北师大版高中英语·必修二教学设计
阳玉之
庐江县第三中学
Unit 4 L.1 Tomorrow`s World
Objectives : (reading, speaking and debate)
To practise getting the general idea while reading the text for the first time.
To use the title of a text to predict the content.
To develop strategies to match topics with paragraphs.
To identify important words in a text.
To debate on students` opinions of cyberspace. ( optimistic or pessimistic)
To write an article about their opinions of cyberspace.
Reading
Step 1 Warm-up
As a class, students answer the question "Compared to 10 years ago, how do you think the technology has changed our lives?"
The teacher will give the example first to start students` thinking, e.g.
Ten years ago our cellphones were big and only for calls but now they become smaller and multi-functional.
Students would surely mention the computer. And the teacher then guides the students to the topic : The Future of Cyberspace.
Step 2 Prediction
Ask students how useful it is to read the title of a text or a newspaper headline. In pairs , students discuss which topic will be mentioned in this text. Ask students if they would be mentioned any other topics if they were writing the article.
Step 3 Extensive reading and getting the general idea.
Match topics with paragraphs
Students read the text on the screen quickly and check their guesses.
( the time limit on the screen can train students` ability of fast reading and getting key words)
Answers: the Internet virtual reality
At the same time students match topics with paragraphs.( exercises will be presented in the material.)
Step 4 Words Guessing
In order to train students` ability of guessing meanings of new words, the teacher will ask students to read out the sentences in the text containing the key words and then substitute the definition in the sentence. ( more practice will be done in the homework paper.)
Step 5 Intensive Reading
Students read the text again, finding the details of optimistic opinions and pessimistic opinions.
Step 6 Debate
Students debate on Cyberspace, using all information they have learnt before. Step 7 Homework and Assessment
Students will write an article about their opinions of cyberspace. The teacher will evaluate what students have got from the class and students are requested to do a
self-assessment.
1.Multiple choices.
(1).Match the paragraphs with these headings in one minute. (general ideas)
A) Pessimistic opinions
B) Seeing the future
C) Optimistic opinions
D) The Internet growth
(2).Read the text again and choose the best topic sentence for the passage. (main idea)
A) The Internet is good for us.
B) The pessimistic opinions about the cyberspace
C) The opinions about the Internet.
D) How are the computer and the Net going to affect our lives.
(3).According to Peter Anderson, where will we live in the future? (detail information)
A) outer space
B) virtual world
C) virtual house
D) Internet world
2. Guess the definitions of the underlined words.
(1).Some experts are pessimistic about the Future. One worry is crime in cyberspace.
(2).Even now, young hackers can get into the computer of banks and governments.
3. Summary
The article talks about _____________.Different people have different ideas. Some
are__________. They worry about the crime, hackers and terrorists in cyberspace. However,
many people are__________. They think computer can make our life easier. People can buy books, ____ticket, etc. Some experts believe that we will live in ____________ in the
Future.
4. Open questions.
(1)Compared to 10 years ago, how do you think technology has changed our life?
(2)What`s your opinion about the cyberspace? Are you pessimistic or optimistic about it? Why? (for debate)
Self - assessment
1. Do you know when and how to get the general idea? Yes ( ) No( )
2. Do you know the structure of this passage? Yes ( ) No( )
3. Are you confident to speak in the class? Yes ( ) No( )
4. Are you interested in debate? Yes ( ) No( )
5. What can you do when you come across new words ? Yes ( ) No( )
6. Did you ever make any guessing before you read the passages? Yes ( ) No( )
7. Do you like this lesson? Yes ( ) No( )
8. What`s your suggestions to the teacher? Yes ( ) No( )
Unit 4《Cyberspace》lesson2 Websites
Senior High English Book 2
Unit 4 Cyberspace Lesson 2 Websites
Ⅰ. Preparations Before Class (课前准备)
Task 1: Song Enjoying (好歌想听就听)
Listen to the song and try to fill in the blanks with the words you hear.
