高二英语下册Unit20 教案
高二Unit20Archaeology（Reading）原创教案（人教版高二英语下册教案教学设计）
高二 Unit 20 Archaeology （Reading）原创教案(人教版高二英语下册教案教学设计)OPEN CLASSBy Fu XiaoyanUnit 20 ArchaeologyPeriod 2 The King of StonehengeTeaching Aims1. Train the students’ reading ability.2. Learn and master the following words and phrases: distinction, centimetre, clay, arrow, dozen, cushion, spare, tend, tend to, approximately, monument, homeland, in terms of.3. Talk about archaeological discoveries.Teaching Important Points1. Improve students’ reading ability.2. Help students master the use of some useful words and expressions.3. Enable the students to understand something about archaeology.Teaching Difficult Points1. How to make students master the main idea of each part.2. How to help the students master the use of some words and phrases.Teaching Methods1. Individual work to understand the main idea of the whole passage.2. Pair work or group work to get every student to take part in the activities.Teaching Aids1. Multimedia2. BlackboardTeaching ProceduresStep 1. Greetings and Lead-inGreet the whole class as usual.Show students some pictures of unearthed objects. And then ask students to answer the two questions:1. Do you know what they are?2. Can you tell me why they were buried with the king or emperor after they died?Encourage students to try their best to talk about these pictures.Step 2. ScanningGive the students five minutes to scan the text and find the answers to the questions on the screen. Collect the word and then write down them on the blackboard.Show the screen:1. What objects were found in the grave of the King of Stonehenge?2. What materials were there in the grave?3. Why were these things given to the king after he died?Five minutes later, check the answers.Step 3 ReadingRead the text and ask students to think about this question: How many reasons are mentioned in the text for the importance of the discovery? What are they?THE KING OF STONEHENGEFind the king↓The objects found in the grave↓Why the discovery is important↙ ↓ ↘reason 1 reason 2 reason 3↓ ↓ ↓richest and oldest three miles away from Central EuropeBy now we’ve had a general idea about the text, but the most important thing for us to know is that the objects are useful to find some information from the cultural relics about the life, culture and some other things in the old times. So we should continue to study the text to see what conclusion we can conclude from the fact. At first let’s read the third paragraph on Page 75.Step 4 Retelling the textGive the students 2 or 3 minutes to prepare, and then ask one of them to retell the text. Show some pictures of the Stonehenge on the screen.Step 5 DiscussionTurn to Page 77, give students some time to discuss these questions in groups and then finish Exercise 3.Step 6 SummaryWe learned the objects in the tomb of the King and the importance of the discovery. But the text also hints that cultural relics are very important and valuable. That is not because they can supply us some very important information about the history of human being.Step 7 HomeworkFinish all the exercises in Post-Reading and Word Study on Page 77.。
高二英语教案：高二英语下册Unit20 教案
高二英语下册Unit20 教案Teaching aims:●To get some knowledge about the space exploration●To read for the specific information and summarize the main idea of eachparagraph●To learn some idiomatic expressions●To practise using linking words to express reason and purpose●To write an article for a local magazineTeaching main points:To write an article for a local magazineTeaching aid: Multi-mediumTeaching procedures:Step1. Warm upGet students look at the picture and make them know the world and its recourse is limited then ask them what we should do?Step2. Pre-readingTask1. Ask students to work in pairs to talk about the following questions: •Do you know when the fist space exploration began?•Which country launched the first satellite?•Who was the first man into the space?•Do you know anything words about the space?Task2. Study some words about the spaceStep3. ReadingTask1. First readingStudents work individually, reading the article and matching the headings with the paragraphs.Task2. Second readingStudents read the text again and then find sentences in the text that mean the sameas these colloquial sentencesDo the first item with the class firstStudents then complete the exercises working in pairsWhen check students’ answers, have individuals read out both sentences.Step4. ExerciseTask1. Get students work individually and match the words with the idiomatic expressions from the text (1-5) in italics.Task2. Using the following words to complete the sentences.Step5. WritingFirst, important elements in writingThen several choicesUseful vocabularyStep6. Homework。
