人教版高二英语上册全册教案
人教版高二英语上册全册教案
Teaching Aims:
(1) To give students a chance to practice their English by completing a project.
(2) To help students make a poster explaining how they have searched and what they have found. Teaching Procedure:
Step One: Brainstorming
In what ways can we get information?
Step Two: Reading
1. Pre-reading
Discussion: (1) Internet has become part of people’s life and there have been an argument about the effects of it. What’s your opinion? How do you make use of it?
(2) When you research information on the Internet, what do you do step by step?
Please write your steps down.
2. While-reading
Read the article in Part A and underline the key word, phrases or sentences about Internet research given in the article while reading. Then:
When we’re doing research on the Internet, what shall we pay special attention to?
(We should check the date of the website we find; we should do cross-check; we should pay special attention to how we can use the information found on the Internet, etc.)
3. Post-reading
Finish PartB on page 47.
Step Three: Important phrases
1. do research on 对…进行研究
2. the more… the more…越…就越…
3. keep… in mind 把…牢记在心
4. be based on 建立在…基础之上
5. ask for 要求
6. be related to 与…有联系
7. a bunch of 一串
8. right away 立即
9. make a decision 作决定
10. up to date 最新的
11. take … into consideration 将…考虑进去
12. at the bottom of 在…底端
13. be careful about 小心…
14. be (not) sure about 对…（不）确定
15. make a difference 有关系，有影响
16. search for 寻找
17. belong to 属于
18. make a list of 列出…
19. follow these tips 遵循这些建议
Step Four Language points
1. The more you know about Internet research, the faster you will find what you are looking for, and the better your information will be. (P46)
The +比较级，the +比较级: 表示越……，就越……。
Ex. (1) The more you practise,(你练得越多) the better you speak.
(2) The older I get, the happier I am.（我就越幸福）
(3)你越早出发，你就会越早到达。
The sooner you start, the more early you’ll get there.
2. The results of your search are divided into specific subject categories. (P46)
(1) After World War Two, Germany was divided into two separate countries.
(2) What do you get if you divide 6 into 18?
divide & separate
(1) The teacher divided the students into small groups.
(2) Will you separate the good apples from the bad ones?
3.…, but not every person will proofread their own writing.
部分否定，“并非所有，并非都”，其句式结构为：
Not all (both, every)… = All (Both, Every)… not …
翻译（两种）
(1) 并非所有的书都有帮助。
Not all the books are helpful.
All the books are not helpful.
(2) 并非他们两个都不会讲英语。
Not both of them can speak English.
Both of them can not speak English.
全部否定neither, nor, none, nobody, no one, nothing
没有一个答案是正确的。
None of the answers is/are right.
Step Six Homework:
Finish the exercises of the workbook on page118-119.。
英语高二(上)人教版新课标必修(5)unit 3：同步教案(
英语高二（上）人教版新课标必修（5）Unit 3：同步教案（10）（精品）Unit 3 Life in the Future10th period Unit Test1.教材分析（The analysis of teaching materials）This is the last teaching period of this unit, so the emphasis should be placed on going over and summarizing what has been learned in this unit. There are many ways can be provided to Ss, however, the best way is practice. So in this period, the teacher can provide more practice to consolidate what Ss have learned in this unit.2.学情分析（The analysis of the students）Most of our Ss are afraid of reading, especially the close test and reading comprehension and writing. In order to make our Ss to master the ways to do these parts, more exercises are needed.3.教学目标(Teaching aims)*知识目标(Knowledge aims)1. Get Ss to go over the useful new words, expressions and the new grammar in this unit by reading*能力目标(Ability aims)1. Develop Ss’ ability to use the important language points in this unit.2. Develop Ss’ reading ability*情感目标(Emotional aims)1. Encourage Ss to learn more about life in the future.2. Stimulate Ss’ interest in understanding others through future life.3. Strengthen Ss’ sense of group cooperation4.教学重点和难点（Teaching important points and difficult points）1. Get Ss to review and consolidate what they have learned in this unit.2. Develop Ss’ ability to solve problem3. How to do the close test and the reading comprehension5.教学过程(Teaching procedures)Step 1: Revision1.Check the homework exercises.Step 2: Review the ways to do the close testStep 3: Review how to do better in reading comprehensionStep 4: Learning tipAsk Ss to read the passage and make sure they understand it. Encourage them to do as the passage tells to because if they are doing to so they will be teaching themselves a useful way of learning and from a good habit.6.知识结构（板书设计）1.课堂提问（Questions）1) How can you know the answer?2) what is the key sentence of this passage or paragraph？3) How can we translate this sentence?2.练习和作业（Practice and homework）完形填空(A. B 层全做)阅读下面短文，掌握其大意，然后从各题所给的四个选项(A、B、C和D)中，选出最佳选项。
高二英语人教版选择性必修第一册教案：Unit 3
Unit 3 Fascinating ParksLearning About Language（1）Build up your vocabulary教学设计科目：英语课题：Learning About Language（1）Build up your vocabulary 课时：1课时教学目标与核心素养：知识目标：掌握三种构词法能力目标：能够运用构词法提高词汇量，提升学生的词汇理解和学习能力。
情感目标：培养学生学习英语的兴趣教学重难点教学重点：理解转化、派生以及合成这三种英语中主要的构词法教学难点：练习用英文理解单词，不能仅靠中文注释。
课前准备：多媒体，黑板，粉笔教学过程：一、Pre-class1. Greeting2. Leading-in学生活动：浏览活动1，了解构词法中的转化法。
转化指一个词从一种词类转化为另一种词类而词性不变。
并头脑风暴相同构词法的词汇。
如water, book, hand, present等二、While- class1.学生活动：在阅读板块的语篇中画出含有这四个单词的句子，判断词性，并理解意义，完成活动1中四个单词的连线练习。
