英语必修2人教版教案：状语从句
高中英语必修二状语从句教案
一地点状语从句地点状语从句通常由where, wherever 引导。
Where I live there are plenty of trees.我住的地方树很多。
Wherever I am I will be thinking of you. 不管我在哪里我都会想到你。
二. 方式状语从句方式状语从句通常由as, (just) as…so…, as if, as though引导。
1）as, (just) as…so…引导的方式状语从句通常位于主句后，但在(just) as…so…结构中位于句首，这时as从句带有比喻的含义，意思是"正如…"，"就像"，多用于正式文体，例如：Always do to the others as you would be done by.你希望人家怎样待你，你就要怎样待人。
As water is to fish, so air is to man.我们离不开空气，犹如鱼儿离不开水。
Just as we sweep our rooms, so we should sweep backward ideas from our minds.正如打扫房屋一样，我们也要扫除我们头脑中落后的东西。
2）as if, as though两者的意义和用法相同，引出的状语从句谓语多用虚拟语气，表示与事实相反，有时也用陈述语气，表示所说情况是事实或实现的可能性较大。
汉译常作"仿佛……似的"，"好像……似的"，例如：They pletely ignore these facts as if (as though) they never existed.他们完全忽略了这些事实，就仿佛它不存在似的。
（与事实相反，谓语用虚拟语气。
）He looks as if (as though) he had been hit by lighting.他那样子就像被雷击了似的。
状语从句全类型讲解教案
状语从句全类型讲解教案一、引言。
状语从句是复合句的一种，用来修饰主句，表示时间、原因、条件、让步、目的等不同的关系。
状语从句的类型有很多，包括时间状语从句、原因状语从句、条件状语从句、让步状语从句、目的状语从句等。
掌握状语从句的不同类型对于提高写作和阅读能力非常重要。
本教案将全面讲解状语从句的各种类型，帮助学生更好地掌握状语从句的用法。
二、时间状语从句。
时间状语从句用来表示主句发生的时间，常见的引导词有when, while, as, before, after, since, until等。
例如：When I was young, I used to play basketball every day.After she finished her homework, she went to bed.时间状语从句表示的时间可以是过去、现在或将来，根据主句的时态来确定。
需要注意的是，如果主句是一般现在时，时间状语从句通常使用一般过去时表示过去的动作或状态；如果主句是一般过去时，时间状语从句通常使用过去完成时表示更早的过去。
三、原因状语从句。
原因状语从句用来表示主句发生的原因，常见的引导词有because, since, as, for, now that等。
例如：Because it was raining, we stayed at home.Since she was tired, she went to bed early.原因状语从句表示的原因可以是客观原因或主观原因，需要根据具体语境来确定。
需要注意的是，原因状语从句通常放在主句之前，用逗号隔开时则可以放在主句之后。
四、条件状语从句。
条件状语从句用来表示主句发生的条件，常见的引导词有if, unless, provided that, on condition that等。
例如：If it rains tomorrow, we will stay at home.Provided that you finish your homework, you can go outto play.条件状语从句表示的条件可以是真实的、非真实的或虚拟的，需要根据具体语境来确定。
高中英语状语从句用法专题教案
高中英语状语从句用法专题教案高中英语状语从句用法详细解析一、定义:在句中作状语的从句是状语从句,修饰主句中的动词、形容词或副词等。
状语从句由从属连词引导,从属连词在句中不充当句子成分,只起连接作用,状语从句放在句首时,要用逗号,放在句尾时不用。
二、分类根据意义上的不同,状语从句可分为:①时间状语从句②地点状语从句③原因状语从句④目的状语从句⑤条件状语从句⑥结果状语从句⑦让步状语从句⑧方式状语从句⑨比较状语从句三、时间状语从句(一引导时间状语从句的连词有:as,when(whenever,before,after,as soon as,until(till,since,ever y time,once.(二、“as”as,when,while都有“当……的时候”,可以互用When she was a child.While she was a child.She Lived in Paris.As she was a child.as有“一边…一边”的意思He sang as he walked.“when”When the clock struck twelve,all the lights went out.I was sleeping when she came in.动补When we arrived at the station,the train had left.“while”主、从句动作或状态同时发生。
用while引导的从句用延续性动词,常表示较长的时间或一个过程。
While we were having supper,all the lights went out.Please keep quiet while others are studying.While I was writing letters last night,he was watching TV.when,while并列连问。
高中人教版英语必修二第三章教学案
时间的表述及时态
1. Over time… 2. At that time it was considered a ~ 3. From then on I grew rapidly both in size
C__o_m_p_a_r_e_d__w_i_th__h_e_r_m__o_t_h_e_r_(和她母亲比起来)， she is tall. C__o_m__p_a_r_in_g__C_h_i_n_e_s_e_c_u_l_tu_r_e__a_n_d_J_a_p_a_n__es_e__cu__lt_u_r_e (比较了中日文化), I found that they ___h_a_d_a__lo_t___ _i_n_c_o_m__m__o_n__(有很多共同之处）.
