【学无止境】高中英语(译林牛津版)必修二教案 Unit3 Project同步授课教案
高一上模块二Unit3：Project同步授课教案Module 2Unit 3 Amazing people—ProjectTeaching goal:1. Understand the related vocabulary correctly while reading.(orbit, astronaut, northeastern, army, fighter, pilot, project, candidate, survival, rocket, commander etc)2. Develop the ability of understanding biographies and some details;3. Write an easy biographyTeaching objectives：By the end of this period, Ss will:Language1. Understand the passage correctly and master some key vocabulary; Skills & strategies2. Know the structure of a biography and how to write one;Culture & morals3. Encourage Ss to learn from Yang Liwei and set their own goals andwork hard to realize their dreamsKeys & puzzles1．How to get and deal with some in formation about Yang Liwei through adopting different reading skills;2．How u nderstand Yang Liwei’s story more deeply and learn to think the story and express in English;Teaching approaches1. Free-talk method to get the students to be interested in the topic and use their imagination freely;2. Task-based method to get the Ss to understand the main idea of the passage;3．Inductive method to make students master the structure of a biography;4．Exercise method to consolidate what have been learnt in classIn detailStep 1 Lead-in (2 minutes)Draw Ss’ attention to the topic of the text--- Yang Liwei by asking a series of questions:1．Have you ever read any books about some great explorers?2．What kind of person can be called “explorer”?3. Who is the typical example in your mind? Why?Step 2 Fast reading (8 minutes)1．Show a picture of Yang Liwei to the students and a short video of his life and career2. Ask Ss to read the text quickly and try to find the answers to two questions:1. How long did Yang Liwei’s journey last?2. What should be learned in ordered to be an astronaut?Step 3 While reading (20 minutes)Ask Ss to find the missing information in a CV of Yang Liwei to be more familiar with the text as well as to review what have been learned in the early task.1. Try to finish a CV of Yang Liwei.Name: Yang Liwei Sex: MaleBorn: ____________ Nationality: ____________ Education: 1998—2003 Trained to be an ____________1983—1984 ____________ from the No.8 Aviation College Work experience:2003 Became China’s first astronaut1998 Became a ____________ of Project 9211983 Joined the ____________Interests: Loves science and technology2. Interview practiceAsk Ss to practice an interview between Yang Liwei and a reporter according to some requirements, and take notes while interviewing.What is your job now, a pilot or an astronaut?When were you sent into space?Were you afraid before the sending up?Where and when were you born?What were you interested when you were young?Is it easy to be an astronaut?…3. A mini discussionAsk the students have a discussion about the following topic. This will encourage Ss to work hard to realize their dreams.What spirit can we find in Yang Liwei?Which of Yang’s personalities attracts you most? Why?Step 4 Post Reading (10 minutes)1. Ask Ss to read the whole passage again and pay special attention to the structure of this biography through finding the missing information of the main idea of each paragraph.Part One: The most important achievement of the main character.Part Two: The main character’s hard struggle to success. Usually it is written in time order.Part Three: A thought-provoking conclusion: Yang is really worth our respect.2. Ask Ss to write a very short summary about Yang Li w ei in pairs according to the structure. (One student writes the introduction in 3 sentences and the conclusion in 2 sentences, while the other student writes the body in 5 sentences. )3. Share two works of Ss.Step 5 Extensive reading, interviewing and writing(5 minutes)Hand out each S a copy of Helen Keller’s biography and one of Jay Zhou and ask Ss to select one in pairs.First, skim the chosen passage and get some necessary information individually;Then, interview the partner for the information of another biography and take notes through interviewing.Step 6 Homework1. Revise what we have learnt in this part.2. Try to finish the writing of Helen Keller and Jay Zhou.FeedbackMineIn this period, T plays the role as a director and uses some encouraging ways to light the learning desire of Ss. Students’ interests were lit through individual reading, group discussion and interviewing etc. It also follows the 3 principles below:First, the teaching content, teaching approaches and teaching activities can be flexible and open. So T simplified the teaching material according to the students’level , and changed a free interview into a biography. However, Ss can still practice the skills interviewing, notes-taking and the lower level of biography writing.\ Second, the teaching objectives are designed according to the task-based teaching approaches. And all the tasks are connected very smoothly and naturally. For Ss, they meet different challenges as the tasks change in order to develop their integrated skills.Third, T pays much attention to the efficient output of language based on the efficient input of language material. It always sticks to the procedure: Read—speak---Write.。