文中涉及的句子有：I wake up to the sound of the wind buffeting the cloth of my tent.(v.) (especially of wind or wave) to strike repeatedly or violently●I leave my tent and walk over to the mountain edge.(n.) the outer limit of an object●I'm in the remote far north of Sweden in Sarek National Park, a place with noroads or towns.(adj.) far from, not close●Though the Sami are allowed to continue their traditional way of life in the park,no one else canlive here, and all new development is banned within park boundaries.(v.) to officially or legally prohibit活动目的：本活动的目的是在语境中复现词汇，强化学生对“语言知识的表意功能”的认识。
高二Unit 5 全单元教案Period 6 Integrative Skills(人教版高二英语上
高二Unit 5 全单元教案Period 6 Integrative Skills(人教版高二英语上册教案教学设计)整理Teaching Aims:1. Review the Noun Clauses introduced by “that”.2. Review the important words and expressions learnt in this unit.3. Do some reading and writing to improve the students' integrating skills.Teaching Important Points:1. Learn to describe the countryside, the cities, the people and their life by reading the passage.2. Train the students' writing.Teaching Difficult Points:Improve the students' integrating skills--reading skill and writing skill.Teaching Methods:1. Fast reading to go through the reading material.2. Discussion method to finish the writing task.3. Individual, pair or group work to make every student work in class.Teaching Aids:a tape recorderTeaching Procedures:Step 1: Lead inFrom now, we've got much information about Englishmen, their culture, food, sports, places of interest and so on. From the passage we read in the previous lesson, we’ve known something about the British Isles, the United Kingdom and Ireland. Now we all know England is a good place to travel to. Today we will read a passage about Daniel Defoe’s visit to Salisbury in southern England. What did he see there? What places did he visit? Let’s read the passage and you will find the answers to the questions above.Step 2: ReadingOk, let’s see what Daniel Defoe writes about Salisbury. Read the passage and try to find the main idea of each paragraph.Para.1: The landscape near the city.what did he see all round the city of Salisbury?He saw six hundred thousand sheep fed within six miles of Salisbury.Para.2: Historical relics around the city.Here in this paragraph Daniel Defoe gave us one example----the cathedral.What is the cathedral famous for? The cathedral is famous for the height of its tower. It’s 404 feet high. Daniel Defoe thinks the tower is the highest and the most handsome in England.What does he think of it? The answer is the last sentence of this paragraph.Para.3 What we can see in the city.Para.4: The people, their life, work and culture.How many important kinds of produce and trade are there in the city of Salisbury? What are they?There’re two important kinds of produce and trade in Salisbury. They’re making cloth and sheets called Salisbury whites.How’s people’s life there?Para.5: The wider landscape around the city.How about the hills and fields there?The hill and fields are most beautiful with many small and clear rivers and rich fields bearing fruit and grain.Say something about the hills of Salisbury(The last paragraph)Step 3 Language points:⒈ The number of +复数名词(谓语动词用单数) a number of + 复数名词(谓语动词用复数)E.g. A number of students were studying in the reading-room.⒈ All around the city of Salisbury, as far as twenty-two miles to the west, and six miles south, down to the coast, farmers raise sheep.(此句中farmers raise sheep是句子的主干,前面均是表示方位, 距离的短语做状语. 其中south前面省略to the .由于coast是地势较低处,所以用down to the coast.⒈ ⒈句中fed within six miles of Salisbury是一个过去分词短语修饰sheep，measuring…是一个V-ing短语，修饰six miles of Salisbury。
高二英语上册全册教案
Unit 1 Festivals around the world1.Teaching aims of this unitTalk about festivals and celebrationsTalk about the ways to express request and thanksLearn to use Modal verbsWrite a similar story with a different ending2.Sentence patterns:Request:Could/ Would you please…?Could I have…?Could we look at…?I look forward to…May I see…?Thanks:It‟s very kind of you…Thank you very much/ Thanks a lot.I‟d love to.It was a pleasure…Don‟t mention it.You are most welcome.3.Modal verbs:May might, can could will would shall should must canThe first period Speaking1.Teaching aims:V ocabulary: take place, lunar, festival, Army Day, Christmas, dress upPhrases: Would you like … Could I have…?Might I offer help…? May I see…?You should try…Could we like at…?Can you suggest…? We might take…Teaching ProceduresStep I Leading inT: Hello, everybody! Welcome back to school! Did you have a good time in your winter holidays?Ss. Yes. Of course!T: When did you feel most happy and excited?Ss: At the Spring Festival.T: Who can tell us why? Any volunteers?S1: Because it is the most important festival in our country.S2: Because I got a lot of lucky money from my parents.S3: Because I needn‟t study at fe stivals and there was a lot of delicious food to eat.How great.S4: Because I met my cousins and friends who I hadn‟t seen for a long time.T. Very food! I am glad to hear that. Today we will talk about festivals, which are meant to celebrate important events. Please think about some other festivals. Can you name just a few?Ss: New year, Yuan xiao festival…:T: Quite right. That‟s called the Lantern‟s Festival. How about some other festivals?Ss: The Army Day, International Labour‟s Day, National Day, T omb Sweeping Festival, Dragon Boat Festival, Mid-autumn Day…T: You have done a good job, boys and girls! .Step ⅡWarming –upFestivals are meant to celebrate important events. Different countries have different festivals. Work in groups and lost five Chinese festivals that you know.Discuss when they take place, what they celebrate and one thing that people do at that time. The first one is given to you as an example.Step ⅢPre- readingDiscuss in groups of four1.What‟s your favourite