高二英语下册units 13-14学案

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高二英语教案:高二英语下册Unit 14教案

高二英语教案:高二英语下册Unit 14教案

Unit 14 Freedom Fighters教学内容分析本单元的话题是freedom fighters,课文讲述了美国黑人争取自由的历史,说明了自由及平等的重要性。

同时也表达了对那些为自由和平等权利而斗争的战士们的敬仰。

通过该单元的教学使学生学习到自由战士们的可贵的精神。

Warming up:该部分设计了三个讨论题,使人们能够了解马丁·路德·金和曼德拉这俩位黑人为自由和平等权利而斗争的人生经历。

学生通过讨论对他们国家目前现状有更深的了解。

Listening:这部分是在warming up 的基础上,以听力训练进一步帮助学生了解马丁·路德·金,练习包括四个项目。

Speaking 部分设计了两个问题,第一题以三人小组的活动形式,组织学生谈论John Brown 和Harriet Tubman 的人生经历。

第二题以诗歌的形式出现,以激发学生学习的兴趣。

Reading 部分讲述了马丁·路德·金为黑人争取平等权利的过程。

教材设计的目的是在训练学生阅读技能的基础上,让他们认识到马丁·路德·金为黑人争取自由和平等而付出的艰辛努力。

文章的主题有利于培养学生坚强的意志,树立正确的人生观与世界观。

Language study 部分分词汇和语法两部分,词汇部分第一题要求用课文中的词语填空。

第二题要求学生区分各种词类的具体用法。

语法部分是复习被动语态的用法。

Integrating skills 的阅读是谈论人类为自由,平等而斗争,还谈到了动植物,海洋甚至机器及机器人的权利。

在阅读的基础上,要求学生写出自己的看法。

The first periodWarming up & listeningTeaching Aims:(1)Talk about civil rights and freedom fighters.(2)Learn and master the following words and phrases: freedom, form , Nobel, prison, revolution, Negro, join hands etc.Teaching important points:(1)Train the students’ listening ability.(2)Help the students know more about the freedom fighters.Teaching procedures:Step 1 Greeting and lead-inT: As we all know, in the world , many great men devoted themselves to the revolutionary work.. They fight for people’s freedom and happiness. D o you know these fighters( show the pics)They all have a dream: People have freedom and live happily.We know everyone has their own dreams, especially this man(show the pi cture of Martin Luther King.)He has a dream.. What’s the dream? Listen car efully! (play the tape)Do you know his name?T: Yes , he’s Martin Luther king.Step 2 warming upT: As we know, Martin Luther king is a famous freedom fighter. Do you w ant to know more about him?Look at the photos and the notes.Not only Martin is a famous fighter, also this man is. Who knows his nam e?(Nelson Mandela)why is he called a freedom fighter. Please read the notes first.(group work) Discussion:From above, why do you think they’re great man?Why was struggle an important part in their lives?How is the situation in their counties now?Has the situation important?Step 3 Listening1.Listen to the tape and answer the following questions:(1)What kind of talk did Martin Luther king , Jr give?(2)What was his talk about?(3)When did he give this talk?2.While listen to the tape you will hear that some phrases and short sentences repeated s few times. Write down three of them.1_______________. 2._____________ 3._______________3.Listen to the tape again and complete the following sentences orparts of sentences.(1)We still had to f______ the f_______ that the Negro was notf_____.(2)The hurricanes of revolution will continue to shake the foundations of the_______.(3)My four children will one day live in a c_____ where they willnot be judged by the c________ of their skin but by the c_______ of their c_______.(4)When we let freedom________we will be able to join hands and_______.4.In the listening text you hear some words that were spoken by Martin Luther King, but also some Indirect Speech.. Paraphrase partsof the speech using Indirect Speech and complete the following sentences:(1)King said that one hundred years later black people still_______________.(2)Martin Luther King dreamt of the day when his four children_________________.(3)He hoped that the day would come when __________________________.Step 4 DiscussionAs freedom fighters, Martin Luther King was murdered and Nelson Mandela wasPt in prisonFor about 30 years. Do you think it is worthy-while?The Second Period (Speaking)Step1 Lead-inPresent the new wods:slavery,the civil war,make students get some infor mation about them.Two questions: 1.What do you think of the slavery?2.What were they in the greatest need of?Step 2 Brainstorming(Pair work)Talking in pairs: If you were a slave,what will you do for freedo m?Can you find good ideas to save the poor slaves?Ask the students to find more ideas.Step 3 interviewShow the notes and pictures to introduce John brown and Harriet Tubman.Divide students into two groups: Group A-- John brown and Group B.-- Ha rriet Tubman. They interview each other with the question:When were you born?What do you do?What is your opinion of the slavery?How can we help the slaves?What are your actions agaist the slavery?Step4 DiscussionTalk about the reasons why certain things happened and how they changed the history.The following usefulExpressions may help you What happened first was that ……happened as a r esult o f …You could expect …because…That led to …One of the reasons wh y…is ……is often followed by …John Brown song|: John Brown's body lies a-mouldering in the grave, :|John Brown's body lies a-mouldering in the grave,But his soul goes marching on. Chorus:|: Glory, glory, hallelujah, :|Glory, glory, hallelujah,His soul goes marching on.|: He's gone to be a soldier in the Army of the Lord, :|He's gone to be a soldier in the Army of the Lord,His soul goes marching on.Chorus:|: John Brown's knapsack is strapped upon his back, :|John Brown's knapsack is strapped upon his back,His soul goes marching on.Chorus:|: John Brown died that the slaves might be free, :|John Brown died that the slaves might be free,His soul goes marching on.Chorus:|: The stars above in Heaven now are looking kindly down, :|The stars above in Heaven now are looking kindly down,His soul goes marching on.Chorus:The Third Period(Reading)I have a dreamGoals:1.Improve the students’ rea ding ability.2.Let the students to master the language points3.Let the students know more about Martin Luther King.Teaching Procedures:I. Lead-in1.Show four picturesWhat can you learn from the pictures?In the pictures we can learn that the UN held the meetings to fight agains t racial discrimination. Everyone in the world wants to have a free and pea ceful world and have equal rights, voting rights and political rights.2.Show flash and listen to the speechQuestions: (1)Who made the speech? (Martin Luther King)(2) What’s the name of the speech?(I have a dream)II. ReadingA.Fast-readingScan the reading passage and decide which of the following sentences are true.1.Martin Luther King ,Jr went to university when he was eighteen.(F)2.Black people refused to take buses for more than 18 months. (F)3.Black girls could not marry white boys. (T)4.Rosa Parks was arrested for hitting a white man. (F)5.The Civil Rights Act was passed in 1965. (F)B.Careful-reading1.Why did Martin Luther King fight for civil rights for black people?2.What happened in the following time?1929King was born1955 Rosa Parks’ event1963 give the speech “I have a dream”1964 King received the Nobel Prize for Peace.Civil Rights Acts was passed1965 Voting Rights Bill became law1968 King was murdered3.Talk about Rosa Parks’ eventRosa Parks, a black woman, sat down in the “Whites-only” sectionin a bus and refused to stand up for a white man . She was arrested by police. King led a boycott of the bus company.Questions: What do you think of Rosa Parks? Was she brave?What can we learn from her?4.Main idea of each paragraph5.Question: If you were asked to move paragraph 1 to anther placein the reading passage, where would it best fit in?(Between para. 6 and para. 7 )C. listen to the tape and deal with language pointsIII. Discussion:1. Martin Luther King, Jr fought for the civil rights of black people in Amer ica. Which civil rights did he want black people to get?(equal rights ; voting rights; political rights)2. King believed that he could reach his goal through peaceful actions, not through violence . Give three examples of such peaceful actions.(1) write letters (2) march on (3) boycottsIV. InterviewImagine that the year is 1966 and that you are a television reporter. Int erview Martin Luther King, Jr, using the phrases below.1.What is life in the southern states like?2.What are some of the problems that black people have?3.What do black people want?4.Why do you organize the Alabama bus company boycott?5.Which problems do black people have in Birmingham, Alabama?6.Which Nobel Prize did you win?V. Further DiscussionWhat can you learn from Martin Luther King?VI Homework1.Read the text again to get a better understanding.2.Preview the Word Study and Grammar3. Get some information about Martin Luther King on internet if possible.The Fourth PeriodLanguage Study & GrammarGoals:Teaching Procedures:I.RevisionRevise the whole textAnswer the following questions:(1)How were blacks treated in the southern states in the 1950s?(2)Where were blacks separated from white people?(3)Where were black children educated?(4)Were black people given the right to vote?(5)What was passed in 1964,giving black people the right to vote?II.Word Study1.Change the forms of the following words.(1) law---(n.)lawyer (2) separate(v.)-----(n.) separation (3) politics(n.)----(adj.) political(4)marry(v.)---(n.) marriage (5)equal(adj.)---(n.) equality (6) achieve(v.)-----(n.) achievementplete the sentences with proper words from the reading passage. The first letter has been given.(1) 1. Slavery_is the system by which some people are owned by others a s slaves.(2) Fifty years ago, mixed-race marriages were forbidden(3) There were separate sections for blacks on buses and trains.(4) Civil rights fighters demanded that blacks would be treated equally.(5) During the Second World War, from 1937 to 1945, there were many or ganised boycotts of Japanese goods all over China.3.Choose the right word to fill in each blank.(!) Blacks could only go to _ separate schools , stay in_ separate sections in shops or restaurants. King fought against the _ separation of blacks and whites.(separate, separation)(2) Andy and Ben both study politics but they often hold opposite political views.(politics, political)(3) Freedom fighters, such as John Brown and Martin Luther King, Jr, Gave their lives for the goals they tried to achieve. The fact that black people s hare equal rights in America today ia in part their_ achievement.(achieve, a chievement)(4) He is interested in _ law and he wants to become a good lawyer (la w, lawyer)(5) Jim is employed as a bus driver. He is lucky because the emlpoyment rate is relatively low. (employ, employment)III.GrammarNow we have learned some new words, let’s go over the Passive Voice.The form of the Passive Voicebe + p.p(动词过去分词)1. 一般现在时is/am/ are + p.p2. 一般过去时was/ were + p.p3. 一般将来时will/shall be + p.p4. 现在完成时has/ have been + p.p5. 过去完成时had been + p.p6. 现在进行时is / am/ are being +p.p7. 过去进行时was/were being +p.p8. 情态动词can/could/ must / may / might etc be +p.p1.Put these sentences into the Passive Voice.(1)The police arrested Rosa Parks, who refused to stand up for a whiteman.(2)Civil rights activists have made many speeches against racial discrimination.(3)The police arrested more than 100 activists and killed two.(4)His struggle has greatly changed the whole society in the USA.(5)American people , black or white, will always remember Martin Luther King, Jr.(6)The police put the civil rights activists into prison.2.Choose the best answer(1)The police found that the house ______ and a lot of things ______.(D)A. has broken into ; has been stolenB. had broken into; had been stolenC.has been broken into; stolenD. had been broken into; stolen(2)---- Have you moved into the new house? ---- Not yet. The rooms________.(A)A.are being paintedB. are paintingC. are paintedD. arebeing painting(3)If city noises ________ from increasing, people ______ shout to beheard even at the dinner table 20 years from now.(A)A. are not kept; will have toB. are not kept ; have toC. do not keep; will have toD. do not keep ; have to(4)I need one more stamp before my collection________.(D)A.had completedB. completesC. has completedD. is completed(5)----______ the sports meet might be put off. -----Yes, it all dependson the weather.(A)A. I’ve been toldB. I’ve toldC. I’m toldD. I told(6)The maths problem _______ among the students soon.(B)A. is about to be discussB. is going to be discussedC. is to discussD. is going to have been discussed(7)---- Harry ! You ______ on the phone.-----Oh, _______. Thank you.(B)A. are wanted ; I comeB. are w anted; I’m comingC. are being wanted ; I comeD. are being wanted; I’m coming(8)My sister wants to work in a power plant which ______ still _______.(A)A. is; being builtB. is; buildingC. is; to be builtD. has ; been builtIV.Homework:1.Finish the workbook exercises Grammar2.Go over the words in the text3.Preview the Integrating Skill----- ReadingThe Fifth PeriodNo Voice, Not Heard…Teaching Aims:1.let students know how freedom fighters fight for the rights.2.let students practise argumentative writing.3.Make students understand and use some useful expressions .For examples : race discrimination、in one’s choice of 、start with、in all ways、at first s ight and so on.4.Learn the ways of getting interesting ideas and image for the writing. Teaching Important Point:How to practise argumentative writing.Teaching Difficult Point:How to improve the students’ integrating skills.Teaching procedures:Step 1:GreetingsGreet the whole class as usual.Step 2: Pre-readingT: Now class ,please look at these pictures .Do you know who they are ? Ca n you name them?S: Yes. They are Harriet Tubman、Martin Luther king、John Brown。