adj. 全体的，共同的
共同弱点 a universal weakness
adj. 博学的，多才多艺的，万能的
全才
a universal genius
_O__v_e_r_ time __I_h__a_v_e_b__e_e_n__c_h_a_n_g_e__dquite a lot. a. over time 随着时间的推移 b. Table manners change over time; they
_In__c_o_m_m__o_n__w_i_th__m__o_st__y_o_u_n_g_p_e_o_p_l_e_ (与大多数年轻人一样），she loves music.
人教版高中英语必修第二册全册教学设计汇总
人教版高中英语必修第二册全册教学设计汇总一、教学设计总体目标1. 教学目标：帮助学生掌握必修第二册的所有课文内容和语法知识，培养学生的听、说、读、写能力，提高学生的英语综合运用能力。
2. 教学重点：全面掌握课文内容和相关语法知识，强化词汇和语法的记忆和运用。
3. 教学难点：让学生在复杂语境中正确运用所学的词汇和语法知识，提高学生的语言表达能力。
二、教学内容和安排1. Unit 1：Cultural Relics- 课文：探索古代文明- 语法：定语从句的使用- 教学安排：通过讨论古代文明的发展和保护，让学生掌握探索古代文明的相关词汇和表达方式，引导学生掌握定语从句的用法，提高学生对历史文化的理解和表达能力。
2. Unit 2：Cloning- 课文：克隆技术- 语法：虚拟语气的使用- 教学安排：通过讨论克隆技术的伦理和社会影响，让学生掌握与生物科技相关的词汇和表达方式，引导学生掌握虚拟语气的用法，提高学生对科技进步的理解和表达能力。
3. Unit 3：Travel Journal- 课文：游记- 语法：名词性从句的使用- 教学安排：通过学习游记的写作技巧和语言表达，让学生掌握与旅行相关的词汇和表达方式，引导学生掌握名词性从句的用法，提高学生对旅行经历的表达能力。
4. Unit 4：Wildlife Protection- 课文：野生动物保护- 语法：情态动词的使用- 教学安排：通过探讨野生动物保护的挑战和方法，让学生掌握与环保相关的词汇和表达方式，引导学生掌握情态动词的用法，提高学生对环保议题的理解和表达能力。
5. Unit 5：Music- 课文：音乐- 语法：定语从句和名词性从句的复合句- 教学安排：通过学习不同类型音乐的特点和音乐家的成就，让学生掌握音乐方面的词汇和表达方式，引导学生掌握定语和名词性从句的复合句结构，提高学生对音乐艺术的理解和表达能力。
6. Unit 6：Language- 课文：语言- 语法：宾语从句和名词性从句的区别及使用- 教学安排：通过探讨不同语言的重要性和影响，让学生掌握与语言学习相关的词汇和表达方式，引导学生区分宾语从句和名词性从句的使用，并正确运用它们，提高学生对语言学习的理解和表达能力。
人教版高二年级必修二英语教案
精心整理人教版高二年级必修二英语教案【一】Step1RevisionSayNowreadthedialoguesilentlyandfindoutthisinformation:What isbeingplannedatthiscompany?AllowtheSsafewmomentstocarryout thetask.Checktheanswer.(Anewfactorymaybebuilt.)SeeiftheSsca nguessthemeaningofoutofwork.Step4DialogueSpeechCassetteLesson65.PlaythetapeofthedialoguefortheSstoli stenandfollow.GothroughthedialoguebrieflyandmakesuretheSsun derstandit.Askquestionslikethese:WhatarepeopleatthecompanytcRightnow=AtthismomentdTheproblemis…it.=Findinglandforbuildingthenewfactoryisapr oblem(i.e.difficult).eThemajorityofpeople=Mostpeoplefanumberofpeople=quitealotofpeoplegoutofwork=donothavejobshButsomepeople…builton.=Somepeopledonotwantthemtobuildafac toryongoodfarmland.Notethestructurenotwantsomethingtobedone .WbLesson65,Exx.1-4.AfterEx.1isdoneorally,gettheSstowritetheanswersintheirexerc isebooks.BothExx.2and3shouldbedoneinpairsfirst.Thenchecktheanswerswiththeclass.GetSstotranslatethesentencesintoChineseandaskthe mtothinkiftheywillbeabletoputthembackintoEnglish.Payattenti ontothesentencestructures.WhendoingEx.4,warntheSsnottodowordforwordtranslation.SpeciaA:Butitisn’tlikelythatthemanagerwillmakeadecisionsoon.B:Whataretheproblemsthen?Withanordinaryclass,justpractisethedialogueinPart1again. HomeworkFinishofftheWorkbookexercises.DoEx.1andpartofEx.4aswrittenwork.【二】教学目标和12．词组shopassistant,aclothesshop,giveback,orelse,change...for (i)thesun,tryon,dependon,takeplace,getoff,puton,dropin,onceupo natime,doup,infact,keepback,playthepartof,nextto3．交际用语Thereseemstobesomethingwrongwithit. Iwouldlikeyoutochangethisblouse. YousoldmeablousethatIcan’tuseanymore.4学习在Lesson38课，建议教师应组织学生1）以节目的形式演出这段对话。
【新教材】人教版高中英语必修第二册全册精编教案设计.docx
