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高中英语必修4 unit2全单元教案

Welcome to the unit

Sport plays a very important part in our lives. Most people, men or women, young or old, from all different parts of the world, enjoy playing or watching sports. In this section, pictures of six popular sports are presented to students. They are expected to fully participate in a discussion to find out why sports are so popular throughout the world. They are also encouraged to tell each other about their favourite sports. Students will practise their spoken English and share their opinions with each other.

Brainstorming

1 Begin the lesson by asking students the following questions:

Do you like sports? What sports do you know? What sports can you play?

(Ball games: volleyball, basketball, football, table tennis, golf, badminton, baseball, rugby, ice hockey, etc. Track and field: long jump, high jump, pole vault, diSCUS, shot-put, relay race, hurdles, etc. Gymnastics: Men's events-rings, horizontal bar, parallel bars, vault, pommel horse, floor exercise, etc. Women's events-balance beam, uneven bars, vault, floor exercise, etc.) Write the names of different sports events on the blackboard. Draw a sketch of the sports beside the words that students are not familiar with.

Who is your favourite athelete?

If time permits, ask students to make a poster of their favourite athelete and present the poster in class.

Why do you admire this athelete? (He/She brings joy to my life. He/She is always challenging the limits of humanity.)

Do you like playing sports? How much time do you usually spend exercising or doing sports every week?

The purpose of asking these questions is to get students to talk about familiar topics. Encourage students to express their opinions and experiences freely. There are no right or wrong answers.

2 If possible, have students bring pictures of sports they are playing or once played. Encourage students to recall the experiences they had while playing these sports. Ask them to describe what they did, how they did it and how they felt at the time.

Sharing information

1 Have students focus on the instructions and the six pictures. Ask them what they think of when they look at the pictures. Begin the activity like this:

Sport plays a very important role in our lives. We watch or do sports almost every day. Look at the six pictures. Are you familiar with these sports? Do you think we can play these sports every day?

What comes to your mind when you see pictures like these? (Olympic Games, sports meetings, fierce competition, professional or amateur athletes, exercising for fun, exercising to get fit, etc.)

Then have students carefully look at the pictures and talk about each of them.

Use the following questions to start a discussion:

Picture of table tennis

Can you play table tennis? Do you like it? When did you begin to play table tennis? How often do you play it? Who do you play it with?

Do you think playing table tennis is a good way to build up your body?

Is table tennis your favourite sport? Why? (It is convenient for people to play and does not require too much equipment. People have to be quick-minded and have rapid responses. It is a good way to make friends and meet new people.)

Pictures of wrestling and boxing

Do you like these sports?

Do you enjoy watching them?

How much do you know about these sports? (Boxing was a sport in ancient times and is still popular today. The boxer uses his or her fists to punch the opponent's head and body with the aim to knock the opponent out. Boxing is popular worldwide as a spectator sport and generates millions of US dollars through ticket revenue, merchandise, TV rights and pay-per-view packages of important boxing matches. Some people view boxing as archaic and an unnecessary display of violence, while its supporters emphasize its ~elf-expression and health benefits. Boxing is a good way to keep fit, but there is much speculation about the possible injuries, particularly to the brain, that can be incurred during boxing matches. Such speculation has resulted in tighter regulations over the safety of the boxers. Wrestling is an ancient sport and often appeared as the main event in the earliest OlympiC Games. Wrestling exists in many different styles but there are only two styles featured in the Olympics, freestyle and Greco-Roman. In Greco-Roman wrestling, the participants can only use their upper bodies to throw or control an opponent; however, in freestyle wrestling participants can use their legs.)

In your opinion, do you think these sports are too violent? (Yes, sometimes they are. Competitors have to be aware of the safety precautions and wear protective gloves or padded helmets.)

Would you like to become a professional boxer or wrestler? .

Picture of wushu

Wushu is a traditional sport in China. Are you interested in this sport?

Do you think doing wushu could make you fitter?

Do you enjoy watching wushu films like those with Jackie Chan? Do you think he is a good actor? Pictures of gymnastics and diving

It is said that gymnastics and diving are two of the most beautiful sports in the world, because they both display elements of strength and beauty. Do you agree?

Can you name some famous Chinese gymnasts or divers?

To become a professional gymnast or a diver, you have to sacrifice a lot. What do you think these sacrifices would include?

2 Have students study the pictures, and then ask them the follOWing questions. Alternatively, put students into groups of four and allow the groups to discuss the questions. Then ask several groups to share their ideas with the whole class.

No matter what kind of sport you take part inl what are the basic qualities you need\to possess in order to be successful in that sport?

If you are part of a sports teaml what kinds of things should you pay special attention to?

3 Organize students into groups to discuss the three questions below the pictures. Have them exchange their opinions and make sure that all of them have a chance to speak. Have some groups report their answers to the class. Any possible answers are welcome.

Sample answers

1 There are many reasons why sport enjoys such popularity nowadays. First of all, physical exercise can be refreshing after a day's work. An increasing number of people, especially those who are mainly involved in office work, are complaining about sore muscles, stiff necks and blurred vision. There's no better way to reinvigorate yourself than working out in a gym or participating in outdoor sports. Second, it seems that many people want to lose weight. For women, staying slim is very important. Men like keeping fit and being muscular. Third, people are concerned with their quality of life. Exercising regularly tops the list of advice that health experts offer us to improve our quality of life.

2 I play sports every week. I am a member of a health club. I have access to all the gym facilities for free. At the weekend, I meet my friends in the club and we have a lot of fun together. Normally, we start at 10 in the morning. We usually play squash for a few hours. In the afternoon, we go swimming.

3 My favourite sport is jogging. I think it has many benefits. For one, it enhances my blood circulation and strengthens my lungs. Every evening, I jog for half an hour. Afterwards, I feel totally refreshed. If I have a bad day at school and am really stressed, jogging helps me relax and pulls me out of my bad mood. It means I can concentrate better on my school work the next day.

2 If time permits, have students read the article in Part A on Page 102 of the Workbook to learn more about the business of sport, and answer the questions below it. Students can complete this as homework.

Reading

The reading text in this section is a speech given by Mr Johnson, a member of the International Olympic Committee, who is Visiting a high school in Beijing. Some backgrou'nd knowledge about the history and the development of the OlympiC Games and an introduction to some famous Olympic athletes are presented to students. The Reading strategy in this unit teaches students how to read and understand a speech. Students will learn about the common elements of a speech and try to identify them. Students are expected to improve their reading comprehension and master basic reading skills.

Lead-in

Have students talk about the Olympics. Begin the activity like the following:

As we all know, the Olympic Games are held every four years and it is a great honour for a country to host the Games. How much do you know about the Olympics, for example, its history, ceremonies and sports events?

The purpose of this is to arouse students' interest in the OlympiCS and to gain some relevant knowledge about the Games. The following questions could be asked:

How many Olympic games have you seen? Where were they held?

