高中語文必修二教案
發(fā)表時間：2020-11-14人教版高二Unit 2 News Media (Behind the Headlines)。
BEHINDTHEHEADLINESBriefStatementsBasedontheUnit
Theactivitiesofthisunit,includingWarming-up,Listening,Speaking,ReadingandWriting,centeronthesubject—newsandthemedia,whichareconnectedwithourlifeclosely.Itprovidesthestudentsanopportunitytolearnthelanguageinusingit.
Bytalkingaboutnewsandthemedia,thestudentsgetmoreknowledgeaboutthem—notonlyknowabouttheworld,butalsothewaystheyarewrittenandmade.Thestudentsmustbeveryinterestedinthissubject.Thisway,theycanlearnthelanguagepointseasilyandfreely.Theywillnotonlylearnsomeusefulwordsandphrasesaboutnewsandthemedia,butalsolearntoexpressopinions.
Besides,thestudyoftheGrammar—thePastParticiplecanhelpthestudentsusethelanguagemoreexactly.Byfinishingeachtaskprovidedinthetextbookandtheworkbook,thestudents’skillstouselanguagecanbewelldeveloped.
TeachingAims:
1.Learnandmasterthefollowingwordsandphrases:
Headline,editor,informed,relate,talented,swith,foronce,present,reflect,unique,spiritual,seldom,addict,beaddictedto,social,ignore,evenif,drawattentionto,onallsides,tolerate;changeone’smind,affair,currentaffairs
2.Trainthestudents’readingability.
TeachingImportantPoints:
1.Wordsandphrases:
morethan,experienced,relateto,foronce,beaddictedto,evenif,drawattentionto,onallsides,changeone’smind
2.Understandthepassageexactly.
TeachingDifficultPoint:
Howtohelpthestudentslearnmoreaboutreportersandnewspapers.
TeachingMethods:
1.Fastreadingtogetageneralideaofthetext.
2.Carefulreadingtofurtherunderstandthetext.
3.Individual,pairorgroupworktomakeeverystudenttakeanactivepartintheactivitiesinclass.
TeachingAids:
1.arecorder2.aprojector3.theblackboard
TeachingProcedures:
Step1Greetings
Greetthewholeclassasusual.
Step2RevisionandLead-in
T:Yesterday,wetalkedalotaboutnewsmedia.Allthenewsmediacanhelpuslearnabouttheworldaroundus.Canyoutellmewhichkindofnewsmediadoyouthinkismoreconvenientandcheaperforustoread?
Whichkindsofnewspapersdoyouoftenread?
T:Tellmewhowritethenewwereadinthesenewspapers?AfterSsanswerthequestions.
T:Today,we’regoingtoreadapassageaboutreportersandnewspapers.TwoofChina’smanytalentedjournalistswereaskedtohelpusknowabouttheirworkandhowthenewswereadismadeandwritten.First,let’slearnthenewwords.
Headline/informed/relate/relateto/talented/switch/foronce
Interviewee/interviewer/present/reflect/truthfully/passion/unique/spiritual/fulfillment/seldom/AIDS/addict/beaddictedto/social/ignore/evenifdrawattentionto/onallsides/tolerate/critical/sourse/changeone’smind/current/affair/currentaffairs
Teacherfirstaskssomestudentstoreadthemoutandcorrectstheirmistakesinpronunciation.Thenexplainthembriefly.Attheend,letthestudentsreadthemforawhile.
Step3Reading
T:Ok.Now,pleaseopenyourbooksatPage11.Lookatthetitleofthetextandthepictures.Trytoguesswhichofthetopquestionsthetextwillanswer.Igiveyouoneminuettoreadeachquestionandmakeaguess.Ifnecessary,youcandiscusswithyourpartner.Aftercheckinganswers.
T:Welldone.Now,pleasereaditagaincarefullyandfindtheanswerstothequestionsonthescreen.
1.Donewspapersandothermediasimplyrecordwhathappens?
2.Whowereaskedtobeinterviewedtotellusmoreaboutnewsandnewspapers?
3.Whomdoesareporterhavetodiscusswithbeforehe/shedecideswhattowrite?
4.Whatistheeditor’sjob?