高二英语教案：高二第二册Unit 20
高二英语第二册（下）（人教版）Unit20Archaeology教案Contents 目录一、教学内容分析(Analysis of the teaching materials)二、教学目标和要求(Teaching aims and demands)三、教学重点与难点(Teaching difficult and important points)四、教学课时安排(Teaching arrangements)五、教学设计步骤(Teaching procedures)六、评估与反馈(Assessing)七、背景知识(Background Information)“热身”(warming up )部分提供了四幅分别代表不同时期考古成就的图片。
设计了四个问题要求同学们对中国古代四个重要时期的人类生活的习惯进行讨论，包括他们所使用的工具，他们的饮食，房屋，及房屋内的装饰品以及他们的娱乐和不同时期具有典型代表的艺术品。
这部分的目的在于呈现本单元的中心话题——考古学，及引起同学门对考古学的兴趣，形成一个有关于考古学的信息包，对考古学及中国古代所取得的成就有初步的了解和印象，并引入相关的词汇。
“听力”（listening）部分提供了一段师生对话，要求学生在听的基础上完成细节，根据录音的描述绘画出古代所使用的工具的形状。
本部分的目标在于训练同学们获取细节知识的能力；另一方面有助于加强学生对古代所使用的工具的了解，进一步激发同学们对本单元中心——考古学的兴趣。
“口语”（speaking）部分结合本单元的中心内容，提供了为了获取有效信息，如何表达自己的愿望的句型，要求学生以双人对话的形式，按照例子，用所提供的句型和话题进行对话。
对考古学以及考古学的重要发现提出自己的意见和看法。
本部分的目的在于促进同学们对考古及考古学的思考，又促进同学在陈诉观点过程中的口头表达能力和语言组织能力。
“读前”（Pre-reading）部分提供了三个与本单元的主题有关的问题，通过启发学生对中国皇帝陪葬的猜测和思考，运用自己已有的文化背景知识和语言知识，来猜测英国史前巨石柱王的情况，并且通过阅读验证自己的猜测。
高二英语教案：高二英语下学期Unit 20
人教修订版英语高二下Unit20Archaeology Reading教案The King of StonehengeTeaching Aims:1.To enlarge the students’ vocabulary in talking about archaeology andhistoric events2. Train the students’ reading ability.3. Let the students learn about the King of the Stonehenge discovered byarchaeologists.Teaching Important points:1. Improve the students’ reading ability.2. Help the students learn about the King of the Stonehenge by reading thepassage.Teaching Difficult Points:How to help the students understand the passage exactly.Teaching Methods:1. Discussion before reading to make the students interested in what they willread.2. Fast reading and careful reading to understand the passage correctly.3. Pair or group work to make every student take an active part in the activitiesin class.Teaching Aids:1. the multimedia2. the blackboardTeaching Procedures:S t e p I G r e e t i n g sGreet the whole class as usual.S t e p I I D u t y r e p o r tS t e p I I I P r e-r e a d i n gT: 1. Can you list some great emperors in Chinese history?2. After kings and emperors died, what objects were buried with?3. Why were dead kings given these objects after they died?S t e p I V R e a d i n gShow a picture of Stonehenge.T: How much do you know about Stonehenge?Have you heard of the king of Stonehenge?Let’s read a passage about the mysterious Stonehenge and the King of Stonehenge. It must give you an unexpected surprise.Task 1: 1.Scan the passage and write down which objects were found in the grave.2. Describe the materials found in the grave.Task 2: Go on to ask students to divide the passage into three parts and sum up the main idea of each part.Later ask students to go through the whole passage quickly to find out correct answers to some questions.S t e p V L i s t e n i n gListen to the tape. After listening, do the comprehension exercises.S t e p V I A p p r e c i a t i o nShow some pictures of Stonehenge.What do you think of Stonehenge?Then draw a conclusion:The construction of Stonehenge is a process of blood, sweat, and tears.S t e p V I I.D i s c u s s i o n1. Why was the Stonehenge built or the purpose of the construction?The main theories of the purpose existed and accepted in the world today:Execution ground(刑场) Space station（宇宙太空港）Hunting ground（狩猎场）An astronomical calendar（天文历法仪）Temple（宗教寺庙）2. Suppose your hometown found an ancient grave, and some people suggestdigging it up, while others have different opinions. Please make up a dialogue with your partner, and express your idea.S t e p V I I I.C o n s o l i d a t i o nClose your books, and finish the exercise on the screen. T or F exercises.1. ( ) When the King of Stonehenge died, he was about 50 years old.2. ( ) From tests on his teeth, it is certain that he spent his childhood inEngland.3. ( ) The most amazing find was two gold earrings.4. ( ) Stonehenge was begun around 2300BC.5. ( ) In terms of technical development, people were going from the Bronzeage to the Stone Age at that time.6. ( ) It has been proven that the copper knives came from Spain and WesternFrance.S t e p V I I I.H o m e w o r kIf you were the writer to introduce The King of Stonehenge, what story would you add to attract more readers? At last, don’t forget to prepare fo r the next period----language study. So much for today. Thank you!。
