下面是小编整理的英语必修三unit2课件教案，本文共13篇，欢迎大家阅读借鉴，并有积极分享。
篇1：英语必修三unit2课件教案
英语必修三unit2课件教案
以听说为主的基于学习英语必修三unit2课件教案。一起来看看吧。
项目内 容
教学内容一段录音，讲述王鹏去图书馆寻找健康饮食的资料，巧遇这方面的专家，
于是向这个专家请教。通过这段录音，引发学生对合理搭配饮食的讨论。
学习目标从以下学习目标中确定四类、每类至少一项作为自己的本课时学习目标。
语言知识使学生对合理、健康饮食有更深入地了解及如何合理搭配食物。
语言技能通过听力口语等各种活动，训练学生提取信息，表达观点的能力。
语言运用
（1）学会在听力中抓住要点的技巧
（2）学会把听到的内容用自己的语言表达出来。
文化意识了解合理搭配饮食的重要性，提高学生健康饮食的意识。
情感态度 在了解合理搭配饮食的重要性的同时，也注意生活和学习上的合理安排。
学习策略
（1）自主地在新旧语言知识之间建立联系，
（2）自主反思本单元所学到的语言知识和技能，
将之迁移并运用到要学习中，
（3）主动拓展与本单元主题相关的信息。
任务
课时任务：听一段录音，获取相关语言信息，再把这些信息运用在口语活动中，
给一个胖女孩提一些饮食方面的建议。
评价标准从以下标准中选定至少两项作为你本单元学习的评价标准。
1、理解听力材料的大概内容。
2、能把所听到的.信息运用到口语中。
3、借助同伴的启示与帮助，更好的完成任务。
学习
资源听力材料
预设
时间学习步骤学习目的教学方案学习方案学习资源
第1-5’导入引入
听力老师会用两个问题”Which illness do we still have today? “and “why we have this illness ?”引导学生进入听力材料，让学生对接下来的听力训练的内容有一个心里准备。用问题激发学生的讨论，从而激发学生对回答问题及相关知识的联想。学生通过讨论为接下来的听力任务做好背景知识准备。教师
话语
第6-21’听力 进入听力训练，本课时的重点之一有了前面两个问题引入，再加上前面学过的READING部分，教师可以直接进入主题。让学生听一段录音之后，学生完成几个简单的问题，再听一遍录音，再完成几个细节题，循序渐进，由浅入深，学生可以大概获取听力材料的信息。首先提一些简单的问题，让学生能够轻易回答，即能够让学生获得成功的喜悦，也可以让学生对材料有个了解。之后，再进入深一些的问题。
听力材料
第22-25’信息
展示让学生把听到的信息以说的方式展示出来。 教师把学生所听到的材料信息用语句活词语的方式展示出来学生把自己听到的内容，加上自己的理解，通过口语方式展示出来。学生
话语
第26’任务
展现 了解任务让学生了解接下来的任务，就是为一个胖女孩制定健康的饮食计划。了解任务。
第27-39’任务讨论 强化语用意识和交流意识让学生按照自己的观点
尽情自由的讨论通过前面的讨论、听力，已经使学生把握了许多相关的信息，接下来的任务就是让他们学会如何运用这些信息以口语的形式表达出来。自己与同伴的讨论
第40’任务完成 修改完善自己的讨论向全班同学呈现自己的讨论成果。学生话语
篇2：高中英语必修三unit2 Healthyeating课件
人教版高中英语必修三unit2 Healthyeating课件
（一）教学内容分析
这是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变日常饮食选择,旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前提。本篇文章生词量较大标题较抽象，各段主题句分布不太明显（大部分分布在段落中间）。且大部分学生对饮食与健康的关系（如人体每天必须摄入的六种基本营养成分的来源、健康饮食的重要性、什么是绿色食品等）了解较少。因此，本文的学习难度较大。
（二）教学目标
1.语言知识目标：
a)使学生了解protein,calcium等基本营养成分的来源和主要功能，健康的饮食习惯是健康的保证，以及素食主义等信息。
b)学习掌握有关营养成分与食物的词汇，如：protein、calcium、carbohydrate、fibre、mineral、vitamin、vegetarian&vegan、greenfoodandcleanfood、eco-foodandorganicfood等，以及keepupwith，Thesamegoesfor?以及as和only引导的倒装句的用法。
2.语言技能目标：
a)使学生学会克服生词障碍，通过略读，寻找文章的主题句，理清文章的总体框架与脉络；通过查读，捕捉文章的.重要细节，理解作者的写作意图。
b)使学生学会运用各种猜词技巧，猜测部分生词在具体的语言环境的含义。c)使学生能够运用所学知识，用英语为自己所熟悉的一个人设计一份“healthydiet”，并阐明设计的依据。
3.情感态度与文化意识目标：
a）使学生学会审视自己、审视食物，提高养成健康饮食习惯的意识。b）使学生懂得：健康是做好一切事情的根本。要想有强健的体魄，除了合理安排好一天的生活以外，还需要有科学、卫生的饮食习惯，每天一定量的体育活动和体力劳动。青少年必须有健康的身体，长大以后才能成为一位具有现代科学文化，适合时代要求的合格劳动者。
c）使学生学会关心他人，体贴他人，并养成较强的合作意识。
d）让学生了解一些不同的饮食观念及主张，加深对世界饮食文化的了解，弘扬中华民族饮食文化的精髓,培养爱国主义精神。
（三）教学重点和难点：
1．重点
1）让学生认识到饮食对健康的重要影响。
2）侧重培养学生对文章的整体性结构的把握，突出培养学生以下3个方面的能力：
a.文章中心把握能力。
b.根据主题快速捕捉文章重点细节的能力。
c.猜词能力。
3）重点掌握有关营养成分与食物的词汇，特别是人体每天必须摄入的六种基本营养成分的词汇以及这些营养成分的来源和主要功能。
2．难点
1)如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。
2)如何使学生学会提取、筛选和重组文章中关于健康饮食的信息，并灵活运用于语言实践中，达到语言实践能力的扩展与提高。
二、教学方法与教材处理
1．任务型语言教学法
任务型语言教学认为：人们使用语言的过程就是一个完成各种各样任务的过程。任务型学习强调通过“做中学”、“学中做”，使学生在完成任务的过程中习得语言。本课组织学生四至五人组成一个学习小组，共同为大家所熟悉的一个人设计一份“healthydiet”,并口头阐述设计的理由。该设计基于课文内容，但又不局限于课文的范畴，旨在贯彻“做中学”、“学中做”策略，吸引和组织他们积极参与，并通过讨论、交流和合作等方式，在自然、真实的情境中，完成任务，体会、掌握语言的应用，达到学以致用的目的。
2．合作学习教学法
合作学习教学法是以小组活动为主体的一种教学活动，一种同伴之间的合作互动活动，。合作学习教学法有利于改善课堂心理气氛、大面积提高学生的学业成绩、促进学生良好非智力品质的发展，调整学生的语言焦虑感。焦虑是影响外语学习的重要情感因素，外语学习中的焦虑主要是指学习者需要用外语进行表达时产生的恐惧或不安心理。因此，本课打破传统的“稻田式课堂教学结构”采用“四至五人组成一个学习小组”的课堂教学结构，来组织教学，旨在营造轻松的学习氛围，为积极学习提供有利的条件，让学生在完成任务的过程中通过互相交流，降低语言焦虑感，获得愉快的学习经历，从而对学习本身和所学内容产生兴趣感。
3．整体语言教学法
整体语言教学法要求按“整体－部分－整体”的模式，进行语篇阅读训练，即从“整体”开始，以“整体”结束的“三段式”阅读教学法。本课采用从整体略读——分段细读——听读课文内容，进一步理解课文内容，即是这种教学策略的体现。
（四）、学法指导
1）认知策略:指导学生运用已学会的抓重点、做记号、摘笔记等方式，对所学内容进行整理与归纳。
2）调控策略:继续培养自我评价与相互评价的习惯，鼓励学生增加与教师和同学交流学习英语的体会和经验，学会科学评价自己的学习行为与学习效果，进一步形成有效的学习方法,树立积极向上的学习态度。
3）交际策略：创设有意义的情景和任务活动，引导学生通过四人一小组，进行合作学习，让他们围绕课堂任务分工合作，相互探讨、相互交流，从而获得知识、技能和情感体验，变被动学习为主动学习。
篇3：高一英语必修二unit2课件
人教版高一英语必修二unit2课件
一、学生分析
Amber Room
教学对象为高中一年级学生，智力发展趋于成熟。他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。学生已经完成了高中英语第一个模块的学习，渐渐习惯了我的教法。虽然一开始他们觉得与初中教学很不相同（初中老师注重手把手式的语法教学），但经过半个学期后，他们适应得很快，而且还取得一定的进步。他们会对课文内容提出自己的`疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。不过，本班学生的水平参差不齐，有些差距还相当大。因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。
二、教材分析
这一课是本单元第一个课时。在上这一节课前并没有让他们了解太多的与课文内容相关的知识，只是由于这课出现的人名和地方名比较多，我在课前教他们读了一下。我在备这一课时，发现它的 warming-up部分会花费比较长的时间，于是我没有采用，而使用了我自己另外准备的引入（只是花了4到5分钟的时间），让学生对这课的话题作好心理准备，也为了完成本单元的目标作了铺垫。我觉得在今后也必须合理使用手中的教材，根据学生水平和教学设计进行整合或
增减，让不同层次的学生在课堂上都有所收获。
三、教学目标
本课为阅读课型，主要介绍有关俄罗斯遗失琥珀屋的轶事。通过阅读使学生了解世界文化遗产，学会描述他们的起源、发展和保护等方面的情况。教师根据课文内容用不同的形式来让学生自己归纳，提高阅读技能。由于这课讲述国外文化遗产，学生会感到陌生，为了引起共鸣，因此要把中外文化遗产结合一起讨论。本课目的要使学生学会如何谈论文化遗产以及最后形成保护文物的意识。 教学内容大致分为以下几个方面：
1．看图片和听录音引入文化遗产这一话题。
2．从网上下载一些琥珀屋图片并展示给学生看，分辨新旧琥珀屋，给学生以感官上的刺激，而且有利于帮助学生对文章的理解。（一些生词用板书） 3．学生阅读课文后完成精读练习。 4．两人围绕琥珀屋设计小对话。 5．语言学习--难句解释。
6．小结文章，一是找关键线索，二是写作手法。
7．小组讨论，包括复述课文，加深对文章的理解，以及学生总结自己通过
本课学习学到了什么（达到教学目标--形成保护文物意识）。
四、教学策略
环环相扣，设计紧凑。先利用录音和图片引起兴趣，然后带着问题有目的地阅读文章，通过回答问题掌握细节，知道琥珀屋从形式－失踪－重建的过程，再从整体上把握它的结构、特色，学习用英语归纳以及复述，最后自己去小结上完这节课的收获，使他们的掌握阅读技巧的同时也增加了见识。在小组讨论过程中，
学会用英语口语判断别人给出的依据，并给出自己的观点。
采用多媒体教学，用一些有关文物的精美图片，引起学生对即将阅读的文章的兴趣，减少陌生感。
课前需要准备中外文物图片以及对这些图片简短的录音描述。
五、教学过程
（一） warming-up引入
教师用 PowerPoint分别展示三幅图片以及播放有关的三段介绍录音，并不需要学生详细记录细节，因为不是听力课，只是了解图片是什么地方，位于哪个国家等。
（ look at three pictures and listen to three tourist guide describe each of them. What do you think of them?） 1、3为学生所熟悉的 1. The Pyramids in Egypt 2. Machu Picchu in Peru 3. The Great Wall of China 然后问问题：
what do you think of them?
