2019-2020年高中英语人教版必修二教学案：Unit2SectionⅢGrammar——一般将来时的被动语态(含答案)
2019-2020年高中英语 book2 unit2说课稿 新人教版必修2
2019-2020年高中英语 book2 unit2说课稿新人教版必修2今天我的说课内容是必修二第二单元的第二个课时：语言知识课。
1.地位和作用：本课位于人教必修二第二单元。
是关于奥运会的话题，而这个话题又是高中阶段的一重要话题，所以和奥运有关的词汇和短语就成了高考大纲的重点词汇。
本节课是本单元的第二课时语言知识课，主要是给学生讲解本单元阅读部分的重点单词、短语和句式，通过本节课内容的学习让学生达到语言运用的目的。
给以后的写作打下基础。
2.学情分析：学生通过阅读课，学习了重点单词、短语和复杂句式，所以通过老师的讲解学生语言运用能力会有所提高，但是缺乏在语境中熟练运用的能力，所以这节课的目的就是通过学生归纳、老师适时点拨并以多种形式的练习让学生学会并提高语言运用能力。
3教学目标：a. 知识目标：掌握重点词汇和短语：pete/admit/replace/take part in/stand for/as well理解和运用重点句型：1.I lived in what you call “Ancient Greece” and I used to write about the Olympic Gamesa long time ago.2.It’s just as much a petition among countries to host the Olympics as to win an Olympicmedal.b 能力目标•通过语言知识学习，培养学生的合作学习和发散思维的能力，做到学以致用。
c情感目标•通过对这节课的学习，感受奥运和体育文化鼓励学生开口说英语、以乐观豁达的态度看问题，积极向上、阳光。
4.教学重点、难点•重点单词、短语和句式的理解和应用，培养学生语言运用能力，提高写作技能。
•如何培养学生组织输出语言的能力5教学方法针对以上教学目标和重难点，我将选用下列教学方法：•小组合作讨论•即时造句翻译•师生互动•看图造句•同时为了扩大课堂容量和提高课堂效率，我将使用多媒体作为课堂辅助手段6教学设计探究学习内容：I. Fill in the blanks to test yourself.1．How many countries ________________________(比赛) the ancient Olympic Games?2．Who could not ____________________________(参加) the ancient Olympic Games?3．What do the five rings on the Olympic flag _________________(代表，象征)？4．---_____________ do you hold your Games? --Every four years.5. Only atheles who have reached the agreed standard for their event will _______________as petitors.6. Women are _______________（不仅）allowed, ________________________________（还起着重要的作用）gymnastics, athletics, team sports and…7. Does anyone want to ___________(主办，承办) the Olympic Games?8. It’s a great __________________(责任) but also a great honour to be chosen.9．So even the olive wreath has been __________________(替代)？10. There’s ______________________ among countries to host the Olympics _______ to winOlympic medals. (国与国之间争取奥运会承办权的竞争就跟争夺奥运奖牌一样地激烈。
2019-2020学年高中英语unit2 the united kingdom sectionⅢgrammar教学案版本：人教版必修5
Section Ⅲ Grammar——过去分词作宾语补足语课前语法感知Ⅰ.教材语法感知教材原句①Now when people refer to England you find Wales included as well.②Finally the English government tried in the early twentieth century to form the United Kingdom by getting Ireland connected in the same peaceful way.③It passes through Greenwich, so Pingyu had a photo taken standing on either side of the line.探究发现(1)例句中的过去分词(短语)在句中作宾语补足语。
(2)在某类动词后常跟过去分词作宾补，包括感官动词；表示心理状态的动词(think, consider, find等)，如：例句①中的find；使役动词，如：例句②③中的get, have。
Ⅱ.真题语法感知1．(2017·浙江高考)She says these activities at bedtime can get kids all ________ (excite) and make it hard for them to calm down and sleep.答案：excited 本句中get为系动词，意为“使变得”，在句中构成“get sb. done”的结构，过去分词作宾语补足语。
2．(2015·浙江高考)Listening to music at home is one thing, going to hear it ________ (perform) live is quite another.答案：being performed 分析句子结构可知，perform在此句中作hear的宾语补足语，与宾语it之间存在被动关系，且强调动作正在进行。
2019-2020年高中英语必修二教案：Unit2 Word power
2019-2020年高中英语必修二教案：Unit2 Word powerTeaching aims:1.After learning, the students will know more about adventures and their vocabularyabout items for holiday can be greatly enlarged.2.In addition, the students’interest in learning English can be furtherstimulated.Teaching procedures:Step 1 Lead-inShow pictures of places of interest in China like the West Lake, the Yellow Mountain, the Great Wall and so on to the class and ask them questions as follows:1. Do you like traveling?2. Have you ever been to any of the places?Step 2 Warming upAsk the Ss to discuss the following question:Suppose you are given a chance to choose one of the places for your holiday, where would you like to go? What kind of things will you plan to take with you?Then divide the whole class into 4 or 5 teams and ask them to compete with each other for more answers. Write down their answers on the blackboard. Afterwards, show pictures of the items that are often packed by people for their holiday.Step 3 Pre-readingShow the question below on the screen and get the whole class to think about the answer. What do you think is the most important when you are traveling in a different world? (Possible answer—to meet different people; to eat different food; to know different culture; to experience a different way of life; to keep happy; to make sure of safety; to broaden our horizon.)Step 4 Reading1. In order to broaden his horizon, Colin decides to go on an adventure holiday. Nowhe is thinking about what to pack for it. Please read the short passage in Part A and complete the form below (show it on the screen):2. Show pictures of the items to take by clicking the words in the column “what totake” so that the Ss will have a clear idea of them.Step 5 Vocabulary-learningAll of the things mentioned are necessary for Colin’s adventure. In order to make his holiday comfortable, safe and happy, Colin has also packed something else. Let’s find what they are.Show the picture in Part B on the screen and talk about all the items and their usage with the whole class. Pay attention to Ss’ pronunciation of these words at the same time.After that, ask the Ss to have a discussion in groups about which item would be the most useful for Colin and give the answer in the following sentence pattern:If I were Colin, I would never forget to pack_______, because I could use it to_____________.Step 6 Vocabulary extensionNow do you think Colin is well equipped for his journey? Is he missing something reallyimportant? As his friend, Jennifer wrote an e-mail to him, reminding all the things that he should take to make his trip more enjoyable.Allow the Ss 5 minutes or so to complete the e-mail individually.Then, ask the Ss to recall the items that Jennifer advised Colin to take in the following way:1) Show the picture with 8 “GUESS” on the screen, and then display all the items byclicking the 8 “GUESS” one by one.Answer: boots; extra clothes; a towel; a tent; a sleeping bag; waterproof matches; a compass; a flashlight; some candles; some food; water purifying tablets; a pan; a