5.Isinterviewingsomeonedifficult?Whatmustareporterknow?
6.WhicharticleisChenYing’sfavouriteone?Isitnewsoraninterestingstory?
7.IsthestoryZhuLinlikebestaboutfamouspeople?Ifnot,whatisitaboutandwhyshelikesitbest?
8.Ifyouwereareporter,whatwouldyouliketowriteabout?
9.Whatisthebasictaskforareporter?
10.WhatresultcanTVprogrammesandprintedarticlesbringtous?AfterSsanswerthequestions.
T:Well,you’veunderstoodthetextbetter.Inorderthatyoucanunderstanditmoreexactlyandusethelanguagefreelyandcorrectly,pleaselearnthewordsandphrasesonthescreen.
(1)morethan–notonly
e.g.Hibernationismorethansleep.Beingagoodlistenermeansmuchmorethenjust“l(fā)isteningwithears”.
(2)relate(…)to
e.g.Thisparagraphrelatestotheinternationalsituation.
Towhateventsdidyourremarksrelate?
(3)rotonce=justforonce;justthisonce
Justforoncehearrivedontime.
(4)Peopletobeinterviewed=Peoplewhowillbeinterviewed
Peopleinterviewed=Peoplewhowere/havebeeninterviewed
Peoplebeinginterviewed=Peoplewhoarebeinginterviewed
e.g.thebuildingtobebuiltnextyear
thebuildingbuiltlastyear
thebuildingbeingbuiltnow
(5)be/get/becomeaddictedto–unabletostoptakingorusingsth.asahabit
e.g.Soonhebecameaddictedtocigarettes.
(6)evenif=eventhough
e.g.EvenifIhavetowalkalltheway,I’llgetthere.
(7)drawattentionto
e.g.I’membarrassedaboutmymistake;pleasedon’tdrawattentiontoit.
(8)onallsides=oneveryside
e.g.Soldiersattackingonallsides.
Step4Readingaloud
T:OK.Now,I’llplaythetapeofthetext.First,listenandfollow.Thenlistenandrepeat.Payattentiontothestressandintonation.Attheend,readthewholetextaloudforafewminutes.
Teacherplaysthetapefirst.Thengoesaroundtheclass,answeringanyquestionsthatthestudentsmayask.Afewminuteslater,teacherasksthestudentstodothenexttask.
Step5Discussion
T:Ok.Stopreading.Nowyoumusthaveknownaboutreportersandnewspapersbetter.Solet’shaveadiscussion.Loodatthequestions3and4onPage12andworkingroupsoffourtotalkaboutthem.Afewminuteslater,I’llasksomeofyoutoreporttotherestoftheclass.
Step6SummaryandHomework
Now,let’slookatwhatwe’velearntinthisperiod.Byreadingthepassage“BehindtheHeadines”,we’velearntmoreaboutreportersandnewspapers,thereporters’lifeandworkaswellastheimportantpartthatnewspapersplayinourdailylife.Theyhelpusdealwithproblemsandunderstandtheworldbetter.Readthepassageagainandagain,remembertopreviewthecontentswewilllearninthenestperiod.
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高二英語Unit 4 Making the news教案
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高二英語MakingtheNews教案Book5Unit4MakingtheNews–Reading
1occupation
occupation工作/職業(yè)
他的職業(yè)是什么？Whatishisoccupation?
辨析：occupation,job,work和profession這四個名詞都有“工作”之意。
occupation較為正式，經(jīng)常用在填寫表格上。
job是可數(shù)名詞，可指一個單獨任務，也可指工作職位。
work是不可數(shù)名詞，泛指一切工作。
profession一般指需要專門技能，尤指需要較高教育水平的某一行業(yè)、職業(yè)，如醫(yī)生或律師。areer指經(jīng)過專門訓練，終身愿意從事的職業(yè)。
選詞填空occupation,job,profession,work
a.Pleasestateyourname,ageand_________below.
b.Ihaveafew_____todointhehousethismorning.
c.Lookingafterchildrenalldayishard____.
d.Hisabilitycarriedhimtothetopofhis____
2．cover聚集常見搭配：
concentrateon(doing)sth專注于（做）某事
concentratethe/one’smind集中注意力；聚精會神
concentrateone’seffort/attentiononsth集中力量/注意力于某事
concentrationn.專心；聚集
完成句子
a.Stoptalkingand________________________.(專心工作)
b.Nothing____________________(集中注意力)betterthantheknowledgethatyoucoulddietomorrow.
c.Idecidedto________________________(全力以赴)findingsomewheretolive.