人教部编版高中英语必修第二册全册教案教学设计Unit 1 Cultural HeritageUnit 2 Wildlife protectionUnit 3 The internetUnit 4 History and traditionsUnit 5 MusicUnit 1 Cultural HeritagePeriod 2 Reading and Thinking:From Problems to Solutions【教材分析】1.This section focuses on "Understanding how a problem was solved,,, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.【教学目标】1.Enable students to understand the main information and text structure of the reading text;2.Motivate students to use the reading strategy "make a timeline,, according to the appropriate text genre;3.Enable students to understand how a problem was solved;4.Enable students to understand the value of protecting cultural heritage by teamwork and global community;【教学重难点】1.Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2.Help students sort out the topic language about protecting cultural relics and understand the narrative characteristics of "time-event" in illustrative style3.Lead students to understand the value of protecting cultural heritage by teamwork and global community;【教学过程】1.PredictionStep 1 Predicting the main idea of the passageLook at the title and the pictures, and then predict what the passage will be about.Q: What will be talked about?Step 2: Fast reading tasksTask of the first fast reading:Read quickly and figure out the key words of each paragraph.•Paragraph 1: challenge•Paragraph 2: proposal led to protests•Paragraph 3: committee established•Paragraph 4: brought together•Paragraph 5: success•Paragraph 6: spiritTask of the second fast reading:1.Why did the Egyptian government want to build a new dam in the 1950s?2.Why did the building of the dam lead to protests?3.How did the government save the cultural relics?4.Which one can describe the project?A. Successful.B. Negative.C. Useless.D. Doubtful.5.What can be learned from the Aswan Dam project?Step 3: Careful reading tasksRead more carefully and answer the following questions.1.What do "problems" refer to and what do "solutions" refer to?2.Find out the numbers in paragraph four and explain why the author used exact numbers instead of expressions like many?3.What can you infer from "Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics"?4.What can you infer from "Fifty countries donated nearly 80 million to the project"?The project cost a lot of money.5.Before the building of the dam, what problems did the Nile River bring to the Egyptian?6.What words can you think of to describe the working process of the project?Step 4: ConsolidationDivide the passage into three parts and get the main idea of each part.Part 1 (Paragraph 1)The introduction of the topicKeeping the right balance between progress and the protection of cultural sites is a big challenge.Part 2 (Paragraphs 2-5)The process of saving cultural relics•Big challenges can sometimes lead to great solutions.•The Egyptian government wanted to build a new dam, which would damage many cultural relics.•The government turned to the UN for help.•Experts made a proposal for how to save cultural relics after a lot of efforts and the work began.•Cultural relics were taken down and moved to a safe place.•Countless c ultural relics were rescued.