高二英语Units 13-14期末复习学案 旧人教版

高二英语Units 13-14期末复习学案 旧人教版

英语:Units 13-14期末复习学案(旧人教版高二下)提纲挈领理解:要点诠释单词1. benefit讲:n. 优势; 益处; 成效vt. 对(某人)有用; 使受益(宾语为受益者) vi. (from/by sth. )得益于; 受益于(主语为受益者)例:I’ve had the benefit of a good education. =A good education has benefited me.=I have benefited from a good education. 我得益于良好的教育。

链接·提示(1)for the benefit of为了……的利益; 为帮助某人I have typed out some lecture notes for the benefit of those who were absent last week. 我帮上星期缺课的人打印了些上课的笔记。

(2)of benefit to对……有益处(该短语既可以作表语,也可以作定语)The new regulations will be of benefit to everyone concerned. 新章程将使所有有关人员受益。

(3)benefit from/by从……受益(1)A large sum of money has been raised for the__________ of the poorly educated children in themountainous districts.A. profitB. favorC. advantageD. benefit(2)Doing morning exercises_______ our health and we______ it.A. benefits to; benefitB. benefits; benefit fromC. benefits from; benefitD. benefits; are benefited from2. absorb讲:vt. (\drink in, take in)吸收(水、热、光等); 使并入; 同化; 理解; 掌握; 吸引注意力; 使全神贯注例:We must absorb whatever experience is useful to us. 我们必须吸收对我们有用的一切经验。

高中英语高二教案学案高二英语第十三单元

高中英语高二教案学案高二英语第十三单元

科目英语年级高二文件high2 unit13.doc标题unit13章节第十三单元关键词高二英语第十三单元内容一、教学目的和要求⒈单词和词组ruler L.49 四会go on with the First World War wouldwide right(n.) L.50peacework out stick(vi.) stick to ruler L.51course(n.) L.52communist professor L.49 三会scientific darkness shy content lead to discovery L.50cheque human rightprove bent respect leading sadness take sides(in) L.51fueladvance advanced mathematics education L.52further education technicalAlbert Einstein Alexander Bell L.49 二会the Nobel Prize bookmark L.50Swiss Hitler Jew L.51⒉日常交际用语:Is it…?No, it’s not him/her Is he/she…?Who is he/she? What did he do? It must be him/her⒊语法:学习名词性从句作语的用法。

