高中英语必修2教案汇总十三篇

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高中英语必修2教案(篇1)

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

课时：一课时 课型：讲授课

一、教材分析

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

二、教学目标：

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

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

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

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

三、教学重点和难点：

重点：

1、训练scanning and skimming等阅读技能。

2、认识朋友的真正含义以及与人相处的问题。难点：

1、阅读技能的训练。

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

四、教学过程(一)导入

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

Read the title Read the introduction of the first paragraph

Read the first sentence of each paragraph

Read the headings and sub-headings

Notice any pictures and charts

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

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

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

1.让学生阅读非日记体部分的内容,介绍这篇文章的写作背景。

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

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

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

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

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

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

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

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

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

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

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

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

2)[+about] wildly excited;very interested

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

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

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

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

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

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

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

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

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

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

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

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

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

1)to suffer or experience;2)to look at or examine carefully;

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

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

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

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

They fell in love at once;it was love at first sight./What will he do if his daughter falls in love with a poor man? /They fell in love with each other for years.10.join inXz1569.coM

: to take part in(an activity)

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

(四)巩固练习： 阅读后

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

(五)布置作业：

1.再次通读一下这篇短文,尝试复述它。2.做完练习册的作业。

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

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

高中英语必修2教案(篇2)

Unit 2 English Around the World

Ⅰ单元教学目标

技能目标Goals

Talk about English and its development, Different kinds of English

Talk about difficulties in language communication

Learn to make dialogue using request & commands

Learn to transfer from direct into indirect speech

Learn to give opinions and organize ideas by way of brainstorming

Learn to make a poster showing your ideas clearly Ⅱ目标语言 功能句式

Talk about English and its development Refer to Introduction in the teachers’ book

Talk about difficulties in language communication

Different speaker may come from different place, so they may use different words and dialect, such as subway-underground、left-left-hand-side、two blocks two streets.Make dialogues using request or command: Pardon? Could you repeat that, please?

I beg your pardon? Can you speak more slowly, please? I don’t understand.Sorry.I can’t follow uld you say that again, please? How do you spell it, please?

词汇

1.四会词汇

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 mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block 2.认读词汇

Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish 3.固定词组

play a role(in)because of come up such as play a part(in)

语法

Command & request

Open the door.Please open the door.Would you please open the door? Indirect Speech

He told(asked)me to open the door.Ⅲ.教材分析和教材重组: 1.教材分析

本单元的中心话题是 “English language and its development, different kinds of English”.通过对世界英语这一话题的探讨,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.世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语.没有人们认为的那种唯一的标准英语。尽管如此，我们还是要通过本课文的学习让同学们感受、了解美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的规律和惯用法，和不同的发音规律。

1．1 Warming Up简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、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。

1．2 Pre-reading通过两个问题引发学生对课文主题的思考，以便参与课堂活动。

1．3 Reading简要地说明英语语言的起源、发展变化、形成原因，以及它的发展趋势。

1．4 Comprehending主要是检测学生对课文基本内容的理解程度。

1．5 Learning About the Language主要通过各种练习帮助学生重温本单元前几个部分所学的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了本单元的语法项目（Request & Command and Indirect Speech）。

1．6 Using Language其中的reading and talking主要介绍了当今世界各地各国说英语有自己的特色，即便是美国东西部、南北部，说话均有所不同。为帮助培养跨文化意识，可以让学生学完课文后讨论中国的方言，使他们感受到本国的文化差异。

2．教材重组

2．1 导入 把Warming Up 作为一堂课。

2．2 精读 把Pre-reading、Reading 和 Comprehending整合在一起作为一堂课精读课。

2．3 语言学习把Learning About Language和Workbook中的Using Words, Using Structures 结合在一起。

2．4 写作

2．5听和说 把课文中的听和说整合成一堂课。

2．6 练习课 workbook exercises & other Exx.3．课型设计与课时分配

1st period Warming Up

2nd period Reading &Language Study

3rd period Learning About Language r& grammar 4th period Writing

5th period Listening & Speaking 6th period Exercises

Unit 2 English around the world Period One Warming up

一、教学目标（teaching aims）student’s book;warming up

1、能力目标(ability aim)

a.Enable students to talk about the world Englishes

b.Enable students to talk about the differences between Am.English and Br.English

2、语言目标(language aim)

more than;include;play an important role;because of;international;native;elevator;flat;apartment;rubber;petrol;gas;

二、教学重难点(Teaching important points)a.Students learn about the world Englishes and the differences between Am.English and Br.English.b.Students can understand the jokes caused by the misunderstanding of different Englishes.三、教学方法(Teaching method)

a.Individual, pair or group work to finish each task.b.Listening c.Discussion

四、教具准备(Teaching aids)

a computer;a tape-recorder;a projector

五、教学步骤(Teaching procedure)Step I.Leading-in

Fun time: warm the students up by asking them to greet each other with their dialects.At the same time, lead the students to think about the topic of this unit--“language”.Step II.Warming up.1)A quiz about the national flag of countries speaking English as their first or second language.Lead the students to the topic “English Around the world”.2)Ask the students to think about the question about the “world Englishes”.Step III.Talking about “world Englishes”, especially the differences between “American English” and “British English”

1)Listen to a dialogue between an American and an Englishman.And try to find out the cause of the misunderstanding between them.2)Talk about the differences between American English and British English.(mainly about vocabulary and spelling)Step IV.Speaking Task.Students make up a dialogue with a misunderstanding caused by the differences between “American English” and “British English” like the dialogue they listened to.Unit 2 English Around the World Period Two Reading

教学目标（Teaching aims）

Get the students to know English language and its development and different kinds of English through this passage.教学内容(Teaching contents)

Get the knowledge of English language and its development and different kinds of English.能力目标(Ability aim)

Get some knowledge of different kinds of English 语言目标(Language aim)

Grasp some words and expressions such as, play a role in /because of/ come up/ play a part in and learn the grammar--the indirect speech of the imperative clause 教学重难点(Teaching important points)The indirect speech of the imperative clause 教学方法(Teaching methods)task-based approach 教具准备(Teaching aids)multi-media computer

教学步骤(Teaching procedure)Step 1 Warming up.Warm the students up by ask them to tell the differences between American English and British English.Step 2

Pre-reading.Ask the students to discuss some questions about “English” in pairs.1.How many people speak English in the world today? 2.Why do so many people speak English? 3.What has helped to spread English around the world? 4.Do you think it important for Chinese to learn English? Why? Step 3

Reading.1)The first-reading.Ask the students to scan the text and choose the correct answer in the book.2)The second-reading.Ask the students to read the text paragraph by paragraph, and get some detail information.a.For the first and second paragraph, students answer some questions

b.For the third and fourth paragraph, students find out the information to fill in the table of the development of English.c.For the last paragraph, students find out the reason why India speaks English.Step 4

Discussions:

1.Do you think it matters what kind of English you learn? Why? 2, Why do you think people all over the world want to learn English?