(They represent the culture of their countries, so they are called______) 引导学生讲出 cultural relics这个词组
接着分别说出 cultural relics的定义（学生个人观点）
（引入部分使学生对本节课的话题有所了解，而且很有兴趣了解其它文物）
（二） Reading使学生了解Amber Room形成、发展,经历了几个阶段
1、让学生解释文章的title—In Search of the Amber Room (Maybe it's lost) 2、为了让学生知道琥珀屋是什么样子，帮助理解文章，教师展示多张图片，新旧琥珀屋对照、外观、以及里面摆设的琥珀，金碧辉煌的琥珀屋使学生大开眼界，叹为观止，并学会分辨新旧。
3、先给出一系列问题，让学生带着问题阅读课文（scanning）。有目的性阅读是阅读训练一种技巧，并且提醒学生不用太多花大多注意力在人名、地名上面，而假设自己正在读一本侦探小说，集中精力探究事情的发生经过。 4、阅读后学生回答问题（大部分学生能找到答案）
5、在了解细节的基础上，再次阅读(skimming)。全班分5个小组，分配任务给每一个组，文章共有5段，每组概括一个段落的大意，而且要求使用不超过3个单词来概括，既降低了难度又提高了学生归纳能力。
（三） Difficult points
因为只是阅读课，语言点不作详解，是为下个课时作准备，分别找出 4句
难句，让学生进行解释，一一说明属于什么从句（分别有宾从、状从、定从、主从）（从句是学生的薄弱环节），为学生扫除阅读障碍。
l. Frederic WilliamⅠ,the king of Prussia could never have imagined that his greatest gift to Russian people would have such a strange history. 2. Once it is heated, the amber can be made into any shape. 3. This was a time when the two countries were at war. 4. There is not doubt that the boxes were then put on a train for Konigsberg .
（四） Summing-up（总结）
学生掌握每段大意后，从总体上把握文章结构和特点
1、找出与Amber Room有关的重要线索（3个人物、2个国家、1个组织） 2、分析写作手法（时间顺序及都用了一般过去时描述已发生的事情）：让学生将来进行写作训练描述某事经过时，可以模仿这篇文章的手法 （五） Group-work(task)4人小组
学生此时已非常熟悉文章内容及结构，进入用英语进行交际环节 1、复述课文，教师给出一段文字，中间有不少空格，学生根据课文内容填写空格（learn how to talk about cultural relics） Fill in the blanks:
The Amber Room was made________. Frederick WilliamⅠ________.It soon became part of the Czar's winter palace in St. Petersburg . Later, CatherineⅡ________and she told her artists to________. In September, 1941，the Nazi Germany army secretly ________. After that, what happened to the Amber Room________. Now Russians and Germans have ________much like the old one.
2、谈谈自己从中的收获（What can you learn from the text?）
学生都能说出要保护文物（完成本课教学目标） 至于怎样保护，因时间关系留待下个课时再讨论。
（六）布置作业：复习课文及写一篇如何保护家乡某一文物的文章。
篇4：必修三英语unit5课件
必修三英语unit5课件
I．单元教学目标
技能目标Skill Goals
Talk about the basic information about Canada— location, main cities, customs and cultural diversity.
Learn how to read a traveling report and use maps.
Learn to express directions and positions.
Master the Noun Clause- Appositive clause.
Learn to write a report to express what you hear and see in a place.
II． 目标语言
功
能
句
式表示方向的句式
Where is...?
How does one go to...?
In what direction is...?
Is... close to/far from...?
How far is...?
表示位置的句式
It is/lies in the north/south of...
It is/lies to the south/east/northwest of...
It is within...
Kilometers of...
It is/lies on the west/east.
The place is on the border.
You go along the coast.
It is east /west of...
It is far away from...
One goes northward.
词汇1. 四会词汇
Quiz Canadian minister continent baggage chat scenery eastward westward upward surround harbor measure aboard eagle within border slight acre urban topic mix mixture bush maple frost confirm wealthy distance mist misty schoolmate booth downtown approximately dawn buffet broad nearby tradition terrify terrified pleased impress impressive
2. 词组
Prime minister, rather than, settle down, manage to do, catch sight of, have a gift for, in the distance
语法Noun clause as the appositive
III． 教材分析与教材重组
1. 教材分析
本单元通过两位女孩李黛玉与刘茜的加拿大之旅，向我们展示了加拿大的一些基本概况，包括它的地理位置、主要城市、风土人情以及它的多元文化。通过学习本单元，让学生对加拿大有了更多的了解，使学生能够用所学的词汇与句式表达方向与位置，并学会条理地写出旅游过程中的所见所闻。
1.1 Warming Up部分通过四组问题激活学生有关旅行和加拿大的知识和经历。本单元阅读是“在旅途中看加拿大”，因此，Warming Up通过五个关于加拿大的问题的测试，目的是激活学生已有的`知识，为介绍加拿大做好准备。
1.2 Pre-reading部分通过四个问题激活学生有关旅行的经历和有关加拿大的知识，使学生产生了解加拿大的兴趣，为阅读做好准备。
1.3 Reading 部分是“在旅途中看加拿大”，沿着从西向东的旅游路线向我们介绍了加拿大的面积、地貌、主要城市、人口、生态环境等。两位女孩在旅途中看到了自然美景及野生动物，文章还介绍了加拿大的自然资源，让学生对加拿大的美丽、富饶、幅员辽阔、地广人稀有了更深的了解。学生可以通过学习课文掌握新的词汇、句型和游记的写法，提高学生的阅读能力。
1.4 Comprehending部分设计了三种题型，前两个题是对Reading部分细节内容的理解，一个是问答题，一个是改错题。最后是在地图上标出两位女孩的旅游路线，相对简单一些。此部分不仅检测学生对细节的把握，还要求学生列举加拿大蕴藏的两种自然资源，而且检测学生根据课文内容进行推理和判断的能力以及读图能力。抓住文中人物的行踪，就能够很好地把握文中的信息。
1.5 Learning about Language部分首先是构词法，培养学生词汇生成能力，旨在通过加上前缀或后缀的方法扩大学生的词汇量。第二部分使用课文中的词汇和信息进行填空和编对话，旨在提高学生活用词汇的能力。语法部分是有关同位语从句的练习。
1.6 Using Language部分综合训练听说读写的能力。通过听力填空及讨论的形式进一步了解有关加拿大的知识——居民和语言。阅读部分继续加拿大之旅，从多伦多到蒙特利尔，介绍了加拿大的旅游景点及风土人情。写作部分要求以报告的形式写旅游见闻，要求学生掌握旅游报告的写作方法。
1.7 Summing Up部分要求学生就内容、词汇和结构三个方面进行归纳，对本单元所学知识进行概括总结。
2. 教材重组
2.1 Reading(I)： 从话题内容和功能上分析Warming Up， Pre-reading Reading与Post-reading话题相同，可以整合成一节阅读课。
2.2 Reading(II)：可将Using language中的Reading与Workbook中Reading Task放在同一节课中处理，再上一节阅读课。因为话题都是关于加拿大的城市与风土人情的。
2.3 Listening：可将Using Language中的Listening and Writing, Speaking, Workbook中的Listening(P69) 与Workbook中的Listening Task三个活动整合成一节“听力课”。
2.4 Speaking:把Learning about Language中的Exercise 4 Making up a dialogue(P36)与 Workbook中的Talking (P69) 和 Speaking Task （P74） 整合一节“口语课”。
2.5 Learning about language:将Learning about language( P36 Exercise 4除外) 与Workbook中的Using words && expressions （P70） 和 Using structures （P71） 结合在一起，上一节“语言学习课”。
2.6 Writing 可将Using Language中的Writing(P39) 与Workbook中的Writing Task (P74)整合成一节写作课。
3. 课型设计与课时分配 (经分析教材, 本单元可以用六课时教完)
1st period:Reading (I)
2nd period: Reading (II)
3rd period: Listening
4th period:Speaking
5th period:Learning about Language
6th period:Writing
Ⅳ. 分课时教案
The First Period Reading (I)
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
rather than, baggage, scenery, eastward, chat, surround, harbor, measure, aboard, have a gift for, within, manage to do, catch sight of, eagle, acre, urban
b. 重点句子
2. Ability goal 能力目标
Learn how to describe the places that Li Daiyu and Liu Qian visit in Canada.
Understand the noun clause used as appositive.
Enable the students to understand the details of the passage about Canada and find the correct answers to the questions in the post-reading.
3. Learning ability goals学能目标
Improve the students’ reading ability - guessing words, searching for information.
Learn the information about Canada.
Master the expressions for describing directions and locations.
Teaching important points 教学重点及难点
a. Find the answers to the questions in post-reading.
Learn the methods of writing a traveling report about.
b. Understand the use of noun clause - appositive clause.
Learn to read the traveling report according to the traveling route.
Teaching methods 教学方法
1． Skimming and scanning;
2． Asking-and-answering activities;
3． Listening method.
Teaching aids 教具准备
A computer, a projector and a tape recorder.
Teaching procedures & ways教学过程与方式
Step 1 Revision
Check the students’ homework.
T: Before we come to the new lesson, let’s check your homework.
The teacher checks the assignment of the last class.
Step 2 Lead-in and Warming Up
Show the students the maple flag and ask them some questions.
T: Do you know which country uses this national flag?
Ss: Canada.
T: Which continent is Canada in?
Ss: It is in North America.
T: How large is it?
Ss: I only know it is the second largest country in the world. I don’t know the exact number.
T: Canada occupies an area of 9, 978, 4670 square kilometers. It is a bit bigger than China. Which country is its neighbor?
Ss: The United States.
篇5：必修三unit5英语课件
I．单元教学目标
技能目标Skill Goals
Talk about the basic information about Canada— location, main cities, customs and cultural diversity.
Learn how to read a traveling report and use maps.
Learn to express directions and positions.
Master the Noun Clause- Appositive clause.
Learn to write a report to express what you hear and see in a place.
II． 目标语言
功能句式表示方向的句式
Where is...?
How does one go to...?
In what direction is...?
Is... close to/far from...?
How far is...?
表示位置的句式
It is/lies in the north/south of...
It is/lies to the south/east/northwest of...
It is within...
Kilometers of...
It is/lies on the west/east.
The place is on the border.
You go along the coast.
It is east /west of...
It is far away from...
One goes northward.
