【学无止境】高中英语(译林牛津版)必修二教案 Unit3 Task writing a biographical article授课案

英语必修2译林牛津版Unit3学案（句型及语法）一、重点句型lUpn entering the tb, arter' Iky pet bird, whih had led hi t the plae, wa eaten by a nakeUpn表示"一…就"类似的有A n a / ne, the ent/ inte / end, iediately/ diretly/ intantly/, n ner...than / hardly... when他一看见我就告诉了我这个消息He wld rather tay at he wathing TV2 wld ratherRather than take a b z he wld ride a bike=He wld ______ a bike ______________________ a b我宁愿H己不知道这件事I wld rather I _____________________ thi thing二、、语法倒装句英语的基本句型是主语+谓语。

如果将主语与谓语调换，称倒装句。

倒装句分全倒装句和半倒装句。

全倒装：主语与谓语交换位置不需任何助动词，叫全倒装。

全倒装有以F三种情况：当here, there, t, in, p, dwn等副词放在句首时，句子需全倒装:There ge the bell!铃响了！There lived an Id an Here e the b注意：①在这种情况下倒装仅限于不及物动词或be动词，像g, e,t等。

②主语如果是代词时不需倒装如Away he went他走远了。

2、方位状语在句首，如:In frnt f the he tpped a plie arNearby were tw ane in whih they had e t the ilandUnder the tree at a by3、直接引语在句首，这种情况可倒装也可不倒装"What de it ean?" aked the by 或the by aked半倒装：主语与谓语的助动词交换位置称半倒装，有以下数种情况：否定意义的词在句首,句子半倒装，例如:little, never, nt, n, hardly, rarely,eldNever hall I frget yAt n tie wa the an aware f what wa happeningLittle did I ndertand what he aid t e at that tie儿对并列连词如nt nly...bt al, hardly... when等连接两个并列句，连词在句首，前句半倒装，后句不倒装：Nt nly wa everything he had taker away fr hi, bt al hi Geranitizenhip wa taken awayN ner had I gt t the b tp than the b tarted注意：①nt nly...bt al连接两个并列主语时不需倒装，如：Nt nly y bt al I like playing he②neither...nr在彳U首时，前后两句都需倒装，Neither d I have a iter nr de y hband3^ nly 在句首强调状语,主句半倒装:Only then did I realize that I wa wrngOnly in thi way an I learn fr y faitOnly when the war wa ver in 1918, wa he able t get bak t wrk注意：nly强调主语不倒装：Only the teaher an e the r4、...that句型,在句首时,主句倒装,that从句不倒装:S eay i it that a hild an learn it I aw the fil, did heS hard did he wrk that he finally wn the fae过去完成时1表示在过去某一时刻或动作Z前已经完成了的动作，即〃过去的过去〃。

