2. help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.

learn the text about healthy eating. get the students know about the basic knowledge of how to eat healthily.

important points:

1. talk about different kinds of food that one favorites.

2. learn the basic knowledge of healthy eating.

3. learn how to say in the clinic.

4. grasp the language points and grammar in the text.

difficult points: the use of modal verbs --- had better, should and ought to.

teaching aids: computer or slider-projector

way of teaching: communication way of teaching, discussion and group work.

lesson 1step 1 warming-up

first show the students some pictures of dishes and so to introduce the topic of this unit.

and then show the pictures on their text books and let them to decide what is junk food and what is not.

here the students may have a short ask and answer in pairs to themselves more engaged in the topic.

step 2 listening

let the students listen to the tape and be prepared to answer the questions below.

step 3 speaking

show the students the three situations as on p2. then ask the students to prepared a dialogue according to the examples in pairs. ask several pairs of students to present their dialogue

after that list the useful expressions in their dialogue.

step 4 homework

prepare for the next class.

collect some menus if possible for the next class.

lesson 2

step 1 introduction

using the questions on p3 to introduce the new text.

step 2 fast-reading

1.what does the “fuel ” mean in the first paragraph?

(it means different kinds of materials, such as protein, calcium that we need to keep healthy.)

2.what do we have to consider when we choose to buy or eat?

(what kinds of nutrients that the food contain.)

3.what made our eating habit changing?

(many things: what people believe, advice from companies and stores.)

4. how can we feel and look fine?

(we ought to learn about our body and the fuel it needs to keep fit.)

explain the language points if necessary.

step 3 carefully-reading

how many parts can be divided into?

(three parts.)

what’s the main idea of each part?

(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)

step 4 talking

ask the students to take out their menus and read them carefully. then prepare a dialogue that may happen between a customer and a waiter/waitress.

step 5 homework

finish the exercise --- vocabulary on p5. and p72-73

lesson 3

step 1 revision

check the homework.

step 2 grammar

first present the students the modal sentences with modal verbs and ask the students to make some sentences with them.

step 3 consolidation

(1) finish the exercise on p5 and on p74

(2)take out a piece of paper with the column “ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.

1.give advice that will really help the person.

2. be polite and sincere

at last get the students to finish the following practice.

step 4 homework

finish the exercise 3 on p74 in the students’ workbook.

lesson 4

step 1 revision

let some students read their reply to the letters on p74.

step 2 reading

read the text on p6 and then get the students to find the main idea of it (snacks is also important . we need to learn something about snacks and the way to prepare it.)

step 3 writing

ask the students to work in pairs to write the recipe for their favourite dish.

we may first give the tips on p7 as a guide.

step 4 discussion

first ask the students to read the passage on p75 and then give the following questions as the topic for the students to talk: what is a couch potato?

what does one have to pay special attention to in order to keep healthy? (food and exercise etc.)

step 5 homework

do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.

必修2英语教案篇2

1. to write a passage by yourselves

teaching procedures

教学过程：

教学活动

acti vities 设计意图

intentions 互动模式&时间

ip & time

preparations

step 1 ss go over the objectives 学生明确了解本课的学习目标 iw

step 2 ss think of what should be included when we write about a person 导入：头脑风暴学生想出有关描写人的文章应包含的内容 iw. pw

step 3 ss read the article abou t langlang to get the layout of writing about a person 学生阅读一篇关于朗朗的文章，学习文章的结构 iw

step 4 ss read again to find the linking words and expressions 学生细读找出文章中连接词及其在文章中的作用 pw

writing stage 1

step 5 ss work in groups or pairs to share more expressions in describing a person according to the layout 学生小组活动，分享更多有关人物描述的表达 gw

step 6 ss learn more expressions given by the teac her

学生学习更多有关表达 cw

step 7 ss get to k now the assessment 学生了解作文评价标准 cw. iw

writing stage 2

step 8 t assigns ss a writing material

ss write by themselves 老师给出材料，学生独立完成写作任务 cw.iw

st ep 9 ss assess their writings by themselves according to the given assessment 学生根据评分标注进行自评 iw

step 10 ss exchange the ir writings to assess 学生互评 pw

step 11 ss present their works to the class 学生作品展示

homework po lish your writings by yourselves 完善自己的作文

必修2英语教案篇3

从容说课

this is the first period of this unit.in this period，students are expected to discuss what kind of person they are.the purpose is to give students chance to practice their oral english，at the same time，they can have a general idea about what are the qualities they should find in a great person.in this period，there is a part designed to practice speaking and reading.in order to make students have a thorough idea of qualities great people have in common，and predict the contents of reading，it is important to make good use of the six pictures，especially nelson mandela.what’s more，this is the first period of this unit，so it is necessary to deal with the new words and expressions of this part，so as to make it easy for students to begin and make them less anxious in study.