book;a camera; a map; a pocket knife; a first aid kit.2) For the last item “a first aid kit”, ask the Ss this question:What is it that Jennifer considers to be the most important for Colin’s adventure holiday?Get the whole class to give the answer together:It’s a first aid kit.Then, show the picture of a first aid kit on the screen and ask the question below: What items are often included in a first aid kit?Show pictures of all the 8 items in the box in Part D and ask the Ss to choose the 4 correct items.Finally, check the answers with the whole class.Step 7 Classification & ConsolidationShow the following words on the screen and ask the Ss to classify them into different categories.Group1: clothesboots, capGroup2: foodbread, fruit juice, biscuitsGroup3: medicinebandages, water purifying tablets, aspirin, cotton ballsGroup 4: toolsflashlight, compass, scissorsStep 8 PracticePart CAllow the students 5 minutes or so to complete the e-mail to Colin according to what they have learned in this lesson. Then check the answers with the whole class.Step 9 HomeworkSuppose you are a reporter of the school newspaper, interview an experienced traveler about taking adventure holidays. Write a short passage about that in about 150 words.Meanwhile, offer the following English proverbs to the Ss to help with their writing.① He who risks nothing gains nothing.收获与风险并存.② No cross, no crown.不经历风雨,怎么见彩虹.③ Success grows out of struggle to overcome difficulties.成功来自于克服困难的斗争.。
人教版高中英语必修2精选优秀教案Unit3 ComputersPeriod2 Learning about Language
Period 2 Learning about LanguageThe General Idea of This Period：This period includes revision of the text、learning about language.From this period the students will learn how to use some of the key words and expressions in the text and do some exercises for consolidation，and learn how to use the Present Perfect Passive V oice.Teaching Aims：1.Help the students to learn to use some useful words and expressions.2.Enable the students to learn how to use the present perfect passive voice.Teaching Important Point：The use of the present perfect passive voice.Teaching Difficult Points：How to master the usages of some important words and phrases and the Present Perfect Passive V oice.Teaching Methods：1.Task-based learning.2.Cooperative learning.3.Explanation and practice.Teaching Aids：1.A tape recorder.2.A multimedia.Teaching Procedures：Step 1 RevisionT：Boys and girls，in last period we learned something about the history and development of computers.Now who would like to retell the text with the help of these figures?S1：Let me try.In 1642，a calculating machine was used in France.Then in 1922，the Analytical Machine was made by Charles Babbage.It could follow instructions from cards with holes.In 1936，Alan Turing，the real father of computers，wrote a book to describe how computers could be made to work and built a “universal machine”to solve any mathematical ter，people discovered the computer had “artificial intelligence”.In the 1960s，the computer got his new transistors.Its size was totally changes at that time.And in the early 1960s，the first family of computers were connected to each other.In 1970s，computers have brought into people’s homes.Now computers have been used by billions of people to deal with information and communicate with each other around the world by the Internet.T：Congratulations!You’ve done very well.Now try to do the same to your partners，OK!Step 2 Words and ExpressionsTask 1T：Please turn to Page 19 and finish Discovering Useful Words and Expressions.At first，look at Ex.1.From the reading passage，find the words and expressions with the following meanings.Now，ten students will be asked to give the words.Who can?V olunteers!Check the answers together.Task 2.T：Well done.Now please look at Ex 2.and complete the passage with some of the wordsabove.Pay attention to the use and the forms of those words.The possible answers：network so that went by totally truly simple-minded Anyway deal withTask 3T：Please finish Ex.3.Look at the sentences on Page 20.Tick the right word.Then some of you will be asked to read the sentences one by one.The possible answers：1.Life totally changed when I went to university.2.I was amazed to find that I won the competition to design a new computer.3.The competition was so exciting that we cheered all evening.4.I was so excited at the thought of meeting Yang Liwei that I could not sleep.5.Robots can be bought so cheaply that I gave one to each of my friends.6.It was so unlucky that you lost your watch at the concert.Task 4T：Please turn to Page 56 and let’s finish Using Words and Expressions.First look at Ex.1.Read through the words in the right-hand box e some of them to name each part of a computer in the left-hand box.We have known about computer.But who can give us the exact names?The possible answers：1.floppy disc2.hard disc3.scanner4.modem5.CD-ROM6.monitor7.keyboard8.printerTask 5T：Now please look at plete the sentences with some of the words in the right-hand box above.You can use each word only once.First do the exercise individually，and then check your answers with your partners.And last seven students will be asked to report their answers to the class.The possible answers：1.A printer is a machine for printing text or pictures onto paper，especially once connected to a computer.2.A CD-ROM or disk is the main device that a computer uses to store information.3.A monitor is used to see your data on a computer.4.A keyboard is used to put data into a computer.5.A CPU is often used to connect computers to each other through phone lines.6.Data can also be stored in a floppy disc，which is small and can be carried easily.7.A hard disc is a disc that contains computer data.It can store a large amount of data.Step 3 Grammar—The Present PerfectPassive V oiceT：Boys and girls，now please pay attention to the following sentences in the text：1.As the years