模块二Unit3：Grammar教案（共两课时）Unit3 Grammar and usage Period One Present perfecttenseTeaching aim:To give a brief introduction to the present perfect tenseTeaching procedures:1 Go over the news story on Page2 and find the sentences using the present perfect tense.Please explain why the tense is used in these sentences.2 The form of the present perfect tense3 Talk about the uses of the present perfect tenseA We use the present perfect tense to talk about things that happened in the recent past, but are connected to the present.The disappearance of Justin has made Kelly very unhappy.B We also use the present perfect tense to talk about something that started in the past, and is still happening now.I have not seen Justin since last Friday night.C We use the present perfect tense when the exact time of an action is not clear or important. We use it with time expressions such as:already ever for just lately never recently since yetWe use already for affirmative statements and yet for negative statements.We use for + a period of time and since + a point in time.D We use the present perfect tense to talk about actions that were completed only a short time ago. In this case, just is used. Pay attention to the position of just.He has just gone out.(=He went out a few minutes ago.)We use the present perfect tense here to tell others that he isn’t here now.I have just heard the news.(Now I know the news.)E We can also use the present perfect tense for repeated actions, that is, we use the present perfect tense with the time expressions once/twice/three times…F Actions occurring in an incomplete period might be indicated by today or this morning /afternoon/evening/week/month/year/century or all day/night/week, all the time, always etc.Tom has rung up three times this morning.(Now it is still in the morning.)Tom rang up three times this morning.(Now it is not still in the morning.)Complete the following sentences with the proper tense.A We have studied (study) English for about five years.B They have lived (live) in the south since their daughter was born.C I have read (read) your article three times. It’s well written.D The student has finished (finish) her homework already.E Eric has gone (go) back to his hometown today.F The police have just finished (finish)searching the area.4 Compare the simple past tense and the present perfect tenseLook at the following sentences and point out what tense or tenses are used in them and the reasons why they are used.A We have studied English for about five years. We began to study it five years ago .B They moved to the south in 1990 and have lived there since then.C Eric left home last year and has just come back.E Justin has been away from home for several days. He disappeared last Friday.F They bought this house three years ago and they have lived here since then.G my brother went to see my grandpa last week. He has visited him three times this month.Complete the following sentences :a ‘Have you seen my pen?’ ‘Yes, I saw it on your desk just now.’b ‘Have you had dinner?’ ‘Yes, I had it with Mary.’C Has the postman come yet/this morning?D Did the postman come this morning?E I have known him for a long time.F Hello! I didn’t know you were h ere in Nanjing. How long have you been here?Notes:1)The present perfect tense is normally used for an action which lasts throughout an incomplete period, but with the past simple tense, we use time expressions which a fixed point in the past.c.f.We h aven’t seen Justin for a week.(He is still missing.)Justin disappeared last week.(It may mean that this week Justin is here.)He has smoked since he left school.(He still smokes.)He smoked for six months.(It means that he stopped smoking then.2) Sometimes, however, the action finishes at the time of speaking.It has been very cold lately but it’s just beginning to get warmer.3)On meeting someone, you may say: I haven’t seen you for ages.(But I see you now.)4) For a past action whose time is not definite and often has a result in the present.Tom has had a bad car crash.(He’s probably still in hospital now.)Tom had a bad car crash.(But he’s probably out of hospital now.)The lift has broken down.(We have to use the stairs.)The lift broke down.( But it’s probably working again now.)5 Read the diary entry and then complete it using the correct forms of the verbs in brackets. Answers:(2) saw (3) has visited (4) loves (5) hasn’t visited (6) has swum (7) has never met (8) has dived (9) h as found (10) hasn’t found (11) Has, been6 AssignmentPeriod Two Present perfect continuous tenseTeaching aim:To give a brief introduction to the present perfect continuous tenseTeaching procedures:1 Go over the news story on Page2 and find the sentences using the present perfect continuous tense.Please explain why the tense is used in these sentences.2 The form of the present perfect continuous tense3 Talk about the uses of the present perfect continuous tenseWe sometimes use the Present perfect continuous tenseto talk about actions that started in the past and are still continuing, or have just finished but are still connected to the present in some way.A I’ve been waiting for an hour and he still hasn’t turned up.B I’m so sorry I’m late. Have you been waiting long?Go over Points 1 and 2 on page 9.4 Exercises on page 9Answers: (2) have been talking (3) have been taking (4) have been watching(5) have seen (6) have been writing5 Compare the present perfect and the present perfect continuous tenseLi Jia has read a book about Stonehenge.Li Jia has been reading a book about Stonehenge.In the first sentence, it means the action read isn’t still continuing, and Li Jia knows what the book is about now, but in the second sentence , it means the action read is still continuing.c.f. I’ve cleaned the house.I’ve been cleaning the house.Read Point 1 on page 10.Notes:1)I have visited Egypt twice this month.I have been touring Egypt for two months.The present perfect continuous tense can’t be used with time expressions such as twice or how many times, because in this tense the action is continuous, not stopped and started again.We can use the present perfect tense for repeated actions, and the present perfect continuous tense for non-stop actions.2)How many times have you swum in the lake?How long have you been swimming in the lake?We usually use the present perfect tense to ask questions beginning with how many/much, and the present perfect continuous tense to ask questions beginning with how long.3) I’ve never visited Paris.I’ve already been to Paris.always, never, yet, already and ever can’t be used in a continuous tense.4)I have not been sleeping well since I returned home.I’ve been wait ing for an hour.We can use for and since with the the present perfect continuous tense.5)Both present perfect tense and present perfect continuous tenseAn action which began in the past and is still continuing or has only just finished can, with certain verbs, be expressed by either the present perfect or present perfect continuous.Verbs which can be used in this way include expect, hope, learn, lie, live, sleep, sit, study, wait, want, rain, etc.How long have you learnt English? OrHow long have you been learning English?It has snowed for a long time.It has been snowing for a long time.6 A state verb or an action verbI have had this camera for five years.(state verb)I have taken photos of UFOs with this camera.(action verb)I have been taking photos of UFOs with this camera.(action verb)An action means something happening or changing. A state means something staying the same. Some examples of action verbs are do, go, and play. Some examples of state verbs are like, know and exist.A stat e verb doesn’t mean an action, so it can’t be used in a continuous tense.They’ve always had a big garden.How long have you known each other?He’s been in hospital since his accident.7 Exercises on page 11:Answers on page 11A (1)heard (2) been doing (3) been researching (4) been doing (5) started (6) done (7) read (8) found (9) started (10) been doing (11) been makingSample answersB 1 He has been waiting at an underground station.2 They have been traveling in an UFO. It looks like a saucer.3 They probably have talked to animals or plants on the earth as well as creatures on other plants.4 They have visited Mars, Venus, Jupiter and some other planets.8 Assignment。

高一上模块二Unit3：Project同步授课教案Module 2Unit 3 Amazing people—ProjectTeaching goal:1. Understand the related vocabulary correctly while reading.(orbit, astronaut, northeastern, army, fighter, pilot, project, candidate, survival, rocket, commander etc)2. Develop the ability of understanding biographies and some details;3. Write an easy biographyTeaching objectives：By the end of this period, Ss will:Language1. Understand the passage correctly and master some key vocabulary; Skills & strategies2. Know the structure of a biography and how to write one;Culture & morals3. Encourage Ss to learn from Yang Liwei and set their own goals andwork hard to realize their dreamsKeys & puzzles1．How to get and deal with some in formation about Yang Liwei through adopting different reading skills;2．How u nderstand Yang Liwei’s story more deeply and learn to think the story and express in English;Teaching approaches1. Free-talk method to get the students to be interested in the topic and use their imagination freely;2. Task-based method to get the Ss to understand the main idea of the passage;3．Inductive method to make students master the structure of a biography;4．Exercise method to consolidate what have been learnt in classIn detailStep 1 Lead-in (2 minutes)Draw Ss’ attention to the topic of the text--- Yang Liwei by asking a series of questions:1．Have you ever read any books about some great explorers?2．What kind of person can be called “explorer”?3. Who is the typical example in your mind? Why?Step 2 Fast reading (8 minutes)1．Show a picture of Yang Liwei to the students and a short video of his life and career2. Ask Ss to read the text quickly and try to find the answers to two questions:1. How long did Yang Liwei’s journey last?2. What should be learned in ordered to be an astronaut?Step 3 While reading (20 minutes)Ask Ss to find the missing information in a CV of Yang Liwei to be more familiar with the text as well as to review what have been learned in the early task.1. Try to finish a CV of Yang Liwei.Name: Yang Liwei Sex: MaleBorn: ____________ Nationality: ____________ Education: 1998—2003 Trained to be an ____________1983—1984 ____________ from the No.8 Aviation College Work experience:2003 Became China’s first astronaut1998 Became a ____________ of Project 9211983 Joined the ____________Interests: Loves science and technology2. Interview practiceAsk Ss to practice an interview between Yang Liwei and a reporter according to some requirements, and take notes while interviewing.What is your job now, a pilot or an astronaut?When were you sent into space?Were you afraid before the sending up?Where and when were you born?What were you interested when you were young?Is it easy to be an astronaut?…3. A mini discussionAsk the students have a discussion about the following topic. This will encourage Ss to work hard to realize their dreams.What spirit can we find in Yang Liwei?Which of Yang’s personalities attracts you most? Why?Step 4 Post Reading (10 minutes)1. Ask Ss to read the whole passage again and pay special attention to the structure of this biography through finding the missing information of the main idea of each paragraph.Part One: The most important achievement of the main character.Part Two: The main character’s hard struggle to success. Usually it is written in time order.Part Three: A thought-provoking conclusion: Yang is really worth our respect.2. Ask Ss to write a very short summary about Yang Li w ei in pairs according to the structure. (One student writes the introduction in 3 sentences and the conclusion in 2 sentences, while the other student writes the body in 5 sentences. )3. Share two works of Ss.Step 5 Extensive reading, interviewing and writing(5 minutes)Hand out each S a copy of Helen Keller’s biography and one of Jay Zhou and ask Ss to select one in pairs.First, skim the chosen passage and get some necessary information individually;Then, interview the partner for the information of another biography and take notes through interviewing.Step 6 Homework1. Revise what we have learnt in this part.2. Try to finish the writing of Helen Keller and Jay Zhou.FeedbackMineIn this period, T plays the role as a director and uses some encouraging ways to light the learning desire of Ss. Students’ interests were lit through individual reading, group discussion and interviewing etc. It also follows the 3 principles below:First, the teaching content, teaching approaches and teaching activities can be flexible and open. So T simplified the teaching material according to the students’level , and changed a free interview into a biography. However, Ss can still practice the skills interviewing, notes-taking and the lower level of biography writing.\ Second, the teaching objectives are designed according to the task-based teaching approaches. And all the tasks are connected very smoothly and naturally. For Ss, they meet different challenges as the tasks change in order to develop their integrated skills.Third, T pays much attention to the efficient output of language based on the efficient input of language material. It always sticks to the procedure: Read—speak---Write.。