holiday of the year? Why?2.What festivals or celebrations do you enjoy in your city or town? Do you likespending festivals with your family or with friends? What part of a festival do you like best---the music, the things to see, the visits or the food?Step ⅣAssignment1.Consolidation2.Listening to the material again after class to be familiar with it.3.Homework: Collect as much information about festivals as possible.The second period ReadingTeaching Aims1.V ocabulary: starve, starvation, plenty, satisfy ancestor lamps lead feast bone originin memory of dress up trick poet arrival national gain independencegather agricultural European custom awards watermelon handsomerooster admire look forward to religious as though have fun with daily 2.To enable the students to know the earliest festivals with reasons for them and fourdifferent kinds of festivals that occur in most parts of the world3.To enable the students to master some English expressions and phrases about festivals.4.Teach the basic reading skills: skimming and scanning.5.Try to compare and make conclusion s of different festivals.Step ⅠRevision1.Greetings.2.Review the new words of this part.3.Check the students‟ home work---festivalsStep ⅡReading1.ScanningT: Open your books and turn to page one. I‟d like you to do the scanning. Read the text quickly and accurately to get the main idea and answer the 6 questions on Page3. ( Ask the student to look through the questions and then read the text silently.)( Four minutes later, check the answers with the whole class. Show the suggested answers on the screen.)2.Intensive reading( Allow the students to read aloud and carefully this time to understand the main ideas of each paragraph and the important details)T: Read the text loudly for a second time and them try to tell if these sentences are True or False.3.Reading and discussionT: Read the text a third time and then work impairs to do Exercise 2 on Page 3.( Let the students have enough time to read the passage carefully and discuss the chart with their partners. Encourage them to expand their answers according to their ownexperiences.)4.Explanation(In this part try to help the students analyse the difficult, long and complex sentences and guess the meaning of the new words; ask them to deal with the language points in the context.)T: Now I will discuss some important sentences and phrases in the passage.a.Some festivals are held to honor the dead, or satisfy and please the ancestors,who could return either to help or to do harm.b.In memory ofc.In India there is a national festival on October 2 to honor Mahatma Gandhi,the leader who helped ga in India‟s independence from Britain.d.People are grateful because their food is gathered for the winter, and becausea season of agricultural work is over.e.The most energetic and important festivals are the ones that look forward tothe end of winter and to the coming of spring.f.The country is covered with cherry flowers so that it looks as though it mightbe covered with pink snow.The suggested explanation:a.An attributive clause.The sentence means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.b.in memory of … serving to recall sb, to keep him fresh in people‟ minds.He wrote a poem in memory of his dearest wife, who died in an accident.in honor of ( showing great respect or high public regard)in hopes/the hope of (hoping)in defence of (defending)c. a noun phrase followed by an attributive clause as the appositived.two clauses for reasone.energy→energetic adj. ( full of or done with energy)look forward to ( to is a preposition here.)devote to, be/get used to, get down to , stick toe.g. I‟m looking forward to hearing from you.Step ⅢListeningT: Now I will play the tape for you. You can just listen with your books closed or look at your books or read in a low voice together with the tape. It‟s up to you. After listening, please write down three things that most festivals seem to have in common.( Comprehending Ex.3 on Page 3).The third period Learning about languageTeaching aims:1.Let the students know the usage of modal verbs.2.Enable the students to recognize the words and expressions in the reading passageaccording to what mean the same as them.Step ⅠGreeting and Revision( Ask some students to retell the text we learned .)StepⅡ. Practicing the useful words and expressionsT: As we know, there are two important kinds of verbs---transitive verbs and intransitive verbs. But many intransitive verbs have the structure “verb+preposition+objects ” Can you give me some examples?Ss: Sure. Such as look at the picture, hear from my friends, listen to the radio and so on.T: Ok. Now turn to page 4, Ex. 4. You are to make some sentences of your own, using the words given.S1. I‟m looking forward to hearing form my friendS2: We are talking about verbs.S3: Would you like to talk with me?S4: Who can think of an effective solution to the problem?S5: Please think about my proposal.Step ⅢUseful StructuresT: Let‟s come to the next part. This part is about modal verbs. You are to read the sentences in Ex. 1 and then to find out and write down different sentences with modal verbs form the reading passage and try to explain their meanings. If you have any difficulty in understanding them you can refer to Grammar in Pages 92---94Step ⅣSumming up and home workT: Boys and girls, today we have practiced useful words and phrases of this unit and the usage of modal verbs. I think it is not easy for you to master them, after class you should review them.Homework1.Practice of WBP42EX.1,2,3.2.Please