4.acquire課文原句】
acquirevt.獲得，取得
1)他是如何獲得他的財富的。Howdidheacquirehiswealth?
2)我們逐步獲得了做這項工作的經(jīng)驗。Graduallyweacquiredexperienceofhowtodothework.
辨析：acquire,obtain,gain,get,win,earn,secure這些動詞均含“獲得、取得、得到”之意。
acquire:強調通過不斷的、持續(xù)的努力而獲得某物，也指日積月累地漸漸地獲得。書面語用詞。
obtain:較正式用詞，著重通過巨大努力、要求而得到所需或盼望已久的東西。
gain:側重指經(jīng)過努力或有意識行動而取得某種成就或獲得某種利益或好處。
get:普通用詞，使用廣泛，可指以任何方式得到某物，也不一定要經(jīng)過努力。
win:主要指通過努力、斗爭、比賽等而獲得勝利。
earn:側重指依靠自己的勞動或因付出價與有功而獲得。
5．haveagoodnoseforsth課文原句】
haveagoodnoseforsth=haveaneyefor…/haveanearfor..有眼光/對..感興趣；對…很敏感；很善于發(fā)現(xiàn)
1）她對音樂感興趣。Shehasanearformusic.
2）他是個善于收集丑聞的記者。Heisareporterwhohasanoseforscandals.
6．a(chǎn)ssess
assessvt評價，評定；估算常見搭配：assesssb./sth(assth)評定某人或某物（為…）assess+wh-從句評定……assesssth(atsth)將某物估價（為……）
1）他這么懶很難評估他的能力。He’ssolazythatit’sdifficulttoassesshisability.
2）一棟建筑物是否值得保存有這個委員會來評定。Thecommitteeassesseswhetherthebuildingisworthpreserving.
3）他們將這所房子估價為25萬美元。Theyassessedthevalueofthehouseat,000.
知識鏈接：assessmentn.看法，評定assessorn評判員
7.inform
informvt.通知；告知常見搭配：informsb.of/aboutsth通知某人某事
informsb.+從句…告知某人……keepsb.informed隨時告知某人
1）他向警察報告了那起搶劫案。Heinformedthepoliceof/abouttherobbery.
2）我通知他必須12點出發(fā)。Iinformedhimthathemuststartat12o’clock.
3）有事隨時通知我。Keepmeinformedofwhathappens.
8.dependon
dependon依賴，依靠，取決于，隨...而定
常見搭配：dependon/uponsth/wh-從句依靠/取決于某事/…dependon/uponsb./sth.doing。。。相信/指望…做某事
1）一切生物都依賴太陽生長。Alllivingthingsdependonthesunfortheirgrowth.
2）你不要指望他準時來。Youcan’tdependonhis/himcomingontime.
3）我們的成功取決于我們是否努力工作。Oursuccessdependsonwhetherweworkhardornot.
知識鏈接：dependencen.依靠，依賴dependentadj.依靠的，依賴的
Thatdepends./It(all)depends視情況而定。
9.case$accuse…of
1)casen.情況；病例；案例；容器；箱子
①他總是這樣。Thatisoftenthecasewithhim.
②這位病人是流感的病例。Thepatientisacaseofflu.
③博物館中的展品常擺放在玻璃櫥里。Exhibitsinmuseumsareoftendisplayedinglasscases.
常見搭配：incase即使；免得；以防萬一（引導的狀語從句常用一般現(xiàn)在時表示將來或用should+do）incaseof…即使……；萬一……innocase決不（置于句首時，句子用部分倒裝）inthis/thatcase即使這樣/那樣inanycase無論如何
①帶上傘以防下雨。Taketheumbrellawithyouincaseitrains/shouldrain.
②我決不會背叛我的祖國。InnocasewillIturnagainstmymotherland.
