高二英语第二单元教案5篇
高二英语上册Unit2Healthyeating优秀教案
高二英语上册Unit 2 Healthy eating优秀教案Teaching PlanBackground information:1. Objectives: 60 students of senior high Grade 22. Material: Reading passage Come And Eat Here from Unit 2 of Senior English in NSEC3. Type of class: Reading4. Time duration: 1period (40mins.)5. Date: September 23, 2011Teaching Aims:1. Language Aims:(1) Students can tell which protective food is and which energetic food is(2) Names of Food: barbecued mutton, roast pork, bacon(3) Key Words: curiosity, hostess, raw, vinegar, tell, discount, win, back(These words are some basic words.)(4) Phrases: lose weight, get away with(Because they are useful in our daily life and we often need to use them.)(5) Sentence patterns:① Suggestions and adviceWhat should we do? Shall we. . . ? How about. . . ?You must/mustn’t. . . . I think you ought to. . . . Perhaps you should. . . .You’d better. . . . You need/needn’t. . . . You haveto/don’t have to. . . .My advice is/would be. . . . You might. . . . I suggest that you. . . .I would strongly advise you to. . . . It might be a good ideato. . . .② Seeing the doctorWhat’s the matter? What’s wrong with you?What seems to be the trouble? How long have you been like this?It’s nothing serious, only. . . . I suppose you had better. . . .I think you ought to. . . .③ Agreement and disagreementI’m not sure that! You could be right, but. . . .(I’m afraid)I don’t agree. I agree up to a point, but. . . .That’s an interesting idea, but. . . . Do you really think. . . ?Rubbish! /Nonsense! You can’t be serious!Actually/As a matter of fact, I think. . . . That’s not how I see it.(6) Grammar:Modal verbs: ought to/ought not to,have to/don’t haveto/mustn’t/needn’t2. Skills Aims:Reading Skills: skimming, scanning3. Ability Aims:(1) Improve the reading ability of students(2) Improve the integral skills of students4. Emotional Aims:(1) Students learn to be a good listener.(2) Students can express themselves confidently.Focal Points:1. Students can understand the passage2. Students can tell which protective food is and which energetic food is3. Students can apply their reading skills to efficient reading under the guide of the teacherDifficult Points:Students can improve and apply their reading skills.Teaching Aids:Blackboard, chalk, computer, pptProcedure:Step 1: Lead-in (pre-reading) 8mins1. Asking students the food they like 1mins2. Show some pictures and let students tell which is healthy food and which is junk food 2mins3. Predicting: Let students read the first paragraph, and predict why there is no customer in Wang Peng’s restaurant. 3mins4. Pair Work: Let students discuss about their predicting. 2minsT: Good morning, class.Ss: Good morning, Miss Li.T: We all know that we need to eat every day, right?Ss: Yes.T: Now I want to ask you a question. What kind of food do you like? If you don’t know its Chinese name, you can speak in Chinese.Sa: French fries.Sb: I like barbecue.Sc:T: Ok, now we will see some pictures of food.After seeing the picturesT: Do you know which is healthy food and which is junk food?Ss: is healthy food, is junk food.T: In fact, is not healthy food but junk food. And is healthy food.Ss:T: Ok, today we’ll learn something about food. Now please open your book and look at the reading on pageStudents open their books.T: Now, please read the first paragraph and try to find why there is no customer in Wang Peng’s restaurant. After that, three or four of you come into a group. And you can discuss your predicting with your partners. You have only three minutes for reading and two minutes for discussing.Students read and discuss.Step 2: While-reading 22mins1. Skimming: Let student skim the whole passage and check their prediction. 