Hiding from the rain and snow
Trying to forget but I won't let go
Looking at a crowded street
Listening to my own heart beat
So many people all around the world
Tell me where do I find someone like you girl
Take me to your heart take me to your soul （重复）
Give me your hand before I'm old
Show me what love is - haven't got a clue
Show me that wonders can be true
They say nothing lasts forever
We're only here today
Love is now or never
Bring me far away
Take me to your heart take me to your soul
Give me your hand and hold me
Show me what love is - be my guiding star
It's easy take me to your heart
Standing on a mountain high
Looking at the moon through a clear blue sky
I should go and see some friends
But they don't really comprehend
Don't need too much talking without saying anything
All I need is someone who makes me wanna sing
Task 2: Make a Preparation (听前热身)
1. The Pentagon (五角大楼）has sent the military to Iraq and the military action has been taken to deal with the fights there.
2. Dr May is a great scientist. She has done a lot of scientific researches into the Internet. Today, she's going to tell us something about the history of the Internet.
Predict: Did the Net begin for military reasons or for scientific reasons?
Ⅱ. Activities in Class (课堂活动)
Task 1: Rewarding time (比一比)
Task 2: Have a try (牛刀小试) Tick the words you hear:
Manchester University, Britain, Internet, military, America, Pentagon, communications,
nuclear war, linking, network, share ideas, entertainment
Task 3. Imagine and listen (想一想，听一听) Can you fill in the blanks with the words you hear?
In ____________, the Pentagon _____ ___________ ____ communications after a nuclear war. And in 1969 they thought of _________ computers into a network. And then people in universities all over the world began to use the network to
__________________. They use it for work and ______________.
the 1960s; were worried about; linking; share ideas; for fun Task4. Word learning (词汇学习)
1. Do you think Mandy gave some advice / suggested something / made some suggestions to Lucy for the weekend activities?
2. Did Lucy accept or reject her suggestions?
3. Did they make any arrangements for their weekend?
21.(天津卷1). He telephoned the travel agency to_______ three air tickets to London.
A. order
B. arrange
C. take
D. book
解析：book和tickets搭配，是"订票"的意思。句意：他打电话给旅行社预定
三张去伦敦的机票。
(江西卷31).The girl arranged to have piano lessons at the training centre with her sister she would stay for an hour.
A. where
B. who
C. which
D. what
解析：先行词为centre, she would stay for an hour不缺宾语或主语,故要填的先行词作状语,表地点用where。
4. Did they say goodbye to each other when they finished the call?
5. What are you up to do this weekend?
阅读下列句子，注意be up to 在句中的不同意思，并从所给的中文释义中找出与之对应的解释。
1. What is her sister up to now?
2. This man isn't quite up to the job.
3. It is up to you to decide.
4. The final choice is up to him.
[中文释义] a. 胜任；能 b. 从事于, 干（某事） c. 由......决定d. 应由（某人）做某事
Key: 1-b 2-a 3-d 4-c
[注意] be up to中的to是介词，后面接名词或代词。
6. Do you fancy going to the dance on Saturday night?
7. Can I have your phone number in case I need to get in touch with you?
[拓展] lose touch with 和......失去联系keep in touch with与......保持联系；了解
[即学即练] 将下列句子翻译成英语。
1. 他们一直和我保持联系。
2. 他所教过的学生似乎没有一个和他失去联系。
3. 我今天下午曾试图与你取得联系。
Key:
1. They always keep in touch with me.
2. No one whom he has taught seems ever to lose touch with him.
3. I tried to get in touch with you this afternoon.
8. Yes, just hang on a second. I'll get her.
Task5. Test in class (当堂测试)
I. 根据下列句子及所给单词的首字母或汉语提示，写出各单词的正确形式。
1. I want to get some information of the "Hope P_____".
2. The chairman asked us two to make an _____ (安排) for the next weekend's meeting.
3. This kind of skirts has come into _____ (流行).
4. Sarah _____ (拒绝) her brother's offer of help.
5. They said that the Net worked for _____ (军事的) reasons.
II. 请选用所给短语的适当形式填空。depend on, hang on, be up to, what's more
1. _____ a minute while I look it up.
2. You can pay weekly or monthly - it _____ you.
3. The composition is not well written, and, _____, there are many spelling mistakes in it.
4. All living things _____ the sun for their growth.
III. 每空填一词，使该句与所给句子的意思相同或相近。
1. Why don't we go swimming on such a lovely day?
_____ _____ _____ swimming on such a lovely day?
2. He walked in because he wanted to know what was happening in the room.
He walked in because he wanted to know what was _____ _____ in the room.
