高二英语第二单元教案

新高二英语Unit2教案_高一英语教案_模板内容预览：Period 1Teaching Steps:Step1. Revision1. Have a dictation in class.2. Read the new words in the period.media, reliable, fire, face, difficulty, nosy, Gray, editor, reason, ele……你还没注册？或者没有登录？这篇文章要求至少是本站的注册用户才能阅读！如果你还没注册，请赶紧点此注册吧！如果你已经注册但还没登录，请赶紧点此登录吧！教学目标Teaching aims and demands本单元的教学目标是使用学生能向他人提出建议和忠告，学生并掌握过去完成时态的有关用法。

要求学生初步了解一些有关美国乡村音乐的基本描述，能够描述一两个他们所喜爱的美国乡村歌手。

Teaching important and different points1．单词、词组value, remain, anger, equipment, however, appear, make fun of, think of, so far, once more, no longer2．日常交际用语Haven’t you heard of…？That’s a good idea!You’d better…I think you’d enjoy it.Why not…?Why don’t you…?3．语法教学建议对话建议：建议教师在上课时在导入课时给学生放一些相关的音乐欣赏，在听读练习时可放入多媒体形式，利用对话中的日常生活用语，谈论学生所熟悉的歌星、影星和球星，for example: haven’t you heard of….. 最后朗读并编演对话。

课文分析：本篇课文主要介绍了美国乡村音乐在不同时期、年代人们的思想观念的不同及追求人生的目标，用歌曲就能体现出来，如：1990s、1950s、1960s. 而现在的美国乡村音乐从它的主题思想、范围、歌手及使用的乐器都所不同。

高二英语第二单元教案Title: Exploring Culture through LanguageLevel: Grade 10 (High School)Unit: Unit 2 - Cultural Difference and SimilaritiesObjectives:1. To develop students' understanding of various cultural differences and similarities through the use of language.2. To enhance students' language skills, particularly reading, vocabulary, and speaking.3. To foster students' critical thinking and analytical abilities by analyzing diverse cultural texts.Materials:1. Textbook: Unit 2 materials2. Handouts: Cultural texts related to language and culture3. Worksheets: Vocabulary exercises, comprehension questions, discussion prompts4. Audiovisual resources: Videos/recordings illustrating culturaldifferences/similarities, if availableProcedures:1. Warm-up Activity (10 minutes)- Begin the lesson by asking students to discuss in pairs or small groups about their own cultural backgrounds and any experiences they have had with other cultures.- Initiate a whole-class discussion to share some of these experiences and discuss the importance of understanding cultural differences.2. Pre-reading Activity (15 minutes)- Provide students with a short reading passage about a particular cultural aspect related to language (e.g., greetings, manners, taboos).- Engage students in a think-pair-share activity, where they individually read the passage, discuss with a partner, and then share their thoughts with the class.- Encourage students to identify and reflect on similarities and differences between their own culture and the one depicted in the passage.3. Reading & Vocabulary (30 minutes)- Assign students the main reading passage from the textbook related to cultural differences and similarities.- Give students vocabulary handouts or worksheets to introduce and practice essential vocabulary related to the reading.- Instruct students to read the passage individually and silently.- Conduct a class discussion to check comprehension and reinforce understanding of the text by asking students comprehension questions and encouraging them to justify their answers using evidence from the text.4. Analyzing Cultural Texts (20 minutes)- Provide students with additional cultural texts (songs, poems, excerpts from literature) or video clips illustrating language and culture.- Divide students into small groups and assign each group a cultural text for analysis.- Instruct students to identify the cultural aspects depicted in the text (e.g., values, traditions, customs) and discuss how language reflects these culturaldifferences/similarities.- Each group presents their findings to the class, leading to a whole-class discussion on the significance of language in shaping culture.5. Speaking and Discussion (15 minutes)- Provide students with discussion prompts related to the topic of cultural differences and similarities.- Divide students into pairs or small groups and instruct them to discuss the prompts, exchanging their ideas and experiences.- Encourage students to support their opinions with examples and evidence.- Monitor the discussions and provide language support as needed.- Wrap up the activity by having a few pairs/groups share their discussions with the whole class.6. Summary and Reflection (10 minutes)- Recap the main points covered in the lesson and emphasize the importance of understanding different cultures.- Have students individually write a short reflection on what they have learned and how they can apply this understanding in their daily lives.7. Homework Assignment- Assign students with a writing task where they discuss a specific cultural aspect of their choice and analyze how language plays a role in shaping that aspect.- Students can also research and write a short essay on cultural differences and similarities in their own country.Note: The lesson plan can be adapted to suit the specific needs and learning objectives of your students.。

Unit 2 The environmentReading 1Teaching Aims:●To help Ss get a general idea about the text.To make Ss become familiarwith the detailed information about the text.●To help Ss master Reading Strategy.ProceduresStep 1 Worm up●Have you ever had a debate ?●Do you know the steps of a debate ?Step 1: The presenter introduce both sides who have opposite opinions and arrange the time. Step 2: Both sides present their views and try to convince the listeners with points and facts. Step 3: Free Discussion.Step 2 Fast reading●What side does Mr lin Shuiging and Mr Qian Liwei eachrepresent?Mr Lin Shuiging represents the environment and Mr Qian Liwei represents the economy.●What does Lin Shuiqing start his speech by talking about?He starts his speech by talking about the way large areas of world are damaged by industrialWaste.●According to Mr Qian Liwei, what should be done to factoriesthat pollute the environment?They should have to pay higher taxes.Step 3 Reading for Details●What society does Lin Shuiqing belong to?to the society for Environmental preservation●What is happening to large amounts of fish?They are being caught by fishing boats before they can lay eggs.●What does Lin Shuiqing think we should teach people about?He thinks we should teach people about environmentally friendly ways of living●Why does Qian Liwei think production should not be cut back?Because jobs will be lost. People are more important than fish and trees●What does Qian Liwei say we should produce more of ?We should produce more things from recycled products●What does Qian Liwei say we need more of?more effective laws to preserve the environment ,which still allow the economy to grow .●What does Qian Liwei say many people are willing to do ?to pay slightly higher prices for things that are environmentally friendly .Step 4 Text AnalysisRead the passage again and find out the subjects each speakertalk about.●Lin Shuiqing:industrial waste Water pollution Fishing PopulationProduction Recycling●Qian Liwei: Factories Production Laws taxesComplete the tablesStep 5 Role playWork in groups of 4, two students play the role of Lin Shuiqing and the other two Qian liwei. Using their own words if possible.Step 6 DiscussionDiscuss the following questions:Do you think it is possible to achieve a balance between the economy and the environment? How can this be achieved?HomeworkWrite a short passage about what you have discussed in class, no less than 120 words.。