Do you think they are exciting? Why?

Who is your favourite athlete and who do you think is the greatest Olympian? Why?

Encourage students to share the information they already know and to express their opinions freely.

Reading comprehension

1 Have students go through the passage as quickly as possible and try to find answers to the three questions in Part A. Remind students only to focus on and identify the information needed to answer these questions.

Answers:

A 1 The history and significance of the Olympic Games.

2 He hoped that the Olympic Games would make it possible for people of all countries to live

side by side in peace.

3 He wishes the Olympic Movement a successful future to match its past glory.

2 Have students read the passage again and complete Parts C1 and C2 indiVidually. Questions in Part C1 check students' ability to find specific information. Part C2 serves as a strengthening activity which allows students to organize the information they have read. After students finish the exercises, check the answers as a class.

Anwers:

C1 1 According to the speech, the speaker is an athlete. an IOC member.

2 The first ancient Olympic Games were held in AD 776. 776 BC

3 Everyone was allowed to take part in the ancient Olympics. Only men were

4 The contemporary Olympic Games were first held in Rome in 1896. Athens

5 At the 2008 Beijing Olympics, the Chinese women's badminton team won the gold medal for

the first time in history. gymnastics

6 Zhang Ning was in her late thirties when she competed in the 2008 Olympic Games. early

passage:

What characteristics do the ancient Olympics and the contemporary/modem Olympics share? (Both the ancient and contemporary/modern Olympic Games were / are held every four years. Some of the sports played in the ancient Olympics, such as the long jump, wrestling and running, are still played in the contemporary/modem Olympics.)

What are the differences between the ancient and the contemporary modem Olympic Games? (The ancient games were always held at the same place. In the ancient Olympics, only Greek men were allowed to compete and they had to compete wearing no clothes. In the contemporary/modern Olympics, athletes from all over the world can take part, no matter what language they speak or what sex they are.)

Muhammad Ali and Michael Jordan are mentioned in the passage. What do these 穞wo sportspeople have in common?

(·They are both talented and dedicated.

·They train hard.

·They have contributed significantly to their sports.

·They are extremely successful in their fields.

·They both have passion and enthusiasm for sports.)

Do you think Chinese athletes such as Deng Yaping and Liu Xiang are as great as Muhammad AU or Michael Jordan?

4 Have students complete Parts D and E. Part D aims to improve students' ability to understand the meaning of new words from the context and learn how to explain what a word means in English. Part E aims to make students become more familiar with some useful words.

Answers

D l a 2 c 3 e 4 b 5 f 6 d

E (1) significance (2) movement

(3) medal (4) joy

(5) competed (6) made contributions

(7) honour (8) excited

5 Have students recall what they paid special attention to while reading the speech. Ask them if they noticed that there were a lot of quotations, interesting stories and statistics in the speech. Have students read the speech again and ask them to think about the criteria for a good speech. Also, have them think about what makes a good speaker. Have students discuss the following questions. Take note of students' ideas on the blackboard.

Do you think it is difficult to give a speech in front of an audience? Why or why not?

What makes a good speech and a good speaker?

What are the things a speaker should attach importance to?

Is there any relationship between the different topics the speaker mentioned?

Have students refer to the reading passage and express their opinions freely. Then draw their attention to the Reading strategy of the unit. Make sure that students understand the meaning of it.

7 If time allows, have students do Al and A2 on Page 98 of the Workbook. This will help them become more familiar with the important words and phrases learnt in this section.

Post-reading activities

1 Have students go over Part F and discuss the questions in pairs. The aim of this section is to improve students' spoken English. Make sure that students understand the meaning of each question. Encourage students to share their opinions with each other. Any possible answers are acceptable.

2 You may ask the following questions to give students the opportunity to have a further discussion. Divide students into several groups and make sure that each group is assigned a different topic.

·What is the spirit of the Olympic Games? What can you learn from it?

·Do you think that 'Swifter, Higher, Stronger' is a good motto not only for sports but also for life in general? Why?

·Do you agree with the saying 'The more gold medals a country wins, the stronger the country is'? Why or why not?

·There was news about athletes using drugs in. the Olympic Games. What do you think of this? What can be done to prevent this kind of thing from happening again?

3 If time permits, have a class debate on the following subject:

Hosting the Olympic Games is a great honour for a country, but at the same time it costs a lot of money. Do you think hosting the Olympics will be a good opportunity to develop the host country's economy and tourism, or will it be a heavy burden on the economy?

Notes

1 At the ancient Olympics, by tradition the athletes were all men and they had to compete wearing no clothes. (Page 22, Lines 10-11)

·The phrase by tradition means 'according to tradition'.

By tradition, the whole family will have jiaozi together.

By tradition, children play tricks on 1. April.

By tradition, we have a party on New Year's Eve.

·The word compete is a verb here, meaning 'to try to win something by contesting someone

else'.

Ann will compete in the girls' 100 m race in the sports meeting.

John competed against James for the prize in Maths.

Competing with each other in singing contests like this is great fun.

2 Single women were allowed to take part in their own competition, at a separate festival in honour of Hera,s the wife of the Greek god Zeus. (Page 22, Lines 11-13)

·The word allow here means 'to let someone do something without trying to prevent it from happening'. It also means 'to let something happen or occur'.

Mr Wang did not allow his daughter to go camping, as he thought it would be dangerous. Sorry, smoking is not allowed here. They shouldn't allow parking in such a narrow street. ·The word honour here is a noun, meaning 'the great respect and admiration which people have for a person or a country'. The phrase in honour of means 'in order to pay respect for' or 'in memory of'.

That was a great honour for his parents, as well as himself

We are going to have a special party in honour of his recent promotion.

They had a parade in honour of the heroes who liberated the city sixty years ago.

3 Today, both male and female athletes from around the world can take part, no matter what nation they come from. (Page 22, Lines 13-15)

The phrase no matter what means 'whatever the situation is, something is always true' and is used to introduce an adverbial clause. Similar phrases such as no matter how, no matter whether and no matter when can be used in the same way.

No matter what difficulty she faces, she will never give up.

No matter how hard I tried to persuade him, he just didn't take my words seriously.

No matter what the weather is like, the football match will be played as planned.

4 He dreamt that the Olympics would make it possible for people of all countries to live side by side in peace. (Page 22, Lines 17-19)

In this sentence, it is the empty object. The real object is to live side by side in peace.

The muddy road will make it impossible for them to get here on time.

It is important to concentrate on our lessons when it is so noisy outside.

I think it useless to complain because we can't change anything.

5 Yet, she hung on to win the gold medal in the final match. (Page 23, Lines 48-49)

The verb phrase hang on here means Ito continue doing something in a difficult situation' or 'not to give up'.

If you want to become a manager, you must hang on to your principles.

Though Betty doesn't like her present job, she wants to hang on to it until she gets another one.