●三维目标 1.knowledge：

learn and master the new words and expressions in this period. words：hero，quality，willing，active，republic，principle，nationalism，livelihood，fight，peaceful，prison，prisoner，law，advise，continue，fee，gold，passbook，anc，youth，league，stage，vote，position，accept，violence，equal

phrases：lose heart，in trouble，worry about，out of work，youth league，as a matter of fact，blow up，put...in prison

2.ability：

(1)talk about the fine quality of great people to improve the students’ speaking ability. (2)do reading practice to improve the students’ reading abilities. 3.emotion：

(1)learn about some great people and qualities they have in common. (2)develop the students’ moral quality. ●教学重点

(1)talk about the fine quality of great people to improve the students’ speaking ability. (2)enable the students to grasp the main idea of the passage. (3)improve the students’ reading ability. ● 教学难点

(1)how to express their own opinions and ideas. (2)how to grasp the main idea of a text or a passage. ●教具准备

the multimedia and the blackboard. ●教学过程 step 1 greetings

greet the whole class as usual. step 2 lead-in t： (walk to one boy) wang bin，what do you usually do on weekends? s1：i sometimes play basketball with friends.i like basketball very much.

t：do you know who he is?

s1：of course i do.he is jordan，my idol.he is the best basketball player in the world.i have many pictures of him.

t：yes，you’re quite right.he is very famous and many people all over the world worship him.but do you know that it was not until about fifty years ago that the blacks got their freedom and were treated as equal citizens?

s2：yes，we learnt about this in our history classes.the blacks were first brought to america as slaves.they were treated badly and they had no rights.

t：that’s right.but we all know that things are different now.do you know how they could have the same rights as the whites?

s3：we don’t know much about this.please tell us more.

t：ok.many people devoted themselves to this.some were put into prison and some even lost their lives.look at the two pictures and read the notes about them.then have a discussion in groups of four.try to explain why they are great men.