新修订高中阶段原创精品配套教材Unit2《The United Kingdom》教案教材定制 / 提高课堂效率 /内容可修改Unit2 "The United Kingdom" lesson plan教师：风老师风顺第二中学编订：FoonShion教育Unit2《The United Kingdom》教案英语：unit2《the united kingdom》教案（6）（新人教版必修5）period two & three全模块要求topic countries of the united kingdom; united jack; famous sites in londonvocabularyconsist clarify accomplish conflict union credit currency convenience rough attract architecture collection administration countryside furnished possibility arrange wedding fold sightseeing delight royal uniform splendid statue communism thrill error consistentfunction1. language difficulty in communication excuse me. i’m afraid i can’t follow you. can you speak more slowly, please? what did you mean by …? 2. space: position, direction, distance wales was linked to… england and wales were joined to/connected… england is divided into three zones. the zone nearest… is called…grammarthe past participle as the object complement you find most of the population settled in the south… … he had them killed while they werenguage pointswarming up consist of 由…组成，由….构成（不用进行时）the team consists of one hundred men and women athletes. =the team is made up of one hundred men and women athletes. there is a big family, consisting of ten people. consist in 在于，决定于(不用被动态)= be based on/ depend on/ upon what does happiness consist in? 什么才算是幸福？the beauty of the town consists in the style of its ancient buildings. pre-reading divide “把…..分成；分开”指将一个整体分成若干部分，常与介词between ,among, by ,into 等搭配he divided the cake into three= the cake was divided into three. divide this line into 20 equal parts. divide this line in half. we’ll have to divide the work between (among) us. 6 divided by 3 is 2. separate 多指把原来连在一起或者是靠近的人或事物分离开，常与介词from, by 搭配the channel separates england from france. the two towns are separated by the river. she doesn’t want to be separated from this man. i have got separated from him for a couple of years. 分开，分居reading 1. puzzle n something that is difficult to understand or explain 难题，迷/ 益智玩具(游戏) programming is really a puzzle to me. 我搞不懂编程。

高二英语第二单元教案5篇高二年级有两大特点：一、教学进度快。

一年要完成二年的课程。

二、高一的新鲜过了，距离高考尚远，最容易玩的疯、走的远的时候。

导致：心理上的迷茫期，学业上进的缓慢期，自我约束的松散期，易误入歧路，下面是小编给大家整理的高二英语第二单元教案5篇，希望对大家能有所帮助!高二英语第二单元教案1Step 1 Revision1 Check the homework exercises.2 Ask the Ss a few random questions to revise future time and introduce thetopic 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 thinkthe weather will be like tomorrow? What are you going to do on Saturday evening?Are you planning to do anything on Sunday?Step 2 PresentationSB Page 25, Part 1. Ask questions about the picture, and get Ss to tell youwhat they think is happening. Teach the new words majority, goods, industry.Read the introduction aloud.Step 3 ReadingSay Now read the dialogue silently and find out this information: What isbeing 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 themeaning of out of work.Step 4 DialogueSpeech Cassette Lesson 65. Play the tape of the dialogue for the Ss tolisten and follow. Go through the dialogue briefly and make sure the Ssunderstand it. Ask questions like these: What are people at the company talkingabout? Who is going to make the decision? Why does the company need to build anew factory? What is the difficulty? Why do some people want the new factory tobe built? Why are some people against the new factory? Explain that may haveplans expresses uncertainty about the future. Play the tape again. This time theSs listen and repeat. Then let the Ss practise the dialogue in pairs. You maywish 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 whichstarted in the past and is still continuing.b I simply don‘t know. = I honestly don’t know.c Right now = At this momentd The problem is … it. = Finding land for building the new factory is aproblem ( i.e. difficult).e The majority of people = Most peoplef a number of people = quite a lot of peopleg out of work = do not have jobsh But some people … built on. = Some people do not want them to build afactory 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 happenk It‘s quite likely: Quite emphasizes likely and increases thepossibility.Step 5 PracticeSB Page 25, Part 2. Demonstrate how to make sentences from the table, thenget a few Ss to make example sentences. Then let the Ss do this exercise inpairs. At the end get Ss to write down 5 sentences from this table in theirexercise books.Step 6 WorkbookWb Lesson 65, E__. 1 - 4.After Ex. 1 is done orally, get the Ss to write the answers in theirexercise books.Both E__. 2 and 3 should be done in pairs first. Then check the answerswith the class. Get Ss to translate the sentences into Chinese and ask them tothink if they will be able to put them back into English. Pay attention to thesentence structures.When doing Ex. 4, warn the Ss not to do word for word translation. Specialattention should be paid to the sentence patterns and word order.Step 7 ConsolidationWith a good class you can give the Ss the following phrases and get them tomake 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 tomakeup 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.HomeworkFinish off the Workbook exercises.Do Ex. 1 and part of Ex. 4 as written work.高二英语第二单元教案2教学目标Teaching Aims and demands本单元通过学习马克·吐温的《百万英镑》并改编成短剧形式的课文，学生能初步了解作者的风格。

Unit 2 The EvironmentPeriod 4 GrammarTeaching aims:●Ss will learn how a verb-ing form can be used as an adjective or adverb.●How a verb-ing phrase can be used as a verb-ing on its own.●Ss are expected to learn how to use the verb-ing and verb-ing phrase indifferent situation.●Ss are expected to apply the usages to practices by fulfilling some writtentasks.Teaching procedure:Step 1 Revision1. provide the Ss with the following sentences:●Tom is reading the(school)newspaper [ under the tree].subject verb attribute object adverbial●2) Tom is ( strong)S link verb predictave●3)The problem made me <unhappy>.S V O object complement2. to-infinitive can be used as subject, object, object complement, predictive, attribute, adverbial,●To find a best friend is difficult.●I need to sleep for 8 hours every night.●I ask him to come early tomorrow morning.●I have a very important meeting to attend.●He seems to have finished his homework.●My dad came to my school to send me some money.●She is silly to do such a careless thing.●I hurried to the station, only to see there was no bus.Step 2 V-ing1 S: traveling to space can be exciting.2. O: UC, 3PA did make me see a film.I suggest doing this experiment in a different way.3. OC last night, I saw my brother crying when I passed his room.4. P : main thing is getting there in time.5. Attribute:This will have a lasting effect.People running these factories are concerned about the environment.People who run …….6. Adverbialtime:Seeing the teacher enter the classroom , the students all stood up. reason: Working hard ,he did well in every subject.result:The heavy rain lasted three days, causing a lot of damage to this area. condition:, Working hard, you will succeed.accompany: After school, the students rushed out of the classroom, jumping and laughing.Concession：Knowing he told a lie, I give him the money.Step3 complement●Being busy,so I didn’t attend the meeting.●Not knowing the way, a map was bought.●It rained heavily , causing a large flood.●including / excepting / according to / considering都是介词。