③聽說星期天得加班，那樣的話我們就沒法去看電影了。Itissaidthatwe’llhavetodoextraworkonSunday.Inthatcase,wecan’tgotoamovie.
2)accusesb.of（doing）sth.因……而指責/控告某人
①警察指控他犯了謀殺罪。Thepoliceaccusedhimofmurder.
②她控告他偷了她的表。Sheaccusedhimofstealingherwatch.
知識鏈接：
chargesb.with(doing)sth指控某人犯……罪
blamesb.for(doing)sth/blamesthonsb.因……而責怪某人
10．soasto
soasto為的是，以便
1）為了趕上最后一趟車，他跑得很快。Heranquicklysoastocatchthelastbus.
2）他練習講英語是為了提高口語。HepractisedspeakingEnglishsoastoimprovespokenEnglish.
inorderto+動詞原形、soasto+動詞原形和to+動詞原形都可以引導目的狀語。有時為了表示強調，也可以將inordertodo、todo等放在句首，而soastodo一般不放在句首，也比較口語化。表達否定的目的時，可以用inordernottodo和soasnottodo這兩種結構。
為了趕上火車，我早上五點起床。
①Inorderto/Tocatchthetrain,Igotupatfivea.m.
②Igotupatfiveinorderto/soasto/tocatchthetrain.
③IgotupatfiveinorderthatIcouldcatchthetrain.
11.guilty
guiltyadj有罪的，犯罪的；內疚的
常見搭配：beguiltyof有……罪beguilty對……內疚
1）這個美國男子被證實犯了謀殺罪。TheAmericanmanwasprovedguiltyofmurder.
2）他因沒有常去看望父母而感到內疚。Hefeltguiltyaboutnotvisitinghisparentsmoreoften.
12.demand
demand1)vt（強烈）要求；需要常見結構：demandsth.需要……；要求……
demandtodosth.要求做某事demandthat…（從句謂語要用should+do）需要/要求…….
①這種工作需要極大的耐心。Theworkdemandsgreatpatience.
②我堅決要求見經(jīng)理。Idemandtoseethemanager.
③反對派要求把所有事實公之于世。Theoppositionhavedemandedthatallthefactsshouldbemadepublic.
2)n.要求；需求，需要；所需之物常見結構：indemand需求大ondemand一經(jīng)需求makedemandson對……提出需求
他們拒絕了工會的需求。Theyrejectedthedemandsoftheunion.
1.一位專業(yè)攝影師___________________2.隨身攜帶_____________________
3.渴望做……_______________________4.集中精力于___________________
5.專修一門課程______________________6.以后______________________
7.獲得你需要的所有信息__________________________
8.有對新聞非常敏感的“嗅覺”_________________________9.依賴_________
10.職業(yè)訣竅_________________________11.有證據(jù)支持我們的故事_________
12.說出全部真相_____________________
13.查明故事被遺漏的部分___________________
14.完全搞錯了_____________
15.指控某人做某事__________________________16.事情是這樣的。_________
17.為了___________________18.理應做過某事__________________________
19.安排采訪_______________________________________
20.盼望做某事_______________________________
21.當記者的首次任務______________________________
22.故意地_____________________________________
23.為某人辯護_____________________
24.潤色語言風格______________________________
25.被印制成膠片____________________________________
26.在……前頭_______________________________
27.最后_______________________________
28.與某人約會______________________________________
29.對……做調查____________________________
30.從事_______________________
31.把……傳遞給……_________________________
32.著手做某事_________________________________________
1.aprofessionalphotographer2.bringwith3.beeagertodo4.concentrateon
5.takeacourse6.lateron7.acquirealltheinformationyouneedtoknow
8.haveanoseforastory9.dependon10.atrickofthetrade
11.havetheevidencetosupportourstory12.tellthewholetruth
13.findoutthemissingpartofthestory14.getthewrongendofthestick
15.accusesb.of(doing)sth.16.Thisishowthestorygoes.17.soasto
18.besupposedtohavedone19.arrangeaninterview20.lookforwardto(doing)sth.