高二英语教案（第二十单元）
高二英语教案（第二十单元）第一篇：高二英语教案(第二十单元)教案Unit20 The King of StonehengeLesson Plan Type of lesson: Reading Title: The King of Stonehenge Background Information: Students: 30 senior high school students, second grade Lesson duration: 45 minutes Teaching objectives: By the end of the lesson, students should be able to: 1)Learn and master the following: Words: emperor, pin, find, clay, arrow, bow, cushion, spare, technical Phrases: date back to, have a hand in, in terms of, in the eyes of Sentence pattern: It’s certain that… 2)Improve their reading ability 3)Have a better understanding of the king of stonehenge discovered by archaeologists Teaching Aids: Blackboard, chalk, Key Points:1)improve the students’ reading ability2)help the students learn about the king of stonehenge mentioned in the passage Diffcult Point: 1)have a clear picture of the finds in the grave 2)get the reasons for the inportance of the discovery 3)master the key words and sentences Blackboard Design:(three parts: the left, the middle, and the right)The middle:1)title: The King of Stonehenge2)the finds in the grave and the reason for the importance of the discovery3)some key words and phrases The left and the right: for complement Teaching Procedures: Step1 warming-up(5’) Ss are asked to describe the kinds of objects kings and emperors in China were buried with, and tell the reasons why were dead kings given these objects after they died.T: Good morning boys and girls.Ss:…T: Have a nice day today? Ss:…T: Ok, this class we are going to learn the passage of the king of stonehenge.Let’s open the book and turn to page75.Before reading the passage, let’s discuss the first two questions in pre-reading.Ok, I will give you 3 minutes to discuss with your deskmate, then I will ask some students to show me the result.Are you clear? Ok, good!T: Time’s up.Who can show m e the result of your discussion? Any volunteer? Ss:…T: Good, and sit down please.Anyone else? Ss:…T: Yes, actually, many kings and emperors in China were buried with lots of things which they used before their death.The more precious things buried with them, the richer or higher status the person had.And the modern people get to know the antient people and the antient culture by the discovery of the grave and the study of the finds.Step2 fast reading(5’) Ss are asked to read the passage quickly and write down which objects were found in the grave of the ing of stonehenge.T: Now let’s read the passage quickly and find out the materials and objects the archaeologists discovered in the grave.I give you three minutes.Ss:…T: Now time’s up, and where can you find the answer? Ss:…T: Now together tell me the answer.Ss:…T: Well done.Step3 Careful reading(15’)Ss are asked to read the passage carefully and then answer the questions: how many reasons are mentioned in the passage for the importance of the discovery? What are they?T: Boys and girls, now I will give you 10 minutes to read the passage again, please read carefully and then find out the reasons for the importance of the discovery.Now begin.T: 10 minutes is over.Are you ready to answer the questions? Howmany reasons are there for the discovery? Ss:…T: Good, and what are they? Ss:…T: Great!You have found the reasons.Now let me make a chart and show you the clear picture of the discovery.Step4 Listening and Consolidation T: Now, close your books and listen to the tape.After that, finish the exercise on the screen.(Teacher shows the screen and turns on the recorder.)Decide if the sentences below are true or false.Write the letter “T” if the sentence is true.If it is false ,write “F” and correct the error.1()When the King of Stonehenge died, he was about 50years old.2()From tests on his teeth, it is certain that he spent his childhood in England.3()The most amazing find was two gold earrings.4()Stonehenge was begun around 2300 BC.5()In terms of technical development, people were going from the Bronze Age to the Stone Age at that time.6()It has been proven that the copper knives came from Spain and Western France.Suggested answers: 1 F When the King of Stonehenge died, he was about 40years old.F From tests on his teeth, it is certain that he spent his childhood in central Europe, perhaps Germany.3 T 4 F Stonehenge was begun around 3000 BC.5 F In terms of technical development, people were going from the Bronze Age at that time.Step 5 Analysis of key words and p hrases(10’)Key words and phrases:△ emperor n.