3, Do you think Chinese will become the most popular language in the world instead of English in the future?

Step 5

Extension

Give the students some information of origin of British English and American English.The formation of British English From 17th century—19th century

The UK colonized Ireland and joined with Scotland long ago

Colonized;North America, the Caribbean India, including Pakistan, Bangladesh, Australia, New Zealand, Palestine, parts of sub-Sahara Africa, Hong Kong, Singapore and the Pacific Islands The formation of American English

American colonial rulers also brought their English to:

Hawaii, Puerto Rico, the Philippines and other Pacific island in the late 19th century Introduce the situation of English speaking in China.Tell them some proper items.Native speaker: A person who speaks English since birth but who may not speak a standard form of it.L1 speaker: A native speaker of English who uses it as his or her mother tongue or an immigrant to an English-speaking country who always prefer to use it ESL: English as a Second Language

L2 speaker: A second language speaker of English EFL: English as a Foreign Language Step 6

Homework

1.Finish the exercise on page 11.2.Read passage on page 51 The Oxford English Dictionary and make notes about Murray’s life.Unit 2 English around the world

Period Three Learning about Language

一、教学目标（teaching aims）student’s book;Discovering useful structures

1、能力目标(ability aim)

a.Enable students to tell the differences between a request and a command.b.Enable students to learn about the Indirect Speech(requests & commands)c.Enable students to use the Indirect Speech(requests & commands)

2、语言目标(language aim)

command;request;retell;polite;boss Indirect Speech(requests and commands)

二、教学重难点(Teaching important points)a.Students learn about the differences between a request and a command.b.Students learn about the Indirect Speech(requests and commands)c.Students can use the indirect speech.三、教学方法(Teaching method)

a.Individual, pair or group work to finish each task.b.Discovering the structure through examples c.Practice

四、教具准备(Teaching aids)a computer;a projector

五、教学步骤(Teaching procedure Step 1.Warming-up(Revision)

Warm the students up by asking them to go over the Direct Speech and Indirect Speech..Do some exercises : change a statement or a question into Indirect Speech.Step 2.Talk about Request and Command.1)Talk about the polite and Impolite tune.2)Change the commands into Requests.3)Learn to give requests or commands according to the situations.Step 3.Talk about how to change a request and a command into Indirect Speech.ask(ed)sb(not)to do sth tell/told sb(not)to do sth

Step 4.Practise changing a request or a command into Indirect Speech.Step 5.Using the structure.A game: choose two students act as two robots.One listens to the requests, the other listens to the commands.Other students give either requests or commands, and the robots do what the students asked them to do.Unit 2;English Around the World(Period Four)writing

教学目标（Teaching aims）

a.Let students get to know how to write a statement by using brainstorming

b.Try to use connecting words or sentences to make it as an essay or passage not just several sentences.教学内容(Teaching contents)Write a statement

能力目标(Ability aim)

Using the brainstorming way to collect sentences and then arrange them properly 语言目标(Language aim)I think, I believe，In my opinion…

We learn English to do…

教学重难点(Teaching important points)How to arrange sentence correctly.Try to use connecting words.教学方法(Teaching methods)Brainstorming way

教具准备(Teaching aids)multi-media computer

教学步骤(Teaching procedure)Step1 Leading in

Use the brainstorming way to ask students “Why should we live?” which is a simple question, at the same time there might be various answers to the question, which will stimulate their interest.Step2 Presentation

Also use the brainstorming way to ask “Why should we learn English?” and “how can learning English help China?” Step3 A poster

Write a poster to collect all their ideas.try to use completely sentences, such as : I like to study English and use it for business in the future.I want to study English well so that I can read English books.Say, come to the blackboard and write down your ideas, trying to use complete sentences, such as: If I learn English well, I can bring in the advanced foreign technology to China.So China will become stronger.I decide to learn English well, in this case I can read many English novels, so I can translate them into Chinese, then more Chinese can know more things about the world.Step4 Write an essay

The title is “Do we need to learn English?”

Step5 Display the structure on how to write the essay.1.State your points of view. the supporting reasons.3.Get a conclusion Step6 Show them the connecting words which can help them to join the sentences and paragraphs.Illustration: I think , I believe, In my opinion, As far as I am concerned… Addition: firstly, secondly, then, besides, at last… Contrast: however, but , on the other hand… Summary: in short, in a word, therefore, so…

Step7 Give them a simple example which is not complete Do we need to learn English?