3mins2. Scanning: Let students find the menu of two restaurants and the features of them. And then let them scan to find the answer. 7mins3. Teacher explains some language points. 12minsT: Ok, time is up. Have you finished discussing? Now you have 3mins to skim the whole passage and check your prediction.Ss read and check.T: Is your prediction right? Now please scan the passage. While scanning, write down the menu and the features of these two restaurants. Do you understand me?Ss: Yes.T: Have you found the answer?Ss: Yes. The menu of Wang Peng’s restaurant isAnd its features areThe menu of Yong Hui’s restaurant is Its features areT: Since you have understood most part of the passage, now we will talk about some language points in this passage.Step 3: Post-reading 8mins1. Do true or false exercise 2mins2. Retell the story 2mins3. Using the key words to do the blank filling exercise (providing on the ppt) 4minsT: Now we will do some comprehending exercises. First, try to do the true or false questions. If it is wrong, please find the reason.True or false questions:Usually Wang Peng’s restaurant was full of people.Yong Hui could make people thin in two weeks by giving them a good diet.Wang Peng’s regular customers often became fat.Yong Hui’s menu gave custo mers more energy-giving food.Wang Peng’s menu gave customers more productive food.Wang Peng decided to compete with Yong Hui by copying her menu.T: How about the first? Is it true or false?Ss: True.T: The second?Ss: False.T: Yeah, it is false. But could you tell me the reason?Ss: BecauseT: According to your answers, I know you have comprehended the passage. But could you retell the story? Now I will give you one minute to prepare.A minute laterT: Are you ready?Ss: Yes.T: Good. Any volunteer? How about Sc?Sc:T: Excellent! You really did a very good job.T: Now, to check your understanding of some key words and phrases, please try to fill the blank.By lunchtime, Wang Peng’s restaurant _____ be full of people, but not today! When he was thinking what had happened, he saw his friend hurry by. He followed him into a new restaurant. He saw a sign: Want to _______? _____ drove him inside. The _____ is a very thin lady, name Yong Hui. She gave him a menu with only a few choices: _____ vegetables served in _____, fruit and water. On his way home, he thought about his own menu. He go to library to find his menu served _____ fat. Though customers _____ Yong Hui’s food, they are not giving enouth energy-giving food. And they would become tired very quickly. He thought with a _____ and a new sign he could _____ his customers back.Homework: 2minsIf you and your friends will go out to have a meal, which restaurant will you go? Will you go to Wang Peng’s restaurant or Yong Hui’s restaurant? And give me the reasons. Please think about it. And next time, we will have a debate.T: Ok, class is over, thank you for your listening. And next time, we will talk more about this reading passage. See you next time.Ss: See you.。
高二英语人教版必修五Unit2-Reading-教案
精品word完整版-行业资料分享 Reading
课程教学目标
目标 解读 1. 了解英国的基本状况，如地理位置、组成、历史沿革及文化名胜等。 2. 能够阅读国家概况类的文本。 3. 了解并尊重异国文化，提高跨文化交际意识