皇帝△pin n.针△find n.发现△clay n.粘土；泥土△ arrow n.箭△bow n.弓△cushion n.垫石△spare adj.备用的△technical adj.技术的●date back to: date from回溯到e.g.In china, the needle treatment dates back to ancient times.●It is certain that ……e.g.It is certain that your team will win.●Buried with he were the tools of a hunter or warrior.(=The tools of a hunter or warrior were buried with him.)●have a hand ine.g.He had in composing songs for children when he was young.●in terms ofe.g.In terms of money he is quite rich, but not in terms of happiness.●It was thought that…e.g.It is thought that the news is not true ●in the eyes of sb.e.g.You’re only a child in the eyes of him.Step6 Summary and Homework.T: In this class ,we’ve learnt abou t the King of Stonehenge by reading the passage and sentence patterns.After class , you need to do more exercises to master them freely.Studying archaeological discoveries can help us learn about the life of people during different periods , so if you have time ,go to visit the local museums or surf the Internet to learn more about archaeology.At last don’t forget to prepare for the exercises in post-reading.Exercise 1 2 3So much for today Good-bye.第二篇：高二英语教案高二英语教案李雅宁Unit 2 News media（一）明确目标1.To trai n the students’ ability of listening and speaking2.To enable the students to talk about the media（二）整体感知Step 1 Making clear the teaching aimsTell the Ss that in this period we are going to learn something about news media.Step 2 Lead-in 1.Ask the student the following questions :(1)What does news media mean ?(2)How do newsmedia affect our daily life ? 2.Ask the students to look at some pictures and tell what kind of news media it is.3.Present some pictures for the students to discuss :(1)Which of the news media above is the most reliable?(2)How are the media above different form each other ?(3)How do you know if what you hear , see or read is true ?(4)Do you know how a newspaper is made ?Step 3 Discussion1.Have the Ss brainstorm some vocabulary about the news media.Step.4 Listening 1 Pre-listening(1)Have the Ss brainstorm some words used to describe person.(2)Have the Ss talk about the pictures using their imagination.(3)Make clear the tasks that the Ss are to finish.The Ss will listen to four people talking about something that happened.Part 1 of the tape is an interview and Part 2 is a dialogue.2.While-listening(1)Ask the Ss to listen to the tape for the first time and get the main idea.(2)Ask the Ss to tick the information they hear in each part.(3)Check the answers with the class.3.Post-listening Ask the Ss to discuss the following questions:(1)How and why are the two descriptions of happenings different ?(2)Which one do you like better ?(3)How would you report the event ? Step.5 Speaking Ask the Ss to work in groups Ask some groups to present their results Step 6 Summary and further practicesummaryGo over the new words and useful expressions.(1)What do you think of ……?(2)What ’your opinion ?(3)Why do you choose ?(4)I think we should choose …….(5)M aybe it would be better to choose…..Step 7 AssignmentsWrite a short passage about the description of a person they know.2 Preview the new words and the reading passage.第三篇：高二英语教案明确目标Totrainthestudents'abilityoflisteningandeakingT oenablethes tudentstotalkaboutthemedia整体感知Step1MakingcleartheteachingaimsTellthethatinthisperiodwearegoingtolearnsomethingaboutn ewsmedia.Step2Lead-inAskthestudentthefollowingquestio:WhatdoesnewsmediameanHowdonewsmediaaffectourdailylifeAskthestudentstolookatsomepicturesandtellwhatkindofnewsmediaitis.Present somepicturesforthestudentstodiscu:(1)Whichofthenewsmediaaboveisthemostreliable(2)Howarethemediaabovedifferentformeachother(3)Howdoyouknowifwhatyouhear,seeorreadistrue(4)DoyouknowhowanewaperismadeStep3DiscuionHavethebraitormsomevocabularyaboutthenewsmedia.Step. 4Listening1Pre-listeningHavethebraitormsomewordsusedtodescribeperson.Havethe talkaboutthepicturesusingtheirimagination.Makeclearthetasksth