二、重点与难点分析Lesson 49⒈I’m doing a word puzzle in t his newspaper. 我正在猜报纸上的字谜。

puzzle意为“谜”,do a word puzzle or do a puzzle in words意为“猜字谜”。

这里的puzzle是名词,作“难题”,“难以解释的东西”讲。

例如:The murder case was a puzzle to the police. 这桩谋杀案对警察局来说是一个难题。

高二英语教案:高二下第13单元教案 The Water Planet-新人教[原创]

高二英语教案:高二下第13单元教案 The Water Planet-新人教[原创]

Teaching Plan for Unit 13, Senior 2The First Period首峰中学英语组雷海红Content: Warming-up, Speaking and Listening.Teaching Aims:1.Learn and master the new words and the useful expressions of this part.2.Learn something about water by doing experiment.3.Do some listening.4.Improve the students’ speaking ability by talking.Teaching Important Points:1.Make the students be free to talk about water.2.Improve the students’ listening ability by listening.Teaching Difficult Points:1.How to finish the task of speaking.2.How to improve the students’ listening ability.Teaching Methods:1.Listening-and-answering activity to help the students go through with thelistening material.2.Individual , pair or group work to make every student work in class.Teaching Aids:1. a globe.2.an empty glass, a bottle of water and a bottle of vegetable oilTeaching Procedures:Step I Greetings and lead-in.Ask the students to guess a riddle:It’s very important to all the animals and plants.It’s also important to human beings.It’s liquid at room temperature.Every day you keep in touch with it.You can’t live without it.(a thing)Step II Warming up.Teacher show the students the globe, and ask many questions.Task 1: Do some experiments following the instructions in the book.Experiment 1 Cover a glass of water with a piece of thick paper. Put one hand on the paper and turn the glass upside down. Slowly take your hand away from the paper. Experiment 2 Pour water and vegetable oil into a glass.Experiment 3 Put a piece of chalk in water for 24 hours.Task 2: While doing these experiments , the students are asked to observe carefully and try to describe the phenomena.)Step III. SpeakingT: In our daily life, water can be used in different ways. Now we will talk about the ways in which water can be used. Look at the pictures on Page 18. The six pictures means six different ways to use water.Task 3: Choose one of the pictures and discuss the importance of using and protecting our water.Example: (picture 1)Water can be used to make electricity. Water energy is clean and safe, but dams sometimes destroy the environment. This is a good way to use water because the water stays clean and can be reused. Everyone benefits from this way of using the water.Task 4: Make a dialogue with partner by using the useful expressions on P19. Example(picture 6):A: Do you know how the water is being used in Picture 6?B: Water is being used for entertainment.A: Is it a good way to use water?B: Yes, because it can help people keep fit and enjoy nature. But if people throw rubbish into the water, it will be dad for us.Step IV. Listening(Part 1 on P95, WB)Instructions:In this part, the students will hear about diving. Here the equipment needed by a diver is described and explained.Task 5: Finish the Exercise 1, 2, 3 , P95Step V. Summary and Homework.Preview the text and consider the pre-reading questions of it.。

Unit13-14重点词语、句子及难句和复习练习(人教版高二英语下册教案教学设计)

Unit13-14重点词语、句子及难句和复习练习(人教版高二英语下册教案教学设计)

1. turn …upside down 翻转2. come up with 提出,想出3. make notes of 记录,记下4. call in 召来,请来5. range from…all the way to…范围从。

一直到。

6. that is 也就是说7. break down 毁坏,受挫8. become available to… 对。

有用9. take advantage of 利用10. do the work 生效11. be sensitive to… 对。

敏感12. make…sensitive to… 使…对…敏感13. a variety of 各种各样的14. contribute to… 对…有贡献,有助于15. be made up of 由。

组合成16. room temperature 室温17. freezing point 冰点18. mix with 与。

混合19. the relationship between…and…。

和。

之间的紧密联系20. be measured in 以。

来测量21. give off 发出,放出22. pour…into… 把。

倒进。

里面23. show some examples of sth.显示一些。

的例子24. be used to/for 被用于(做)。

25. keep water from floating away防止水流失26. play a trick on sb. 给某人恶作剧27. define sth. 给某物下定义28. 比较级+than any other +n.(单数)比其它的任何。

更加。

29. benefit from… 从。

得益重点句和难句:1. What are some disadvantages of using water in this way?用这种方式用水的缺点是什么?2. Life in the oceans ranges from the tiniest plankton all the way up to giants like sharks and whales.海洋里的生物从微小的浮游生物到巨大的动物,如鲨鱼和鲸鱼,都无所不包。