2024年高二英语第二单元教案###一、教学目标语言知识目标：学生能够掌握本单元的核心词汇、短语及句型，包括其正确的发音、拼写、语法功能和语境应用。

语言技能目标：通过阅读、听力、口语和写作练习，培养学生的阅读理解、听力理解、口语表达和书面表达能力。

学习策略目标：引导学生通过合作学习、自主学习和探究学习等方式，提高学习策略的运用能力，培养自我监控和自我评估的学习习惯。

文化意识目标：通过本单元的学习，让学生了解相关文化背景知识，增强跨文化意识，提高跨文化交际能力。

###二、教学重点和难点教学重点：本单元的核心词汇和短语，及其在真实语境中的应用。

重点语法项目，如动词时态、非谓语动词、定语从句等。

阅读和听力材料中的重点信息和结构。

教学难点：学生对一些抽象概念和复杂句型的理解与应用。

学生在口语和写作中准确使用新学词汇和句型的能力。

学生在跨文化交际中理解和尊重文化差异的能力。

###三、教学过程1. 导入新课通过一段与单元主题相关的视频或图片激发学生的兴趣，为后续学习做铺垫。

提问学生关于视频或图片的内容，引导学生运用已有知识发表观点。

2. 词汇和短语学习展示本单元的核心词汇和短语，通过上下文语境帮助学生理解词义。

利用词汇卡片、游戏等方式进行词汇记忆和复习。

通过造句练习让学生在实际语境中应用新学词汇和短语。

3. 语法学习通过例句和图表解释重点语法项目的用法和规则。

设计填空题、选择题等练习题，让学生在练习中巩固语法知识。

鼓励学生在日常交流和写作中积极运用新学语法项目。

4. 阅读和听力训练引导学生快速浏览阅读材料，了解文章主旨和结构。

通过小组讨论、问答等形式深入理解阅读材料中的细节和深层含义。

播放听力材料，引导学生注意听力中的关键信息和语言点。

5. 口语和写作练习设计与单元主题相关的讨论话题，鼓励学生发表个人观点，提高口语表达能力。

通过仿写、续写等写作活动，让学生在实践中提升写作能力。

引导学生互相评价作品，提出改进建议，培养批判性思维。

unit 2全单元教案1(人教版高二英语教案教学设计)The Second PeriodTeaching Aims:1. Learn and master the following words and phrases :headline, editor, informed, relate, talented, swith, for once, present, reflect, unique, spiritual, seldom, addict, be addicted to, social, ignore, even if, draw attention to, on all sides, tolerate; change one's mind, affair, current affairs2. Train the students' reading ability.Teaching Important Points:1. Words and phrases:more than, experienced, relate to, for once, be addicted to, even if, draw attention to, on all sides, change one's mind2. Understand the passage exactly.Teaching Difficult Point:How to help the students learn more about reporters and newspapers.Teaching Methods:1. Fast reading to get a general idea of the text.2. Careful reading to further understand the text.3. Individual, pair or group work to make every student take an active part in the activities in class.Teaching Aids:1. a recorder2. a projector3. the blackboardTeaching Procedures:Step I GreetingsGreet the whole class as usual.StepⅡ Revision and Lead-inT: Yesterday, we talked a lot about news media. All the newsmedia can help us learn about the world around us. Can you tell me which kind of news media do you think is more convenient and cheaper for us to read?Ss: Newspaper.T: Yes. I agree with you. Which kinds of newspapers do you often read?Ss: The People's Daily, The Chinese Youth Daily, The Guangming Daily, China Daily…T: Tell me who write the new we read in these newspapers?Ss: Reporters.T: How is the news made and written?Ss: We're not quite clear about that.T: It doesn't matter. Today, we're going to read a passage about reporters and newspapers. Two of China's many talented journalists were asked to help us know about their work and how the news we read is made and written. First, let's learn the new words in this period. Look at the screen.(Teacher first asks some students to read them out and corrects their mistakes in pronunciation. Then explain them briefly. At the end, let the students read them for a while. ) Step Ⅲ ReadingT: OK. Now, please open your books at Page 11. Look at the title of the text and the pictures. Try to guess which of the top questions the text will answer. I give you one minute to read each question and make a guess. If necessary, you can discuss with your partner.( A minute later.)T: Are you ready?Ss: Yes.T: Who'd like to tell us your guess?Ss:…(Their guess may be right or wrong.)T: All right. If we want to know whose guess is right, please read the text quickly and find the right answer. OK?Ss: OK.T: Begin now.( A few minutes later.)T: OK. Stop! Have you found the right answer?Ss: Yes.T: Answer together.Ss: “How does a reporter decide what to write? ” and “How do newspapers help us understand the world?”T: Well done. Now, please read it again carefully and find the answers to the questions on the creen.1. Do newspapers and other media simply record what happens?2. Who were asked to be interviewed to tell us more about news and newpapers?3. Whom does a reporter have to discuss with before he/she decides what to write?4. What is the editor's job?5. Is interviewing someone difficult? What must a reporter know?6. Which article is Chen Ying's favourite one? Is it news or an interesting story?7. Is the story Zhu Lin like best about famous people? If not, what is it about and why she likes it best?8. If you were a reporter, what would you like to write about?9. What is the basic task for a reporter?10. What result can TV programmes and printed articlesbring to us?Suggested answers:1. No, they don't.2. Chen Ying and Zhu Lin.3. The editor.4. To keep the newspaper balanced and interesting to the readers.5. Yes. A reporter must know how to ask the right question and how to get people to talk about the topic.6. The one she wrote about the efforts to bring stolen cultural relics back to China.7. No, it isn't. The story Zhu Lin like best is about an ordinary young woman who tries to adapt to her new life after studying abroad.8. Various answers are possible.9. To report an event truthfully.10. They bring us a better understanding of the world on all sides, leading to a future world where people from all countries are respected and different views and opinions are tolerated.T: Well, you've understood the text better. In order that you can understand it more exactly and use the language freely and correctly, please learn the words and phrases on the screen. (Teacher shows the-screen.)1. more than－not onlye. g. Hibernation is more than sleep. Being a good listener means much more than just "listening with ears".2. relate (…) toe. g. This paragraph relates to the international situation.To what events did your remarks relate?3. for once=just for once; just this oncee. g. He beat me for once.Just for once he arrived on time.4. People to be interviewed= People who will be interviewedPeople interviewed = People whowere /have been interviewedPeople being interviewed = People who are being interviewede. g. the building to be built next year the building built last year the building being built now 5. be/get/become addicted to －unable to stop taking or using sth. as a habite. g. Soon he became addicted to cigarettes, He was often late for work after he got addicted to alcohol.6. even if= even thoughe. g. Even if I have to walk all the way, I’ll get there. iEven if we achieve great success in our work, we should not be proud.7. draw attention toe. g. I’m e mbarrassed about my mistake; please don't draw attention to it. He drew my attention to an error in the report.8. on all sides= on every sidee. g. Soldiers attacking on all sides.There were mountains on all sides.(Bb: more than, relate to, for once, people to be interviewed, be addicted to, even if, draw attention to, on all sides) Step IV Reading aloudT: OK. Now, I'll play the tape of the text. First, listen and follow. Then listen and repeat. Pay attention to the stress and intonation. At the end, read the whole text aloud for a few minutes. At the same time, further understand the use of the words and phraseswe've learnt in it. If you still have any question, you can ask me. Are you clear?Ss: Yes.(Teacher plays the tape first. Then goes around the class, answering any questions that the students may ask A few minutes later, teacher asks the students to do the next task.) Step V DiscussionT: OK. Stop reading. Now you must have known about reporters and newspapers better. So let's have a discussion. Look at the questions 3 and 4 on Page 12 and work in groups of four to talk about them. A few minutes later, I'll ask some of you to report to the rest of the class. (Teacher should encourage the students to give different opinion and the reasons for their opinions.)Step VI Summary and HomeworkT: Now, let's look at what we've learnt in this period. By reading the passage “Behind the Headlines”, we've learnt more about reporters and newspapers, the reporters' life and work as well as the important part that newspapers play in our daily life. They help us deal with problems and understand the world better. Moreover, we've learned some useful words and phrases, such as more than…. After class, read the passage again and again until you can use the words and phrases we've learnt in it freely. Besides, remember to preview the contents we will learn in the next period.Step Ⅶ The Design of the Writing on the BlackboardUnit 2 News mediaThe Second PeriodUseful expressions:more thanrelate tofor oncepeople to be interviewedbe addicted toeven ifdraw attention toon all sidesStep Ⅷ Record after Teaching。