3. He asked me what I was doing those days.
He asked me what I _____ _____ _____ those days.
4. How about going to the cinema tonight?
_____ _____ going to the cinema tonight?
5. They got in touch with each other three years ago.
They have _____ _____ _____ _____ each other for three years.
6. Do you fancy going for a picnic this weekend?
_____ you _____ to go for a picnic this weekend?
Key:
I. 1. Project 2. arrangement 3. fashion
4. rejected
5. military
II. 1. Hang on 2. is up to 3. what's more 4. depend on
III. 1. Why not go 2. going on 3. was up to
4. What about
5. kept in touch with
6. Would; like
Ⅲ. Practice after class (课后巩固)
Task 1. 同步作业Page 7 Section I、II、III
Unit 1 Cultural relics I. 单元教学目标 II. 目标语言
II. 教材分析与教材重组 1. 教材分析 本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。 1.1 Warming up热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。 1.2 Pre-reading是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。 1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。 1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。 1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。 1.6 Using language分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标
Unit4 Communication Workshop参考教案 Teaching objective: To write sentences with the help of an internet page To listen to a song and extract important words To listen to a radio programme for main facts Resources used: cassette, slide Teaching difficulties: write sentences with the help of an internet page Teaching procedures: Ⅰ. Warming up Ask students what they already know abut Sydney—encourage them to say as much as possible. Then give them some information, such as:3. 9 million, Chinatown, Sydney Harbor Bridge, seaside city, surfing, Sydney Tower, official created a city. Fill the blanks with these information Ⅱ Writing Use your notes to write key sentences for each paragraph about your area. For example: Sydney is a modern city located in South –eastern coast of Australia. The teacher gives students five minutes to do the exercise. Then ask students read out their sentences. After this, the teacher may show students these model sentences. 1. It is known to all that Sydney Opera House has become a symbol of Sydney.
高中英语学习材料 madeofjingetieji 【语法专项复习】 在英语句子中，不同时间所发生的动作或存在的状态，要使用不同的动词形式，这一点和汉语不同，这种谓语动词的变化形式，称之为时态。现将本模块我们所学的时态总结如下，包括：现在完成时，现在完成进行时，过去完成时，将来进行时，过去将来时等。 一、现在完成时 1.动词形式: 现在完成时由助动词have (has) + 动词过去分词构成,即have/has done。 2.现在完成时的基本用法 1)表示过去某时所发生的动作或事情对现在的影响。动作已经完成，但从结果看，又着眼于现在。而常和以下表示不确定时间的状语连用：yet(用于否定句), already(用于肯定句), before, recently, lately, ever, never, just, 等等。现在完成时不能和表示具体的过去时间的状语(如yesterday, last year, in 1999等)连用，与具体的时间连用，用一般过去时。 e.g. Phillip has lost all his money. (菲利浦失去了他所的钱。) 1. I_______from my parents recently. (hear from) (最近我没有收到父母的来信。) 2.Joan _______ reading my essay yet. (finish) (琼还没读完我的论文。) 3.______ you _______your supper yet? (have) (你吃过晚饭了吗？ 4. I _______________such a moving film. (我从来没看过这么有趣的电影。) 2)表是重复的动作，通常与once, twice, many times,等等连用. e.g. Some villagers say that they have seen UFOs many times. 3)表示动作或状态开始于过去某一时间，持续到现在，并且有延续下去的趋势。常和表示一段时间的状语连用：since, for, for a long time, up till now, up to now, so far, for the past (last) few years, these days (months, years)等。 e.g. Bogart has worked here for about five years. (布加特已在这儿工作五年了。) 5. Up till now, Grace ___________ no news from her parents. (迄今为止，格雷丝尚未收到父母的消息。(receive) 6. Nancy___________ for four years. (away)(兰西已经离开四年了。) 