高二英语教案:高二英语下册unit13学案

高二英语教案:高二英语下册unit13学案

第13单元学案语言知识纲要1.benefit from2.cover…with3.turn…upside down4.fill…with5.come up with6.make notes of7.put an ice cube in each glass8.transport9.call in10.range from…all the way to…11.that is12.break down13.become available to14.take advantage of15.do the work16.be sensitive to17.absorb / be absorbed in18.give off19.a variety of20.decrease21.float22.create a stable environment23.keep the temperature of the earthsteady24.add energy to the ecosystems25.provide energy for the ecosystems26.provide both recreation andeducation for human beings27.contribute to…28.have a relatively high / low freezingpoint29.have a relatively high / low density30.the relationship between mass andvolume重点知识点归纳1.benefit[vt]对……有益,得益于sth~sb=sth do good to sbeg. This is an invention that benefits mankind.[vi]~from / by sth 从……受益eg. Mankind benefits from the invention in many ways.[n.]be of benefit to…对…有益利益,常见搭配for the benefit of…为了…的利益to one’s benefit对某人有益get benefit from…从…中受益eg. Morning exercise your health.She does all this the people.The new policy will stabilize the prices of oil _________________.Exercises: 完成句子①The experience learned from work (对我有益).②Your learning method is (对每个学生都有益).③The book was boring. It wasn’t to me.A.benefit B.benefited C.of little benefit D.of much benefit2.transport [un] 运输;运送eg. Modern means of transport enable us to move more easily.The transport of coal is usually by rail.vt→运输;运送eg. A bus transported us from the airport to the city of Chengde.It took all day to transport the disaster relief materials to the flooded areas.3.range[n] 范围、山脉、生长地带①Though this factory in Shenzhen is small, it puts out a large range of products.②You will find there are many wild plants along the mountain range.③What’s the range of the elephant in Asia?v. 变化,变动,从……到……不等①Prices ranged from 5 dollars to 10 dollars.= Prices ranged .②Guo Moruo ranges among the greatest poets in modern China.③The discussion ranged over various problems.Exercises:①This undersea exploration will cover a large part of China’s coastal areas, from East China Sea to South China Sea.A.ranges B.to range C.ranging D.ranged②The temperature (在15到35摄氏度之间变化).(年龄范围)is from six months to twelve years.His studies (涉及好几个学科).China (位列面积最大的国家之一).4.take advantage of 对……加以利用/ make use ofeg: We should take advantage of all educational opportunities.They take full advantage of the school library to educate students.※havegain an advantage over 胜过……,取得比……更有利的地位winto one’s advantage 对……有利eg: Yao Ming has an advantage over others in playing basketball.The situation is getting better, to our advantage.反→disadvantage [n.]不利,不利条件at a disadvantage 处于不利地位to one’s disadvantage对某人不利put sb at a disadvantageeg: Her poor health put her at a ~ in the journey.Her height will be very much to her ~ if she wants to be a dancer.Exercises: 完成句子①His inability to speak English (将使他在参加国际会议时处于不利地位).②(我的同桌优于我)in learning physics.③He always (很好地利用他的业余时间).The young man (利用了我们的善良)to get much more help.④The students who have poor memories (处于劣势)in learning a foreign language.5.decrease[v.]变小、减少eg:①The doctor advised you to decrease the dose of the medicine as you feel better.②The number of traffic accidents has decreased by 10% this year.③The decided to decrease our wages to one thousand yuan a month.[n.]减少①The demand for Chinese tea is on the decrease.②A big decrease in sales caused the store to close.③There has been a decrease in our imports this year.Exercises: 完成句子①Many countries in the west enjoy (人口正逐渐减少).②The company is trying to (降低生产和管理成本).③In China the deaths of AIDS are (在减少)year by year.④The population of tigers in that country (减少了10%).6.absorb [v.] 吸收,吸取,吸引;理解,使全神贯注eg: Black cloth absorbs light.Plants absorb nutrients from the soil.The imported English book absorbs his attention.Did you absorb everything the professor said?The old man was absorbed in his own work.She was completely absorbed in writing a letter when I entered.Exercises:①When I opened the door, I found my son sitting in his chair, completely a magazine.A.absorbing in B.absorbed in C.absorbing to D.absorbed by②完成句子The medicine he took (很快被吸收).Plants are of benefit to the environment by (吸收噪音).He is (如此全神贯注地工作)that he forgot to have a rest.7.give off释放,放出eg: The cooker in the kitchen is giving a funny smell off.The sun give off great heat and light.※give out 分发;发出(气味,热)等;用完,耗尽The teacher gave out the examination papers at the beginning of the class.The radiator is giving out a lot of heat.The enemy’s supplies began to give out.想一想:give in / give up / give away / give back8.sensitive [adj.]敏感的;灵敏的be ~ to 对……敏感/ be ~ to(about)对……在乎/介意eg: His ears are highly sensitive to any unusual sound in the machine.A writer mustn’t be too sensitive to criticism.Some students are especially sensitive about making mistakes.※make sense 有意义,讲得通make sense of明白,理解in no sense绝非in a sense就某种意义来说eg:①What you said a t the class meeting doesn’t make sense.②His diary was so badly written that I couldn’t make sense of it.Exercises: 完成句子①My legs (对温度变化很敏感).②Most girls (对自己的相貌很在乎).③China is (决不软弱)in attacking terrorism.④(从某种意义上来说), China is still a very backward country.⑤(有意义)to play online games ace the time?9. entertainment [u.]娱乐,招待eg: the entertainment business.A cinema is a place of entertainment.The city offers all kinds of entertainment for young and old.The hotel is famous for its good entertainment.[v.]→entertain (vt/ vi) ①请客,招待eg: I don’t entertain often.My wife entertained them to dinner / as honoured guests.②逗乐,使开心Can you entertain the child for an hour while I make supper.Father entertained us with stories and jokes when we were young.10.property[C.]特性,性质This plant has the property of healing burns.Soap has the property of removing dirt.Steal is a metal with the property of great strength.[u.]财产,资产The company is his private property.The police found some stolen property hidden in the thief’s house.Exercise: 译一译1.爱护公物2.水有独特的性质11.relationship n. 关系,联系,亲属关系常用表达:A have a good/ close/ lasting/ business/ working relationship with B.There is a relationship between A and B.The relation (of A) to B.eg: ①the moon and the tides.(月亮与潮汐有关系)②She her students.(她学生关系很好)③I the president.(我与总裁建立了良好关系)④“What Alice?”“She is my wife.”(你与爱丽丝是什么关系)12.float (vt/ vi) (使)漂浮,浮现eg: Wood floats on water.Clouds were floating across the blue sky.They floated the logs down the river.The sight floated before my eyes.译一译:1.香飘满屋2.他浮想联翩13.mass n.质量;团,块;大量Einstein studied the relation of energy and mass.There were great masses of clouds in the sky.Someone left a mass of rock in the yard.→ a mass of…/ masses of…大量的,许多eg: a mass of letters / books/ moneymasses ofExercise: I have (大量工作要做).→the mass of…= the majority of …大部分,大多数eg: The mass of modern people are influenced by television.14.recreation [u/c] 业余消遣,娱乐(方式);(身心)放松eg: My favorite recreation is chess.Gardening is a kind of recreation.The Water World Recreation Center has many attractions.Ranging from simple swimming pools to exciting water thrill rides.15.trust (vt/ un) 信赖;信任,确信,认为;指望trust sb/ sth = have/ place trust in ……trust sb / sth to do = depend on sb/ sth to do……trust that……eg: You shouldn’t trust the man.I trust (that) you will enjoy your trip.You can’t trust the buses to run on time.(v phr)→trust in = have confidence in ……(n phr)→have/ place / put trust in……译一译:1.你要相信自己的判断。

