人教版高中英语必修三unit2教案最终版
Teaching Plan Unit2 Healthy Eating
必修三unit2 教案
教学过程 ?、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。 、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。 、知识讲解
考点/易错点1重点单词与短语学习 balanee n.天平，平衡；余额，余数v.平衡；权衡balaneed 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 bala nee betwee n work and play. 争取把工作和娱乐更好地结合起来。 2) . I must cheek my bank bala nee (= find out how much money I have in my aeeo un t). 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 bala nee your diet by eat ing more fruit and less prote in. 多吃些水果，少摄入些蛋白质，使饮食均衡合理。 ［归纳拓展］ a bala need diet 均衡的饮食 keep the bala nee of n ature 保持生态平衡 keep one ' s balanee 保持平衡 lose one ' s balanee (= be out of balanee) 失去平衡 think of 想，考虑 (回归课本P10) He thought of his mutt on, beef and bae on cooked in the hottest, fin est oil. (1)想起；记起Sorry, I did n't think of your n ame just now. (2)考虑We should thi nk of the matter carefully.
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
II. 教材分析与教材重组 1. 教材分析 本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。 1.1 Warming up热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。 1.2 Pre-reading是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。 1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。 1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。 1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。 1.6 Using language分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标
高中英语人教版必修三单词表
高中英语人教版必修三单词表． 必修3 Unit 1 1、发生 2、美；美人 收获；收割3、庆祝；祝贺4、狩猎者；猎人、5(使)饿死；饿得要死、6起源；由来；起因7、8、宗教上的;信奉宗教的;虔诚的 9、季节的；季节性的 10、祖先；祖宗 11、（日本）盂兰盆节 坟墓；墓地12、熏香；熏香的烟13、14、纪念；追念 15、墨西哥（拉丁美洲国家） 16、节日；盛宴 17、头脑；头骨 18、骨；骨头 19、万圣节前夕；诸圣日前夕
信任；信心；信仰20、 21、盛装；打扮；装饰 欺骗；诈骗;窍门诡计;恶作剧22、23、搞恶作剧；诈骗；开玩笑 诗人、2425、哥伦布日 26、到来；到达；到达者 27、克利斯朵夫·哥伦布 28、获得；得到 29、独立；自主 30、独立的；自主的 搜集；集合；聚集31、 32、农业；农艺；农学 农业的；农艺的、33授予；判定奖；奖品34、 35、产品；（尤指）农产品 雄禽；公鸡36、37、赞美；钦佩；羡慕 38、充满活力的;精力充沛的;积极的 39、期望；期待；盼望 狂欢节；（四旬斋前的）饮宴狂欢；嘉年华（会）40、 41、月的；月亮的；阴历的耶稣)复活节42、(43、游行；阅兵；检阅、日夜；昼夜；整天4445、衣服 2 必修3 基督徒；信徒、46基督教的；信基督教的 47、耶稣 48、樱桃；樱桃树 49、花开花 50、好像 51、玩得开心 52、习惯；风俗 53、遍及全世界的；世界性的 玫瑰花蕾54、55、愚人；白痴；受骗者 干傻事；开玩笑傻的 必要性；需要56、57、许可；允许 预言；预报；预告58、59、样子；方式；时尚 60、特立尼达岛 61、卡拉（女名） 62、哈利（男名） 63、（汽车等）停放 64、停车场 65、圣瓦伦廷节；人节 66、出现；到场 67、守信用；履行诺言 68、屏息；屏气 69、道歉；辩白 70、淹没；溺死；淹死
牛津译林版高中英语必修二M2语法专题
高中英语学习材料 madeofjingetieji 【语法专项复习】 在英语句子中，不同时间所发生的动作或存在的状态，要使用不同的动词形式，这一点和汉语不同，这种谓语动词的变化形式，称之为时态。现将本模块我们所学的时态总结如下，包括：现在完成时，现在完成进行时，过去完成时，将来进行时，过去将来时等。 一、现在完成时 1.动词形式: 现在完成时由助动词have (has) + 动词过去分词构成,即have/has done。 2.现在完成时的基本用法 1)表示过去某时所发生的动作或事情对现在的影响。动作已经完成，但从结果看，又着眼于现在。而常和以下表示不确定时间的状语连用：yet(用于否定句), already(用于肯定句), before, recently, lately, ever, never, just, 等等。现在完成时不能和表示具体的过去时间的状语(如yesterday, last year, in 1999等)连用，与具体的时间连用，用一般过去时。 e.g. Phillip has lost all his money. (菲利浦失去了他所的钱。) 1. I_______from my parents recently. (hear from) (最近我没有收到父母的来信。) 2.Joan _______ reading my essay yet. (finish) (琼还没读完我的论文。) 3.______ you _______your supper yet? (have) (你吃过晚饭了吗？ 4. I _______________such a moving film. (我从来没看过这么有趣的电影。) 2)表是重复的动作，通常与once, twice, many times,等等连用. e.g. Some villagers say that they have seen UFOs many times. 3)表示动作或状态开始于过去某一时间，持续到现在，并且有延续下去的趋势。常和表示一段时间的状语连用：since, for, for a long time, up till now, up to now, so far, for the past (last) few years, these days (months, years)等。 