atthearetofinish.Thewilllistentofourpeopletalkingaboutsomethin gthathaened.Part1ofthetapeisaninterviewandPart2isadialogue. While-listeningAskthetolistentothetapeforthefirsttimeandgetthemainidea.A skthetoticktheinformationtheyhearineachpart.Checktheawerswit hthecla.Post-listeningAskthetodiscuthefollowingquestio:HowandwhyarethetwodescriptioofhaeningsdifferentWhichonedoyoulikebetterHowwouldyoureporttheeventStep.5eaking1Askthetoworkingrou2AsksomegroutopresenttheirresultsStep6Summaryandfurtherpractice1summaryGooverthenewwordsandusefulexpreio.WhatdoyouthinkofWhat'youropinionWhydoyouchooseIthinkweshouldchoose.Maybeitwouldbebettertochoose..Ste p7Aignments1Writeashortpaageaboutthedescriptionofapersontheyknow. 2Previewthenewwordsandthereadingpaage.第四篇：高二英语教案21Handout for Art Students in Senior Three Module 3 Unit 2(Period 4)Ⅰ【key points of this period】1.Words and phrases：defeat, affect, raise, result in, replace …with, come from, play a part in，on the other hand, take control of, borrow…from.2.Difficult and important sentences.1)Many things played a part in the development of this new type of English.2)French did not replace English as the first language.3)This resulted in even more words with similar meanings.4)The words for the meat of these animals came from Old French.Ⅱ【Learning procedures】Step 1 Listening practice Listen carefully and fill in the blanks Middle English is the name given to the English used from around the 12th to the 16th century.Many things 1____________ inthe development of this new type of English.The most important contribution was from the Normans, a French-speaking people who 2____________ England and took control of the country in 1066.However, the Normans did not 3____________ English as much as the Angles and the Saxon’ victory about 600 years earlier, which 4____________ Old English replacing Celtic.Even though the Normans spoke French for the entire 250 years they 5____________ England, French did not replace English as the first language.On the other hand, the English did 6____________ many words from French.This 7____________ even more words with similar meanings.After the Norman Conquest, many English people 8____________ as servants who raised animals.Therefore, the words we use for most animals 9____________ for food, such as cow, sheep and pig, came from Old English.However, the words for the meat of these animals 10____________ Old French.Step 2 Reading comprehension Read and answer the questions according to the information given in the passage.1.What resulted in even more words with similar meanings?(No more than 7 words)________________________________________________________________ __________ 2.Who defeated England and took control of it in 1066?(No more than 8 words)________________________________________________________________ __________ 3.Why did the words we use for most animals raised for food come from Old English?(No more than 13 words)_____________________________________________________________ _____________株洲市第二中学高三艺术生复习资料第 1 页 Step 3 Vocabulary and sentence learning1.Find the sentences which include the following words orphrases from the passage, and then write down their Chinese meanings in the sentences.1)defeat _____________ 2)play a part in ___________ 3)affect _____________ 4)on the other hand ___________ 5)raise _____________ 6)take control of ___________ 7)result in _____________ 8)borrow…from ___________ 9)come from _____________ 10)replace …with ___________ 2.Fill in the blanks using the correct forms of the words or phrases above.1)What the teacher said ___________ the students greatly.2)The peasants ___________ some hens and ducks to support themselves.3)His failure ___________his carelessness.4)On one hand he is a lovely student, ___________ he is good at study, so I like him.5)Can I ___________ books ___________ the library? 6)Finally we ___________ the enemy.3.Translate the underlined sentences in the passage into Chinese.1)Many things played a part in the development of this new type of English.____________________________________________________________ ___2)French did not replace English as the first language.__________________________________________________________ _____3)This resulted in even more words with similar meanings._________________________________________________________ ______4)The words for the meat of these animals came from Old French.