【学无止境】高中英语(译林牛津版)必修二教案 Unit3 Grammar教案(共两课时)
模块二Unit3：Grammar教案（共两课时）Unit3 Grammar and usage Period One Present perfecttenseTeaching aim:To give a brief introduction to the present perfect tenseTeaching procedures:1 Go over the news story on Page2 and find the sentences using the present perfect tense.Please explain why the tense is used in these sentences.2 The form of the present perfect tense3 Talk about the uses of the present perfect tenseA We use the present perfect tense to talk about things that happened in the recent past, but are connected to the present.The disappearance of Justin has made Kelly very unhappy.B We also use the present perfect tense to talk about something that started in the past, and is still happening now.I have not seen Justin since last Friday night.C We use the present perfect tense when the exact time of an action is not clear or important. We use it with time expressions such as:already ever for just lately never recently since yetWe use already for affirmative statements and yet for negative statements.We use for + a period of time and since + a point in time.D We use the present perfect tense to talk about actions that were completed only a short time ago. In this case, just is used. Pay attention to the position of just.He has just gone out.(=He went out a few minutes ago.)We use the present perfect tense here to tell others that he isn’t here now.I have just heard the news.(Now I know the news.)E We can also use the present perfect tense for repeated actions, that is, we use the present perfect tense with the time expressions once/twice/three times…F Actions occurring in an incomplete period might be indicated by today or this morning /afternoon/evening/week/month/year/century or all day/night/week, all the time, always etc.Tom has rung up three times this morning.(Now it is still in the morning.)Tom rang up three times this morning.(Now it is not still in the morning.)Complete the following sentences with the proper tense.A We have studied (study) English for about five years.B They have lived (live) in the south since their daughter was born.C I have read (read) your article three times. It’s well written.D The student has finished (finish) her homework already.E Eric has gone (go) back to his hometown today.F The police have just finished (finish)searching the area.4 Compare the simple past tense and the present perfect tenseLook at the following sentences and point out what tense or tenses are used in them and the reasons why they are used.A We have studied English for about five years. We began to study it five years ago .B They moved to the south in 1990 and have lived there since then.C Eric left home last year and has just come back.E Justin has been away from home for several days. He disappeared last Friday.F They bought this house three years ago and they have lived here since then.G my brother went to see my grandpa last week. He has visited him three times this month.Complete the following sentences :a ‘Have you seen my pen?’ ‘Yes, I saw it on your desk just now.’b ‘Have you had dinner?’ ‘Yes, I had it with Mary.’C Has the postman come yet/this morning?D Did the postman come this morning?E I have known him for a long time.F Hello! I didn’t know you were h ere in Nanjing. How long have you been here?Notes:1)The present perfect tense is normally used for an action which lasts throughout an incomplete period, but with the past simple tense, we use time expressions which a fixed point in the past.c.f.We h aven’t seen Justin for a week.(He is still missing.)Justin disappeared last week.(It may mean that this week Justin is here.)He has smoked since he left school.(He still smokes.)He smoked for six months.(It means that he stopped smoking then.2) Sometimes, however, the action finishes at the time of speaking.It has been very cold lately but it’s just beginning to get warmer.3)On meeting someone, you may say: I haven’t seen you for ages.(But I see you now.)4) For a past action whose time is not definite and often has a result in the present.Tom has had a bad car crash.(He’s probably still in hospital now.)Tom had a bad car crash.(But he’s probably out of hospital now.)The lift has broken down.(We have to use the stairs.)The lift broke down.