find out10 sentences with modal verbs, and try to get their meanings.The fourth period ListeningTeaching aims:1.V ocabulary: go with, the big bands, musicians, over and over again, for sale, getused to, the winners of this year‟s awards for the best costumes2.Enable the students to know how to get the key words to understand theconversation about the carnival parade, to talk about sth happened and express request and thanks.Step ⅠRevisionAfter checking the WB Ex. 1,2,3 the teacher ask the students to give examples about modal verbs and try to explain them.Step ⅡWarming upT: By the way, what‟s the topic of this unit?Ss: Festivals around the world.T: Would you like to know something more about festivals around the world?Ss: Of course.T: Now I will show you several pictures. What‟s the festival called?Ss: Carnival.T: Yes. This class we will listen to a dialogue about carnivals. First look through the four questions in listening part to find out the listening points.Step ⅢListeningT: I will play the tape for you twice. Please listen carefully and pay much attention to the important points. For the first time you are to make notes beside thequestions. For the second time, you should write down the answers andthen check them with your partners.( It‟s important to encourage the students to adapt their present knowledge anyskill to a variety of situations wherever they can. Make sure to allow various expressions of the answers. Do not demand the same words form all students.)Step ⅣSpeakingThis part is intended to give the students the opportunity to practice a telephone conversation using the functional items for requests and thanks. Thepolite form of English are important and should be practiced in a varietyof situations.Step ⅤListening taskT: There are about 10 minutes left. Let‟s come to listening task. Turn to page 43and look at the pictures. They have something in common. Can you find it out?Ss: They are all about festivals bout the dead.T: That‟s right. I will p lay the tape for you. For the first time you should try towrite down the name of the country where the festival are held. For the next two times you should do Ex2. You can make a brief note first and then complete the chart,according to which you can make a report.The fifth period Extensive readingTeaching aims:1.V ocabulary: heart-broken, turn up, keep one‟s word, hold one‟s breath, drownone‟s sadness in coffee, set off for, remind somebody of something,2.Learn to compare the festivals in China and in western countries.Step ⅠRevisionCheck homeworkStep ⅡReading (1)T: As we know, there are all kinds of festivals around the world. We have talked about two Chinese festivals for the dead. Today we are going ti read a sad story, which is to introduce a cross cultural view of lovers‟ festival—Qi Qiao and Valentine‟s Day. NowT: I think you have got the general idea of the passage. Now please read the passage once more and answer the questions on Page 8.Step ⅢDiscussion and writingT: That‟s for the reading part of the passage. Please think about the ending of the story. Are you satisfied with the ending? Different people have different opinions to a matter. Now any one of you have an opportunity to make up an ending to the story. Please engage imaginatively in the story and use your own ideas. Try to use the vocabulary and structures you have learned of you like.Step ⅣReading(2)T: Let‟s come to another passage about carnival in Quebec. Please turn to Pa ge 44, read it quickly and answer the questions in Page 45. Five minutes for you.Added material:Thanksgiving DayFourth Thursday in November is celebrated as …Thanksgiving Day‟ People thank God for his blessings. People can …Thank‟ friends, foes and a nyone for the experiences, happiness and sunshine they bring into their lives. Pilgrims celebrated the first Thanksgiving Day in America during the second winter in the new world. The first winter had been bad as nearly half of the people had perished due to lack of food and bad weather. But the following year, with the help of Indians who showed them how to plant Indian corn, the pilgrims had successful harvest. Governor William Bradford decided that December 13, 1621 be set aside for feasting and prayer. The Indians were invited to share the festival. Since than, Thanksgiving Day is been celebrated in America. However, it was only in 1941, the Congress in a joint resolution named the fourth Sunday in November as the official Thanksgiving Day.Dating back, it is known that the Council thought to appoint and set apart the 29th day of June, as a day of Solemn Thanksgiving and praise to God for his Goodness and Favour. The First Thanksgiving Proclamation was however on June 20, 1676. The governing council of Charlestown, Massachusetts, held a meeting to determine how best to express thanks for the good fortune that had seen their community securely established. By unanimous vote they instructed Edward Rawson, the clerk, to proclaim June 29 as a day of thanksgiving, It is also known that the Pilgrims set ground at Plymouth Rock on December 11, 1620. Their first winter was devastating. At the beginning of the following fall, they had lost 46 of the original 102 who sailed on the Mayflower. But the harvest of 1621 was a bountiful one. And the remaining colonists decided to celebrate with a feast -- including 91 Indians who had helped the Pilgrims survive their first year. It is believed that the Pilgrims would not have made it through the year without the help of the natives The feast was more of a traditional English harvest