I strongly think we not only need learn English but also learn it well…Why should we learn it…How can learning English help China in the future?…So… Step8 Homework My Experience of Learning English Para1.My problems in learning English.Para 2.How I can improve my English.Para.3.What I like about learning English.Para Para 4.How I hope to make use of my English.Unit 2: English Around the World Period Five Listening & speaking

一、学目标(Teaching aims)

教材(Teaching materials)listening materials on p12 and p14 on the textbook, another one attached

1、能力目标(ability aim)enable Ss to catch the listening materials and understand them and distinguish British and American English, try using them in dialogues.2、语言目标(Language aim)distinguish some words used in British and American English、some dialect and accent

二、教学重难点(Teaching important points)understand words used in British and American which have the same meanings and some dialect accent

三、教学方法(Teaching method)listening and talking

四、教学准备(Teaching aids)tape recorder and get students’ answer sheet printed out

五、教学步骤(Teaching procedure)Step 1 Listening

Listening 2(text book p14)

Listen to the tape, getting to know American dialect and accent.Step 2 Speaking

After listening to different dialects and accents, see if Ss know how to pronounce the following words:

ask after either neither kilometer box……and more

Unit Two :English Around the World The Sixth period Exercises

一．教学目标：(Teaching aims)Finish the exercises on the workbook 1．能力目标：(ability aim)

a)Enable the students to command “commands and requests” b)Through cooperative work find out correct answers themselves 2．语言目标：(language aim)Full understanding of the readings

二．教学重难点(Teaching important points)Understanding the main ideas of the passages 三．教学方法(Teaching method)a.Fast and careful reading

b.Individual, pair or group work to finish each task c.Discussion

四．教具准备(Teaching aids)a computer

五．教学步骤(teaching procedure)Step 1.Warming up

Step 2: speaking task(Review commands and requests)

Offer them situations and try to make dialogues with commands and requests Step 3 :Do the “Reading” on P13 and answer questions on it briefly.Step 4: Finish the “Reading Task” at p.51 and complete the form after it.Step 5: Group work:

Ask them to sum up what codes and short forms of words they often use when they often chat on the net with others.Step 6: check up their researching result.Step 7: homework.

高中英语必修2教案(篇3)

一、教学目标

情绪的单词：feel, sad, angry, happy, worried, afraid。

能完成本页的看图完成句子的活动

二、教学重点

1. 能够听、说、读、写有关情绪的单词：feel, sad, angry, happy, worried, afraid。

2. 能够正确使用上述单词描述自己或他人的情绪

三、教学难点 Let’s wrap it up板块

四、教 学 过 程

【自主学习】

1.Greeting

2.引用学过句型，How does he \she feel ?操练交流。引出People have different feelings .

教师利用挂图呈现A Let’s learn 板块第一幅插图，提问学生：Who is she? What is it? What are they doing? How does Sarah feel? Why?引导学生谈论图片，引出并教授描述Sarah和小猫不同的情绪单词：angry，afraid.

【合作探究】

1、教师利用视频呈现不同动物的表情和动作，引出观点:Animals have feelings .

2、教师播放小狗puppy 的视频，整体呈现并教授描述情绪和心理状态的词汇，如：angry，afraid等，教师提问学生：what is puppy doing ?how does it feel ? What will it do ? 要求学生将小狗的情绪和动作进行匹配。

3、教师呈现A;Let ‘s learn 板块的挂图，与学生谈论图片 ：not only the dog ,but also the cat has feelings,too .chen jie has a pet cat ,what are they doing ? How does sarah feel ?how does the cat feel ? Why ? 要求学生观察图片，猜测Sarah和宠物猫的情绪，并进行简单的描述。

【展示交流】

1、记忆游戏

教师出示四幅编好号的图片。教师描述图片，学生迅速找出对应的图片并报出号码。也可以变成教师报数，学生说出对应的单词或句子。

2 学生制作本课的单词卡片，每张写有一个表达情心理状态的单词，是大写字母，如： sad, worried, happy.学生四人一组，学生A快速展示一张卡片再放下，其他三名学生说出所见单词。首先，说出的得一分，然后到学生B展示卡片，以此类推，得分最多者获胜。

高中英语必修2教案(篇4)

1.attitude to/towards

sb/sth

2.take/adopt/have a

positive/negative...attitude

3.previous adj.ver.1.2.3.4.5.6.5.be covered with/by...． 6.enthusiastic adj.(about)

7.enthusiasm n． 8.amazing adj.9.amazed adj.(to

do)(at/by)10.amaze v

11.amazement n． 12.to one’s amazement 13.in amazement rmation n． rm sb.of sth.16.instruction n． 17.instruct v． 18.bored adj.(with)19.boring adj.20.bore v．

21.embarrassed adj.22.embarrassing adj.23.embarrass v．

24.embarrassment n． 25.behavior n．(U)26.behave oneself 27.description n． 28.describe v． 29.impressive adj.30.impress sb with．..＝sb

be impressed with/by． 31.impress sth on sb/on

one's memory32.leave/make an

impression on sb 33.encouragement n． 34.encourage sb.to do sth.35.discourage sb.from

doing sth.36.disappointed adj.37.disappointing adj.38.disappoint v． 39.disappointment n.40.disappear from sight 41.appear vi.42.(Link-v.)appear

adj./n./to be..43.It appears that从句 44.appearance n.45.be similar to sb.in sth.46.far from 47.nothing like 48.in other words 49.in a/one word 50.in words

51.keep/break one's

word/promise

52.have a word with sb 53.have words with sb 54.word come that....55.leave word with sb.56.=leave a message to sb.57.look forward to

(doing)sth.58.pay attention to

(doing)sth.59.be/get used to

(doing)sth.60.get down to(doing)sth.61.stick to(doing)sth.62.devote...to(doing)sth..63.lead to(doing)sth.64.at the start of 65.at the end of 66.go to college 67.be divided into

68.divide(up)．..among/be

tween

69.divide....in half/in

two/into halves

70.separate...from/by.....71.took an active part in...72.take part in 73.join 74.join in 75.attend

76.attend to...1.2.77.I don't

think/believe/imagine/suppose/expect that.....78.This room is three times

as big as that one.＝This room is three times bigger than that one.＝This room is three times the size of that one.79.Tom has made rapid

progress recently.—Oh，so he has and so have you.80.①So＋系动词/助动词/

情态动词＋主语②neither/nor＋系动词/助动词/情态动词＋主语③So it is with.../It is the same with...