3)现在完成时常用于下列句型： (1) It is the first time(day …)… that+(现在完成时) (2) It is the best … that…(现在完成时) 7.It is the first time I_________ here. (be) (我是第一次来这儿。) 8. It is the best film I______________. (see) (这是我看过的最好的一部电影。) 9. It was the best film that I _________________. (see) 注：1)表示“到哪里去过”要用have (has) been to，表示“去什么地方了，尚未回来”用have(has) gone to。 I have been to Paris several times. (我去过巴黎好几次。) (人已回来了) Mary has gone to New York. (玛丽到纽约去了。) (玛丽人在去纽约的路上或在纽约) 2)瞬间动词用于完成时态时不能跟表示一段时间的状语。例如，我们要表达“他的祖父去世好几年了。”不能说：His grandfather has died for several years.(×)而应该说：His grandfather has bee dead for several years. (√) 或者：His grandfather died several years ago. (√) 或者：It is/ has been several years since his grandfather died. (√) 再如，我们不能用He has joined the army for three years.来表达“他参军三年了。”而应说：
北师大版高中英语必修二单词表修订版 IBMT standardization office【IBMT5AB-IBMT08-IBMT2C-ZZT18】
必修二Unit 4 Learning to learn likely concept chart focus skip fist waist nail Gallery Warm-up cyberspace global global warming come true artificial climate
flood virtual reality virus Lesson 1 affect rapidly growth pessimistic hacker optimistic crime criminal terror attack chaos crash offer entertainment
as if harm obvious Destruction Lesson 2 military scientific the Pentagon nuclear network project fashion hang on get in touch be up to fancy suggestion reject
Lesson 3 suggest title destination flesh in the flesh exit historical site pack dip toe millionaire smoker non-smoker Lesson 4 tourism guide
新课标高中英语必修二教案合集Unit 1 Cultural relics Part One: Teaching Design （第一部分：教学设计） Period 1: A sample lesson plan for Reading (IN SEARCH OF THE AMBER ROOM) Aims： To read about cultural relics To learn about The Restrictive and Non-Restrictive Attributive Clause I. Warming up Warming up by defining Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know: A.What kind of old things are cultural relics? Are all the old things cultural relics? B.What is the definition and classification of cultural relics? C.To whom do cultural relics belong? Keys for reference: A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past. B. No, not all the old objects are cultural relics. C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions. D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual. Warming up by presenting Hi, everyone. Let’s look at the screen. I’ll present yo u some pictures. They all
Unit 5 Rhythm 一、学习目标 【单元话题】 1. 熟悉了解主要英语国家的艺术形式。 2. 了解中外著名画家、艺术家、建筑师，以及不同的艺术、建筑风格。 【词汇】 Lesson 1：effect, performance, base, award, anger, audience, disappoint, impress, extraordinary, extremely, creative, powerful, throughout Lesson 2：instrument, male, female, general, combine, in other words Lesson 3：talent, key, beauty, appearance, quiet, worldwide, at times Lesson 4：generation, type, ordinary, unique, noble [来源:ZXXK] 【交际用语】 学习请求允许或拒绝的用语 ※Is it OK/all right if I…？ Can/Could I…? Would it be all right if I did…? Please let me… No, I'm afraid you can't.
【语法】 1. will用于表示决定。 2. 学习时间、原因、结果、目的等状语从句。 二、单元知识要点 Lesson 1 1. Read the concert review and match the four paragraphs with the titles. 读这篇音乐会评论，把这四段和对应的标题连接起来。 Match…with…把……和搭配起来，也可用match…to…。 You should match your blouse to/ with your skirt. 你应该把上衣和裙子搭配起来。 match the article with/to the writer match…with…还可表示： ①使……与……对抗/搭配 The teacher matched me with Tom in today's tennis match. 老师要我在今天的网球比赛中跟汤姆比。 ②使……与……结婚 He matched his daughter with his friend’s son. 2. Canadian singer and song writer, Alanis Morissette, is used to being in the public eye. 加拿大歌唱家阿兰妮丝·莫里塞特已经习惯了公众的关注。 be/get used to（doing）sth. 习惯于（做）……，为固定短语。