festival than a true "thanksgiving" observance. It lasted three days.Thanksgiving, as we know it today, has come a long way from the Pilgrim's harvest festival in 1621. It is an event that seems, as each year goes by, to reinvent itself and to expand its meaning to larger vistas. Maybe this is the real significance of the occasion; for as we continue to change and grow as a people, there are an increasing number of things for which we can be thankful.HalloweenThe ancient Druids 督伊德教(古代高卢人与不列颠人的一种宗教)的教徒who inhabited what we now call Great Britain placed great importance on the passingof one season to the next, holding "Fire Festivals" which were celebrated for three days (two days on either side of the day itself). One of these festivals was called Samhain (pronounced Sha-Von) and it took place on October 31 through to November 1. During this period, it was believed that the boundaries between our world and the world of the dead were weakened, allowing spirits of the recently dead to cross over and possess the living. In order to make themselves and their homes less inviting to these wayward spirits, the ancient Celts（凯尔特人）would douse （插入水中, 把弄熄, 弄湿）all their fires. There was also a secondary purpose to this, after extinguishing all their fires, they would re-light them from a common source, the Druidic fire that was kept burning at Usinach, in the Middle of Ireland.Samhain was considered to be a gateway not only from the land of the dead to the land of the living, but also between Summer and Fall/Winter. For the Druids, this was the last gasp （喘息, 气喘）of summer (it was also the Celtic New Year), so therefore they made sure it went out with a bang before they had to button down （把...弄清楚）for the winter ahead.They would dress up in bizarre costumes and parade through their villages causing destruction in order to scare off any recently departed souls who might be prowling （巡游）for bodies to inhabit, in addition to burning animals and otherofferings to the Druidic deities（神, 神性）. It is also a popular belief that they would burn people who they believed to be possessed, but this has largely been debunked （揭穿, 拆穿假面具, 暴露）as myth.This tradition was later brought to the North American continent by Irish immigrants who were escaping the Potato Famine in their homeland. In addition to the festival itself, the immigrants brought several customs with them, including one of the symbols most commonly associated with Halloween -- the Jack 'O Lantern. According to Irish folklore, there once lived a man named Jack who was known for being a drunk and a prankster（顽皮的人, 爱开玩笑的人）. One night Jack tricked thedevil into climbing a tree, and quickly carved an image of a cross on the trunk, trapping the devil. Jack then made him promise that, in exchange for letting him out of the tree, the Devil would never tempt him to sin again. He reluctantly agreed, but was able to exact his revenge upon Jack's death. Because of his mischievous ways in life, Jack was barred from entering heaven and because of his earlier trick, he was also barred from hell. So he was doomed to wander the earth until the end of time, with only a single ember（灰烬, 余烬）(carried in a hollowed out turnip.[植]芜箐,芜箐甘蓝) to warm him and light his way.In Ireland, they originally also used turnips for their "Jack Lanterns", but upon arriving in the new world, they discovered that pumpkins were abundant and easier to carve out.EasterOn Good Friday, Jesus Christ was executed by crucifixion. His body was taken down from the cross, and buried in a cave.The tomb was guarded and an enormous stone was put over the entrance, so that no-one could steal the body. On the following Sunday, some women visited the grave and found that the stone had been moved, and that the tomb was empty. Jesus himself was seen that day, and for days afterwards by many people. His followers realised that God had raised Jesus from the dead.Hot Cross BunsHot Cross buns are still made all over England around Easter time. At one time, buns with a cross on them were made all through Lent. They were banned by Oliver Cromwell and brought back again at the time of the Restoration. For a time they were only available on Good Friday but now they can be bought during the month leading up to Easter. Whole meal hot cross buns are becoming more popular each year.The Easter EggAs with the Easter Bunny and the holiday itself, the Easter Egg predates the Christian holiday of Easter. The exchange of eggs in the springtime is a custom that was centuries old when Easter was first celebrated by Christians.From the earliest times, the egg was a symbol of rebirth in most cultures. Eggs were often wrapped in gold leaf or, if you were a peasant, colored brightly by boiling them with the leaves or petals of certain flowers.Today, children hunt colored eggs and place them in Easter baskets along with the modern version of real Easter eggs -- those made of plastic or chocolate candy.O-bon FestivalBon DanceDuring o-bon, bon odori (folk dances) are held all over Japan. The kind of dance varies from area to area. People wearing yukata (summer kimono) go to the neighborhood shrine, temple, or park and dance around a yagura (stage) set up there.Anyone can participate in the dance. Join the circle and imitate what others are doing. Awa odori of Tokushima and bon odori at Yasukuni Shrine, Tokyo are very famous.Also, Toro Nagashi (floating paper lanterns) are held in some areas. On the evening of the 15th, people send off ancestor's spirits with a paper lantern, lit by a candle inside and floated