21.thefirstassignmentasareporter22.onpurpose23.defend…against…
24.polishthestyle25.beprocessedintofilmnegatives26.aheadof27.lastofall
28.makeanappointmentwithsb.29.dosomeresearchon30.workon31.pass…onto…32.set(out)todo/setaboutdoing
高二上人教版Unit2Newsmedia
Unit2Newsmedia
Ｉ．單元教學目標
技能目標Goals
▲Talkaboutnewsandthemedia
▲Practiseexpressingopinions
▲LearnaboutthePastParticiple(1)：usedasAttributeandPredicative
▲Writeacomparisonparagraph
ＩＩ．目標語言
功
能
句
式
Practiseexpressingopinions
Whatdoyouthinkof...?
What’syouropinion?
Whydoyouchoose...?
Perhaps...ismoreimportant.
Iwouldratherchoose...
Idon’tthinkweshouldchoose...
Maybeitwouldbebettertochoose...
Ourreaderswanttoknowabout...
詞匯
1.四會詞匯
media,reliable,fire,face,difficulty,editor,reason,elect,injure,headline,inform,informed,relate,talented,switch,present,reflect,effort,spiritual,AIDS,seldom,addict,social,ignore,attention,view,tolerate,affair,concern,telegram,retire,complete,bore,attitude,disappoint,guard,citizen,polluter,arm,update
2.認讀詞匯
nosy,Gray,rumour,interviewee,interviewer,truthfully,passion,fulfilment,critical,source,current,neutral,locate,overseas,DavidBeckham,TigerWoods,troublemaker,responsible,caring,demonstrate,comparison,checklist
3.詞組
goup,burndown,foronce,beaddictedto,evenif,
drawattentionto,onallsides,changeone’smind,currentaffairs,lookupto,fallinlovewith
4．重點詞匯
reliable,fire,face,difficulty,elect,injure,informed,relate,switch,present,reflect,effort,seldom，addict,affair,bore,disappoint,
update
語法
過去分詞作定語和表語
重
點
句
子
1．Theeditor’sjobistokeepthenewspaperbalancedandinterestingtothereaders.
2.Therudeandnoisygroupmadeitdifficultfortheworkertogetintothefactory.
Ⅲ.教材分析與教材重組
1.教材分析
本單元以Media為話題，旨在通過單元教學使學生認識了解新聞媒體以及新聞故事的產(chǎn)生過程。學會表達自己的觀點。了解什么是正面報導，什么是負面報導。學會比較事情的異同，并知道通過比較，可以讓讀者更容易明白你的寫作意圖。
1．1WARMINGUP旨在引導學生結合自己的體驗和認識，了解哪種媒體更可*并掌握有關媒體的詞匯。
1．2LISTENING是一個采訪錄音和一段對話。通過聽這些材料幫助學生認識到描述事情的方式不同，所產(chǎn)生的效果也不同。
1.3SPEAKING是一個任務型教學活動。要求同學們從發(fā)生的10件事情中選擇5件登在報紙上，并且說明選擇該事件的理由。此練習旨在鍛煉學生表達觀點的能力，同時也為READING做好鋪墊。
1.4PRE-READING是READING的熱身活動。旨在激發(fā)學生的興趣，讓學生了解傳媒的有關知識。
1.5READING是關于新聞背后的故事。文中通過對兩名記者的采訪，介紹了新聞故事的產(chǎn)生過程。
1.6POST-READING第一個題是PRE-READING的延續(xù)；第二題是在理解課文的基礎上，結合本單元所學知識，設計的開放性問題；第三題是訓練學生正確看待媒體的能力，培養(yǎng)學生的是非判斷能力；第四題是訓練學生的開放性思維，要求學生能夠把課本知識與社會生活知識聯(lián)系起來，就社會熱點問題-公眾人物的影響力這一話題用英語表達自己的觀點，是SPEAKING部分的功能與本單元話題結合的很好例證。
1.7LANGUAGESTUDY分詞匯和語法兩部分。其中，Wordstudy第一題是用動詞的正確形式填空，第二題判斷形容詞是具有積極意義，消極意義還是中性意義。詞匯練習是為學生學習描述人和物打基礎的。Grammar在引導學生體驗、探究、歸納過去分詞做定語和表語功能的基礎上，進行任務型鞏固訓練。Part1是判斷13頁的8個句子中的過去分詞是做定語還是做表語；Part2則是把過去分詞作定語改寫成定語從句；Part3是把定語從句改寫為過去分詞，Part4是根據(jù)句意改寫成過去分詞作定語結構；Part5是用動詞的正確形式填空，主要練習過去分詞作表語。
