LESSON-2
新概念二Lesson 2

Exercises
A Write out these two paragraphs again. Give the right form of the words in parentheses.
1. I am looking out of my window. I can see some children in the street. The children ___________ are playing (play) football. They always play (play) football in the street. Now a _____ is kicking (kick) the ball. little boy _________ Another boy __________ is running (run) after him but he cannot catch him.
2)how 结构 (以形容词,副词为主) ① how + adj./adv. + 主 + 谓! ② how + adj. + a/(an) + cn.(单)+ 主 + 谓! ③ how + 主 + 谓!(实义动词作谓语)
他是一个多么可爱的男孩啊!
What a lovely boy he is! How lovely a boy he is! How lovely the boy is!
B Write these sentences again. Put the words in parenctheses in the right place. 1. She answers my letters. (rarely) She rarely answers my lettters. 2. We work after six o'clock. (never) We never work after six o'clock.
《Lesson 2 》 教学设计

《Lesson 2 》教学设计一、教学目标1、知识与技能目标学生能够掌握本节课的重点词汇和句型,如_____、_____等,并能正确运用它们进行简单的交流和表达。
学生能够理解课文的主要内容,包括情节、人物关系等,并能回答相关的问题。
2、过程与方法目标通过听力、阅读、口语和写作等多种语言技能的训练,提高学生的综合语言运用能力。
培养学生自主学习和合作学习的能力,鼓励他们积极参与课堂活动,共同解决问题。
3、情感态度与价值观目标激发学生学习英语的兴趣,增强他们的自信心和积极性。
培养学生的跨文化意识,了解不同文化之间的差异和共同点。
二、教学重难点1、教学重点重点词汇和句型的掌握和运用。
课文内容的理解和关键信息的提取。
2、教学难点如何引导学生正确运用所学词汇和句型进行流利的口语表达和写作。
帮助学生理解课文中隐含的文化背景和深层次的含义。
三、教学方法1、情景教学法创设生动有趣的情景,让学生在实际情境中学习和运用语言,增强他们的感性认识和体验。
2、任务驱动法布置明确的任务,让学生在完成任务的过程中主动探索和学习,培养他们的问题解决能力和自主学习能力。
3、合作学习法组织学生进行小组合作学习,共同讨论和解决问题,促进学生之间的交流和合作,培养他们的团队精神。
四、教学过程1、导入(5 分钟)通过播放一段与本节课主题相关的英语视频或展示一些图片,引起学生的兴趣,然后提出一些问题,引导学生思考和讨论,如:What can you see in the picture/video? What do you think this lesson will be about?2、词汇学习(10 分钟)展示本节课的重点词汇,通过图片、实物、动作等方式进行讲解和示范,让学生理解词汇的含义和用法。
然后组织学生进行词汇练习,如单词拼写、造句等。
3、听力训练(10 分钟)播放课文的听力材料,让学生边听边理解,听完后回答一些与听力内容相关的问题,检查学生的听力理解能力。
Lesson 2

1. I need neither my heavy winter coat nor my
boots now!
neither...nor...表示“既不……也不……; 两个都不”。 其含义是否定的,可连接任意两个并列的成份。 例:She likes neither butter nor cheese. 她既不喜欢黄油也不喜欢奶酪。 Neither he nor I am waiting in the rain. 我和他都没有在雨中等。
jasmine blossoming. 3. Every morning, I see lots of people exercising in the park.
What is spring weather like?
In spring, the weather becomes warmer. The temperature goes up! In early spring, it sometimes snows. But the snow melts quickly in the warm sun. In April, rain showers begin. Some times there are storms with thunder and lightning. Thunder makes a loud noise.
on her way to the park. ( ) 4. Wang Mei’s class is planning a field
trip to the countryside. ( )
2 Read the lesson again and tick all the scenes mentioned.
rises earlier in the morning. 6. There are lots of people exercising in the
Lesson_2