e.g. Bogart has worked here for about five years. (布加特已在这儿工作五年了。) 5. Up till now, Grace ___________ no news from her parents. (迄今为止，格雷丝尚未收到父母的消息。(receive) 6. Nancy___________ for four years. (away)(兰西已经离开四年了。) 3)现在完成时常用于下列句型： (1) It is the first time(day …)… that+(现在完成时) (2) It is the best … that…(现在完成时) 7.It is the first time I_________ here. (be) (我是第一次来这儿。) 8. It is the best film I______________. (see) (这是我看过的最好的一部电影。) 9. It was the best film that I _________________. (see) 注：1)表示“到哪里去过”要用have (has) been to，表示“去什么地方了，尚未回来”用have(has) gone to。 I have been to Paris several times. (我去过巴黎好几次。) (人已回来了) Mary has gone to New York. (玛丽到纽约去了。) (玛丽人在去纽约的路上或在纽约) 2)瞬间动词用于完成时态时不能跟表示一段时间的状语。例如，我们要表达“他的祖父去世好几年了。”不能说：His grandfather has died for several years.(×)而应该说：His grandfather has bee dead for several years. (√) 或者：His grandfather died several years ago. (√) 或者：It is/ has been several years since his grandfather died. (√) 再如，我们不能用He has joined the army for three years.来表达“他参军三年了。”而应说：
高一英语必修三UNIT2教案
Unit 2 Healthy eating 三维目标 （一）.Knowledge aims Let students learn the knowledge of balanced diet and nutrition （二）. Ability aims Enable students to talk about their eating. Understand the text and answer the following questions. （三）. Emotional aims Enable the students to learn how to talk about their eating. Develop students’ sense of cooperative learning 教学重点 Identify different groups of foods and talk about healthy eating. What kind of food did they provide for their customers, healthy or unhealthy? Why?教学难点 Understand the real meaning of healthy eating. How was the competition going on? Who would win? 教学方法 Fast and careful reading. Asking-and-answering activity to check the Ss’ understanding of the text. 教具准备 computer and a projector. 教学过程 Step1 Greetings Step2 Lead-in Step3 Warming up and speaking 一．Name some food s’name in English 二．Give some proverbs about eating 三．Ask ss what balanced food is. Step4 Reading
人教版新课标高中英语必修二教案合集
新课标高中英语必修二教案合集Unit 1 Cultural relics Part One: Teaching Design （第一部分：教学设计） Period 1: A sample lesson plan for Reading (IN SEARCH OF THE AMBER ROOM) Aims： To read about cultural relics To learn about The Restrictive and Non-Restrictive Attributive Clause I. Warming up Warming up by defining Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know: A.What kind of old things are cultural relics? Are all the old things cultural relics? B.What is the definition and classification of cultural relics? C.To whom do cultural relics belong? Keys for reference: A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past. B. No, not all the old objects are cultural relics. C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions. D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual. Warming up by presenting Hi, everyone. Let’s look at the screen. I’ll present yo u some pictures. They all
高一英语人教版必修三unit1课文内容