have gone by，I have been made smaller and smaller.2.Since then，my family and I have been used by billions of people to deal with information and communicate with each other around the world by the Internet.3.I have truly been built to serve the human race since my birth.T：What verb tense is used in these sentences?And what verb voice is used in these sentences?Yes，the present perfect passive voice is used in these sentences.Can you tell us the structure of the present perfect passive voice?Quite right.The structure of the present perfect passive voice is “subject＋have/has been done＋object”.The function of present perfect passive voice is indicating verbs’ the present perfect and the passive voice.OK，let’s practise the present perfect passive voice.Task 1T：Please turn to Page 20.Let’s finish Discovering useful structures.At first，look at Ex.2.According to examples，change the following sentences into the present perfect passive voice.Put the verbs into the correct form.Suggested answers：1.A new personal computer has been bought.2.Many problems have been found with our new computer.3.A PC has been built the way we wanted.4.Our computer has just joined to the Internet.5.The computer has been used every day since we bought it.6.A lot of e-mails have been written on the computer in the last year.Task 2T：Class，let’s play a game called “What has been decided”.Now，get into groups of four.Y our task is to decide what things have been decided for the class.Take turns to make the ideas as interesting and lively as you like.You may finish them according to EXAMPLES on Page 21，（or finish Ex.3 after class.）Then collect the ones you all like best and be prepared to tell them to the class.Suggested answers：S1：It has been decided that those who know of the computer will be asked to say something in class.S2：It has been decided that those who didn’t clean the blackboard will be asked to come into office after school.Task 3T：Now，please turn to Page 57.Finish using structures.First，look at Ex.1 and change the following sentences according to the model，and pay attention to the passive voice form.First do the exercise individually，and then check your answers with your partners.After that we’ll check the answers in class.Step 4 HomeworkT：OK，it’s almost time for a break.Now look at Ex.2 on Page 57.Translate the following sentences into English after class.The words and expressions in brackets may help you.Step 5 The Design of the Writing on the BlackboardUnit 3 ComputersPeriod 2The Present Perfect Passive V oice1.As the years have gone by，I have been made smaller and smaller.2.Since then，my family and I have been used by billions of people to deal with information and communicate with each other around the world by the Internet.3.I have truly been built to serve the human race since my birth.Structure：“subject+have/has been done+object”Step 6 Record after Teaching。
2019-2020年高中英语必修二教案：Unit3 Grammar and usage教案
2019-2020年高中英语必修二教案：Unit3 Grammar and usage教案Teaching aims:1.After learning this lesson, the students will be able to understand sentencesin which the past perfect tense is used.2.They are also expected to distinguish the past perfect tense from the simple pastand the past perfect tense from the present perfect tense.3.At the same time, they will read some passages in which the simple past tense,the past perfect tense or the present perfect tense is used.Teaching procedures:Step 1 Lead in1.What’s the t opic of Unit3? (Amazing people)2.How many amazing people have we read about in this unit? Who are they? (Mother Teresa,Bill Gates, Beethoven, Zhang Heng, Howard Carter.)3.Can you tell me something about Howard Carter? (Howard Cater is one of the most famousexplorers the world has ever known. He was brave and adventurous. …Upon their entering the tomb, Carter’s lucky pet bird, which he had left in Cairo, was swallowed by a snake.)4.What verb tenses are used in the sentence? (the simple past tense and the past perfecttense)Step 2 Presentation1.How can we form the past perfect? (By using “had ＋the verb-ed form”)2.Page 42-43: Reread the passage “The curse of the mummy” and underline the sentencesin which the past perfect tense is used.By the 1920s, he had become an explorer, searching for the tombs of the Egyptian kings.He had received money from Lord Carnarvon, a British man who was very interested in Egypt.It was the most important tomb that had ever been found.The tomb contained more riches, gold and jewels than any of us had ever seen before. Upon their entering the tomb, Carter’s lucky pet bird, which he had left in Cairo, was swallowed by a snake.A few months after Carter had opened the tomb, Lord Carnarvon, who was also present when the tomb was opened, fell ill with a fever and died in Egypt.Step 3 The usage of the past perfect1. Upon their entering the tomb, Carter’s lucky pet bird, which he had left in Cairo,was swallowed by a snake.Summary: The past perfect tense is often used with the simple past tense. If one action happens before another in the past, the past perfect tense is used. (PPT8-9)2. “We hid the entrance to the tomb ,” said Carter. Carter said that they had hidden the entrance to the tomb.Summary: The past perfect tense is often used in reported speech.3. I had done my homework this morning before I went to the museum.PresentPastPresentPastSummary: The use of the past perfect tense simply indicates that an action comes before another past action. It does not mean that the past action happened a long time ago.4. By the 1920s, he had become an explorer, searching for the tombs of the Egyptian kings.Summary: The past perfect tense is often used with time expressions such as when, after, before, as soon as, until, by, for and already.Step 4 Practice: the simple past tense and the past perfect tense 1. Show some pictures of another amazing person ---Amelia Earhart.2. Read the notes about Amelia Earhart on page 49 and then tell us what happened to her.Let students know that whether the simple past tense or the past perfect tense is used depends on the sequence of the events. 