Unit 2 Poems8th Unit Revision教材分析[the analysis of teaching materials]This unit talks about poem. The emphasis of this period will be placed on reviewing the important new words, expressions and sentence patterns in the parts;Warming up, Pre-reading, Reading and prehending. The aim is to make students grasp and use these important points thoroughly.1.学情分析[the analysis of the students]Our students dislike to memorize words and language points, so this class will help them memorize language points by exercises.2.教学目标[Teaching aims][1]知识目标[Knowledge aim]a. Get students to go over the useful new words and expressions in this unitb. Have students review the grammar item; the inversion .[2]能力目标[Ability aim]a. Develop student’s ability to use the important language points in this unit.b. Enable student to learn to use the usages of inversion.[3]情感目标[Emotion aim]Promote the Ss to develop the interest of learning English .3.教学重难点[teaching important points and difficult points]a.Get students to review and consolidate what they have learned in this unitb.Develop students’ ability to solve problemsc.Get students to turn what they have learned into their ability4.教学过程[Teaching procedures]Step 1:Review words and phrases 10’①Give the Ss about 5 minutes to review words and expressions in unit2.②Ask the Ss to finish exer.2 in the Unit Review.Step 2:Review Language points 20’①Give the Ss about 8 minutes to review language points in unit2.②Ask the Ss to finish exer.2 in the Unit Review.Step 3;Review Grammar 15’①Give the Ss about 5 minutes to review grammar in unit2.②Ask the Ss to write down the grammar structure by themselves.③Ask the Ss to finish exer.3 in the Unit Review.Step 4:HomeworkReview Unit Revision5.板书设计7.b.can you use them freely and correctly?c.Do you know the function of the usages of inversion?[2]单元复习Unit2 Poems单元复习一．基础检测（B/C层）1.传达；运送2.具体的3.引起矛盾的5.灵活的；可弯曲的6.模式，式样7.村舍8.轻松；……构成 10.取笑；招惹 11无穷的；无止境的12.翻译；译文 13.枝条；支流 14.尤其，特别15.最后 16.转化；改造18.适当的 19.交换；交流21.测试；试验 22.发出；放走一．单元考点（A/B层）1. convey(vi) 向某人表达/传达某物___________________把某物或某人从A地运送到B地______________________对……表达某人的情感/意思/难过2.sense 弄懂/理解___________有/无意义_______________从某种意思上说__________________决不______________视觉____________3. take it easy______________碰运气____________认为……理所当然________________4 run out of______________run short of sth ____________不足，短缺____________用尽，筋疲力尽___________用完，消耗掉_____________5.(be) made up of =be________of = _________of 由……组成Make up_______ make up______弥补铺床叠被________开玩笑 make_____of 前进_______________6 嘲笑某人__________________愚弄某人_____________________开某人玩笑___________________ 捉弄某人___________________7. in particular_____________ 对……讲究，挑剔__________________为……所特有______________8. appropriate(adj) 适合；合乎____________________;it is appropriatethat___________9.exchange(n&v) 交换________________ 作为交换_____________________ 以……交换___________________ 与某人交换某物_______________________ 与某人交流___________________10.hold on_____________ hold back _______________ hold down ___________hold out_____________ hold up__________11.try out__________ 试穿________________ 参加选拔_________________争取______________ 尝试做某事______________12.let out _________ 更不用说___________ 使失望_________让……进来___________ 让……下车_______________三．单项选择1. Nowadays sending s to each other is a way many a student _____ what they think.A. conveysB. conveyC. accountD. accounts2. –Mon, I just can’t fall asleep thinking of the interview tomorrow.--________ You are sure to make it.A. Don’t lose heart.B. Take it easy.C. Take your time.D. What’s up.3. The reason _____ he was ill that day was actually made up by his brother. In fact, the reason ______ he was absent was ____ he went to see a film.A. that; why; thatB. for which; why thatC. that; why; becauseD. why; that; because4. The photographer needs to charge up the digital camera every day as the battery _____ quickly. (某某2005春)A. shuts upB. ends upC. runs outD. turns out5.The whole meal was good and the wine_______ was excellent.A. on particularB. on purposeC. in particularD. in return6.The girl read the letter with tears_______ down her cheeks.A. ranB. runningC. runD. to run7.——John went to the hospital alone .——If he ______ me about it, I would have gone with him.A. should tellB. tellsC. toldD. had told8．"If I hadn't practiced when I was younger,” the musician says," I____ able to play so well now.A. couldn’t have beenB. won’t beC. wouldn't have doneD. wouldn't be答案：BBACC BDD。