down a river to the ocean. Fireworks displays (Hanabi-taikai) are often held during o-bon. It is a typical Japanese summer scene to see hanabi. Since o-bon is an important family gathering time, many people return to their hometowns during o-bon. Most businesses are closed during this time. Although it is crowded everywhere, it is common for many people take trips during o-bon, too. The beginning and end of o-bon are marked with terrible traffic jams. Airports, train stations, and highways are jammed with travelers. I recommend you do not travel around o-bon!Unit2 Healthy eatingTeaching Aims of this unit1.Talk about healthy eating2.Making suggestions or giving advice on diet3.Distinguish the meanings of Modal verbs4.Make a balanced menu5.V ocabulary:6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective getrid of, throw away, get away with, tell lies, earn one‟s living in debt ,set out run one‟s business ,carry on7.Speaking: Practice talking about your ideas; practice giving suggestions andadvice, practiceseeing the doctor.8. The use o f ought toThe first period Warming up and readingStep ⅠWarming upReview the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.Step ⅡPre-readingGet the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.T: Please look at the slide show and discuss the questions with your partners. Then I‟ll ask you to report your work. Are you clear?Step ⅢReadingGet the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.1.Fast readingIn this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text.a.The two restaurants supplied the healthy diet.b.The reason why Yong Hui’s restaurant was so popular withcustomers.c.Wang Pengwei found out why he had lost his customers and decidedto win them back2.Careful readingT: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.ually Wang Pengwei’s restaurant was full of people. (T )b.Yong Hui served a balanced diet. ( F)c.Yong Hui could make people thin in two weeks by giving them a gooddiet. (F)d.Wang Pengwei’s customers often became fat after eating in hisreataurant. (T)e.Yong Hui’s menu gives them energy foods. (F )f.Wang Pengwei’s menu gives tem foods containing fiber. (F )g.Wang Pengwei admired Yong Hui’s restaurant when he saw the menu.(F )h.Wang Pengwei decided to copy Yong Hui’s menu. (F )Step ⅣComprehendingBy now, the students have had a further understanding of the text.Let the students read the text again and find out the differences between the two restaurant.T: Now please read the text again and fill in the chart together with your partner.T: Until now we have known what‟s wrong with both restaurant. What does it matter if you only eat at one of the restaurant?S1:…S2:…S3:…T: You all have a point here. But what will they do? We will see it next period.Facing the serious competiton Wang wasn‟t lost in sadness and he didn‟t quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui‟s menu. Do you think we should follow his example?Ss: Yes.T: Now let‟s deal with some language points. Turn to page 10, let‟s look at the sentences:a.Wang Pengwei sat in his empty restaurant feeling very frustrated.This sentence means that the second action “feeling very frustrated”happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action.b. Nothing could have been better.This sentence tells us that everything has worked out the way you would like. It‟s a sentence that we can use in any situation.c. He couldn‟t have Yong Hui getting away with telling people lies!This sentence means that he will punish Yong Hui for her telling lies.Step ⅤHomework1.Try to retell the text.2.Prepare for the language learning and do Using words and Expressionson WB (Page 49-50)The second period Language studyStep ⅠRevision1.Check the students’ homework.2.Ask some of the students to retell the text.Step ⅡWord studyThis part is a consolidation of the words in the text. Ask the students to do the exercise individually.T: Now please open your books and turn to page 11. Fill in the chart using the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text.I necessary, you can discuss with your partners.…Step ⅢGrammarThe students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, with the help of the practice 1on page 12. Then give them some examples.T: Please pick out all the sentences containing modal verbs in the text.a.By lunchtime they would have all be sold---It indicates possibility.b.His restaurant ought to be full of people.---It indicates possibility.c.What could have happened?--- It indicates possibility.d.Nothing could have been better.--- It indicates possibility.e.Something terrible must have happened if Maochang was not coming toeat with him as he always did.---It indicates guessing.f.He could not believe his eyes. ---It indicates intension.g.He wonder if he should go to the library to find out ---It indicates duty.h.He wouldn‟t have Yong Hui getting away with telling people lies!---It indicatesintension.…Step ⅣHomework1.Review the rules of word formation and the meanings of modal verbs.2.Prepare the Using Structure on page 50 by making a dialogue in pairs.The third period ListeningStep ⅠRevision1.Check the using structure on page 50.2.Ask the students to make a short dialogue in pairs.Step ⅡListening( using language)The students will hear what Wang Pengwei did after leaving Yong Hui’s restaurant. Ask the students to finish the chart and answer thequestions.T: OK. We have studied the text and know neither of the restaurant supplied a balanced diet. Let’s listen to the tape and see how the story went on. Go through the text quickly on page 14.