词汇1. 四会词汇
Quiz Canadian minister continent baggage chat scenery eastward westward upward surround harbor measure aboard eagle within border slight acre urban topic mix mixture bush maple frost confirm wealthy distance mist misty schoolmate booth downtown approximately dawn buffet broad nearby tradition terrify terrified pleased impress impressive
2. 词组
Prime minister, rather than, settle down, manage to do, catch sight of, have a gift for, in the distance
语法Noun clause as the appositive
III． 教材分析与教材重组
1. 教材分析
本单元通过两位女孩李黛玉与刘茜的加拿大之旅，向我们展示了加拿大的一些基本概况，包括它的地理位置、主要城市、风土人情以及它的多元文化。通过学习本单元，让学生对加拿大有了更多的了解，使学生能够用所学的词汇与句式表达方向与位置，并学会条理地写出旅游过程中的'所见所闻。
1.1 Warming Up部分通过四组问题激活学生有关旅行和加拿大的知识和经历。本单元阅读是“在旅途中看加拿大”，因此，Warming Up通过五个关于加拿大的问题的测试，目的是激活学生已有的知识，为介绍加拿大做好准备。
1.2 Pre-reading部分通过四个问题激活学生有关旅行的经历和有关加拿大的知识，使学生产生了解加拿大的兴趣，为阅读做好准备。
1.3 Reading 部分是“在旅途中看加拿大”，沿着从西向东的旅游路线向我们介绍了加拿大的面积、地貌、主要城市、人口、生态环境等。两位女孩在旅途中看到了自然美景及野生动物，文章还介绍了加拿大的自然资源，让学生对加拿大的美丽、富饶、幅员辽阔、地广人稀有了更深的了解。学生可以通过学习课文掌握新的词汇、句型和游记的写法，提高学生的阅读能力。
1.4 Comprehending部分设计了三种题型，前两个题是对Reading部分细节内容的理解，一个是问答题，一个是改错题。最后是在地图上标出两位女孩的旅游路线，相对简单一些。此部分不仅检测学生对细节的把握，还要求学生列举加拿大蕴藏的两种自然资源，而且检测学生根据课文内容进行推理和判断的能力以及读图能力。抓住文中人物的行踪，就能够很好地把握文中的信息。
1.5 Learning about Language部分首先是构词法，培养学生词汇生成能力，旨在通过加上前缀或后缀的方法扩大学生的词汇量。第二部分使用课文中的词汇和信息进行填空和编对话，旨在提高学生活用词汇的能力。语法部分是有关同位语从句的练习。
1.6 Using Language部分综合训练听说读写的能力。通过听力填空及讨论的形式进一步了解有关加拿大的知识——居民和语言。阅读部分继续加拿大之旅，从多伦多到蒙特利尔，介绍了加拿大的旅游景点及风土人情。写作部分要求以报告的形式写旅游见闻，要求学生掌握旅游报告的写作方法。
1.7 Summing Up部分要求学生就内容、词汇和结构三个方面进行归纳，对本单元所学知识进行概括总结。
2. 教材重组
2.1 Reading(I)： 从话题内容和功能上分析Warming Up， Pre-reading Reading与Post-reading话题相同，可以整合成一节阅读课。
2.2 Reading(II)：可将Using language中的Reading与Workbook中Reading Task放在同一节课中处理，再上一节阅读课。因为话题都是关于加拿大的城市与风土人情的。
2.3 Listening：可将Using Language中的Listening and Writing, Speaking, Workbook中的Listening(P69) 与Workbook中的Listening Task三个活动整合成一节“听力课”。
2.4 Speaking:把Learning about Language中的Exercise 4 Making up a dialogue(P36)与 Workbook中的Talking (P69) 和 Speaking Task （P74） 整合一节“口语课”。
2.5 Learning about language:将Learning about language( P36 Exercise 4除外) 与Workbook中的Using words && expressions （P70） 和 Using structures （P71） 结合在一起，上一节“语言学习课”。
2.6 Writing 可将Using Language中的Writing(P39) 与Workbook中的Writing Task (P74)整合成一节写作课。
3. 课型设计与课时分配 (经分析教材, 本单元可以用六课时教完)
1st period:Reading (I)
2nd period: Reading (II)
3rd period: Listening
4th period:Speaking
5th period:Learning about Language
6th period:Writing
Ⅳ. 分课时教案
The First Period Reading (I)
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
rather than, baggage, scenery, eastward, chat, surround, harbor, measure, aboard, have a gift for, within, manage to do, catch sight of, eagle, acre, urban
b. 重点句子
2. Ability goal 能力目标
Learn how to describe the places that Li Daiyu and Liu Qian visit in Canada.
Understand the noun clause used as appositive.
Enable the students to understand the details of the passage about Canada and find the correct answers to the questions in the post-reading.
3. Learning ability goals学能目标
Improve the students’ reading ability - guessing words, searching for information.
Learn the information about Canada.
Master the expressions for describing directions and locations.
Teaching important points 教学重点及难点
a. Find the answers to the questions in post-reading.
Learn the methods of writing a traveling report about.
b. Understand the use of noun clause - appositive clause.
Learn to read the traveling report according to the traveling route.
Teaching methods 教学方法
1． Skimming and scanning;
2． Asking-and-answering activities;
3． Listening method.
Teaching aids 教具准备
A computer, a projector and a tape recorder.
Teaching procedures & ways教学过程与方式
Step 1 Revision
Check the students’ homework.
T: Before we come to the new lesson, let’s check your homework.
The teacher checks the assignment of the last class.
Step 2 Lead-in and Warming Up
Show the students the maple flag and ask them some questions.
T: Do you know which country uses this national flag?
Ss: Canada.
T: Which continent is Canada in?
Ss: It is in North America.
T: How large is it?
Ss: I only know it is the second largest country in the world. I don’t know the exact number.
T: Canada occupies an area of 9, 978, 4670 square kilometers. It is a bit bigger than China. Which country is its neighbor?
Ss: The United States.
(The teacher shows a map of Canada to the students.)
T: Right. The United State is its neighbor. Canada is a beautiful country.
Step 3 Pre-reading
T: Now I want to ask you a question. Do you like traveling?
Ss: Yes, we like traveling very much. (No, I don’t like traveling. It is tiring.)
T: I know most of us like traveling. Have you ever been abroad?
Ss: No / Yes.
T: Few of us have ever been abroad. Then what is the longest trip you have ever taken?
Sa: Beijing (Shanghai / Hainan / Harbin).
Sb: I have never been out of my hometown.
T: If you get a chance to go abroad, which three countries would you like to visit most? Why?
Sc: I would like to go to French, Australia and Ireland. I think French is full of romantics and there are many beautiful buildings. Australia is famous for its beautiful scenery and people are very friendly. Ireland is also beautiful. I want to walk along the roads of the countryside.
Sd: I think I will travel in china first, because China is my motherland and she is very beautiful. I would also like to go to Canada so that I can see the large and beautiful lakes, and there’s the wonderful snow scenery. I also feel like paying a visit to Australia because there are many sheep and rare animals there.
T: Very good. We love our motherland, but if we want to make our country more beautiful and more developed, we should know more about the other countries. Here are two questions. You may ask your partner for answers and give your answers to him/her.
Show the questions on the screen or on the blackboard.
If you take a trip to Canada, what do you expect to see?
What three words would you use to describe Canada?
The teacher can ask some pairs to tell their ideas in class.
T: Who’d like to tell us your opinions?
Sa: I want to see the mountains and the forests. Canada is beautiful, wide and people are friendly.
Sb: I want to see the big snow and polar bears, three words large, clean and mysterious.
T: Are they right? You can find the answers in the text. Li Daiyu and Liu Qian will take us to visit Canada. Please turn to Page34, read “A Trip on the True North”.
Step 4 Fast reading
Get the students read the passage quickly and carefully. Meanwhile, help the students form a good habit of reading. T: Do you feel puzzled when you read the title? What is “the True North”? Now, read the passage and get the general idea of the passage. Underline the main places mentioned in the text.
Give the Ss five minutes for reading.
Five minutes later.
T: Time is up. Have you finished?
Ss: Yes, we have.
T: The first question is what the passage is mainly about?
Sa: The passage is about a trip of two girls, and it tells us some information about Canada.
T: Right. It mainly tells us the information about Canada. What are the main places mentioned in the text?
Sb: They are the Atlantic coast, Vancouver, Rocky Mountains, Calgary, Thunder Bay, Lake Superior and Toronto.
T: Look at the map on Page33. Draw the traveling route of the two girls on the map.
Give the students one minute to draw the route.
T: You did a good job. Do you have any difficulty in reading? Let’s look at the difficult points together.
The teacher explains some important or difficult points to the students.
Step 5 Reading aloud
Let the students read the passage again and find the details from the passage.
T: Now you read the questions on Page35 first, and then read the text aloud to find the answers to the questions. After a while, answer the questions in complete sentences without looking at your books.
Give the students a few minutes to read and find answers. Then ask some students to give their answers.
Suggested answers:
1. Which continent are the cousins crossing?
They are crossing North American.
2. Why are they not flying directly to the Atlantic coast?
They are not flying directly to the Atlantic Coast because they want to take the train from west to east across Canada./ They want to see Canada./ They want to travel across Canada.
3. What is “The True North”?
“The True North” is the train that runs through Canada.
4. Why is the population of Vancouver growing so rapidly?
The population of Vancouver growing so rapidly because it is beautiful.
5. What happens at the Calgary Stampede?
At the Calgary Stampede cowboys compete in riding wild horses for thousands of dollars.
6. How are ocean ships able to reach the centre of Canada?
Ships are able to reach the centre of Canada because they can follow the St Lawrence River and the Great Lakes.
7. What are some of Canada’s greatest natural resources?
Canada has water from its lakes and rivers and wood from its forests.
Step 6 Homework
1. Remember the underlined sentences.
2. Write a short passage to report what Li Daiyu and Liu Qian saw in Canada.
Period two Extensive reading
Teaching goals教学目标
1. Target language 目标语言
a. 重点词汇与短语
figure, figure out, terrify, official, maple, frost, wealthy, tour, distance, flow, booth, downtown, as far as, dawn, broad
b. 重点句子
1. They were not leaving for Montreal until later...
2. It’s too bad you can’t go as far as Ottawa Canada’s capital.
3. It’s about four hundred kilometers northeast of Toronto, so it would take too long.
4. As they sat in a café looking over the broad St. Lawrence River, a young man sat down with them.
5. In the distance, they could see the misty cloud that rose from the great Niagara Falls, which is on the south side of the lake.
6. I stay as far away from polar bears as possible.
2. Ability goal能力目标
Enable the students to know more information about cities: Toronto, Montreal and Iqaluit.
3. Learning ability goals 学能目标
Teach the students how to describe a city with the target language and functional sentences.
Teaching important points教学重点
Find the correct information about cities of Canada according to the questions.
Teaching difficult points 教学难点
How to write the traveling report.
Teaching methods 教学方法
a. Skimming method;
b Scanning;
c.Task-based approach listening.
Teaching aids 教具准备
A record, a projector and a computer.
Teaching procedures and ways 教学过程与方式
Answer the questions about the passage.
1. How do we know it is fall in Canada?
We know it is fall in Canada because the maple trees are red and gold and oranges, and there is frost on the ground.
2. What can sometimes be seen from the CN Tower in Toronto?
Sometimes the misty cloud that rises from Niagara Falls can be seen from the CN Tower.
3. Where does the water from the lake go?
The water from the lake goes into the Niagara River and over the falls on its way to the sea.
4.Which direction is the train going from Toronto?
The train is going east ( northeast ) from Toronto.
5. What three things show us that Montreal is a French city?
Good coffee, good bread and good music show that Montreal is a French city. Also the signs and ads were in French.
