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2018版高中英语人教版必修二学案：Unit 1 Using Language

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Using LanguageⅠ.重点单词1．trial n．审判；审讯；试验2．evidence n．根据；证据3．explode v i.爆炸explosion n．爆炸4．entrance n．入口5．sailor n．水手；海员；船员6．sink v i.下沉；沉下7．maid n．少女；女仆8．informal adj.非正式的formal adj.正式的9．debate n．争论；辩论；v i.争论；辩论10．prove v t.证明；证实v i.结果是；证明是Ⅱ.核心短语1．be buried in埋在……2．care about关心；在乎3．rather than而不是4．the entrance to...……的入口5．think highly of看重；器重Ⅲ.经典句式1．In a trial，a judge must decide which eyewitnesses to believe and which not to believe.在审判中，法官必须断定哪些证人可以相信，哪些证人不能相信。

2．He/She only cares about whether the eyewitness has given true information，which must be facts rather than opinions.他/她关心的只是目击者是否提供了真实的信息，这些信息必须是事实而非个人观点或看法。

3．Nor do I think they should give it to any government.我也认为他们不应该把它交给任何政府。

阅读清障※此句中包含that引导的定语从句。

先行词为不定代词something，anything等时，关系代词只能用that，不能用which。

①any other其他任何的※在句式“it can be proved that...”中，it为形式主语，真正的主语为that引导的从句。

※what引导表语从句，并在表语从句中作主语。

②evidence/'ev I dəns/n.根据；证据good evidence充分的证据。

此处good意为“合情理的，有说服力的，有充分根据的”。

③in a trial在审判中trial/'tra Iəl/n.审判，审讯；试验④agree with赞成，同意⑤eyewitness/ˌa I'w I tn I s/n.目击者；证人※or连接了由what和where引导的两个从句，作动词consider的并列宾语，其语序均为陈述语序。

⑥care about关注，在意；关心⑦rather than而不是※此句为主从复合句。

whether引导宾语从句，作主句的谓语cares about的宾语；在whether 引导的宾语从句中又含有一个which引导的非限制性定语从句，对先行词information起补充说明的作用，which在定语从句中作主语。

原文呈现A FACT OR AN OPINION?What is a fact？Is it something that people believe？No.A fact is anything that can be proved.For example，it can be proved that China has more people than any other① country in the world.This is a fact.Then what is an opinion？An opinion is what someone believes is true but has not been proved.So an opinion is not good evidence②in a trial③.For example，it is an opinion if you say“Cats are better pets than dogs”．It may be true，but it is difficult to prove.Some people may not agree with④ this opinion but they also cannot prove that they are right.In a trial，a judge must decide which eyewitnesses⑤ to believe and which not to believe.The judge does not consider what each eyewitness looks like or where that person lives or works.He/She only cares about⑥ whether the eyewitness has given true information，which must be facts rather than⑦ opinions.This kind of information is called evidence.课文译文事实还是看法？什么是事实？是人们相信的某一件事吗？不。

事实是能够被证实的任何事情。

比如，人们能够证实中国的人口比世界上任何其他的国家的人口都多，这就是事实。

那么，什么是看法？看法就是某人认为是真实的但未经证实的东西。

因此，在审判中看法并不是有说服力的证据。

比如，如果你说“猫是比狗更好的宠物”，这就是一种看法。

这种看法可能是对的，但是它难以被证实。

一些人可能不同意这种看法，但是他们也不能证明他们是正确的。

在审判中，法官必须断定哪些目击者(的话)可以相信，哪些目击者(的话)不可以相信。

法官并不考虑目击者的长相如何，也不考虑那个人住在哪里或在哪里工作。

他/她只关心目击者是否提供了真实的信息，这些信息必须是事实，而不是看法。

这种信息叫作证据。

Ⅰ.Choose the best answer according to the text.1．What does the first passage tell us?A．What is a fact.B．What is an opinion.C．A judge believes in true information more than an opinion.D．What is a fact，what is an opinion and what a judge expects in a trial.答案 D2．Which of the following about an opinion is TRUE?A．An opinion is an evidence in a trial.B．An opinion is something that someone can believe.C．An opinion is what someone believes is true but has not been proved.D．An opinion is something that may be true and always easy to prove.答案 C3．In a trail，.A．what each eyewitness looks like is necessaryB．where the eyewitness lives or works is importantC．if it is true，the judge doesn't care about whether it is an opinion or a factD．evidence that is true information must be facts答案 DⅡ.True (T) or False (F)．1．In a trial，a judge should consider facts carefully.(T)2．A fact is anything that has been proved.(F)3．“Reading English every day is good” is an opinion.(T)4．An evidence is what anyone believes is true.(F)5．Opinions are not always true because they haven't been proved.(T)1．He/She only cares about whether the eyewitness has given true information ，which must be facts rather than opinions.(教材P 5)他/她关心的只是目击者是否提供了真实的信息，这些信息必须是事实，而不是看法。