(show the following pictures and their information on the screen

必修2英语教案篇4

第三单元

1 ) bet

make a bet 打赌

place/put a bet on 在……下赌注

one ’ s best bet 最好的办法

作动词，表示“打赌，赌博”，后直接加宾语。

i bet ( that )表示“我敢肯定”，相当于 i am sure 。

you bet 表示“肯定，没问题”，相当于 certainly 。

2 ) scene

scene 表示“(戏剧，电影中的)一幕 / 一场，出事地点，现场，情景;风景，布景”。

behind the scenes 在幕后;秘密地。

on the scene 在现场。

set the scene ( for sth )作事前的现场描述，为……做准备。

come on the scene 到现场。

3 ) stage

表示“舞台，戏剧，阶段”，可以表示“路程，一段路，(事故发生的)现场”。

be/go on the stage 当演员，登台演出

set the stage for sth 为某事做准备。

4 ) tale

是可数名词，表示“传说，故事”。

tell its own tale 不言自喻，显而易见。

5 ) permit

作动词，后接名词或者代词，表示“允许，答应”;也可以表示“使可能”。

后接不定式的复合结构。

后接动名词，不能直接跟不定式。

分词短语作状语。

后不能跟从句。

permit of sth 认可，容忍。

作名词，表示“许可证，执照，许可”。

6 ) account

作名词，表示“叙述，报道，理由，账目，户头”。

by/from all accounts 根据大家所说的。

give an account of 叙述，报道，说明。

作名词，表示“认为”时，后接复合宾语。

account for 表示“做出解释，导致，是……的原因”，还可以表示“占，捕获”。

常见的词组：

out of account 不考虑 on all accounts/on every account 无论如何 on no account 决不

take … into account/take account of … 对……加以考虑，顾及…… turn … to good account 利用

7 ) jealous

be jealous of sb 嫉妒，唯恐某人被他人夺走。

be jealous of sth 妒忌，精心守护。

8 ) issue

作动词，表示“发行，出版，发布“。

issue sb with sth 将某物发给某人。

issue in 导致。

作名词，表示“流出，发行，(出版物的)期号，争端”。

at issue 要考虑的，意见不同的。

take issue with sb ( on/over/about )就某事论某人。

9 ) bow

bow at sb 朝某人鞠躬 bow to sb 鞠躬迎接某人

bow sb in/into 鞠躬迎入某人 bow sb out 鞠躬送走某人

bow to sth 顺从某事

take a/one ’ s bow (演员)鞠躬谢幕( bow 作名词)。

10 ) pretend

作及物动词，后接动词不定式， that 从句，名词。

pretend to sth 表示“自以为有……”，后面接名词，常指“学问，智慧，美德”。

11 )有关 trouble 的词组：

get into trouble 陷入困境，惹麻烦 ask for/look for/borrow trouble 自找麻烦，自讨苦吃

be a trouble to sb 对某人是个麻烦 be a trouble to do 干某事是件麻烦事

be in trouble 处于困境 get sb into trouble 使某人陷入困境 get out of trouble 摆脱困境

have trouble doing sth 做某事很费力 make trouble 闹事，捣乱 make trouble for sb 给某人带来麻烦 take the trouble to do sth=take the troublein doing sth 不辞劳苦地做某事 trouble sb to do sth 麻烦某人做某事 trouble sb for sth 麻烦某人某事

3. 语法

名词性从句

在句子中起名词作用的句子叫名词从句 (noun clauses )。名词从句的功能相当于名词词组 , 它在复合句中能担任主语、宾语、表语、同位语、介词宾语等，因此根据它在句中不同的语法功能，名词从句又可分别称为主语从句、宾语从句、表语从句和同位语从句。

一、引导名词性从句的连接词

引导名词性从句的连接词可分为三类：

连词： that (无任何词意)

whether,if (均表示“是否”表明从句内容的不确定性)

as if ,as though (均表示“好像”，“似乎”)

以上在从句中均不充当任何成分

连接代词： what, whatever, who, whoever, whom,

whose, which.whichever,whomever

连接副词： when, where, how, why

不可省略的连词：

1. 介词后的连词

2. 引导主语从句和同位语从句的连词不可省略。

that she was chosen made us very happy.

we heard the news that our team had won.

比较：

whether 与 if 均为”是否”的意思。但在下列情况下，whether 不能被 if 取代：

1. whether 引导主语从句并在句首

2. 引导表语从句

3. whether 从句作介词宾语

4. 从句后有” or not ”

whether he will come is not clear.

大部分连接词引导的主语从句都可以置于句末，用 it 充当形式主语。

二 . 主语从句

作句子主语的从句叫主语从句。主语从句通常由从属连词 that ， whether ，if 和连接代词 what ， who ， which ， whatever ， whoever 以及连接副词 how ， when ， where ， why 等词引导。 that 在句中无词义，只起连接作用;连接代词和连接副词在句中既保留自己的疑问含义、又起连接作用，在从句中充当从句的成分。

有时为避免句子头重脚轻，常用形式主语 it 代替主语从句作形式主语放于句首，而把主语从句置于句末。主语从句后的谓语动词一般用单数形式。常用句型如下：

( 1 ) it + be + 名词 + that 从句

( 2 ) it + be + 形容词 + that 从句

( 3 ) it + be + 动词的过去分词 + that 从句

( 4 ) it + 不及物动词 + that 从句

另注意在主语从句中用来表示惊奇、不相信、惋惜、理应如此等语气时，谓语动词要用虚拟语气“ (should) +do ”，常用的句型有：

it is necessary (important, natural, strange, etc.) that …

it is a pity (a shame, no wonder, etc.) that …

it is suggested (requested, proposed, desired, etc.) that …

三、宾语从句

名词句用作宾语的从句叫宾语从句。引导宾语从句的关联词与引导主语从句表语从句的关联词大致一样，在句中可以作谓语动词或介词及非谓语动词的宾语。

1. 由连接词 that 引导的宾语从句

由连接词 that 引导宾语从句时， that 在句中不担任任何成分，在口语或非正式的文体中常被省去，但如从句是并列句时 , 第二个分句前的 that 不可省

注意：在 demand 、order 、suggest 、decide 、insist, desire, request, command 等表示要求、命令、建议、决定等意义的动词后，宾语从句常用“( should ) + 动词原形”。

2. 用 who ， whom, which, whose, what, when, where, why, how, whoever, whatever,whichever 等关联词引导的宾语从句相当于特殊疑问句，应注意句子语序要用陈述语序。