Module2, Unit3单元教学设计注：目标要求可参阅南京外国语学校仙林分校《英语教学实施纲要》第四部分“目标内容”中的相关描述。

课时主备教案课型Welcome & Word powerLearning objectives:By the end of this period, students will be able to:1. know different jobs;2. increase their vocabulary by learning rules of word formation—adding suffixes to verbs, nouns, and adjectives to form agent nouns;3. know some great people by discussing and participating through the designed activities.Focus of the lesson:1. the rules of adding suffixes to form agent nouns2. proper expressions of students‟ opinions about who they consider heroes/heroines Predicted area of difficulties：the rules of adding suffixes to form agent nounsLearning aids:1.PPT2.blackboardLearning procedures:课型Reading(I)Learning objectives:By the end of this period, students will be able to1.predict the contents of a passage based on the title, the first paragraph and some adjectives;2. grasp the main idea of each paragraph accurately;3. think critically by raising some questions concerning the passage.4. know more about the mummies, the Pyramids and Egypt through sharing information. Focus of the lesson:1. the new words and phrases in this article2. the main idea of each paragraphPredicted area of difficulties：the comprehension about how the deaths happened Learning methods:1. PPT2. blackboardLearning procedures:课型Reading（II）Learning objectives:By the end of this period, students will be able to1. write out the transformation and phrases of the key words correctly;2. use the key words properly in relevant tasks;3. raise the awareness of learning new words or phrases in a context. Focus of the lesson:1. usage of the key words2. usage of the key patternsPredicted area of difficulties:the usage of the phrase …by + time adverbial‟ …result in‟ and so on Learning aids:1. PPT2. blackboardLearning procedures:课型Grammar & UsageLearning objectives:By the end of this period, students will be able to1.understand the grammatical meanings of the past perfect tense;2.employ the past perfect tense by doing various exercises.Focus of the lesson:the understanding of the grammatical meaning of the tense.Predicted area of difficulties:1. the usage of the past perfect tense in proper situations2. the differences between the past perfect tense and the simple perfect tense Learning aids:1. PPT2. blackboardLearning procedures:课型TaskLearning objectives:By the end of this lesson, students will be able to:1. learn what a CV is and the features of a CV.2. identify specific numbers when listening.3. know how to write a biographical article by grouping and organizing information.Focus of the lesson:1. the feature of a CV2. how to write a biographical articlePredicted learning difficulties:1. the difficulty of identifying specific numbers and how to write the numbers in different situations2. the difficulty of writing a biographical articleLearning aids:1. PPT2. computerLearning procedures:课型ProjectLearning objectives:By the end of this period, students will be able to:1. get detailed information about Yang Liwei.2. improve the ability of organizing and analyzing personal information/ CV .3. write an article about a person according to a CV.Focus of the lesson:1. a comparison of main characteristics between Zhongdian and Shangri-la2. design of a travel leafletPredicted learning difficulties:1. design of a travel leafletLearning aids:1. PPT2. blackboard3. paperLearning procedures:。

模块二Unit3：词汇、语法讲学稿Unit6 Amazing people1.of all time 自古以来，有史以来鲁迅是自古以来最著名的作家之一。

2.the world “世界上的人，人类”作主语，谓语用单数。

全世界的人都在关注着这次奥运会。

watching the Olympic Games.3.ever adv.①曾经，以前（用于疑问句，if从句）②无论什么时候都不（否定句）③到底，究竟（特殊疑问句）④永远（肯定句）Have you ever heard of such a thing?None of us will ever forget this unusual day.What ever do you want ?If you ever have any problems, let me know.You will find me ever ready to help you.ever/ onceHave you ever been to London? This is the most interesting film that I have ever seen. When ever did you lose it? The town isn’t as big as it was once.4.adventurous adj.①(人)有冒险精神的②(事)充满危险的，惊险的那是一次惊险的旅行。