In the end, we hung on for a 98-86 win over the other team.

The phrase hang on has several other meanings.

The little girl hung on to her father's hand because she was afraid of tripping. (hold something tightly)

Hang on a minute-I'm not quite ready. (used to ask somebody to wait for a while)

I had to hang on for a few weeks before I knew whether I could get the job. (wait for something to happen)

You want Charley on the phone? Hang on---I'll just see if he's here. (used on the phone to ask someone who is calling to wait)

At the meeting everyone hung on to everything the manager said. (listen attentively)

6 These are some of the Olympic athletes who have brought joy to people across the world with their attempts to push the boundaries of human achievement. (Page 23, Lines 50-52)

·Here the word attempt is a noun, meaning Ian effort or a try',

I am afraid their new attempt will be yet another failure.

It will be our second attempt. We hope we can succeed this time.

Her recent success encouraged us to make another attempt.

Attempt can also be used as a verb, meaning Ito make an effort or to try to achieve, usually without the expected result'.

Mr Black attempted to help me solve that problem, but it was beyond his ability.

The police caught a man who attempted to break into Mr Wu's house.

I will attempt to help you in your research.

·Here boundary means 'the limit of what is acceptable or thought to be possible', and is often used in its plural form.

What we will do must be within the boundaries of the law.

There are many things that we don't know how to explain because of the boundaries of human knowledge.

People like to watch and appreciate athletes who can extend the boundaries of human achievement, for example, Muhammad AU and Michael Jordan.

The original meaning of boundary is 'the real or imaginary line that marks the edge of a state, country, etc., or the edge of an area of land that belongs to someone'.

The Mississippi River forms a natural boundary between the two states-Iowa and Illinois. Genghis Khan extended the boundaries of his empire to the west.

National boundaries are becoming increasingly meaningless in the global economy. Resources

The Olympic Games

In the Olympic Games which are held every four years, athletes from all over the world come and compete with each other. It is, without doubt, the biggest sports event in the world, not only for the athletes themselves but also for their countries. Winning medals is the common aim for both the athletes and their countries. The more medals they get, the prouder they feel. Besides this, hostiJ;lg the Olympic Games is a huge honour for a country. The people are naturally very excited about it and the government will make huge efforts to improve the hosting city. Beijing was the host city for the 29th Olympic Games. If you would like to know more about Olympic Games and the Beijing Olympics, please visit the following websites:

https://www.wendangku.net/doc/e511971930.html,/london summer-olympics

https://www.wendangku.net/doc/e511971930.html,

Dream Team

In sport, the phrase 'dream team' is used to refer to a perfect team which is made up of the best players. The most famous dream team is the USA men's basketball team in the 1992 Barcelona Olympics.

At the 1988 Summer Olympics in Seoul, the United States National Basketball Team, made up of college stars, finished in a . disappointing third place. After the International Basketball Federation opened the Olympics to professional players in April 1989, the United States National Basketball

Team began looking to the NBA to supply players for its 1992 Olympic roster. The first ten players, including Michael Jordan, were officially selected on 21 September 1991, and another two players were added to the team on 12 May 1992. At the OlympiCS, opposing teams were overwhelmed by the talent of the American team, losing by an average of 43.8 points per game. The China's diving team is regarded as the dream team in China.

You can visit the following website for more information:

http://en. https://www.wendangku.net/doc/e511971930.html,/wiki/ 1992_ U nited_States_men's_ Olympic_basketball_ team

Word power

This section consists of two parts. The first part focuses on compound words, and the second part focuses on Olympic sports and events. In the first part, students will learn how compound words are formed and what the basic formation rules are. The activities related to compound words aim to enlarge students' vocabulary by applying the rules practically. In the second part, words and expressions related to Olympic sports and events are presented. Students are required to group the sports into the correct categories.

Brainstorming

1 You may begin this part as the following:

Everyone knows that Liu Xiang was the first Asian to win the gold medal in the men's 110-metre hurdles. Can you think of any words to describe him? (He is a hard-working sportsperson. He is a well-trained athlete.)

Write the following words on the blackboard and ask students to analyse the part of speech of each part of the words.

hard-working (adj.): hard (adv.) working (v-ing)

sportsperson (n.): sports (n.) person (n.)

well trained (adj.): well (adv.) trained (v-ed)

Tell students that we can create new words by putting two or more words together.

2 Have students think about other words that are created this way. Organize students into groups of four and have a competition. Write all the compound words that students can think of on the blackboard. The winning group is the one that comes up with the most words.

Tell students that we can creat new words by putting two or more words together.

2 Have student that are creatl students into com peti tion. words that s11 blackboard. 1 one that comes up with the most words.

Compound words

1 Have student read the dialogue on page 26 and to use their own words to define the compound word. Tell students that a compound word is made when two words are joined together to form a new word.

Give some examples to help studentsunderstand, or write the words they think of on the blackboard and analyse them:

handbag-a small bag carried in a person’s hand;

long-lasting-that can last for a long time;

teacup-a cup that contains tea;

sightseeing-the activity of seeing sights as a tourist;

three-day-Iasting for three days

Explain the fact that some English words are derived from the combination of two different words. Have students consider the following questions:

When you come across unfamiliar words, do you often use the knowledge of word formation to guess the meanings of the new words? If so, can you think of some examples?

2 Have students read the instructions, the tables and the tip box on Page 26 to learn the formation rules of compound adjectives and compound nouns. Have students think about the follOWing question:

How are these words formed?

Help students summarize the formation rules of compound words.

Give some examples that can illustrate the rules.

To form compound adjectives: adj. + n. + -ed

warm-hearted; cold-blooded; short-sighted; left-handed

adj. + v-ing

easy-going; good-looking smooth-talking; close-fitting adv. + v-ing

hard-working; never-ending; long-lasting; far-reaching n. + adj.

tax-free; world-famous; duty-free; brain-dead n. + v-ed

air-conditioned; hand-picked; man-made; heaven-sent

adj. + v-ed

hard-boiled; full-blown; clear-cut

adv. + v-ed

well trained; well paid;

well behaved; well dressed To form compound nouns: n. + n.

handbag; bookmark; website; motherland n. + v-ing

sightseeing; window-shopping; housekeeping; daydreaming

Make sure that students understand the basic rules of word formation and know the meanings of these words. If possible, give some example sentences to students.

3 Have students read the instructions for the exercise on Page 26. Have them guess the meanings of the compound words and the part of speech of each word first, and then complete the exercise.