10
Main Idea
that forces of nature are an inevitable part of Japanese
historical experience, but that the terrorist attack was a
human caused event, over which there should be greater
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Language Points
3. reminder n [c] ( line 1, para.1 )1) sth that makes you notice, remember, or think about sth ●这些废墟提醒人们不要忘记战争的恐怖。 These ruins are a reminder of the horrors of war.
I got completely carried away and almost cried.
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Language Points
5. horror film/movie ( line 1, para.2 ) a film in which strange and frightening things happen ●再也不要带我去看恐怖电影,我简直被吓得 魂不附 体。 Never take me to a horror film again. I was scared out of my wits.
● 发生了暴力事件。这给了人们一个严酷的提示—宗 教紧张局势还在持续。 Violence has broken out , a stark reminder that the religious tensions are refusing to go away.
lesson2

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Vocabulary 词汇
8 He ______ out of the window and saw that it was raining.
a.looked b.saw
c.remarked d.watched
9 Just then, the telephone rang. It rang ______ .
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Special difficulties 难点 在英语中往往可以用what引导的感叹句来表示惊奇、愤
怒、赞赏、喜悦等感情。在感叹句中主谓语采用正常语序 。如课文中第3行的例句“What a day!”注意以下例句:
Instead of saying: We can say: 除了这种表述方法外: 还可以说:
Lynch. ’
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改写下列句子,把句尾括号中的词放在合适的位置。 1 She answers my letters. (rarely) 2 We work after six o'clock. (never) 3 The shops close on Saturday afternoons. (always) 4 Do you go to work by car? (always) 5 Our teacher collects our exercise books. (frequently) 6 We spend our holidays abroad. (sometimes) 7 I buy CDs. (often) 8 Do you buy CDs? (ever)
‘What are you doing?’ she asked.
新概念英语NCE2_Lesson02课件

Notes on the text
• What a day? • What + a + n.——感叹句 • It is a terrible day.==> What a
terrible day! 省略 : 1.主、谓随时可省 what a good girl (she is)! what a good girl (she is)! 2.省形容词 What a day!
发生) • Often , Always——一般现在时 • “现阶段”:I am working as a teacher. • 频率副词往往放在句子中间, 实义动词前, 非实义动词后 • 如果既有实义动词又有非实义动词, 要放在两个之间. • 疑问句中副词往往放在主语后面. • 非实义动词 : • 1.系动词(be) 2.助动词帮助动词构成时态的(do, does, will, shall, have,
• It was Sunday. I never get up early on Sundays. I sometimes stay in bed until lunchtime. Last Sunday I got up very late. I looked out of the window. It was dark outside. 'What a day!' I thought. 'It's raining again.' Just then, the telephone rang. It was my aunt Lucy. 'I've just arrived by train,' she said. 'I'm coming to see you.'
新概念2册 Lesson 2 课堂教学

上星期我去看戏. 我的座位很好, 戏很有意思,
但我却无法欣赏. 一青年男子与一青年女子坐在我的
身后, 大声地说着话.
我非常生气, 因为我听不见演员在说什么.
我回过头去怒视着那一男一女, 他们却毫不理会.
最后, 我忍不住了, 又一次回过头去, 生气地说 :
“我一个字也听不见了!” “不关你的事, “
6 Did you think it was a nice day? (No, I didn't.) 7 What happened just then? (The telephone rang.) 8 Who was on the phone? (My aunt Lucy.)
Lesson 2
9 How had she arrived?
(By train.)
10 What did she say?
(„I'm coming to see you.‟) 11 What did you say? („I'm still having breakfast.‟) 12 Was she surprised to hear this? (Yes, she was.)
Lesson 2
till not …… until
until
1. It was not until 1972 that the war finally came to
an end. 2. She didn‟t do her homework until her father came back.
Lesson 2
Lesson 2
Turn to Page 17 Summary Writing
Lesson 2
新概念2Lesson2-(共27张PPT)-精品课件可修改全文