That is journey.她的生活方式充满刺激。

She lives in lifestyle.她不够胆大。

She isn’t enough.5.bright adj. 光明的，明亮的，鲜艳的，聪明的，快乐而生气勃勃的The leaves on the trees are bright green in spring.Don’t be so bad about your future. You should see the bright side of things.The doctor has a bright future before him.His teacher didn’t think Edision bright.She gave me a bright smile.The sun is brighter than the moon.bright/ wise/ clever6.curious adj.①好奇的，求知欲强的be curious about sth , be curious to do, be curious that 小孩子会自然地对周围每一件事感到好奇。

● Grammar and UsageHere we will learn to recognize situations where the past perfect tense is used and the time expressions used together with the tense. We will also see how the tense is formed. You will read two stories and complete them using the correct verb forms. Pay attention to the differences between the past perfect tense and the simple past tense.Step 1: Past perfect tensePast perfect tense is used to indicate that one action occurred before another action in the past. In other words, past perfect tense indicates the first of the two actions.Form of Past Perfect[had] + [past participle]Examples:I had studied a little English when I came to the U.S.They had never met an American until they met John.Note : When you are using a verb tense with more than one part such as Past Perfect (had met), adverbs often come between the first part and the second part (had never met).USE 1Completed Action Before Something in Past The Past Perfect expresses the idea that something occurred before another action in the past. It can also show that something happened before a specific time in the past.Examples:I had never seen such a beautiful beach before I went to Kauai.Had you ever visited the U.S. before your trip in 1992?Yes, I had been to the U.S. once before in 1988.USE 2Duration Before Something in the Past(Non-continuous Verbs) With Non-progressive Verbs and some non-progressive uses of Mixed Verbs, we use the Past Perfect to show that something started in the past and continued up until another action in the past. Examples:We had had that car for ten years before it broke down.By the time Alex finished his studies, he had been in London for over eight years.IMPORTANT Specific Times with the Past PerfectUnlike the Present Perfect, it is possible to use specific time words or phrases with the Past Perfect. Although this is possible, it is usually not necessary.EXAMPLE:She had visited her Japanese relatives once in 1993 before she moved in with them in 1996.If the Past Perfect action did occur at a specific time, the Simple Past can be used instead of the Past Perfect when before or after is used in the sentence. The words before and after actually tell you what happens first so the Past Perfect is optional. Both sentences below are correct. EXAMPLE:She had visited her Japanese relatives once in 1993 before she moved in with them in 1996.She visited her Japanese relatives once in 1993 before she moved in with them in 1996. HOWEVERIf the Past Perfect action did not happen at a specific time, Past Perfect MUST be used at all times. Compare the two sentences below.EXAMPLE:She had never seen a bear before she moved to Alaska. CorrectShe never saw a bear before she moved to Alaska. Not CorrectACTIVE / PASSIVE FORMS of Past PerfectEXAMPLESGeorge had repaired many cars before he received his mechanics license. ACTIVEMany cars had been repaired by George before he received his mechanics license. PASSIVEStep 2: Practice1. Read Point 1 on page 48 to see which action happens first in the sentence given. Note that the past perfect tense is often used with the simple past tense. If one action happens before another in the past, the past perfect tense is used. So these two tenses are often used together.Look at the diagram in Point 1 first, and then read the example sentence. Note how the past perfect tense is used with the simple past tense.2. Read the following two sentences to see how the predicate is changed when the sentence is turned from the direct speech into the indirect speech.Toby said, “I will/shall not be in London next week.”Toby said that he would not be in London the next week.Next let’s look at another two sentences:Toby said, “I went to Africa a month ago.”Toby said that he had gone to Africa a month before.So you see if a sentence which uses the simple past tense in the direct speech is changed into the indirect speech, it will use the past perfect tense. Now go over Point 2 on page 48.3. Go over Point 3 to see in what situation the past perfect tense can be used.4. Please talk about what time expressions can be used with the past perfect tense and how the tense is formed. Then we’ll go over Points 4 and 5 on page 48.Step 3:Present perfect or past perfect?We’ve learned both the present perfect tense and the past perfect tense, but do you know when to use the present perfect and when the past perfect.1. Please go over the guidelines and the example sentences on page 51 and identify the differences between the present perfect tense and the past perfect tense.Look at the examples:Howard Carter is one of the most famous explorers the world has ever known.Not long after the tomb had been opened, people in Carter’s team began t o fall ill and die strangely.Now from the following diagrams you can see the different times of each example sentence given.Howard Carter became famousFuturePresentPastThe tomb had People began to fallbeen opened. ill and die strangely.2. Please read the following two sentences and identify the differences between them:Toby said, “I have stayed in Africa for more than a month.”Toby said that he had stayed in Africa for more than a month.Note that when we change a sentence from the direct speech into the indirect speech like this, the tense will be changed from the present perfect tense to the past perfect tense.Step 4: Consolidation1. Go over the notes about Amelia Earhart on Page 49 to see who she was and what happened to(1)I asked him to let me drive as he ___________ for hours. (drive)(2) Since you ________ the rules, you can correct these grammatical mistakes by yourselves.(learn)(3) They _______ because their schoolbags are still in their desk. (not leave)(4) Mr Bell,, who I ___________ to London, still lives in Liverpool. (think, move)(5) When the noise _______ down, the schoolmaster began his speech. (die)(6) It _________ cold this year, I wonder when it is going to get warmer. (be)(7) I _________ cakes. That’s why my hand s are all covered with flour. (make)(8) When I got back, they _______ down most of the houses in the street. (pull)(9) It was not until I _________ your letter that I knew the truth. (read)(10)The lady has been to the shop several times, but she ___________ anything. (buy, never)Step 5: Grammar execisesI. Relative items in recent years’ college entrance examinations:1.All morning as she waited for the medical report from the doctor, her nervousness______.A. has grownB. is growingC. grewD. had grown2.The news came as no surprise to me. I _______ for some time that the factory was going toshut down.（A. had knownB. knewC. have knownD. know3.I thought Jim would say something about his school report, but he _______ it.A. doesn’t mentionB. hadn’t mentionedC. didn’t mentionD. hasn’t mentioned4.I arrived late; I ______ the road to be so icy.A. wouldn’t expectB. haven’t expectedC. hadn’t expectedD. wasn’t expecting5.My mind wasn’t on what he was saying so I’m afraid I ______ half of it.A. was missingB. had missedC. will missD. missed6.The crazy fans _______ patiently for two hours, and they would wait till the movie stararrived.A. were waitingB. had been waitingC. had waitedD. would wait7.He kept looking at her, wondering whether he ______ her somewhere.A. sawB. has seenC. seesD. had seen8.---George and Lucy got married last week. Did you go to their wedding?---No. I _______. Did they have a big wedding?A. was not invitedB. have not been invitedC. ha dn’t been invitedD. didn’t invite9. I ______ Bill this morning, but I ______ him since.A. have seen; haven’t seenB. saw; haven’t seenB. saw; didn’t see D. had seen; haven’t seen10. ---Dad, do you know I had long been looking forward to your staying with me for the lastweekend?---Sorry, son. I ______, but I was just too busy.A. had really wanted toB. have planned toC. have intended toD. had hoped me to11. He _________ more that 5,000 English words when he entered the university at the age of 15.A. has learnedB. would have learnedC. learnedD. had learned12. When the old man ______ to walk back to his house ,the sun _____ itself behind themountain.A．started ;had already hidden B．had started ;had already hiddenC．had started ;was hiding D．was starting; hid13. The young girl sitting next to me on the plane was very nervous. She before.A. hasn't flownB. didn't flyC. hadn't flownD. wasn't flying14. I was giving a talk to a large group of people, the same talk I_______ to a dozen other groups.A. was givingB. am givingC. had givenD. have given15. John, a friend of mine, who got married only last week, spent $3,000 more than he _______ for the wedding.A. will planB. has plannedC. would planD. had plannedII. Filling the blanks with proper tense.（Simple Past / Present Perfect / Past Perfect）1. When I (arrive) ______home last night, I discovered that Jane (prepare) ______a beautiful candle-lit dinner.2. Since I began acting, I (perform) ______in two plays, a television commercial and a TV drama. However, I (speak, never even) _______publicly before I came to Hollywood in 1985.3. By the time I got to the office, the meeting (begin, already) ______without me. My boss (be) _____furious with me and I (be) ______fired.4. When I (turn) _____the radio on yesterday, I (hear) ______a song that was popular when I was in high school. I (hear, not) ______the song in years, and it (bring) _____back some great memories.5. When Jack (enter) ______the room, I (recognize, not) ______him because he (lose) ______so much weight He looked totally different!6. The Maya established a very advanced civilization in the jungles of the Yucatan; however, their culture (disappear, virtually) _____by the time Europeans first (arrive) ______in the New World.7. I (visit) ______so many beautiful places since I (come) ______to Utah. Before moving here, I。