高二英语下册unit 13教案.doc

高二英语下册unit 13教案.doc

Unit 13 The water planetⅠ.Brief Statements Based on the UnitAs we all know, the earth is an ocean planet and 99% percent of the living space on earth is in the oceans. It is water that makes the ocean such a great place to live in. This unit mainly deals with the properties of water and how the properties of water make the ocean become so important. We learn this unit to help students not only know about the properties of water, but also learn how to use water in a good way. Besides, we learn this unit to let students realize the importance of protecting water. Of course, it is necessary for students to master the important phrases and sentences in the unit. Meanwhile we should review some important usage of Modal Verbs.Ⅱ. Teaching Goals1. Talk about water and the ocean.2. Practise communicative skills.3. Review Modal Verbs.4. Write an explanation paragraph.Ⅲ.Background Information1.What Lies under the Blue Water?Just like the houses we live in, the ocean has several “floors” or layers.Different fish live on different layers and are neighbours, though not always friendly ones!The ocean’s top layer is the sunlit zone(透光层).It goes down to around 200 meters below water. This layer is warm and bright. It is also home to most plants and fish. Many fish in this layer are streamlined, so they can quickly swim from danger and catch food.The twilight zone(弱光层) is the next layer and is from about 200 to 600 meters below water. Almost no plants grow here.Many animals in this zone swim up to the surface at night to feed, and move into deeper waters during the day. They also eat each other, so many of them have sharp teeth and very big mouths. Many fish in this zone don’t have a streamlined body because they lie and wait for prey to come to them.Below the twilight layer is the midnight zone(无光层).It is from 600 meters to the bottom of the sea.The water is cold and completely dark. No plants live here but many small animals can.Many animals in the twilight and midnight zones produce their own lights.The angler-fish(琵琶鱼) is one of them. It has a beautiful light on its head to attract prey!Maybe you have seen one of the coolest films Finding Nemo (《海底总动员》).Do you remember Marlin, Nemo’s father,“borrowed” light to help Dory read?That wasn’t a flashlight, it was a fish! They also use light to frighten enemies and to “talk” with each other.2. WaterA family of six needs over 20 gallons of water a day, just for basic drinking, cooking and keeping clean; but only one in three of the world’s households has a water supp ly in the home.Most others get their water from rivers, lakes springs or holes in the ground, or, in town, from stand-pipes shared with hundreds of other families.Throughout the world’s poorest countries women damage their health and lose hours of every day carrying huge containers of water—up to 44 lbs in weight—often from sources several milesaway.All too frequently they bring home sickness or death, as well as water. Untreated water, which may have come from a muddy hole shared with cattle, can be lethal, especially for young children. To sink a well or pipe water from a natural spring, and maintain the system afterwards, people need access to land with a water source, to capital, equipment and technical know-how. In towns they may need to lobby the local water authority to repair or extend existing systems.Water is precious, and access to it gives power—to landowners with wells on their land, or to country controlling major international rivers. The demands on the earth’s water resources are growing rapidly, partly as a result of population growth, but even more because industry now uses such huge quantities—it takes 100 000 gallons to produce a car.Ⅳ.Teaching Time: Five periodsThe First PeriodTeaching Aims:1.Learn and master the new words and the useful expressions of this part.Words: cube, sailor, disadvantages, entertainmentPhrases: come up with, happen toUseful expressions: The water is being used to/for…We should/could…If we…we can…It would be better…2. Learn something about water by doing experiment.3. Do some listening.4. Improve the students’ speaking ability by talking.Teaching Important Points:1. Make the students be free to talk about water.2. Improve the students’ listening ability by listening.Teaching Difficult Points:1. How to finish the task of speaking.2. How to improve the students’ listening ability.Teaching Methods:1.Listening-and-answering activity to help the students go through with the listening material.2. Individual, pair or group work to make every student work in class.Teaching Aids:1. the multimedia2. the blackboard3. an empty glass, a bottle of water and a bottle of vegetable oilTeaching Procedures:Step ⅠGreetings and Lead-inT: Hello, everyone.Ss: Hello, teacher.T: Attention, please. As we all know, every year during the Spring Festival and Lantern Festival in our country, people like to see the lion dance and guess the riddles. Do you like to guess the riddle, then?Ss: Yes.T: OK. Now I have a riddle. Please guess it.(Teacher uses the multimedia to show the riddle on the screen.)It’s very important to all the animals and plants.It’s also important to human beings.It’s liquid at room temperature.Every day you keep in touch with it.You can’t live without it.(a thing)T: What’s it?Ss: It’s very easy. It’s water.T: Yeah, today we will talk about water. Now please tell me what you know about water.S1: Water is used to drink.S2: Water can be used to water the flowers.S3: I think water can be used to make electricity.Step ⅡWarming upT: Thank you for your ideas. Next we will make some interesting experiments. Maybe you can learn more about water from the following experiments. S4, would you like to come here to help me?S4: I’d love to.T: Now, look at Li Lei and me. We will begin. You should watch the experiment carefully and try to tell me what happens and why.(Teacher puts a bottle of water, a bottle of vegetable oil and an empty glass on the desk.)T: S4, pour some water and some vegetable oil into the empty glass. Other students, please watch carefully.( A few seconds later.)Ss: Fantastic! The liquid in the glass has become two parts.T: Try to describe it in detail.S5: Let me try. The part above is vegetable oil and the part below is water. But I don’t know why. T: Good question. Who’d like to answer his question? (Nobody answers his question.)T: Perhaps it is a little difficult to answer it immediately. Now you can have a discussion about the reason for it, using what you have learnt in physics.(Teacher lets students discuss in groups of four. A few minutes later, teacher checks their answers.) T: Who wants to explain the phenomenon?S6: I think water is heavier than oil, so vegetable oil is on the top of the water.T: Who has different ideas?S7: I think we should say that the density of water is higher than the density of vegetable oil, so the result formed.S8: What’s the meaning of “density”?S9:“Density” is “密度” in Chinese.T: Do you agree with the reason for it?Ss: Yes. We agree with the idea.T: As we know, if we pour milk and water into one glass, we can’t tell where water is and where milk is. But just now we poured oil and water into one glass, it is so different now. Do you know why?Ss: Because oil can’t dissolve in water, but milk can.T: Very good. Let’s make a summa ry about the experiment. If we pour vegetable oil and water into one glass, the liquid will become two parts because oil can’t dissolve in water. Since the density of water is higher than vegetable oil, vegetable oil will be on top of the water. Is that clear?Ss: Yes.T: Would you like to watch another experiment?Ss: I’d love to.T: OK. I’ll perform the next experiment by myself. Look at me. I have a glass of water. Now I’ll cover it with a piece of thick paper. Attention, please.(Teacher puts one hand on the paper and turns the glass upside down. Then teacher slowly takes his/her hand away from the paper.)T: What can you see?Ss: The piece of paper doesn’t fall and the water in the glass doesn’t flow.T: Yes. You are right. Now you are given a few minutes to have a discussion about the reason for it.(Teacher gives students a few minutes to discuss, and then checks their answers.)T: Who can tell us the reason why the piece of paper doesn’t fall and the water doesn’t flow?S10: I want to have a try. When the glass of water covered with a piece of paper is turned upside down, the pressure from air to the piece of paper is bigger than the pressure from the water in the glass to the piece of paper. So the paper won’t fall and the water won’t flow.T: Excellent! Thank you for your explanation. I am very glad to see that you are all interested in making experiments. After class, you can carry out another two experiments on Page 17.When you perform them, try to describe what happens and why. OK?Ss: OK.T: Now, let’s look at a picture.(Teacher shows a picture on the screen.)T: What can you see?Ss: There is a river in the picture, but it’s very dirty.T: Anything else?S11: There are some plastic bags and empty tins on the surface of the river.T: Yes. We all know water is important to human beings and all the animals and plants. Unfortunately water is being polluted now. What do you think we can do to protect the water on our planet?(Teacher gives students enough time to prepare. When they prepare, teacher goes among the students to help them to express their ideas correctly.)Sample answer:To protect the water on our planet, I think we should save every drop of water and stop throwing rubbish into water. Besides, we should try our best to help the people around us realize the importance of using and protecting our water.Step ⅢListeningT: Next, let’s do some listening. Turn to Page 18 and look at the Listening part. You can listen to the famous poems about life on the ocean. Listen carefully and write down some key words when you listen. Before you listen, let’s learn two phrases first. Look at the blackboard.1. happen toe.g. What happened to you last week?If anything happens to the machine, please tell me.2. come up withe.g. I hope you can come up with a better plan than this.(Teacher writes them on the blackboard and begins to explain them.)T: Now listen, please.(Teacher plays the tape for the first time. Then play it for the second time. During this time, teacher may pause for students to write down the information. Play some parts of the tape one more time if necessary. Finally teacher checks the answers with the whole class.)Step ⅣSpeakingT: In our daily life, water can be used in different ways. Now we’ll talk about the ways in which water can be used. Look at the pictures on Page 18.The six pictures mean six different ways to use water. You can choose one of the pictures to discuss the importance of using and protecting our water, and then try to use some sentences to describe the picture you choose. If you like, you can make a dialogue with your partner about the picture. When you discuss, you may use the questions on the screen to help you.1. How is the water being used?2. Is this a good way to use water?3. Why do we use water in this way?4. Who benefits from using water in this way?5. What are some disadvantages of using water in this way?(Teacher shows the questions on the screen by multimedia and gives students enough time to discuss and prepare.)Suggested answers:(Picture 1)We can use water to make electricity, which can give us light and make us feel warm. I think it is a good way to use water.(Picture 3) Water has a lot of usages and home use is the commonest one. Every day we must drink enough water. In addition, we need a lot of water, just for cooking and keeping clean. Water can help us to keep healthy. But if the waste water from home use is poured into river and soil, it will be harmful for some animals and plants. So we must pay more attention to it.(Picture 4) In Picture 4, water is being used in industry. Water is very important to industry. It can be used to make paper, cool machine and so on. But the disadvantage is that a lot of water mixed with some poisonous things being poured into the river and the sea. It is dangerous for the living things in the water.