最新北师大版高中数学必修二教案（全册） 第一章 推理与证明 合情推理（一）——归纳推理 课时安排：一课时 课型：新授课 教学目标： 1、通过对已学知识的回顾，进一步体会合情推理这种基本的分析问题法，认识归纳推理的基本方法与步骤，并把它们用于对问题的发现与解决中去。 2.归纳推理是从特殊到一般的推理方法，通常归纳的个体数目越多，越具有代表性，那么推广的一般性命题也会越可靠，它是一种发现一般性规律的重要方法。 教学重点：了解合情推理的含义，能利用归纳进行简单的推理。 教学难点：用归纳进行推理，做出猜想。 教学过程： 一、课堂引入： 从一个或几个已知命题得出另一个新命题的思维过程称为推理。 见书上的三个推理案例，回答几个推理各有什么特点？都是由“前提”和“结论”两部分组成，但是推理的结构形式上表现出不同的特点，据此可分为合情推理与演绎推理 二、新课讲解： 1、 蛇是用肺呼吸的，鳄鱼是用肺呼吸的，海龟是用肺呼吸的，蜥蜴是用肺呼吸的。 蛇，鳄鱼，海龟，蜥蜴都是爬行动物，所有的爬行动物都是用肺呼吸的。 2、 三角形的内角和是，凸四边形的内角和是，凸五边形的内角和是 由此我们猜想：凸边形的内角和是 3、，由此我们猜想：（均为正实数） 这种由某类事物的部分对象具有某些特征,推出该类事物的全部对象都具有这些特征的推理,或者由个别事实概栝出一般结论的推理,称为归纳推理.(简称：归纳) 归纳推理的一般步骤： ⑴ 对有限的资料进行观察、分析、归纳 整理； ⑵ 提出带有规律性的结论，即猜想； ⑶ 检验猜想。 三、例题讲解： 例1已知数列的通项公式，，试通过计算的值，推测出的值。 【学生讨论：】（学生讨论结果预测如下） （1） 180?360?540?(2)180n -??221222221,,,331332333+++<<<+++ a a m b b m +<+,,a b m {}n a 2 1()(1)n a n N n +=∈+12()(1)(1)(1)n f n a a a =--???-(1),(2),(3)f f f ()f n 113(1)1144 f a =-=-=
【推荐】2020年北师大版高中英语必修二（全 册）配套练习汇总 Unit 4课下能力提升(一) Ⅰ.单词拼写 1．When an animal is under ________ (攻击), it chooses to run away or fight back. 2．My wallet has ________ (消失) from the table. 3．It is ________ (明显的) that she is very clever. 4．I feel bad that I didn't ________ (提供) any food to them. 5．The ________ (破坏) of the natural living places makes wild animals less and less. 6．Profits of all companies are being a________ by the economic crisis. 7．Since you know smoking does great h________ to your health, why not give it up? 8．By keeping a diary, you can improve your writing skills more r________． 9．Our washing machine broke down yesterday and f________ the kitchen. 10．The plane c________ into the mountain, but luckily the pilot survived. Ⅱ.单句语法填空 1．Everybody in the village likes Jack because he is good at telling and making ________ jokes. 2．Organizations of all kinds now recognize the Internet as effective means for ________ (globe) communication. 3．At dawn the army ________ (attack) the town and finally captured it.
Unit 5 Music 写作和口语课 一、教学内容 S peaking and writing (pp. 39-40) 二、教学目标 在本节课结束时，学生能够 ● 在口语中运用提建议和征求建议的表达法，并且熟悉一些关于音乐和组建乐队的 话题。 ● 写信向音乐人征求建议，并恰当运用一些相关表达法。 三、教学步骤 步骤一 热身 1. 教师将问题展示在PPT 上，第一个问题可以请全班一起回答；第二个问题可以请学生四 人一组讨论，小组讨论会用到一些提建议的表达法，讨论前教师可以和学生一起回忆以前学过的相关表达法，并将其展示在PPT 上或写在黑板上；对于比较难的表达法，教师可以给出例句。 2. 教师请两三个组的代表先说出本组同学的看法，其他组学生补充，最后再综合学生的想法，形成类似右图的思维导图。 设计意图：热身旨在让学生回顾上节课所学 内容和自己已有的与话题相关的知识，并引入此节课的教学内容，起到承前启后的作用；列出表达法和例句旨在为小组讨论提供语言上 a music band band name musicians instruments the kind of music main singer (lead vocals) piano drum bass guitar guitar pop music folk music classical music rock ‘n ’roll rap country music orchestra companions
的帮助；思维导图的设计是为了向学生展示思考的过程；同时复习学过的关于音乐和乐队的一些词汇，为学生下面的写作做好词汇准备。 步骤二 写前 1. 教师介绍写作任务：给Freddy 写一封信，向他征求一些有关组建乐队的建议。 2. 语言准备： 1）教师提问学生关于征求建议的英文表达法。可以全班一起回答也可以找个别学生回 答。教师可以进行补充并在PPT 中或黑板上展示。 2）用表示征求建议的表达法翻译一些句子。教师请学生自己思考后完成翻译练习，然 后找学生说出答案，教师或其他学生更正错误并提供正确答案。 设计意图：请学生列出征求建议的表达法 旨在为下面的书信写作做语言准备；把几个较难掌握的表达法提出来让学生练习，旨在帮助学生掌握其用法，帮助他们克服写作中可能遇到的语言困难。 3）教师向学生介绍咨询信的特点，并请学 生看学生用书p.39给出的信的开头 和p.40Freddy 的回信，两人一组根据回信写出李华向Freddy 提出的问题；然后结合前面讨论的组建乐队需要考虑的问题，列出自己要向Freddy 咨询的问题。 4）教师和学生一起分析一封咨询信范例，讨论咨询信的写法。