•The project was a success.Part 3 (Paragraph 6)The summary of the textThe global community can sometimes provide a solution to a difficult problem for a single nation.Step 5: Critical thinking:1.How to deal with the construction and the protection of cultural relics?2.As students, what should we do to protect our cultural relics?Step 6: summaryStep 7 Homework:Review what we have learned and find out the key language points in the text. 板书设计教学反思Unit 2 Wildlife ProtectionReading for Writing【教材分析】The activity theme is "making effective poster,,. The protection of wildlife needs the participation of the whole society. It is imperative to educate the public on wildlife protection and arouse the public's awareness and enthusiasm for wildlife protection. Teenagers are not only the main body of education, but also the "ambassador" of publicity and promotion. To make posters, students need to understand and study the situation of endangered animals and think about protection measures. In the process of reading and understanding the content of posters and making posters, students should be trained to master and use the style of posters, and their social responsibility and sense of responsibility should be cultivated.The reading text is two posters. The first poster, "give ugly a chance!" calls on people to protect all kinds of wild animals and not treat them differently because of personal likes and dislikes. No matter how beautiful or ugly animals are, they have the meaning and value of existence. The world is beautiful because of the diversity of biology. The article uses the tone of statement to make people unconsciously accept the author's point of view. The second POSTER "don't make paper with my home!,, adopts anthropomorphic rhetoric and takes koala's heart cry as the title, criticizing those behaviors of deforestation and destruction of animal homes. The text is a progressive explanation of the title. Exclamatory sentences and rhetorical sentences are used in this paper, which express the author's attitude and point of view. In addition, the title ofthese two posters uses exclamation sentences with strong appeal and emotional color, coupled with vivid pictures, making the posters more powerful.【教学目标】1.Cultivate students to acquire some features about an English poster by reading the text.2.Help students to write an English poster about animal protection properly using some newly acquired writing skills in this period.3.Develop students' writing and cooperating abilities.4.Strengthen students' great interest in writing discourses.【教学重难点】1.Stimulate students to have a good understanding of how to write an English poster properly.2.Cultivate students to write an English poster properly and concisely.【教学过程】Step 1: Lead inDo you want to be a volunteer of a pefs shelter? Why?Yes, I want to be a volunteer of it, because I want to help the pets, which are lovely and cute. I like them very much.Step 2: Read to discover details concerning the main details of the news report.I.Read the news report and then solve the questions below.1.Who started the rescue centre called the Small Friends Pet Shelter?A group of high school students and parents.2.What did the young people do in the shelter?Take care of animals.3.How do the young people think of