高中英語必修二教案

高二英語Dashion教案。

高二英語Dashion教案
Unit3.Fashion
Integratedskills,Speaking,Writing教案
一、章節(jié)分析（SectionAnalysis）
(一)綜述
本章節(jié)是語言運用部分。通過聽，說，讀，寫方面的訓(xùn)練，提高學(xué)生語言詞匯方面的能力，加強他們運用語言知識來表達(dá)想法的能力。教會學(xué)生用英語做問卷調(diào)查和信息反饋，訓(xùn)練學(xué)生看圖作文能力。

（二）目標(biāo)
Integratedskills
要求學(xué)生通過聽一段對話獲得關(guān)鍵信息并作簡要信息記錄，然后根據(jù)所作筆記完成一封回信，以此對上述信息進(jìn)行反饋。
（可以結(jié)合P35聽力練習(xí)強化學(xué)生記錄信息的能力，要求學(xué)生補充每一件物品除出現(xiàn)年代以外的其它信息。）
Speaking
在輕松的氛圍中幫助學(xué)生通過互相提問的形式，完成一份已事先設(shè)計好的問卷調(diào)查。并引導(dǎo)學(xué)生發(fā)表他們對問卷結(jié)果的看法。

Writing
1學(xué)會看清各幅圖畫所要表達(dá)的意思以及圖畫之間的聯(lián)系。
2學(xué)會串詞成句，即根據(jù)提供的短語組織完整的句子，然后根據(jù)圖畫的含義將這些句子組織成一個完整的故事。
3引導(dǎo)學(xué)生使用連詞使上下文連貫，故事情節(jié)流暢。

（三）重點和難點
Integratedskills
幫助學(xué)生掌握以下詞匯：（P24）shrink，Shrinkproof,colorfast
（P35）pregnancy,disposable,permanently
在寫信過程中需注意的語法現(xiàn)象：suggestthat…(should)
Speaking
鼓勵并確保小組成員之間互相提問和回答P32的問題，最后對問卷分析進(jìn)行個人意見反饋。
Writing
根據(jù)圖畫和所給單詞、詞組流暢連貫地敘述故事。
二、教學(xué)設(shè)計（TeachingDesigns）
教學(xué)內(nèi)容教學(xué)實施建議教學(xué)資源參考
Integrated
skills聽力部分：
材料的整合：將課本第24頁和課本第35頁上的聽力材料整合。兩份材料都是培養(yǎng)學(xué)生作簡要信息記錄的能力。（為確保P24聽力和寫信練習(xí)的連貫性，可先完成P35的聽力內(nèi)容并加以擴展——要求學(xué)生提供除物品出現(xiàn)年代以外的更多信息。）
Pre-listening在聽之前，創(chuàng)設(shè)環(huán)境，要求學(xué)生明確聽力任務(wù)（recognizekeywords），掃清在聽力材料中出現(xiàn)的困難詞匯(pregnancy,disposable,permanently，shrink，Shrinkproof,colorfast)，提高聽的效果。
While-listening激發(fā)興趣，增強聽的動力。
Post-listening要求學(xué)生小組活動，比較每個人的記錄，是否做到既準(zhǔn)確又簡潔。
聽力之后的反饋——寫信練習(xí)：
引導(dǎo)學(xué)生在所作記錄的基礎(chǔ)上組織語言，完成信的內(nèi)容。
具體處理這部分內(nèi)容的建議見[鏈接1]。《牛津英語教學(xué)參考》S2A
Speaking將學(xué)生分成4－5人一個小組，任命一位groupleader,小組成員之間互相就問卷上的問題進(jìn)行提問和回答，并對各自以及他人的回答作出匯總。
學(xué)生匯總分?jǐn)?shù)后參考問卷分析，并討論對問卷結(jié)果的看法。
Writing看清各幅圖畫所要表達(dá)的意思以及圖畫之間的聯(lián)系。
恰當(dāng)使用課文提供的短語，完整，連貫地完成一個故事的敘述。
注意句子之間的連貫，適當(dāng)使用連詞使故事流暢生動。
建議在寫作完成后，進(jìn)行小組交流，鼓勵學(xué)生之間互相閱讀文章，指出他人的錯誤之處與出色之處。這樣學(xué)生可以互相借鑒并取長補短。
具體處理這部分內(nèi)容的建議見[鏈接2]

[鏈接1]
說明：
Integratedskills整合了聽力，筆記以及寫作等能力，是一種綜合性的訓(xùn)練，科學(xué)設(shè)計有助于學(xué)生提高綜合能力。以下是一份教案。jAb88.CoM

Integratedskills
PartoneListeningNote-taking
Pre-listening
1)Getfamiliarwiththenewwords
（P24）shrink，Shrinkproof,colorfast
（P35）pregnancy,disposable,permanently
2)Introducethetasktothestudents--torecognizethekeywords;tolearnhowtotakenotesinbrief(theyshouldnotnotedowneverythingthespeakerssay.)
Whilelistening
TaskoneExerciseonP35
1.Studentslistenonce,andtheyarerequiredtomatchthecolumnoffashionitemswiththecolumnoftheirfirstappearingtime.
2.Studentslistenagain,andtheyarerequiredtofillinthefollowingformdesignedbytheteacherasanadditionaltask.Theaimistohelpstudentsfindmoredetailedinformation.