高中英语必修2教案(篇5)

必修一Unit2 The Road to Modern English

第二课时

阅读课

一、教学内容：Pre-reading;Reading;Comprehending(p.9)

二、教学目标 1．能力目标：

1）学生通过阅读文章能够从篇章结构的角度出发描述英语语言发展的历史过程。

2）学生能够在阅读的过程中对主要的阅读信息进行记录，并能根据这些信息对原文进行复述。

3）学生能够列出影响一个国家语言发展的所有因素并对此能够进行解释。2．词汇目标：

official, voyage, because of, native, come up, apartment, actually, AD, based, at present, gradually, Danish, vocabulary, make use of, spelling, latter, identity, fluent, Singapore, Malaysia, such as 3.情感目标：

学生通过学习英语的发展史，激发对学习英语的兴趣。

三、教学方法

运用多媒体课件演示，结合图片音频文件等来进行课文的学习，激发学生的学习兴趣。采用启发式引导、开放式探究、互动式讨论、反馈式评价的教学方式。

四、教学步骤：

步骤一复习导入新课（2分钟）

1.通过图片对话展示，让学生在轻松愉快的氛围中进入新课。

2.利用连线题进行英美英语的对比，激发学生的兴趣和对比意识。

【设计意图】

通过视觉和听觉刺激，从一上课就调动学生的学习积极性，为本课学习营造良好的学习氛围。英语的发展对学生来说是一个比较陌生的话题，所以学生头脑中可能没有相关的背景知识，教师只能从简单的问题入手，启发学生进行思考。步骤

二、阅读听说理解文章（20分钟）

1.fast reading 部分要求学生迅速阅读课文，找到文章主旨大意，并完成填空题。2.careful reading 要求学生逐段细读，能够根据阅读回答每段问题。【设计意图】

通过对阅读过程一系列活动的设计，教师可以培养学生在阅读中使用预测、预览和记录主要阅读信息来实现对文章表层信息、深层信息和推理信息的掌握。步骤

三、练习反馈概括收获（8分钟）1.做true or false 练习题，回顾文章。2.再熟读一遍课文并根据课文填空。【设计意图】

通过练习中的知识对比，再次回顾文章，加深理解。步骤

四、课后讨论提升能力（8分钟）

把学生分组，根据课件上的问题进行讨论。然后每个组派一名代表进行汇报。

1.Why do you think people all over the world want to learn English? 【设计意图】

为学生搭建交流平台，激励参与，培养他们说的能力。并且，帮助他们深层次理解英语，加强他们对英语的了解和热爱。步骤

五、布置作业迁移应用（2分钟）

根据学生以上讨论的问题及学生的不同兴趣来自主选择一个话题写一篇短文。

【设计意图】

让学生自主选择话题，既照顾了学生的学习兴趣，又体现了因材施教的原则，使整个教学环节更加完整。

教学活动设计：

本节课是一节阅读课，重点培养学生的阅读能力以及听说读的能力。本课采用individual work, pair work, group work 等多种形式，锻炼了学生的各种能力，并培养了学生大胆说英语的习惯。

高中英语必修2教案(篇6)

Where’s your pen pal from?

一、单元教材分析

本单元的中心话题是pen pals。主要语言功能项目是talk about countries, cities and languages。语法结构为 Where…from; Where…live and whatlanguage…speak。先以Activity1复习语言与国家的配对练习入手，Activity2a, 2b一个综合的听力训练来展示学生的听力能力，并以听力内容为基础，通过Activity2c中假设的两人对话操练来培养学生的交流能力，同时也引导学生多沟通与多交流。

Activity3a是一篇email形式的阅读文章，并有相关问题由学生在阅读后进行回答Activity3b 是根据提供的信息进行填空的写作练习，Activity3c是一篇模仿写作，让学生给自己的笔友写一封关于本人信息的email。我在各课时教学中设计各种各样的小活动，通过Discussion，Classifying，Guessing等不同方式让学生掌握本单元的知识点，用学会的知识与外国的笔友自如的交谈是学习本单元的目的。

二、教学目标分析

1、语言目标

a. 重点词汇：

Countries: Canada, China, France, Japan, the United States, Singapore,Australia,The United Kingdom, Paris.

Cities: Sydney, New York, Toronto, Toyo, London

Languages: English, French, Japanese, Chinese.

b. 重点句型： -Where…from? -She‘s/He‘s from…

-Where does…live?-She/He lives in …

-What language does she /he speak? -She/He speaks ….

2、能力目标

a. 培养学生在文段中寻找信息的能力;

b. 学会用英文给笔友写回信，简单介绍个人情况;

c. 通过有效地小组合作，培养学生合作能力及团队精神。

d. 在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 ,

使学生能熟练运用新句型来谈论年龄和日期。

3、交际目标

通过学习本单元的内容，使学生学会用各种方式与世界各国朋友交流。

4、德育目标

了解世界，了解不同地区的人文风俗;学会理解和尊重异国文化。

三、单元重难点分析

重点： 1. 谈论国籍、民族及其语言。

2. 询问并回答人们的住处。

难点： 1. 含from的where引导的特殊疑问句及其回答

2. 含live的where引导的特殊疑问句及其回答

四、课时结构

为了能较好地实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。

Period 1 Section A 1a—2d

Period 2 Section A 3a—Section B2c

Period 3 Section B 3a---3c

Period 4 Summing up Section A and B and the grammar.

五、教学过程设计

The First Period

Teaching aims:

1.Learn to express the main countries and cities.

2.Know something about the countries.

3.Master where- sentence structure.

Key points:

1. Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore,the United Kingdom, country, Sydney, New York, Paris, Toronto,Tokyo world

2.Sentences: -Where is your pen pal from? -He‘s from Australia.

-Where does he live? - He lives in Paris

-Where is John‘s pen pal from ?

Teaching aids:

Some cards with cities and countries.

Teaching procedures:

Step 1.Lead—in (1a&2a)

First greet the students. Then teacher begins the topic with the Spring Festival. Do you have a nice Spring Festival? Do you go to many places? I do. Then use the fresh pictures through computer to teach the students names of countries, cities. Divide the students into groups, then show the flags and pictures, let them guess the names of countries and cites. At last finish 2a on page2. 通过这个环节，教师完成本单元的新单词的导入，通过提供给学生每个国家的地图，让学生猜出国家名称及相应的城市，学生能有意识的记忆国家及城市的名称，并为整节课任务的完成奠定最基本的词汇基础。在看图片时学生能够做到精神集中，并能激发学生的学习兴趣。

Step2.Practice(1c&2d)

①Teacher says: I goes to many places during the Spring Festival, so I have many pen pals from different countries. One of my pen pals is Sandy. She is from the UK. She lives in London. Ask the students: Do you have a pen pal? Some say yes, some say no. Then go on with ―Where is she/he from?‖ and ―Where does she/he live? Ask some students to stand up and practice with teacher.