1.8INTEGRATINGSKILLS中的Speaking,Writing,andReporting是本單元內容的綜合。涉及到LISTENING,SPEAKING和READING教學活動。文中舉例同一事件，記者的立場不同，看問題的角度不同，所作的報導不同，所產(chǎn)生的效果自然也不相同。就這一案例，通過討論和辯論活動，引導學生在描述人或物時，要有正確的態(tài)度，明確立場。寫作部分(Writing)要求同學們練習描述不同媒體的異同。
2.教材重組
2.1把WARMINGUP和LISTENING放在一起，為學習主課文作好鋪墊。
2.2SPEAKING單獨上一節(jié)課，培養(yǎng)學生的表達能力，學會正確的表述自己的觀點。
2.3將PRE-READING，READING和POST-READING整合在一起上一節(jié)“閱讀課”。
2.4將INTEGRATINGSKILLS設計為一節(jié)“綜合實踐課”。
2.5將GRAMMAR與WORKBOOK中的語法練習題整合在一起上一節(jié)“語法課”。
3.課型設計與課時分配（經(jīng)教材分析，本單元可以用5課時教完）
1stperiodWarmingupListening
2ndperiodSpeaking
3rdperiodReading
4thperiodIntegratingSkills
5thperiodGrammar
Ⅳ.分課時教案
TheFirstPeriodListening
Teachinggoals教學目標
1.Targetlanguage目標語言
重點詞匯和短語media,reliable,fire,face,difficulty
2.Abilitygoal能力目標
Listentoadialogueandfromthedialoguethestudentsshouldhaveanopinionthatpeoplewillhavedifferentreportsaboutthesameevent.
3.Learningabilitygoal學能目標
Listentoadialogueandbeabletoexpressone’sopinioninapositiveornegativeway.
Teachingimportantpoints教學重點
Talkaboutnewsandmedia
Teachingdifficultpoints教學難點
Howtoimprovestudents’listeningabilityandteachthem
toexpressopinions.
Teachingmethods教學方法
1.Listeningtothetape(individuals).
2.Discussionafterlisteningtothematerials.
Teachingaids教具準備
1.Arecorder
2.Aprojector
3.Acomputer
Teachingproceduresways教學過程與方式
StepILeadingin
T:Goodmorning,boysandgirls!Look,whatisinmyhand?
Ss:Anewspaper.
T:Whatcanwegetfromanewspaper?
Ss:Wecanlearnwhathashappenedorishappeninghomeandabroad.
T:Good.Doyoureadnewspaperseveryday?
S1:No,Isurfontheinternet.Inmyopinion,themostpopularandconvenientwayistosurfontheinternet.
S2:Iwouldliketolistentoradio.
S3:IwatchTVeveryday.
S4:Iprefertoreadmagazines.Therearephotosinmagazines.Theyarepleasingtotheeyes.Andphotoshelpustounderstandthearticles.
T:Quitegood.I’mverygladyouknowmanykindsofnewsmedia.Nowlet’stalkmoreaboutthesenewsmedia.
StepⅡWarmingup
Firsttheteacherwillshowstudentsdifferentnewsmedia.Thentalkaboutthemandcomparethesenewsmedia.
T:Boysandgirls,pleaselookatthequestionsonthePowerPoint.I’dlikeyoutodiscussthemwithyourpartnerfor3minutes.ThenIwillaskyoutospeakoutyour
opinions.
Afterstudentsexpresstheiropinions,showthepossibleanswersonthePowerPoint.
Possibleanswers:
1.IthinkTVisthemostreliablenewsmedia.Becausewecanseewhoisresponsibleforthenews.
2.Websiteskeeponupdatingthenews.Soonwebsitesyoucanalwayslearnthelatestnews,sometimesevenwithaudioandvideo.
FromTVyoucanseeboththebroadcasterandvideos.Fromradioyoucanonlyhearthevoicewithoutseeingthescenes.Youcanreadnewspapereverywhere.Itiseasytogetmagazinesandwecantakelongertimetoreadthem.
