最新外研版高中英语必修二Module3知识详解教学内容

Period 2Grammar 1; Grammar 2整体设计教材分析This period is composed of two parts. The first part is Grammar 1, which is mainly designed to help the students review the adverbial clause of time. So if the students are clear about the concept of this grammar item, you can just let them complete the three activities on students’ book. Firstly, lead the students to read four sentences from the reading and vocabulary part and answer the following questions which may help the students to summarize the rules of the adverbial clause of time. And then they complete the second activity individually or in pairs. Thirdly, have the students to make up sentences with the help of the given notes in the third activity. What’s more, you can also ask the students to work in groups and brainstorm as many such sentences they have learnt before as possible. You can also hold a competition to consolidate their knowledge on this grammar item. If the students are lack of relative knowledge, the teacher can first help them get to know about this grammar item and make sure they recognize the common conjunctions.b5E2RGbCAPThe second part to be dealt with is Grammar 2. First have the students read the given sentences in activity one and find out which tenses are respectively used in the independent sentences as well as the dependent sentences. Then the students read the two pairs of sentences and answer the following questions in order to tell the differences between the simple past tense and the past perfect tense. Next, the students need to complete the third and fourth activities individually or in pairs to deepen their understanding of the uses of the simple past tense and the past perfect tense. If the class is of higher level, the teacher can design more activities for the students to practice. p1EanqFDPw三维目标1. 知识与技能1>Develop the students’ reading ability.2>Enlarge and enrich the students’ grammar knowledge.DXDiTa9E3d2. 过程与方法1>Explanations to make the students master the two grammar items.RTCrpUDGiT2>Make the students know how to make use of the adverbial clause of time as well as the past perfect tense correctly through individual or pair work.5PCzVD7HxA3. 情感与价值1>Make it fun to cooperate with others.2>Try to raise the students’ cooperative awareness in their study by pair work or group work. jLBHrnAILg 教案重点1. Learn to research by cooperation.2. Learn to make use of the adverbial clause of time as well as the past perfect tense correctly. xHAQX74J0X 教案难点1. Lead the students to take an active part in class.LDAYtRyKfE2. Make the students learn how to use the adverbial clause of time as well as the past perfect tense correctly. Zzz6ZB2Ltk教案过程→Step 1 Review and Lead-inOption 1—DictationThe teacher reads out the following and the students have a dictation.dvzfvkwMI1Words: audience, choir, classical, composer, conductor, jazz, musician, orchestra, saxophone, court, director, genius, lose, musical, peasant, symphony, talent, Austria, prince, compose, tourrqyn14ZNXIOption 2—TranslationAsk the students to translate the following sentences in the table into Chinese, using the phrases learnt last class.EmxvxOtOco1. 汤姆做作业时经常听流行音乐。

Module3 music重点词汇及拓展 1.audience n．听众2．tone n．曲调3．musician n．音乐家→music n．音乐→musicaladj.音乐的4．influence vt.影响→influential adj.有影响的poser n．作曲家→compose vt.作曲6．complex adj.复杂的→complexity n．复杂，复杂性7．talent n．天分；天赋；才华→talented adj.天才的8．tour vt.巡回演出→t ourist n．旅游者→tourism n．旅游业重点短语 1.be different from与……不同2．change...into把……变为3．be impressed with给(某人)留下印象4．split up分裂，分割5.make a note of记录6．go deaf 聋了7．of_all_time有史以来8．no_way没门重点句型However，it was Haydn who encouraged Beethoven to move to Vienna.然而，正是海顿鼓励贝多芬移居维也纳的。

重点单词1．lose(lost，lost) vt.丢失；失去；错过；迷路；使沉溺于，专心致志于归纳拓展lose face丢面子；丢脸lose heart灰心；泄气lose one’s heart to...爱上/喜欢上……lose one’s way＝get/be lost迷路lose weight减肥be lost in＝lose oneself in沉迷于；专心致志于(be) lost in thought陷入沉思注意：lose一般用作及物动词，因此如果后面不跟宾语时，应用被动形式，特别是以非谓语动词形式出现时，要注意losing和lost的区别。