Answers

(1) newly built (2) outgoing (3) sightseeing (4) well-known (5) mouth-watering 4 Have students try to think about other compound words by providing them with the following exercise. Look at the bold word at the beginning of each row of words. Try to mal\e a compound word by combining the bold word with one of the words after it. There may be more than one correct answer. Encourage students to use a dictionary to find out the definition or meaning of each compound word.

news stand paper reader

(news-stand, newspaper, newsreader)

pig tail swill skin

(pigtail, pigswill, pigskin)

sand paper storm box

(sandpaper, sandstorm, sandbox)

lady bug finger fish

(ladybug, ladyfinger, ladyfish)

eye drop brow lid

(eye drop, eyebrow, eyelid)

hand bag shake book

(handbag, handshake, handbook)

Olympic sports and events

1 Have students think about the following questions:

How many gold medals did the Chinese team win during the 2008 Beijing?Olympics? In what sports events did they win these medals?

How many different kinds of Olympic sports events can you name?

Have students first focus on the pictures and make sure that they know which sport each refers to. Then read the sentences below the pictures and have students complete the activity indiVidually. Afterwards, have them check their answers in pairs. Then check the answers as a class.

Answers

A a 3 b 2 c 1 d 4

2 Have students make different sports events. Write down all the sports they mention. Later, have students compare the sports they came up with with the sports listed in Part B.

3 Explain to students that sports are usually classified into different categories. Some belong to athletics, and others are water sports. Ask students if they understand each category and the meaning of each sports event mentioned in Part B. Then have them complete the exercise on Page 27.

Answers

B Athletics

20 km walk

high jump

110 m hurdles

Water sports

200 m butterfly

water polo

platform diving

4 Have students read Part A on Page 102 of the Workbook and answer the questions below it. The reading focuses on bullfighting.

5 Have students read Part A on Page 105 of the Workbook to learn how to write about a sports event. Then have them finish writing the article in Part B on the same page. They can do it as homework if time is limited.

Grammar and usage

The grammar target of this unit is modal verbs. Students are expected to learn about the general

meanings and functions of modal verbs. They will also learn how to use several common modal verbs properly.

Modal verbs: general introduction

In this part, students will learn that modal verbs can be used to talk about ability, obligation, certainty or permission, and to make requests, suggestions, offers and give advice. Students will also learn that some modal verbs can be used with the continuous form and the perfect form to talk about current situations or past actions.

1 Introduce modal verbs with the following:

Now, many of us can speak English quite well, but a few years ago, we couldn't. If we talk about the ability someone has now, we use the modal verb 'can '. If we talk about the ability someone had in the past, we usually use the modal verb 'could'.

If we want to talk about the ability someone will have in the future, what form of the modal verb do we use? (We use will/shall be able to.)

Write can, could, and will/shall be able to on the blackboard and have students make some sentences using these words to talk about ability. For example,

I couldn't speak English five years ago. Now I can speak it fluently.

My mother can't drive a car, but my father can.

When my grandfather was young, he could swim across the river.

She is getting better and will be able to come back to school next week.

2 Ask students the follOWing questions:

What modal verbs do we use to give advice or tell someone that he or she is under obligation to do something? (We usually use should or ought to.)

If we want to express that it is necessary for us to do something, what modal verb do we use? (We usually use must. Sometimes we use have to to show that we are forced to do something.) Write should/ought to, have to and must on the blackboard and ask students to make sentences using these words to talk about obligation. For example,

They should not allow cars to park here; the street is not wide enough.

You should/ought to tell her the news right away.

We have to go now, or we will miss the last bus.

I must finish typing my article before five. Tell students that, when giving advice, should is more gentle. Must is usually used to express obligation or a command. Have to is also used to express obligation.

3 Write the following sentence on the blackboard and ask students to explain the meanings of the different modal verbs used in each one:

I might/may/could/should/ought to/ will/must watch the TV programme tonight. Tell students that:

·When might is used, it shows that the speaker is uncertain whether he or she will do something.

·When may is used, it shows that the speaker is a bit more certain than when might is used. ·Could is more certain than may, but less certain than should and ought to.

·Should and ought to are more certain.

·When we use will, we mean we are quite certain that we will do something.

4 Ask students the following question:

When you are late for class, what do you say to the teacher when you are standing at the door of the classroom? (I'm sorry I'm late. May I come in?)

Tell students here may is used to ask for permission. Then ask students:

What other modal verbs can be used to ask for permission? (Can, could and might.)

If you want to have a look at your friend's book, what do you say? (Can I have a look at your book?)

What does your friend say to you? ('Of course, you can.' Or 'Sorry/No, you can't.')

So, can is often used to ask for permission, especially in informal or spoken English.

5 Have students read Part 1 on Page 28 to find out how modal verbs are used to talk about ability, obligation, certainty and permission. Tell students to pay attention to the three arrows that illustrate the degrees of obligation, certainty and permission when modal verbs are used. They should have learnt that different modal verbs are used to express different meanings.

6 Have students read Part 2, which explains some other uses of modal verbs. Have students make some sentences using modal verbs to make requests, suggestions or offers, and to give advice. For example,

Will/Can you read the sentence once more? (To make a request.)

Shall we watch a film tonight? (To make a suggestion.)

I will help you if you have any problems. (To make an offer.)

The manager is not in now. You should come back at three o'clock. (To give advice.)

Ask students what verb form we use after a modal verb. They should understand by now that a bare infinitive is always used after a modal verb. Then have students read Part 3.

7 Have students read the instructions for Part A on Page 29. Then have them go over the checklist of what is necessary, recommended and optional for a potential Olympic city. Have students complete the article indiVidually, and then check the answers as a class. Have students give reasons for each choice they made.

Answers

A (1) must (2) has to (3) should (4) must (5) ought to (6) should

Have students read the dialogue in Part B and complete it in pairs. Ask them if they know when the dialogue happens and what kind of relationship the two speakers must probably have. Then check the answers as a class.

Answers

B (1) Shall (2) have to (3) can't

(4) would (5) Could (6) might

8 Have students read Part 4 on Page 28.

Make sure that they understand why the continuous form or the perfect form is used with a modal verb in the example sentences. The following examples can also be given:

John isn't here to attend the party. He must be reviewing his notes for the big exam tomorrow. (The speaker thinks thatjohn is reviewing his notes now.)

Tom knows nothing about the subject. He can't have been at the lecture yesterday. (The speaker is sure that Tom did not go to the lecture yesterday.)

The money is gone. Who could have taken it? (The speaker does not know who has taken the money.)

You shouldn't have told David what Mike told you. (Actually, you did tell David what Mike said.)

It is a five-minute walk from the station to my house. You needn't have taken a taxi. (However, you did take a taxi.)

9 Have students do Part CIon Page 100 of the Workbook to practise using modal verbs. They should then have a better understanding of how to use modal verbs properly.

Resources

Students may want to learn morE modal verbs which use the contil and the perfect form.

1 Modal verbs with the continous form

When modal verbs are used" continuous form, it indicates speaker is talking about what happening now. Have students read the following sentences to see if they understand what each sentence means.

The police are stopping all the cars, they must be looking for a crimina. ( The speaker is quite sure about what police are doing now.)

A: Where is Jack, do you know!