( But it’s probably working again now.)5 Read the diary entry and then complete it using the correct forms of the verbs in brackets. Answers:(2) saw (3) has visited (4) loves (5) hasn’t visited (6) has swum (7) has never met (8) has dived (9) h as found (10) hasn’t found (11) Has, been6 AssignmentPeriod Two Present perfect continuous tenseTeaching aim:To give a brief introduction to the present perfect continuous tenseTeaching procedures:1 Go over the news story on Page2 and find the sentences using the present perfect continuous tense.Please explain why the tense is used in these sentences.2 The form of the present perfect continuous tense3 Talk about the uses of the present perfect continuous tenseWe sometimes use the Present perfect continuous tenseto talk about actions that started in the past and are still continuing, or have just finished but are still connected to the present in some way.A I’ve been waiting for an hour and he still hasn’t turned up.B I’m so sorry I’m late. Have you been waiting long?Go over Points 1 and 2 on page 9.4 Exercises on page 9Answers: (2) have been talking (3) have been taking (4) have been watching(5) have seen (6) have been writing5 Compare the present perfect and the present perfect continuous tenseLi Jia has read a book about Stonehenge.Li Jia has been reading a book about Stonehenge.In the first sentence, it means the action read isn’t still continuing, and Li Jia knows what the book is about now, but in the second sentence , it means the action read is still continuing.c.f. I’ve cleaned the house.I’ve been cleaning the house.Read Point 1 on page 10.Notes:1)I have visited Egypt twice this month.I have been touring Egypt for two months.The present perfect continuous tense can’t be used with time expressions such as twice or how many times, because in this tense the action is continuous, not stopped and started again.We can use the present perfect tense for repeated actions, and the present perfect continuous tense for non-stop actions.2)How many times have you swum in the lake?How long have you been swimming in the lake?We usually use the present perfect tense to ask questions beginning with how many/much, and the present perfect continuous tense to ask questions beginning with how long.3) I’ve never visited Paris.I’ve already been to Paris.always, never, yet, already and ever can’t be used in a continuous tense.4)I have not been sleeping well since I returned home.I’ve been wait ing for an hour.We can use for and since with the the present perfect continuous tense.5)Both present perfect tense and present perfect continuous tenseAn action which began in the past and is still continuing or has only just finished can, with certain verbs, be expressed by either the present perfect or present perfect continuous.Verbs which can be used in this way include expect, hope, learn, lie, live, sleep, sit, study, wait, want, rain, etc.How long have you learnt English? OrHow long have you been learning English?It has snowed for a long time.It has been snowing for a long time.6 A state verb or an action verbI have had this camera for five years.(state verb)I have taken photos of UFOs with this camera.(action verb)I have been taking photos of UFOs with this camera.(action verb)An action means something happening or changing. A state means something staying the same. Some examples of action verbs are do, go, and play. Some examples of state verbs are like, know and exist.A stat e verb doesn’t mean an action, so it can’t be used in a continuous tense.They’ve always had a big garden.How long have you known each other?He’s been in hospital since his accident.7 Exercises on page 11:Answers on page 11A (1)heard (2) been doing (3) been researching (4) been doing (5) started (6) done (7) read (8) found (9) started (10) been doing (11) been makingSample answersB 1 He has been waiting at an underground station.2 They have been traveling in an UFO. It looks like a saucer.3 They probably have talked to animals or plants on the earth as well as creatures on other plants.4 They have visited Mars, Venus, Jupiter and some other planets.8 Assignment。
2020年高中英语UNIT3PROJECT教案牛津译林版选择性必修第二册
Unit 3 Fit for lifeProject:Making a booklet about first-aid skills◆内容分析：本板块围绕单元话题，要求学生综合所学,在小组合作中用英语来制作一份关于急救知识的小册子。
教学活动首先引导学生讨论各自感兴趣的急救知识,并以小组为单位确定主题和思路；然后让学生在小组内分工协作,研究、搜集相关信息，并参照所给范例组织成文。
在制作过程中,教师应鼓励学生从各种渠道搜集相关知识,丰富内容。
制作完成后学生要以小组为单位,分别展示成果，最后将各小组的内容页面合并,制成以“急救知识〞为主题的一本完整的小册子。
◆教学目标：By the end of this section, students will be able to:1. research the knowledge of a certain first-aid skill;2. use group work to create a booklet about the first-aid skill;3. evaluate and comment on other groups’ work;4. put all the works together to make a booklet.◆教学重难点：1. Research the knowledge of a certain first-aid skill;2. Use group work to create a booklet about the first-aid skill.◆教学过程：Step 1 Lead-inQ: What common health problems can you name?Answers:animal bites bleeding burnscutsheart attacks shock 休克allergies过敏asthma 哮喘fractures 骨折bruises 挫伤，瘀伤Step 2DiscussionWhy is it necessary for people to learn some first-aid skills?First-aid skills are the basic skills that people learn to protect themselves when an accident occurs. In some extreme cases, a person may save another person’s life in an emergency. For example, if someone suddenly has a heart attack and there is no doctor around, a person with first-aid skills will know how to perform CPR to keep him or her alive before the ambulance arrivesStep 3Discussion➢Which first-aid skill would your group like to research? Why?Example:We are going to do research on the first-aid skill for cuts.Because young people are more likely to suffer small cuts when using sharp objects like a knife or a pair of scissors.➢What aspects of information should you include?What health problem the skill treatDos and don’tsWhen to use themHow they helpStep 4 ExampleThe first-aid skills for cuts& bruises.Step 5 PresentationAs a group, make a booklet about your chosenfirst-aid skills. Use the example to help you. Then present your booklet to the rest of the class.◆教学反思。