____________________________________________________________ ___ Step 4 Checking yourselfHave a dictation of the key words, phrases and sentences for today.Ⅲ【Homework】1.Fill in the blanks using the correct forms of the givenwords.1)The best way _______________(learn)English is to read aloud every day.2)He ______________(come from)Zhuzhou.3)What the teachers said ___________________(play a part in)the students.4)He _______________half of his savings ___________(contribute to)society last year.2.Make sentences following the given examples.1)Many things played a part in the development of this new type of English.____________________________________________________________ ___________2)On the other hand, the English did borrow many words fromFrench.____________________________________________________________ ___________3)This resulted in even more words with similar meanings._________________________________________________________ ______________株洲市第二中学高三艺术生复习资料第 2 页第五篇：高二英语教案10Like any good mother, when Karen found out that another baby was on the way, she did what she could to help her three-year-old son, Michael, prepare for a new sibling.They find out that the new baby is going to be a girl, and day after day, night after night, Michael sings to his sister in Mommy's tummy.The pregnancy progresses normally for Karen.Then the labor pains come.Every five minutes...every minute.But Complications arise during delivery.Hours of labor.Would a C-section be required? Finally, Michael's little sister is born.But she is in serious condition.With siren howling in the night, the ambulance rushes the infant to the neonatal intensive care unit at St.Mary's Hospital in Knoxville, Tennessee.The days inch by.The little girl getsworse.The pediatric specialist t ells the parents, “There is very little hope.Be prepared for the worst.” Karen and her husband contact a local cemetery about a burial plot.They have fixed up a special room in their home for the new baby — now they plan a funeral.Michael, keeps begging his parents to let him see his sister, “I want to sing to her,” he says.Week two in intensive care.It looks as if a funeral will come before the week is over.Michael keeps nagging about singing to his sister, but kids are never allowed in Intensive Care.But Karen makes up her mind.She will take Michael whether they like it or not.If he doesn't see his sister now, he may never see her alive.She dresses him in an oversized scrub suit and marches him into ICU.He looks like a walking laundry basket, but the head nurse recognizes him as a child and bellows, “Get that kid out of here now!No children are allowed.” The mother rises up strong in Karen, and the usually mild-mannered lady glares steel-eyed into the head nurse's face, her lips a firm line.“He is not leaving until he sings to his sister!” Karen tows Michael to his sister's bedside.He gazes at the tiny infant losing the battle to live.And he begins to sing.In the pure hearted voice of a 3-year-old, Michael sings: “You are my sunshine, my only sunshine, you make me happy when skies are gray —” ” Instantly the baby girl responds.The pulse rate becomes calm and steady.Keep on singing, Michael.“You never know, dear, how much I love you.Please don't take my sunshine away —” The ragged, strained breathing becomes as smooth as a kitten's purr.Keep on singing, Michael.“The other night, dear, as I lay sleeping, I dreamed I held you in my arms...” Michael's little sister relaxes as rest, healing rest, seems to sweep over her.Keep on singing, Michael.Tears conquer the face of the bossy head nurse.Karen glows.“You are my sunshine, my onlysunshine.Please don't, take my sunshine away.” Funeral plans are scrapped.The next, day — the very next day — the little girl is well enough to go home!The medical staff just called it a miracle.Karen called it a miracle of God's love!NEVER GIVE UP ON THE PEOPLE YOU LOVE.LOVE IS SO INCREDIBLY POWERFUL.I have a friend named Monty Roberts who owns a horse ranch in San Ysidro.He has let me use his house to put on fund-raising events to raise money for youth at risk programs.The last time I was there he introduced me by saying，“I want to tell you why I let Jack use my house.It all goes back to a story about a young man who was