高二第二单元全部教案(新课标版高二英语上册教案教学设计)Period1 Warming up &ListeningTeaching aims1. To develop students’ listening ability by listening to the given passage.2. To help students to get to know about the news media.Suggestions for teaching1. Important and difficult points(1) Knowing about the news media(2) Trying to understand different kinds of news media are very important and helpful to our society.2. Suggested teaching methodsA. Warming upTask1.Warming up (pair work)Get students to have a discussion in pairs.Topic: What are the media we often use in our daily life/Ask students to list the news media on the blackboard to see which pair can find the most.(Internet, Radio, TV, Magazine, Newspaper)Task2. Discussion (group work)Ask students to have a discussion.Topic: How will you try to get in touch with your friends and why?Eg: Usually I get in touch with my friends by short message or by phone or by E-mail.Task3. Discussion (group work)Ask students to discuss the following topics;(1) Which of the news media above is the most reliable? Why?(2) How are the media above different from each other(3) How do you know whether what you hear, see or read is true?(4) Do you know how a newspaper is made? What about a magazine?(5) What words will you need to talk about the news media?Get students to work in groups of four to discuss the topic. Each group may choose one of the five topics and choose a representative to summarize opinions of the group and report them to the class.Example answers:(1) Various answers are possible. The students should give reasons for their opinions. Encourage them to think about how the news is presented, who writes it, and why the ness is published. The media are usually commercial and always biased. Major news organizations try to be as objective as possible, but it is not possible to achieve complete objectivity. The media mentioned in this activity are probably equally reliable: official websites or websites of major news agencies are edited in the same way as magazines, newspapers, and serious news shows on radio and TV. But we cannot believe everything we see on TV or read in magazines.(2) Daily newspapers report the latest events as they happen, while magazines, which are typically monthly or weekly, provide “deeper” coverage and analysis and are often focused on a topic (eg. business, family life, student life, international affairs etc.). TV and radio are broadcast media, which report news to anyone wh o wants to hear. The Internet is a “narrowcast” medium, visited by individuals. Websites also offer “personalized” news, ie, the same website may look different to each user depending on location, interests and needs. Unlikeother media, most websites are unedited and not for profit. Newspapers and magazines have editors and are financed by ads. TV and radio programmers are also edited, by they may report “lobe “ or by using talk show formats.(3) It is becoming increasingly difficult to know what is true or not. Several factors complicate the situation: we get more news from more sources; the news is increasingly “ global”, ie we read about faraway events that are difficulty to verity, interpret and understand. The best way to deal with the “information slow” is to become a critical reader and to read more than one account of the same event. It is also important to understand that all news is “biased”; ie it is reported form a certain point of view and to a specific audience. That means that local media give greater importance to local events and that each news source interprets new events in the light of its own understanding and opinion of the overall situation.(4) See Question 2 above for differences and similarities between newspapers and magazines. The students may also want to think about the mews-making process: who decides where to send reporters and why; who decides how the stories should be reported and why. Note that many newspapers and magazines rely on news agencies (eg Xinhua and Associated Press) for international news.(5) Useful words include: reporter, news item, article, headline, front-page, ads, and editor, reliable, biased, objective.B ListeningTask1 Pre-listeningTell the students to read the instructions and questions before they listen to the tape. Ask them to try to guess what they will hear on the tape based on the questions.Task 2 Listening comprehensions(1) Ask Ss just to listen to the whole passage but not write anything down.(2) Let’s Ss listen to the tape again. This time as k them to write something important and useful down.(3) Help the Ss find the answers and then check the answers.C Homework: Preview the reading.3. Teaching Log:Period 2 SpeakingTeaching aims1. To develop students’ speaking ability by talking about news.2. To enable students to learn how to express opinions by giving the reason for choosing the news reported in the newspaper.Suggestions for teaching1. Important and difficult points(1) Talking about reasons for choosing the news.(2) Learning about expressions about expressing opinions.2. Suggested teaching methods:Task1.Lead inI’m sure that you have read some newspapers, and there are different kinds of news, such as entertainment news, business news, science news,etc.Here we have ten pieces of news, ask Ss to classify them.Eg: Sports: China beat Brazil 2-1 in football.Science/business/daily life/policeTask2 Discussion (group work)Get students to have a discussion in groups of four. Suppose they are the editors of a newspaper. Ask them to choose five ofthe ten things listed in the book. Choose a reporter to tell the other students the reasons why they choose those five things.Eg: A: Ok, let’s begin. What do you think of these events?B:I think we should choose the story about the three children in our city. This event is the most important because the people in out city need to know about this.C: Maybe it would be better to choose the story about the earthquake in Turkey. 200 people died there, not just three.B: I agree that we should report that too, but the story about the children is more important. What’s your opinion?D: We should report the story about China beating Brazil in football.A: Why do you choose that event?D: because it is unusual, The Brazil team is one of best in the wrld. Our readers will be happy and proud to hear that out tesm won such a big victory.A:…………………………B:……………………………Task3 Report (group work)Get the students to report the five things they have chosen in each group.Task4 Homework: Write a piece of news .3. Teaching Log:Period3 ReadingPart one Reading ComprehensionTeaching aims1. To develop students’ reading through reading the passage.2. To enable students to get to know something about reporters and newspapers and that it’s not easy for reportersand editors to produce a good newspaper.3. To instruct students to learn that the media is very important in our daily life.Suggestions for teaching1. Important and difficult points(1) Knowing about the reporters and newspapers.(2) Knowing about the important of the media.2. Suggested teaching nmethods:A. Pre- readingTalking about newspapersTeachers may ask the students:(1) What do you like doing in your spare time?Answer: I would like to read newspaper/listen to music etc.(2) Do you like reading newspapers after class? Why or why not?Answer: Yes, I like it very much. Because by reading the newspaper I can know something happens outside, and I can broad my knowledge.Teacher may give students some time to have a small discussion in pairs and then ask several students to talk about their opinions.After talking, teacher may ask students the following questions:No matter you like reading newspaper or not, do you think newspapers are important in our daily life? Do you know before a newspaper is produced the editors and reporters have to do many things? We will read about the reporters’ work in our passage.B. ReadingTask1 SkimmingGet students to scan the text to find answers to the following questions.(1) What do experienced editors and reporters make informed decisions about/(2) What is the editor’s job?(3) What should the reporter do before he begins his interview?(4) After the interview what should the reporter do?(5) What is Chen Ying’s favorite article and why?(6) What is Zhu Lin’s favorite article and why?(7) What would Zhu Lin write about and why?(8) What would Chen Ying write about and why?(9) What is the importance of the media?Suggested answers:(1): Experienced editors and reporters make informed decisions about what events to report, how to report them and why.