3. Complete the story on page 49.4. Complete the article on page 50 so that the students know more about the differencesbetween the simple past tense and the past perfect tense.Summary: Whether the simple past tense or the past perfect tense is used depends on the sequence of the events.Step 5 The differences between the present perfect and the past perfectPresentPastPresentPast1. Howard Carter is one of the most famous explorers the world has ever known.Summary: The present perfect tense is used when we are talking about a past event which relates to the present time.2. George Gould had been to the tomb before he caught a high fever and died.Summary: The Past Perfect tense is used when we are discussing the past and want to talk about an even earlier event.Step 6 Practice1. Show some pictures of another amazing person —Cai Lun.2. Let students look at the four pictures, read the sentences and then complete thearticle. (PPT23-24) [Explanation]让学生学会在语境中正确使用过去完成时，并了解过去完成时与现在完成时的区别。
2019-2020年高中英语必修二教案：Unit2 Grammar and usage 1教案
2019-2020年高中英语必修二教案：Unit2 Grammar and usage 1教案Teaching aims:After learning，the students will get a clear idea of what the future continuous tense is like and how to use it correctly. Besides, their knowledge of the future tense will be further improved.Teaching procedures:Step 1 Warming upTell a story of a tortoise and a snail with the pictures shown on the screen. Talk with the whole class about the different forms of the simple future tense that are used in it.The simple future tense is expressed by:a.will/shall do.b.be going to do.c.be about to do.d.be to do.e.be doing.f.do/ does.Step 2 Revision w.w.w.k.s.5.u.c.o.m Lead-inFrom the reading passage in this unit, we’ve learned that Toby and Colin are going to have an adventure in Africa. Do you still remember their plans for the holiday? Help the Ss to recall like this:1. They’ll be flying to Morocco in Northern Africa.2. They’ll be traveling by camel with the local guides.3. They’ll be walking every day for two weeks.…Ask the Ss to guess what tense is used in these sentences and write down “Future continuous tense” on the blackboard.Step 3 Presentation1. Show the following sentence on the screen and explain it with the picture:Toby will be climbing in the Himalayas all next week.According to the example above, help the Ss to understand that the future continuous tense is often used to talk about something that will be in progress* over a period of time in the future* at a certain time in the future2. Show the following sentences on the screen and get the whole class to compare themwith each other and learn about the other cases when this tense is used.1) A. I’ll do some shopping next week. (You are talking about a plan for next week.)B. I’ll be shopping in the mall all this afternoon.（The action of “shopping” will cover a period of time in the future.）C. At this time tomorrow I’ll be shopping in the mall.(The action of “shopping” will be in progress at a certain time of future.)2) A. I will see you this weekend. (Perhaps I’ll go to your home specially to see you.)B. I will be seeing you this weekend.(Perhaps we are both invited to a party this weekend when I’ll see younaturally.)3) A. Tom won’t cut the grass. (Tom refuses to cut the grass.)B. Tom won’t be cutting the grass.(This sentence gives no information of Tom’s intention or feeling. It’s justa statement of fact. Perhaps Tom is ill or away, or doing some other job.) 4）A. When will you come again?（Your parents or teachers or friends will probably ask questions like this. It’s not very polite.）B. When will you be coming again?(The enquiry sounds very polite.)3. Ask the Ss to sum up the cases when the future continuous tense is used.4. Help the Ss to get a clear idea of the form of this tense:a. in statements—sb. will (not) be doing …b. in questions—Will sb. be doing …?C. in short answers—Yes, sb. will. / No, sb. will not(won’t).Step 4 Practice1. Play a game with the title “Testing your memory” to practice using the tense. Show a short passage about Lily’s school life on the screen. Allow the Ss to read it for 3 minutes. Then ask the Ss to tell what Lily will be doing at a certain time to see if they have a good memory.2. Reading with funOffer the Ss two interesting dialogues and ask them to read them and better understand the future continuous tense in use. Meanwhile, encourage the Ss to act them out in pairs.1） Jim: Will you be using your bicycle this evening?Tom: No. So you want to borrow it?Jim: Yes. When can I get it?Tom: After I go to heaven.2) Jack: Will you be passing the post office when you’re out?Carl: Probably. Why?Jack: I need some stamps. Could you get me some?Carl: Sure. Money, please.Jack: How much do you want?Carl: The more, the better.[Step 5 Further practiceAllow the Ss several minutes to take a look at the note and the journalist’s schedule. Then ask the Ss to complete He Ming’s reply to his boss individually. Finally check the answers with the whole class.If time permits, get the Ss to do more exercises like multiple choice and translation. Multiple choices:1) At this time tomorrow _______ over the Atlantic. (NMET 2003年北京)A. we’re going to flyB. we’ll be flyingC. we’ll flyD. we’re to fly2) —What are you going to do this afternoon?—I am going to the cinema with some friends. The film _______ quite early, so we ______ to the bookstore after that. (NMET 2005年重庆）A. finished; are goingB. finished; goC. finishes; are goingD. finishes; go3) Because the shop ________ , all the T-shirts are sold at half price. (NMET 2004年浙江）A. has closed downB. closed downC. is closing downD. had closed down4) Turn on the television or open a magazine and you ________ advertisements showinghappy families. (NMET 2004年湖南）A. will often seeB. often seeC. are often seeingD. have often seen5) We ______ a basketball match at five tomorrow afternoon.A. will have watchedB. watchC. can watchD. will be watching6) If he _______, don’t interrupt him.A .still works B. is still workingC. still has been workingD. will still be workingAnswers: BCCADBTranslation:当我们到达纽约时，天将正在下雨。
