略)引导,从句中的人称、时态、指示代词、时间状语、地点状语都要发生相应的变化。 人称的变化——人称的变化主要是要理解句子的意思 例:1. He said, “ I like it very much.”→He said that he liked it very much. 2. He said to me, “I’v left my book in your room.” →He told me that he had left his book in my room. 时态的变化

人教版高中英语必修二所有语法练习题汇总(含答案)-教师版

必修二Unit1 限定性和非限定性定语从句 用所给词的适当形式填空: 1.Tom won the first prize, _______ everybody knows. 2.Yesterday I met Ling Ping, _______ seemed to be very busy. 3.Our teacher, ________ wife is a nurse, is very strict with us. 4._______ is known to us all, Taiwan is part of China. 5.He lost my bike, ______ made me unhappy. 6.I don’t know the reason ______ he was late for the class. 7.The house ______ I lived ten years ago has been pulled down. 8.The reason, ______ he looks unhappy today, is unknown to us. 9.He left his hometown in 1992, _____ he was only 12 years old. 10.Is this factory the one _______ a lot of students visited yesterday? 11.W atch out! Don’t get close to the building _____ walls are being painted. 12.T he famous actor became successful, _______ began to appear on the stage to make a living at the age of 8. 13.I s this the magazine _______ she often writes articles? ---- Yes, it is. 14.U ntil now, we have raised 50,000 pounds for the poor children, _______ is quite unexpected. 15.H e was educated at a famous university, after _______ he went abroad and settled there. 16.______is known to us all, April 14, 2010 was the day _____ Yushu earthquake happened. 17.S oon children in the camp had many friends, _______ they shared food, stories and projects. 高考真题: 1.(2017北京)The little problems ______ we meet in our daily lives may be

人教版高中英语必修一Unit1教案

Unit 1 Friendship ? Warming up 1.be good to be good for=do good to be good at 2.following adj. 下面的,下列的 ) the following+n.=the+n.+below ( 形容词修饰名词放在名词之前,介词或者介词短语修饰名词置于其后 ) 3.add v. add...to... add to add up add up to : addition n.in addition=besides +句子 in addition to +n./doing 同类用法联想: because & because of instead & instead of additional adj. 附加的 additionally adv.“而且,其次” “附加给 ..., 除了 ...还有...” 4.分数 score grade point mark (full marks) 5.until 6.with 和...一起,附带着, 用 without 不... within在...内,不出 ... . write with a pen eat with hands/ spoon/chopsticks/knife and fork He left without saying goodbye.

He left with the water running. 分析: saying 前无名词,则是主语发出 saying 的动作; running 前有 water,因此是 water 发出 running 的动作,而不是句子的主语 he。

高一英语必修一语法总结

高中英语必修一语法汇总 高一二部英语组 一时态 1. 一般现在时(时态) 用法 1)用于表示主语现在的性格特征,说话时的感觉,状态等。 I like swimming in summer. 2) 表示反复发生动作或存在的状态。 He usually goes to work by bus. 3) 表示客观事实或普遍真理。 The earth goes around the sun. 4) 时间、条件、让步状语从句中。 If it is sunny, we will go camping tomorrow. 5) 表按规定,计划等预计要发生的未来动作。 The next bus comes at 10 am. 2. 现在进行时(时态) 用法 1)说话瞬间正在进行的动作。 Someone is waiting for you outside. 2)现阶段正在进行的动作。 He’s writing a novel these days. 3)表不满,愤怒,赞赏等情感。 She’s always finding fault with others. 4)表委婉语气。 I’m hoping to hear from you soon. 5)表将要发生动作。 The train is coming. 3. 将来的安排和打算(不是时态,是表达将来的含义) 有三种表达方式 1)be going to 依据现在观察到的迹象,预测将来会发生的事。 It is going to rain. 表达想要做某事的企图。 I’m never going to buy a mobile phone. 2)现在进行时表已经确定或安排好的将来事件(即现在进行时中第5条)The train is coming. 3)一般现在时表未来的官方事件或不可改变的时间表(即一般现在时中第5条)The next bus comes at 10 am. 4. 一般过去时(时态) 用法

高中英语必修二语法

教学过程 一、课堂导入 QUESTION1: Do you know the past participle form of the following words? 1、build 2、break 3、Bring 4、Buy 5、Choose 6、Come 7、Drink 8、Drive 9、Forbid 10、Give 11、Hold 12、Learn 13、Make 14、Read 15、Smell 16、Teach QUESTION2: What can you find? 1.Your children will be taken good care of by us when you are out. 2.Many new cars will be made in this factory next year. 3.His house will be painted next week. 4.The meeting will be held next month.