★until prep.直到;直到...才; 直到...为止 后面加(时间状语)从句,前面就是主句 His father didn't die until he came back. 直到他回来,他爸爸才死. 2) His father was alive until he came back. 直到他回来为止,他爸爸都是活着的. eg:For he___until it stopped raining. A.waited B.didn't wait A.leave. B.left C.didn't leave
1. busy man he is! the man is ! 2. happy baby it is ! the baby is !
阿瑟·柯南·道尔(Arthur Conan Doyle )世界著名小说家,堪称侦探悬疑小说的鼻祖。因成功的塑造了侦探人物――福尔摩斯,而成为侦探小说历史上最重要的小说家之一。除此之外他还曾写过多部其他类型的小说,如科幻、悬疑、 历史小说、爱情小说、戏剧、诗歌等。
温斯顿·丘吉尔(Winston Leonard Spencer Churchill ),政治家、画家、演说家、作者以及记者,1953年诺贝尔文学奖得主(获奖作品《第二次世界大战回忆》),曾于1940-1945年及1951-1955年期间两度任英国首相,被认为是20世纪最重要的政治领袖之一,带领英国获得第二次世界大战的胜利。据传为历史上掌握英语单词词汇量最多的人之一(十二万多)。被美国杂志《展示》列为近百年来世界最有说服力的八大演说家之一。2002年,BBC举行了一个名为“最伟大的100名英国人”的调查,结果丘吉尔获选为有史以来最伟大的英国人。
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, MIT第二課Dì-èr kèLesson 2他一我百,他十我千。
Tā yī wǒ bǎi, tā shí wǒ qiān.Others 1 me 100, others 10 me 1000.Characterizing one’s determination to outdo others to succeed.2.0 ReviewFántǐzì ‘traditional characters’甲乙今天很熱!很熱!你吃飯了嗎?還沒,我不餓,今天太忙了。
我也很忙。
你累嗎?今天好了,但是昨天很累。
小李已經上班了嗎?已經上班了。
哦,上班了.明天有課嗎?沒有,你呢?明天三十號嗎?… 沒有;我呢,三十號有課,一號也三十號沒有,一號有。
有課!你太忙了!我們都很忙!a) Compound charactersAs noted in Unit 1, the majority of characters can be resolved into two immediateconstituents which, allowing for minor modifications, can stand alone as characters intheir own right. The configuration of constituents can be horizontal (很), vertical (李), or clustered (国/國 guó ‘country’). The most recurrent of these constituents are the radicals.They serve as tags for classifying characters into groups for purposes of retrieval (indictionaries or filing systems, for example). Thus, compound characters with the radical 口 kǒu ‘mouth; entrance’ can be grouped together: 吃,吗,喝,呢; or those with 言/讠yán ‘speech’: 說/说,話/话,請/请,誰/谁。
The radicals have names, based oneither their position in the character, or their meaning: thus 口kǒu ‘mouth; entrance’ on the left is called kǒuzìpáng (‘mouth-character-beside’) in Chinese, or ‘the mouth radical’ in English; 雨 (yǔ ‘rain’) when it appears on the top of a graph (零) is called yǔzìtóu‘rain-character-on top’ in Chinese, or the ‘rain radical’ in English. Here, for review, are some of the Unit 1 compound characters organized by radical:Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, MIT Note: Where the combining form of the radical cannot be printed on it own, the equivalent free form, if one still exists, is given in parentheses; if no free form is current, the parentheses enclose a blank.examplesgeneral Chinesenameradicalcharacter meaning木wood; tree mùzìpáng林mùzìtóu李口mouth; opening kǒuzìpáng嗎/吗,呢,吃日sun rìzìpáng昨,明言/讠speechyánzìpáng課/课女woman nǚzìpáng她,姓(人) man; person rénzìpáng他,你,們/们(水) watersāndiǎnshuǐ沒/没3 dots water( ) tóngzìkuàng周,(同)‘tong’-character-frame(辵) movement zǒuzhīpáng還/还食/饣food shízìpáng餓/饿,飯/饭(心)heart shùxīnpáng忙vertical-heart-beside糹 silkjiǎosīpáng經/经twisted-silk-beside(火) fire sìdiǎnshuǐ熱/热four-dots-water彳 shuānglìrén很,得(dé)double-stand-person2.1 First set是男的女第小4+5 2+5 5+3 3+0 6+5 3+0 nánde nǚ dì xiǎoshìs’female ordinal small; young~‘sbe male馬陳張誰這都9~10+0 3+8 3+8 7+8 3+7 8+3马 陈 张 谁 这3+0 2+5 3+4 2+8 3+4 8+2Zhāng shéi ~ shuí zhè ~ zhèi dōumǎ Chénsurname surname surnameall;nonethiswho;whomhorseHong Kong: 押 yā ‘pledge’, the sign for pawn shops. [JKW 2004]Notesa) 是 ‘be the case’, like 明 and 昨, assigns 日‘sun’ as radical (in this casecombined vertically with 疋). One [nonsense] account of the graph goes: ‘the sun, over the horizon (the horizontal stroke) feeding sustenance (‘being’) through thevertical pipe – with a valve – to mankind (人)’.b) The graph 女, said to originate as a drawing of a woman, appears as ‘radical’ in姓 xìng ‘surname<d>’ , 她tā ‘she; her’, and 好 hǎo ‘good’. 