篇6：必修三英语课文课件
必修三英语课文课件
第1课时 Talk about festivals:
some traditional Chinese Festivals
Spring Festival春节
Qingming Festival 清明节 Double Ninth Festival 重阳节
Double Seventh Festival 七夕节 Mid-Autumn Festival中秋节
Lantern Festival 元宵节（The Yuanxiao Festival）
Dragon Boat Festival 端午节
*Festivals are meant to celebrate important events.
*What’s your favorite holiday of the year?
*What festivals or celebrations do you enjoy in your city or town?
*Do you like spending festivals with your family or with your friends?
*What part of a festival do you like best——the music, the things to see, the visit or the food?
*Festivals and celebrations o f all kinds are held everywhere.
*They lit fires and made music because they thought these festivals would bring a year of plenty.
*Some festivals are held to honor the dead or satisfy and please the ancestors.
*Festivals can be held as an honor to famous people or the gods.
*The most energetic and important festivals are the ones that look forward to the end of
winter and to the coming of spring.
*Festivals let us enjoy life, be proud of our customs and forget our daily life for a little while.
第2课时【自主学习】单词预习学案
1.庆典，庆祝 n._________ v.__________
庆祝严寒的结束__________________________, ________________
2. 起源，由来n._________
Her mother is French __________(原籍)
宗教 n. _________ adj._______ 宗教信仰__________
3.到达n.________ v._____________
幸存，生还 n._____________v.____________
4. 独立 n.____________adj.___________
从英国人那儿获得独立______________
5.盼望春节的到来_______________ _______________
Special attention should be paid to __________(pronounce)the words.
6.与家人玩得开心_________ 取笑某人，拿某人开玩笑___________
I did it_____________(闹玩地) 搞某人的恶作剧____________
7.必要性，需要;必需品n._____ 必需的adj._______ 生活必需品______
8.守信用，履行诺言 __________ ___________ 食言____________
9. 道歉v.__________ n.___________ 因某事向某人道歉__________
Please accept my ______________(道歉) for that
Me to ___________ (道歉)to that fellow? No way!
He _________________(向我道歉) for stepping on my foot.
10. 淹没，溺死v. __________ pt ___________ pp ____________
a drowning man(译)_____________ a drowned body(译)_____________
drown oneself in work(译) __________ drown one’s sadness in wine __________
11. 哭泣，流泪v._____________ pt___________pp_________
He ______________(因失败而哭泣)his failure.
扫v._________________ pt._____________ pp._________________
【合作探究】
12. 用dress, clothes, clothing, cloth适当形式填空
1)The ________ (衣服)need washing, can you have _______(it, them)washed?
2)The shop sells children’s___________ only.
3)Please cover the table with a ___________.
4)____________________________(一件衣服)
5)People are expected to wear formal __________ in a wedding.
13. in memory of; in celebration of; in honour of; in the shape of, in search of 填空
1)The boys went_________________ something to eat .
2) He wrote a poem _________________his wife.
3).Many people joined them ______________(寻找那个失踪的孩子)
4).People eat food _________ skulls on festival of the dead.
5)A ceremony was held _______________those killed in the earthquake
【当堂检测】
1)The great flood _________________________many villages.那次大洪水把许多村子都淹没了。
2)You must ___________________________(为迟到向你朋友道歉)。
3).Finlan d _______________________Russian during World War I.
芬兰在一战中从俄国中独立出来。
4). The job will ___________________his parents (使他独立于父母)
5). Last summer I took a course on ______________.
A. how to make dresses B. how dresses be made
C. how to be made dresses D. how dresses to be made
6). He wept _______ joy at the news that he was admitted to Beijing
University.
A. for B. as C. to D. in
第3课时
内容 Reading—A sad love story
【自主学习】Step I ：Reading Comprehension
1. Li Fang was heart-broken because _________
A. his girlfriend said goodbye to him
B. his girlfriend didn’t love him any longer
C. his girlfriend didn’t turn up
D. he didn’t love his girlfriend
2. Why couldn’t Niulang follow Zhinv to the Heaven?
A. Because he lost his way
B. Because he lost heart
C. Because he had to take care of the babies.
D. Because the Milkey Way stopped him
3. The truth of the story is that ________
A. Hu jin doesn’t love Li Fang any longer and want to say goodbye to him.
B. The two lovers waited for each other in different places.
C. Li Fang should have waited in the tea shop.
D. Hu Jin should have waited in the tea shop.
Step II: Translate the phrases
1. 出现，到达，露面 ______________
2. 守信用，履行诺言________________
2. 用咖啡解愁 ____________________
4. 在人间，究竟 ________________
5. 动身往家走 __________________
6. 把花和巧克力都扔掉_______________
7.展翅搭桥 __________________________
【合作探究】
Step III: Translate the sentences
1. He was not going to hold his breath for her to apologize.
_____________________________________________________________
2. It was obvious that the manager of the coffee shop was waiting for Li Fang to leave.
_____________________________________________________________
3. Finding that Zhinv was heart-broken, her grandmother finally decided to let the couple cross the Milky Way to meet once a year.
_____________________________________________________________idn’t turn up. She could be with her friends right now laughing at him.
_____________________________________________________________
Language Points:
1. But she didn’t turn up.
turn up: vi.1). To arrive 到达；来到；露面
We planned to meet at half past seven, but she never turned up.
2). (被) 发现。（被）找到
Don’t worry about the letter . I’m sure it’ll turn up.
Vt. 开大；调高（音量；热量等）
Could you turn up the radio?
短语链接：
turn down 关小（声音，灯等）；拒绝 turn against 背叛 turn in 上缴；拐入
turn on/off 打开/关上 turn over 翻身/ 页；移交 turn away 打发走
turn out 结果证明是；生产； 制造 turn to 求助于；转向做…
【巩固练习】
用turn短语的正确形式填空：
1. He promised to come, but hasn’t _______ _________ yet.
2. She tried to join the army but _______ _______ _______ because of poor health.
3. Whenever in trouble, you can _______ _______ the police for help.
4. The weather _______ ________ to be fine.
5. Hundreds of people were __________ _________ from the island, so it was called “the land of tears”.
3. I don’t want them to remind me of her.
remind sb. of sth. 使某人想起某事；提醒某人某事
e.g. The photo reminded me of my childhood.
Please remind me of this afternoon’s meeting.
拓展： remind sb. to do sth. 提醒某人做…
e.g. Remind me to write to mother, please.
remind sb. that 提醒某人某事
e.g. I reminded him that he must go home b efore dark.
【巩固练习】
1).Travelers ________ ______ _______(被提醒) climbing the hill is dangerous.
2).He _______ ______ ______（提醒我）take an umbrella along.
3).The photo _________ ________ ______ ______ _____(使那老人想起) what he had suffered in the war.
3. It was obvious that the manager of the coffee shop was waiting for LiFang to leave.
It is / was obvious that … 显然， …是显而易见 的。 其中的it是形式主语
that引导的是真正的主语， 此句型可以改为：“Obviuously, …”
e.g. 1. Obviously, you misunderstood him.
2. It was obvious to everyone that he was very nervous.
【当堂检测】
1.在咖啡店遇到某人, _________2.下班后_______,3突然出现；到场；调大（收音机等）_____, 4.right now,______5.嘲笑,______6守信用；履行诺言______, 7.look forward to ~ing 8. all day_____9 be alone with sb______7, be like a fool_______, 8、hold one’s breath______, 9.drown one’s sadness in coffee,_________10. it is obvious that….._________, 10.wait for…to leave_________, 11.wipe the table________, 12., turn on the TV_______, 13.a weaving girl_____, 14.a herd boy______,15. fall in love with_______, 16.get married secretly_______________ 17., be married to sb._________, 19.return to Heaven, _______ 20.cross the river______, 21once a year_________, 22.on the seventh day of the seventh lunar month__________, 23. hear about_________,24 set off for home_________, 25, remind sb. of…__________ 26._____________在回家路上,27. hear…~do/ ~ing, _________28.wave at sb.______,29. have a gift for sb.___________ 30. a happy Valentine’s Day_________
Ⅰ.课文词汇填空（旨在复习本课文中的单词拼写和主要词语等） 根据课文内容完成下面语法填空，注意单词拼写和词语用法：
There are all kinds of celebrations1 （遍及）the world. Different countries have different festivals. Festivals of the Dead are held to honour the 2 (death) or to satisfy the ancestors. Festivals can also 3 (hold) to honour famous people. In China, the Dragon Boat Festival honours the famous 4 （古代的） poet, Ou Yuan. The most energetic and important 5 （节日 ）are Spring Festivals 6 look forward to the end of winter and the coming of spring. At the Spring Festival in 7 , people eat such things 8 dumplings, fish, and meat and give children lucky money in red paper. Some western countries have very 9 (excite) carnivals, which take place forty days before Easter, usually in 10 （二月）.
Ⅱ.课文大意概括（旨在训练用30个单词概括大意的能力） 阅读课文，试着用30来个单词概括课文大意或翻译下面短文。
文章告诉了我们世界各地五种重要节日并解释了人民为什么，在何时以及如何举行各种活动来庆祝这些节日。
The passage tells us __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
词组（共10小题；每小题0.5分，满分5分）
11. 有意义,行得通 ___________________________________________
12. (在我)看来,(依我的)观点 _____________________________________
13. 定居, 安下心来 _____________________________________________
14. 对……有影响 _______________________________________________
15. 为了纪念 __________________________________________________
16. 以……为自豪 _____________________________________________
17. 使某人想起某事 ____________________________________________
18. 对… 感到乐观 ____________________________________________
19. 使某人高兴的是 _____________________________________________
20. 导致某事,造成某事 ______
一 多项选择
1. In order to save the animals out of danger, they ____ a special place for them to live freely.
A. set free B. set off C. set out D. set aside
2. I didn’t mean to keep you waiting here for a long time. There are several traffic jams on the way. Can you ____ me?
A. apologize B. interrupt C. forgive D. behave
3. I am surprised that you should have been fooled by such a ____.
A. role B. deal C. test D. trick
4. It’s the ___ in the country to go out and pick flowers on the first day of spring.
A. use B. habit C. custom D. normal
5. ---Have you heard the story of The merchant of Venice?
--No. When and where does the story ____?
A. take up B. take off C. take on D. take place
6. Washington, a state in the United States, was named _____ one of the greatest American presidents.
A. in favor ofB. in need of C. in search of D. in honor of
7. The police are offering a $ 60,000 _____ for information about the killer.
A. reward B. priceC. awardD. prize
8. We invited her to dinner but she didn’t even bother to _____.
A. turn toB. turn upC. turn on D. turn down
9. On Halloween, children in American like to ____ as ghosts to frighten people.
A. make upB. put onC. dress upD. spy on
10. Almost all of us ____him for his courage in front of difficulty.
A. award B. admire C. accept D. forgive
11. All the teachers and students have got everything ready to ____ the 50th anniversary of our school.
A．congratulate B．celebrate C．inspect D．respect
12. Three university departments have been ______ $600 ,000 to develop good practice in teaching and learning.
A．promoted B．included C．secured D．awarded
13. In order to find a cure to the disease，he travels about the world _____ facts about little known diseases.
A．gathering B．searching C．collecting D．receiving
14. Tom _____ friendship and experience from the local residents, working with them for 3 years.
A．beat B．won C．gained D．made
15. History is about forgiving not forgetting. If some people forget history we should _____ them.
A．repeat B．remember C．remind D．r ecord
16. Since my childhood, I have been dreaming of _____ on a journey round the world. But till now, the dream doesn't come true.