人教版英语必修二Unit 2单元教案
高中英语必修二Unit 2 The Olympic Games 教学设计一. 教材分析本单元的中心话题是The Olympic Games.阅读内容是一篇对话题记叙文，通过古希腊作家Pausanias到现代社会采访一位中国奥运志愿者的方式，介绍奥运会的相关知识。
如：奥运会的起源，发展，主题和一些竞赛项目，让学生了解到古代和现代奥运会的异同。
通过对该文的学习，我们不仅要学习课本上有关奥运会的知识，同时也深入了解奥运文化及其精神实质。
其目的是培养学生对体育运动的爱好，增强学生的爱国热情。
二. 学情分析三年的初中英语学习，使学生储备了一定的词汇和英语语言知识，但初中养成的一些学习习惯（如大量机械记忆单词、句型，反复复述课文等）一时还难以改正，而且对高中英语学习的策略和学习环境还很陌生，他们迫切希望获取高中英语学习方法的指导，尤其是在有效的自主学习能力培养方面的指导。
三. 教学目标教学目标（一）语言知识目标1．学习本课新词汇：ancient compete competitor medal host Greece Greek magical interview athlete admit set(n.) slave stadium gymnasium replace prize motto swift wreath replace2．学习本课新短语：take part in, a set of, as well as3．学习本课句型：1).I liv ed in what you called “Ancient G reece” and I used to write about the Olympic Game a longtime ago .2).---How often do you hold your Game?---Every four years.3). It’s in the summer Olympic that you have the running race,（二）语言技能目标1．通过上网查找等课前准备，了解奥运会的历史；2．培养学生根据课文标题预测课文内容的能力，并通过速读确认预测；3．在对奥运史有初步了解的基础上，通过细读文章进一步了解现代奥运的发展过程及现状，从而达到了解奥运历史，学习奥运精神的目的。
高中英语人教版(2019)必修第二册 Unit 2 教学设计(表格式)
B2 Unit 2 Listening & talking & Project
教学课时
共1课时
教学目标（目标要立足核心素养且清晰具体，可操作、可执行、可评价）
1.通过听力和阅读语篇，积累表达目的以及人类帮助动物活动的短语，提升语言能力。
2.通过在真实情境中拟定援救计划，应用所学，解决问题，提升思维品质和学习能力。
Assignment:
英语学习活动观：II&III
设计说明：通过落实到笔头，并以小组作业的形式，展示小组活动的结果。
备课反思
本节课设计了听力、阅读和小组活动等活动，活动主题是小动物救助。学生通过观看图片，听力训练，阅读文本，了解并熟悉鸟类观察所需的设备，鸟类俱乐部的活动以及小动物救助站的活动，最后根据真实情境，利用所学，帮助受伤的小鸟以及寒冬里无处觅食的小猫解决问题。学生通过这些活动，一方面掌握目的的表达以及人类活动的表达，同时也提升了保护野生动物的意识。
Q2: Who started it?
Q3:What animals were rescued?
Q4: What help does the center need?
Activity 6: Read and find out what people do to help the animals in the shelter.
3.通过小组活动，形成帮助野生动物的意识，并在生活中关爱小动物。
学习形式
课前：图片配对及完成句子，了解并熟悉观察鸟类的设备的英语表达；
课中：听力回答问题以及填空和阅读回答问题以及找出动词，整理目的表达的短语和人类帮助动物活动的短语；
课后：制订援助计划，帮助受伤的小鸟以及寒冬里无处觅食的小猫解决问题
高中英语人教版必修2Book2Unit3Computers第2课时教案
高中英语人教版必修2Book2Unit3Computers第2课时教案Period 2Teaching & learning contents: Pre-reading, fast reading of the text and exercises in comprehending.Teaching & learning goals:1. Talk about the question in Pre-reading and try to predict the content of the text.2. Read and understand the contents of text and do the reading comprehension exercises.3. Learn about the organization of the text such as describing the development in time order and using topic sentences and details to form paragraphs.Main points: The reading comprehension of the text and the text structure and organization.Difficult points: The reading comprehension of the text and the text structure and organization.Class type: ReadingTeaching & learning procedures:Step 1 RevisionTask Revise some words about computer.Step 2 Pre-readingTask 1 Look at the pictures and the title of the reading passage. Predict the content of the text and tell the reason.Suggested answers: The passage is about the development of computers.Task 2 List the ways that computers are used today.Possible answers: for storage of information; for presentation of information; for skilled operations in factories or hospitals; for words and information process; for information management; etc.Task 3 Put the inventions in time order. Go through some new and technical words. (Some nouns.)Step 3 Fast ReadingTask 1 Scan the text as quickly as possible. Find out the main idea of the text and the way in which the text is organized. By the way, check whether their predictions are right.(Tell the Ss to guess the new words while reading.)Main idea of the text: The development/ history of computers.The text is organized in time order. And it is presented in first person “I”.Task 2 Read the text again to get more information to fill in the blanks in Exercise 1 in Comprehending and pay attention to the organization of the text.Answers to Exercise 1:1642The computer began as a calculating machine．1822The analytical machine was made by Charles Babbage.1936The computer grew rapidly both in size and in brainpower.1940sComputers had grown as large as a room.1960sThe first family of computers was connected to each other.1970sComputers were used in offices and homes.Now:Computers connect people all over the world together.Task 3 Read each paragraph carefully, find out the topic sentences and supporting details and pay attention to how the paragraph is organized. Complete the chart in Exercise 2 in Comprehending. (Tell the Ss how to find out the topic sentence.)Answers:Paragraph 1Over time I have changed quite a lot.Supporting details: * calculating machine; * analytical machine, * universal machine, * PC* laptopParagraph 2These changes only became possible as my memory improved.Supporting details: *tubes; *transistors; *chips; * network; * World Wide WebParagraph 3Since the 1970s many new applications have been found for me.Supporting details: *communications; *finance; * trade; * robots; * mobile phones; *medical operations; * space rockets; * providing a life of high quality(Remind the Ss to learn the way the writer organised paragraphs. We should have a topic sentence in a paragraph and supporting materials to support the main idea.)Step 4 Listening and ComprehendingTask Listen to the tape to the tape to get a better understanding of the text, paying attention to the text structure and organization.Homework:1. Listen to the tape and read the text.2. Preview the new language points in the text.。
2019-2020年人教版高中英语必修2全册全套全英文精品教案教学设计附单词表