模块二Unit3：Reading (2-1) The curse of the mummy同步授课教案M2 U3 Amazing PeopleReading (2-1) The curse of the mummyTeaching goal: To improve Ss’ reading skills as well as form an active attitude towards life Teaching objectives:By the end of this period, Ss will:Language:1.Describe their loved amazing people.2.Understand and master reading strategy-predicting information.3.Improve reading skills in analysis, generalization and implication.e words and expressions such as,curious,preserved, as well as, go out,coincidence…Skills & Strategies:5.Read article and gain Egyptian cultures in the process6.Gain deep comprehension of the article by doing different reading testing exercises7.Deal with the structure of the text using analysis.8.Grasp the way of prediction by comparing title with the first paragraphCulture and Morals9.Stimulate Ss’ culture awareness10.Arouse Ss’ desire for reading and curiosity about the character of amazing people.11.Learn from them and develop their nature and outlook in exploring the world.Keys & puzzles1.How to precisely master the new words through context2.How to lead Ss to strengthen their spirits in front of obstacles.Teaching approaches1.Task-based Teaching Approach (TBT)a, comparison teaching methodb ,Question-and-Answer Teaching method2. Situational Teaching Approach (ST)a ,Free-discussion Teaching methodTeaching aidsMulti-media and a blackboardTeaching Procedures:In generalThis section Reading deals with an amazing man who contributed most of his time to making discoveries in Egypt and strange things that happened after his finding the tomb of the king Tutankhamen. Therefore, the teacher is supposed to use pictures and film excerpt to arouse Ss’ curiosity about the cruse and the mummy. Then, to emphasize the importance of the reading strategy of this unit, and actually because that Ss are intended to become better and more active readers, it would be a good idea to make a copmparison: prediction from title and from the first paragraph. After that, Ss can draw a conclusion that which one is the fast and suitable way topredict in advance and it’s essential for them to have such a good reading habit in the further study. Only with this feature can we grasp general idea in the smallest amount of time. In terms of reading contents, Ss need to get prepared for the detailed reading. In the process of reading comprehension, Ss will do different types of reading testing exercises to know some facts, understand some information between the lines and infer some preliminary evaluation beyond the lines. Teacher should provide Ss with some related exercises to consolidate their understanding. Finally, a discussion about reasons whether Ss want to stick to their goals or not will be conducted to unearth article’s deep meaning.（图片和视频激趣――阅读策略的引入――阅读策略的总结――文章各段落细节信息的理解――文章结构的分析和练习总结――展开讨论――布置作业）In detail:Step 1 Lead—in (3 mins)Students are asked a question: What is a mummy?→Ss are able to guess the meaning by mummies’ pictures easily.Then give them another question: What is the curse? Do you know the curse’s definition?Play a film clip(Belphecor: Phanton of the Louvre《卢浮魅影》）Ss will know the cruse: Bring them death and make them die(on ppt)Death shall come on swift wings to him who disturbs the peace of the king.→谁扰乱这位法老的安宁，死神将展翅在他头上降临。