教法 指导 1. 自主预习，通过教材、网络、影视等渠道了解英国的基本状况。 2. 采用Fast reading的方式，快速浏览文本，能理清教材文本的行文逻辑及文章的主旨大意。 3. 通过Careful reading的方式进行细节阅读，让学生通过细节来理解文章的内在含义。 4. 通过Post reading的方式，对课文进行复述；条件允许的情况下，可使用Debate writing的方式，设置开放性问题，让学生自由发表观点
课程导 学建议
重点 难点 1. 对文章进行细节推断，获取特定的信息。 2. 把握课文中重要句式的结构，分析句子中呈现出来的语法现象
教学建议 1. 自主预习，并查阅词典，课前解决生词问题；积累本课出现的短语，扩大词汇量，丰富语言知识。 2. 采用Fast reading的方式，快速浏览文章，理清教材的行文逻辑及篇章结构。通过Careful reading的方式进行细节阅读，找出文中关键信息和细节信息。通过Post reading的方式，对课文进行复述；条件允许的情况下，可使用Debate writing的方式，设置开放性问题，让学生自由发表观点。 3. 进行小组讨论，通过合作式、探究式的学习方法，由被动变为主动，积极参与学习过程，体会英语学习所带来的乐趣
教学方法 1. 利用与本课题相关的材料，通过提问、讨论、表演、视听欣赏等形式自然地导入话题，作为引领阅读活动的主线。 2. 不局限于课文本身语言点和语法的条条框框，引导学生进行整体理解，把课文的学习作为提高英语表达能力和交际能力的媒介，使学生学会思考，懂得怎样找准思考的起点和组织思考的层次，以及如何归纳思考的结果。这样，课文学活了，学生英语学习的能力也将随之提高。 3. 采用问答式、演示法、任务型阅读、竞赛法等教学方法来激发学生的学习精品word完整版-行业资料分享 积极性和主动性。
高中英语必修二第二单元教案
高中英语必修二第二单元教案一、教学任务及对象1、教学任务本教案针对的是高中英语必修二第二单元的教学内容。
该单元的主题为“Travel”，旨在帮助学生掌握与旅行相关的词汇、语法结构，了解不同国家的文化及风景名胜。
在此基础上，通过听说读写全方位的训练，提高学生的英语综合运用能力，激发他们对探索世界的热情。
2、教学对象本教案的教学对象为高中一年级学生，他们在经过初中英语学习的基础上，已具备一定的英语基础，但个体差异较大。
在本单元的教学过程中，需要关注学生的兴趣、需求和实际水平，因材施教，使每个学生都能在原有基础上得到提高。
同时，注重培养学生的合作意识、创新精神和实践能力，为他们全面发展奠定基础。
二、教学目标1、知识与技能（1）掌握与旅行相关的词汇、短语，如：passport、visa、boarding pass、souvenir、bazaar等；（2）学会使用一般过去时描述旅行经历；（3）运用一般将来时表达未来的旅行计划；（4）了解并运用各种旅行场景的交际用语，如：在机场、酒店、餐馆等场合的英语表达；（5）提高英语听力、口语、阅读、写作能力，尤其是描述性写作和叙述性写作能力。
2、过程与方法（1）通过小组合作、讨论、分享等形式，培养学生合作学习的能力；（2）通过听力、口语、阅读、写作等多种教学活动，提高学生英语综合运用能力；（3）运用任务型教学法，引导学生参与各种实践活动，如制定旅行计划、编写旅行日记等；（4）利用多媒体、网络资源等教学手段，拓展学生的知识视野，提高学习兴趣；（5）关注学生个体差异，实施个性化教学，使每个学生都能在原有基础上得到提高。
3、情感，态度与价值观（1）培养学生对英语学习的兴趣，激发他们学习英语的热情；（2）通过了解不同国家的文化及风景名胜，拓展学生的国际视野，增强跨文化交际意识；（3）教育学生尊重、包容不同文化，培养他们的全球观念；（4）引导学生关注环境保护，培养他们的环保意识和责任感；（5）鼓励学生积极参与社会实践，提高他们的团队协作能力和解决问题的能力。
高二优秀英语教案优秀5篇
高二优秀英语教案优秀5篇高二英语教案篇一练习目的：通过听、说、读、写，复习巩固第五至第八单元所学的词汇、主要句型，并能综合运用这些语言知识，提高学生运用英语的能力。
练习过程：一、听力练习A. Listen and judge1、引导学生看图，理解图意2、听录音，判断3、请学生说说图意与录音内容不一致的地方，核对答案B. Listen and number1、引导学生看图，说一说Bobby在做什么。
2、听录音，排序3、核对答案C. Listen and match1、引导学生看三组图片，理解图意2、听录音，将人物与相应的日期和活动连线3、核对答案4、请学生描述连线好的图片D. Listen and choose1、引导学生浏览答案选项，预测将要听到的内容和问题2、听录音，选择3、核对答案二、口语练习E. Ask and answer1、引导学生阅读四张卡片，了解卡片上的信息和所给的语言提示2、学生两人一组，根据卡片上的信息和语言提示，进行问答。
3、请几组学生表演问答，核对答案三、阅读练习F. Read and write1、引导学生读句子提示，预测单词2、指导学生根据字谜中的字母提示，写出单词并补全句子，注意有些单词的首字母要大写3、核对答案4、齐读完成后的句子G. Look, read and write1、引导学生看图，理解图意2、指导学生读对话，根据上下文情境和图片提示，填入单词，补全对话3、核对答案4 齐读完成后的对话H. Read and judge1、引导学生浏览故事下方的句子。
2、阅读故事，找出相应的词句，比较判断3、核对答案四、家庭作业在口语练习的四张图片中，选一张，编一段对话描述。
人教版高二英语教学设计5 篇二教学准备教学目标1、教学目标（1）知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, e_pression, defend, misunderstand, adult, cheek, major, likely, in general。
牛津译林版英语高二上册Module 5《Unit 2 The environment》word教案(
牛津译林版英语高二上册Module 5《Unit 2 The environment》word教案(二)学习目标：1.培养学生学习和运用词汇的能力2.通过练习巩固所学词汇和句式学习要求：1．课前熟练把握文中的重点词汇和短语2．通过自学和合作探究，提高分析句子的能力3．通过练习检测自己对词汇和句子的把握情形,查漏补缺，进一步提高解题能力课前预习：一、预习任务II. Fill in the blanks according to the text:As the third longest river in the world, it is clear to see why the environmental problems of the Yangtze River have raised concern both nationally and internationally. But with the rapid agricultural and industrial development, it has been polluted badly. The pollution of the river has resulted in unsafe drinking water which has led to health problems for people living near the river.Thankfully, many people have realized the importance of protecting the Yangtze River. Projects have been set up to deal with the problem. They are under way to protect the river. Although they have done a