3. 用 whether 或 if 引导的宾语从句，其主语和谓语的顺序也不能颠倒，仍保持陈述句语序。此外， whether 与 if 在作“是否”的意思讲时在下列情况下一般只能用 whether ，不用 if ：

a. 引导主语从句并在句首时;b. 引导表语从句时; c. 引导从句作介词宾语时;d. 从句后有“ or not ”时; e. 后接动词不定式时。

4. 注意宾语从句中的时态呼应，当主句动词是现在时，从句根据自身的句子情况，而使用不同时态。

当主句动词是过去时态( could, would 除外)，从句则要用相应的过去时态，如一般过去时，过去进行时，过去将来时等;当从句表示的是客观真理，科学原理，自然现象，则从句仍用现在时态。

5. think, believe, imagine, suppose 等等动词引起的否定性宾语从句中，要把上述主句中的动词变为否定式。即将从句中的否定形式移到主句中。

四、表语从句

在句中作表语的从句叫表语从句。引导表语从句的关联词与引导主语从句的关联词大致一样，表语从句位于连系动词后，有时用 as if 引导。其基本结构为：主语 + 系动词 + that 从句。

需要注意的，当主语是 reason 时，表语从句要用 that 引导而不是 because 。

?注意】 whether 可引导表语从句，但与之同义的 if 却通常不用于引导表语从句。

五、同位语从句

同位语从句说明其前面的名词的具体内容。同位语从句通常由 that 引导，可用于同位语从句的名词有 advice 、demand 、doubt 、fact 、hope 、idea 、information 、message 、news 、order 、problem 、promise 、question 、request 、suggestion 、truth 、wish 、word 等。

同位语从句和定语从句的区别：

that 作为关系代词，可以引导定语从句，充当句子成分，在从句中作宾语时可以省略; that 引导同位语从句时，起连词的作用，没有实际意义，不充当句子成分，一般不能省略。

试比较下面两个例句 :

i had no idea that you were here .( that 引导同位语从句，不能省略)

have you got the idea ( that ) this book gives you of life in ancient greece ?( that 引导定语从句，作宾语，可以省略)

六、名词性 that- 从句

1 )由从属连词 that 引导的从句叫做名词性 that- 从句。 that 只起连接主句和从句的作用，在从句中不担任任何成分，本身也没有词义。名词性 that- 从句在句中能充当主语、宾语、表语、同位语和形容词宾语，例如：

主语： that he is still alive is sheer luck. 他还活着全靠运气。

宾语： john said that he was leaving for london on wednesday. 约翰说他星期三要到伦敦去。

表语： the fact is that he has not been seen recently. 事实是近来谁也没有见过他。

同位语：the fact that he has not been seen recentlydisturbs everyone in his office.

近来谁也没有见过他，这一事实令办公室所有的人不安。

形容词宾语： i am glad that you are satisfied with your job.

你对工作满意我感到很高兴。

2 ) that- 从句作主语通常用 it 作先行词，而将 that- 从句置于句末，例如：

it is quite clear that the whole project is doomed to failure. 很清楚，整个计划注定要失败。

it ’ s a pity that you should have to leave. 你非走不可真是件憾事。

用 it 作形式主语的 that- 从句有以下四种不同的搭配关系：

a. it + be + 形容词 + that- 从句

it is necessary that … 有必要……

it is important that … 重要的是……

it is obvious that … 很明显……

b. it + be + -ed 分词 + that- 从句

it is believed that … 人们相信……

it is known to all that … 从所周知……

it has been decided that … 已决定……

c. it + be + 名词 + that- 从句

it is common knowledge that ………是常识

it is a surprise that … 令人惊奇的是……

it is a fact that … 事实是……

d. it + 不及物动词 + that- 分句

it appears that … 似乎……

it happens that … 碰巧……

it occurred to me that … 我突然想起……

七、名词性 wh- 从句

1 )由 wh- 词引导的名词从句叫做名词性 wh- 从句。 wh- 词包括who, whom,. whose, whoever, what, whatever,which, whichever 等连接代词和 where, when, how, why 等连接副词。 wh- 从句的语法功能除了和 that- 从句一样外，还可充当介词宾语、宾语补语和间接宾语等，例如：

主语： how the book will sell dependson its author. 书销售如何取决于作者本人。

直接宾语： in one ’ s own home one can do what one likes. 在自己家里可以随心所欲。

间接宾语： the club will give whoever wins a prize.