②With these sentence structures, ask students to practice them in pairs.

③Make a Survey to understand your classmates better.

上面这些句型的操练都是为了最后一个任务作铺垫。操练的过程中可以及时纠正学生的错误。然后让学生填写调查表，了解全班同学的笔友分别来自哪个国家以及居住在哪个城市，同时让学生认识和了解一些国家和城市相关地理文化知识，

拓展学生的视野, 激发他们的兴趣。在完成任务的过程中运用where…from和where…live引导的特殊疑问句, 综合运用目标语言, 询问并回答人们的国籍和住处。

Step3.Listening comprehension(1b,2b&2c)

After practice, do a lot of listening exercises. Finish 1b on page 1 and 2b & 2c on page 2.在口头练习的基础上，在他们熟练掌握本课时句型以后再做这些听力应该是不难了，这样可以增加他们学习英语的信心。并且这些听力材料的设计也是层层递进，由易到难，充分考虑到了学生的层次，起到了很好的巩固作用。 Step4.Homework

Revise Section A1a—2d

Make a similar dialogue about pen pals

The Second Period

Teaching aims:

1. Go on to learn the countries and cities.

2. Master where- sentence structure.

3. Learn the new sentence structure: -What language does she/he speak ?

- He/She speaks…

Key points:

1. Words: language, Japanese, French, in English.

2. Sentences: -What language do they speak?

-What language does she /he speak ?

-She/He speaks ……

Teaching aids:

Some cards with cities and countries.

Teaching procedures:

Step1.Revision (Brain Storm)

Use fresh maps of some countries, let the students say the names of these countries as quickly as possible.用这样一个小小的游戏，既复习了上一课时的单词又活跃了课堂的气氛，也为这一节课新知识的教授作好了衔接。使新课的导入自然又轻松。

Step2.Lead—in (3a&SectionB1)

The teacher says we have known the names of these countries, but do you know what languages do people speak in these countries? Let‘s look at the map and guess. Then do a matching exercise to consolidate the knowledge. At last do 3a and sectionA1.通过一系列的活动，让学生知道那个国家讲什么语言，学会说这些语言的单词，为下面的任务做准备。

Step3.Listening comprehension (SectionB2a&2b)

Do some listening exercise to review what we learned before.通过这个听力练习，巩固前面所学的知识，也为下一步的学习举了一个范例，相当于一小步导入。

1My pen pal is . She is from speaks has .

2.Teacher shows the information of pen pals from different countries to students and asks them to choose their favorite pen pals, then Ss introduce their own pen pals.

The structures:：My pen pal's name is... He/she is from.... He/She lives in... He/She speaks…. He/She likes….

3.Discuss with your deskmate.

4.Make a survey about the information about other students' pen pals, including their names, ages, nationalities, countries, cities, languages,

高中英语必修2教案(篇7)

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

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

STEP1.现在分词作定语

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

1．现在分词作定语时的位置

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

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

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

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

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

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

2、现在分词作定语时与谓语动词的时间关系

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

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

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

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

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

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

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

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

1、现在分词作状语与谓语动词时间关系

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

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

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

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

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

则现在分词需用完成形式。例如：

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

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

思维拓展

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

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

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

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

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

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

B preparing C prepared

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

B Receiving not

C Not having received

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

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

B and point angrily

C angrily pointed

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

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

B to be held

C being held

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

B well written;writing

C well writing;writing

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

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

B most worrying C more worrying

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

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

B.generally

C.Supposing

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

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

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

B.to ruin

C.ruined

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

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

C.visiting, adding D.visited, added

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

B.to leave

C.to be left

D.being left

语法同步练习

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

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

高中英语必修2教案(篇8)

Unit 5 Canada-The True North

古丽

Teaching goals Get the students to be able to understand and use the words and expressions below: 1.rather than

settle down

have a gift for

in charge of

look over

ntinent

baggage

scenery

harbour(=harbor)eagle

maple

booth

buffet

bush

dawn

Teaching aids A Projector, an exercise paper and text book.Teaching process Warming-up 1)Students to read the words and expressions on P98-99 for once.(2 mins)2)To show the students the words and expressions we are going to learn at this unit.Section 1 1.Students to read the sentences related to the five phrases and use two minuets to guess the meaning of the related phrases in the sentences.1.Rather than(2mins)I think Tom, rather than you, is to blame.She would rather die than give in.Most men prefer to spend the weekends at home rather than go shopping.rather than ____________ would rather do than do__________ prefer to do rather than do_________

2.Settle down(2 mins)They'd like to see their daughter settle down, get

married and have kids.Have you settled in the new workplace? how is everyone treating you? It was so noisy in the office that i couldn't settle down to write uld you settle up the bill? settle down________ settle in_________ settle down to________ settle up_____________

3.Have a gift for(2mins)She has a gift for learning language.She has already mastered four languages including Chinese, English, French and Russian.Miss.Xu and Mr.Tan in class 19 are gifted at dancing.We enjoyed their dancing at the opening ceremony of school sports meeting.have a gift for_________ be gifted at___________

4.In charge of(2 mins)Mary is in charge of the children.The project is in the charge of an experienced worker.The police said he would take charge of the gun.Iced water is free of charge in restaurants.in charge of _______ in the charge of __________ take charge of __________ free of charge_________

5.Look over(2 mins)

We looked over the house again before we decided to buy it.I'm looking forward to working with you.You musn't look down upon the disabled.As I look through the newspaper, I found some useful information.look over________ look forward to________ look down upon________ look through_________

2.After students finished this, ask them to do the exercise below in 3mins.rather than

settle down

have a gift for

in charge of

look over

.These are your problems _______mine.2.I do not him to be __________ of our company.He is very irresponsible.uld you ______ the bills again? I think there is something wrong with it.4.His brother ___________ music.He can play lots of musical instruments.5.I hope you have _______ in the new country.3.Ask students to read all the sentences above together for once.Then ask them to look at the exercise paper and do the translation exercise in 5 mins.1.我想要冷饮，不要咖啡。（rather than)2.他去法国回来后，决定在家乡安顿下来。（settle down)3.我弟弟对唱歌有天赋。他的声音很好听。（have a gift for)4.我们的校长掌管我们的学校。(in charge of)5.在交卷前，你能再检查一下么？(look over)