the son of an itinerant horse trainer who would go from stable to stable，race track to race track，farm to farm and ranch to ranch，training horses.As a result，the boy…s high school career was continually interrupted.When he was a senior，he was asked to write a paper about what he wanted to be and do when he grew up.”That night he wrote a seven-page paper describing his goal of someday owning a horse ranch.He wrote about his dream in great detail and he even drew a diagram of a 200-acre ranch，showing the location of all the buildings，the stables and the track.Then he drew a detailed floor plan for a 4，000-square-foot house that would sit on a 200-acre dream ranch.““He put a great deal of his heart into the project and the next day he handed it in to his teacher.Two days later he received his paper back.On the front page was a large red F with a note that read，…See me after class.‟”“The boy with the dream went to see the teacher after class and asked，…Why did I receive an F？‟”“The teacher said，…This is an unrealistic dream for a young boy like you.You have no money.You come from an itinerantfamily.You have no resources.Owning a horse ranch requires a lot of money.You have to buy the land.You have to pay for the original breeding stock and later you‟ll have to pay large stud fees.There…s no way you could ever do it.‟Then the teacher added，…If you will rewrite this paper with a more realistic goal，I will reconsider your grade.‟”“The boy went home and thought about it long and hard.He asked his father what he should do.His father said，…Look，son，you have to make up your own mind on this.However，I think it is a very important decision for you.‟”“Finally，after sitting with it for a week，the boy turned in the same paper，making no changes at all.He stated，…You can keep the F and I‟ll keep my dream.…”Monty then turned to the assembled group and said，“I tell you this story because you are sitting in my 4，000-square-foot house in the middle of my 200-acre horse ranch.I still have that school paper framed over the fireplace.” He added，“The best part of the story is that two summers ago that same schoolteacher brought 30 kids to camp out on my ranch for a week.” When the teacher was leaving，he said，…Look，Monty，I can tell you this now.When I was your teacher，I was something of a dream stealer.During those years I stole a lot of kids‟dreams.Fortunately you had enough gumption not to give up on yours.…“Don…t let anyone steal your dreams.Follow your heart，no matter what.。
高二英语教案：Unit 20 Disability
高中英语第 2 册第20单元Disabilit一、教法建议【抛砖引玉】单元双基学习目标Ⅰ. 词汇学习dream of , come true , seldom , even though = even if , matter , as though = as if , in need of , as a matter of fact , bathroom , conductor , prevent … from , brain , sense , hearing , t ongue , nervous , probable , end up , blind , enter , clinic , national , flag , fox , declare , seize , forward , musician , deaf , at the latest , look forward to, tourist , hopefully , disabled , platform , slightly , treatment , splendid , painting , conduct , forward , attitudeⅡ. 交际英语Requests ( 请求 )1 . Can ( Will , Could , Would ) you…for me ? / Will (Can , Could , Would ) you please… ? / May I have … ?2 . Please give/pass me… / Please wait ( here/a moment ) . / Please wait ( for ) your turn . / Please stand in line / line up .3 . Don't rush ( hurry ) / crowd . / No noise , please . / No smoking , please .4 . I wonder if you could…/ Would you mind … ?5 . Certainly . / Of course . / I'll be glad ( happy ) to . / I'd like ( love ) to . / With pleasure . I'm sorry , but I'm …/ I'd like ( love ) to , but …/ I'm afraid I…Ⅲ. 语法学习反意疑问句是英语测试的热点之一。
NSEFC2B Unit 20 全单元教案5(人教版高二英语下册教案教学设计)整理
NSEFC2B Unit 20 全单元教案5(人教版高二英语下册教案教学设计)整理The Use of “It”Teaching Aims:Revise and sum up the use of “it”.Teaching Important Point:Master the use of “it”,especially the emphatic use and the use as a preparatory subject or a preparatory object.Teaching Difficult Point:How to master the use of “it”correctly.Teaching Methods:1.Having a little quiz to revise the common use of “it”.2.Inductive method to go through some important sentence patterns with “it”.3.Practice to consolidate the use of “it”.Teaching Aids:1.a projector and some slides2.the blackboardTeaching Procedures:Step Ⅰ GreetingsGreet the whole class as usual.Step Ⅰ TestT:In the last two periods,we revised the use of “it”.Now let’s have a test.