(2): The editor’s job is to keep the newspaper balanced and interesting to the readers.(3) Before the reporter begins the interview, he has to contact the people to be interviewed and then prepares questions.(4) After the interview the reporter must present the material in an organized way and make sure that the article reflects events and opinions truthfully.(5) Chen Ying’s favorite article is one he wrote about the efforts to bring stolen cultural relics back to China. He liked the article best because it was both news and an interesting story.(6) Zhu Lin’s favorite article is about an ordinary young woman who tries to adapt to her new life after studying. He likedthe story best because it was the first time that he wrote with real passion and because it made him realize that everyone’s life was unique.(7) Zhu lin wanted to write about music, art, nature and the importance of spiritual fulfillment.(8) Chen Ying wanted to write about people who we seldom read about. Their stories must be told to help solve the social problems and help those who suffered from them.(9) The media can often help solve problems and draw attention to situations where help is needed. Thus we can understand the world better on all sides and in the future world all countries are respected and different views and opinions are tolerated.Task2 SkinningAsk students to skin the text to find the main ideas mentioned in the passage.Suggested answers:Para 1: Newspapers and other media do more than simply record what happens.Para 2-10: Something about the reporter’ and editors’ work and opinions by interviewing two talented journalists.Para 11: The media plays an important part in our everyday lifeC. Post-readingTeacher may design the following tasks for consolidationTask1.Retelling (Individual work)Ask students to retell the passage supposing they are either of the two reporters interviewed in the passage. Choose two students to come to the front of the classroom to have an interview and the other students just ask them some questions.Task2 Discussion (group work)Ask students to work in groups of four and discuss the following topics. Each group can choose one of the topics they like.(1) If you were a reporter, what would you like to write about?(2) It’s important to be a critical reader. How would you read the following two media massages, TV advertisements and news on the Internet?(3) Famous people are often interviewed about their opinions on current affairs. Why do people want to hear about their opinions? Should we listen to them?Part Two Structure AnalysisA.体裁:属于观点表述的文章B.结构分析这是一篇总分总的文章.文章第一段总起,第二段通过一段简单的采访以及两位记者的观点表述对第一段的内容进行论述,最后一段水到渠成进行总结,强调新闻媒体的重要性.C.写作技巧让学生学会如何用浅显的语言表述自己的观点.Teaching log:Period 4 Language LearningTeaching Aims1. To learn the useful words, expressions and sentences in the reading.2. To enable students to use these language points in both spoken and written English.Important and different points1. more than 不止是,极其Eg: You are much more than an acquaintance.你不仅仅是我的熟人.2. experience: (cn) 经历(un)经验Eg: The old soldier often told us his strange experiences during the war .这位老兵经常跟我们谈论他在战争时期的奇特经历.Karl has experience in running a school.卡尔办学校很有经验.3. agree: agree with sb/what sb saidagree to one’s plan/propos alagree on sth.4. develop (1) 发展；形成；养成；成长He believes that sports can develop mind and body.他相信运动有益身心发展．（２）冲洗胶卷He developed the photographs which he had taken.他冲洗了拍的照片.5. prepare: 准备Our school prepares students to go to universities. 我们学校努力使学生都进大学6. for once(至少) 这一次(平时不这样)Eg: For once he was telling the truth. 只此一次他说了实话Once: (conj) 一……就;一旦.兼有as soon as 和if 的双重含义，从句中常用一般现在时代替将来时，主句常用将来时．Eg: Once he arrives, we can start the meeting. 他一到我们就开会．Once seen, it will never be forgotten. 一旦看到，它就不会忘记．Once:做副词时表示一次，从前等意思.Eg: I’ve only met him once. 我只见过他一次．7. present（１） vt. 提出；呈现；送给；递交Eg: He presented his views and sat down.他陈述了自己的观点后坐下了．（２） adj. 在场的，现在的Eg: Every member of the class was present.班里每个学生都到了．（３） n.现在；礼物Eg: I live in the present, not the past.我活在现在，不是过去.8 attention (n) 注意;关心Eg: The students pay much attention to their study.学生们很重视他们的学习draw/attract/catch one’s attention 吸引某人的注意focus one’s attention on 把注意力集中在……(注)attention 是不可数名词,常被much, little, no等词修饰.attentive (adj) attentively(adv)Eg: The teacher was pleased to have such attentive students.老师很高兴有这么认真的学生.难句分析:The two reporters agreed to switch roles for once and be the interviewees rather than the interviewers in order to let us know about their work and how the news we read is made and written.这两位记者同意交换角色，做一次被采访者而不是采访者，让我们了解他们的工作，了解我们读到的新闻是怎样制作和编写出来的rather…. ThanEg: The color seems green rather than blue.He ran rather than walked.These shoes are comfortable rather than pretty.Homework: Exercise (papers)Teaching log:Period 5 Language StudyTeaching Aims1. To review the words and expressions learned in the reading to make sure students master them.2. To get students to master the usage of the Past Participle.Suggestions for teaching1.Important and different points:(1) Important words and phrases learned in this unit.(2) Grammar: The Past Participle , used as Attribute and Predicative.2.Suggested teaching methods:A. word studyTeacher may deal with word study by organizing the following activities.Task1.DictationHave a dictation of the important word sand phrase s learned in the reading.Task2. Do exercisesAsk students to complete the sentences with the verbs in proper forms.Divide the listed words into three groups according to their meanings.B. Grammar: The Past Participle , Used as Attribute and PredicativeTask1.ExplanationIntroduce the usage of the Past Participle, used as Attribute and Predicative to the students.Task2 Do exercise (pair work)Ask students to have a discussion in pairs and try to finish t he exercises in the student’s bookTeaching log:Period 6 Integrating SkillsTeaching aims:1:To get students to learn about writing news reports.2:To instruct students to write a comparison passage.3:To revise the past participle.Suggestions for teaching:1 Important and difficult points:(1) What to learn about writing reports.(2) How to read and write a comparison passage.2 Suggested teaching methods:A: ReadingTask1 Lead-inAsk students to have a discussion in pairs about the following topic.What are the important things that must be included in a news report?Task2 ReadingGet students to read the two passages and find the answers to the following questions.(1) What are the differences between these two reports?(2) What would be a good headline for the report?Suggested answers:(1) These two passages are written by different people. And obviously the two people’s attitudes towards the event are just the opposite.(2) Say no to pollution.Task3 Dealing with language points.(1) More than ninety responsible caring citizens made their voices heard yesterday.昨天有九十多位有责任感而又富有爱心的市民发出了（保护环境的）呼声．Make sb./sth. done 使…被…Eg: You’d better speak louder to make yourself understood.(2) Brave and strong, the activists talked to workers outside the factory and left a positive message about protecting the earth.这些环境保护主义者非常勇敢而执着，他们在工厂外与工人进行了对话并且六下了关于保护环境的建设性宣言．Brave and strong 是形容词短语作状语．Eg: The soldier fell off the horse, wounded. 士兵从马上摔下来，受了伤.B WritingTask1 InstructionTell students if they want to write a comparison paragraph, they should first decide what are the two things they are going to make a comparison between. Secondly, they should try to list as many similarities and differences between them. Thirdly, try to decide what are the most important similarities and differences that may help them to write an effective comparison paragraph.Task2 Reading and learningAsk Ss to read the similarities and differences between the website and the newspaper. Then ask them to work together and try to give each other an oral report of a comparison paragraph.Task3 WritingGet the students to write down a comparison paragraph and then hold a competition between the pairs to see each group can do best.C RevisionAsk Ss some questions about the usage of the Past Participle as Attribute and Predicative. Then get students to translate the following sentences, using the Past participle.Homework: translation1这封信比预期的晚到了一星期．２一被单独留下，那小女孩就开始哭了．３在已经结冰的湖面上溜冰是很安全的４他岁考试结果非常不满意５于１３６５年建立的维也纳大学是世界上最古老的大学之一.Suggested answers:(1) The letter arrived a week later than (it is) expected.(2) Once left alone, the little girl began crying again.(3) It’s safe to skate on the frozen lake.(4) He is far from satisfied with the result of the exam.(5) Vienna University, founded in 1365, is one of the oldest universities in the world.。