他坐在那，沉浸在思考中。

It was darker，what's worse，he was lost in the forest.天越来越黑了，更糟的是，他在森林中迷路了。

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外研版高中英语必修2 module 3 Grammar◆●■when, while和as引导的时间状语从句when， while和as都可以引导时间状语从句,意为”当……”.当从句动作和主句动作同时发生，且从句动作为延续性动词时，when， while和as都可使用。

这里我们主要讲解一下它们的用法区别：1。

when可以和延续性动词连用,也可以和短暂性动词连用，而while和as只能和延续性动词连用；when从句的谓语动作可以在主句谓语动作之前、之后或同时发生,而while和as 从句的谓语动作一般是和主句谓语动作同时发生。

如：I was washing clothes when you called me last night。

(call为短暂性动词)The journalists took notes as they listened to the report。

（listen为延续性动词)When he had found the book he took a deep breath.(found先发生）When I got to the airport my friend had already left。

（got后发生)2。

当强调伴随状态,意为"随着……；一边……一边……”时，一般用as。

必修二 Module31 .单词荟萃1. composer n.作曲家 宀 ______________ vt.创作，作曲； 组成 宀 _________________ n.作文，作曲Tcomposed adj. 由...组成的2. __________ n. 音乐家 T music n.音乐 T _________________ a dj.音乐的3. __________ n.指挥 T direct v.指挥，指导 T _____________ n.方向 T ___________ adj 直接的4. lose v.失去 T __________ n.损失 T ___________ adj.迷失的，丢失的5. tour vt.&n.巡回演出；观光，旅游 T _________________ n .旅游者 T ____________ n.旅游业6. tale nt n.天分，天赋 T ____________ adj.有天赋的 T ____________ n.天分，天赋(同义词)7. _______ vt.&n.影响 T influential adj.有影响的8. _____________ vt.&n.录音，记录，唱片 T recorder n. 录音机 9. mix vt.是混合 T ______________ n.混合物n .短语检测1.因...而出名 6 .变聋2 •把..变成 7•对...有影响3 .有史以来 8 .分裂4 .到...时为止 9 .记录 5.对...印象深刻10 .没门儿川.佳句再现1. Having worked for 30 years, Haydn moved to London.2. By the time he was 14, Mozart had composed many pieces for the harpsichord,piano and violi n, as well as for orchestras.3. While he was still a teenager,Mozart was already a big star and toured Europe giving ________ con certs.4. However, it was Hayd n who en couraged Beethove n to move to Vienna.5. As He grew older, he bega n to go deaf.IV .单元语法1.lose vt.丢失，丢失；输；浪费(时间)(1) l oss n.lost adj.(2) l ose one 'way be/get lost (3) be lost inbe lost in thought (4) l ose heartlose one 'heart to lose sight of丢失，损失失去的，丢失的；迷路的，不知所措的 迷路 迷路，迷失 迷上；陷入 陷入深思 灰心，泄气 爱上... 看不见...了(5)be at a loss(to do sth.)困惑，不知所措【温馨提示】lose 表示“输，失败”时，可以作及物动词或不及物动词，但表示“丢失，失去，损失”(1)lost 用于修饰物时是“丢失了的”之意。