2019-2020年人教版高中英语必修2全册全套全英文精品教案教学设计附单词表Part One: Teaching Design （第一部分：教学设计）Period 1: A sample lesson plan for Reading(IN SEARCH OF THE AMBER ROOM)1Aims：To read about cultural relicsTo learn about The Restrictive and Non-Restrictive Attributive ClauseI. Warming upWarming up by definingGood morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:A.What kind of old things are cultural relics?Are all the old things cultural relics?B.What is the definition and classification of cultural relics?C.To whom do cultural relics belong?Warming up by presentingHi, everyone. Let’s look at the screen. I’ll present you some pictures. They all belong to cultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over：A.Can you name them out?B.Who have the right to confirm and classify them?Warming up by discussingNow, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden.It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision:A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you e across such a situation —to make a difficult choice?II. Pre-reading1. Looking and sayingWork in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingYuan and the Amber Room. Please guess:A.What kinds of things can result in their disappearing?B.Why do they e into being once again?2. Explaining and sharingWork in groups of four. Tell your group mates:A.What do you know about the substance of “amber”?B.What do you know about the cultural relics “the Amber Room”?III. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text IN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence.I will play the tape twice and you shall read aloud twice, too.2. Skimming and identifying the general idea of each paragraphNow please skim the text to get the key words and general idea of each paragraph.3.Scanning and analyzing the characteristics of the text.Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?4.Reading and understandingNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.5. Reading and transferring informationRead the text again to plete the table, which lists all the numbers in the text.6.Reading and learningRead the text and learn more about the following proper nouns. You can surf on the website after class:ⅣClosing downClosing down by doing exercisesTo end the lesson you are to do the prehending exercises No. 1 and No. 2.Closing down by having a discussionA.Can you imagine the fate of the Amber Room? What is it?B.Do you think if it is worthwhile to reproduce the Amber Room? Why?Closing down by retelling the story of the Amber RoomWell, all of us have learned the history of the Amber Room. Let’s recall some key words and expressions on the board. You are to retell the story of the Amber Room:Period 2: A lesson plan for Learning about Language(The Restrictive and Non-Restrictive Attributive Clause)2Aims:To learn about the restrictive and non-restrictive attributive clauseTo discover some useful words and expressionsTo discover some useful structuresProcedures:I. Warming upWarming up by discovering useful words and expressionsPlease turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates’.Warming up by explainingNow, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? The word “to”here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at” indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense.II. Learning about Attributive Clause1. What is an adjective Clause?An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” Consider the following examples: Adjectivethe red coatAdjective clausethe coat which I bought yesterdayLike the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat.” Note that an adjective clause usually es after what it modifies, while an adjective usually es before.In formal writing, an adjective clause begins with the relative pronouns “who(m),” “that,” or “which.” In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:informalThe books people read were mainly religious.formalThe books that people read were mainly religious.informalSome firefighters never meet the people they save.formalSome firefighters never meet the people whom they save.Here are some more examples of adjective clauses:the meat which they ate was taintedThis clause modifies the noun “meat” and answers the question “which meat?”.They’re talking about the movie which made him cryThis clause modifies the noun “movie” and answers the question “which movie?”.They are searching for the student who borrowed the bookThe clause modifies the pronoun “student” and answers the question “which student?”.Did I tell you about the author whom I met?The clause modifies the noun “author” and answers the question “which author?”.2. Restrictive & non restrictive clausesDo the following pairs of sentences mean the same thing?1a My uncle, who lives in London, is very rich.2b My uncle who lives in London is very rich.2a The policies, which were unpopular, were rejected by the voters.2b The policies which were unpopular were rejected by the voters.3a My niece, whose husband is out of work, will inherit the house, which I have always treasured.3b My niece whose husband is out of work will inherit the house which I have always treasured.The first sentence in each pair has a non-restrictive clause within two mas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with mas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses thenon-human relative pronoun is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom I will marry ....).3. A test on FORMAL ADJECTIVE CLAUSESDirections: bine the sentences. Use formal written English.Use (b) as an adjective clause. Punctuate carefully.1) (a) An antecedent is a word. (b) A pronoun refers to this word.An antecedent ____2) (a) The blue whale is considered the largest animal that has ever lived.(b) It can grow to 100 feet and 150 tons.The blue whale ____3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours.The plane ____4) (a) In this paper, I will describe the basic process.