A．putting off B．setting off C．taking off D．going out
17. The old man was almost dying, terrified with darkness and loneliness. He really _____ love and care.
A. turned to B. relied on C. starved for D. referred to
18. It _____ a few days later that he failed to pass the tests to get a place to study at the key school.
A. turned up B. turned out C. turned off D turned to
二 完成句子
1. 们家乡在过去的里发生了巨大的变化。（take）
Great changes ______________________________ in our hometown in the past 20 years.
2. 那老师因迟到向学生道歉。（apologize）
The teacher ______________________________________________ late.
3. 我一直渴望再次见到你。 （forward）
I __________________________________________________ you again.
4. 黄色的花朵总使他想起在乡下的童年。 （remind）
Yellow flowers always _______________________________________ in the countryside.
5. 今天上午我在办公室看到了她，她不该不经医生允许就回来上班。(come)
I saw her in the office this morning. She _____________________________
_________________ without the doctor’s permission.
6. 打扮成圣诞老人，他很受孩子们欢迎。 （dress）
_____________________________ Father Christmas, he is popular among
Children.
8. 他耍花招使我相信了他说的话。(trick)
He _________________________ make me believe what he said.
9. 她讨厌在公共场所被开玩笑。（trick）
She hates __________________________________ in public.
10. 他站在山顶欣赏大自然的美景。 （admire）
He stood on the top of the mountain ____________________________
__________________ .
11. 他看上去很困倦，昨晚一定熬夜写论文。 （stay）
He looks sleepy. He must ________________________________ last night,
writing the essay.
12. 别坐在那里什么也不干，来帮忙整理桌子。（do）
Don’t sit there ______________________. Come and help me with the table.
13. 天气许可的话，明天我会来的。 （permit）
I’ll come tomorrow, _______________________________ .
14. 这是一次小型的非正式的老同学聚会，你不必盛装打扮。 （dress）
It’s a small informal party among our old classmates--- you ____________
____________________________.
15. ---那边可能是谁呢? ---有可能是我们的语文老师，他总穿红衣服。（be）
--- Who________________________ over there?
---It may be our Chinese teacher who is always dressed in red.
第4课时 Grammar: Modal verbs:
may / might, can / could, will / would, shall / should, must / can的用法
【自主学习】
1. may 与might的用法
may 与 might
1)表示允许、许可。否定答语一般要用mustn’t，表示“禁止、阻止”之意。 --- May I watch TV after supper?
--- Yes, you may. / No, you mustn’t.
2)在表示请求、允许时, might比 may的语气更委婉一些。在日常口语中，用can征 询对方意见更为常见。 ---Might I use your telephone?
--- Yes, please.
--- May / Can I go home now?
--- Yes, you may / can.
3)表示可能性的推测，含有“或许”“大概”“可能”之意，用might代替may时，则语气显得更加不肯定。
What he said may be true.
She may come tomorrow.
He might have some fever.
2. can与could的用法
can 与 could
1)表示能力Some of us can use the computer now, but we couldn’t last year.
2) 表示客观的可能性It will be sunny in the daytime, but it could rain later on this evening.
3) 表示请求和允许 --- Can I go now?
--- Yes, you can.
4)表示请求,口语中常用could代替can,使语气更加婉转Could you wait a few day for the money?
Could you please show me the way to the station?
5)表示惊异、怀疑、不相信的态度（主要用于否定句、疑问句和惊叹句中）
Can this news be true?
It can’t be the headmaster. He’s gone to Beijing.
How can you be so foolish!
3. will与would的用法
will与would 1）.用于表示意志或意愿。Will指现在，would指过去 I will never do that again.
They said that they would help us.
2）.表示请求、建议等，用would比用 will委婉、客气些 Will you please take a message for me?
Would you please pass him the book?
3）.表示习惯性动作，译为“总是”“惯于”。Will指现在，would指过去 Fish will die without water.
Every evening, she would sit by the window, deep in thought.
4）.表示预料或猜想 It would be about ten when he left home.
I thought he would have told you about that.
5）.用于否定句中，表示“不肯”“不乐意No matter what I said, he wouldn’t listen to me.
4.shall与should的用法
shall 1）用于第一、第三人称疑问句中，表示说话人征求对方的意见 What shall we do next?
Shall I do the washing-up?
When shall my brother be able to leave hospital?
2）用于第二、第三人称的陈述句中，表示 说话人给对方的命令、警告、允诺或威胁
You shall go with me. ( 命令)
You shall have a new dress for your birthday.（允诺）
He shall be punished.（威胁）
should
1)表示劝告或建议，作“应该”讲 We should be strict with ourselves.
You should keep your promise.
2) 表示推测，作“可能”、“该”讲The roads should be less crowded today.
I should have finished reading it by Friday.
3)Why / how + should结构表示说话人对谋事不能理解、感到惊异等意思，译为“竟会”
Why should you be so late today?
（你今天怎么来的这么晚？）
I don’t know why you should think th at I did it.
（我真不明白你凭什么认为这件事是我干的。）
5. must, may (might) 和can表示“推测”的用法
must 只能用于肯定句，表示可能性很大的一种推测，作“肯定”“一定”讲 (1)--- Look, someone is coming. Who can it be?
--- It may be the headmaster.
---It can’t b e him. He has gone to Shanghai.
--- Then it must be Mr Zhang. He looks like the headmaster.
(2)--- What can they be talking about?
--- They may / must be talking about the question raised at the meeting.
(3) --- Can they have finished the work?
--- Yes, they may / must have finished it.
--- No, they can’t have finished the work so soon.
--- Then they must have played so much.
May /might 用于肯定句中（可能，或许，大概）；用于否定句中（可能不）。表示可能性较小的一种推测
can 表示推测时，只用于否定句和疑问句中
【合作探究】：I. 单项填空：
1. Write in simple English in order that everybody ______ understand
you. A. may B. must C. should D. will
2. You _______ miss the lecture, though you ______ have it.
A. mustn’t; needn’t B. needn’t; mustn’t
C. mustn’t; mustn’t D. can’t;
needn’t
3. --- Better not have the operation right now.
--- ________.
A. I mustn’t B. I shouldn’t C. I won’t D. I can’t
4. The train was ten minutes late, so I ______ have run all the way from my house to the station.
A. couldn’t B. shouldn’t C. needn’t D. mustn’t
5. I’m not going simply because I don’t see why I _______.
A. will B. would C. should D. shall
6. --- It must be Mr. Li who did it.
--- No, it _____ be Mr. Li.
A. mustn’t B. can’t C. wouldn’t D. may
7. --- It’s getting cloudier and cloudier.
--- Yes, I’m afraid it ______ be raining soon.
A. must B. should C. might D. can
8. I promised to get there before 5 o’clock, but now the rain is pouring
down. They _____ for me impatiently.
A. may wait B. ought to wait C. could wait D. must be waiting
9. --- ______ you make so much noise?
--- Sorry, I’ll take care not to.
A. Must; B. Can C. May D. Would
10. On Sundays when I was a child, Father and I _____ get up early and go fishing.
A. could B. would C. might D. should
11.I ______ have written to him because he phoned me shortly afterwards
A. ought to B. must C. couldn’t D. needn’t
12. --- _____ the plane have taken off on time?
--- I’m afraid not. The fog was too thick then.
A. Need B. Should C. Can D. Must
13. This looks like a different kind of stone. What _____ we do with it?
A. will B. shall C. would D. do
14. He has much money at the beginning of every month, but by the end of it he _____ little left.
A. can have B. will have C. should have D. need have
15. How _______ you say that you really understand the whole story if you have finished only part of the article?
A. must B. need C. may D. can
【当堂检测】II. 用适当的情态动词填空：
1. There is 20 minutes left. We _______ (not) have to be in such a hurry.
2. Where is my watch? I really can’t find it. Where _____ it be?
3. The doctor told the old man that he ______ avoid eating fat.
4. It’s too late. I think he ______ go to bed.
5. ______ you mind my troubling you with a few questions?
第5课时
【自主学习】
I. 单词拼写
1.Tom celebrated the a_________（到达）of the New Year with a party for his friends.
2. Getting food to s__________（挨饿的`） people does nothing to stop the war.
3. We just can’t find enough good second-hand cars to s__________（满足） demands.
4. The fruit was often served at wedding f__________（盛宴）.
5. Is Russia a E_______（欧洲） country or Asian country? Many people are puzzled sometimes.
6. Carolina was a__________ （奖励）the prize for both films.
7. No one is to see the document without the p__________ （许可）of the writer of the report.
8. I’ve made up my mind, but it’s o_______（显而易见）that you need more time to think it over.
9. Dolphins have sometimes been known to save d__________ （快要溺死）swimmers.
10. I used to a__________ （羡慕）him as a true scientist and hard worker.
II. 短语翻译
1. 出现______________________ 2. 饿死 ____________________
3. 对…满足___________________ 4. 导致 ____________________
5. 纪念 _____________________ 6. 盛装 ____________________
7. 开玩笑____________________ 8. 期望 ____________________
9. 好像______________________ 10. 玩得开心 ________________
11. take place _________________ 12. day and night ______________
13. a couple of ________________ 14. hold one’s breath ___________
15. keep one’s word ____________ 16. apologise to sb for sth _______
17. be meant to _______________ 18. do harm __________________
19. have one’s origin as _________ 20. set off for _______ __________
【合作探究】III. 词语辨析
A）forgive, excuse, pardon
excuse:“原谅”，指有意放过人们在社会，习俗方面的具体行为。如失礼，疏忽或失职，不予以指责和惩罚，常用于口语。
forgive:“饶恕，宽恕，赦免”，感情色彩较浓，表示不但放弃一切报复要求，且打消一切复仇的心理，不再愤恨，强调主观和内心的宽恕。
pardon:“原谅，宽恕”，正式用语，指放弃处罚要求，予以赦免，尤其指由上级按法律正式赦免过失或过错。作原谅讲时，同excuse，较老套、正式，主要用于“知道自己的言行将冒犯对方时候”。
1Please __________ me for using your telephone without asking for permission. I thought you wouldn’t mind.
2 She was so kind as to __________ her close friend who had done harm to her when she was in a great difficulty.
3 The two spies were __________ by the President yesterday.
B）collect, gather
gather和collect均可表示“收集”，但collect有区别挑选之意，表示收藏某类物品时多用此词，gather则强调将散乱的东西集中起来。指“聚集” 时两者同义。
1. One of Tony’s hobbies is __________ rare birds.
2. Clouds __________ before a thunderstorm came.
C) think of, think about, think over
think about指“考虑”、“对......有某种看法”，此时它可与think of 换用。但当think of 作为“想起，想到”讲时，of一般不能改为about。think over有“仔细考虑”之意，相当于think about... carefully, 但about是介词,后可直接接宾语。over是副词，所跟宾语是代词时，代词要放在think 和over之间。
1. I can’t think _________ his name at the moment
2. Universities may be forced to think again __________ the courses they provide due to the new employment situation.
3. Why don’t you think it __________ and give me a call in a couple of days?
D) gain, win, earn
gain侧重指经过努力或有意识行动而取得某种成就或获得某种利益或好处。
win主要指通过努力、斗争、比赛等而获得胜利。
earn侧重指依靠自己的劳动或因付出代价与有功而获得，其宾语多为金钱、荣誉和理应得到的东西。
1. He has __________ a lot of money by working in the evenings.
2. He ___________ experience while working for the newspaper.
3. Who do you think will __________ the next election?
E) mean to do, mean doing
mean to do sth.“打算干…事”; mean doing sth.“意味着…”.