lot, we still have a long way to go to solve all the problems concerning the Yangtze River.III. Words and phrases:1.His funny story during his speech resulted in (引起) few laughs.2.Some of the kids are addicted to computer games, which arouses concern (关注，关怀) ofboth parents and teachers.3.During his speech, the Minister of Education emphasized the importance(重要性) ofeducation.4.Can you advise (建议，忠告) me on the problem?5.The water pollution endangered(危及) the living things in the river in the past.6.After the fire, very little remained(留存，剩下) of my house.7.He made every effort(努力) to achieve high grades.8.You’ll appreciate (观赏) this city better if you know its history and culture.9.You’d better stock (保留) the money for future need.1.环境问题environmental problems2.引起关注raise concern3.依靠rely on4.导致result in5.对..产生坏的阻碍have a bad effect on6.建立、创立establish7.在进行中be under way 8.集中于focus on9.找出…的解决方法find a solution to 10.是…的家园be home to11.自然爱护区nature reserve 12.阻止…干某事prohibit sb from doingⅣ. Fill in the blanks with the phrases or words below，using their right forms.1.Raining weather and fog _________us________ traveling.2.We must________ the living standard of the people.3.Plans are ____________for a new building.4.Eating too much food which is high in fat and sugar will ____________heart illness.5.The patient_______________ lie in bed for another week.6. The polluted air in the city is badly _________ the health of the residents.7.I would ________your calling back this afternoon.8.It___________to be seen whether he will pass the driving test .9.You may ___________it that he will come to meet you.10.Attention_________________ the dangers of nuclear reactors.二、课文解析1.Rapid agricultural and industrial development plus huge population growth has meant that not only is the amount of water taken from the river rising, but the waste being put back into the river has also been increasing. （page 38, lines 2—4）not only is the amount of water是倒装分句，当not only…bust also连接两个分句, not only 位于第一个分句句首用以强调加强语气时，应进行局部倒装。
高二英语二单元教案：Unit2教案
11.向河中倾倒化学废物pour chemical waste into a river
12.逃避对环境的责任hide from the responsibilities to the environment
13.将金钱视为敌人regard / consider /treat / think of money as the enemy
3.结果却(做状语) _only to do ___________
4.感激某人做某事__appreciate one(s) doing sth
5.有挑战的___challenging___________
有回报的6.坐在椅子上(seat的两种形式作状语) _seated in the chair
6.需要更多的土地来居住need more land to live on
7.变成一个大问题turn into a big problem
8.环保的生活方式environmentallyfriendly ways of living
9.对我们的环境现状很担忧
be very concerned about the present situation of our environment
30. do research into 31. pick out
32. present your point of view 32. face serious environmental problems
33. do ones part 34. much –loved river
35. blame sb for sth=blame sth on sb 36.in particular
高二英语二单元教案：Unit 2教案
联想拓展
inconveniencen.不方便
convenientadj.便利的;适宜的
convenientlyadv.便利地，方便地
常用结构：
atonesconvenience在某人方便的时候
foronesconvenience(of)为了某人的方便
forconveniencessake为了方便起见
(2)翻译句子(原创)
①你如果方便就来看看我。
②你明天方便开始工作吗?
解析：(1)选C。convenient的主语不可以是人，排除A、B两项。
whenever引导的是时间状语从句，其谓语动词要用一般现在时，不可以用一
般将来时。
(2)①Comeandseemeifitisconvenienttoyou.
常用的名词有surprise,excitement,disappointment,joy等。
(2)①Hedelightedtheaudiencewithhisperformance.
②Singingisherchiefdelight.
③Theyounghave/take/finddelightintravels.
makeaconvenienceof利用
Weboughtthishouseforitsconvenience.
我们买下这所房子是为了方便。
Pleasecomeatyourconvenience.
请在你方便的时候来。
Gasisoneoftheconveniencesthenewly?builtapartmentbuildingprovides.