俱乐部将给得胜者设奖。

表语： my question is who will takeover president of the foundation. 我的问题是谁将接任该基金会主席职位。

宾语补足语： she will name him whatever she wants to. 她高兴给他起什么名字就取什么名字。

同位语： i have no idea when he will return.

我不知道他什么时候回来。

形容词宾语： i ’ m not sure why she refused their invitation. 我尚不能肯定她为什么拒绝他们的邀请。

介词宾语： that depends on where we shall go.

那取决于我们去哪儿。

2 ) wh- 从句作主语也常用先行词 it 做形式主语，而将 wh- 从句置于句末，例如：

it is not yet decided who will do that job.

还没决定谁做这项工作。

it remains unknown when they are going to get married. 他们何时结婚依然不明。

八、if, whether 引导的名词从句

1 ) yes-no 型疑问从句

从属连词 if, whether 引导的名词从句是由一般疑问句或选择疑问转化而来的，因此也分别被称为 yes-no 型疑问句从句和选择型疑问从句，其功能和 wh- 从句的功能相同，例如：

主语： whether the plan is feasible remains to be proved. 这一计划是否可行还有等证实。

宾语： let us know whether / if you can finish the article before friday. 请让我们知道你是否能在星期五以前把文章写完。

表语： the point is whether we should lend him the money. 问题在于我们是否应该借钱给他。

同位语： they are investigating the question whether the man is trustworthy. 他们调查他是否值得信赖。

形容词宾语： she ’ s doubtful whether weshall be able to come. 她怀疑我们是否能够前来。

介词宾语： i worry about whether he canpass through the crisis of his illness. 我担心他是否能度过疾病的危险期。

2 )选择性疑问从句

选择性疑问从句由关联词 if/whether … or 或 whether … or not 构成，例如：

please tell me whether / if they are swedish or danish. 请告诉我他们是瑞典人还是丹麦人。

i don ’ t care whether you like the plan or not. 我不在乎你是否喜欢该计划。

if 和 whether 的区别：

1 、在动词不定式之前只能用whether 。

2 、在 whether …… ornot 的固定搭配中。

3 、在介词后，只能用whether 。

4 、宾语从句放在句首表示强调时，只能用 whether 。

5 、用 if 会引起歧义时，只用 whether 。

九、否定转移

1) 将 think,believe, suppose, expect, fancy, imagine 等动词后面宾语从句的否定词转移到主句中，即主句的谓语动词用否定式，而从句的谓语动词用肯定式。注意：若谓语动词为 hope, 宾语从句中的否定词不能转移。

2) 将 seem,appear 等后的从句的否定转移到前面。

3) 有时将动名词，介词短语或整个从句的否定转变为对谓语动词的否定。

4) 有时状语或状语从句中否定可以转移到谓语动词前。

必修2英语教案篇5

一、动名词做主语的用法

动名词做主语往往表示经常性、习惯性的'动作，在口语中也可以表示具体的动作。如：

seeing is believing. helping her is my duty. talking mends no holes.

空谈无济于事。

working with you is a pleasure.和你一起工作是一种乐趣。

动名词做主语和不定式做主语一样，也可以用it作形式主语。如：

it's rather tiring walking around in a city.

不定式做主语往往表示具体的特别是将来的动作。如：

it's no use crying over spilt milk.覆水难收。

he realized that to go on like this was wrong.

二、动名词作宾语的用法

1.有些动词或短语动词后常用动名词作宾语。如admit, appreciate, avoid,can't stand(不能忍受)，consider,delay, devote … to, dislike enjoy,escape, excuse, feel like, finish, forgive, get down to, give up,

imagine. insist on, keep (on), look forward to, mention, mind, miss(错过)，pay attention to, practice, put off, stick to, suggest等等。

doing morning exercises is good for your health.做早操对你的健康有好处。

her shoes wants mending.她的鞋该修理了。

注意：当need, want, require, worth后面接doing也可以表示被动。

your hair wants cutting.你的头发该理了。

the floor requires washing.地板需要冲洗。

i have finished writing this book.我已经写完这本书了。

2.在allow, advise, forbid, permit后直接跟动名词作宾语，如果有名词或代词作宾语，则构成“allow/advise/forbid/permit +名词/代词+不定式(宾语补足语)”之形式。如：

we don't allow smoking here. we don't allow anybody to smoke here.

3.动词need, require, want意为“需要”时，后跟动名词的主动式或不定式的被动式作宾语，意义没有区别。如：

the window needs/requires/wants cleaning/to be cleaned.