1. I meant __________ (give) you this book today, but I forgot.
2. Missing this train means _________ (wait) for another hour.
F) lonely, alone
这两个词都有“单独”，“独自”，“孤单”的意思。但alone只是陈述一个客观事实，通常不带感情色彩，强调独自一人，没有别的同伴，无褒贬之意，只能用作表语或后置定语，另外alone还可作副词。而lonely只能作形容词，表示一种感觉，带有感情色彩。指人时，强调内心的“孤独”，“寂寞”，“冷清”，希望有人陪伴，可作表语和定语。另外lonely还可表示“偏僻的”，“人迹罕至的”，而alone没有这一意思。
1. On the island Chuch had to learn to survive all __________.
2. The old man lives __________, but he never feels __________.
3. The old man lives a __________ life in that __________ mountain village.
G) cry, weep 这两个词均指因痛苦、悲哀或伤感等出声地流泪。 weep 书面用词，指小声哭或无声地哭，侧重流泪。而cry则较为强烈,常指大声的哭.
1. We all __________ in silence for the dead.
2. We heard her __________ far outside the house.
【当堂检测】IV基础测试
A. 单词拼写
请根据汉语提示或首字母写出单词的正确形式
1. The proud man said he would rather s_______（挨饿） than beg for food.
2. What he said couldn’t s________（满足） his parents, so they kept asking him.
3. A boy l_______（带领） us to the old man’s house, so we had no trouble in finding him.
4. He is a famous p________ （诗人）and his poems are popular with the youth.
5. It is not his custom to d________（淹没） his sadness in wine.
6. She entered the lab without _____________ (许可).
7. There is now no ______________ (可能) that she comes to apologise to us.
8. Do you know when India gained its _______________ (独立) from Britain.
9. He is the most _________(英俊) man I’ve ever met.
10. He got a lot of __________ (奖状) for his excellent study.
1 Don’t look forward to the day you stop suffering, because when it comes you know you’ll be dead. 生于忧患,死于安乐.
2 A dog starving at his master’s gate predicts the ruin of the state. 树死先从叶子黄.
3 I would rather have a mind opened by wonder than one closed by custom. 宁愿创新,不愿陈腐.
4 Gather you rosebuds while you may, old time is still a flying, and this same flower that smiles today,tomorrow will be dying. 未雨绸缪.
5 However big the fool, there is always a bigger fool to admire him. 傻瓜总会发现有比他更傻的人在赞美他.6 Belief, then, is the great guide of human life. 信仰是生活的向导.
篇7：高一英语必修三课件
新课标下的英语教学提倡Task-based Language Teaching也就是任务型教学方法。尤其是在阅读课的教学过程中，使用此方法更能培养学生综合语言运用能力。学生在体验、实践、参与、交流、合作的过程中，实现任务目标，从而感受成功，并达到使用语言的目的。为实现任务型教学，教师应科学地确立教学目标，精心设计任务及活动，遵循新课标之“采用活动途径，倡导体验与参与”的理念。本着“真实性、互动性、趣味性和素质能力培养”等原则，我结合教材内容设计了一堂高中英语阅读课教学，处理Module 3 中的Reading and Vocabulary。课堂设计主要以下列程序呈现：
一、Pre-task:激活学生已有背景知识，导入课题。
我设计了一段电影视频和一系列图片导入课题，以引发学生兴趣，集中其注意力。通过影片让学生认识自然灾害的威力，通过一组图片，让学生进一步学习有关灾害的名词及学会给事物下定义。
二、While-task:带任务阅读，训练技能。
对于本篇阅读材料，我遵循由浅入深、由表及里、由具体到概括的原则设计教学环节。在此过程中我设计了一系列阅读任务，如下定义（giving definitions），确定主题句（spotting topic sentences），回答问题（answering questions based on reading），判断正误（True-or-False statements），填表格（completing a chart）等。让学生带着任务，养成并逐步提高阅读技巧,即略读（skimming），跳读（scanning），细读（intensive reading）以及其他微技能，从而培养其良好的阅读习惯，使他们逐渐掌握阅读策略，那就是通过语篇而不是孤立的句子来获取信息和学习语言知识和技能。
三、Post-task: 以话题为核心，巩固并扩展语言知识。
在此环节中，我以本模块话题为中心，设计了Filling in the blanks, Revision 和Discussion等任务，学生们分组展开讨论，然后报告小组结果。通过这项活动，着重培养学生运用英语获取、处理信息，解决实际问题的能力，激发其学习兴趣，同时也进一步激励学生关爱生命、关爱地球，鼓励他们用文化知识和科学技术武装自己，为保卫我们的地球，改善人类的生存环境做贡献。学生们通过参与合作来完成任务，不但有利于促进知识与技能的进一步形成和巩固，还交流了感情；同时，他们也体验了团体精神的魅力和成功的乐趣，进而增强了自信心，达到了共同提高与合谐发展的目标。
四、Homework Assignments:学会积累，促进转化。
针对本节课教学内容，我设计了两项课后作业题。第一项是要求学生课后熟读课文，并复习生词及一些有用表达法。第二项是要求学生根据所给关键词（key words），发挥想象，写成一篇50-100词的小文章，旨在让学生在动笔的过程中对所学内容回头望、再思考，以达到熟练掌握，灵活运用，将语言知识转化为运用能力的目的。
总之，高效优质的英语课堂是一种理念，也是一种价值追求，它更是一种教学实践。我作为一名执教二十余载的英语教师，在这条路上一直在学习、在探索，但总感觉自己只是触到冰山一角。教学研究这条路尽管艰辛而漫长，但是为了能让自己的课堂行云流水，自然流畅，而学生们也能学在其中，乐在其中，我将继续走下去！
篇8：高一英语必修三课件
（一）听和说教学内容设计
1.听的教学内容设计：听力教学的内容一般应包括：
⑴ 语音训练
语音训练包括对听音、重读、意群等的训练，增强学生的语音辨别能力，对于造成听力困难的语音应专项训练。如 ：bed—bad, ship—sheep, chip—cheap, pin—pen, sit—seat 训练应从词到句，再到文。
⑵ 听力技巧训练
听力技巧包括听大意、听具体信息、猜词义、听细节、听隐含之意等。听力教学应包含训练这些技巧的各种听力活动。
⑶ 听力理解训练
听力技巧的培养是为理解服务的，除了语音和技巧的训练之外，听力教学更多的应是通过各种活动训练学生句子和语篇的理解能力，使学生的理解由“字面”到“隐含”再到“应用”，理解步步加深。
2.说的教学内容设计：说的教学内容一般应包括：
⑴ 发音
错误的发音会造成理解困难，甚至使听者无法理解，因此说的教学内容首先应是正确的发音，包括音节、重读、弱读、连读、失去爆破，辅音浊化，送气减弱、意群、停顿、语调等。
⑵ 语法、词汇
合乎语法的句子才容易理解，用词准确，有助于理解。缺乏必要的词汇常使说话者难以准确地 表达自己的思想。因此说的教学应包含一定的词汇和语法教学。
⑶ 交际功能
通过说的教学，学生应能掌握“问候”“道歉”“抱怨”“邀请”“建议”“致谢”“信息询问”“征求意见”等各种交际功能。
⑷ 释疑技巧
释疑技巧是防止会话中断的必要手段。当听的一方未能听清楚对方的意思时，应能有多种方式询问对方的含义，使会话得以继续进行，当不能明白个别单词短语的意思时，可问 “What does…mean ？”, “Could you tell me what…mean ？”如果有部分内容不能明白，比如没有听清楚怎么走，可问：“Do you mean I should turn left?” “Sorry, how far should I walk?”“You said the name of the street is...?” 如果不清楚自己是否真正明白对方的含义可以说：“Do you mean...?” 要求对方解释自己说过的话可以用升调重复对方的话，等等。
⑸ 文化知识
交际不仅依赖于语言的准确性，同样依赖于语言的得体性。这就要求，说话者有必要了解一定的文化知识，使自己的语言符合其所适用的文化氛围，符合其所处的语言环境，符合其所担任的角色。
（二）听说课的教学模式
1. PWP 模式
现在我们很多课堂都倡导 PWP 教学模式。即：pre-listening, while-listening, post-listening.
为了更好地上好听说课，我们要掌握听说课的要领：
1) 听前：准备要充分，教师提前预设问题，为听力教学作好充分的铺垫。
① 扫清重要词汇障碍，做好背景知识、初步感知语言知识的导入。
② 利用课本资源进行听力预测：充分利用课本图片，通过听前讨论图片、根据图片回答问题等，培养学生听前看图进行听力预测的习惯；浏览文字：预习听力的题目、题干，图片、表格、选项、判断正误句子等。
③ 教师创造性地使用练习：教师要根据学情及听力难易度，整合教材中的听力题目，做到让学生听有所获。
2) 听中：知识输入要合情、听力操作要合理：
① 听几遍合适？播放磁带的遍数（听几遍录音）——由学情及听力材料的难易决定。
② 如果听力材料有好几段，教师要逐段播放，一个小对话结束后要暂停，让学生有时间做听力练习，然后再往下播放下一个对话的录音；
③ 如果听力材料太长，教师备课时就应该按意分成几个小段，播放时增加停顿，给学生留出做题时间。
④ 如果有很难的句子，且句子很重要，可以适当停顿，多次播放，这也是对学生的一种人文关怀。
3) 听后：输出要多样。教师应要求和鼓励学生用完整的英语句子进行说的练习。此外，听后的输出活动形式应该是多样的：如根据图、表格、听力题目等资源进行对话、写话；跟读，角色朗读和自编新的主题对话的形式。把听、说和听、写相结合，进行训练。
2. “3P”教学模式 。即Presentation—Practice —Production
1 ）Presentation 阶段
教师通过解释、举例、示范、角色扮演等向学生介绍新的语言项目，包括语法、句法、功能、会话技能等，确定课堂的教学内容和教学目标。
2 ）Practice 阶段
教师为学生提供各种机会，使学生运用所展示的内容。练习由易到难，由控制到半控制，逐步增加学生的自主性。
3 ）Production 阶段
教师给学生提供机会将其新学到的语言知识和交际技能融入已有的知识之中，使其能自由地运用语言进行交际。
3. 任务型学习模式
该模式采用交际会话的方式，使学生通过完成一定的交际任务，达到培养语言运用能力的.目的。教学一般也是由三部分组成：
1）通过实景展示必要的语言知识和语言技能。
2）布置交际性任务，如到商店购物，到机场买票，到车站接人，参加面试等等。
3）活动之后是对任务完成情况的评估。
任务型学习模式使听说活动的设计尽量给学生自由发挥的余地；在真实的任务驱动下，增加听说材料的趣味性，在完成任务的过程中增加听和说的竞争成分；听说过程中也要加入适当的听说技巧的训练，由易到难的顺序排列；让学生在交际中得到充分的锻炼。
（三）听说教学设计案例分析
高中 Module 1 Unit 4 Earthquake
课型：听说课
Step I ： Lead-in
1. 听歌曲《让世界充满爱》，同时展示在人民大会堂表彰抗震英雄的照片。
October 8th , The Great Hall of the People( 人民大会堂 ) ，Top leaders paid tribute ( 称赞，歌颂 ) to heroes of the Sichuan earthquake.