【牛津译林版】必修二：Unit3 Amazing people project教案
Unit 3 Amazing peoplePeriod 6 Project一．【设计思想】通过多媒体呈现explorer 教学内容，帮助学生捕捉文章信息、理顺篇章结构，为呈现项目结果的写作提供范例，使学生进一步明确完成项目的具体要求，更好地完成学习任务．二．【教学目标】Improve English through doing a project.三．【教学重难点】1. Learn how to interview and write about a professional person.2. Master some important and difficult language points, such as have fun, have a strong desire to do, not only…but also, look up to, live one’s dream and so on.四．【教学环节】【课堂导入】Step1: Fast reading (Read the article quickly and then answer the following 3 questions)1. What are Yang Liwei’s hobbies and dream?____________________________________________________________________________2. What subjects did Yang Liwei study when he was trained?_____________________________________________________________________________3. What do people think of Yang Liwei after his travel to the space?____________________________________________________________________________【预习检查】Remember the following important phrases1.在太空 ____________________2.受到某人的鼓励____________________3.和，也 ____________________4.参军 ____________________5.申请做某事____________________6.花费时间做某事____________________7.胜任某事，适合某事____________________8.把某人某事说成____________________9.掌管，控制____________________ 10.载入史册____________________11.为……自豪，骄傲____________________ 12.敬佩，钦佩____________________13. 设法做某事____________________ 14.实现某人的梦想____________________15. 对……持乐观态度____________________ 16. 渴望做某事____________________【课堂教与学】Step2: Reading comprehension (Multiple choice)1. Yang Liwei won his position as China’s first astronaut because ______ .A. he wanted to learn how to flyB. he got high scores on the psychological testsC. he was very strong.D. he got the best scores on every single test2. This passage is mainly about ______ .A. how China sent her first spaceshipB. how Yang Liwei was chosen for Project 921C. how Yang Liwei took all the testsD. how Yang Liwei became China’s first astronaut3. According to the text there is a possibility that ______.A. Yang Liwei’s name will go down in history with those of Yuri Gagarin and Alan Shepard, the firstRussian and American astronautsB. all the people of China can’t be proud of himC. his journey into space took him 600,000 kilometers in orbit, around the earth in just 21 hoursD. Yang Liwei’s dream was encouraged only by his parents.Step3:Task-based reading (Fill in the blanks according to the text)Step4: 重点单词、词组或句子用法探究1.［原句回放］What is the most fun you can have in 21 hours and 23 minutes? 句中have fun 的含义是__________，其中fun 是（词性）。
【学无止境】高中英语(译林牛津版)必修二教案 Unit3 词汇、语法讲学稿
模块二Unit3：词汇、语法讲学稿Unit6 Amazing people1.of all time 自古以来，有史以来鲁迅是自古以来最著名的作家之一。
2.the world “世界上的人，人类”作主语，谓语用单数。
全世界的人都在关注着这次奥运会。
watching the Olympic Games.3.ever adv.①曾经，以前（用于疑问句，if从句）②无论什么时候都不（否定句）③到底，究竟（特殊疑问句）④永远（肯定句）Have you ever heard of such a thing?None of us will ever forget this unusual day.What ever do you want ?If you ever have any problems, let me know.You will find me ever ready to help you.ever/ onceHave you ever been to London? This is the most interesting film that I have ever seen. When ever did you lose it? The town isn’t as big as it was once.4.adventurous adj.①(人)有冒险精神的②(事)充满危险的，惊险的那是一次惊险的旅行。
That is journey.她的生活方式充满刺激。
She lives in lifestyle.她不够胆大。
She isn’t enough.5.bright adj. 光明的，明亮的，鲜艳的，聪明的，快乐而生气勃勃的The leaves on the trees are bright green in spring.Don’t be so bad about your future. You should see the bright side of things.The doctor has a bright future before him.His teacher didn’t think Edision bright.She gave me a bright smile.The sun is brighter than the moon.bright/ wise/ clever6.curious adj.①好奇的，求知欲强的be curious about sth , be curious to do, be curious that 小孩子会自然地对周围每一件事感到好奇。
牛津译林版高中英语必修二《Unit 3 Amazing people》Project 教案 1