4.在begin, continue, love, like, hate, prefer, intend, start后用动名词和

用不定式作宾语均可，意义没有多大区别。

5.动词forget, go on, mean, regret, remember, stop, try, be used to, can't help后跟动名词和跟不定式区别较大，须注意。

forget, regret, remember后跟动名词，动名词表示已经发生的动作;后跟不定式表示将要发生的动作。

period9-10 writing and checking the answers of the exercises.

必修2英语教案篇6

教学准备

教学目标

objectives:

1. instructional objectives

by the end of the class, most students are able to:

1) use the words and the phrases they learned to complete the tasks based on the text.

2) pronounce correctly the new words (especially “carnival” )by themselves and with the help of the teacher.

3) more than half of the students can speak fluently and accurately about their views towards carnival in pairs with the teacher’s scaffolding.

2. educational objectives

by the end of the class, students are able to:

improve their cultural awareness from carnival and learn more about its influence on the western culture after class

3. personal objectives：

1) be confident of standing on the stage and speak clearly and spontaneously.

2) encourage students to speak in the class with different kind of techniques.

教学重难点

focal points:

by the end of the class, students are able to:

1) improve the main reading skills through completing reading tasks in pair work and group work.

2) use the table to finish their essay about their favorite film.

difficult points:

by the end of the class, students are able to:

1) speak fluently and accurately about their favorite films in pairs with the teacher’s scaffolding.

2) write a film review according to the table and the text.

教学过程

procedures and time allotment

stage 1 getting students ready for learning

t: class begins!

ss:…

t: good afternoon, class!

ss:…

t: today, let’s come to culture corner. module 4. do you know chinese festivals?

ss:…

t: first, work in groups, discuss and make a list of chinese festivals in english. (1min).

ss:…

t: ok, time is up. you know chinese festivals?

ss:…

t: very good. for example1.

new year’s day 元旦节 (1月1日)

2. spring festival 春节 (农历正月初一)

3. lantern festival 元宵节 (农历正月15)

4. the qingming festival 清明节 (4月5日)

5. dragon boat festival 端午节 (农历5月初五

6. double-ninth day 重阳节 (农历9月初九)

7.national day 国庆节 (10月1日)

t: and festivals brought us much traditional knowledge. so, festival is beautiful. do you know foreign festivals?

ss:...

t: in the textbook, there are some festivals with pictures. do you know the right descriptions about them?

ss:...

t: this festival is at the end of october, when “ghosts” come out.

ss:...

t: this is when americans remember the hard times when they first arrived in the country.

ss:..

t: this is a festival of color, which marks the beginning of spring in india.

ss:...

t: this is a christian festival which comes in the middle of winter

ss:...

t: let’s watch a video. can you guess what festival it is? .

t: they are dressed up in special clothes, and they are wear masks.

ss:...

t: now, first question is how do people feel on this festival? second is what festival is it?

ss:...

t: yes, very good. now, let’s watch a video about carnival.

ss:...

t: what do you remember about carnival?

ss:...

t: where did it first?

ss:...

stage 2 pre-reading

step 1. listen to the tape.

t: let's listen to the following passage to learn more about carnival. try to find out what places are mentioned in terms of carnival celebrations.

ss:..

t:...

step 2. scan the passage and try to answer the questions.

t: what is the meaning of carnival?

ss:...

t: originally it meant “with no meat”but now it symbolizes “life”.

step 3. read the passage and match column a with column b.

t: ok, now i will give you 1 minute to read it again and then i will ask you some

stage 3 while-reading

step 1 read the passage. choose the best answers to the two sentences.

t: are you finish? let’s look at the questions.

first question is today carnival has become a celebration of ____. which one you choose?

a. freedom b. harvest c. life itself d. success

ss:...

t: yes, very good. next question is we need to _____ to understand what carnival is all about.

a. look at the history of america b. go to america

c. look at the meeting of two cultures---european and african d. both a and c

ss:...

t:....

step 2 check whether the statements are true or false.

t: …

t: now, let’s check.with the opening of huge farms and plantations, many africans went to look for jobs in america., what’s your idea?

ss:…

t: do you agree?

ss:…

t: excellent, in paragraph 2, this marked the beginning of the slave trade. so the question 1 is false.

t: next question 2, the europeans imported their festivals and later the slaves learned from them and added their traditions.

ss:...

t: very good. this answer in paragraph 3.

ss:...

t: question 3，the slave trade was abolished and the salves took over the carnival.

ss:...

t: the last, with the passing of time, carnival became a festival of the black people only.

ss:…

t:exactly! superb!

step 3 skimming for specific information

task: answer the questions according to the passage.

t: read the text carefully and answer the questions.

next, we will read the text again to explore how the text organized. 3minutes, let’s go!

t: now, let’s check your answers. what is carnival today?

ss:carnival today is an international, multicultural experience.

t:the second question is where were the slaves taken from ?

ss:in africa

t:....

t: excellent!

stage5 post-reading

discussion: useful questions to make up dialogues

t: there have seven questions, useful questions to make up dialogues.

have you dressed up in special clothes?