( Play the tape. Students write down the answers and check the answers with their partners.)T: Now listen to it again and try to make sure your answers are right.Step ⅢListening (WB P48)The students will heat a conversation between Hong Mei and the doctor. They are asked to do exercise according to the tape.T: Doctor know that there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to a dialogue. Hong Mei is going to see the doctor. Let’s see how the doctor gives her some advice. Listen carefully and do the exercises.Step ⅣHomework1.Pre-view the reading(2) and reading task on Page 52. See how the storyended.2.Find some information about healthy eating on the Internet.The fourth period Extensive readingStep ⅠRevision1.Check the homework2.Share the information the students have got form the Internet.Step ⅡPre-reading。
英语高二(上)人教版新课标必修(5)unit 3：同步教案((4)
英语高二（上）人教版新课标必修（5）Unit 3：同步教案（4）（精品）4th period Important language points(2)1.教材分析The emphasis of this period will be placed on the important new words, expressions and sentence patterns in this unit. In order to make students understand these important points thoroughly, we can first get students to understand their meanings in the context, then give some explanations about them, and later offer some practice to make students master their usage.2.学情分析Language points are the fundamental of learning English; however our students are all afraid of learning English, especially for some complicated language points.3.教学目标1.知识目标1). Get students to learn and grasp the important and useful new words and expressions in this part.2).Let students learn the following important and useful sentence patterns.2.能力目标1). Get studennts to use some useful new words and expressions correctly.2). Enable students to make sentences with the useful sentence patterns.4.教学重点1. Enable students to grasp the usage of such important new words and expressions as, impression ,take up,surrounding,lake, lose sight of ,sweep up, switch,constantly,be back on one's feet,fasten,slide into ,etc.2. Get students to master the patterns “The air seemed thin, as though its combination of gases had little oxygen left.”and “However, I lost my sight of Wang Peng when we reached what looked like a large market because of too many carriages flying by in all dircctions .”教学难点1.Let students learn the important of the words.2.2. Get students to understand some difficult and long sentences.5.教学过程*warm upStep 1 Revision1. Check the homework exercises.2. Ask some Ss to talk about body language.*presentation/practiceStep 2 Practice for useful words and expressions.1. Soon I was back on my feet again and following him to collect ahovering carriage driven by computer. 很快我又重新振作起来，跟随他领取了一部由电脑控制的气垫车.1）back on one's feet 经受打击后重新站起来，再次恢复了健康2）driven by computer在句中作定语,相当于which was driven by computer；过去分词短语作定语通常放在被修饰的词后面，相当于一个定语从句：The suggestion made by the foreign expert was adopted by the manager. 外国专家所提出的建议被经理采纳了。
Unit8FirstAid（人教版高二英语上册教案教学设计）
Unit8FirstAid（人教版高二英语上册教案教学设计）一、教材分析本单元的中心话题是 First Aid, 具体涉及关于动物咬伤、烧伤、刀伤和中毒等的一般急救常识。
此外还介绍了家庭安全须知，急救的重要性等。
语言知识和语言技能都围绕这一中心话题设计。
1. Warming up由两个部分组成，第一部分设计了六张事故情景，他们分别是溺水、交通事故、烧伤、划伤、噎塞等常见场景。
要求学生看图讨论：遇到这些紧急情况应怎么处理，平时怎样能避免这些事故的发生；第二部分让学生讨论遇到上述情况应该如何处理，如何避免这些情况，关于急救自己知道哪些知识，以及急救时可能会用到哪些词汇等。
这些活动都来自于生活，容易引起学生对急救的思考，引起学生参与本单元话题讨论的兴趣，对本单元的学习起到了热身作用。
2. Listening部分可在热身的基础上，以听的形式进一步了解“急救”常识，共有两段对话。
第一段是一个父亲和被狗咬伤的儿子在医院与护士之间的对话；第二段是一个两岁半的女孩误喝墨水，母亲带她上医院时与护士的对话。
通过训练，提高学生听力水平。
3. Speaking部分是有关家庭安全须知，要求学生学习运用“应该做什么，不应该做什么”的表达方法；学生两人一组，互相告诉家庭安全须知，提出忠告，课文列举了一些常用的句型作为参考。
4. Pre-reading呈现了有关急救的三个写作提纲，要求学生不读课文思考“假设让你写一篇有关急救的文章，你会选择使用三个中的哪一个提纲？”第二个问题是让学生预测本单元的阅读文章会使用三个提纲中的哪一个，并给出理。
这些活动的目的是让学生体会文章的构思过程，学会根据主题先列提纲，根据提纲阐述理由或细节，为学生阅读下文起引导作用。
5. Reading是一篇介绍急救的文章，标题是DR ABC，具体介绍急救的重要性，如何进行急救，急救时注意DR ABC：D代表Danger(危险)， R代表Response(反应)， A代表Airway(呼吸道)，B 代表Breathing（呼吸），C代表Circulation（血液循环），以及如何进一步急救等一些急救基本常识和步骤，使学生了解急救对病人的重要性及基本急救知识，以便他们运用于生活实际。
高二英语上册全册优秀教案
高二英语上册全册优秀教案高二英语上册全册优秀教案Unit 1 Festivals arund the DiscussStep Ⅲ Useful StructuresStep Ⅲ Discussin and writingAdded aterial:Thansgiving DaFurth Thursda in Nveber is celebrated as ‘Thansgiving Da’ Peple than Gd fr his blessings. Peple can ‘Than’ friends, fes and anne fr the experiences, happiness and sunshine the bring int their lives. Pilgris celebrated the first Thansgiving Da in Aerica during the sed winter in the new wrld. The first winter had been bad as nearl half f the peple had perished due t lac f fd and bad weather. But the fllwing ear, with the help f Indians wh shwed the hw t plant Indian crn, the pilgris had suessful harvest. Gvernr Willia Bradfrd decided that Deceber 13, 1621 be set asidefr feasting and praer. The Indians were invited t share the festival. Since than, Thansgiving Da is been celebrated in Aerica. Hwever, it was nl in 1941, the Cngress in a int reslutin naed the furth Sunda in Nveber as the fficial Thansgiving Da.Dating bac, it is nwn that the Cuncil thught t appint and set apart the 29th da f une, as a da f Slen Thansgiving and praise t Gd fr his Gdness and Favur. The FirstThansgiving Prclaatin was hwever n une 20, 1676. The gverning cuncil f Charlestwn, Massachusetts, held a eetingt deterine hw best t express thans fr the gd frtune thathad seen their cunit securel established. B unanius vte the instructed Edward Rawsn, the cler, t prclai une 29 as a daf thansgiving, It is als nwn that the Pilgris set grund at Pluth Rc n Deceber 11, 1620. Their first winter was devastating. At the beginning f the fllwing fall, the hadlst 46 f the riginal 102 wh sailed n the Maflwer. But the harvest f 1621 was a buntiful ne. And the reaining clnists decided t celebrate with a feast -- including 91 Indians wh had helped the Pilgris survive their first ear. It is believed that the Pilgris wuld nt have ade it thrugh theear withut the help f the natives The feast was re f a traditinal English harvest festival than a true "thansgiving" bservance. It lasted three das.Thansgiving, as we nw it tda, has ce a lng wa fr the Pilgri's harvest festival in 1621. It is an event that sees, as each ear ges b, t reinvent itself and t expand itseaning t larger vistas. Mabe this is the real significancef the asin; fr as we tinue t change and grw as a peple, there are an increasing nuber f things fr which we can be thanful.。