B: He may/might be reading in the library. (The speaker thinks that it is possible that Jack is reading in the library, but is not quite sure)

The plane should be landing now ( the speaker expects that the plane is landing now.)

The girls can't be watching TV now. They told me they would to a concert this evening. (The speaker thinks it is impossible that the girls are watching TV at home now.)

2 Modal verbs with the perfect form.

When modal verbs are used with the perfect form, it indicates that the speaker is talking about what happened in the past. Have students read following sentences and try to understand what each sentence means.

He might/may have gone to Shanghai, but I'm not sure. (The speaker just guesses where he went, and is not sure about it.)

He must have gone to Shanghai, because he said if he wasn't at work, that where

he would be. (The speaker is sure where he went.)

He can't have gone to Shanghai. I saw him just now in the library. (The speaker is quite sure that he didn't go to Shanghai.)

I should have told him about it earlier. (The speaker did not tell him earlier and regrets not doing so.)

3 Must

Tell students that must is not used in the negative or interrogative in the perfect form, instead can't or couldn't is used. For example,

A: What explosion? I didn't hear anything.

B: You must have heard it. The whole town heard it.

A: A man answered the phone. I suppose it was her husband.

B: It can't/couldn't have been her husband. He has been dead for years.

Modal verbs: comparisons

Here students will learn how to use pairs of modal verbs correctly, such as can and be able to, shall and will, and mustn't and needn't.

1 Have students read Part 1 on Page 30, and ask them to find the differences between can and be able to. First focus on how to use be able to:

·Be able to is more formal and less common than can when referring to ability.

·Be able to can be used in different tenses or after other modal verbs, for example, will/shall be able to, would/ should be able to, have/has/had been able to and must/may/might be able to. ·Be able to can be used after the infinitive marker to.

·The past form of be able to is was/were able to.

Then teach students how to use can:

·Can is more common and informal than be able to when referring to ability.

·Can can be used to talk about a possible future action.

·The past form of can is could.

Ask students to make some sentences with be able to and can, using different tenses, or after modal verbs or in a to infinitive. For example,

A: Do you know when Mr Hawking will be able to visit the school?

B: He said he might be able to come next month, but he's not sure.

I have been trying to get online for quite a long time, but I haven't been able to access the Internet on the new computer.

He has lived in Russia for three years, so he must be able to understand some Russian.

As a secretary, it is important to be able to type quickly.

You can get to the stadium either by bus or by underground.

The woman couldn't fall asleep as it was 12 p.m. and her son still wasn't home.

For example,

You shall have the book as soon as I finish it. Mum will make a cake for me on my birthday. Shall I bring you some tea?

Will you go to see the film with us? Shall we meet at the cinema?

Will he give me his telephone number?

Have students read the instructions for Part B on Page 31. First have them complete the dialogue individually, and then read the dialogue in pairs to check their answers. Ask students why they used shall or will in each blank.

Answers

B (1) Shall (2) shall (3) Will (4) will/shall (5) will/shall (6) shall/will

3 Have students read Part 3, which explains the use of mustn't and needn't. Ask them to make some sentences with mustn't and needn't. For example,

You needn't go on a diet, but you mustn't overeat.

You needn't turn the TV down. I cannot hear very well.

You mustn't smoke at the petrol station.

4 Ask students to read the instructions for Part A on Page 31, and then complete the passage. When students give their answers, ask them to explain why they used certain modal verbs.

Answers

A (1) can (2) can/could (3) will/may/might/could

(4) mustn't/shouldn't/can't/ought not to

(5) mustn't/shouldn't/can't/ought not to

(6) can

(7) needn't/shouldn't/do not have to

5 Have students do Part C2 on Page 100 of the Workbook. It will help them have a better understanding of the differences between different modal verbs.

Resoureces

More information about the usage of some modal verbs can be taught to students.

1 The usage of can and be able to:

·Shall/Will be able to is used to express the future form; has/have been able to is the perfect form; can is used to refer to a possible future action. Either can or be able to may be used in the present. For example,

The baby is already sitting up and will be able to walk in a few weeks.

She hasn't been able to leave the house since the accident.

You can come and see her at 7 this evening.

Are you able to/Can you type the letter for me right now?

I can't pay you today. Can you wait until tomorrow?

·For past ability only, either could or was/were able to may be used. For Past ability + a particular action, was/were able to is used. For example,

She could/was able to walk when she was only eleven months old.

Many people were able to see the concert because they showed it on TV.

2 The usage of need:

·Need as a modal verb is seldom used except in.a negative or interrogative sentence. For example,

It's fairly warm. I needn't wear a coat. Do you think I need tell him about it?

·Need can be used with the perfect form to express an unnecessary action which was performed.

For example,

You needn't have watered the flowers, because it's going to rain. (You have watered the flowers, so you wasted your time.)

He needn't have written such a long essay. The teacher only asked for 300 words. (He wrote a long essay.)

·When need is used as an ordinary verb, meaning 'require', it then has the normal regular forms, but no continuous tense. For example,

I need to buy a Chinese-English dictionary.

How much money do you need for it? Your hair needs cutting/to be cut.

Task Talking about sports and activities

This section consists of a series of activities which provide students with the opportunity to practise their listening, reading, speaking and writing skills. This section is divided into three steps, and each step is preceded by a skills building activity. Throughout the three steps, students will learn to listen for specific information, identify relevant information and make suggestions. Students are expected to complete a training schedule, design a new daily routine and write a report about the history of a sport.

Skills building 1: listening for specific information

In this part, students will learn how to listen for specific information in a conversation and the words they should pay attention to.

1 Have students read the instructions on Page 32, so they will know how to select the information they want. Tell students to pay special attention when a speaker makes corrections, changes his or her mind or says something irrelevant. Have them think about why they should also pay attention to words like but, however, or and I mean.

2 Have students listen to the conversation between Ma Van and Yu Lei about the 2010 World Cup and complete the notes. Before they listen, have students go over the sentences in the notes so they will know what they should listen for and what they should pay attention to. After listening, students can check their answers in pairs. If they have different answers, have them give reasons. If they are not quite sure about their answers, they can listen to the recording once more.

Tapescript

Ma Yan: Do you like football, Yu Lei?

Yu Lei: Yes, I do.

Ma Yan: Me too. What's your favourite team?

Oh, that would be England. I also quite like the Netherlands, but England is still my favourite. Did you watch England play at the World Cup in South Africa in 2010?

Yu Lei: Yes,. I saw the games on TV.

Ma Yan: Where was it held before that, in 2006?

Yu Lei: In Japan and South Korea, I think.

Ma Yan: Wasn't it in Germany, Yu Lei?

Yu Lei: That's right! What's your favourite team?

Ma Yan: That's difficult to answer. It used to be France. But now I support China.

Yu Lei: Why?

Ma Yan: Because they're our own team, and because they played in the 2002 World Cup for the first time.