2 what did you wear? 3 how did you feel?

4 did you eat special food?

5 did you give or receive gifts?

6 did you have a holiday from school?

7 did you enjoy yourself with your family or friends?

t: i will divide the class into 3 students in a group. 3 minutes, 1, 2, begin!

ss:...

t:time is up. which one do you choose?

ss:....

t: yes, so the theme of frankenstein is about science and humanity.

t: ok, next group, do you have other answer?

ss:...

课后习题

homework

do exercises on page 37-38.

必修2英语教案篇7

教学准备

教学目标

掌握住列举的重点单词和句子

教学重难点

掌握住列举的重点单词和句子并能灵活运用

教学过程

Ⅰ.重点单词

1.________ vi. 爆裂;爆发

n. 突然破裂;爆发

2.________ n. 事件;大事

3.________ n. 废墟;毁灭

vt. 毁灭;使破产

4.________ adj. 极度的

5.________ vt. 破坏;毁坏;消灭

6.________ vt. & vi. (使)震惊;震动

n. 休克;打击;震惊

7.________ n. & vt. 援救;营救

8.________ vt. 使陷入困境

n. 陷阱;困境

9.________ n. 灾难;灾祸

10.________ vt. 埋葬;掩埋;隐藏

11.________ n. & vt. 损失;损害

12.________ n. 裁判员;法官

vt. 断定;判断;判决

13.________ vt. 损害;伤害→________ n. 伤害;损害→________ adj. 受伤的

14.________ n. 电;电流;电学→________ adj. 用电的;带电的→________ adj. 与电有关的;电学的

15.________ vt. 使惊吓;吓唬

→ ________ adj. 受惊的;受恐吓的

→ ________ adj. 令人恐惧的

16.____________ n. 祝贺;(复数)贺词

→ _____________ vt. 祝贺

Ⅱ.重点短语

1.a (great) number ________ 许多;大量的

2.dig ________ 掘出;发现

3.________ an end 结束;终结

4.right ________ 立刻;马上

5.as ________ 仿佛;好像

6.________ ruins 严重受损;破败不堪

7.think little ________ 轻视，满不在乎

8.tens ________ thousands of 数以万计

9.be proud ________ 以……自豪

10.judge ________ 从……判断

11.be trapped ________ 陷入

12.be buried ________ 埋头于

13.put ________ shelters 搭建避难??

14.get away ________ 离??

15.pay attention ________ 注意

Ⅲ知识点教案

ex.2 on seeing jay chow appear on the stage, the audience burst out _________ (cheer).

burst with anger/ joy

勃然大怒

burst n.

突然破裂;爆发

a burst of laughter

一阵笑声

n. 废墟，遗迹(常用复数形式);毁灭

be/lie in ruins

成为废墟;严重受损;破败不堪

ex.1 all the towns were/lay in _____ (ruin) after the earthquake.

vt.毁灭;使破产

ruin oneself

ruin one’s health/fame/future

ex.2 过量吸烟损害健康，因此你应该戒烟。

heavy smoking ruins your health, so you should give up smoking.

ex.3 用 ruin, destroy, damage填空：

① her heart was slightly _______ as a result of her long illness.

② his life was ________ by drink.

③ the earthquake almost _______ all the bridges in this area.

3. injure vt.损害;伤害

______ n. 伤害

______ adj. 受伤的

________ 伤员

exs.

①the soldier was ______ in the arm in the war.

②she was ______ slightly in an accident during the work.

③this bright light will do great ______ to your eyes.

④i was very much ______ at his words.

看例句再归纳：

1. i was shocked to hear that 17 people died in the explosion at a restaurant in anhui.

2. i was shocked at the news that 17 people died in the explosion at a restaurant in anhui.