Unit 1 Language Points紧靠教材(人教版高二英语上册教案教学设计)
1. imagination 【U】但在表示特殊意义时，可在前加ae.g.: She has a strong/good/poor imagination.她的想象力很强/好/差。
★imagine vt.& vi.○1imagine +O. (n., V-ing, that-clause)e.g.: We can hardly imagine life without electricity.Try to imagine walking on the moon.The little girl often imagines that her father doesn’t like her.○2imagine + O. + O.C. (n., to be, V-ing, as)e.g.: He imagines himself a teacher.She imagines herself to be a very beautiful fairy.她把自己想象成一位美丽的仙女。
He imagines himself walking on the moon.He imagines himself as a scientist.○3在复合句中，如果主句主语为第一人称，后接否定的that宾语从句时，否定要前移。
e.g.: I don’t imagine that he will attend the meeting.我认为他不会来参加会议。
例1：I don’t imagine he is right, B ?A. do IB. is heC. don’t heD. isn’t he○4简略表达可用so 或not来代替imagine后的that从句。
e.g.: -----Will he be free tomorrow?-----I imagine so. (肯定回答)-----I imagine not. / I don’t imagine so. (否定回答)○5imagine作插入语，疑问句中要使用陈述语序。
英语高二(上)人教版新课标必修(5)unit4：同步教案(3)(精品)
英语高二（上）人教版新课标必修（5）Unit 4：同步教案（3）（精品）Unit 4 Making the News3rd period Learning about Language Points1.Analysis of the Teaching Material教材分析The emphasis of this period will be placed on the important new words, expressions and sentence patterns in this unit. In order to make students understand these important points thoroughly, we can first get students to understand their meanings in the context, then give some explanations about them, and later offer some practice to make students master their usages.2.Analysis of the Students学情分析Language points are the fundamental of learning English; however our Ss are all afraid of learning English, especially for some complicated language points.3.Teaching Aims教学目标Knowledge Aim知识目标1). Get Ss to learn and grasp the important and useful new words and expressions in this part.2).Let Ss learn the following important and useful sentence patterns.Ability Aim能力目标1). Get Ss to use some useful new words and expressions correctly.2). Enable Ss to make sentences with the useful sentence patterns.Emotion Aim情感目标1).Through this lesson, the Ss can better master the basic knowledge in unit 4. Beside, this lesson also can motivate the Ss to develop a good habit of summarizing knowledge.4.教学重难点1. Enable Ss to grasp the usage of such important new words and expressions such as delight, eager, assist, acquire, concentrate, inform, meanwhile, depend, case, accuse, and demand etc.2. Get Ss to master the patterns“否定词或含否定词短语放句首+部分倒装”“case/stage/situation/point where…”5.教学过程Step1 : Review the text.Ask the Ss to read the passage on P26.Step2: Underline some basic expressions and key sentence patternsbasic expression:go out on a story/ cover a storyhave a good “nose” for stha trick of the tradeget the facts straightget the wrong end of the stickthis is how the story goesa really scoopkey sentence patterns:1 Never will ZY forget his first assignment at the office of a popular English newspaper.2.Here comes my list of dos and don’ts.3. Have you ever had a case where someone accused your journalists of getting thewrong end of the stick?Step3:study language points1.delight v. n.2. eager adj.3.assist v. assistant n.4. concentrate / fix(focus) one’s attention on5. acquire/ gain/ obtain6. assess v. assessment n.7. inform v.8.meanwhile/ in the meanwhile/ at the same time9.depend/ rely/ count on10.case n.11.accuse v.12. so as (not) to do (句中)13. demand v. n.6. 知识结构（板书设计）A. To my much delightB. To my greatly delightC. Great to my delightD. Much to my delight②---How often do you eat out?---________,but usually once a week.A. Have no ideaB. It dependsC.As usualD. Generally speaking③英译中：What’s your assessment of the new economic situation?__________________________________________________.④ He reads newspaper every day to keep himself ____ about what’s going on in the world.A. informB. informingC. informedD. being informed2. Try to recite the language points mentioned in this class. (B/C层)Keys: 1. D 2. B 3.你如何评价当前经济形势？ 4. C。
Unit1Grammar-TheInfinitive（人教版高二英语上册教案教学设计）
Unit 1 Grammar-The Infinitive(人教版高二英语上册教案教学设计)一、不定式的概念.它是一种非谓语形式,在句中不能单独作谓语,但可以和其他动词一起构成谓语. 它没有人称和数的变化,但有时态和语态的变化.二、动词不定式的否定式和疑问式1．动词不定式的否定式由not/never to do构成，另外，还有in order not to do, so as not to do, too…not to do…2．由“疑问代词、副词(who, when, what, where, how + to do)”构成，可作主语、宾语、和表语。
e.g.: He decided not to go there. The teacher told us never to cheat in the exam.老师告诉我们不要在考试中作弊。
I didn’t know what to do. When to hold the meeting is no t known yet.My question is how to get so many books.三、动词不定式在句中的用法不定式具有名词、形容词和副词的特征，它表示一个具体动作，有将来时的意思。
可作主语、表语、宾语、定语和状语。
还可作宾语和主语补足语。
1. 作主语 e.g.: To learn English is good way is important.★不定式短语作主语时，若主语太长往往放在句子的后面，用it作形式主语。
e.g.: It is right to give up smoking. It is necessary to make a study plan.★It’s …..of sb. to do sth.与It’s ….for sb. to do sth.e.g.: It’s very kind/ nice of you to help me.感谢你的帮助。