Yu Lei: It's really too bad that China has not been in the World Cup since then.

Ma Yan: Yes, but the Chinese team did play in the 2008 Olympics.

Yu Lei: That's true. Will you watch the next World Cup?

Ma Yan: Of course.

Yu Lei: Would you ever go to see the matches live?

Ma Yan:I'd love to, but the tickets are too expensive.

Answers

1 Yes

2 England

3 Yes

4 Germany

5 China

6 Yes

7 No

Step 1: completing a training schedule

Here students will be able to improve their listening skills by listening to a conversation between a coach and an athlete. Students should use the skills they have learnt in Skills building 1. They are expected to complete a training schedule according to what they have listened to.

1 Have students read the instructions on Page 33, so they will know what they are going to listen to. Then have them read the new training schedule and make some predictions if they can. At the same time, have them find the new word in the schedule. Have them try to guess the meaning of the new word. Asking the following question may help them:

Look at the word 'per'. Can you guess the meaning of it? We often use the word together with words such as 'day', 'week' or 'hour'. We can use this word in the sentence 'The car can travel at 70 miles per hour.' 'Fer hour' means 'every hour' or 'an hour'. From this, we know that 'per day' means 'every day' or 'a day'.

2 Have students listen to the recording and complete the training schedule individually. Then have them check their answers in pairs to see if they got the same answers. If not, have them find out whose answer is right. If they are not sure about their answers, they may listen again. Tapescript

Coach: Hi! How are you today?

George: I feel a bit tired.

Coach: Well, I want to talk to you about the training schedule. You must make a few changes. At the moment you're only doing an hour of training a day, right?

George: Yes.

Coach: You need to increase that to two hours a day.

George: Two hours?! What will I do during the extra hour?

Coach: You'll have to do some strength-training exercises.

George: What does that mean?

Coach: Strength training is doing exercises with weights.

George: It sounds tiring!

Coach: Yes, but you do get eight hours of sleep every night. Now, about your diet ...

George: So what should I eat?

Coach: First of all, lots of rice and bread. And you can only eat white meat, such as chicken and fish. Red meat is not allowed.

George: What? I love fast food. Does that mean I can't eat hamburgers any more?

Coach: I'm afraid so.

George: Oh, no! And pizza?

Coach: No, you shouldn't eat that either. But you must eat vegetables three times a day and fruit four times a day.

George: Okay, I can do that. And what should I drink?

Coach: You have to drink ten glasses of water a day.

George: Wow. That's a lot to drink. Should I only drink water?

Coach: No, you can also drink tea, but only weak tea. Do you think you can follow these directions?

George: If it will make me a better athelete, then I'll certainly try.

Coach: Good. See you tomorrow.

George: See you, Coach.

Answers:

1 increased

2 2

3 lifting weights

4 8

5 rice

6 False

7 True

8 vegetables

9 4 10 water weak tea

Skills building 2: making suggestions

In this section, students will learn how to make suggestions. Different patterns are presented to students for them to practise.

1 Have students read the two points in the first part on Page 34. Have them pay attention to the difference between advise and advice in Pattern I, and the usage of suggest in Pattern 2. They can use these patterns to make sentences. For example,

I advise you to go there by bike instead of by bus.

I advise that you (should) go to bed a bit earlier, to avoid being tired.

Our teacher often gives us useful advice on how to study English.

My coach suggested that I should train six hours per day.

I suggest going there on foot.

Tell students that we can use other patterns to give advice or make suggestions. For example, You'd better take off your wet shoes, or you'll catch a cold.

Let's not start too early. We don't want to be tired.

2 Have students read the five question forms in the second part. Students will learn that they can use question forms to make suggestions. Have them make some sentences with such patterns. For example,

Don't you think it is a good idea to go out for a walk on such a fine day?

Why don't you phone her right now and ask her to come this afternoon?

Why not wear the blue hat? You look pretty with it on.

Shall we stop and have a rest?

What about renting a car? It would be better than taking the bus.

3 Have students read the dialogue on Page 3

4 in pairs and underline the sentences which make suggestions.

Answers

Andy: I'm not sure which activity. to do on sports day. Any suggestions?

John: You are good at the 400-metre race. Why not try that?

Andy: Are you joking? Do you think I can beat Mike in Class One?

John: What about the high jump then?

Andy: No. Do you think I should try the long jump?

John: Well. don't you think it would be a better idea for me to do that one?

I'm pretty good at it.

Andy: I think I am good at it too. I suggest that you run the 100-metre race. No one in our school can beat you.

John: But I haven't practised for a long time. Shall we do some training?

Andy: That's a good idea. Will Saturday morning do?

John: Yes.

Step 2: designing a new daily routine

This section is designed to have students use what they have learnt in Skills building 2 to design a new daily routine. They will first read some leaflets, and after comparing them with the current daily routine, they should make changes.

1 Begin this part by asking students if they can tell what the coach and the athlete talk about in Skills building 1. For example,

How many hours should the athlete sleep for every night?

How many hours should he train for every day?

Have students read the first leaflet. Have them explain what the leaflet is about, and then have them read the daily routine and cross out what should not be changed in it after comparing it to the leaflet.

2 Have students read the second leaflet.

Ask them:

Do you know what meat is red meat?

(Pork, beef and lamb.)

Ask them to explain what the leaflet is about, and then ask them to read the daily routine again and cross out what should not be changed in it after comparing it with the second leaflet.

3 Have students make changes to the daily routine individually. After they have finished it, check the answers as a class. If there are some different answers, ask students to give their reasons.

Sample answers

Daily routine

6.30 a.m. get up

7.00 a.m. breakfast: eggs, bread, fruit and water, or weak tea

8.00 a.m. school

12.00 p.m. lunch: rice, vegetables, chicken, water and fruit

3.30 p.m. 2 hours of training

5.30 p.m. homework

6.30 p.m. dinner: rice, vegetables, fish or chicken, fruit and water

8.00 p.m. homework

10.00 p.m. watch TV

10.30 p.m. bed

Skills building 3: identifying/selecting relevant information

In this part, students will learn how to identify and select relevant information when they are reading or listening to English.