牛津译林版高中英语必修二M2 U3 ProjectI. Teaching aims.1: To learn more about China's first astronaut YLW.2:To learn to collect key information from a passage to make a character poster.3:To learn to write a passage according to the other group’s poster in about 150 words after class. IV. Teaching designsPart I: Simple introduction.(1) Learn some information about a successful Canadian singer-Justin Bieber(2) Know of the characteristics of a character posterPart II：Dealing with the reading material.(1) Get some information about YLW.(2) Learn to get key information to make a poster.(3) Analyze the structure of a passage, getting preparations for the following writingafter class.(4) Apply different approaches to help students further understand the material, readingbetween or beyond the lines.Part III: Making a classroom poster.Group work.1. Read the reading material about two successful persons ---Mo Yan and Jobs.2. Get key information according to the instructions.3. Work together to make a poster.4. Share the information each group gets to make all the students informed of these twosuccessful persons.Part IV: Critical thinking and emotion incentiveLook at a problem from different angles:Which of the following is the most important for success? Why?diligence(勤奋)，creativity, luck, chance, optimism, interest, devotion,willpower, attitude...Part III HomeworkRefer to the classroom poster and write a passage about Mo Yan or Jobs in about 150 words according to the other group’s poster after class.1。
【学无止境】高中英语(译林牛津版)必修二教案 Unit3 语法竟教教案
● Grammar and UsageHere we will learn to recognize situations where the past perfect tense is used and the time expressions used together with the tense. We will also see how the tense is formed. You will read two stories and complete them using the correct verb forms. Pay attention to the differences between the past perfect tense and the simple past tense.Step 1: Past perfect tensePast perfect tense is used to indicate that one action occurred before another action in the past. In other words, past perfect tense indicates the first of the two actions.Form of Past Perfect[had] + [past participle]Examples:I had studied a little English when I came to the U.S.They had never met an American until they met John.Note : When you are using a verb tense with more than one part such as Past Perfect (had met), adverbs often come between the first part and the second part (had never met).USE 1Completed Action Before Something in Past The Past Perfect expresses the idea that something occurred before another action in the past. It can also show that something happened before a specific time in the past.Examples:I had never seen such a beautiful beach before I went to Kauai.Had you ever visited the U.S. before your trip in 1992?Yes, I had been to the U.S. once before in 1988.USE 2Duration Before Something in the Past(Non-continuous Verbs) With Non-progressive Verbs and some non-progressive uses of Mixed Verbs, we use the Past Perfect to show that something started in the past and continued up until another action in the past. Examples:We had had that car for ten years before it broke down.By the time Alex finished his studies, he had been in London for over eight years.IMPORTANT Specific Times with the Past PerfectUnlike the Present Perfect, it is possible to use specific time words or phrases with the Past Perfect. Although this is possible, it is usually not necessary.EXAMPLE:She had visited her Japanese relatives once in 1993 before she moved in with them in 1996.If the Past Perfect action did occur at a specific time, the Simple Past can be used instead of the Past Perfect when before or after is used in the sentence. The words before and after actually tell you what happens first so the Past Perfect is optional. Both sentences below are correct. EXAMPLE:She had visited her Japanese relatives once in 1993 before she moved in with them in 1996.She visited her Japanese relatives once in 1993 before she moved in with them in 1996. HOWEVERIf the Past Perfect action did not happen at a specific time, Past Perfect MUST be used at all times. Compare the two sentences below.EXAMPLE:She had never seen a bear before she moved to Alaska. CorrectShe never saw a bear before she moved to Alaska. Not CorrectACTIVE / PASSIVE FORMS of Past PerfectEXAMPLESGeorge had repaired many cars before he received his mechanics license. ACTIVEMany cars had been repaired by George before he received his mechanics license. PASSIVEStep 2: Practice1. Read Point 1 on page 48 to see which action happens first in the sentence given. Note that 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. So these two tenses are often used together.Look at the diagram in Point 1 first, and then read the example sentence. Note how the past perfect tense is used with the simple past tense.2. Read the following two sentences to see how the predicate is changed when the sentence is turned from the direct speech into the indirect speech.Toby said, “I will/shall not be in London next week.”Toby said that he would not be in London the next week.Next let’s look at another two sentences:Toby said, “I went to Africa a month ago.”Toby said that he had gone to Africa a month before.So you see if a sentence which uses the simple past tense in the direct speech is changed into the indirect speech, it will use the past perfect tense. Now go over Point 2 on page 48.3. Go over Point 3 to see in what situation the past perfect tense can be used.4. Please talk about what time expressions can be used with the past perfect