their work?Worthwhile4.What help does the centre need?Volunteers, time and love.II. Read the text again and then choose the best answer.1.What should we do when we protect the wildlife animals?A.Treat all the wild animals equally.B.Only pay attention to less cute animals.C.Pay attention to cute animals.D.Care about endangered wildlife animals.2.Whafs the bad effect of cutting down billions of trees to make paper for humans?A.Make a lot of animals homeless.B.Make a number of wildlife animals dying out.C.The animals5 habitat is being destroyed.D.All of them.【答案】ADCStep 3: Study the organization and language features.1.Read the passage more carefully and write down the outline of the text.1.The Small Friends Pet Shelter was started by a group of high school students and their parents when they started to see many pets (that were left behind after their families moved away).译文：当一些高中生和他们的父母看到在主人搬走后,时，们建立了小朋友宠物收容所。
英语语法《状语从句》课件完整版
英语语法《状语从句》课件完整版一、教学内容本节课的教学内容选自人教版高中英语必修5第四单元，主要讲解状语从句的用法。
状语从句是一种从句类型，用来修饰动词、形容词、副词或整个句子，表示时间、地点、原因、条件、方式等。
本节课将详细介绍时间状语从句、地点状语从句、原因状语从句、条件状语从句和方式状语从句的构成及用法。
二、教学目标1. 让学生掌握状语从句的五种类型及其构成；2. 培养学生正确运用状语从句表达句子意思的能力；3. 提高学生对英语语法的理解和运用水平。
三、教学难点与重点1. 教学难点：状语从句的语法结构和用法；2. 教学重点：引导学生运用状语从句表达实际场景。
四、教具与学具准备1. 教具：PPT、黑板、粉笔；2. 学具：笔记本、练习册。
五、教学过程1. 情景引入：教师展示一段对话，引导学生关注其中的状语从句，如： "When I arrived at the station, the train had already left.""If you need any help, please don't hesitate to ask me."让学生分析这些状语从句的类型和用法。
2. 知识讲解：教师运用PPT展示状语从句的五种类型，分别为：a) 时间状语从句：如when, after, before, as soon as等；b) 地点状语从句：如where, wherever, in which等；c) 原因状语从句：如because, since, as等；d) 条件状语从句：如if, unless, until等；e) 方式状语从句：如as, as if, as though等。
教师举例讲解每种状语从句的构成和用法，让学生进行随堂练习。
3. 例题讲解：教师展示一些状语从句的例题，如："I will go to the party if I finish my work.""He waited for her in the hall, wherever she might be."让学生分析这些例题的状语从句类型和用法，并进行小组讨论。
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一地点状语从句地点状语从句通常由where, wherever 引导。
Where I live there are plenty of trees.我住的地方树很多。
Wherever I am I will be thinking of you. 不管我在哪里我都会想到你。
二. 方式状语从句方式状语从句通常由as, (just) as…so…, as if, as though引导。
1）as, (just) as…so…引导的方式状语从句通常位于主句后，但在(just) as…so…结构中位于句首，这时as从句带有比喻的含义，意思是"正如…"，"就像"，多用于正式文体，例如：Always do to the others as you would be done by.你希望人家怎样待你，你就要怎样待人。
As water is to fish, so air is to man.我们离不开空气，犹如鱼儿离不开水。
Just as we sweep our rooms, so we should sweep backward ideas from our minds.正如打扫房屋一样，我们也要扫除我们头脑中落后的东西。
2）as if, as though两者的意义和用法相同，引出的状语从句谓语多用虚拟语气，表示与事实相反，有时也用陈述语气，表示所说情况是事实或实现的可能性较大。
汉译常作"仿佛……似的"，"好像……似的"，例如：They completely ignore these facts as if (as though) they never existed.他们完全忽略了这些事实，就仿佛它不存在似的。
（与事实相反，谓语用虚拟语气。
）He looks as if (as though) he had been hit by lighting.他那样子就像被雷击了似的。
（与事实相反，谓语用虚拟语气。
）It looks as if the weather may pick up very soon.看来天气很快就会好起来。
（实现的可能性较大，谓语用陈述语气。
）说明：as if / as though也可以引导一个分词短语、不定式短语或无动词短语，例如：He stared at me as if seeing me for first time.他目不转睛地看着我，就像第一次看见我似的。
He cleared his throat as if to say something.他清了清嗓子，像要说什么似的。
The waves dashed on the rocks as if in anger.波涛冲击着岩石，好像很愤怒。
三. 原因状语从句比较：because, since, as和for1）because语势最强，用来说明人所不知的原因，回答why提出的问题。
当原因是显而易见的或已为人们所知，就用as或since。