英语必修2译林牛津版Unit3学案（句型及语法）一、重点句型1.Upon entering the tomb, carter's lucky pet bird, which had led him to the place, was eaten by a snake. Upon表示"一…就"类似的有As soon as / once 、 the moment/ minute / second, immediately/ directly/ instantly/ , no sooner.••.than / hardly... when他一看见我就告诉了我这个消息2.would rather He would rather stay at home watching TVRcither than take a bus、he would ride a bike.=He would _____ a bike _____________________ a bus.我宁愿自己不知道这件事I would rather I _____________________ this thing.二、、语法倒装句英语的基本句型是主语+谓语。

如果将主语与谓语调换，称倒装句。

倒装句分全倒装句和半倒装句。

全倒装：主语与谓语交换位置不需任何助动词，叫全倒装。

全倒装有以下三种情况：1、当here, there, out, in, up, down等副词放在句首吋，句子需全倒装：There goes the bell!铃响了 ! There lived an old man. Here comes the bus.注意：①在这种情况下倒装仅限于不及物动词或be动词，像go, come, must等。

②主语如果是代词时不紺倒装如Away he went.他走远了。

2^ 方位状语在句首，女U: In front of the house stopped a police car.Nearby were two canoes in which they had come to the island.Under the tree sat a boy.3、直接引语在句首，这种情况町倒装也对不倒装"What does it mean?" asked the boy 或the boy asked.半倒装：主语与谓语的助动词交换位置称半倒装，有以下数种情况：否定意义的词在句首，句子半倒装，例$0: little, never, not, no, hardly, rarely, seldomNever shall 1 forget you.At no time was the man aware of what was happening.Little did I understand what he said to me at that time.儿对并列连词如not only...but also, hardly... when等连接两个并列句，连词在句首，前句半倒装，后句不倒装：Not only was everything he had taker away from him, but also his German citizenship was taken away.No sooner had I got to the bus stop than the bus started.注意：©not only...but also连接两个并列主语时不需倒装，如：Not only you but also I like playing chess.②neither...nor在句首吋，前后两句都需倒装，Neither do I have a sister nor does my husband・3、only 在句首强调状语，主句半倒装：Only （hen did I realize diat I was wrong. Only in this way can I learn from my fault.Only when the war was over in 1918, was he able to get back to work・注意：only 强调主语不倒装：Only the teachers can use the room.4^ so...that句型,so在句首时，主句倒装,that从句不倒装：So easy is it that a child can learn it. I saw the film, so did he.So hard did he work that he finally won the fame.过去完成时1表示在过去某一吋刻或动作之前已经完成了的动作，即“过去的过去''。

Unit 3 Task精品导学案Teaching objectives:1. to help students review some kinds of figures and master the forms of figures as well as the way to listen to the figures.2. to teach students what information should be included in a biographical article and how to write one.3 to make students be aware of the appropriate ways of performing each individual procedure and master the skills4 to make sure students have opportunities to combine the skills they have learned with reality5 to aid students to choose and organize the information they have got and help them complete their products6 to enhance students’ overall abilities and improve their integrated skillsImportant and difficult points:1.help students learn how to make a note of figures2.help students how to organize information in a logical order correctly.3.Make students learn how to conduct an interview, how to analyse statistics andhow to write a biographical article based on the interviewTeaching procedures:Step 1 Lead-inAsk students some questions related to the figures:1. How old are you?2. Which floor are you on at school?3. What is the date today?4. How old is your father?Step 2 Skills building 1: Listening for figuresA.Ask students to read directions on P52 to get a general idea of what is to be learnt.B.Help students to understand the following:1. Kinds of figures: Cardinal numbers Ordinal numbers Plural form of numbersCardinal and Ordinal numbersPlural form of figuresPractise reading some figures and Game-play•25,000 108,000 32,000 10,200,200•十四点三十分五十周年五百万四千八十万六百2. Figures can refer toage Susan will be 16 next month.date Tom was born on 17th December 1988.percentage Anna scored 90 percent in her English test.price Susan bought a T-shirt for $ 20.street number Ye Ping lives at 198 Jiangsu Roadtime Ivy is playing tennis at six o’clock this eveningtelephone number Please call at 136********fax number My fax is 999,567,534.3. Modifier of numbers: about , around, more than, under, at leastC. Do listening exercise on P 52.D. Part A in step 1 and finish Part B according to Part A.Step 3 Skills building 2 reading a CV.A.Get students to read the guideline and understand what is a CV and what areincluded in a CV.A CV includes:•Identification : name, address, contact information (phone number and e-mail address)•Objective : what kind of job you want to get•Education: the names of the schools at which you studied and graduation dates•Experience: your past jobs, company names, location and position held for past jobs•References: names of the persons who once worked or studied with you and their contact information•Other: honors you have got, hobbies and interestsB. Finish Exercise on P 54C. Do Part A in Step 2 Introducing a speakerStep 4 Skills building 3: Organizing informationA. Ask students to read the guidelines and understand how to group information into different groups:3 important sections1.Introduction: Who we are going to write about and why we are writing abouthim/her2.Body: Details about the person ( what he/she did; what he/she said, his/her opinions, the facts, the statistics, etc.)3. Conclusion: The important result of his/her deed and what people think abouthim/her)B. Do part A On P56 and Part B on P57C. Ask students to write a biographical article in accordance to what has been mastered.Step 5 Project: Interviewing a professionalA.Help students review as many jobs as possibleB.Talk about astronauts: Yang Li wei and other China’s astronautsC.Reading the text about Yang Liwei to accomplish some reading tasks, dealing with some language points.D.Interview a professional and create a wall displayStep 6 HomeworkFinish all the homework in Unit 3.。