《Unit 6 Design》Communication Workshop Objectives ■To practise using linking words (so that) expressing reason. ■To design and write a description of your perfect house or flat. ■To listen to and understand a song. ■To describe and discuss paintings, using strategies to express yourself fluently. Resources used Cassette, Writing Help 3. Possible problems Some students may have fewer creative ideas than others. Careful grouping of students will help here. Routes through the material ■ If you are short of time, omit the Talkback stage of the writing and speaking workshops. ■ If you have time, do the Options Activities. ■ If you have two periods for the lesson, the natural break is after the writing activity. Language Power: pages 84?C85. Writing: Describing Y our Dream House Before you start Exercise 1 ■ Students read the sentences and choose what so that expresses. ■ Point out that so that is followed by a clause with the modal can. ■ Elicit linking words for showing the sequenc e of two events, e.g. then, after that, next, and contrasting two ideas, e.g. but, although, on the one hand … on the other hand. Exercise 2 ■ Students write sentences, then practise reading them aloud in pairs before checking answers as a class. Encourage the pairs to think of two more features that the house has got and to make another two similar sentences ( e.g. study/ listen to music/ play the piano, barbecue/ have outdoor parties in summer, a garden/ plant flowers). Answers 1 In my house, there are some spare bedrooms so that my grandma and friends can come to stay. 2 In my house there is an air conditioner so that we can keep warm in winter and cool in summer. 3 In my house, there is a garden so that we can have tea parties with our family and friends. 4 In my house, there is a study so that I can study quietly, surf the Internet on computer or do some quiet reading. 5 In my house, there is a small but comfortable bedroom so that I can study quietly and sleep
M1U2Home alone Act One Mom and Dad arrive back from vacation a day earlier than expected. The curtains are closed and the living room is dark when Mom and Dad enter. Dad: It’s so nice to be home! Mom: Yes, I can’t wait to surprise the boys! Suddenly the door opens and a soccer ball flies through the room. Eric runs in after it, followed by a big dog, walking very slowly. Eric: Mom! Dad! You’re back early! (looking around room, sounding frightened) But, but … you weren’t supposed to come home until tomorrow! The dog slowly walks to Mom and Dad. Mom: (bending to touch dog) Eric, he’s so tired and hungry! (looking at table) The money for dog food is gone, but Spot looks like he is starving! What did you do with the cash we left? Dad: And look at this room—garbage all over the place! Where is your brother? (shouting angrily) Daniel! Daniel: (running into room) Mom, Dad, I can explain … Dad opens the curtains and light comes into the room. The room is in a mess, with pizza boxes on the floor and dirty dishes in the sink. In the corner, there is a garbage can around which are pieces of garbage and waste paper. Mom and Dad both turn towards Daniel. Dad: (sounding very angry) Listen to me, young man—we left you in charge! We thought you could act like an adult, but look at the mess! I don’t know why the house is so dirty ... Mom: Daniel, we thought you were an adult, a person who would make good decisions ... Dad: How can we trust you any mo re? We won’t tolerate such behavior in our house! Daniel: (shouting) Stop shouting at me. I’m still a teenager! Why is everything always my fault? Daniel runs into his bedroom and shuts the door angrily. Mom and Dad look at each other as lights go out. End of Act One Act Two, Scene One Daniel and Eric’s bedroom. Eric sits on his bed. Daniel has his arms crossed and looks upset. Daniel: They never even gave me a chance to defend myself. I