(Picture 6)A: Do you know how the water is being used in Picture 6?B: Water is being used for entertainment.A: Is it a good way to use water?B: Yes, because it can help people keep fit and enjoy nature. But if people throw rubbish into the water, it will be bad for us.A: Yes. It is the disadvantage of using water in this way. We must be careful.Step ⅤSummary and HomeworkT: Today, we’re mainly learned something about water by doing experiments,speaking andlistening. Besides, we’ve learnt some new words and phrases, such as: happen to, come up with, density,…After class, try to remember them and preview the next part—Reading part. That’s all for today. Goodbye, everyone.Ss: Goodbye, teacher!The Second PeriodTeaching Aims:1. Learn and master the following words and phrases:cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom,all the way, that is, add…to, mix with, take advantage of, manage to do2. Improve the students’ reading ability.3. Enable the students to realize that it is important to protect the water on our planet.Teaching Important Points:1. Improve the students’ reading ability.2. Master the following phrases:all the way, that is, mix with, take advantage of, manage to doTeaching Difficult Point:How do we make the students understand the reading passage better.Teaching Methods:1. Discussion before reading to make the students interested in what they will learn.2. Fast reading to get a general idea of the text.3. Discussion after reading to make students understand what they’ve learned better.4. Careful reading to get the detailed information in the text.Teaching Aids:1. the multimedia2. the blackboardTeaching Procedures:Step ⅠGreetings and Revision(Greet the whole class as usual.)T: Yesterday we learnt something about water. Now who can tell me what you learned yesterday?S1: I learned that water is very important to all the living things on the earth.T: OK, can you give me the reason why it is important?S2: Water can be used to wash clothing, to made electricity, to water the farm and so on. Of course, every day we must drink enough water. So water is very important.T: Anything else?S3:I know something about water. For example, from the experiments we made yesterday, I know vegetable oil can’t be dissolved by water.Step ⅡPre-reading and ReadingT: OK. Thank you for your answers to my questions. As we all know, we can’t live without water. But do you know what makes water so important to all the living things?Ss: No, we don’t know.T: Maybe we can get the answer to the question after reading the article for today. Before you read, first let’s learn the new words and phrases in the passage.(Teacher deals with the new words with the whole class.)T: Now please read the passage quickly to get the general idea and try to use the following structures to make six questions.T: Well done. Who can tell me the general idea of the text?S4: The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.T: Good work. Next, let’s read the passage carefully to get more information about water. While you are reading, try to finish the chart in Post-reading on Page 21 and find out the answers to the questions on the blackboard.(Teacher gives students enough time to read the text and collects their information for the chart.)S5: I think I can answer the first one. The answer is that the properties of water are chemical structure, salinity density, heat capacity and ocean motion.S6: In my opinion, the answer to the fourth question is that the ocean can be compared to a great place to live in.T: Do you agree with them?Ss: Yes.T: What about other questions?S7: I think plankton, sharks and whales are examples of species in the ocean.S8: The answer to the second one is that the earth looks like an ocean planet.T: You are quite right. Any volunteers?S9: Dear teacher. Can you tell us the meaning of the special air-conditioner—the ocean?T: Maybe it means that there are some similarities between air-conditioner and the ocean.S9: Thank you. I got it.T: Then, who can answer the question?S10: Because the ocean can keep the temperature of the earth steady, some students compare the ocean to a special air-conditioning. I think the ocean keeps the temperature of the earth steady by absorbing and releasing heat.T: Well done. There is only one question left. Who wants to try?(Nobody answers the question.)T: Do you think it is a question that the text can’t answer?Ss: Yeah. We think so.T: OK. Maybe you are right. But I want to know the reason why you think the passage can’t answer the third question.Ss: Because there is not any information about the different parts of the ocean.T: Then, are there any questions you would need to add to “cover”all the information in the text?S11: I have a question. Why is the water in the ocean always moving?S12: Since changes in salinity and temperature affect water’s density, the water in the ocean is always moving.Step ⅢFurther Understanding and Language StudyT: Well done. I think you are very familiar with the passage. In the passage there are some words and expressions we should master. Now let’s look at the screen. I will give you someStep ⅣListening and Reading AloudT: Let’s listen to the tape. When I play it for the first time, just listen to it. When I play it for the second time, please listen and repeat. Then read the text aloud. Are you clear about that?Ss: Yes.(Te teacher plays the tape for the students to listen. After listening ,the teacher goes among the students and corrects any mistake the students make in pronunciation, stress and intonation.) Step ⅤSummary and HomeworkT: Today, we have read a passage about water. As we know, it is very important to all the living things. So we should do all we can to protect water from being polluted. In addition, try your best to retell the passage in your own words. Is that clear?Ss: Yes.T: See you tomorrow!Ss: See you tomorrow!The Third PeriodTeaching Aims:1. Review Modal Verbs.2. Do some exercises to review some important words learnt in the last period.Teaching Important Point:Review Modal Verbs.Teaching Difficult Point:How do we help the students correctly use the Modal Verbs.Teaching Methods:1. Review method to help the students remember all the Modal Verbs they have learnt before and use them correctly.2. Individual work or group work to make every student work in class.Teaching Aids:1. the multimedia2. the blackboardTeaching Procedures:Step ⅠGreetings and Revision(Greet the whole class as usual.)T: Yesterday we learned a passage about water and now who can retell the passage in your own words?S1:Let me try.…T: Well done. Thank you for your performance.Step ⅡWord StudyT: Now please turn to Page 21.Look at the first part of Word Study. There are some words learnt in the last period, but the letters of these words are in the wrong order. Now I will give you a few minutes to put the letters in the correct order.(A few minutes later, teacher may ask some students to spell their answers and give the Chinese meaning of each word to all the students. Finally teacher writes the correct words on thein the blanks with the proper words. The first letter has been given and some words can be used more than once. If you need, you can have a discussion with your partner.Suggested answers:1. hydrogen, oxygen2.liquid,solid,gas3. atom4.steady,absorb5. absorb6.relationship7. freezing 8.floatStep ⅢGrammarT: Up to now we have learnt many modal verbs. Who can tell me what they are?Ss:…(Teacher asks some students to write their answers on the blackboard.)Modal Verbs:can/ could, may/might, will/would, be able to, must, should, have to, need, shall, ought to, had better.T: Very good. Then do you know how to use them?S2:I know “should”can be used to give others some advice.S3:I know when I want to borrow a book from my friend, I can use “may”.…T: Your answers are very good. There is a conclusion about modal verbs on the screen. Let’s look at it.Are you clear about the classification?Ss: Yes.T: OK. Now look at the first part in Grammar. Finish the exercises. If you need, you can discuss with your partner. In addition you’d better make it clear why you choose A、B、C, or D. Are you clear about the requirements?Ss: Yes.(Teacher gives students enough time to finish the exercises. Then deals with them with the whole class.)T: Are you ready?Ss: Yes.T: OK. Who’d like to tell me the answer to the first one?S4:I think “A”is right.T: Can you tell us the reason why you choose “A”?S4: Because the speaker wants to express his/her request. Among A、B、C and D, only A can be used to express request.T: Very good. What about the second one?S5:“May”is right, I think, because the sentence is used to ask for permission.T: Congratulations! Who can answer the third one?S6:The phrase “wants to”express a state of being necessity. So I think “C”is right.T: Well done. It’s turn to do the fourth one. Who can try?S7: I’m not sure, but I want to have a try. Is “C”right?T: Why did you choose “C”?S8: I think the first sentence expresses some necessity and the second one expresses guess.S9: I don’t think so. Because “must”can’t be used in negative sentences to express guess.S8: Oh, I’m sorry. I forgot it. I see, the correct answer is “D”.T: Excellent!…(Teacher encourages students to show their opinions about each one, and then teacher gives the correct answers and some necessary explanations.)Suggested answers:1. A2.A3.C4.D5.A6.A7.A8.B9.AT: You have finished the first part successfully. Now let’s go on with the second part. Do you have confidence to finish it?Ss: Yes. Of course we have.T: OK. This is a letter from Mary to John. Maybe John met some problems, so Mary wants to write a letter to help him. But Mary doesn’t know how to use the modal verbs correctly. She wants you to help her finish the letter. Before you finish the letter, read it to get the general idea of it first and then answer the questions on the screen.questions.)T: Who’d like to answer the first question?S10: I want to have a try. In my opinion, John’s problem is that his manager suspected him of stealing something at the meat factory.T: Well done. Do you agree with him?Ss: Yes.T: What about the second one?S11:I’d like to answer the question. I don’t agree to the advice that Mary gives to him. Because if he finds another job, maybe it means that he really stole something at the meat factory.I think he should tell the manager that he didn’t do it and advise the manager to call in the police to make it clear.S12: In my opinion, he’d better try to find out who is the real thief to prove that he didn’t doanything wrong.…T: I think your suggestions are all very helpful to John and I hope he can find a good way to deal with the problem. Now you are clear about John’s problem. It’s your turn to help Mary finish the letter. Maybe there are more than one answer for some blanks. If you have some difficulties, you can discuss with your partner. Five minutes later, I will check your answers.Suggested answers:can/will/should, maynot/mightnot,must,could/should,might/would,will,might/may/could/would,might,would/could/might,should, willStep ⅣSummary and HomeworkT: Today, we’ve reviewed some new words learnt in this unit. In particular, we have reviewed the usages of modal verbs. After class, do more exercises to master them better. Time is up. That’s all for today. See you tomorrow.Ss: See you tomorrow.Teaching Aims:1. Review the useful expressions learnt in this unit by practising.2. Improve the students’ reading ability by reading the material.3. Improve the students’ writing ability.4. Enable the students to realize that it is important to protect the estuary.Teaching Important Points:1. Improve the students’ reading ability by reading the material.2. Improve the students’ writing ability.Teaching Difficult Point:How to improve the students’ integrating skills—reading and writing.Teaching Methods:1. Fast reading to go through the reading material.2. Inductive method to help students write a paragraph successfully.Teaching Aids:1. the multimedia2. the blackboardTeaching Procedures:Step ⅠGreetingsGreet the whole class as usual.Step ⅡRevisionT: Yesterday we did some practice about modal verbs. Now let’s do some more exercises to see if you have mastered them. Please look at the screen.1. can’t2.can3.must4.can’t,must5.may/mightStep ⅢFast ReadingT: Good work. But if we want to use the modal verbs correctly, we must practise them as often as possible. Today we will read another passage. The ocean is very important to all the living things, which is known to us, and I think we have also known about the reason why the ocean becomes so important—because of the properties of water, the ocean is very important. The passage we will read is also about water. It deals with “the body of water”.Are you interested in the topic?S1:Yes.But what is the meaning of “the body of water”?I think water has no body.T: Good question. I think you can get the answer to the question by yourself. Now let’s read the passage. While you are reading, try to make clear what is the main idea of each paragraph. Besides, try fast reading, it is helpful to improve your reading ability.(Teacher gives students a few minutes to read the passage.)T: Have you finished your reading?Ss: Yes.T: Wang Lin, are you clear about “the body of water”?S2:Yes.I think “the body of water”means the main part of water.T: You are great! Now who’d like to tell me the main idea of the first paragraph?S3: An estuary is the body of water where a river meets the ocean.T: Right, thank you for your answer. What about the second one?S4: Let me try. The general idea is that estuaries are great places for nature’s young.T: Wang Ping, tell me the main idea of the third paragraph, please!S5: I’m not sure. I think the third paragraph tells us estuaries are important to animals and plants, so we should try our best to protect them from environmental pollution. Am I right?T: Yes. Congratulations! There is only the last paragraph left. Who can try?S6: I think the main idea of the last paragraph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.Step ⅣDiscussion and ExplanationT: The general idea of the passage is very clear to us now. Now let’s re-read the passage carefully. While you are reading, try to find out the answers to the questions on Page 23.If you need, you can have a discussion about them. Then I’ll check your answers.。