Unit 1 Festivals around the world FESTIVALS AND CELEBRATIONS Festivals and celebrations of all kinds have been held everywhere since ancient times. Most ancient festivals would celebrate the end of cold weather, planting in spring and harvest in autumn. Sometimes celebrations would be held after hunters had caught animals. At that time people would starve if food was difficult to find, especially during the cold winter months. Today’s festivals have many origins, some religious, some seasonal, and some for special people or events. Festivals of the dead Some festivals are held to honour the dead or to satisfy the ancestors, who might return either to help or to do harm. For the Japanese festival Obon, people should go to clean graves and light incense in memory of their ancestors. They also light lamps and play music because they think that will lead the ancestors back to earth. In Mexico, people celebrate the Day of the Dead in early November. On this important feast day, people eat food in the shape of skulls and cakes with “bones” on them. They offer food, flowers and gifts to the dead. The Western holiday Halloween also had its origin in old beliefs about the return of the spirits of dead people. It is now a children’s festival, when they can dress up and go to their neighbours’ homes to ask for sweets. If the neighbours do not give any sweets, the children might play a trick on them. Festivals to Honour People Festivals can also be held to honour famous people. The Dragon Boat Festival in China honours the famous ancient poet, Qu Y uan. In the USA, Columbus Day is in memory of the arrival of Christopher Columbus in the New World. India has a national festival on October 2 to honour Mohandas Gandhi, the leader who helped gain India’s independence from Britain. Harvest Festivals Harvest and Thanksgiving festivals can be very happy events. People are grateful because their food is gathered for the winter and the agricultural work is over. In European countries, people will usually decorate churches and town halls with flowers and fruit, and will get together to have meals. Some people might win awards for their farm produce, like the biggest watermelon or the most handsome rooster. China and Japan have mid-autumn festivals when people admire the moon and in China enjoy moon-cakes. Spring Festivals The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring. At the Spring Festival in China, people eat dumplings, fish and meat and may give children lucky money in red paper. There are dragon dances and carnivals, and families celebrate the Lunar New Year together. Some Western countries have very exciting carnivals, which take place forty days before Easter, usually in February. These carnivals might include parades, dancing in the streets day and night, loud music and colourful clothing of al kinds. Easter is an important religious and social festival for Christians around the world. It celebrates the return of Jesus from the dead and the coming of spring and new life. Japan’s Cherry Blossom Festival happens a little later. The country, covered with cherry tree flowers, looks as though it is covered with pink snow. People love to get together to eat, drink and have fun with each other. Festivals let us enjoy life, be proud of our customs and forget our work for a little while.
人教版高中英语必修三Unit2Healthyeatingword全单元教案