hate them! Eric: You don’t h ate them. I can tell them we had an emergency. Then they won’t be mad any more. Daniel: No, don’t tell them anything. Anyhow, they didn’t trust me. They don’t deserve an explanation. Let them think what they want. Eric: But Daniel, if they knew that Spot was sick and we used the money to take him to the clinic ... Daniel: And that we spent all of yesterday waiting there for him, and that is why we had no time to clean the house ... but no, Eric, why didn’t they ask me what happened instead of shouting at me? Act Two, Scene Two
必修二Unit 4 Lesson 1Tomorrow’ s World明天的世界 The Future of Cyberspace网络空间的未来 Peter Taylor finds out how computers and the Internet are going to affect our lives. 彼得泰勒发现了计算机和因特网会怎样影响我们的生活。 In last thirty years, the Internet has grown rapidly. In 1983, there were only 200 computers connected to the Internet; now there are around 50 million and this growth is clearly going to continue. 在过去的三十年中，互联网的迅速发展。1983，仅有200 台计算机连接到Internet；现在有左右，这一增长显然是要继续下去。 Some expert are pessimistic about the future. One worry is crime in cyberspace. Even now, young hackers can get into the computers of banks and governments. In the future, terrorists may “ attack ” the world ’ s computers, cause chaos, and make planes and trains crash. 一些专家对未来感到悲观。一个担心是网络犯罪。即使是现在，年轻的黑客可以进入银行和政府的电脑。在未来，恐怖分子可能会“攻击”全世界的计算机，造成混乱，使飞机和火车事故。 However, many people are optimistic about the future of the Internet. Already, users can buy books, find out about holidays offers, books tickets, and get all sorts of information from the Internet.
高一英语必修二第五单元语法教案 Period 2: A sample lesson plan for Learning about Language (The Attributive Clause (in/ for/ with/ by＋which/ whom). Aims To help students learn about the Attributive Clause with a preposition in front. TTo help students discover and learn to use some useful structures. Procedures I. Learning about grammar 1.Reading and thinking Turn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive II. Turn to page 34. Look at the two sentences: The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band. Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure. Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.
Unit 23 Rescuing the temple 一、教学目标与要求 在本单元教学中，学生学习并初步掌握非限制性定语从句的用法，并运用到书面作业中。进一步学习提出建议的表达方式，能较为熟练的提出建议，语言使用正确。通过对课文的学习，了解保护古迹文物的重要意义，并用自己组织的语言，描述阿斯旺大坝的概况。完成练习册编排的练习。 二、教学重点与难点 1．重点词汇flood；figure；rebuild；mark；face（v．）；in danger；date from；make agood effort 2．重要句型figure；rebuild；mark ；face（v．）；in danger；date from；make a good ef-fort 3．语法定语从句（5）：1）The project，which lasted four years，cost＄1 billion．2）Bob’s father，who worked on the project，spent four years in Egypt． 4．日常交际用语提出建议（Making suggestions）：1）Well，there are several thingswe could do．2）Maybe we could go shopping this evening．3）I think we should do that an- other day．4）You’d better take a hat．The sun will burn you if you’re not careful． 三、课型 （一）对话课 Ⅰ．教具录音机，投影仪。 Ⅱ．课堂教学设计 1．Warm-up：向学生提出以下问题，由大家讨论：Suppose your family are on holiday．And you are planning a trip somewhere．Tell me what you might discuss． 启发学生热烈讨论，可板书大家提出的问题。如：1）when to go；2）where to go；3）howto get there ；4）how long to spend there ；5）what to do and see there ；6）what to take ；7）what to buy 2．准备放对话录音。借助投影片打出以下听前提问：1）Where are the family spendingtheir holidays？2）Where is the temple located？ 放录音一至两遍，请学生回答上述问题，教师予以必要订正。 Key：1）The family are spending their holidays in Egypt．2）The temple is located on theedge of the lake that has been made by the dam．