FirstappearingtimeFashionitemsDetailedinfo.(ifany)
Paperclothes
Shoulder-bagsforwomen
Thewrinkledlook
Thefirsthoopskirt
Nylonstockings
sneakers
3.Checktheanswers

TaskTwoExerciseonP24
1.Studentslistenonce,andtheyarerequiredtotakedownasmuchinformationastheyhear,andfillintheform.
2.Studentslistenagain,andtheyarerequiredtomakesuretheydon’tmissoutanyimportantinformation.Makethenotesbriefbutinformative.
PurpleJeansTestResults
NamesortStrong?Shrinkproof?Colorfast?comments
Daisy￥140★★★★★Cheapbutverypoorquality
Rose
Lily
Iris
3．Checktheanswers
Post-listening
Dividestudentsintogroups,inwhichtheydiscussabouttheresultstheyhaveobtained,andtrytooffertheirownopinionsonthefourbrandsofjeans.

PartTwoCompletingaletterbasedonthepreviouslistening
Thestudentsarerequiredtocompletealetter,theoutlineofwhichhasbeenprovided.
Tomakesurethatstudentswritemorethanonesentenceineachblank,theteachercanfirstorganizeagroupdiscussionamongstudentsbeforetheygetdowntofillingintheblanks.
Whiletheyaregivingsuggestions,studentsshouldpayspecialattentiontosomegrammar.Forinstance,theymaybeguidedtonotethatafter‘Isuggestthat’,theyshouldusethesubjunctivemood.
TheyshouldgivereasonswhythefriendshouldnotbuyDaisyorIrisjeans,andreasonswhysheshouldbuyRosejeans.

[鏈接2]
說明：
寫作部分要求學(xué)生看圖寫故事。通過這一部分的學(xué)習(xí)，讓學(xué)生學(xué)會看清各幅圖畫所要表達(dá)的意思以及圖畫之間的聯(lián)系，能根據(jù)課文所給的單詞和詞組組織完整的句子，最后形成連貫流暢的文章。以下是一份教案。

Writing
StepOnePre-writing---toreviewtherulesofwritingastory.
（由于學(xué)生在高一時已經(jīng)做過根據(jù)圖片寫故事的練習(xí)，此次看圖寫作不是初學(xué)，而是復(fù)習(xí)、鞏固寫作技巧）
Dividethestudentsintogroupsandaskthemtodiscussthebasicelementsofastory.
(Theymayproducethefollowing:who,what,when,why,where,how,etc.)
Askthemtoanswerthequestionsofwho,what,when,why,where,andhow…,accordingtowhattheyhaveobservedineachpicture.
Guidethestudentstonotethatthestoryisrequiredtobetoldinfirstpersonangleandmainlyinthesimplepasttense.

StepTwoWhile-writing
Studentsshouldwritethestorywiththeusefulphrasesofferedonpage33.(buttheydon’tneedtouseallthephrasesprovided.)
Studentsshouldpayspecialattentiontotheconnectionofeachpicture.Teachersmayguidethemtousesomeconnectivewords.(and,then,afterthat,severaldayslater,finally,…)
Studentsshouldalsopayattentiontothedetails,e.g.Jack’sappearance(whichiscloselyrelatedtothemother’sattitudetowardshim)
Studentsshouldhavetheimaginativethinking.Teachersmayencouragethemtoinventdialogues,especiallywhatthemothersays.
Guidethestudentstouseparagraphs.

StepThreePost-writing
Severalstudentsareinvitedtopresenttheirwritingstothewholeclass,bymeansoftheover-headprojector.Otherstudentsareinvitedtocommentonthesewritings.Thentheteachermaymakesomecommentsonthem.
Getthestudentstothinkaboutthestoryagain,andtrytoworkoutsomethingmeaningfulbehindthestory.(theymaywellthinkofthesaying‘Neverjudgeabookbyitscover’)

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高二英語MainlyRevision教案

2011高一英語學(xué)案：M3U2project（牛津譯林版必修3）
Learningcontent:ProjectM3U2
LearningAims:1.Trainthestudents’writing,readingandspeakingabilities.
2.GetthestudentstotalkaboutwritingabookletaboutChinesecharacters.
3.Getthestudentstocooperatewithothers.
Learningdifficultiesandimportantpoints:Howtohelpthestudentsfinishthetasksofwritingandspeaking.
PeriodOne:課前預(yù)習(xí)：
Ⅰ。TranslateChineseintoEnglish
1.與……不同_________________________2.代表_________________________
3.組成_______________________________4.根據(jù)________________________
5.總體來說________________6.由……構(gòu)成_________________________
7.失明____________________8.在戰(zhàn)爭時期_________________________
9.實用用途___________________________10.致力于______________________
11.有自己的盲文版本___________________________

Ⅱ。ReadthearticleatP38andanswerquestions.
1.HowoldistheChinesewriting?
2.WhoinventedChinesecharacters?
3.HowwasChinesewritinginvented?
4.WhendidtheChinesegovernmentsimplifiedcharacters?