After this is done, ask students to read the words and expressions again which we aimed at comprehending at this unit.Section 2

1.Ask students to guess the Chinese meaning of the ten nouns ntinent

baggage

scenery

harbour(=harbor)eagle

maple

booth

buffet

bush

dawn

2.Then, let them look at the pictures on the screen and ask them to guess the words to describe the pictures.Let them spell out the words if possible.(2 mins)

3.Ask Ss to cover up their text book and spell out the English words for Chinese meanings of the ten nouns on their paper.1.大陆

2.风景

3.灌木

4.自助餐

5.海港

6.公用电话间

7.枫叶

8.行李

9.鹰

10.黎明

4.Ask Ss to finish the exercise below.1.Many Europeans explored the _____(大陆)of Africa in the 19th century.uld you give me a hand to carry my ______(行李)to the bedroom? 3.The _____(风景)of the West Lake is beautiful beyond description.4.Sailing in the _____(海港）is popular in Canada.5.A great number of _____(鹰)winged their way across the valley.6._____ leaf(枫叶）is the national symbol of Canada.7.There is a _____(公用电话间）downstairs.8.You cannot ask for someone to take your order when you eat a

(自助餐）.9.The rabbit is hiding in the _____(灌木）, let's find it.10.This is the most beautiful _____（黎明）I've ever seen.Section 3 Let students finish the exercise below using the five expressions and ten nouns we’ve learned in this class.When asked what I want to do in the summer vacation, I said that I like to cross the ______ to see the beautiful _________ along the journey _______staying at home watching TV or playing computer games.I_______ the map and found that Canada is an interesting country to visit.So I decided to go to Canada.With this decision, I called my friend Mary from the ________ on the street and told her that I will be there in 4-5 days.I told her I would like to go to the ________ to see the beautiful sunrise and to go to the park to enjoy the _______leaves, which is the national symbol of Canada.She was very excited about this.Then, I hung up the phone and went home.On my way home, I saw an_____ on the green_____by the road.After I got home, prepared my ________and bought a plane ticket on the internet.The next day, I flew over to Canada and met my friend.She took me to a hotel and helped me to ______.She told me there would be a welcome party for me that night and she was ________ the party.We went to the party together and enjoyed the delicious _______.Early in the next morning, Mary and I got up at _______ and started our tour in the city.Section 4 Homework: Finish the exercise on p57 on the exercise book.

高中英语必修2教案(篇9)

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

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

Never have I foun d him so happy.

Little does he care about what I said.

I ca n’t swim. Neither can he.

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

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

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

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

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

OnlyWang Ling knows this.

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

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

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

但not only...but also...连接主语时,不倒装。

Not only the mother but also the children are sick.

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

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

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

Tired as he was, he kept on running.

Tired though he was, he kept on running.

=Though he was tired,he kept on running

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

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

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

Often have we made that test.

在虚拟结构中，条件从句的谓语含有were,

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

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

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

用于某些表示祝愿的句子里 May you succeed!

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

There exist different opinions on this question.

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

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

Then came the hour we had been looking forward to.

There comes the bus.

Now comes y our turn.

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

Here you are.

There she comes.

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

Up went the arrow into the air.

Away went the boy.

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

In front of the classroom is a playground.

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

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

Such was the story he told me.（代词）

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

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

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

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

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

高中英语必修2教案(篇10)

高中英语必修4 Unit5教案

高中英语必修4Unit5教案

Unit5Themeparks

.单元教学目标

技能目标SkillGoals

Talkaboutdifferenttypesofthemeparksindifferentcultures

Showpeoplearoundaplaceandgivedirections

Studywordformation

writeanintroductiontoaplacewithdetailedexplanations

II.目标语言

功能句式

Expressionsusedtoshowpeoplearoundaplace

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

can/couldyoushowmewhere...is?

can/couldyoutellmethewayto...?

Howcanwegetto...?

Howfaris/arethe...?

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

．

四会词汇

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

2．认读词汇

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

3．词组

Nowonder,inadvance,getcloseto,cometolife，结构

wordFormation

III.教材分析和教材重组

.教材分析

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

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

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

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

.4comprehending让学生从的标题及各段大意来整体理解课文。

.5LearningaboutLanguage分词汇和语法两部分。

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

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

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

练

习

听

力

可

配

合ListeningonP69inworkbook及ListeningTaskonP73进行。

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

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

4）Speaking根据所准备的公园概况介绍写一段

对话，作为导游回答一位正在游览公园的朋友对公园情况的一些询问。

2.教材重组

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

中

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

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

2.4将Readingandspeaking，workbook

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

2.5将Speaking,workbook

中的Talking

和Speakingtask整合为一节“口语课”。

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

3.课型设计与设时分配（经教材分析，根据学情，本单元可以用六个课时教完。）

stperiod

IntensiveReading

2ndperiod

LanguageStudy

3rdperiod

Listening

4thperiod

ExtensiveReading

5thperiod

Speaking

6thperiod

writing

IV.分课时教案

TheFirstPeriod

IntensiveReading

Teachinggoals

教学目标

.Targetlanguage目标语言

a.重点词汇和短语

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

b．重点句子

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

Enablethestudentstoknowsomethingaboutthevariousthemeparksallovertheworld,tounderstandthedifferencebetweenathemeparkandatraditionalparkandtrytofinishthecomprehendingexercises.3.Learningabilitygoals学能目标

Learnhowtogeneralizeandcomparethesimilaritiesanddifferences.Teachingimportantpoints

教学重点

Tosolvethequestionsincomprehending,andletthestudentsfindoutthemainideaofeachparagraph,giveasummaryofthetext.Teachingdifficultpoints

教学难点

Howtogiveageneralinstruction/descriptionofaplace.Teachingmethods

教学方法

Listening;

Skimming;

Scanning;

Task-based.Teachingaids

教具准备

Arecorderandacomputer.Teachingprocedures&&ways

教学过程与方式

StepIRevision

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

T:Now,handinyourpaperplease;I

’llcheckyourworkafterclass.StepII

warmingup

T:Let’slookatthe

picturesonP33.Trytomatchthenamesoftheparkswiththepictures.canyouguesswhichareparksandwhicharethemeparks?