Period 3Listening and Vocabulary; Pronunciation整体设计教材分析In this period two parts will be dealt with. In Listening and V ocabulary part, first arouse the students to brainstorm some background knowledge about the Beatles. Then the teacher leads the students to learn some words which will appear in the interview in the way of answering the questions. Make sure the students know what they mean. And then ask the students to listen to the tape and plete the third activity. Furthermore, in order to help them know more details about the Beatles, let them listen once more and make some notes about songs as well as albums the band produced. If the students have any difficulty in understanding the interview, they can listen more times. Finally, have the students work in pairs or groups asking and answering questions to get rid of the difficult points they met during the course of listening.The second part is Pronunciation, which is an extension of the listening part and the vocabulary part and helps the students improve their listening ability. First ask the students to listen to the answers to Grammar 2 activity 4 carefully, paying attention to the intonation. Then listen to the tape again and check if they are correct. Next, do more practice by reading the sentences aloud with the correct intonation.三维目标1. 知识与技能1)Train the students’ listening ability.2)Develop the students’ speaking ability.3)Words: album ballad catchy plex influence lyrics solo artist tune4)Phrases: hear of split up be influenced by in the history of consist of stop doing sth. finish doing sth. break up2. 过程与方法1)Make the students know how to grasp important information through listening activities.2)Make the students catch some details of the listening material.3)Make the students master the correct intonation while reading.4)Individual work, pair work as well as group work to get every student to participate in class.3. 情感与价值1)Make it fun to grasp knowledge by listening.2)Have the students enjoy knowing more about the Beatles.3)Try to raise the students’ cooperative awareness in their study by pair work or group work.教学重点1. Learn to research by cooperation.2. Learn to catch necessary information when listening.教学难点1. Lead the students to take an active part in class.2. Learn to make use of correct intonations while reading and speaking.3. How to make the students master some listening skills.教学过程→Step 1 Review and Lead-inCheck the students’ homework by asking them to work in pairs and pare their answers. Then show the correct answers on the screen for the students to refer to. If necessary, give some explanations to help make them much clearer about some difficult points.→Step 2 Listening1. Background knowledge(Show the following questions on the screen. )1)Do you know the word “band”?2)Does the word “band”mean one person or more than one?3)Can you name some of the famous bands?4)What is your favourite band? Say why?The teacher puts the whole class into groups of four to discuss the above questions and work out the answers. Then pare their answers with other groups. Next, the students refer to the correct answers shown on the screen. Later, the teacher asks the whole class to look through and observe the above pictures. Finally, have the students brainstorm as much information about this world-famous musical band as possible with the help of the questions listed in the first activity on P26.2. VocabularyOption 1Ask the students to read the listed words as well as questions in activity two on P26 individually and try to understand what they all mean. Then ask some students to read them out and others check if they are correct. Next, let them answer the questions by themselves. If they e across any problems in their understanding, they can turn to the teacher, other students or a dictionary for help. Finally, have the students refer to the correct answers shown on the screen after they pare their answers in pairs.Option 2Hold a petition. The teacher writes any word in the table on the blackboard or shows them on the screen for the students to read. The petition rules are as follows:When a word is given, the students who know it raise their hands. The one that does this first reads the word and give its Chinese meaning or explains it in English. If he or she is correct, he or she will get five grades. Otherwise, he/she gets zero and another one can read and explain it again. Each student has only one chance to read the same word. The guy who gets the most grades will be the final winner.After they know what the words mean, the teacher reads the questions one by one while the whole class give the answers.Option 3Read the listed words out and let the students follow you. Meanwhile, make them payattention to the stress of them. Put the students into pairs to practice reading them. One reads them through, while the other checks if the words are read and stressed correctly. Then exchange their roles to repeat this.Suggested answers:1)They remember it. 4)More than one.2)The words. 5)They like them.3)Difficult. 