III.Readthepassageagainanddividethepassageintoseveralparts,thengivethemainideaofeachpart
Para.1.__________________________________________________-
Para.2._____________________________________________________
Para.3-6_______________________________________________________
Para.7-8_________________________________________________________

自主學(xué)習(xí)過程：
1.ThechineselanguagediffersfromWesternlanguagesinthat,insteadofanalphabet,itusecharacterswhichstandforideas,objectsordeeds.
which引導(dǎo)的定語從句修飾先行詞characters.
differfrom和……不同，不同于
e.g.FrenchdiffersfromEnglishinthisrespect.
AdiffersfromB=AandBdiffer=AisdifferentfromBA和B不同
differin在……方面不同
differwithsbabout/on/oversth在某事上與某人意見不同
inthat在于，因為，引導(dǎo)原因狀語從句
e.g.Shewasfortunateinthatshehadfriendstohelpher.
standfor代表，容忍，支持，主張
e.g.The“PO”standforPostOffice.
I’mnotstandingforitanylonger.
Ihatedtheorganizationandallitstoodfor.

standby袖手旁觀standdown退出比賽standout顯眼standupfor支持，維護(hù)
standupto勇敢面對，經(jīng)得起
deed行為，行動
Abrave/charitable/evildeed

2.Chinesewordsareformedbyputtingtogetherdifferentcharacter.
form形成，構(gòu)成，組織，養(yǎng)成，培養(yǎng)（v）形狀，外形，形式，表格（n）
e.g.Ican’tformanyideaoropinionaboutit.
Oneshouldformagoodhabitofreadingwhenyoung.
Pleasefillthisforminink.

Amatterofform例行公事，禮節(jié)問題intheformof以……的形式
aftertheformof照……的格式inform表現(xiàn)正常，情況良好
taketheformof采取……的形式beoutoftheform處于不良的競技狀態(tài)

3.Onewinterdaywhilehewashunting……
hunt打獵，追尋
e.g.ahuntingdoggohunting
beonthehuntfor正在尋找，在尋求……中thehuntforsb/sth尋找某人、某物
huntfor/after追逐，尋找，搜索ahunterforfame一個追求名譽的人

4.Somecharactershavebeensimplifiedandothershavebeenmademoredifficultovertime.
simplify使簡明，使簡易，簡化
e.g.trytosimplifyyourexplanationforthechildren.
simplification簡化simplified簡化的
overtime久而久之，隨著時間的推移，over強調(diào)一種動態(tài)的時間
e.g.thecolourofthecarpetwillnotfadeovertime.

5.Sometimestoexpressideas,somecharacterweremadebycombiningtwoormorecharacterstogether.
combine使結(jié)合，使聯(lián)合
combinesthwith/andsth把……和……聯(lián)合起來
e.g.canironcombinewithwaterandoxygentoformrust?

6.It’seasytodistinguishtheirmeaningbylookingatthem.…………“up”and“down”,whichareoppositesofeachother.
distinguish①區(qū)分，分辨，分清distinguishbetween……and……=distinguish…..from…..
e.g.Atwhatagearechildrenabletodistinguishbetweenrightandwrong?
②使具有……特色，使有別于……
e.g.Whatwasitthatdistinguishedherfromherclassmates?
③看清，聽出，認(rèn)出
e.g.Icouldnotdistinguishherwords,butshesoundedexcited.
④使出眾，使著名distinguishoneselfas作為……而使某人杰出
e.g.Shehasalreadydistinguishedherselfasanathlete.
distinct有區(qū)別的，不同的distinction差別，不同，區(qū)分，分辨
distinguishable可辨別的distinguished杰出的，著名的，高貴的，有尊嚴(yán)的
opposite①對立面，反面(n)
e.g.Hotandcoldareopposites
②相反的，迥然不同的,對面的，另一邊的(adj)
e.g.Shetriedcalminghimdown,butitseemedtobehavingtheoppositeeffect.
Theshopisontheoppositesideofthestreet.
③與……相反，在……對面(prep)
e.g.Thepeoplesittingoppositeuslookedveryfamiliar.
thecompleteopposite恰恰相反quitetheopposite正好相反
(be)oppositeto與……相對，和……相反

7.Thoughthesekindsofcharactersindicatemeaning,oneoftheirshortcomingsisthat……….
Indicate①指示，標(biāo)示
Thereisasighindicatingtherighttofollow.
②象征，暗示……的可能性
Theredskyatnightindicatesfineweatherthefollowingday.
indicatesthtosb向某人暗示，表明某事
Indicatethat……..顯示，象征
Shortcoming缺點，短處，
Everyonehashisownshortcoming.

8.Inthosedays,booksforblindpeopleusedpaperpressedagainstmetalwiretoformletters.
Press按，壓，榨，擠(v)記者，新聞界（n）
press…against/on…..把……按在……上
presssthintosth把某物壓入某物中
presssbtodosth督促某人做某事
Ihadtopressmyselfagainstthewalltoletthempass.
Shepressedthemoneyintohishand.
Shepressedhergueststostayalittlelonger.
Thestorywasreportedinthepressandontelevision.

9.Thewholesystemwasnotconvenientforuse.
convenient便利的，方便的，附近的，容易到達(dá)的
beconvenientforsb/sth對某人、某物來說很便利
Ifitisconvenientforsb如果某人方便的話
Atyourconvenience在你方便的時候
e.g.I’mafraidthisisn’taconvenientmomentforyoutoseehim.

10…………….duringtimesofbattle.
battle斗爭，戰(zhàn)役，奮斗，較量
e.g.Knowtheenemyandknowyourself,andyoucanfightahundredbattleswithnodangerofdefeat.
acceptthebattle應(yīng)戰(zhàn)gainabattle戰(zhàn)勝
Battleagainst與……戰(zhàn)斗battlefor為……而戰(zhàn)

11.Eachletterofthealphabetwasrepresentedbyadifferentpatternwhichconsistedoftwelvedots.
pattern方式，形式，圖案，榜樣，樣板
e.g.thediseaseisnotfollowingitsusualpattern.
Theclothhasapatternofredandwhitesquares.
Thesuccessofthecoursesetapatternforthetrainingofthenewemployees.
Step2Exercises
Fillintheblankswiththephrasesfromtheboxbelow.
overtimeaccordingtodifferfrominthatthiswayturn…into
asawholedevelop…into
1.OldEnglish_______greatly_____themodernEnglishweusetoday.
2.Lifeontheislandhaschanged__________becauseofthegrowingnumberoftouristswhovisititeveryyear.
3.______________thetickets,thetrainwillleaveat8:30.We’dbetterhurrytogettothestationontime!
4.Shesaiditwastheteacher’spraiseandencouragementthat______her______agoodstudent.
5.Installthisspellchecksoftwareonyourcomputer.Youwillavoidmakingspellingmistakes__________.
6.Consideringyouridea____________,Ithinkitwillcontributesignificantlytothedevelopmentofthecompany.However,itmaycausesomeproblemsaswell.
7.Iwaslucky_________IwasabletofindwhatIwanted.