(b) Raw cotton bees cotton thread by this process.In this paper, I will describe ____5) (a) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) These people’s famili es have a history of high blood pressure and heart disease.The researchers are doing case studies ____6) (a) At the end of this month, scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months.At the end of this month, scientists ____7) (a) According to many education officials, ‘math phobia’(that is, a fear of mathematics) isa widespread problem. (b) A solution to this problem must and can be found.According to many education officials, ‘math phobia’ ____8) (a) The art museum hopes to hire a new administrator.(b) Under this person’s direction it will be able to purchase significant pieces of art.The art museum ____9) (a) The giant anteater licks up ants for its dinner.(b) Its tongue is longer than 30 centimeters (12 inches).The giant anteater ____10) (a) The anteater’s tongue is sticky.(b) It can go in and out of its mouth 160 times a minute.The anteater’s tongue ____3III. Closing down by taking a quizQuiz on Attributive clauseSelect one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Don’t use the HINT buttons unless you really need them.1. As many children came were given some cakes.A. thatB. asC. whoD. whom2. The visitors saw rows of houses the roofs are red.A. on whichB. of whichC. whereD. that3. I usually take a nap after lunch, is my habit.A. which itB. as itC. asD. that4. Please tell me the way you did the job.A. howB. whereC. whichD. in which5 Is this museum some German friends visited the day before yesterday?A. the oneB. whichC. thatD. where6. The farmer uses wood to build a house to store grain.A. in whichB. whereC. thatD. with which7. I shall never forget the years I spent in the country with the farmers, has agreat effect on my life.A. when, whichB. that, whichC. when, thatD. which, that8. Little has been done is helpful to our work.A. thatB. whatC. whichD. all that9. Perhaps this is the only market you can get such cheap goods.A. thatB. of whichC. by whichD. where10. We’ll put off the outing until next week, __ we won’t be so busy.A. whenB. whichC. at whichD. in thatKey: 1~10：BBCDA ABADAPeriod 3: A lesson plan for using language4Aims:To learn to tell facts from opinionsTo write a reply letterTo listen and speak about cultural relics5ProceduresI. Warming upWarming up by questionsMorning, class. We always say, “We must respect facts and can’t wholly depend on one’s opinions”. But can you tell me:A.What does it mean when you say, “I t is a fact”?B.What does it mean when you say, “I t is an opinion”?Warming up by questioningTurn to page 5. Read the passage and tell me:A.If you want to go in for law against somebody, and if you want to win, what’s the mostimportant thing you should do first?B.What makes a judge decide which eyewitnesses to believe and which not to believe.II. Guided reading1.Reading and definingRead the passage and define: What is a fact? What is an opinion? What is an evidence?2. Reading and translatingRead the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please…3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.4. ListeningNow, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we’ll listen to what three people say they know about the missing Amber Room. Before we listen to them, I’ll present some related new words to you to help you understand them easily. Please look at the screen and read after me.5. Sharing and CorrectingWell done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try?6. ReviewingWe often use some expressions to ask for opinions. What are they?Oh, yes. What do you think of …?Do you believe …?How can you be sure of …?How do you know that?And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think…/ I don’t think…I don’t agree that…/ I suppose that…7. DiscussingPlease look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let’s deal with the following discussion:A.W hat is the best evidence?B.H ow can we know which eyewitness is most believable?Well done. Let’s e to the discussion “Which person gave the best evidence?”8. Reading and writingSometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter on page 7 and see what’s Johann’s choice and opinion. Ok, finished? Now answer thefollowing questions:A.What’s Johann’s opinion about the Amber Room?B.What’s his father’s opinion about the things found by him?C.What happened to Johann when she was a pupil?9. pleting the letters A & B and then giving your own letters·When you write your letter, you may choose to agree or not agree with the writer. ·You must give a reason why you agree or don’t agree with the writer.·Be sure to give an example from your own life so that the reader can better understand your opinion.ⅢClosing downClosing down by a debatingThere is a long ancient wall around a less developed town.It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it’s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let’s have the debating.Closing down by dictation·The design for the room was of the fancy style popular in those days.·The room served as a small reception hall for important visitors.·The man who found the relics insist that it belongs to his family.·The room was pleted the way she wanted it .·It was ready for the people of St. Petersburg to celebrate the 300th birthday of their city. ·After that, what really happened to the Amber Room remains a mystery.·In a trial, a judge must decide which eyewitnesses to believe and which not to believe.·Is it something that more than one person believes?·A fact is anything that can be proved.·An opinion is what someone believes is true but has not been proved.Part Two: Teaching Resources (教学资源)Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOM I. Type of writing and summary of the ideaII. A tree diagramSection 2: Background information on culture relicsI. What is a culture relic? 何谓“文化遗产”?Cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression and contribution.II. The cultural relics of China in the world heritage site list《世界文化遗产名录》中的30处中国文遗产本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是能过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。