6)No, they don’t.3. While-listening1)Option 1The teacher asks the students to listen carefully for the first time and try to catch the main idea of the record. Then, let them look through the sentences in the third activity quickly and understand their meanings pletely. Later the students listen a second time to decide whether the sentences they just read are true or false. Finally, in order to make the students confirm their answers are correct, you can let them listen once more.Suggested answers:(1)T(2)F(3)T(4)T(5)TOption 2(Show the following questions on the screen. )The Beatles were born in Liverpool in the north of England. During the early 1960s, the Beatles were1) by American rock singers. They had their first hit in 1962 with a2)song called Love Me Do. During the mid-1960s, the Beatles gave rock music a new direction. Meanwhile, they sang some serious songs, 3)as well as 4)songs. By the late 1960s, the 5)and the 6)had bee more interesting. After they had finished recording Let It Be, they 7). After the group had broken up, all the Beatles performed as 8)artists or started other bands.First the students predict what the record is mainly about. Then ask them to listen to the tape carefully to get the main idea of the record and check if their prediction is correct. Exchange their main ideas with others. Next, play the tape one more time and the students listen carefully to catch some details. Meanwhile, they need to fill in the blanks. Later the students work in pairs to pare their answers. At last the teacher shows the correct answers on the screen for the students to refer to or just call back answers from the class.Suggested answers:1)influenced2)catchy3)ballads4)plex5)tunes6)lyrics7)split up8)soloOption 3(Show the following questions on the screen. )1)Who wrote most of the songs?2)When did they have their first hit?3)When did they tour the United States?4)What was their last album?5)What did they do after the group had broken up?6)When and where did John Lennon and George Harrison separately die?The students are required to read them through and understand them. Then let them listen to the tape and find out the answers to the questions. Ask some students to report their answers to the class. Finally, check their answers according to the correct ones.Suggested answers:1)Lennon and McCartney.2)In 1962.3)In 1964 after they had bee stars in their own country.4)Let It Be.5)After the group had broken up, all the Beatles performed as solo artists or started other bands.6)John Lennon died in New York in 1980 while George Harrison died in 2001.2)First, the teacher puts the students into four big groups. Each one is required to make notes about one special songs or album mentioned in the fourth activity. Then the teacher plays the tape through one more time while the student listen carefully to catch as many details about these songs and albums as they can. Next, each group has a discussion and collects the necessary information that members got, organising them in order. Finally, the teacher asks representatives of each group to report their results to the whole class. You might as well encourage them to give different opinions.Suggested answers:Nowhere Man: seriousYesterday: balladStrawberry Fields Forever: plexLet It Be: last album.Tapescript:The Beatles were the most successful band in the history of popular music. The band consisted of John Lennon, Paul McCartney, George Harrison and Ringo Start. Starr played drums, the other three played guitar. Lennon and McCartney wrote most of the songs all the Beatles were born in Liverpool in the north of England.During the early 1960s, the Beatles were influenced by American rock singers, such as Chuck Berry and Elvis Presley. They had their first hit in 1962 with a catchy song called Love Me Do(1962). In 1964, after they had bee stars in their own country, the Beatles toured the United States and were a huge success.During the mid-1960s, the Beatles were one of the bands which gave rock music a new direction. Some of their songs were quite serious, such as Nowhere Man; there were ballads such as Yesterday and more plex songs such as Strawberry Fields Forever.By the late 1960s, their music had changed pletely. They had stopped writing simple songs with catchy tunes. The tunes and the lyrics had bee more interesting and they had begun to use new instruments, too. For example, after visiting India, they started using Indian instruments.Some of their albums changed pop music pletely. Their last album was Let It Be in 1970.After they had finished recording Let It Be, they split up. By the time they stopped working together, they had sold more albums than any other band in history. After the group had broken up, all the Beatles performed as solo artists or started other bands.John Lennon died in New York in 1980, George Harrison died in 2001.→Step 3 PronunciationFirst let the students work in pairs and read through the sentences in Grammar 2 activity 4. Meanwhile, mark when they think the voice should rise and when it should fall. Then thestudents listen to the tape and check whether their marks are correct. If not, correct them. In order to consolidate what they just learnt, ask the students to read the sentences once again and pay special attention to the intonation. Or you can choose some other sentences and have the studentsread them and mark as well as where necessary.Suggested answers:1)Unfortunately, he arrived at the show after I had left.2)By the time we arrived at the stadium, the band had begun playing.3)Fortunately, the power cut happened after the fans had left the stadium.4)Before he made his latest album, he had recorded some songs with Paul McCartney.→Step 4 Relative Language Points in This Period1. plex adj. 合成的，复杂的，综合的，难解的n. 复杂，合成物a plex sentence复合句a plex number(数)复数a plex situation错综复杂的形势a plex argument/problem/subject复杂难懂的论证/问题/科目a laboratory plex综合实验室a sports plex综合体育馆have a plex about sth. 对……过分敏感或担忧a plex of. . . 很多复杂的……There is a plex network of roads round the city.城市周围有复杂的公路。