Step3Homework:
1.DoPartsB1andB2onpage93inworkbook.
2.DoPartsD1andD2onpage95inworkbook.
3.Reviewwordsandphrasesinthisunit.

高二英語Understandingeachother教案

虛擬語氣（TheSubjunctiveMood）

虛擬語氣用于表示主觀愿望和假設(shè)的虛擬情況。所講的內(nèi)容往往是與事實相反的；或是其實現(xiàn)的可能性微乎其微，甚至于沒有實現(xiàn)的可能性。當(dāng)然，有時為了使說話的語氣客氣、緩和、委婉，也使用虛擬語氣.

虛擬語氣是英語語法中的難點。考生應(yīng)主要掌握虛擬語氣在下列情況下的用法：

①虛擬語氣在非真實條件句中的用法；

②在賓語從句中的用法；

②在狀語從句中的用法；

④及主語從句、同位語從句、表語從句中的用法；

⑤在一些特殊句型中的用法等。

一、用于非真實條件句中的虛擬語氣

。

If從句的謂語形式

主句的謂語形式

與過去事實相反

haddone

wouldhavedone

與現(xiàn)在事實相反

did/were

woulddo

與將來事實相反

did/were

shoulddo

weretodo

woulddo

注意點：

1.省略If當(dāng)條件狀語從句的謂語含有were,had,should時，可以將它們放在句首，省略if。

1.Ifheshouldactlikethatagain,hewouldbefiredimmediately.

=Shouldheactlikethatagain,hewouldbefiredimmediately.

2.Ifyouwerethemanagerhere,whatwouldyoudo?

=___Wereyouthemangerhere_______________,whatwouldyoudo?

______Ifitshouldrain____/_________Shoulditrain____tomorrow(如果明天下雪),wewouldputoffourcelebration.

__Ifyouhadattended______/___Hadyouattended______________thelecture(如果你聽了講座),youcouldhaveknownthespecialcustoms.

2.錯綜時間條件句

當(dāng)條件狀語從句表示的行為和主句表示的行為所發(fā)生的時間不一致時，被稱為"錯綜時間條件句",動詞的形式要分別根據(jù)它所表示的不同時間作相應(yīng)的調(diào)整

1）Ifhehadfollowedthedoctorsadvice，hewouldrecoveralready．如果他遵照醫(yī)生的勸告，現(xiàn)在病就好了。（從句與過去事實相反，主句與現(xiàn)在事實相反。）

2）IfI___were______(be)you，I__wouldn’thavemissed___(notmiss)thefilmlastnight．

3)Iftheboy__________hadn’tsaved_(notsave)thisafternoon,hisfamily_wouldn’tbe_(notbe)inpeacenow.

4)Ifyouworked(work)hardnow,you_wouldget___(get)agoodjobinthefuture.

5)Ifhehadn’tbeencaught(notcatch)intherainyesterday,he______wouldn’tbe__(notbe)illnow.

二．虛擬語氣用于某些從句中的情況：
1）在主語從句中
在It+be+形容詞/名詞+that從句的結(jié)構(gòu)中，由于某些形容詞/名詞的原因，that從句中的謂語動詞要用虛擬式"should+動詞原形"或是"動詞原形"。

這類形容詞/名詞常見的有：important（重要的）,necessary(必要的）,strange（奇怪的）,natural（自然的）,essential（絕對必要的）,urgent（緊急的）,advisable(明智的),regretful（遺憾的）,duty（義務(wù)、責(zé)任）,apity（遺憾）,nowonder（難怪）,aregret（遺憾）：
Itisstrangethathe___say______________(say)so.

Itisagreatpitythatyou____think_____________(think)so.
Itisnaturalthatabird___rest_________(rest)intrees.
Itisnecessarythathe___besent___________(send)toBeijingrightaway.

另外，下列結(jié)構(gòu)中主語從句的謂語動詞也要求用虛擬語氣：
Itisorderedthat…(根據(jù)命令、要求……),Itisproposedthat…(人們建議……)
Itisdesiredthat…(最好、需要……),Itisrequestedthat…(人們要求……)
Itissuggestedthat…(有人建議……),Itisrecommendedthat…(有人推薦……)
Itisdemandedthat…(根據(jù)要求……),等。例如：
ItissuggestedthattheEnglishevening_beheld________(hold)onSaturday.