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2019-2020年高中英语人教版必修二教学案：Unit 2 Section Ⅲ Grammar ——一般将来时的被动语态(含答案)语法图解探究发现①Only athletes who have reached the agreed standard for their event will be admitted as competitors.②I shall be invited to speak at the opening ceremony tomorrow.③They won't be stopped outside the stadium. They have tickets.④We shan't be asked to be there before eight.⑤The government is going to build a new school next year and it is going to be built in the poor village.[我的发现](1)上述例句中的黑体部分的时态为“一般将来时的被动语态”。
(2)例句①②⑤为该语态的肯定句，谓语部分结构是：will/shall_be_done/be_going_to_be_done。
(3)例句③④为该语态的否定句，谓语部分结构是：won't/shan't_be_done。
一、一般将来时被动语态的基本构成一般将来时的被动语态表示“……将要被……”，其基本构成为：will/shall be done(shall 用于第一人称，will用于各种人称)。
There is no doubt that he will be admitted into Beijing University.毫无疑问，他会被北京大学录取的。
These old TV sets will be sent to the factory and taken apart by workers next week.下周，这些旧电视机将被运往工厂并由工人们拆开。
[即时演练1]用所给词的适当形式填空①We shall_be_punished (punish) if we lose the money.②If you park your car here, you will_be_fined (fine)．③The project will_be_finished (finish) next month.二、一般将来时被动语态的句式变化否定式：won't/shan't＋be＋done一般疑问式：Will/Shall＋主语＋be＋done?特殊疑问式：特殊疑问词＋will/shall＋主语＋be＋done?If he doesn't break these rules, he won't be punished.如果他遵守这些规则，他将不会受到惩罚。
Will a new stadium be set up here?这里要建一座新体育场吗？When will these books be published?这些书将在什么时候出版？[即时演练2](1)补全句子①Where_will__the_32nd_Olympic_Games_be_held in the year 2020?2020年第32届奥运会将在哪里举行？②As far as I know, the meeting won't_be_held_tomorrow.据我所知，明天不举行会议。
(2)改写句子A new plan will be put forward at the meeting this afternoon.→Will_a_new_plan_be_put_forward_at_the_meeting_this_afternoon？(改为一般疑问句) →When_will_a_new_plan_be_put_forward_at_the_meeting？(就this afternoon提问) 三、一般将来时被动语态的其他形式1．be going to be done表示最近即将发生的动作或者按计划将要发生的被动动作。
These letters are going to be typed and sent off very soon.这些信件将很快打好并发出。
2．be to be done(1)表示按计划或安排将要发生的被动动作。
His new book based on a true story is to be published next week.他基于一个真实故事的新书将于下周出版。
(2)表示“应该”，意思相当于should，可用来征求对方的意见。
What is to be done next?下一步该怎么办？(3)表示“必须”，意思相当于must或have to。
The task is to be finished before Friday.这项任务必须在星期五前完成。
3．will/shall get done表示一种动作，有时用来表示意想不到的、突然的或偶然发生的情况，多用于口语。
The workers will get paid before the end of December.这些工人将在12月底前拿到工资。
[即时演练3]补全句子①那个问题将在会上讨论。
(be going to)The problem is_going_to_be_discussed at the meeting.②运动会将于10月5日举行。
(be to do)The sports meeting is_to_be_held on Oct.5.③当你看到这个场面时你被感动了吗？(will get done)Will_you_get_moved by the scene when you see it?④妈妈，我想知道你是否可以借给我几块钱，到周五我发了薪水就还你。
(get done)Mum, I was wondering if you could lend me a few dollars until I get_paid on Friday.四、注意事项，否定句中也要注意1．使用一般将来时的被动语态时，学生容易遗漏被动式中的“be”的位置。
“not”It is reported that the old office building will be torn down in two months.据报道，这座旧办公楼两个月后将拆除。
The trees on the hill will not be totally destroyed.山上的树将不会完全被毁坏。
2．在及物动词短语的被动语态中不要漏掉短语中的介词或副词。
All means will be made full use of to solve the problem.要充分利用一切方法来解决问题。
3．含有双宾语的主动句变为被动语态时，应根据需要将其中的一个宾语变成被动句的主语，另一个宾语保留不变。
My aunt will buy me a shirt as my birthday present.→I will be bought a shirt (by my aunt) as my birthday present.我姑姑将要给我买件衬衫作为我的生日礼物。
[名师点津]如果把直接宾语改为主语，则在间接宾语前加to或for。
如上句可以改为：A shirt will be bought (by my aunt) for me as my birthday present.[即时演练4]将下面句子变为被动语态①The old man will take care of the little girl.→The_little_girl_will_be_taken_care_of_by_the_old_man.②They will pay attention to the similar problem in their following task.→The_similar_problem_will_be_paid_attention_to_by_them_in_their_following_task._③My brother will give me a book.→I_will_be_given_a_book_(by_my_brother)．→A_book_will_be_given_to_me_(by_my_brother)．④You will notice the change happen next day.→The_change_will_be_noticed_to_happen_next_day.Ⅰ.用所给词的适当形式填空1．A new airport will_be_built (build) in my hometown next year.2．When our classroom is_decorated (decorate), it will be more beautiful.3．Is this bridge going to be_completed (complete) before the end of this year?4．If I am_given (give) more time, I'm sure I'll do it better.5．Don't worry. The hard work that you do now will_be_repaid (repay) later in life.6．A tent is going to be_put (put) up in the middle of the field.7．Good news! Maybe I will/shall_be_given (give) a job soon.8．A new English play will_be_put (put) on in our school this weekend.Ⅱ.单句写作1．A lot of friends will_be_invited_to_my_birthday_party (将被邀请来参加我的生日聚会)．(will)2．I'm sure that he will_be_highly_thought_of (被器重) by his employer in the future.(will) 3．A new road is_going_to_be_built (计划被建) around the lake. (be going to)4．Only after you show your pass will_you_be_allowed (允许你) in.(will)5．Once our parents are away, all the housework will_be_left_to_us (将会留给我们)．(will) 6．(全国卷Ⅰ作文)I hope I will_be_accepted_as (被接纳为) a member of your summer camp. (will)7．The patient is_to_be_operated_on (动手术) soon.(be to do)8．The wedding is_going_to_be_held (举行) next week.(be going to)9．The plan is_to_be_discussed (讨论) by the managers this week.(be to do)10．You won't_be_allowed (不允许) to take so much luggage with you on the plane.(will) Ⅲ.语段填空(用所给词的正确时态、语态填空)The modern Olympic Games 1.started (start) in Greece in 1896. The Games 2.are_held (hold) every four years. Five cities bid for the right to host the Olympic Games of 2008, Beijing, Toronto and Paris 3.included (include). The host city 4.was_decided (decide) by the IOC (国际奥委会) inJuly, 2001, and China 5.was_given (give) the honour. Chinese were all excited because the Olympic Games 6.had never been_held (hold) in the country before. They considered it a great honour and responsibility. So they tried their best to get ready for the Games. Finally it 7.turned (turn) out to be very successful. In 2020, the Games 8.will_be_held/are_going_to_be_held (hold)in Tokyo.。