3.ItrustTV,leadingpapersandimportantradiostations.
4.No.
5.magazine,newspaper,radio,TV,website,broadcast,editor,edit,editorials,facts,headline,interview,journalist,opinions,reliable,reporter,trueandsoon.
StepⅢPre-listening
AskstudentstolookatthetwopicturesonPage10.Talkaboutthetwopicturesfirst.Askstudentstousetheirimaginationanddescribethescenes.Trytothinkofasmanywordsaspossibletodescribepeople.
StepⅣListening
Playthetapeforthestudents.Afterlisteningforthefirsttime,thestudentsshouldticktheinformationtheycanhearineachpart.Thenplaythetapeagain.ThistimestudentswillanswerthesecondquestiononPage10.Aftercheckingtheanswers,dotherestoftheexercises.
StepⅤDescribingpeople
Showthefollowingpassagestothestudents.Askthemtoreadthepassagesandspeakoutwhatimpressionthepeoplegivethem.Aretheydescribedinapositivewayoranegativeway?
T:Ok.Boysandgirls.Lookatthetwoshortpassages.Trytojudgewhethertheyaredescribedinapositivewayornot.
JohnTrussell
Mylittlebrother.(Idon’tcarethathe’sfouryearsolderthanme.)Ineverhadabrotherbefore,buthe’sthebestoneIthinkImayeverhavewhobringsmethepleasureofadopting(收養(yǎng)).Inspiteofallthepainthatheoccasionallygoesthrough,Ihaveseenhimbearitwithpatienceandcalm,anddohisbesttomakecertainthatnooneelsewashurtbeforecopingwithhisownpain.ItismyonlyhopethatIwillneverlosethislittlebrother.
ChuckTetzlaff
Heisveryfunny,overworked,andisthethirdmanI’veevermetwhocanconsistentlymakemeunabletostoplaughing.Atthesamepoint,Iwillgettoseehimmoreoften,butthatwillprobablybeafterhefinishesworkingforhisChemistryProfessor.
Ss:Theyaredescribedinapositiveway.
T:Readthefollowingpassage.Trytojudgetheman’sattitudetowardslife.
IwasonmywaydownanelevatorattheHiltoninArlington,Texas,readytobeginaseminaronhowtodevelopmorepositiveteamrelationships.Isharedthatridewithamanwhosefaceborethefrownlinesthatevidencedaless-than-positiveattitude.
Hecommented,“I’mnotsosureaboutthiselevator.”
“Oh?Whynot?”Iasked.
“Itwasslowgettingtous,anditsoundsfunny.”
“I’msurewe’llmakeit,”Iencouragedhim.
“Idon’tknow.Younevercantellaboutthesethings.”
Whenwearrivedatthefirstfloor,Isaid,“Well,wemadeit!”
Unimpressed,heanswered,“Yeah,butthedoor’snotopenyet.”
Ss:Theman’sattitudeisnegative.
T:Yes,youarequiteright.Beingpositivemakeslifeenjoyable.
Readthefollowing.Itwillhelpyoutobecomepositive.
Changingnegativethoughts
Situation
Negative
thoughts
Otherexplanations
Gettingcritical
feedbackfor
anessay
Iamstupid.
Ididn’thavemuchtimetodothisessaytheworkloadhasbeenveryheavyrecently.Ichosetodootherthingsaswell.Theworkissupposedtobechallenging.Constructivecriticismhelpsmetoimprove.I’vedonewellinthepast,whichshowsIcandowell.
Myfrienddoes
notwanttosee
metonight.
Theydon’t
careabout
meanymore.
Theysaidtheyhadtoworktonight-thisismostlikelytrue.Wesaweachotherattheweekendandhadagoodtime.Theysaidsomenicethingstomelatelyandseemedtocarethelasttimewemet.
T:Afterwelearnsomuchaboutnegativeandpositivedescription.I’msureyoucandescribepeopleinbothways.Today’shomeworkistodescribesomeonethatyou
arefamiliarwithinanegativewayandtheninapositiveway.
StepⅥHomework
1.FinishthelisteningexercisesonPage88.