tense and how the tense is formed. Then we’ll go over Points 4 and 5 on page 48.Step 3:Present perfect or past perfect?We’ve learned both the present perfect tense and the past perfect tense, but do you know when to use the present perfect and when the past perfect.1. Please go over the guidelines and the example sentences on page 51 and identify the differences between the present perfect tense and the past perfect tense.Look at the examples:Howard Carter is one of the most famous explorers the world has ever known.Not long after the tomb had been opened, people in Carter’s team began t o fall ill and die strangely.Now from the following diagrams you can see the different times of each example sentence given.Howard Carter became famousFuturePresentPastThe tomb had People began to fallbeen opened. ill and die strangely.2. Please read the following two sentences and identify the differences between them:Toby said, “I have stayed in Africa for more than a month.”Toby said that he had stayed in Africa for more than a month.Note that when we change a sentence from the direct speech into the indirect speech like this, the tense will be changed from the present perfect tense to the past perfect tense.Step 4: Consolidation1. Go over the notes about Amelia Earhart on Page 49 to see who she was and what happened to(1)I asked him to let me drive as he ___________ for hours. (drive)(2) Since you ________ the rules, you can correct these grammatical mistakes by yourselves.(learn)(3) They _______ because their schoolbags are still in their desk. (not leave)(4) Mr Bell,, who I ___________ to London, still lives in Liverpool. (think, move)(5) When the noise _______ down, the schoolmaster began his speech. (die)(6) It _________ cold this year, I wonder when it is going to get warmer. (be)(7) I _________ cakes. That’s why my hand s are all covered with flour. (make)(8) When I got back, they _______ down most of the houses in the street. (pull)(9) It was not until I _________ your letter that I knew the truth. (read)(10)The lady has been to the shop several times, but she ___________ anything. (buy, never)Step 5: Grammar execisesI. Relative items in recent years’ college entrance examinations:1.All morning as she waited for the medical report from the doctor, her nervousness______.A. has grownB. is growingC. grewD. had grown2.The news came as no surprise to me. I _______ for some time that the factory was going toshut down.（A. had knownB. knewC. have knownD. know3.I thought Jim would say something about his school report, but he _______ it.A. doesn’t mentionB. hadn’t mentionedC. didn’t mentionD. hasn’t mentioned4.I arrived late; I ______ the road to be so icy.A. wouldn’t expectB. haven’t expectedC. hadn’t expectedD. wasn’t expecting5.My mind wasn’t on what he was saying so I’m afraid I ______ half of it.A. was missingB. had missedC. will missD. missed6.The crazy fans _______ patiently for two hours, and they would wait till the movie stararrived.A. were waitingB. had been waitingC. had waitedD. would wait7.He kept looking at her, wondering whether he ______ her somewhere.A. sawB. has seenC. seesD. had seen8.---George and Lucy got married last week. Did you go to their wedding?---No. I _______. Did they have a big wedding?A. was not invitedB. have not been invitedC. ha dn’t been invitedD. didn’t invite9. I ______ Bill this morning, but I ______ him since.A. have seen; haven’t seenB. saw; haven’t seenB. saw; didn’t see D. had seen; haven’t seen10. ---Dad, do you know I had long been looking forward to your staying with me for the lastweekend?---Sorry, son. I ______, but I was just too busy.A. had really wanted toB. have planned toC. have intended toD. had hoped me to11. He _________ more that 5,000 English words when he entered the university at the age of 15.A. has learnedB. would have learnedC. learnedD. had learned12. When the old man ______ to walk back to his house ,the sun _____ itself behind themountain.A．started ;had already hidden B．had started ;had already hiddenC．had started ;was hiding D．was starting; hid13. The young girl sitting next to me on the plane was very nervous. She before.A. hasn't flownB. didn't flyC. hadn't flownD. wasn't flying14. I was giving a talk to a large group of people, the same talk I_______ to a dozen other groups.A. was givingB. am givingC. had givenD. have given15. John, a friend of mine, who got married only last week, spent $3,000 more than he _______ for the wedding.A. will planB. has plannedC. would planD. had plannedII. Filling the blanks with proper tense.（Simple Past / Present Perfect / Past Perfect）1. When I (arrive) ______home last night, I discovered that Jane (prepare) ______a beautiful candle-lit dinner.2. Since I began acting, I (perform) ______in two plays, a television commercial and a TV drama. However, I (speak, never even) _______publicly before I came to Hollywood in 1985.3. By the time I got to the office, the meeting (begin, already) ______without me. My boss (be) _____furious with me and I (be) ______fired.4. When I (turn) _____the radio on yesterday, I (hear) ______a song that was popular when I was in high school. I (hear, not) ______the song in years, and it (bring) _____back some great memories.5. When Jack (enter) ______the room, I (recognize, not) ______him because he (lose) ______so much weight He looked totally different!6. The Maya established a very advanced civilization in the jungles of the Yucatan; however, their culture (disappear, virtually) _____by the time Europeans first (arrive) ______in the New World.7. I (visit) ______so many beautiful places since I (come) ______to Utah. Before moving here, I。