①我们是在教室里开会，不是在大厅里。

②The sweater she bought was beautiful rather than cheap.与其说她买的这件羊毛衫便宜不如说它漂亮。

③He rather than you ，is(be) to have a talk with the stranger.是他而不是你要和那个陌生人谈一谈。

④He would stay at home watching TV rather than go to the concert.他宁愿在家里看电视也不愿去听音乐会。

2．This kind of information is called evidence.(教材P 5)这种信息就叫作证据。

①有证据证明，户外活动对我们有好处。

②The first signs of cold winter are in evidence.寒冬的最初迹象已显然可见。

③It is evident that smoking is harmful to health.很明显，抽烟对健康有害。

[名师点津]在“There is(some)evidence that...”句型中，that引导的是同位语从句，说明evidence的具体内容，而且There不可以改为It。

3．I think highly of those who are searching for the Amber Room.(教材P7) 我很欣赏那些为寻找琥珀屋而努力的人们。

①从他的表情判断，他对你的计划评价不高。

②I am sorry that you should think so badly/ill of me.真遗憾，你竟然把我想得这样坏。

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高中英语Unit 2 Using language教案 新课标 人教版 必修1

高中英语Unit 2 Using language教案 新课标 人教版 必修1

Unit 2 English Around the WorldPart One: Teaching Design第一部分：教学设计Period 3: A sample lesson plan for Using Language(STANDARD ENGLISH AND DIALECTS)AimsTo read out and talk about STANDARD ENGLISH AND DIALECTSTo write about learning English by brainstormingProceduresI. Warming up1. Introduction:In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.2. Role-play: Get students to work in pairs. Let one student be a Chinese and the other a foreigner. Role-play a conversation about the Chinese language to have them discuss why Putonghua has to be used in China.II. Reading1. Get the students thinking about the topic of the text to predict what it says.2. Skimming:Read quickly to find the topic sentence for each paragraph.3. Scanning: Work in pairs. Read the text to locate particular information.1). Do you know what Standard English is from the text?2). What is a dialect? Why does American English have so many dialects?4. Language focus:1)believe it or not:used when you are going to say something that is true but surprising:Believe it or not, John cheated in the exam.2). there is no such a …as: used to say that a particular person or thing does not exist: Thesedays there is no such a thing as a job for life.3). standard English: the form of English that most people in Britain use, and that is not limitedto one area or group of people4). dialect:a variety of a language spoken only in one area, in which words, or grammar areslightly different from other forms of the same language5). play a part/role in:be one of the causes that make something happen: Besides dieting,exercising plays an important part in losing weight.III. ListeningTo introduce the students to a dialect and a form of standard “English〞.You may follow these steps:1). Set the context for the students by describing the situation;2). Tell the class: you are going to listen to a boy named Buford. He speaks a Southern dialect ofAmE with an East, Texas accent. Remember: pronunciation is determined by accent. On the other hand, Buford’s teacher, Jane, speaks standard BrE. (i.e. what is heard on the BBC.)3). Play the tape for the students to listen.4). Encourage the students to give the standard equivalents for the dialectic words from Buford’sstory, using the context.6). Play the tape again and let the students answer the questions in pairs after listening.7). Check the answers. (Variant: you may also ask the students to retell Buford’s story in StandardEnglish in pairs.)IV. Speaking1. Make sure the students know that the word used for directions often vary depending on what kind of English the speaker uses. Present the list to the students:2. Prepare their role-play in pairs: Be sure that one plays a speaker of British English and the other a speaker of American English. Ask students to select actual streets and location in their hometown for giving directions.1.Performance: Ask two pairs to perform their dialogue in class.V. Writing1. Making a posterFirst ask the students to make educated guesses about how English can help some aspect of Chinese life, in particular its economy.Then, in pairs students work on their poster.Finally, ask several pairs to present their poster in class for assessment.2.Writing Assessment1)Can you give persuasive reasons for the topic on your poster?2)Can you verbalize your ideas fluently?3)Can you put your own English learning experiences into a broader perspective?4)Can you organize your ideas in a logical way?5)Have you made a brainstorming map before you set out to design your poster? Do you think ithelps your writing?6)What kind of mistakes have you made in your writing? What can you do to avoid suchmistakes?Further ApplyingThe teacher may also guide the students to do the writhing task in the Workbook on page 53. You may take the following steps:Step 1: Students divided into groups of four share their own learning experiences and ideas about English learning.Step 2: Students make a list as follows:Step 3: Make notes about the paragraphs for the writing.Step 4:The teacher helps develop ideas in a positive and encouraging way.Step 5:Students write about the topic after class as homework.。

(人教版)高中英语必修二学案：Unit 2 Using Language (含答案)

(人教版)高中英语必修二学案：Unit 2 Using Language (含答案)