3. i was shocked that 17 people died

in the explosion at a restaurant in anhui.

excite, discourage, disappoint, encourage, inspire, interest, move, please, puzzle, surprise, worry…

6. trap

vt. 使陷入困境

trap sb. into (doing) sth.

be trapped in

困在 ……中;陷在……中

ex.1 警察设圈套使他讲出实情。

the police trapped him into

telling the truth.

ex.2 对比练习

他陷入交通堵塞中，感到很无助。

1) he ___________ (trap) in the traffic jam and felt helpless.

2) when he __________ (trap) in the traffic jam, he felt helpless.

3) when __________ (trap) in the traffic jam, he felt helpless.

n. 陷阱;困境

set a trap to do sth./for…

诱使某人做某事

fall into a trap

落入圈套

7. bury vt.

找出含bury 的短语并翻译

① the army organized teams to dig out those who were trapped and to bury

the dead.

掩埋

② he has learnt to bury his feelings.

掩藏、隐藏

③ you’ll never solve your problems if you just bury your head in the sand----you have to face them.

bury…in…

把……埋到……里;使……沉浸于……

④ she buried her face in her hands and wept.

bury one’s face in hands

双手掩面

be buried in/bury oneself in

专心于;埋头于;沉浸于

ex.1 对比练习：

他埋头学习，不知道他的同学们早已经离开了。

1. as he ____________ (bury) in his study, he didn’t know that his classmates had left.

2. as he __________ (bury) himself in his study, he didn’t know that his classmates had left.

3. _____ (bury) in his study, he didn’t know that his classmates had left.

4. ________(bury) himself in his study, he didn’t know that his classmates had left.

5. 8. right away

6. 立刻、马上

7. =right now/ at once/in no time

8. by the end of 到时候为止(常与_________连用)

9. ex.2 by the end of last month, he _________(learn) 3,000 english

10. words or so.

11. ex.3 我会用爱迪生的一句名言来结束。

12. i’ll end up with a famous saying from edison.

13. 10. review

14. a (great/large) number of +(pl.) n.

15. the number of+(pl.)n.

16. ex.1 the number of foreign students attending chinese universities_________ (be) rising steadily since 1990.

17. ex.2 ----the number of students are in

18. the dining hall now.(改错)

19. ----yes. the number of students

20. _____ (be) about 400.(填空)

21. 11. thousands of families were killed and many children were left without parents.

22. leave 做使役动词，意为 ___________________

23. leave+宾语+宾补 {doing sth.

24. {done

25. {to do sth.

26. {adj. / adv. /介词短语

27. ex.1 you shouldn’t have left water ___________(run).

28. ex.2 she ran away _____________________

29. _______________. (她跑开了，留下她的男友

30. 一个人在雨中)

31. 12. it seemed as if the world was at an end!

32. → as if用于陈述语气中：

33. it looks as if it’s going to rain.

34. she closed her eyes as if she was tired.

35. → as if 用于虚拟语气中：

36. 1). she behaved as if nothing ______________(happen).

37. →as if___________ “似乎要做某事”

38. 2). he opened his mouth as if _________ something. (say)

39. 12. it seemed as if the world was at an end!

40. → as if用于陈述语气中：

41. it looks as if it’s going to rain.

42. she closed her eyes as if she was tired.

43. → as if 用于虚拟语气中：

44. 1). she behaved as if nothing ______________(happen).

45. →as if___________ “似乎要做某事”

46. 2). he opened his mouth as if _________ something. (say)

47. 13.translate the following sentences:

48. 1). all hope was not lost.

49.

50. 2). not everyone has passed the exam.

51. 3). i don’t want both the ties.

52. 部分否定/半否定:

53. all/both/every... not...(not all/both/every…)

54. 意为：______________________

55. ex.1 ________ people can understand you.

56. = _____ people can _____understand you.

57. 并不是所有的人都能理解你。

全部否定：

no, never, none, neither, nobody,

nothing, no one, nowhere…

ex.2 这两个男孩对我们都不粗鲁。

neither of the boys is rude to us.

Ⅳ. 巩固考点作文串记

one night, everything began ___________ (shake), with the pipes _________ (burst) and the electricity cut off. it seemed that the world was ______ an end. some people were ______ (injure), some buried in the _______ (ruin) and some missing. judging from the situation, there were ______ number of ______ (trap) people waiting for the rescue. but all hope was not lost, ________ soldiers were soon sent to help ______. with the help of the soldiers, everything returned to _______ (peaceful).

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必修2英语教案7篇