2)在賓語從句中
一個堅持，兩個命令，三個建議，四個要求。即1.insist2.order,command3.advise,suggest,propose4.demand,require,request,desire這些動詞后面的賓語從句要使用虛擬語氣用法。即從句中的動詞使用should+v，或者將should省略。以上動詞相應(yīng)的名詞構(gòu)成的名詞性從句包括主語從句，表語從句和同位語也要使用虛擬語氣。(order,advice,suggestion,proposal,demand,request,desire)

Heproposedthatwe_set________(set)adeadlineforthecomplementoftheplan.
Theyrequestedthatwe__send___________(send)adelegationtotheircountry.
Isuggestedthathe___set_______(set)offforourheadquartersstraightaway.
注意：當(dāng)insist表示“堅持說”、suggest表示“表明，顯示”時，不用虛擬語氣。

Thelookonhisfacesuggestedthathe__was________(be)quitesatisfiedwithwhatIhaddoneforhim.

Heinsistedthathe_was__________(be)honest.

3)在表語從句和同位語從句中
名詞suggestion（建議）,proposal（提議）,order（命令）,recommendation（推薦），advice(建議)等后面所接的表語從句和同位語從句中，謂語動詞要用"(should)+動詞原形"：
Mysuggestionisthathe__leave_______(leave)forLondonatonce.

Whatdoyouthinkofhisproposalthatwe__put_________(put)onaplayattheEnglishevening?

4)在狀語從句中
asif、asthough（似乎，仿佛）引出的方式狀語從句，如果表示真實情況應(yīng)該用陳述語氣；如果表示非真實情況則應(yīng)該用虛擬語氣,過去用haddone,現(xiàn)在用did/were,將來用woulddo

Theyaretalkingasifthey__hadbeen_________(be)friendsforyears.

Theteachertreatsthestudentsasifthey_were_________(be)hisownchildren.

Theyaretalkingandtalkingasifthey____wouldn’tmeet_____(notmeet)again

5)在Itis(high)timethatsbdid/weresth從句中"該是……的時候了",

Itistimethatwe__got______(get)readyforthefinalexamination.

Itishightimethatwe__had_______(have)ourlunch.

6)在Ifonly/wish…從句中"要是……就好了"、"但愿……"

過去：haddone現(xiàn)在：did/were將來：woulddo
Ifonlyhe____wouldfind_______(find)asatisfactoryjobafterhisgraduation.

IfonlyI__were_________(be)arichmannow.

Ifonlyhe___hadcome________(come)thismorning.

7)wouldratherthat“寧愿”過去：haddone現(xiàn)在/將來：did/were

Iwouldratheryou_paid______(pay)menow.

Iwouldratheryou__hadgone_________(go)yesterday.

Don’tcome.Iwouldratheryou_came________(come)tomorrow.

一：動詞填空

1.IfIwere(be)you,Iwouldgotherewithhim.

2.IfI_hadworked________(work)hardintheschool,Iwouldbe(be)acollegestudentnow.

3.Hadhefollowed(follow)youradvice,hewouldhavepassedtheexaminations.

4.Ifyoushouldnotcome/came/werenottocome(notcome)heretomorrow,we_wouldcancel_________(cancel)themeeting.

5.Ifmotherhadhad(have)yesterday,she_wouldhavebought________(buy)meapresent.

6.----Ifhehadbeenwarned__(warn),hewouldn’thavetaken__(nottake)thatfood.

----Luckilyhewassenttothehospitalimmediately.

7.Youdidn’tletmedrive.Ifwehaddriven____(drive)inturn,you_wouldn’thavegot_____(notget)sotired.

8.Ifyou__hadtaken__(take)yourmedicineyesterday,youwouldbe(be)wellnow.

選擇題：

1.Wedemandedthatwe__________ofanychangeintheplan.

A)informedB)wouldbeinformedC)beinformedD)hadbeeninformed

2.It’snecessarythathe_________arecognizedqualification.

A)hasB)haveC)hadD)having

3.Itshightimewe____________ourattentiontothisproblem.

A)turnedB)turnC)hadturnedD)wouldturn

4.Ifonlyyou__________himwhatIsaid!Everythingwouldhavebeenallright.

A)didnttoldB)hadnttoldC)wouldnottellD)wouldhavenottold

5.Muchlaborwouldhavebeensavediftheelectroniccomputers_____________before.

A)hadinventedB)wereinventedC)shouldhavebeeninventedD)hadbeeninvented

6._____________ceaseadvertising,priceswouldbesignificantlyreduced.

A)WeretheytoB)CouldtheyC)IftheyD)Wouldthey

7.You____________theclothes!Wehaveawasherwomantodothatsortofthing.

A)shouldnthavewashedB)mustnthavewashed

C)cannothavewashedD)neednthavewashed

8.Jeandoesntwanttoworkrightawaybecauseshethinksthatifshe_________ajobsheprobablywouldntbeabletoseeherfriendsveryoften.

A)hastogetB)weretogetC)hadgotD)couldhavegot

9.Itispolitelyrequestedbythehotelmanagementthatradios______after11oclockatnight.

A)werenotplayedB)nottoplayC)notbeplayedD)didnotplay

10.Youdonthavetobeinsuchahurry.Iwouldratheryou_________onbusinessfirst.

A)wouldgoB)willgoC)wentD)havegone

11.Itisimportantthatenoughmoney___________tofundtheproject.

A)becollectedB)mustbecollectedC)wascollectedD)canbecollected

12.Ifonlythecommittee__________theregulationsandputthemintoeffectassoonaspossible.

A)approveB)willapproveC)canapproveD)wouldapprove

13.IdontthinkitadvisablethatTom________tothejobsincehehasnoexperience.

A)isassignedB)willbeassignedC)beassignedD)hasbeenassigned

14.You_________herinherofficelastFriday;shesbeenoutoftownfortwoweeks.