【学无止境】高中英语(译林牛津版)必修二教案 Unit3 Reading (2-1) The curse of the mummy同步授课教案
模块二Unit3：Reading (2-1) The curse of the mummy同步授课教案M2 U3 Amazing PeopleReading (2-1) The curse of the mummyTeaching goal: To improve Ss’ reading skills as well as form an active attitude towards life Teaching objectives:By the end of this period, Ss will:Language:1.Describe their loved amazing people.2.Understand and master reading strategy-predicting information.3.Improve reading skills in analysis, generalization and implication.e words and expressions such as,curious,preserved, as well as, go out,coincidence…Skills & Strategies:5.Read article and gain Egyptian cultures in the process6.Gain deep comprehension of the article by doing different reading testing exercises7.Deal with the structure of the text using analysis.8.Grasp the way of prediction by comparing title with the first paragraphCulture and Morals9.Stimulate Ss’ culture awareness10.Arouse Ss’ desire for reading and curiosity about the character of amazing people.11.Learn from them and develop their nature and outlook in exploring the world.Keys & puzzles1.How to precisely master the new words through context2.How to lead Ss to strengthen their spirits in front of obstacles.Teaching approaches1.Task-based Teaching Approach (TBT)a, comparison teaching methodb ,Question-and-Answer Teaching method2. Situational Teaching Approach (ST)a ,Free-discussion Teaching methodTeaching aidsMulti-media and a blackboardTeaching Procedures:In generalThis section Reading deals with an amazing man who contributed most of his time to making discoveries in Egypt and strange things that happened after his finding the tomb of the king Tutankhamen. Therefore, the teacher is supposed to use pictures and film excerpt to arouse Ss’ curiosity about the cruse and the mummy. Then, to emphasize the importance of the reading strategy of this unit, and actually because that Ss are intended to become better and more active readers, it would be a good idea to make a copmparison: prediction from title and from the first paragraph. After that, Ss can draw a conclusion that which one is the fast and suitable way topredict in advance and it’s essential for them to have such a good reading habit in the further study. Only with this feature can we grasp general idea in the smallest amount of time. In terms of reading contents, Ss need to get prepared for the detailed reading. In the process of reading comprehension, Ss will do different types of reading testing exercises to know some facts, understand some information between the lines and infer some preliminary evaluation beyond the lines. Teacher should provide Ss with some related exercises to consolidate their understanding. Finally, a discussion about reasons whether Ss want to stick to their goals or not will be conducted to unearth article’s deep meaning.（图片和视频激趣――阅读策略的引入――阅读策略的总结――文章各段落细节信息的理解――文章结构的分析和练习总结――展开讨论――布置作业）In detail:Step 1 Lead—in (3 mins)Students are asked a question: What is a mummy?→Ss are able to guess the meaning by mummies’ pictures easily.Then give them another question: What is the curse? Do you know the curse’s definition?Play a film clip(Belphecor: Phanton of the Louvre《卢浮魅影》）Ss will know the cruse: Bring them death and make them die(on ppt)Death shall come on swift wings to him who disturbs the peace of the king.→谁扰乱这位法老的安宁，死神将展翅在他头上降临。
【学无止境】高中英语(译林牛津版)必修二教案 Unit3 Reading The Curse of the Mummy
模块二Unit3：Reading The Curse of the Mummy同步授课教案Lesson plan Module2 Unite 3 Reading The Curse of the Mummy Teaching aims:1、Ss will be able to find some information about Howard Carter andhis discovery of the tomb of the King Tutankhamun.2、Ss will be able to predict information when reading.3、Ss will be able to talk about those strange deaths.I.Lead-in (10’)1、Show Ss some key words and some explorers’daily, starting a talk about “explorers”.Q: Who do you think is the most amazing person? Who is your hero?2、Ask Ss who those explorers are, providing them with some hints.3、Assist Ss in naming those explorers(Christopher Columbus, Ferdinand Magellan, Marco Polo, Indiana Jones), eliciting students from today’s explorer----Howard Carter.4、Make Ss predict what will be talked in the following class.4、Show Ss some pictures, and bring them into