5.He will not be punished for it. 6.Those books will be published next month. [自我总结] 以上句子都用了________时,且谓语动词与其主语之间皆为_______关系。 二、复习预习 1、语态分为几种?分别是什么? 答:两种。主动语态以及被动语态。主动语态表示主语是动作的_______。被动语态表示主语是动作的_______。 2、被动语态使用条件有哪些? 不知道或没有必要说明动作的执行者是谁。 强调动作的承受者, 而不强调动作的执行者。 3、都学过哪些形式的被动语态?是什么? 答:一般时态:am/is/are +过去分词 过去时态:was/were +过去分词 练习:1、The Chinese food _____ (consider)to be the healthiest in the world. 2、John ___ (punish), for he went swimming yesterday without permission. 三、知识讲解 Step1、 1. He will give a talk soon . A talk ________________ (by him) soon. 2.They will have a show tomorrow. A show _______________(by them) tomorrow. 3.They will invite us to the party next week. We ____________________ to the party next week. 总结:一般将来时被动语态的结构为:will/shall + be +动词的过去分词

高二英语必修二语法知识点归纳(word文档)

高二英语必修二语法知识点归纳 【一】 Worried about the journey, I was unsettled for the first few days. Well-known for their expertise, his parents’ company ….. Confused by the new surroundings, I was hit by the lack of fresh air. Exhausted, I slid into the bed and fell fast asleep. 过去分词作状语:过去分词作状语时,说明动作发生的背景或情况,其等同于一个状语从句。vt 过去分词作状语时与主句主语构成被动关系,表示被动和完成,vi 过去分词表示状态或动作的完成。 Heated , water changes into steam . The professor came in, followed by a group of young people . 1 作原因状语,等于as / since / because 引导从句 Moved by what she sai d ,we couldn’t help crying . = ( As we are moved by what she said … 2 作时间状语,等于when 引导时间从句,如果分词表示的动作与谓语的动作同时发生,可在分词前加when/ while / until 等使时间意义更明确。 When heated , water can be changed into steam . Seen from the hill ,the park looks very beautiful .= ( When t he park is seen from the hill…

人教版高中英语必修一unit 2 reading教学设计

人教版高中英语必修一Unit 2 reading教学设计 张弦 第一.教材 本节课教材选取的是必修一第二单元阅读部分。 第二.教学目标 1.语言目标 ●通过对单词的预习及听录音,能够熟读文章中出现的新单词。 ●能够在讨论活动中用简单的英语发表自己的看法。 ●掌握阅读基本技巧并予以运用。 2.情感目标 ●让学生认识到英语的重要性,激发学习热情。 ●通过对英语发展过程的了解,培养他们的跨文化意识和世界意识。 ●通过小组讨论培养团队合作意识。 第三.教学重点及难点 ●提高学生的阅读技巧——scanning 和 skimming。由于学生刚从初中进 入高中,对高中英语的阅读难度很难适应,因此迫切需要提高阅读技能。这既是本节课的重点又是难点。 ●能读懂文章,了解文章的基本大意及各段落大意。学会快速找到每段的 中心句。 ●学会划出阅读理解题的关键词,并能在寻读过程中找到相关信息。 第四,教学过程 Step1. Lead-in (6 minutes) 课前放首英文歌(when you believe),为接下来的讨论提供信息。问候完后问一个与学生实际相关的问题:How long have you learned English? 然后引出讨论话题:Why do so many people learn English? 两人一组进行讨论,用短语尽可能多的说出原因。可在黑板上举个例子:To listen to the English songs,同时写出课前歌曲名字。两分钟讨论后,让学生给出答案,幻灯片如下展示:

然后再问学生:How much do you know about the English language? 再进入本课主题:the road to modern English. Step 2: Pre-reading (3 minutes) 用三张幻灯片预习本文中的生单词及短语,为阅读扫清障碍。(对于许多没有做预习的学生来说,这一步是非常有必要的。)预习词汇如下:Voyage apartment actually base gradually Danish Vocabulary spelling identity fluent Singapore Malaysia because of come up at present make use of such as Step 3: Reading Task 1: listening—获得文章大意 (6 minutes) 听前给出一道文章主旨题。(此题设计为选择题以降低难度) The passage mainly tells us__ B __ A. Why English is more and more widely used in the world today. B. A very brief history of the English language. C.The difference between British English and American English. D. Different kinds of English language Task 2: scanning(寻读)—寻找细节 (10 minutes) 让学生带着四个问题进行限时阅读5分钟,读前学会寻读的技巧。(四题皆为选择题,由易道难。学生可将寻读技巧运用于实践,此过程中,教师也不能袖手旁观,应给学生必要的指导和帮助,发展学生自主学习能力成为学习主体。)Tip: What are the key words ? 名词、动词、形容词、副词等

相关主题