男 ‘man; male’ is acompound graph, with the elements 田 tián ‘field’ and 力 lì ‘strength’ arrangedvertically (looking vaguely like a ‘man working in the fields’). In colloquialspeech, nán and nǚ appear in compounds such as nánde and nǚde, with derepresenting the possessive and attributive marker (ie, ‘the male one’ and ‘thefemale one’).c) 第 dì introduces the ‘bamboo’ radical, which when appearing on top is calledzhúzìtóu ‘bamboo-character-on top’. The radical appears in graphs associatedwith bamboo (eg 筷子 kuàizi ‘chopsticks’) or with properties of bamboo such assegmentation (節/节 jié ‘segment; program’) or splitting (笑 xiào ‘laugh’). The‘body’ of 第 contains 弓 gōng ‘a bow’, which appears as the assigned radical of張/张 zhāng.d) 小 xiǎo ‘small’ is to be distinguished from 少 shǎo ‘few’. The stroke order isdominant (the gōu-stroke), followed by left and right diǎn – as in the body of 你nǐ.e) The surnames: 馬 ‘horse’, originating as a drawing of the animal, is used for itssound value in 嗎 and 媽, but is assigned as radical in graphs used for wordsconnected with horses, such as 馳 chí ‘to speed; gallop’ or騎 qí ‘to straddle; ride’ (cf §2.5.5 below). The graph 陳/陈, also a surname, contains 東/东 dōng ‘east’(use for its sound value) and a radical called ‘left ear’ in Chinese: zuǒ’ěrduō. Itsright hand counterpart, seen in 都 dōu, is called yòu’ěrduō ‘right ear’ and isconsidered a different radical (and in fact, has a different source characterhistorically). 張/张, the last of the three surnames introduced in this set, contains弓gōng ‘a bow’ (seen in 第), and 長/长 cháng ‘long’, used for its sound value.f) The right hand element of 誰, 隹 (pronounced zhuī on it own), which occurs ina family of characters that includes 推 tuī ‘push’ (cf §2.7), should be noted as ‘8strokes’ in order to distinguish it from another commonly occurring element incompound characters, 住 zhù ‘live’, with only 7.g) The element on the left of 這 (sometimes printed with two dots instead of one)is a left-side version of a more complex graph, 辵,whose core meaning is‘stopping and starting’. As a radical, it goes under the name of zǒuzhīr, andappears in graphs such as 迎 yíng ‘welcome’ and 近 jìn ‘near’. 言, which is given radical status when it appears on the left of the graph (or at the bottom), forms the core in this case. Notice that when it is a core element, 言 does not simplify to 讠as it would if it were the radical; instead, the graph 文 wén ‘language’ (see §2.2below) is used (这 ), presumably because its first two strokes match those of 言.h) 者 zhě is the root element of a set that includes 都 dōu, 煮 zhǔ ‘to boil’ and 堵dǔ ‘to obstruct’. (Can you identify the radicals of each?) Though there is nosimplified version of 都, the element on the right (yòu’ěrduō) which is assigned as its radical, is written with three strokes in the traditional set, but only two in thesimplified. A [nonsense] account of the graph, 都, goes: ‘土 ‘earth’ over 日 ‘sun’, connected by a line (丿) to suggest ‘all; everything’, with the ‘3’ at the rightindicating ‘all’ 3 states of matter.’2.1.1 Phrases是不是男的女的第一第三很小shì bu shì nánde nǚde dì-yīdì-sān hěn xiǎo小李姓马姓张姓陈谁的这是Mǎxìng Zhāng xìng Chén shéi de zhè shi…xiǎo Lǐxìng都是不都是男女我的你们的也是dōu shì bù dōu shì nánnǚwǒ de nǐmen de yě shì Exericise 1Refer to the table to answer the questions below:第—x ge姓?男/女 ? ?第四个姓马是男的很饿,还没吃饭呢。