A)neednthaveseenB)musthaveseenC)mighthaveseenD)couldn’thaveseen

15.Itisrecommendedthattheproject_________untilallthepreparationshavebeenmade.

A)isnotstartedB)willnotbestartedC)notbestartedD)isnottobestarted

16.IwishI________longerthismorning,butIhadtogetupandcometoclass.

A)couldhavesleptB)sleptC)mighthavesleptD)haveslept

17.I________hertothepartybutIdidntknowherwell.

A)oughthaveinvitedB)wouldhaveinvitedC)shouldinviteD)mayhaveinvited

18.You________totowntoseethefilmlastweek.ItwillbeonTVtomorrow.

A)needntgoB)shouldnotgoC)hadbetternotgoD)neednthavegone

19.Withallthisworkonhand,he__________tothecinemalastnight.

A)mustntgoB)wouldntgoC)oughtnttogoD)shouldnthavegone

20.Itwasessentialthattheapplicationforms___________backbeforethedeadline

A)mustbesentB)wouldbesentC)besentD)weresent

21.________intheregulationsthatyoushouldnottellotherpeoplethepassword

ofyourE-mailaccount.

A.WhatisrequiredB.Whatrequires

C.ItisrequiredD.Itrequires

22．Thechairmanthought_____necessarytoinviteProfessorSmithtospeakatthemeeting.A.thatB.itC.thisD.him
23.---Dontyouthinkitnecessarythathe_______toMiamibuttoNewYork?

----Iagree,buttheproblemis________hehasrefusedto.

A.willnotbesent;thatB.notbesent;that

C.shouldnotbesent;whatD.shouldnotsend;what

Answers:CBABDADBCCADCDCABDDCCBB

高二英語Thebritishisles教案

高二英語Thebritishisles教案
TeachingPlan
Unit5TheBritishIsles
ReadingTHEBRITISHISLES
Teachingobjectives
1.Knowledgeobjectives:Tohelpthestudentsknowaboutthehistory,geography,climate,languagesandcultureoftheBritishIsles.
2.Abilityobjectives：Enablethestudentstodescribeaplacetoothersintheirclass,usingtargetlanguage.
3.Moralobjectives：ToletStudentshaveabriefunderstandingofcultureoftheBritishIsles.
4.Learningstrategies：Tosomeextend,studentsdeveloptheabilitiesofstudy,effectivecommunication,dealingwithinformationandthinkingandexpressinginEnglish.
Teachingimportantdifficultpoints
1.Toimprovethestudents’readingability.
2.Howtoletthestudentsmastertheknowledgeofnounclause.
3.Todevelopsomebasicskillsofdescribingaplace.
Teachingmethods
Listening,skimming,groupwork,task-basedapproach
Teachingprocedures
Step1:Warmingup
ShowsomepicturesofUK.

Step2:Answeringquestions:
1.WhatdoesUKstandfor?(TheUnitedKingdomofGreatBritainandNorthernIreland)
2.DoyouknowhowmanypartstheUKismadeupof?(Scotland/England/Wales-----Britain+NorthernIreland-----theUK+theRepublicofIreland----theBritishIsles)
3.WhatisthenationalflowerofUK?(Rose)
4.WhatisthecapitalofUK?(London)

Step3:Pre-reading
Listentothetapeanddiscussthesequestionswithyourpartnerandreportyourwork.
1.WhatarethemostimportantfactsaboutUK?
2.HowmanycountriesmakeuptheBritishIsles?（Two.Scotland/England/Wales—UK/Ireland）
3.WhatisGreatBritain?GreatBritainisreallyanationofdifferentcountriesheldtogetherbyacommonlanguageandculture.
4.What’stheweatherintheBritishIsleslike?TheclimateoftheBritishIslesismildwithalotofrain.Scotlandiscolderthroughouttheyear.Italsohasplentyofrain.
5.FromwheredidthecultureofthepeopleintheBritishIslesreceivemuchinfluence?TheEuropeanmainland
6.WhoconqueredGreatBritainin1066?What’stheresultofitsinfluence?
French.TheresultwasthatthereweremanyFrenchwordsintheEnglishlanguage,suchastable,animalage.
7.WhicharethefirsttwocountriesthatjoinedtheUK?EnglandandWales.
8.WhatlanguagedopeoplethroughouttheBritishIslesspeaknow?English

Step4:While-reading
Getthestudentscomprehendthepassagequicklyandaccurately,andmeanwhiledividethewholepassageintoseveralpartsandfindoutthemainideaofeachpart.
Part1(Para.1-2)GeneralintroductiontotheUK(showthemapandletthestudentspointdoexercise1)
Part2(Para.2)TheclimateoftheBritishIslesismildwithalotofrain.
Part3(Para.4-5)ThecultureofthepeopleintheBritishIsleshasreceivedmuchinfluencefromtheEuropeanmainland.
Part4(Para.6)TheUnitedKingdomhasalonghistory.
Part5(Para.7)SixspokenlanguagesareconsideredtobenativetotheBritishIslesaswellastwolocalaccents.