Unit13-14单元要点归纳(含配套练习)(人教版高三英语下册教案教学设计)

Unit13-14单元要点归纳(含配套练习)(人教版高三英语下册教案教学设计)

Unit 13-14 单元要点归纳(含配套练习)(人教版高三英语下册教案教学设计)1. be considerate of sb. 体谅某人联想:take sth. into consideration 考虑某事considering prep. 就… 而论;考虑到2. convince sb. of sth 使某人相信某事convince sb. that… 使某人相信 convincing adj.有说服力的be convinced of sth. 深信某事be convinced that 深信….3. commit a mistake / error 犯错误commit sth to sb. 把某物托付给某人commit sb. to prison 把某人送进监狱commit sb to do /doing 责成某人做某事commit sth. to memory 把某事记住4. set about (doing) 开始做;着手处理set out (to do) 开始做;着手处理set down 放下;搁下;记下;写下set aside 拨出/节省;对..不予考虑/把…置于一旁;驳回/撤消set in (疾病、坏天气等)开始来临===set off 1)出发 2)使爆炸 3)衬托;使更为突出set up 建立(事业);成立(组织)be set in 为(故事、戏剧等)构设背景。

5.be guilty of a crime 犯了罪 have a guilty conscience 问心无愧6.accuse sb. of sth (= charge sb. with sth )指责/控告某人某事be under accusation 被控告7.be vital to 对…非常重要 be of vital importance 极其重要的8. pass on 1)传下来;传给(后代) 2)离去;往前pass away 去世;死pass by 漠视;不理会pass down 传递(=pass on )9. have no choice but to do sth. 别无选择只好干….10. live/lead a sad / lonely life 过着悲惨/孤独的生活11. go wrong 出毛病,走错路12.keep off 勿踏;让开keep out 勿入;(使)在外反义词keep in13.even though /even if 即使(引导让步状语从句)从句中可用虚拟语气14. be mistaken about sth/sb. 弄错mistake… for… 误认15.first of all = as the first thing 表示其后的内容先于其他发生above all = more important than anything else 表示“特别重要的是/尤其是”强调其后的内容不同寻常,比其他重要。

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高中二年级英语学案Units 13-14 (B2)【知识网络】一、重点词汇与短语1.benefit(1).作名词的用法:a.用作不可数名词,有“好处,益处,利益,恩惠,裨益”等意义。

例如:She didn’t get much benefit from her stay abroad because he was ill for a long time.由于病了很长时间,她在国外期间并没有得到多大好处。

b.用作可数名词,意思是“善举,义演”。

例如:A benefit for the disaster area will be held next week.下周将举办一个赈灾义演。

c.作“救济金,津贴”讲时,即可用可数名词,也可用不可数名词。

例如:How much unemployment benefit does the middle-aged woman get every month?那位中年妇女每月领到多少失业救济金?Housing benefits are given out at the end of year.住房补贴在年底发放。

d.常用于一些固定表达中。

例如:have the benefit of获益于,受益于He has had the benefit of his 4-year education in America.for the benefit of/ for one’s benefit 为了某人的利益,为了帮助某人For the benefit of those who arrived late, I’ll go over the plan once again.be of benefit有益,有好处My holiday wasn’t of much benefit to me.(2)作动词的用法:a.用作及物动词,有“有利于,有助于,有益于”的意思。