2.Trytodescribesomeonethatyouarefamiliarwithinanegativewayfirstandtheninapositiveway
高二英語Unit2單詞表人教版
俗話說，居安思危，思則有備，有備無患。教師要準備好教案，這是老師職責的一部分。教案可以讓學生更好的消化課堂內容，幫助教師緩解教學的壓力，提高教學質量。教案的內容具體要怎樣寫呢？經(jīng)過搜索和整理，小編為大家呈現(xiàn)“高二英語Unit2單詞表人教版”，歡迎您閱讀和收藏，并分享給身邊的朋友！
高二英語Unit2單詞表人教版
Unit2
ΔHank漢克（男名）
cigaretten紙煙；香煙
goahead進行；開始；往下說
permissionn允許；許可；同意
typewritern打字機
tape-recordingn磁帶錄音
maleadj男（性）的
tobaccon煙草；煙葉
smokern吸煙者
burndown把……燒成平地；燒光
packetn小包裹；袋
nationn民族；國家
habitn習慣；習性
persuadevt說服；勸說
chancen機會；可能性
reducevt減少；縮減
comparevt比較；對照
comparedto與………相比
thereforeadv因此；所以
remainvt保持；仍是
bannvt禁止；禁令
publicadj公共的；公開的
giveup放棄
nicotinen尼古丁
drugn藥；藥物
getintothehabitof染上……的習慣
beusedto習慣于
cancern癌癥
dislikevt不喜愛；厭惡
smellyadj有臭味的；發(fā)出臭味的
non-smokern不抽煙的人
sharevt分享；共同使用
hardlyadv幾乎不；簡直不
clubn俱樂部
compare....with....把……和……進行比較
高二必修5 Unit 4 Making the news教案 Period3 Grammar Inversion
高二必修5Unit4Makingthenews教案
Period3GrammarInversion
Class8,Senior2
TangYanfen
Oct.20,2010-10-19
Teachingaims:
1.Toknowtheusageofinversion
2.Topracticetheusageofinversion
TeachingImportantpoints:
Enablethestudentstouseinversionproperly.
Teachingdifficultpoints;
Howtouseinversioninrealsituations.
TeachingProcedures:
Step1Leadingin
Translate:從前有座山，山上有個廟，廟里有個老和尚（monk)
Step2Presentationandpractice
Definitionoffullinversionandpartialinversion.
一、完全倒裝
1.Therebe結構。另外,在此結構中可以用來代替be動詞的動詞有:exist,seem,happen,appear,live,rise,stand等。
2.用于“以地點副詞here,there和時間副詞now,then開頭+不及物動詞+主語的句型中,或以out,in,up,down,away,off等副詞開頭的句子里面,表示強調。
3.當句首狀語是表示地點的介詞詞組時,也常引起全部倒裝(如onthewall,underthetree,infrontofthehouse,inthemiddleoftheroom等)。
4.表語置于句首時,倒裝結構采用“表語＋be＋主語”的結構
二、部分倒裝
部分倒裝是把be動詞、情態(tài)動詞、助動詞放到主語之前。如果句子中沒有這些詞,要在主語之前加助動詞do/does/did等,而把原來的謂語動詞變成原形放在主語之后。
1.用于疑問句。（部分倒裝）
2、在以so,nor,neither(…也是;…也不是）開頭的句子里，此句謂語應與前句謂語的時態(tài)形式一致。
3.only+狀語（副詞、介詞短語、狀語從句）放在句首時。（部分倒裝）
4.在否定或半否定詞放句首表示強調時，部分倒裝。
5."Notonly+分句,butalso+分句"句型中的前一分句要部分倒裝。
6.Notuntil放在句首,句子半倒裝
7..“so/such+表語/狀語+that從句”結構中的so或such引導的表語/狀語放在句首時（部分倒裝）
8.用于形容詞（名詞/動詞）+as/though的讓步狀語從句中。
9.用于表示祝愿和祝福之類的句子中。
10)在虛擬語氣條件句中從句謂語動詞有were,had,should等詞，可將if省略，把were,had,should移到主語之前，采取部分倒裝。
Step3Summary
Step4Practice
Step5Homework