【设计思路】：激发学生兴趣及学习积极性，为本课主题和本节课活动的顺利开展做了一个很好的铺垫。
【实践过程】：大家都经历了为汶川地震捐款等活动，因此课堂气氛极为活跃。
【实践反思】：学生的积极性被激发出来，有利于整堂课的开展。
展示唐山、汶川地震的画面，提出问题：What do you know about earthquakes?
【设计思路】：通过这个问题引出灾难这一话题，继而引入这节课的主题 —— 地震。
【实践过程】：学生虽然对唐山地震不够了解，但汶川地震记忆犹新，课堂上学生的反应很快，他们能想到许多的有关地震灾害的描述。
【实践反思】：通过启发和联想让学生说出地震的相关句子扩展他们的思维。
Step II ： Discussion
播放视频，看完有关地震的视频让学生讨论：
What may an earthquake cause?
【设计思路】：看视频之前给学生提问这个问题，使学生带着任务去观看，印象深刻，而且对地震带来的危害有更加深入的理解。
【实践过程】：虽然视频具有震撼力，但由于讨论时间较短，加上学生的思维有限，学生回答的答案比较局限。
【实践反思】：在此环节应该多给时间他们，给出一些关键词帮助他们充分讨论。
What can we do to help them after the earthquake? 让学生讨论。
【设计思路】：在了解地震的灾害后，引出如何帮助灾区人民从灾难中走出来，树立信心，重建家园，从而引出问题。
【实践过程】：通过讨论方式和小组计分形式使这个环节气氛热烈。
【实践反思】：学生应在解决问题的过程中通过讨论得到答案，这样学到的知识更能印象深刻。
Step III ：Listening & Speaking
1. Please listen to the teacher's experience in earthquake and take notes. A will write down all the questions and B will write down the answers.
【设计思路】：播放一段学生采访本校心理教师的听力材料，姚老师在地震救援时赶到灾区做心理辅导，使学生了解如何在听中记录信息。
【实践过程】：两人一组分别记录采访的问题和姚老师的回答，然后各自和其他组的同学核对，所以这部分他们完成得很好。
【实践反思】：听力原本是学生感到困难枯燥的，但使用学生对本校教师的访谈材料，学生对听力内容非常感兴趣，有助于提高学生的听力。
What are you going to do if you interview other teachers?
Group work：design the questions.
Interview Mr. Zhang whose wife went to Wenchuan to help people in earthquake.
【设计思路】：通过听力训练从而 引出说的活动。
【实践过程】：学生通过小组活动设计新的问题，采访同年级的英语老师，他的夫人参加医疗队到汶川抢救伤员， 学生和英语老师的互动将本节课的气氛推向高潮。但因学生知识面等原因，学生提出的问题有重复现象。
【实践反思】：此环节在增加知识性的基础上，通过现场采访更使积极互动，给课堂增加了趣味性。
同时学生在讨论的过程中，学会了和对方互动，提出更多问题，使交流更真实。
篇9：人教版高一英语必修一unit2教案
Module 1 Our Body and Healthy Habits
1. Lead in.
Class, tell me. When you are ill in hospital for a few day，who will pay for it? Your parents? It’s very bad. The health insurance company? Good, it’s much better.
Today we are going to learn about the health care system in three different countries. Now listen to the tape and try to answer the question:
What are the three countries?
---Britain, America, and Canada.
2. Well, all of you have done a good job. Now read the passage quickly and try to find the answer to this question:
Which health care system do you think is the best? Give two or three sentences to explain why.
--I think Canada has a better system, because health care is free. When you become ill, medical fees are paid for by the government.
3. Answer some more questions:
What’s the problem with the American system?
The problem is that poorer people don’t have the money to pay for private health insurance. As a result, they often have both health and money problems.
Why have there been problems with the British health care system recently?
This is because the government has not put enough money into the health service.
What’s the result of the problems with the British health care system?
More people are using private health insurance. They see doctors and the health insurance pay the doctors.
4. Deal with some language points:
1) pay for sth.
pay sb
pay money for sth
pay sb for sth.
pay off the debts
pay back
pay a visit to
pay attention to
2) begin with= start with
The conference began with a song.
篇10：人教版高一英语必修一unit2教案
. I wish you were here.
wish 后面跟宾语从句，从句中要用虚拟语气，即时态往前推一格， be动词改成过去式时，用 were。
I wish I ____were___ (be) as clever as you.(现在)
How he wishes that he ____had passed_____ (pass) the exam last term. (过去)
How I wish I _______would/could/might have____ (have) a good holiday.(将来)
2. in case conj. “以防， 万一 ”，引导条件状语从句，或adv 置于于句末，作状语
in case of +名词或代词
in that case 要那样的话 in any case无论如何 in no case 决不
(1)John may phone tonight. I don’t want to go out ____in case___he phones.
(2)You’d better take an umbrella ___in case of__________ the rain.
(3)You’d better take an umbrella _____in case________it rains.
(4)I don’t think I’ll need any money but I will bring some___in case_____.
(5)I hope it will be fine tomorrow. ____In that case____, we can go out for a picnic.
(6)It’s too late in any case. 无论如何太晚了。
(7)In no case will I give in. 我决不投降。
3. arrange Vt./Vi. 安排，准备 arrangement n.
arrange sth. arrange to do sth arrange for sb. to do
(1) 我们会安排好一切的。 We will arrange everything.
(2) 我已经安排今晚同他们见面 。 I’ve arranged to see them tonight.
(3) 我已经安排玛丽去机场接你。 I’ve arranged for Mary to meet you at the airport.
4.We eat and drink whatever they do
Whatever adv./conj. 可引导名词性从句和状语从句
(1) no matter +who(m) /where/which/what/how/when..=wh-+ever均能引导让步状语从句
Whenever he comes to Beijing, he will visit his teacher.=No matter when he comes…
(2) 引导主语从句和宾语从句只能用who(m)ever, whatever, whichever,不可用no matter who(m) , no matter what, no matter which
(3)however=no matter how引导让步状语从句时，常与形容词与副词连用
Have a try：
(1)No matter what he says, I won’t believe him.= Whatever he says, I won’t believe him.
(2) You can eat whatever you want.
(3) Whoever breaks the law should be punished.
(4) However/No matter how difficult the job is, we must try our best.
5. supply
v. 供应，供给supply sth to sb=supply sb. with sth
provide sth for sb=provide sb with sth 提供
offer sb sth=offer sth to sb(主动)提供
(1) The media supplies lots of information __to______us every day.
=The media supplies us ____with_____ lots of information every day.(2) A pipe line will be built to D some eastern provinces gas.
A. send B. provide C. supply D. offer
n.供应，供给，供给物 the supply of sth
(1)The water company cut off the _supplies____ of water for no good reasons.
6. scare vt.惊吓，使害怕，使恐惧 adj. scared惊恐的; scary令人惊恐
be scared at ….对…感到害怕. be scared to do 害怕做… scare away吓跑
1) His idea __scared_____ me. 2) She __was scared ___ at the strange noise.
3) People keep a dog _to scare away________ thieves.
4) He is scared to go out alone at night 他害怕晚上出去。
5) It was a __scary___ story and children were scared_____ after they heard it.
7. up close
close: adj(时间，空间上)接近;亲密的;仔细的，严密的 adv靠近地 常与to连用
closely : adv 仔细地,严密地
Our new house is __close___to the school. Jane and I are __close____ friends.
It was raining heavily. Little Mary felt cold, so she stood _close_____to her mother.
She stood__close___ to her teacher so that she could watch__closely___.
The policeman examined his room__closely___.
Our health is closely related to (和…紧密相关)our diet.
8. tire vt. 使劳累/使厌倦 adj. tired 困倦的，厌烦的; tiring 令人厌烦的
be tired of ….厌倦… be tired from/with…因…疲劳
Too much work tired me (out)._____太多的工作使我筋疲力尽。___
I was tired from/with too much work._____我因为太多的工作而劳累。_______
He was very talkative and I was tired of talking with him.__他太健谈了，我厌倦和他讲话。__
His speech was tiring. I can’t put up with it. 他的演讲令人厌烦。 我无法忍受下去了。
9.It’s the biggest desert in the world--the size of the US.
the size of the US= as large as the US= the same size of the US
倍数表达法 A is once/twice/three times … as +原级+as +B
A is once/twice/three times … 比较级+than B
A is once/twice/three times … the +名词(size/ length) of B
新图书馆是老图书馆的4倍大。(3种表达)
The new library is four times as large as the old one.
The new library is three times larger than the old one.
The new library is four times the size of the old one.
9. The sun can be so brilliant that you’ll need to keep covered or you’ll get burnt.
get done 表被动
(1) His car got stolen (steal)at the weekend.
(2) Our car gets cleaned (clean) about once every two month.
(3) She got paid (pay) before she went on a holiday.
Word power, Grammar, Task
10. 强调句型 基本形式为：It is/was +强调部分+that+其他部分
强调部分可以是句子的主语，宾语，状语，状语从句等。
其特征是去掉It is/was…that…句子依然成立。
Eg. It is in the garden that his party will be hold.
It is Tom that/who helped us in the accident.
It was because his father changed his job that they moved to California.
是他昨天送那个男孩回家的。 It was he that sent the boy home yesterday.
是上个星期天小张买了辆车。 It was last Sunday that Xiaozhang bought a car.
是因为他妈妈生病他昨天没来上课It was because his mother was ill that he didn’t come to school yesterday.
是直到他回来我们才知道这个消息It was not until he came back that we knew the news.
11. total adj. 完全的，全然的， 全部的， 总计的
It’s a total failure ._这是一次彻底的失败. The room is in total darkness.__房间里一片漆黑。
Can you tell me the total number? 总数
n.总数，总计
What does the total come to?__总共有多少___There are 50students in total.__总共50名学生。
Project
12. reach: v/n够得着，延伸，达成
(1) Vt. We reached Beijing to reach an agreement yesterday__到达 ____;达成(协议)到达某地：reach sp.= arrive in/at sp.=get to sp.
Can you reach the book for me? __拿______
You letter reached me yesterday. __寄到_____
Vi. The land reaches as far as the river.________延伸 _______________
比较：The baby reached for the apple but he couldn’t reach it.
reach for 伸手去拿(不强调结果); reach 拿到; reach out for 设法抓住(拿到)
(2) n. 够到
out of one’s reach 够不着
beyond the reach of sb. =out of the reach of sb.某人手够不到的地方
within one’s reach某人手够到的地方
He reached out for the book on the shelf, but failed. = The book on the shelf was beyond /out of his reach.
13.view视野;风景，景色;观点
The house has a view over the sea.__视野______
You can get a good view of the city from the tower.___景色_______
What’s your view on school punishment? ____观点_____
14. tower vi 高耸，屹立
He is the tallest in class; that’s to say, he towers over/above any other boy._远比…高
He did best in that exam. He towered over/above his classmates._____ 远比…好
15. surround v. 环绕;围绕;包围 surroundings n. 复数 周围的环境
Tall trees surround the lake.
The lake is surrounded with /by tall trees.