答案：(1)Theyaredebating
(2)这场争论是由政府发起的。
高二英语人教出版必修五unit2教学方案设计课程教案
Unit 2 The United Kingdom学科：English 授课班级：高二年级执教教师：高二英语备课组授课时间：旁注ⅡⅢ. 教材分析与教材重组1. 教材分析本单元以The United Kingdom为中心话题。
通过学习，使学生了解英国的历史、地理、政治、文化、宗教、社会习俗及名胜古迹等有关知识。
1.1 Warming Up 通过一个小测试考查学生对英国的了解情况。
1.2 Pre-reading通过三个有关英国的小问题，让学生进一步加深对英国的了解。
1.3 Reading本单元的阅读材料——PUZZLES IN GEOGRAPHY(“地理之迷”)，从地理、历史、政治、文化、体育等方面简要介绍了联合王国的形成和发展、风土人情和人文景观。
1.4 Comprehending通过回答问题、解析地图中的信息、划分课文段落写出大意以及归纳课文内容写出小结等练习，加强学生对课文深层次的理解，培养学生归纳、概括、总结能力。
1.5 Learning about Language分词汇和语法两部分。
词汇部分设置了“短文填空”和“句子填空”两个内容；语法部分由两个部分组成：一是让学生自己通过在课文中寻找含有相关语法项目（过去分词用作宾语补足语）的句子；二是对该语法项目进行操练。
形式有语法结构讲练、趣味性游戏等。
1.6 Using Language 通过增加阅读篇目“SIGHTSEEING IN LONDON”，让学生了解英国首都伦敦的名胜古迹；该部分还提供了听力材料（conversation between Zhang Pingyu and a tourist guide），设计了“说” 的话题（让学生表演游客和导游之间的对话），并设置了写作练习，要求学生用“恰当的形容词和动词”来描写他们熟悉或参观过的某一建筑或景观。
1.7 SUMMING UP 让学生用选择的形式来小结本单元所学的主要内容。
1.8 LEARNING TIP就“如何修改自己的作文”给学生提出了几点建议。
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高二英语第二单元教案5篇同学应能在老师的指导下，排演那个短剧。
通过对话课的学习与操练，同学接触表示坚持个人意见的常用语句，并要求同学运用到实际会话中。
学习并初步把握as if和no matter引导让步状语从句的用法。
Teaching important and difficult points 1.单词 run, choice, note, change, fool, order, pleasant, right, assistant, customer, foolish, insist, tailor depend, favo（u）r , apologize, excited 2.词组 shop assistant, a clothes shop, give back, or else, change…for …, in the sun, try on, depend on, take place, get off, put on, drop in, once upon a time, do up, in fact, keep back, play the part of, next to 3.交际用语 There seems to be something wrong with it. I would like you to change this blouse. You sold me a blouse that I can’t use any more. I am afraid I can’t do that right now. Why can’t you do something about it? Is anything the matter? 4.语法学习as if和no matter的用法。
教学建议课文建议在Lesson 38课，建议老师应组织同学1）以节目的形式演出这段对话。
2）老师可选取录像或多媒体形式完成此课的教学任务。
3）老师把同学分成三人一组，适当预备一些道具排演本课的后来结局的短剧。
4）老师要求同学找出能刻画服装店老总人物特征和心理变化的相关语句。
如：There’s a customer, Tod, Will you serve him? / No matter what he is wearing , Tod, just show him the cheapest./Come, come. Get him his change, Tod..对话分析本单元对话是叙述在服装店调换衣服的通过，同学对其内容较易理解，但一些新单词的用法应把握，如：customer, run, insist, change…for…。
本课中也供应了给同学做相应对话的练习，如：A pair of trousers, A radio的口语练习。
教学重点难点 1.serve的用法1）serve（sb.） as sth.表示“为（某人）工作，（尤指）当佣人”。
He served as a gardener and chauffeur.他做园艺工人兼司机。
2）serve还可表示“供职，服役”。
He has served his country well.他为国尽职。
3）serve sb. （with sth.）. 表示“将（饭菜）端上桌。
”Four waiters served lunch for us.有四位服务员款待我们吃午饭。
4）serve 还可用于“（在商店等处）接待（顾客）或为顾客取物资”的意思中。
Are you being served?有售货员接待您吗? He served some sweets to the children.他为小孩们拿来了他们想要的糖。
5）serve 还指“（一份饭）够……”。
This packet of soup serves two.这包汤料够两个人食用。
2.judge的用法1）judge用作动词，表示作“断定，估测，感觉”解。
其后可带宾语从句，也可带不定式或形容词、名词等引导的宾补成分。
We judge that they have finished.我们估测他们差不多干完了。