Unit 2 Healthy eating 技能目标Skill Goals Talk about healthy diet Make suggestions or giving advice on diet Distinguish the meanings of Modal verbs Make a balanced menu 功能句式Practice talking about your ideas Yes, I think so. I don’t think so. I agree. I don’t agree. That’s correct. Exactly. That’s exactly my opinion. You’re quite right. I don’t think you are right. I quite agree with you. I’m afraid I don’t agree / disagr ee with you. Of course not. I’m afraid not. All right. That’s a good idea. Certainly. / Sure. No problem. Practice giving advice and suggestions You must / must not... 词汇1. 四会词汇 diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, stir-fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, strength, consult, fiber, digest, carrot, debt, glare, spy, limit, benefit, breast, garlic, sigh, combine 2. 认读词汇 protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, cooperation 3. 词组 get away from, balanced diet, ought to, lose weight, tell a lie, win… back, earn one’s living, in debt, spy on, cut down, before long, put on weight 语法The use of ought to 1. Statements You ought to cook fresh vegetables and meat without too much fat if you want to stay slim. You ought not to eat the same kind of food at every meal. 2. Difficulty
高中英语人教版必修三单词表
Unit 1 1、发生 2、美；美人 3、收获；收割 4、庆祝；祝贺 5、狩猎者；猎人 6、(使)饿死；饿得要死 7、起源；由来；起因 8、宗教上的;信奉宗教的;虔诚的 9、季节的；季节性的 10、祖先；祖宗 11、（日本）盂兰盆节 12、坟墓；墓地 13、熏香；熏香的烟 14、纪念；追念 15、墨西哥（拉丁美洲国家） 16、节日；盛宴 17、头脑；头骨 18、骨；骨头 19、万圣节前夕；诸圣日前夕 20、信任；信心；信仰 21、盛装；打扮；装饰 22、诡计;恶作剧;窍门欺骗；诈骗 23、搞恶作剧；诈骗；开玩笑 24、诗人 25、哥伦布日 26、到来；到达；到达者 27、克利斯朵夫·哥伦布 28、获得；得到 29、独立；自主 30、独立的；自主的 31、搜集；集合；聚集 32、农业；农艺；农学 33、农业的；农艺的 34、奖；奖品授予；判定 35、产品；（尤指）农产品 36、雄禽；公鸡 37、赞美；钦佩；羡慕 38、充满活力的;精力充沛的;积极的 39、期望；期待；盼望 40、狂欢节；（四旬斋前的）饮宴狂欢；嘉年华（会） 41、月的；月亮的；阴历的 42、 (耶稣)复活节 43、游行；阅兵；检阅 44、日夜；昼夜；整天 45、衣服
46、基督徒；信徒 基督教的；信基督教的 47、耶稣 48、樱桃；樱桃树 49、花开花 50、好像 51、玩得开心 52、习惯；风俗 53、遍及全世界的；世界性的 54、玫瑰花蕾 55、愚人；白痴；受骗者 干傻事；开玩笑傻的 56、必要性；需要 57、许可；允许 58、预言；预报；预告 59、样子；方式；时尚 60、特立尼达岛 61、卡拉（女名） 62、哈利（男名） 63、（汽车等）停放 64、停车场 65、圣瓦伦廷节；人节 66、出现；到场 67、守信用；履行诺言 68、屏息；屏气 69、道歉；辩白 70、淹没；溺死；淹死 71、悲哀，悲伤 72、明显的；显而易见的 73、擦；揩；擦去 74、（使）迂回 75、牧群；兽群 76、银河 77、喜鹊 78、哭泣;流泪哭；哭泣 79、广播员；告知者；报幕员 80、出发；动身；使爆炸 81、提醒；使想起 82、使……想起…… 83、原谅；恕 Unit 2 84、日常饮食节食 85、意大利式细面条 86、坚果；果仁 87、肌肉；（食用）瘦肉 88、给予保护的；保护的
高一英语必修三unit2healthyeatingwearewhatweeat优质课说课教案
高一英语必修三 Unit2 Healthy eating WE ARE WHAT WE EAT 优质课说课教案 一、说教材教学内容分析 WE ARE WHAT WE EAT是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变，基于食物 营养和饮食信仰的日常饮食选择以及营养补充胶囊和减肥 食谱的必要与否。旨在让学生明白健康的饮食习惯的养成是 拥有健康体魄的前提，健康体魄是融人21世纪，面对社会 挑战的保证。本篇文章生词量较大，知识含量较高，标题较 抽象，各段主题句分布不太明显。且大部分学生对饮食与健 康的关系了解较少。因此，本文的学习难度较大。教学目 标根据新颁布的普通高中《英语课程标准》关于阅读课主 要教学目标的具体描述，结合本课教学内容，具体从语言知 识、语言技能、情感态度和文化意识三个方面制定如下教学 目标。 1. 语言知识目标： a)使学生了解protein, calcium 等基本营养成分的来源和主要功能，健康的饮食习惯是健康 的保证，以及素食主义等信息。 b)学习掌握有关营养成分 与食物的词汇，如：protein、calcium 、carbohydrate 、fibre、 mineral、 vitamin 、vegetarian & vegan、 green food and clean food 、eco-food and organic food等， 以及 keep up with ，The same goes for…以及as 和only 引导的倒装句的用法。 2. 语言技能目标： a)使学生
学会克服生词障碍，通过略读，寻找文章的主题句，理清文 章的总体框架与脉络；通过查读，捕捉文章的重要细节，理 解作者的写作意图。 b) 使学生学会运用各种猜词技巧，猜 测部分生词在具体的语言环境的含义。 c) 使学生能够运用所学知识，用英语为自己所熟悉的一个人设计一份“healthy diet”，并阐明设计的依据。 3.情感态度与文化意识目标： a）使学生学会审视自己、审视食物，提高养 成健康饮食习惯的意识。 b）使学生懂得：健康是做好一切 事情的根本。要想有强健的体魄，除了合理安排好一天的生 活以外，还需要有科学、卫生的饮食习惯，每天一定量的体 育活动和体力劳动。青少年必须有健康的身体，长大以后才 能成为一位具有现代科学文化，适合时代要求的合格劳动 者。 c）使学生学会关心他人，体贴他人，并养成较强的合 作意识。 d）让学生了解一些不同的饮食观念及主张，加深 对世界饮食文化的了解，弘扬中华民族饮食文化的精髓,培养爱国主义精神。教学重点和难点：根据新颁布的普通高中《英语课程标准》关于读的技能目标的具体描述，结合高 一学生实际和对教材内容的科学分析，确定本环节的主要教 学重点和难点是: 1．重点 1）让学生认识到饮食对健康的 重要影响。 2）侧重培养学生对文章的整体性结构的把握， 突出培养学生以下3个方面的能力： a.文章中心把握能力。 b.根据主题快速捕捉文章重点细节的能力。 c.猜词能力。