高二英语第二单元教案Unit2:TheOlympicGames一、教学目标1.让学生掌握关于奥运会的相关词汇和表达。

2.提高学生对英语文章的阅读理解能力。

3.培养学生的英语写作能力和口语表达能力。

4.增强学生对奥运精神和体育精神的理解。

二、教学重难点1.词汇：奥运会、金牌、银牌、铜牌、火炬、接力、开幕式、闭幕式等。

2.句型：描述奥运会历史、运动员成就、比赛项目等。

3.阅读理解：理解文章主旨、细节信息、作者观点等。

4.写作：描述奥运会盛况、运动员故事等。

三、教学步骤第一课时：词汇学习和课文导入1.热身活动老师提问：同学们，你们知道最近一次奥运会是在哪里举办的吗？有哪些我国运动员取得了好成绩？2.词汇学习老师展示词汇卡片，让学生跟读并记忆。

学生分组，进行词汇接龙游戏。

3.课文导入老师简要介绍奥运会的历史和发展，引导学生关注课文主题。

学生阅读课文，了解奥运会的基本信息。

第二课时：课文阅读和阅读理解1.课文阅读学生跟读课文，注意语音、语调。

学生分角色朗读课文，提高口语表达能力。

2.阅读理解a.文章主要讲述了什么内容？b.奥运会有哪些意义？c.我国运动员在奥运会上的表现如何？第三课时：写作训练和口语表达1.写作训练老师给出题目：请同学们写一篇关于我国运动员在奥运会上的表现的短文。

学生进行写作，老师指导并批改。

2.口语表达老师组织学生进行小组讨论：请同学们分享一下你们喜欢的运动员和他们的故事。

学生进行口语表达，老师点评。

第四课时：复习和巩固1.复习词汇老师提问：请同学们回顾一下我们学过的奥运会相关词汇。

2.巩固阅读理解老师给出阅读材料，让学生完成相关问题。

3.巩固写作老师给出写作题目：请同学们写一篇关于奥运会盛况的短文。

学生进行写作，老师指导并批改。

2.拓展老师给出拓展话题：请同学们谈谈你们对奥运精神和体育精神的理解。

学生进行讨论，老师点评。

四、作业布置1.复习课文，熟记词汇。

2.完成课后练习题。

3.准备下一课的课文阅读。

高二英语下学期unit 2 教案高二英语下学期unit2教案单元2克隆ｉ．单元教学目标表达并支持Nopinoni的应用程序接受…。

但是…。

我永远不会接受…。

我不担心…。

我不想但是…。

我希望你能继续…。

功能句型你确定你想和你说…。

isitfairto…。

？你认为……明智吗…。

？我想你应该…。

welldonetoyoufor…。

我不明白你为什么不…。

我想不起来…。

我永远不会同意。

四会词汇草莓、不同、准确、直截了当、突破、颠覆、铸造、共有、客观、媒体、道德、天花板、短、退休、假设、仅仅、装饰、斑马、aloud2识别、细胞核、基因、体细胞、胚胎、脂肪、影响、灭绝、流行、，1三、教材分析与教材重组1.教材分析本单元以克隆为主题。

通过单元教学，学生可以了解克隆技术的优点和缺点，学会表达和支持他们的个人观点，并用所学的克隆词汇表达他们对这项新技术的观点和看法。

1.1热身提供了四张关于多莉羊、草莓植物、双胞胎和同卵狗的照片。

让学生利用他们现有的知识和经验，讨论他们对克隆技术的看法和看法。

1.2listening是关于人类克隆的听力材料，难度中等。

1.3根据材料，四人小组合作并要求表达他们对克隆婴儿的态度和感受觉用相关的语言表达出来。

语言要得体，锻炼语段表达能力。

二1.4pre-reading是reading的热身活动。

它要求采用与同学讨论交流的方式谈关于克隆的相关知识。

1.5reading是一篇介绍克隆技术的说明文。

优点和缺点。

第二个问题要求学生根据自己的知识评估作者的观点。

第三个问题要求学生用自己的语言解释他们对克隆技术的看法，并给出理由。

1.7learningaboutlanguage分词汇和语法两部分，其中discoveringuseful词汇和表达就是根据语境掌握所使用的词汇。

发现有用的结构是通过阅读和完成句子来练习的。

1.8usinglanguage中的reading，discussingandwriting要求学生先读,然完成四项基于任务的任务。

高二英语第二单元教案5篇同学应能在老师的指导下，排演那个短剧。

通过对话课的学习与操练，同学接触表示坚持个人意见的常用语句，并要求同学运用到实际会话中。

学习并初步把握as if和no matter引导让步状语从句的用法。

Teaching important and difficult points 1.单词 run, choice, note, change, fool, order, pleasant, right, assistant, customer, foolish, insist, tailor depend, favo（u）r , apologize, excited 2.词组 shop assistant, a clothes shop, give back, or else, change…for …, in the sun, try on, depend on, take place, get off, put on, drop in, once upon a time, do up, in fact, keep back, play the part of, next to 3.交际用语 There seems to be something wrong with it. I would like you to change this blouse. You sold me a blouse that I can’t use any more. I am afraid I can’t do that right now. Why can’t you do something about it? Is anything the matter? 4.语法学习as if和no matter的用法。