I didn't go, because I was afraid.Since /As the weather is so bad, we have to delay our journey.2）由because引导的从句如果放在句末，且前面有逗号，则可以用for来代替。
但如果不是说明直接原因，而是多种情况加以推断，就只能用for。
He is absent today, because / for he is ill.He must be ill, for he is absent today.四. 目的状语从句表示目的状语的从句可以由that, so that, in order that, lest, for fear that, in case等词引导，例如：You must speak louder so that /in order that you can be heard by all.He wrote the name down for fear that(lest) he should forget it.Better take more clothes in case the weather is cold.五. 结果状语从句结果状语从句常由so… that 或such…that引导，掌握这两个句型，首先要了解so 和such 与其后的词的搭配规律。
比较：so和such其规律由so与such的不同词性决定。
such 是形容词，修饰名词或名词词组，so 是副词，只能修饰形容词或副词。
so 还可与表示数量的形容词many, few, much, little连用，形成固定搭配。
so foolish such a foolso nice a flower such a nice flowerso many / few flowers such nice flowersso much / little money. such rapid progressso many people such a lot of people（so many 已成固定搭配，a lot of 虽相当于many，但 a lot of 为名词性的，只能用such 搭配。
）so…that与such…that之间的转换既为so与such之间的转换。
The boy is so young that he can't go to school.He is such a young boy that he can't go to school六条件状语从句连接词主要有if, unless, as/so long as, on condition that 等。
.if 引导的条件句有真实条件句和非真实条件句两种。
非真实条件句已在虚拟语气中阐述。
unless = if not.Let's go out for a walk unless you are too tired.If you are not too tied, let's go out for a walk.典型例题You will be late ___ you leave immediately.A. unlessB. untilC. ifD. or答案A。
句意：除非你立即走，否则你就回迟到的。
可转化为If you dong leave immediately, you will be late.B、D句意不对，or表转折，句子如为You leave immediately or you will be late.七.让步状语从句though, although注意：当有though, although时，后面的从句不能有but，但是though 和yet可连用Although it's raining, they are still working in the field.虽然在下雨，但他们仍在地里干活。
He is very old, but he still works very hard.虽然他很老，但仍然努力地工作。
Though the sore be healed, yet a scar may remain.伤口虽愈合，但伤疤留下了。
（谚语）典型例题1）___she is young, she knows quite a lot.A. WhenB. HoweverC. AlthoughD. Unless答案：C。
意为虽然她很年轻，却知道许多。
2)as, though 引导的倒装句as / though引导的让步从句必须表语或状语提前（形容词、副词、分词、实义动词提前）。
Child as /though he was, he knew what was the right thing to do.= Though he was a small child, he knew what was the right thing to do.注意：a.句首名词不能带任何冠词。
b.句首是实义动词，其他助动词放在主语后。
如果实义动词有宾语和状语，随实义动词一起放在主语之前。
Try hard as he will, he never seems able to do the work satisfactorily.= Though he tries hard, he never seems…虽然他尽了努力，但他的工作总做的不尽人意。
3)ever if, even though.即使We'll make a trip even though the weather is bad.4) whether…or-不管……都Whether you believe it or not, it is true.5)"no matter +疑问词" 或"疑问词+后缀ever"No matter what happened, he would not mind.Whatever happened, he would not mind.替换：no matter what = whateverno matter who = whoeverno matter when = wheneverno matter where = whereverno matter which = whicheverno matter how = however注意：no matter 不能引导主语从句和宾语从句。
（错）No matter what you say is of no use now.（对）Whatever you say is of no use now.你现在说什么也没用了。
(Whatever you say是主语从句)（错）Prisoners have to eat no matter what they're given,（对）Prisoners have to eat whatever they're given.囚犯们只能给什么吃什么。
八. 时间状语从句比较while, when, as1）as, when 引导短暂性动作的动词。
Just as / Just when / When I stopped my car, a man came up to me.2）当从句的动作发生于主句动作之前，只能用when 引导这个从句，不可用as 或while。