Step5:Languagefocus:
1.TheideathatEnglandstandsforFishChip,theSpeakers’Corner,BigBenandtheTowerofLondonispast.
“standfor”means“tobeasignorshortformof,represent,mean”
e.g.ThelettersNBCstandforNationalBroadcastingCompanyInc.
2.ThefactthatGreatBritainismadeupofthreecountriesisstillunknowntomany.
e.g.Ourclassismadeupoftwentygirlsandtwenty-fiveboys.
3.…therehasbeenagrowingmovementtomakethemostofitsculturaldiversity.
“makethemostof”means“putsomethingtothebestpossibleuse”
e.g.Hedoesn’tdowellbecausehedoesn’tmakethemostofhisability.
4.TheBritishIslesisagroupofislandsthatliesoffthewestcoastofEurope.
“l(fā)ieoff”means“tostaynotfarfromtheshoreoranothership”
e.g.Wecouldseetheshiplyingofftheharbor.
5.ThelargestislandiscalledBritain,whichisseparatedfromFrancebytheEnglishChannel,whichareatonepointisonly20mileswide.
e.g.Sheisatthepointofthedeath.
6.TherearesixspokenlanguagesthatareconsideredtobenativetotheBritishIslesplustwolocalaccents.
“beconsideredtobe”means“beregardedas”
e.g.Heisconsideredtobeaweakleader.
7.Theyrealizethatitisofgreatvaluetorecordandteachthemtotheyoungergeneration.
“beofgreatvalue”means“beveryvaluable”
e.g.Acollegeeducationisofgreatvalueinone’slife

Step6Post-reading
TrueorFalse
(F)1.ManypeoplearoundtheworldstudyEnglish,andtheyknowalotaboutBritishculture.
(F)2.GreatBritainismadeupoffourcountries.
(T)3.TheislandofBritainisseparatedfromFrancebytheEnglishChannel.
(F)4.Scotlandiscolderthroughouttheyear,butreceiveslessrain.
(T)5.PeoplefromdifferentpartsofnorthernEuropesettledinEngland,sothecultureofthepeopleoftheBritishIsleswasinfluencedbythem.
(T)6.ThesouthernpartofIrelandisnowanindependentrepublic.
(F)7.Inmoderntime,peoplethroughouttheBritishIslesonlyspeakEnglish.

Readthepassageagainandtrytofillintheblanks.Workingroups..
TheBritishIsles
consistofTwolargeislands:OneiscalledIrelandandtheotherBritain
weatherTheclimateoftheBritishIslesismildwithalotofrain.
cultureThecultureofpeoplehasreceivedmanyinfluencesfromtheEuropeanmainland,suchasinEnglishlanguageyoucanfindmanyFrenchwords.
historyTheUnitedKingdomhasalonghistory.ThefirsttwocountriesformingtheUnionwereEnglandWalesin1536.In1707ScotlandispartoftheUnitedKingdom.
languageInmoderntimes,peoplespeakEnglishthroughouttheBritishIsles.TherearestillpeoplespeaktheolderEuropeanlanguages.
WelshandIrish.TherearesixspokenlanguagesthatareconsideredtobenativetotheBritishIslesplustwolocalaccents.
Checktheanswers,andthenletstudentsfinishanothergroupwork:
ImaginethatyouaregoingonafourweektripthroughtheUK.Makeatravelingplaninwhichyoudescribewhereyouwillgoandwhatclothesandthingsyouwilltake.

Step7Homework
1.Completetheexercises.
2.Findtheclausesledby“that”andanalyzethosesentencesafterclass.
3.Writeacompositionaboutdescribingaplaceandhanditinnextweek.

高二英語theVincentVanGoghExhibition教案

Chapter6TheVincentVanGoghExhibition:Don’tMissIt!-Reading
一、章節(jié)分析（ReadingSection）
（一）綜述
本章節(jié)的reading部分通過一篇藝術(shù)評論來探討梵高的繪畫藝術(shù)特點和他的生平。在reading的教學(xué)中應(yīng)該在學(xué)生能了解梵高的生平的同時，盡量引導(dǎo)學(xué)生理解梵高的繪畫風(fēng)格與特點，能用英語進(jìn)行表述，并最終可以實現(xiàn)對梵高的畫作進(jìn)行評論的目的。
本課的主要任務(wù)有兩個：
1對課文進(jìn)行整體閱讀，把握文章的整體脈絡(luò)。培養(yǎng)略讀（獲取大意）、掃讀（整理有關(guān)信息）、細(xì)讀（分析篇章結(jié)構(gòu)，概括中心）等閱讀能力。并通過閱讀掌握大意，了解梵高的生平，了解其繪畫的藝術(shù)特點。
2通過本課的學(xué)習(xí)提高繪畫的藝術(shù)鑒賞能力，并可以用英語進(jìn)行表述。

（二）閱讀目標(biāo)
1知識目標(biāo)
學(xué)習(xí)課文中的重點詞、詞組、句型和語法。尤其對描述人物生平和繪畫類的詞匯有一定的了解與掌握。
2能力目標(biāo)
提高學(xué)生在文章中尋找具體信息能力，培養(yǎng)閱讀技巧。學(xué)會通過段落的意群迅速地判斷段落的主旨，找出相關(guān)的信息。
3情感目標(biāo)
幫助學(xué)生理解藝術(shù)，尤其是梵高的繪畫藝術(shù)，提高審美能力與藝術(shù)的鑒賞力。

（三）教學(xué)方法
采用多種媒體相結(jié)合的方式，增加教學(xué)的直觀性，每一節(jié)課的設(shè)計目的明確、有一定的側(cè)重進(jìn)行教學(xué)組織。通過對梵高繪畫的歌曲理解，配合直觀的畫作，到具體的語言表述和理解，達(dá)到真正意義的理解和鑒賞效果。同時，通過一定的閱讀技巧訓(xùn)練使學(xué)生迅速掌握并較流利地表述梵高的生平。

（四）重點和難點
1詞匯學(xué)習(xí)
1）核心詞匯
work
exhibition
critic/review
fame/famous
reputation
produce
masterpiece
purpose
career
sane/insane/sanity/insanity/mad/mentalhospital
express/expression/expressive
clarity
realistic/abstract
emotion/emotional
undoubtedly/nodoubt
2）拓展詞匯
artgallery
thickstrokes
rough
visible
artdealer
missionary
priest
theNetherlands
religion
abandon
financial
3）詞組和短語
deservethereputation
Hisfamedevelopedslowly.
possessthefame
produce800paintings
admirehiswork
viewthemasterpieces
lookforsomedeeperpurpose
turntoreligion
abandonthecareer
quarrelwithsomeone/arguewith
believein
takeone’sownlife=commitsuicide
havethechancetodosomething
Don’tmissthechance.
2句型學(xué)習(xí)
beasuccess
makesb.+v.(原型)
makesb.+a.