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。
牛津英语必修二课文原文及中文翻译
M1U2Home alone Act One Mom and Dad arrive back from vacation a day earlier than expected. The curtains are closed and the living room is dark when Mom and Dad enter. Dad: It’s so nice to be home! Mom: Yes, I can’t wait to surprise the boys! Suddenly the door opens and a soccer ball flies through the room. Eric runs in after it, followed by a big dog, walking very slowly. Eric: Mom! Dad! You’re back early! (looking around room, sounding frightened) But, but … you weren’t supposed to come home until tomorrow! The dog slowly walks to Mom and Dad. Mom: (bending to touch dog) Eric, he’s so tired and hungry! (looking at table) The money for dog food is gone, but Spot looks like he is starving! What did you do with the cash we left? Dad: And look at this room—garbage all over the place! Where is your brother? (shouting angrily) Daniel! Daniel: (running into room) Mom, Dad, I can explain … Dad opens the curtains and light comes into the room. The room is in a mess, with pizza boxes on the floor and dirty dishes in the sink. In the corner, there is a garbage can around which are pieces of garbage and waste paper. Mom and Dad both turn towards Daniel. Dad: (sounding very angry) Listen to me, young man—we left you in charge! We thought you could act like an adult, but look at the mess! I don’t know why the house is so dirty ... Mom: Daniel, we thought you were an adult, a person who would make good decisions ... Dad: How can we trust you any mo re? We won’t tolerate such behavior in our house! Daniel: (shouting) Stop shouting at me. I’m still a teenager! Why is everything always my fault? Daniel runs into his bedroom and shuts the door angrily. Mom and Dad look at each other as lights go out. End of Act One Act Two, Scene One Daniel and Eric’s bedroom. Eric sits on his bed. Daniel has his arms crossed and looks upset. Daniel: They never even gave me a chance to defend myself. I hate them! Eric: You don’t h ate them. I can tell them we had an emergency. Then they won’t be mad any more. Daniel: No, don’t tell them anything. Anyhow, they didn’t trust me. They don’t deserve an explanation. Let them think what they want. Eric: But Daniel, if they knew that Spot was sick and we used the money to take him to the clinic ... Daniel: And that we spent all of yesterday waiting there for him, and that is why we had no time to clean the house ... but no, Eric, why didn’t they ask me what happened instead of shouting at me? Act Two, Scene Two
高一英语必修二第五单元语法教案
高一英语必修二第五单元语法教案 Period 2: A sample lesson plan for Learning about Language (The Attributive Clause (in/ for/ with/ by＋which/ whom). Aims To help students learn about the Attributive Clause with a preposition in front. TTo help students discover and learn to use some useful structures. Procedures I. Learning about grammar 1.Reading and thinking Turn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive II. Turn to page 34. Look at the two sentences: The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band. Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure. Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.