1 Have students read the directions on Page 36. They will then learn that when they are reading or listening to English, it is important to identify which information applies to them and the task

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教学过程一、课堂导入学习下列谚语： You are what you eat. 人如其食。 First wealth is health. -----Emerson 健康是人生的第一财富。 An apple a day keeps the doctor away. 一天一个苹果，医生不来找。二、复习预习教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对情态动词具体用法的分析和扩展导入本节课所要学习的课本知识的学习。三、知识讲解考点/易错点1 重点单词与短语学习 balance n. 天平，平衡；余额，余数v. 平衡；权衡balanced adj. 均衡的 (回归课本P10)

What will happen to you if you don’t eat a balanced diet? Eg: 1). Try to achieve a better balance between work and play. 争取把工作和娱乐更好地结合起来。 2). I must check my bank balance (= find out how much money I have in my account). 我要核对一下我在银行的余额（看我的帐户上有多少钱）。 3). Try to balance your diet by eating more fruit and less protein. 多吃些水果，少摄入些蛋白质，使饮食均衡合理。 [归纳拓展] a balanced diet 均衡的饮食 keep the balance of nature保持生态平衡 keep one’s balance保持平衡 lose one’s balance (= be out of balance) 失去平衡 think of想，考虑 (回归课本P10) He thought of his mutton，beef and bacon cooked in the hottest，finest oil. （1）想起；记起Sorry，I didn`t think of your name just now. （2）考虑We should think of the matter carefully. （3）为…着想Chen is always thinking of the poor people in the poor areas. （4）想；打算I am thinking of giving up smoking. [归纳拓展] think about想；考虑think much of 对…评价很高think highly / well of 高度评价 think out 想出 think badly / little of认为不好think over 仔细考虑 tired of 厌倦 (回归课本P10) Tired of all that fat? 厌倦肥腻了吧？ be tired of 对……厌倦 eg. I’m tired of your conversation.你的讲话我听腻了. I grow tired of asking this，so it’ll be the last time. 我已厌烦了问这个问题，所以这是最后一次.

高中英语必修一教案

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人教版高中英语必修二全册教案

Unit 1 Cultural relics I. 单元教学目标 II. 目标语言

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(完整word版)人教版高一英语必修二英语课文原文(2)

Frederick William Ⅰ，the King of Prussia , could never have imagined that his greatest gift to the Russian people would have such an amazing history . This gift was the Amber Room , which was given this name because several tons of amber were used to make it . The amber which was selected had a beautiful yellow-brown colour like honey . The design of the room was in the fancy style popular in those days . It was also a treasure decorated with gold and jewels , which took the country's best artists about ten years to make . In fact , the room was not made to be a gift . It was designed for the palace of Frederick Ⅰ. However, the next King of Prussia , Frederick William Ⅰ,to whom the amber room belonged, decided not to keep it. In 1716 he gave it to Peter the Great. In return , the Czar sent him a troop of his best soldiers. So the Amber Room because part of the Czar's winter palace in St Petersburg.About four metres long, the room served as a small reception hall for important visitors . Later,Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where she spent her summers. She told her artists to add more details to it .In 1770 the room was completed the way she wanted . Almost six hundred candles lit the room ,and its mirrors and pictures shone like gold. Sadly , although the Amber Room was considered one of the wonders of the world , it is now missing . In September 1941, the Nazi army was near St Petersburg . This was a time when the two countries were at war . Before the Nazis could get to the summer palace , the Russians were able to remove some furniture and small art objects from the Amber Room . However , some of the Nazis secretly stole the room itself . In less than two days 100,000 pieces were put inside twenty-seven woooden boxs . There is no doubt that the boxs were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea . After that, what happened to the Amber Room remains a mystery . Recently , the Russians and Germans have built a new Amber Room at the summer palace . By studying old photos of the former Amber Room , they have made the new one look like the old one .In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city . A FACT OR AN OPINION? What is a fact? Is it something that people believe? No. A fact is anything that can be proved. For example, it can be proved that China has more people than any other country in the world. This is a fact. Then what is an opinion? An opinion is what someone believes is true but has not been proved. So an opinion is not good evidence in a trial. For example, it is an opinion if you say “Cats are better pets than dogs”. It may be true, but it is difficult to prove. Some people may not agree with this opinion but they also cannot prove that they are right. In a trial, a judge must decide which eyewit nesses to believe and which not to believe. The judge does not consider what each eyewitness looks like or where that person lives or works. He/she only cares about whether the eyewitness has given true information, which must be facts rather than opinions. This kind of information is called evidence. Unit 2 AN INTERVIEW Pausanias, who was a Greek writer about 2,000 years ago, has come on a magical journey on March 18th 2007 to find out about the present-day Olympic Games. He is now interviewing Li Yan, a volunteer for the 2008 Olympic Games.

外研版高中英语必修三模块教学设计

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人教版高中英语必修一unit1经典教案

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German 德国的．德国人的.德语的. Nazi 纳粹党人adj 纳粹党的 set down 记下；放下.登记 series 连续，系列 a series of 一连串的．一系列；一套outdoors在户外．在野外 spellbind 迷住；疑惑 purpose 故意 in order to 为了 dusk 黄昏傍晚 at dusk 在黄昏时刻 thunder vi 打雷雷鸣n 雷，雷声 entire adj 整个的；完全的，全部的entirely ady. 完全地.全然地.整个地Power能力.力量．权力。 Face to face 面对面地 Curtain 窗帘；门帘．幕布 dusty adj 积满灰尘的 no longer /not …any longer 不再partner 伙伴．合作者．合伙人 settle 安家.定居.停留vt 使定居.安排.解决suffer vt &遭受；忍受经历

人教版新课标高中英语必修二教案合集

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外研版高中英语必修三module3教案

高一英语第十一次课----- 必修三module3 一、考点、热点回顾（一）key words and phrases 1.experience vt.经历n(可数)经历n(不可数)经验 2.cause vt.引起，导致cause sb. to do sth.导致某人去做某事cause sb. trouble/problems 给某人带来麻烦/问题 cause n.起因，理由，事业-------指造成某事的直接原因，后常接of或to do reason n.原因，理由------指从逻辑推理上得出的原因，后常接for或定语从句。 3.bury vt.埋葬 bury oneself in =be buried in 专心于，埋头于bury one’s face in one’s hands 双手捂脸4.occur vi.发生-------指发生时，有计划无计划均可。脑海中出现某种想法。 happen vi.发生------指事先无计划偶然发生。碰巧作某事happen to do sth. take place 发生-------指事先安排，计划的事情。举行。以上三词均无被动形式。 sth. Occurs sb. 某人想起=strike/hit eg: A good idea occurred to me . It occurs to sb. to do sth.某人想起It occurred to me to visit my teacher. It occurs to sb. that…某人想起It occurred to me that I should visit my teacher. 5.take off 去掉，脱掉，起飞，成功，休假，减去，移动 6.strike vt＆n.(雷电，暴风雨等）袭击=hit，击打，碰撞，罢工，想起=occur to,打动 (1)The miners went on strike for higher pay. (2)Does this clock strike twelve? (3)A good idea struck me while I was walking along the river. (4)He hit me ,so I struck him back. (5)A huge forest fire broke out after the lighting struck. (6)I am still struck by the native beauty of the lake. 7.ruin vt.毁坏，破坏，使堕落n.毁灭，崩溃，废墟in ruins 变成一片废墟 8.warn vt.警告，告诫，提醒注意warn sb. of/about sth.提醒某人注意某事 warn sb. not to do sth.= warn sb.against doing sth. 提醒某人不要做某事 give a warning 发出警告without warning 毫无预警 9.in all 总共，总计 above all 最重要的是after all 毕竟at all 确实，根本first of all首all of a sudden突然all in all从各方面考虑all along一直，始终 10.possibility n.可能性，可能发生的事 There is a/no possibility that… 有（不）可能There is a/no possibility of doing sth.有（没有）的可能 possible adj.可能的It is possible (for sb.)to do sth. It is possible that……. 11.set fire to =set….on fire 放火（焚烧）……. on fire着火（状态）catch fire 着火（动作）put out a fire扑灭火 12.put out 扑灭（火），伸出，出版 put off推迟put up张贴，建造put away放好，收好put on 穿上，上演put forward 提出 1．拿起；拾起；搭载；学会；收听2．平均 3．有史以来4．到……时为止 5．结束；告终6．扑灭 7．放火烧…… 8．总共 9．带来损害10．使某人无家可归 pick up on average of all time by the time end up put out set fire to in all do/cause damage make sb. homeless