例如:It is an expensive investment but it will benefit the company in the long run.这是一项花费很大的投资,但从长远来看,它对公司有好处。

b.用作不及物动词,有“获益,受益,得到好处”的意思,后常用介词from,也可用介词by。

例如:They will benefit from the new way of doing the business.他们会从新的经营方式中获益。

He is a man who has never benefit from experience.他是一个从不吸取经验教训的人。

Who is most likely to benefit by the old lady’s death?谁最可能因老妇人去世而获益呢?(3)Benefit的形容词形式是beneficial,副词形式是beneficially。

be beneficial to 有利于……,例如:The new policy is beneficial to car drivers.新的法规对汽车驾驶员有利。

Fresh air and good food are beneficial to the health.新鲜空气和优良的食物有益于健康。

2.demand(1)demand作动词是“要求, 需求”的意思, 经常指认为有用, 公正, 正确, 恰当或必需而提出要求. 注意: demand后接不定式, 不能接动名词; 被要求的人作为宾语时用of引出.例如:I demanded an answer of him.我要求他答复.All this was demanded of me.这些都是向我要的.demand后跟宾语从句时, 后面从句要用虚拟语气, 应用“should+动词原形”, should可省略.例如:I demand that one of you (should) go there at once.我要求你们中间的一个人立即到那里去! (美国用法省略should)不能用“demand+宾语+不定式”这种句型, 而应去掉宾语用demand to do sth。

这个句型. 例如:He demanded to know what was going on there.他要求知道那里发生了什么事.She demanded to see the headmaster.她请求见校长(2)demand作名词是“要求, 需求; 请求”的意思, 后面常接介词for. 常用于demand for sb, to do sth.或demand for sth/that…结构.例如:Ives listened to the workers’ demand for more money.艾夫斯听着工人们要争取更多钱的要求There is a great demand for such books.这种书需要量很大(3)习语:have many demand on/upon one’s time时间不够支配in (great )demand需要量很大; 许多人都需要make demand of/on对……提出要求; 有求于….meet the demand满足需要; 符合要求on demand在要求时, 一经请求; 在要求支付时demand of/from向…要求; 向…索取(4)同义词: require v.要求反义词: supply v.提供3.插入语用法小结插入语在句中主要是用来表示说话人对某事物的看法. 态度和推测. 有时起到解释, 说明的作用, 有时表示总结, 有时可以用来引起对方的注意和思考. 插入语用法很多. 在句子中的位置比较灵活, 大提而言, 可以分为以下及类:(1)用简短的句子结构作插入语.这一类有: I think, I hope, I guess. I believe, I suppose, I wonder, I tell you, I say, I’m afraid, I’m sure, you see, you know, as you know, that is, that is to say, what’s more等等, 它们可以置于句中或句尾.如:This diet, I think, will do good to your health.我认为, 这个食谱对你的身体有健康有益.It won’t be raining long, I hope.我希望雨不会老下个不停You will have to work harder, you know, if you want to succeed.你当然清楚, 想成功就必须努力奋斗(2)副词或副词断语用作插入语. 这类插入语一般放在句首或句尾.如:Happily for him, his father’s second wife was kind to him, too.幸运的是, 他的继母对他也很好.You’ll be able to pass the coming exam, surely.可以肯定地说, 你能通过下次考试.Honestly, I don’t need it at the moment.说实话, 我现在还不需要它.Luckily for him, he didn’t hurt in the accident.(3)介词或介词断语作插入语, 这类插入语一般放在句首, 有时也可放在句中.如:Like most of my schoolmates, I have neither bothers nor sisters-- in other words, I’m an only child.像大多数同学一样, 我没有兄弟姐妹, 换言之, 我是独身子女By the way, Bob sends his best wishes.顺便说一句鲍伯也向你问好In short, things have begun to improve since schools were called on to reduce learning load.简而言之., 自从学校实现减负以来, 情况开始有了改善.(4)分词短语作插入语.如:Judging from your accent, you must be from England.根据口音判断, 你准是英格兰人.Generally speaking, be is the best student in our class.一般说来, 他是我们班最好的学生.Compared with China, the USA is smaller.与中国相比, 美国略小一点(5)不定式短语做插入语.如:To put it mildly, he was not up to the mark.说得婉转些, 他的身体不算太好.To tell you the truth, I don’t want to see her.说实话, 我不想见她.To conclude, it was a great success.总之,这是一次巨大的成功。

二、词义辨析advantage; benefit; gain; profit的区别advantage; benefit; gain; profit这四个词都可用作名词表示“好处; 利益”.(1)advantage侧重表示某人或某物在价值, 等级或地位方面的优势或好处.如:Her beauty proved to be of great advantage to her in her stage career.她的美貌使她在舞台生涯中占了很大的便宜(2)benefit侧重表示某人在身体, 智力精神或物质等方面的受益.如:This medicine will be of real benefit to you. Take it.这种药对你的病会很有效的, 快吃吧.(3)gain侧重表示物质利益方面的好处或利益, 常用复数形式.如:We have made some very exciting gains in the past year.去年我们取得了可喜的收益.(4)profit既可指物质或前财方面的收益, 亦可指一般意义上的益处.如:Coal and steel interests were merging for mutual profit.煤矿和钢铁界为了共同的利益合并起来.三、重点句型a)It was during the “March on Washington DC” in 1963 that he gave the speech “I Have a Dream”, which inspired people of all races to fight for equality. 他就是在1963年的“向华盛顿进军”活动期间发表了演说<<我有一个梦想>>, 这激励着各种种族的人民为争取平等而斗争. 本句用了It was…that…强调句型, 强调的是时间状语during the “March on Washington DC” in 1963.又如:It was last night that John wore a white suit at the dance.which在此引出了一个非限制性定语从句, 修饰前面的speech, which在从句中作主语.又如:She heard a terrible noise, which brought her heart into her mouth.b)Heat capacity is the amount of energy it takes to raise the temperature of a substance one degree centigrade. 热能量是一种物质升高一摄氏度所需要的能量it takes…to do…是固定句式, 可表示“做某事需要……”之意.如:It will take a lot of courage to tell the truth.it takes…to do…多指“花多少时间去做某事”.It took him three years to write the book.亦有it takes…for sb. to do sth.句型.It usually takes ten minutes for a taxi to get to the hotel.c)What all these groups have in common is that they ask to be treated with respect, share the rights to work, good housing conditions and education and be treated equal to other people in all ways. 所有这些组织都有一个共同的目标, 那就是要求得到尊重, 享有工作的权利, 有良好的住房条件, 能获得教育, 能在各方面与其他人平等对待.what在此做关系代词, 引出一个主语从句, what在从句中作have的宾语. 又如:What he often keeps in mind is how to serve the people well.equal to是固定搭配. 在此句中是形容词短语, 用作主语补足语, 意为“与……平等或相等”.如:Everyone was born equal to one another.四、语法复习(一) 情态动词的某些特殊用法情态动词的一些习惯用法1.Used to+动词原形(表过去的习惯),含有与现在比较的意思,即过去做,现在不做了。

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