The police surrounded the house./The house was surrounded with the police.
With the mountains __surrounding____the village, it is not easy for villagers to go to town to buy things.
___Surrounded_____by the students, the teacher explained the problems patiently.
16. harmony n. 调和,一致;和谐 in harmony 和睦地;和谐地harmonious adj 和谐的
be in harmony with 和……一致，和谐
be out of harmony with 与……不一致
live/work in (perfect) harmony 一起生活，工作得(十分)融洽
人类应该和大自然和谐相处。 Human beings should live in (perfect) harmony with nature.
他们之间不和谐， 经常吵架。 They are out of harmony with each other. They often quarrel.
他们一起工作十分融洽。 They work in perfect harmony.
17. In this perfect world lived people who had discovered how to stay young forever.
(1)完全倒装句: 表示位置，位移的副词及介词短语充当的状语位于句首;
在以here, there, out, up, down, away, now 等副词位于句首而且主语是名词时，用倒装
From the window came the sound of music. The sound of music came from the window(正常语序)
一位老人坐在树下。 Under a tree sat an old man。
There comes the bus.____车来了__________
门口站着一个小男孩。Standing at the gate is a little boy
(2) perfect: adj. 完美的， 极好的 be perfect in 精通……
Nobody is perfect. 人无完人。 熟能生巧。Practice makes perfect
18. form v. 形成;组成;构成;养成
form sth (from) form the habit of 养成……习惯
n. form 形式;外形;格式，表格
in the form of 以 ……形式
这个女孩养成饭前洗手的好习惯。The girl formed the habit of washing hands before meals. 这个集训是以讲座的形式。The training is in the form of lectures.
19. be covered with 被 覆盖 cover v.
(1)报道,采访 The journalist is covering the Olympic Games in Beijing.
(2)走完(一段路程)The Red Army covered 25,000 li on their Long March.
(3)占有(多少面积) The city covers an area of ten square miles.
(4)足以支付，够付 Will 10,000 dollars cover the bill?
篇11：人教版高一英语必修一unit2教案
一. 单词应用
根据单词的首字母或汉语意思填写正确单词，注意形式变化。
1.Both Pompeii and Loulan became lost c______________(文明) about 2,000 years ago.
2. It continued to erupt for the next three days. U_______________, all the people were buried alive, and so was the city.
3.So in 1860, the Italian archaeologist Giuseppe Fiorelli was made d___________ ( 负责人)of the Pompeii dig.
4. Tomorrow we are off to Naples to visit the museum that h__________ many of the treasures from Pompeii.
5. It’s hard to imagine how this quiet volcano d_____________ the whole city!
6.This small, wealthy _______________ (商业的)city existed almost 2,000 years ago.
7.An archaeologist from the local ______________ (文化的) institute, Professor Zhang told us this.
8. The desert was once a green land with e___________ trees, but even that didn’t prevent the city from being _________ by sand--- what a pity!
9. During these years I have had the chance to explore many different places in China and t______________ the world.
10. We went through a 10-meter-long p____________ and we found ourselves in a large burial chamber.
11. Most of them were in good c____________.
12.Jack is a concerned c__________(市民).
13. The next day, US President Franklin Roosevelt d______________ war against Japan.
14.There is another _____________ (相似点) between China and Rome.
15.Fifteen years later the Qin Dynasty was ______________ (__).
二.词形转换
1. major adj. →__________n. 2. wealthy adj.→__________n.
3. commercial adj.→__________n. 4. heat n.→_________v.→_________adj.
5. unite v. →_____________adj. 6. concerned adj._________n./v.___________ prep.
7. faithfully adv. _________adj. →______n. 8. condition n.→__________adj.
9.cultural adj. →__________n. 10. explode vi. _______n.________adj.
三. 补全佳句
1. The book had a great effect on his life. The book _____________ his life greatly.
2. They didn’t tell me the location. They didn’t show me the map, either.
They ___________ told me the location ________ showed me the map.
3. Some people tried to escape, some people stayed in their houses.
People ___________ tried to escape _______ stayed in their houses.
4. It worries the tourists. It keeps raining.
______ ______ ________ _________ ________ the tourists.
5.They also ________ ________ (进行)other experiments.
6.When autumn comes, leaves (变成) ________ ________ orange, red and gold.
7.我们对他的健康表示关心。We _________ ________ ________ his health.
8.________ _______ _______ _______ ________ ________ _______ _____ ,(在好心的老人的带路下，用with复合结构做)， we arrived at the remote village before lunchtime.
人教版高一英语必修一unit2教案
篇12：高中英语必修四unit2教案
教学目标
Objectives:
1. Instructional objectives
By the end of the class, most students are able to:
1) Use the words and the phrases they learned to complete the tasks based on the text.
2) Pronounce correctly the new words (especially “carnival” )by themselves and with the help of the teacher.
3) More than half of the students can speak fluently and accurately about their views towards carnival in pairs with the teacher’s scaffolding.
2. Educational objectives
By the end of the class, students are able to:
Improve their cultural awareness from carnival and learn more about its influence on the western culture after class
3. Personal objectives：
1) Be confident of standing on the stage and speak clearly and spontaneously.
2) Encourage students to speak in the class with different kind of techniques.
教学重难点
Focal points:
By the end of the class, students are able to:
1) Improve the main reading skills through completing reading tasks in pair work and group work.
2) Use the table to finish their essay about their favorite film.
Difficult points:
By the end of the class, students are able to:
1) speak fluently and accurately about their favorite films in pairs with the teacher’s scaffolding.
2) Write a film review according to the table and the text.
教学过程
Procedures and time allotment
Stage 1 Getting students ready for learning
T: Class begins!
Ss:…
T: Good afternoon, class!
Ss:…
T: Today, let’s come to Culture Corner. Module 4. Do you know Chinese festivals?
Ss:…
T: First, Work in groups, discuss and make a list of Chinese festivals in English. (1min).
Ss:…
T: OK, time is up. You know Chinese festivals?
Ss:…
T: very good. For example1.
New Year’s Day 元旦节 (1月1日)
2. Spring Festival 春节 (农历正月初一)
3. Lantern Festival 元宵节 (农历正月15)
4. the Qingming Festival 清明节 (4月5日)
5. Dragon Boat Festival 端午节 (农历5月初五
6. Double-ninth Day 重阳节 (农历9月初九)
7.National Day 国庆节 (10月1日)
T: And festivals brought us much traditional knowledge. So, festival is beautiful. Do you know foreign festivals?
Ss:...
T: In the textbook, there are some festivals with pictures. Do you know the right descriptions about them?
Ss:...
T: This festival is at the end of October, when “ghosts” come out.
Ss:...
T: This is when Americans remember the hard times when they first arrived in the country.
Ss:..
T: This is a festival of color, which marks the beginning of spring in India.
Ss:...
T: This is a Christian festival which comes in the middle of winter
Ss:...
T: Let’s watch a video. Can you guess what festival it is? .
T: They are dressed up in special clothes, and they are wear masks.
Ss:...
T: now, First question is how do people feel on this festival? Second is what festival is it?
Ss:...
T: Yes, very good. Now, let’s watch a video about Carnival.
Ss:...
T: what do you remember about carnival?
Ss:...
T: Where did it first?
Ss:...
Stage 2 Pre-reading
Step 1. Listen to the tape.
T: Let's listen to the following passage to learn more about carnival. Try to find out what places are mentioned in terms of carnival celebrations.
Ss:..
T:...
Step 2. Scan the passage and try to answer the questions.
T: What is the meaning of carnival?
Ss:...
T: Originally it meant “with no meat”but now it symbolizes “life”.
Step 3. Read the passage and match column A with column B.
T: OK, now I will give you 1 minute to read it again and then I will ask you some
Stage 3 While-reading
Step 1 Read the passage. Choose the best answers to the two sentences.
T: are you finish? Let’s look at the questions.
first question is Today Carnival has become a celebration of ____. Which one you choose?
A. freedom B. harvest C. life itself D. success
Ss:...
T: YES, very good. Next question is We need to _____ to understand what carnival is all about.
A. look at the history of America B. go to America
C. look at the meeting of two cultures---European and African D. Both A and C
Ss:...
T:....
Step 2 check whether the statements are true or false.
T: …
T: Now, let’s check.With the opening of huge farms and plantations, many Africans went to look for jobs in America., what’s your idea?
Ss:…
T: Do you agree?
Ss:…
T: Excellent, in paragraph 2, this marked the beginning of the slave trade. So the question 1 is False.
T: next question 2, The Europeans imported their festivals and later the slaves learned from them and added their traditions.
Ss:...
T: very good. This answer in paragraph 3.
Ss:...
T: question 3，The slave trade was abolished and the salves took over the carnival.
Ss:...
T: the last, With the passing of time, carnival became a festival of the black people only.
Ss:…
T:Exactly! Superb!
Step 3 Skimming for specific information
Task: Answer the questions according to the passage.
T: Read the text carefully and answer the questions.
Next, we will read the text again to explore how the text organized. 3minutes, Let’s go!
T: Now, let’s check your answers. What is carnival today?
Ss:Carnival today is an international, multicultural experience.
T:The second question is Where were the slaves taken from ?
Ss:In Africa
T:....
T: Excellent!
Stage5 Post-reading
Discussion: Useful questions to make up dialogues
T: there have seven questions, useful questions to make up dialogues.
Have you dressed up in special clothes?
2 What did you wear? 3 How did you feel?
4 Did you eat special food?
5 Did you give or receive gifts?
6 Did you have a holiday from school?
7 Did you enjoy yourself with your family or friends?
T: I will divide the class into 3 students in a group. 3 minutes, 1, 2, begin!
Ss:...
T:Time is up. which one do you choose?
Ss:....
T: Yes, so the theme of Frankenstein is about science and humanity.
T: OK, next group, do you have other answer?
Ss:...
课后习题
homework
Do exercises on Page 37-38.
篇13：高中英语必修四unit2教案
Step 1 Revision
1 Check the homework exercises.
2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?
Step 2 Presentation
SB Page 25, Part 1. Ask questions about the picture, and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.
Step 3 Reading
Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.
Step 4 Dialogue
Speech Cassette Lesson 65. Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practise the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.
Notes:
a People have been talking of it a lot recently.:
Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.
b I simply don‘t know. = I honestly don’t know.
c Right now = At this moment
d The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).
e The majority of people = Most people
f a number of people = quite a lot of people
g out of work = do not have jobs
h But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.
i I can see the problem. = I understand the problem.
j is likely to happen = will probably happen
k It‘s quite likely: Quite emphasizes likely and increases the possibility.
Step 5 Practice
SB Page 25, Part 2. Demonstrate how to make sentences from the table, then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.
Step 6 Workbook
Wb Lesson 65, E. 1 - 4.
After Ex. 1 is done orally, get the Ss to write the answers in their exercise books.
Both E. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.
When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.
Step 7 Consolidation
With a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.
I believe you’re right.
What are the problems then?
What do you think is likely to happen?
Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.
A: I think the company will buy more land.
B: I believe you‘re right.
A: But it isn’t likely that the manager will make a decision soon.
B: What are the problems then?
With an ordinary class, just practise the dialogue in Part 1 again.
Homework
Finish off the Workbook exercises.
Do Ex. 1 and part of Ex. 4 as written work.
高中英语必修四unit2教案
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