模块二Unit3：Reading The Curse of the Mummy同步授课教案Lesson plan Module2 Unite 3 Reading The Curse of the Mummy Teaching aims:1、Ss will be able to find some information about Howard Carter andhis discovery of the tomb of the King Tutankhamun.2、Ss will be able to predict information when reading.3、Ss will be able to talk about those strange deaths.I.Lead-in (10’)1、Show Ss some key words and some explorers’daily, starting a talk about “explorers”.Q: Who do you think is the most amazing person? Who is your hero?2、Ask Ss who those explorers are, providing them with some hints.3、Assist Ss in naming those explorers(Christopher Columbus, Ferdinand Magellan, Marco Polo, Indiana Jones), eliciting students from today’s explorer----Howard Carter.4、Make Ss predict what will be talked in the following class.4、Show Ss some pictures, and bring them into the tomb of King Tutankhamen.II.Presentation (25’)1、Show Ss a video about Carter’s discovery.Q1: What can you learn from the video?Q2: What did they find?2、Ask Ss to read para.3 first, and say something about Carter’s most amazing discovery.Q3: When, where, and how did they find the tomb?Q4: What did Carter say when they found the tomb?3、Ss listen to para.1&2 together, and find out the main idea of each paragraph.Q5: What are the key words used to describe him? (para.1)Q6: What specific information can you find about Howard Carter? (para.2 His birthday, death, his education experience and so on).Howard Carter (1874-1939)Education：didn’t go to schoo l, taught to draw by his father; Interests：loved visiting new places; Went to Egypt：1891; Discoveries：many amazing things; Job : explorer (by the 1920s); Greatest discovery: King Tutankhamun’s tombYear of the discovery：1922; Where：Valley of the Kings, Egypt4、Ss predict what would happen after Carter entered the tomb.5、Help Ss analyze para4-5 for detailed reading, talking about those strange deaths.6、Ask Ss to read para.6-8 by themselves and ask them to tell the main idea of this part.Different beliefs/explanations of strange deaths.1. Coincidence2. The mummy’s curse: Those who disturb the king’s rest would receive death in return3. A scientific explanation: The viruses caused the illness and deathConclusion: The mystery has never been fully explained.7、Discussion: Students work in group of four on different beliefs/explanations of strange deaths.How do you think of those strange deaths? Please work in group of four, and talk about your opinion about those strange deaths. What do you think caused the strange deaths? And please tell why? Here are some hints for you. If you think it’s the mummy’s curse, because at the moment of Carnarvon’s death, the lights went out in Cairo. If you think it’s just coincidence, you can give the reason that Carter didn’t die after the opening of the tomb. Other people’s deaths were just coincidence. If you think virus caused the deaths, how did you explain other tombs, because there also is virus in other tombs, but people who entered those tombs didn’t die.III.Consolidation(10’)1、Review the organization of the passage and the main idea of each part.Para1-3: Howard Carter’s experience and his discoveryPara4-5: Strange deaths after the discoveryPara6-8: Different beliefs about the deaths2、Ss are asked to finish a task-reading on page21 of the N.C.。

备课时间2012 年 12 月 25 日上课时间第周周月日班级节次课题M2U3 Task 总课时数第节教学目标 1.to help students review some kinds of figures and master the forms of figures as well as the way to listen to the figures.2.to enhance students’ overall abilities and improve their integrated skills1.教学重难点help students learn how to make a note of figures2.Make students learn how to conduct an interview, how to analysestatistics and how to write a biographical article based on the interview 教学参考Reference book授课方法Reading and practice 教学辅助手段多媒体专用教室教学过程设计教学二次备课Step 1 Lead-inAsk students some questions related to the figures:1. How old are you ?2.Which floor are you on at school?3. What is the date today?4. How old is your father?Step 2 Skills building 1: Listening for figuresA.Ask students to read directions on P52 to get a general idea of what is tobe learnt.B.Help students to understand the following:1. Kinds of figures:Cardinal and Ordinal numbersone _______two _______Three ________four ________fourteen _________forty _________seventeen _________seventy _________Free talkWrite down the right words教学过程设计教学二次备课Plural form of figuresin the twenties _______________in the thirties _______________in the forties ________________Practise reading some figures and Game-play•25,000 108,000 32,000 10,200,200•十四点三十分五十周年五百万四千八十万六百C. Do listening exercise on P 52.D. Part A in step 1 and finish Part B according to Part A.Step 3 Skills building 3 : Organizing informationA. Ask students to read the guidelines and understand how to group information into different groups:3 important sections1.Introduction: Who we are going to write about and why we are writing about him/her2. Body: Details about the person ( what he/she did; what he/she said, his/her opinions, the facts, the statistics, etc.)3. Conclusion: The important result of his/her deed and what people think about him/her)B. Do part A On P56 and Part B on P57C. Ask students to write a biographical article in accordance to what has been mastered.Read the figuresLearn how to writea biographical article课外作业Write a biographical article in accordance to what has been mastered.教学小结。

Book2 Unit3 Integrated skillsPromoting traditional Chinese FestivalsTeaching DesignLearning objectives:After the class, the students are expected to1. Know the reasons for and ways of promoting of traditional Chinese festivals;2.Write an article promoting traditional Chinese festivals under guidance.3. Have a deeper understanding of Chinese traditional festivals and cultures.Difficult points:During the teaching procedure, there may exist such challenges, such as1. Having the students grasp the reasons for promoting traditional Chinese festivals;2. Guiding the students to use some newly-learnt vocabulary related to the festival promotion. Teaching procedures:Step 1: Lead- inIntroduce the topic.设计意图：展示中国传统节日，铺垫教学内容（what will be learnt），激活学生的背景知识。

Step 2: ReadingActivity①Have students read the website article in Part A and answer the following questions.Q1: What challenges are traditional Chinese Festivalsfacing?Q2: What’s the writer’s attitude towards traditional Chinese festivals?Q3: What are the reasons of promoting traditional Chinese festivals?Activity②Deal with sentences and vocabulary related to the reasons for promoting Chinese festivals1设计意图：阅读反映中国传统节日的文章，了解现状(what the situation is )。