教学建议课文建议在Lesson 38课，建议老师应组织同学1）以节目的形式演出这段对话。

unit 2全单元教案3(人教版高二英语教案教学设计) The Third PeriodTeaching Aims:1. Review the words appearing in the last two periods.2. Learn and master the use of the Past Participle as Attribute and Predicative.Teaching Important Points:1. How to guess the missing verbs and use them correctly according to the given sentences.2. How to tell a positive, negative and neutral from each other.3. Help the students master the Past Participle as Attribute and Predicative.Teaching Difficult Point:How to use the Past Participle correctly, especially how to use the Past Participle instead of the Attributive Clause.Teaching Methods:1. Practising to finish each task in World Study and Grammar.2. Individual or pair work to make every student work inclass.Teaching Aids:1. a projector2. some pictures3. the blackboardTeaching Procedures:Step I GreetingsGreet the whole class as usual.Step Ⅱ RevisionT: In the last period, we've read a passage about reporters and newspapers. We've known that newspapers and other media do more than simply record what happens. Experienced editors and reporters make informed decision about what events to report, how to report them and why. Can you tell me the reason for them doing that?Ss: Yes. Because they must make sure that readers can relate to the stories.T: Right. Newspapers and other media play an important part in our daily life. Why?Ss: Because they help us understand the world better on all sides.T: Quite right. You've known about news media better than before. Besides, we've learnt some words in this unit. Have you really remembered and mastered them? I'll give you an exercise about them. Look at the screen and prepare for a while. Then we'll check the answers together.Spell out the words according to the explanation for each word. The first letter of each word is given to you.1. f __ __ __ dismiss (an employee)from a job2. s __ __ __ __ __ (cause sth. to) shift or change, esp, suddenly3. r __ __ __ __ __ __ show the nature of or express (sth. )4. t __ __ __ __ __ __ __ __ allow ( sth. that one dislikes or disagrees with) without interfering5. e __ __ __ __to choose someone for an official position, usually by voting6. i __ __ __ __ __ to harm or wound a person or an animal7. p __ __ __ __ __ __ show or reveal sth. tosb. ;introduce(sb. ) formally; to give sth. to sb. ,often as part of official ceremony8. r __ __ __ __ __ to have a connection with sth. Suggestedanswers:1. fire2. switch3. reflect4. tolerate5. elect6. injure7. present 8. relateT: OK. Now let's learn some other words on the screen.(Teacher asks some students to pronounce each word and gives brief explanations. Then let the students read and remember them for a few minutes. )Step Ⅲ Word StudyT: Well, now please open your books at Page 13. Let's have Language Study…Are you ready?Ss: Yes.T: Word Study first. Look at Exercise l in it: Complete the sentences with the verbs in the box. Change their forms if necessary. To do it better, first, you should read and understand each sentence. Then choose the proper verb and use its right form to complete each sentence. Are you clear?Ss: Yes.T: Prepare for a few minutes. Then I'll check your answers.Suggested answers:1. was elected2. was injured3. was fired4. was switched5. be tolerated6. did…relate7. is reflected 8. were…presentedT: Well done. Next, look at Exercise 2.There are some words in the box. Put them into three groups according to their meanings, positive, negative or neutral. First work in pairs, then I'll check your work.Suggested answers:positive: reliable, experienced, informed, talented, balancedneutral: unique, printed, socialnegative: nosy, careless, awful, addictedStep IV GrammarT: Well, now let's come to the part of Grammar. First, please look at the sentences from the text of the last period. Each of them has the Past Participle as Attribute or Predicative.Is that so?Ss: Yes.T: Now work in pairs to translate each sentence into Chinese and then tell if the Past Participle in it is used as At tribute or Predicative. A few minutes later, I'll check your answers. Are you clear?Ss: Yes.Suggested answers:Attribute: experienced, informed, talented, organised, stolen, addicted, printedPredicative: needed, respected, toleratedT: Well done. Next, look at Exercise 2.Rewrite each past participle that is used as attribute with the attributive clause. Before doing it, you should study the given example carefully. First do it individually. Then check in pairs. At the end, I'll check your answers. You can begin now. Suggested answers:informed decisions=decisions that are informedtalented journalists=journalists who were talentedan organised way = a way that is organisedstolen cultural relics= cultural relics that had been stolenpeople addicted to drugs = people that/ who are addicted to drugsprinted articles= articles that are printed(Then teacher asks the students to finish Exx. 3 and 4 as they do Exercise 2.)Suggested answers:Ex. 3: 1. The telegram sent by my sister brought the news of my dear grandma's death.2. Let's try the bookstore opened last month.3. Nine out of ten housewives interviewed about the product said they liked it.4. Three guns, stolen from the police station, were found in the house.5. I don't like to go to supermarkets crowded with shoppers.Ex. 4:1. The three injured students were sent to hospital.2. Some used textbooks were given to the students in the countryside.3. Tom can't go to school because of his broken leg4. The ground is covered with fallen leaves.5. Many returned Chinese students overseas made a great contribution to our country.T: Now, look at Exercise 5. Read the following news first. Then fill in the blanks with the correct form of the words in brackets. If you have any trouble in doing it, you can discuss you’re your partner. A few minutes later, I'll check your answers. You can begin now.Suggested answers:surprised, amazing, interested, boring, surprised, exciting, satisfied, interesting, disappointed(Ss may make some mistakes, so teacher should give some explanations after correcting the mistakes made by the students.)T: To do this exercise well, we should know how to use some words like interested/interesting, surprised / surprising correctly. To say how we feel about something, we can use the past participles interested, surprised, etc. To talk about the person or thing that makes us feel interested, surprised, etc. we use present participles. This kind of the past participles and the present participles is used like adjectives to refer to a state or a quality, not an action. For example, the story he told me is interesting, and I am interested in it. Can youunderstand?Ss: Yes.T: There are some other past participles like interested an surprising, you should remember.' They are excited, bored, worried, frightened, tired, astonished, delighted, satisfied, amazed, disappointed and so on. Most of them are used in the news of Exercise 5. You should read the news again after class to further study them. Do you remember?Ss: Yes.Step V Summary and HomeworkT: Now, let's look at what we've learned in this period. First, we've revised and learned some words. Then we've learned the Past Participle as Attribute and Predicative. Mainly, we did some exercises to master them. Besides, we've learned some useful phrases, such as nine out of ten, look up to, fall in love with. (Write them on the Bb.)After class, you should do more exercises to consolidate what we've learnt in this period. And don't forget to preview what we'll learn in the next period. Are you clear?Ss: Yes.T: Class is over. See you tomorrow!Ss : See you tomorrow !Step VI The Design of the Writing on the BlackboardUnit 2 News mediaThe Third PeriodI .The Past Participle as Attribute and Predicativea. a broken cup－The cup is broken,.b. a polluted river-The river is polluted.c. a fallen tree-The tree is fallen,Ⅱ. Useful phrases:nine out of ten(= nine in ten), look up to, fall in love withStep Ⅶ Record after Teaching文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。