Using LanguageⅠ．重点单词1．glory n．光荣；荣誉glorious adj．光荣的2．bargain v i．讨价还价；讲条件；n．便宜货3．hopeless adj．没有希望的；绝望的hope n．希望hopeful adj．有希望的4．foolish adj．愚蠢的；傻的5．pain n．疼痛；痛苦6．deserve v i．& v t．应受(报答或惩罚)；值得Ⅱ．核心短语1．on purpose故意地2．make a bargain with sb和某人达成协议3．hear of听说；获悉4．run the race参加赛跑5．change one's mind改变某人的主意6．pick up接收；拾起7．one after another陆续地；一个接一个地8．apart from除了……；除……之外9．hand in hand手拉手Ⅲ．经典句式1．She was very beautiful and could run faster than any man in Greece．她很美丽而且比希腊的任何一个男人跑得都快。

2．She was so angry that she said to her father that she would not marry anyone who could not run faster than her．她如此生气，以至于她对她父亲说，她不会嫁给任何跑不过她的男人。

3．This is important because the more you speak English，the better your English will become．这很重要，因为你开口讲得越多，你的英语就会越好。

阅读清障①Atlanta/ət'læntə/n②princess/pr I n'ses/n．公主③glory/'ɡl rI/n．光荣；荣誉win glory for为……赢得荣誉④would是情态动词，表示“会，将会”※who引导的定语从句，修饰先行词anyone。

《Unit 2 Using Language》第1课时示范课教案【高中英语人教版】

《Unit 2 Using Language》第1课时示范课教案【高中英语人教版】

Unit 2 Bridging CulturesUsing Language Period 1 教学设计教材分析本节课为Using Language板块的第一部分，该部分的活动主题是“谈论国外的汉语学习情况”(Talk about Chinese language learning abroad),听说活动聚焦孔子学院的汉语学习情况，听力文本中的巴基斯坦孔子学院就体现了汉语和中国文化的传播对当地的影响。

本单元的语音训练的内容是语流中的弱读现象，通过一段对话展示了中国学生在弱读方面存在的常见问题、口语中使用弱读的原则以及训练弱读的有效方法。

教学目标在本课学习结束时，学生能够：1. 充分利用听力内容中的有效信息判断对话发生的场景。

2. 把握访谈对话的特点及常用语。

3. 了解并谈论世界上其他国家和地区学习汉语的情况以及孔子学院在传播中国文化中所起的作用。

教学重难点【教学重点】1. 能够充分利用听力内容中的有效信息判断对话发生的场景。

2. 把握访谈对话的特点及常用语，并能与同伴顺利开展相关话题的访谈对话。

【教学难点】运用所学知识和词汇谈论外国友人学习汉语的情况以及孔子学院在世界上的影响。

教学过程Step 1 Warming-upHow do we Chinese study English?设计意图：讨论问题，引导学生思考自己学习英语的经历引出外国人学习中文的话题，为听力活动作铺垫。

Step 2 Pre-Listening1.Discuss the two questions with your partner.(1) What do you know about Chinese language learning abroad?(2) How do people from other countries get to know Chinese culture?设计意图：引导学生就世界上其他国家和地区学习汉语的情况展开讨论，激活学生的背景知识。

《Unit 2 Using Language》第1课时教学设计【高中英语人教版】

《Unit 2 Using Language》第1课时教学设计【高中英语人教版】

Unit 2 Healthy LifestyleUsing Language Period 1 教学设计教材分析本节课为Using Language板块的第一部分，该部分的活动主题是“改变坏习惯的建议”,聚焦于前面阅读语篇中介绍的习惯循环原理在现实生活中的具体运用，侧重谈论如何识别不良习惯的触发因素（Cue）和惯常行为（Routine），认清两者之间的关系，找到更优的替换行为，养成良好的行为习惯。

听力文本是一个讲座结束之后的问答环节，在该问答环节中，两名学生就自身存在的问题（分别是睡眠障碍和体型超重）向专家求教，专家根据习惯循环原理分析问题产生的原因，进而给出解决问题的建议。

技能部分聚焦如何分辨事实与观点，有助于提高思辨能力。

表达部分重在训练“征求意见、提建议、接受建议和拒绝建议”的功能句，列举了部分典型的句式。

教学目标在本课学习结束时，学生能够：1. 学会用表格记录听力内容的要点；2. 运用习惯循环原理识别不良习惯的触发因素（Cue）和惯常行为（Routine）；3. 区分信息中的观点和事实；4. 正确使用有关建议的功能句，礼貌得体地向他人征求意见、给他人提意见、接受或拒绝他人的建议。

教学重难点【教学重点】1. 学会用表格记录听力内容的要点；2. 运用习惯循环原理识别不良习惯的触发因素（Cue）和惯常行为（Routine）；3. 区分信息中的观点和事实；【教学难点】指导学生正确使用有关建议的句式，礼貌得体地向他人征求意见、给他人提建议、接受或拒绝他人的建议。

教学过程Step 1 Warming-upT asks Ss to talk about the questions.(1) What good habits do you know? Why are these habits good?(2) What bad habits do you know? Why are these habits bad?设计意图：引导学生思考身边的好习惯和坏习惯，激活学生关于习惯的背景知识。