T:whichoneoftheseparkswouldyouliketovisitmostifyouhavethechance?

Sa:ofcourseIwouldgotoDisneyland.IhavewatchedsomuchaboutitonTVandI

’vebeendreamingaboutshakinghandswiththoselovelycartooncharactersandtakingpictureswiththem.Sb:Iwouldliketogotowaterpark,becauseIlikeswimmingandIliketotakepartintheactivitiesinwaterinthispark.„

StepIII

Reading

Skimming

T:It

’wearegoingtostudyapassageaboutthemeparks.ThetitleisTHEmEPARkS

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

Topicsentences

Paragraph1.Differentkindsofthemeparks.Paragraph2.Disneyland.Paragraph3.Dollywood

Paragraph4.England’scamelotPark

Scanning

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

2.whatdoyouknowaboutancientEnglishstories?whatotheractivitiesdoyouimaginethereareatcamelotPark?

3.Disneylandisaplacetohavefun.whatwillyoudoifyouhaveachancetovisitDisneyland?

4.Ifyouhaveachancetovisitoneofthesethreeparks,whichwillyouvisit?why?

suggestedanswers

.ThepurposeofDollywood

istoshowandcelebrateAmerica’straditional bablyalotofAmericanswillvisitthisthemepark.2-4studentswillgivetheirownanswers.StepV

Discussion

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

Homework

Rememberallthenewwordsandphrasesinthereadingpassage.writeasummaryofthereadingpassageusingthenewwords.ThesecondperiodListening

Teachinggoals

.Targetlanguage

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

2.Abilitygoals

Enablethestudentstomastertheskilloflisteningforinformation.3.Learningabilitygoals

Helpthestudentslearnhowtogettheskillsoflistening.Teachingimportantpoints

Listentothethreematerialsaboutcustoms,Seaworldandbuildingadugoutboatandanswerthequestionscorrectly.Teachingdifficultpoints

Listenandgettheneededinformationtocompletetheexercises.Teachingmethods

Listeningandcooperativelearning.Teachingaids

I

Arecorder,acassettetapeandacomputer.Teachingprocedures&ways

StepI

Revision

checkthestudents'homework.StepII

Listening

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

Part2.youmaylistentoittwice.Studentslistentotherecordingforanothertwotimes.checktheanswerstothequestionsbyaskingsomestu?dentstoanswerthem.StepIII

Listening

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

Ss:yes.T:whatcanyoudoinSeaworld?

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

ListeningTask

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

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

Homework

Dothelisteningagainafterclass.PreviewReadingandspeaking,Readingtask.ThethirdperiodGrammar

compound

.合成名词

n+n

airconditioner

空调

bloodpressure

血压

incometax

所得税

creditcard

信用卡

adj+n

centralbank

中央银行

fastfood快餐

solarsystem

太阳系

remotecontrol

遥控

v-ing+另一词

washingmachine

洗衣机

drivinglicense

驾驶执照

其他方式

by-product

副产品

editor-in-chief

主编

2.合成形容词

过去分词或带ed词尾的词构成。

absent-minded

心不在焉的 grey-haired

头发灰白的

动词的ing或另一词构成 long-suffering

长期受苦的 far-reaching

深远的

3.合成动词及合成副词

water-ski

滑冰

overeat吃得太多

baby-sit

看孩子

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

dis-:disagree,dislike，disappear

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

re-:rewrite,review

2)后缀:

构

成名

词

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

构成形容词:-al,-an,-ful,-ing,-y,-less

national,American,careful，exciting,cloudy,useless

构成动词:-fy,-ise:

beautify,realize

构成副词:-ly:

badly

构成数词:-teen,-ty,-th

thirteen,sixty,twelfth

conversion:changethepartofspeechofaword.

高中英语必修2教案(篇11)

必修一module2

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

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

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

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

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

23.obey the discipline 24.so that

25.translatesth.from one language to another

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

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

对…的第一印象 避免做… 取得进步 敢做

任何时候 准时 及时 第一次 结果

在…做的不好/好 入睡 说谎 讲笑话 说实话

足够勇敢做某事 害怕

上学迟到 承认

一段时间 适用于 栩栩如生 尊重… 遵守纪律

因此，目的是

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

破门而入 办理，照管 一个…的摘要 与某人谈论某事 认真开始做

高中英语必修2教案(篇12)

阅读完第一模块教材文章后翻译下列六个句子：

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

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

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

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

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

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

高中英语必修2教案(篇13)

have trouble with sb/sth 同某人闹意见；做…有困难

throw away the friendship 放弃/终止友谊

have the/a habit of doing sth 有做…的习惯

1. I wonder if… 我想知道是否….

2. It’s because… 这是因为…. 此从句中because不能用since或as 代替

3. What do you think a good friend should be like? 你认为一个好朋友应该是什么样的呢？

4. While walking the dog, you were careless and it got loose and was hit by a car.

=While you were walking the dog, …在遛狗时，你不小心让狗挣脱了绳子，结果狗被车撞了。

（当while, when, before, after 等引导的时间状语从句中的主语与主句的主语一致时，可将从句中的主语和be动词省去。）

5. Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? 你想有一位无话不谈、能推心置腹的朋友吗？

6. I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. 我已经很久不能去户外，所以我变得对自然界的所有东西都很感兴趣。

7. I can well remember that there was a time when a deep blue sky, the song of birds, moonlight and flowers could never have kept me spellbound. 我记得非常清楚，曾有一段时间，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未使我心醉神迷过。