二、教學(xué)設(shè)計（TeachingDesigns）
教學(xué)內(nèi)容教學(xué)實施建議教學(xué)資源參考
Pre-readingWhatdoyouknowabout?通過這一部分，使學(xué)生對藝術(shù)有一個初略的概念。并習(xí)得一些與藝術(shù)有關(guān)的詞匯。（課件1A）
Skimming要求學(xué)生快速略讀，獲得課文的大概輪廓，能在有限的時間內(nèi)運用skimming技巧，找到最基本的信息。（課件1A）
學(xué)習(xí)一些與課文中梵高繪畫相關(guān)的詞匯，掃清學(xué)習(xí)的障礙。（課件1A）

欣賞梵高的繪畫，為下節(jié)課做準(zhǔn)備
Google與百度搜索
While-reading這是本課的主體部分，也是教師要處理的重點。既要引導(dǎo)學(xué)生掌握梵高的繪畫特點，還要引導(dǎo)學(xué)生了解梵高的生平，并學(xué)會重點詞匯和句型。
通過歌曲填詞等多媒體手段，欣賞梵高畫作。
與課文研讀結(jié)合，歸納出梵高的繪畫風(fēng)格。


說明：課件2A開始是對梵高一首歌曲的填詞，第一遍是聽歌，挖空要求學(xué)生填詞，第二遍是核對。課件2B是這首歌曲，隨著課件A播放2遍。
運用Scanning的技巧，請學(xué)生搜索有關(guān)梵高生平的相關(guān)信息，并填寫表格。（課件3）
播放一遍課文磁帶，促進(jìn)學(xué)生對通篇課文的理解和把握。
之后，再通過對縮寫的課文進(jìn)行填空，以及對梵高生平重要事件進(jìn)行做選擇題的方式，對課文中所提及的梵高生平進(jìn)行更深層次的理解、記憶和歸納。（課件3）
請學(xué)生結(jié)對子操練復(fù)述梵高的一生。（課件3）

對重點的單詞、詞組進(jìn)行學(xué)習(xí)、理解與操練，完成Findthemeanings,進(jìn)一步鞏固單詞、詞組的意義與用法。
完成Readandthink的練習(xí),再次鞏固學(xué)過的課文內(nèi)容。Google與百度搜索；

《牛津英語教學(xué)參考》
Post-readingDiscussion課文拓展。先請學(xué)生復(fù)述梵高的生平。再展示梵高的一些典型畫作，請學(xué)生對這些梵高的畫作進(jìn)行評論。這是檢測學(xué)生知識遷移能力的最好方式。Google與百度搜索

說明：A藝術(shù)與梵高繪畫引入
B梵高繪畫
1.完成Whatdoyouknowabout?習(xí)得與藝術(shù)相關(guān)的英語詞匯。探討學(xué)生所喜歡的藝術(shù)形式，探討所在城市學(xué)生可以觀看的展覽，并談?wù)撘恍W(xué)生所熟知的藝術(shù)家。
2.略讀，通過標(biāo)題、圖片與第一段，回答問題，掌握文章的大意。
3.學(xué)習(xí)一些與繪畫及課文相關(guān)的詞匯，掃清學(xué)習(xí)的障礙。（掌握并了解work,exhibition,anartgallery,amissionary,superior,amentalhospital,sane,masterpiece和decade等詞匯的意義和基本用法。）
4.欣賞梵高的繪畫，為之后的課文學(xué)習(xí)做鋪墊。

說明：A梵高畫風(fēng)
B梵高畫風(fēng)歌曲
1.聽梵高的歌曲，對空缺的詞進(jìn)行填寫。同時觀賞梵高的畫。
2.再一次聽梵高的歌曲，核對答案，并對一些有關(guān)繪畫的詞匯進(jìn)行理解。
3.研讀課文中對梵高繪畫的評價，配合梵高的畫作進(jìn)行理解。
4.對梵高繪畫的特點進(jìn)行歸納。

說明：梵高生平
1.運用跳讀的技巧，查找有關(guān)梵高生平的事實。并訓(xùn)練學(xué)生的閱讀技巧。
2.播放磁帶，促進(jìn)學(xué)生對通篇課文的理解和把握。
3.教師對梵高的生平進(jìn)行縮寫，挖去重要的信息，要求學(xué)生根據(jù)課文內(nèi)容進(jìn)行填空，加強鞏固與記憶。
4.教師把有關(guān)梵高生平的重要事件編成選擇題，請學(xué)生選擇，測試學(xué)生對所學(xué)到事實記憶的準(zhǔn)確性。
5.請學(xué)生兩人一組結(jié)對子，練習(xí)復(fù)述梵高的一生。促進(jìn)學(xué)生對梵高生平有更深層次的理解、記憶和歸納。