人教版高中英语必修一全册教案

Unit 1 Friendship Ｉ．单元教学目标 II．目标语言

III. 教材分析和教材重组 1. 教材分析本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。

外研版高中英语必修二课本原版(电子版)

Module 1 Our body and Healthy Habits Introduction Look at these words and expressions. Which of them are connected with illness? dentist diet fat fit flu (influenza) get/catch a cold health rare toothache unhealthy wealthy Read the proverbs and try to explain them in English. ?You are what you eat. % ?Healthy mind in a healthy body. % ?Early to bed, early to rise makes a man healthy, wealthy and wise. % ?An apple a day keeps the doctor away. % Vocabulary and Reading 1.Look at these words and answer the questions. anxious; break (as in break an arm); captain; fever; injure; injury; pain; painful; normal; sweets

1. Which word is connected with food? 2. Which words are connected with body? 3. Which word means usual or ordinary? 4. Which word means leader? 5. Which word means worried about something that may happen? Zhou Kai (1) When Zhou Kai's mother saw him heading towards the front door without a jacket on, she eyed him anxiously. "Zhou Kai, where are you going?" she asked. "To the park. I'm going to play football," said Zhou Kai. "But it's raining! You'll catch a bad cold," said his mother. "No, I won't. I'll be fine," said Zhou Kai, as he opened the door. "Zhou Kai, you'll get ill. You know you will. You can at least go and get your jacket." "OK, OK." Zhou Kai went and did as he was told.

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【今日任务知会于心】 1.检查上次作业，查漏补缺； 2.复习必修三Unit 2 词汇与课文； 3.复习英语词类——名词与冠词； 4.掌握英语词类——数词； 5.熟练语法填空题型与解题技巧。【课前热身小试牛刀】 1、考查必修三Unit 1的词汇。（见附页——测试题）【知识精讲讲练结合】一、数词（详见思维导图）二、必修三Unit 2精讲：（见《中学教材全解》）三、语法填空。 Cloze 1 A very tall, old tree had been growing quite slowly for a number of years. It was nearly the 1 (old) tree in the forest, and it raised its head high above the others toward the sky 2 a king of trees. One spring day the wind brought a 3 (pride) little seed and dropped it at the root of the tree. Soon it grew into a plant. “I’ll climb to the top of the tree,” said 4 little plant. “They’ll see how quickly I can grow.” So it held tightly to the tree and climbed 5 it was up to the top branch. It said to the tree, ”You have grown for a great many years, and I only 6 (begin) this summer and see where I have come to. ” But the old tree just said 7 at all. After a while a great storm

高中英语必修二全套教案+课件Unit 3 ComputersSpeaking and writing

Unit 5 Music 写作和口语课一、教学内容 S peaking and writing (pp. 39-40) 二、教学目标在本节课结束时，学生能够 ● 在口语中运用提建议和征求建议的表达法，并且熟悉一些关于音乐和组建乐队的话题。 ● 写信向音乐人征求建议，并恰当运用一些相关表达法。三、教学步骤步骤一热身 1. 教师将问题展示在PPT 上，第一个问题可以请全班一起回答；第二个问题可以请学生四人一组讨论，小组讨论会用到一些提建议的表达法，讨论前教师可以和学生一起回忆以前学过的相关表达法，并将其展示在PPT 上或写在黑板上；对于比较难的表达法，教师可以给出例句。 2. 教师请两三个组的代表先说出本组同学的看法，其他组学生补充，最后再综合学生的想法，形成类似右图的思维导图。设计意图：热身旨在让学生回顾上节课所学内容和自己已有的与话题相关的知识，并引入此节课的教学内容，起到承前启后的作用；列出表达法和例句旨在为小组讨论提供语言上 a music band band name musicians instruments the kind of music main singer (lead vocals) piano drum bass guitar guitar pop music folk music classical music rock ‘n ’roll rap country music orchestra companions

的帮助；思维导图的设计是为了向学生展示思考的过程；同时复习学过的关于音乐和乐队的一些词汇，为学生下面的写作做好词汇准备。步骤二写前 1. 教师介绍写作任务：给Freddy 写一封信，向他征求一些有关组建乐队的建议。 2. 语言准备： 1）教师提问学生关于征求建议的英文表达法。可以全班一起回答也可以找个别学生回答。教师可以进行补充并在PPT 中或黑板上展示。 2）用表示征求建议的表达法翻译一些句子。教师请学生自己思考后完成翻译练习，然后找学生说出答案，教师或其他学生更正错误并提供正确答案。设计意图：请学生列出征求建议的表达法旨在为下面的书信写作做语言准备；把几个较难掌握的表达法提出来让学生练习，旨在帮助学生掌握其用法，帮助他们克服写作中可能遇到的语言困难。 3）教师向学生介绍咨询信的特点，并请学生看学生用书p.39给出的信的开头和p.40Freddy 的回信，两人一组根据回信写出李华向Freddy 提出的问题；然后结合前面讨论的组建乐队需要考虑的问题，列出自己要向Freddy 咨询的问题。 4）教师和学生一起分析一封咨询信范例，讨论咨询信的写法。

高中英语必修三教案

Unit 1 Festivals around the world Ｉ．单元教学目标 II．目标语言

III. 教材分析与教材重组 1. 教材分析本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固

运用请求和感谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。 1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。 1.2 Pre-reading是Reading 的热身活动。主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。 1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。 1.4 Comprehending是考察对阅读内容的进一步理解。练习一：六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。这就要求学生不仅要温习文章内容而且要结合实际，阐述自己的想法，挖掘学生的思维能力和语言表达能力。 1.5 Learning about Language 分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习和用文章中的词汇的适当形式填空；Discovering useful structures 是以文章内容为载体在语境中练习语法，掌握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、结构相结合的特点。 1.6 Using Language 是英语听说读写的全面运用的练习。

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高中英语必修二全套教案+课件Unit 3 ComputersSpeaking and writing

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