8. It was the first time in a year and a half that I’d seen the night face to face.

这是我一年半以来第一次目睹夜晚。

9. I would be grateful if you could give me some advice. 如果您给我提些建议，我会非常感谢的。 （I would be grateful if… 委婉客气提出请求）

10. It’s a good habit for you to keep a diary. 记日记对你来说是个好习惯。

11. She found it difficult to settle and…

12. This series of readers is very interesting.

13. A friend in need is a friend indeed.

14. People are told that their actions should be as gentle as the wind that blows from the sea.

play a role/ part (in) 在…中担任角色；在…中起作用;扮演一个角色；参与

play an important role/ part 在…中起重要作用 because of 因为；由于

make (good/ full) use of （好好/充分）利用

from one place to another 从一处到另一处

present sth to sb / present sb with sth

an international language 一门国际语言 an international organization 一个国际组织

1. However, they may not be able to understand everything.

2. This is because Britain ruled India from 1765 to 1947.

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

4. What the British call “petrol” the Americans call “gas”.

(美国人把被英国人称作“petrol”的东西称作“gas”。 此处what引导宾语从句)

5. Actually, it was based more on German than present day English.

6. …those who reported the news were expected to speak excellent English.

7. The US is a large country in which many different dialects are spoken.

(in which= where, 其引导定语从句。 美国是一个大国，国内说着许许多多的方言。)

8. …there is more than one kind of English in the world.

(more than one+单数可数名词，作主语时，谓语用单数)

9. It is not easy for a Chinese person to speak English as well as a native English speaker.

(对于一个中国人来说把英语说得跟以英语为母语的人一样好是不容易的。)

句型：It is + adj/n+ for sb to do sth 对于某人来说做某事是…

扩充：It is + adj+ of /for sb to do sth

当句式中形容词修饰to do sth 时用for; 若形容词修饰sb，则用of.

eg: It’s kind of you to help me carry the box.

附：

1. either…or…和neither…nor…连接两个名词作主语，谓语动词采取就近原则。

三个表示最后最终的用法：

⑴finally: 按照顺序的最后，常与first, secondly 等连用

⑶in the end: 经过长期曲折斗争努力，终于… 如：战争等

4. 与人交谈，常会有听不清楚或听不懂的情形，遇到这种情况该如何开口呢？

⑴Pardon?

⑵I beg your pardon? I don’t understand./ Sorry, I can’t follow you.

对不起，我没听懂，请再说一遍好吗？

⑶Could you say that again, please? / Could you repeat that, please? 请再说一遍好吗？

⑷Could you speak more slowly, please? 请你说得慢一点好吗？

5. include ─ including; included

actually ─ actual (adj); rapidly ─ rapid (v)

wide (adj) ─ widen (v); broad (adj) ─ broaden (v)

foreign ─ foreigner;

6. petrol------gas ;

lift------elevator;

film------movie; sweets----candy;

dream of/ about doing sth 梦想做某事

persuade sb to do sth= persuade sb into doing sth 说服某人做某事

persuade sb not to do sth= persuade sb out of doing sth 说服某人不做某事

insist on (one’s) sth/ doing sth 一定要；坚持要

the best way of doing sth/ the best way to do sth 干某事的最好办法

determine to do sth ( 动作) / be determined to do sth （心理） 决心干某事

can’t wait/ can hardly wait to do sth 迫不及待想干某事

for one thing… for another （用来引出某事的理由）一则… 二则…

1. It was my sister who first had the idea to cycle along the Mekong River.

强调句基本句型：it is/ was…. that….其中指人时可用who(主)，whom(宾)。

2. Although she didn’t know the best way of getting to places, she insisted that we (should) find the source of the river.

insist that….(should)+ v原形 坚持要；坚持要求

3. Have you ever seen snowmen ride bicycles? (metaphor)

4. To climb the mountain road was hard work but to go down the hills was great fun.

5. Good luck on your journey.

6. The lake shone like glass in the moonlight. (simile)

a great/ large number of =a great many/good 大量的

be trapped in/ under 陷入……/ 陷在……下面

the high school speaking competition 高中演讲比赛

have sb do sth= make sb do sth= let sb do sth 让某人做某事

come to an end (vi) = put/ bring sth to an end = put/ bring an end to sth 结束某事

be proud of / take pride in 以……而自豪

one-third 1/3 two-thirds 2/3

seventy-five percent 75%

right away= right now= at once= immediately 立刻

happen= take place= come about= break out

1. It is always calm before a storm.

2. Now, imagine there has been a big earthquake. 此句为There be 句型

3. Mice ran out of the fields looking for places to hide. 现在分词表伴随

4. It seemed that the world was at an end.

5. Water, food and electricity were hard to get.

句型：主语+ be + adj + to do 其中to do 用主动形式表示被动含义

6. All hope was not lost. all 与not 连用 表示部分否定

7. It’s never too late to learn. 活到老，学到老。

falling leaves 正在落的叶子 boiling water 正在沸腾的水

fallen leaves 已经落在地上的叶子 boiled water 开水

Unit5 Nelson Mandela----a modern hero

lose one’s heart to sb/sth 爱上，喜欢上

be out of work = lose one’s job 失业

as a matter of fact = in fact = actually 事实上 beg for 乞讨

set about 着手做某事 (set about doing sth)

set out 陈列，摆出；开始（set out to do sth）

be active in = take an active part in 积极参与，在……活跃

keep sb from doing sth阻止某人做某事 die for 为……而死

put sb in prison= throw sb into prison= send sb to prison 把……投入监狱

have problems/ difficulty/ trouble with sth

have problems/ difficulty/ trouble (in) doing sth have a go= have a try

answer violence with violence 以暴制暴

equal (adj)------equally (adv)------equality (n) violence (n)------violent (adj)

cruelty (n)------cruel (adj)------cruelly (adv)

educated (adj)------education (n)

1. Only then did we decide to answer violence with violence.

only 放在句首且后接状语时（作状语：副词；介词短语；状语从句），要使用部分倒装------才用一般疑问句语序。

Only yesterday did his father tell him the truth.

Only when his father came back did he go to bed. （从句无需倒装，主句要倒装）

2. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood.

3. I felt bad the first time I talked to the group.

链接：It’s the first time that 现在完成时

It was the first time that 过去完成时

4. He taught us during the lunch breaks and the evenings when we should have been asleep.