模块二Unit3：Reading教案Module 2Unit 3 Amazing peopleReadingTeaching objectives:A.Learn to predict informationB.Make sure the style of the text to reach the understanding of the text by applying theappropriate strategies.C.Learn something new and mysterious and be motivated to know more about theunexplained world.Keys & puzzlesA.Learn to predict information.B.Make sure the style of the text to reach the understanding of the text by applying theappropriate strategies.Teaching aidsThe multimedia and the blackboardTeaching proceduresIn generalThis reading text deals with an amazing man who devoted most of his time making dicoveries in Egypt. It still remains a mystery how one of his discoveries led to illness and death for many of his team members. the reading stategy of this unit enables students to predict imformation in an article by reading the title and the first paragraph and enables students to improve their understanding of the whole passage. In this way the reading strategy of this unit enable students to become better and more active raeaders by teaching how to predict and anticipate information in advance. Students are expected to master this strategy and become more competent readers.学生通过这篇文章的学习，知道有一个杰出的人物霍华德.卡特<howard.carter> .正是霍华德.卡特和他的小组发现了国王图坦卡门的陵墓.同时老师通过这篇文章的教学来让学生掌握一种阅读技巧和策略→即通过标题和第一段文章提供的信息来预知作者的思路，领略全文的主旨大意。

《英语》（必修·第二册）Unit 3 Festivals and customsProjectI. Learning objectivesBy the end of the lesson, students will be able to:1. decide on a proper festival and research it;2. design PPT slides about a festival;3. cooperate with group members effectively.II. Key competence focusCooperate with others effectively.III. Predicted areas of difficulty1. Get relevant and reliable information about the chosen festival.2. Design PPT slides.IV. Teaching proceduresStep 1 Lead-in1. Set the goal of this classT: The school English club will have a competition of making PPT slides about a festival. So in this class we’ll learn how to make PPT slides about a festival.【设计意图：通过设置情境，引起学生兴趣，明确本堂课的目标。

】2. Have a free talkT presents some pictures and asks Ss to talk about some festivals around the world (Rio Carnival, La Tomatina and the Spring Festival). Ss can also talk about other festivals such as the Mid-Autumn Festival and Thanks-giving Day.【设计意图：让学生回顾前面所学内容，激发学生已知，同时鼓励学生不拘泥书本，拓展思维。

牛津高中英语教学设计单元：Unit 3 Amazing people板块：ProjectThoughts on the design:本节课是以阅读为基础的写作实践课，旨在树立学生协作意识，培养学生写作能力。

教师应使学生明白此篇阅读文章只是为写作提供的一个范例，因此，首先教师要指导学生先捕捉文章信息来培养学生获取信息、处理信息的能力，找出文章所给的谈论专业人士（杨利伟）的关键信息。

其次，理顺篇章结构，为呈现项目结果的写作提供范例，并且教师要在课堂上创造良好的参与条件,组织学生讨论他们的采访对象，采集有关专业人士的信息，筛选出有用信息，最后小组成员讨论写成文。

Teaching aims:After learning the “project”, the students will be able to use what they have learned in this unit to complete a group project by learning how to talk about and write an article about a professional. In the course, the students will learn more about successful professionals as well as more about why they are so successful. At the same time, the students are expected to know how to cooperate and how to fulfill each part of the assignment. As a result, the students can create a wall display.Teaching procedures:Step 1 Lead inEnjoy a film about the launch of Shenzhou V. (PPT4：点击右侧图片超链接播放视频：神州五号发射) Who was the astronaut in the film? (Yang Liwei)What do you think of him? (He is a hero.)He is the hero of the people. Do you want to know more about him?[Explanation]通过播放神州五号发射的片断来导入本课文章主角：杨利伟。

牛津译林版（2020）选择性必修第二册Unit 3 Fit for LifeGrammar and usage教材分析:本单元是关于语法和用法的学习。

主要包括动词不定式的用法，包括作主语、宾语、表语、后置定语和状语的用法，以及互相转换的练习。

教学目标：1. 了解动词不定式的基本概念和用法。

2. 学会在句子中正确使用动词不定式作不同的成分。

3. 掌握动词不定式与其他句子成分之间的关系。

教学重点：1. 动词不定式作不同成分的用法。

2. 不定式与其他句子成分的搭配。

教学难点：1. 不定式作主语和宾语的用法。

2. 不定式的翻译和应用。

学情分析：学生在高二，已经学过了一些基本的动词不定式的用法，但是对于不同的用法之间的区别和联系可能还不够清楚。

学生的英语基础较好，但可能会存在一些困惑或错误的用法。

教学策略：1. 激发学生的学习兴趣，提高他们对动词不定式的关注度。

2. 引导学生通过理解和归纳，掌握不同的动词不定式用法，强化归纳整理的能力。

3. 通过灵活运用教材中的例句和练习题，让学生进行实际运用和练习。

教学方法：1. 情境教学法，通过一个生活场景或真实的例子来引入课程内容，激发学生的学习兴趣。

2. 归纳法，通过教师的解释和学生的讨论，归纳总结动词不定式的用法。

3. 提问法，适时提问学生，检查他们对学习内容的掌握情况，加深理解。

导入环节（约5分钟）：教学内容：介绍本节课的教学主题——牛津译林版（2020）选择性必修第二册Unit 3 Fit for Life Grammar and usage。

教学活动：教师开始课堂，向学生介绍本节课的教学主题——健康与运动。

教师可以通过展示一些健康与运动相关的图片或视频来引起学生的兴趣，例如展示一张运动场馆的图片或播放一段关于运动的视频片段。

同时，教师可以向学生提出一些问题，引导他们思考自己的运动习惯和健康意识，如“你觉得健康的生活方式对我们的身体和心理有什么好处？”、“你有哪些运动习惯？”等等。