the tomb of King Tutankhamen.II.Presentation (25’)1、Show Ss a video about Carter’s discovery.Q1: What can you learn from the video?Q2: What did they find?2、Ask Ss to read para.3 first, and say something about Carter’s most amazing discovery.Q3: When, where, and how did they find the tomb?Q4: What did Carter say when they found the tomb?3、Ss listen to para.1&2 together, and find out the main idea of each paragraph.Q5: What are the key words used to describe him? (para.1)Q6: What specific information can you find about Howard Carter? (para.2 His birthday, death, his education experience and so on).Howard Carter (1874-1939)Education：didn’t go to schoo l, taught to draw by his father; Interests：loved visiting new places; Went to Egypt：1891; Discoveries：many amazing things; Job : explorer (by the 1920s); Greatest discovery: King Tutankhamun’s tombYear of the discovery：1922; Where：Valley of the Kings, Egypt4、Ss predict what would happen after Carter entered the tomb.5、Help Ss analyze para4-5 for detailed reading, talking about those strange deaths.6、Ask Ss to read para.6-8 by themselves and ask them to tell the main idea of this part.Different beliefs/explanations of strange deaths.1. Coincidence2. The mummy’s curse: Those who disturb the king’s rest would receive death in return3. A scientific explanation: The viruses caused the illness and deathConclusion: The mystery has never been fully explained.7、Discussion: Students work in group of four on different beliefs/explanations of strange deaths.How do you think of those strange deaths? Please work in group of four, and talk about your opinion about those strange deaths. What do you think caused the strange deaths? And please tell why? Here are some hints for you. If you think it’s the mummy’s curse, because at the moment of Carnarvon’s death, the lights went out in Cairo. If you think it’s just coincidence, you can give the reason that Carter didn’t die after the opening of the tomb. Other people’s deaths were just coincidence. If you think virus caused the deaths, how did you explain other tombs, because there also is virus in other tombs, but people who entered those tombs didn’t die.III.Consolidation(10’)1、Review the organization of the passage and the main idea of each part.Para1-3: Howard Carter’s experience and his discoveryPara4-5: Strange deaths after the discoveryPara6-8: Different beliefs about the deaths2、Ss are asked to finish a task-reading on page21 of the N.C.。
2019-2020年高中英语译林版必修二教学案：Unit 3 Section Ⅴ Project(含答案)
2019-2020年高中英语译林版必修二教学案：Unit 3 Section Ⅴ Project(含答案)EXPLORER16 October 2003What is the most fun you can have in 21 hours and 23 minutes①？On 15 October 2003, Yang Liwei answered this question. His voyage②in space took him 600,000 kilometres in orbit③，around the Earth 14 times④，in just over 21 hours. It made him China's first astronaut⑤in space⑥. He had worked towards this achievement⑦for many years.Born in 1965⑧，Yang had wanted to fly since he was a young boy. His friends and teachers from Suizhong in the north-east of Liaoning Province, have all said that he loved science and technology from a young age. He always had a strong desire⑨to learn how to fly⑩. His dream was encouraged by his parents as well as⑪his older sister and younger brother.In 1983, he joined the army, and went to flight school. He graduated in 1987 and became a pilot. In 1998, he applied⑫to be a member of Project 921, which is now called Shenzhou⑬. He was one of the only 14 selected⑭from 1,500 candidates⑮. The team spent the next five years being trained⑯. They not only studied all the subjects required to be an astronaut, but also learnt survival⑰skills and all about how spaceships and rockets⑱are built⑲. Yang scored⑳among the very top in everything the group studied○21.①fun后跟了一个限制性定语从句，先行词在从句中作have的宾语，关系代词已省略。
译林版高中英语选必二Unit3 Project 教案
《英语》（选修·第二册）Unit 3 Fit for lifeProjectI. Learning objectivesBy the end of the lesson, students will be able to:1. know some knowledge of first-aid skills;2. understand how to make a booklet about first-aid skills;3. cooperate with group members to make and present the booklet;4. evaluate and comment on each group's work.II. Key competence focusSearch for the specific and useful information as much as possible.Make a booklet about first-aid skills following the given example.III. Predicted area of difficultyCooperate with group members and make the booklet together.IV. Teaching proceduresStep 1 Lead-inT comes in with her left hand bandaged and then tells the students what happened when she cooked in the kitchen yesterday.T: Yesterday I was cooking in the kitchen when suddenly the pan of oil caught fire. I was at a loss what to do. I was anxious to put out the fire but got my hand burnt by accident. I hold my hand under the running water instantly. Do you think my reaction is right?T: Accidents are unavoidable, but correct reactions or first aid can make a big difference.【设计意图】：通过创设情境，激发学生好奇心，体现了解急救知识的重要性。