We judge them to have finished.我们估测他们差不多干完了。
She judged him about fifty.她估测他在五十岁左右。
The committee judged it better to start the investigation at once.委员会感觉马上开头此项调查。
From his letter, we judged his visit to China a great success.从他的来信推断他对中国的访询问特别成功。
2）judge用作“推断，断定”解时，还可接wh—分句或wh—加不定式结构。
I can’t judge whether she was right or wrong.我不能断定她是对照旧错。
3）judge还可表示“评判，评价”，可讲judge sb. / sth. Don’t judge a man by his looks.勿以貌取人。
4）Judging by / from…（从……来看，据……来推断）是惯用短语，可用来引导独立分句。
Judging from his looks ,he may be sick.从外表看，他或许生病了。
Judging by his accent, he must be from Guangdong.听口音，他准是个广东人。
3.get off的用法1）get off意为“脱下”。
It’s rather hot today, we must get off the jacket.今日太热了，我们必需脱下夹克衫。
2）留意：get off还可作“下车”;“离开”;“动身”;“起飞”解。
As soon as I got off the bus, I started for the village on foot. 我一下公共汽车，就开头步行到村里去。
We must get off at once or we' II be late我们必需立刻走，否则要迟到了。
We got off immediately after breakfast.我们一吃过早饭就动身了。
The plane got off on time. 飞机准时起飞。
4.favor的用法1）in favor （of ）表示“赞成、主见”，常用作表语或后置定语。
The students were in favor of reform. 同学赞成改革。
2）do sb. a favor或do a favor for sb. 是个正式的礼貌用语，意思是“给某人以恩惠，帮某人的忙”。
Would you do me a favor? 帮我一下好吗? Do me a favor by turning off the radio. 帮我把收音机关掉。
Do me the favor to come. 务请光临。
注：do sb. a favor后接of doing 或不定式时，应将不定冠词a改为定冠词the。
5.put down的用法1）意为“写下;登记”。
Put down your name and your telephone number.写下你的名字和电话号码。
Put this down in your notebook for future reference.这点记在你的笔记本上，以供今后参考。
2）可作“_;扑灭”。
The fire was finally put down by the firemen.大火后来最终被_员扑灭了。
6.as if的用法as if 是连词词组，作“似乎”、“似乎”解，引导表语从句，用于下列句型中：It looks/seems as if ....表示“看起来或许……”。
其中It为无人称代词，本身并无词义。
looks / seems 是连系动词，as if引出表语从句。
It looks as if it is going to show. 看来，要下雪。
It seemed as if the suit was made to his own measure. 这套衣服看来或许是按尺寸给他定做的。
除此之处，as if也能够引导方式状语从句，修饰主句的谓语，此刻从句中的谓语动词常用虚拟语气。
关于这一点，暂可不必向同学交代。
The woman loves the children as if she were their mother.那个妇女爱这些小孩，她似乎确定是他们的妈妈一样。
7. no matter 的用法no matter作“不管”、“不管”解，用以引导表示让步的状语从句，常用在下列句型中：句型中的No matter what （who/when etc.）...分不表示“不管何事”、“不管何人”、“不管何时”等，那个从句能够置主句之前，也能够置主句之后。
由no matter + what等引导的让步状语从句。
No matter后面接关系代词或关系副词引导状语从句在句中作让步状语。
No matter what you do, you must be very careful.不管做啥事，你都必需特别细心。
No matter之后可用what以外的关系代词或关系副词。
例如：No matter who you are （=Whoever you are）, I’ll never let you in.不管你是谁，我绝不让你到里面去。
No matter which…不管哪一个……No matter which you choose （=Whichever you choose）, you will be satisfied.不论你选择哪一个，你都会中意的。
No matter where…不管何处;不管在哪里……No matter where I go （=Wherever I go） , I will be thinking of you. 不管我到哪里，我都会想着你。
No matter when …不管何时，不管啥时候……I’ll discuss it with you no matter when you like（=whenever like）. 你啥时候感动，我情愿同你争辩这件事。
No matter how..不管……如何;不管……多么……No matter how hard you try（=However hard you try）, you will never be successful. 不管你如何努力，你都不行能成功的。