(Teacher shows the following on the screen.)Tell what the word “it” refers to and its functions:1.It’s difficult to remember all their names.2.It’s very quiet in the cafe.3.It rained for three days.4.He made it clear that he didn’t want to speak to me.5.It was nice seeing you.6.It was on Tuesday that Mrs Smith came.7.It’s three miles to the nearest garage.8.A tall man stood up and shook hands.It was Captain Lawie.9.I hear you bought a new bike.Can you show it to me?10.It was five o’clock when we got back home yesterday.T:Now I’ll give you three minutes to write down your answers on a piece of paper.Then let’s check the answers together.(Ss can exchange their papers for comment and correction.)Suggested answers:1.a preparatory subject for an infinitive2.refer to the present situation3.refer to weather4.a preparatory object5.a preparatory subject for an “-ing” form6.emphasize the adverbial of time7.refer to distance8.refer to a person when we are identifying somebody(saying who somebody is)9.refer to the word “bike” mentioned earlier10.refer to timeStep Ⅰ Revision and InductionT:Well done.You are already familiar with the common use of “it”.Next,let’s revise some important sentence patterns.Now,let’s do an exercise.Look at the screen.Complete the sentences,paying attention to the structures of them and the use of “it”.1.______(据报道)that dozens of children died in the accident.2.______(真圆满)that he can’t swim at his age.3.______(很可能)that they will beat us tonight.4.______（看来）that he enjoys pop songs very much.5.______（仍旧是一个问题）when we shall have our sports meet.6.______(还不确定)whether he can attend this conference or not.7.______（不要紧/没关系）whether we go together or separately.8.It’s up to you ______（打算是否接受这项工作）。
高二英语教案汇总Unit20Archaeology（人教版高二英语下册教案教学设计）
高二英语教案汇总Unit20Archaeology（人教版高二英语下册教案教学设计）Section 1 BackgroundI．Warm up.呈现一组包括石器时代，青铜时代，汉朝，唐朝的食物，住房，工具等的图片。
（Stone Age, Bronze Age, Han Dynasty, Tang Dynasty）配以字幕和相应音乐。
然后讨论：Discussion:Describe the life of people in China during the periods.1. What did they eat?2. Where did they live and what did their homes look like?3. What kind of tools did they use and what objects have we found from their age?4. What kind of entertainment did they have?II．Background1.展示伴有英语配音的背景资料。
⑴背景：使用所给的图片或录像资料。
⑵配音文字：使用从右向左游走字幕的方式。
The StonehengeThis ancient monument of huge stones standing on the vast Salisbury plains in England has captured our imaginations for centuries. It's the most enigmatic pre-historic monument on earth.What makes the structure at Stonehenge unique is the fact that for the first time they're shaping stones on a massive scale.Dating back as far as 2950 B.C., theories about who built Stonehenge have included the druids and the Greeks. Speculation as to its purpose, range from astronomy to a UFOlanding site.Now a ruin with many of the original stones fallen or removed, this site still attracts nearly five thousand tourists everyday.Around the same time as the ancient Egyptians were building the pyramids, the first stones arrived here at Stonehenge. The mystery of this stone is that they are only found in the Brescelly Mountains in south Wales, nearly 150 miles away.It was a huge job to transport these stones from Wales, because originally there were about 80 of them here at Stonehenge weighing up to four tons each. Now, if I got in my car it would take me about 5 hours to drive all the way to Wales. But to those people, it would've been an enormous distance.The stones were brought by boat from the mountains and pulled from the coast by sledge to the site.I think, you need a minimum of about 150 people, simply to move on of these massive forty-ton stones.Getting the stones to the site was an amazing feat, but building Stonehenge was much more complex. It is not just simply one stone piled on top of another, they're joined together, this hole in the section here that's been pounded out using stone hammers, and that originally fitted on top of that protruding knob on top of that stone.After nearly 5,000 years Stonehenge is still standing. We now know how it was built. The question "why" is a bit more problematic. Twenty first century followers of ancient mystical beliefs are sure that Stonehenge has a connection with the summer and winter solstices. "As a druid, as a priest of the land, I feel Stonehenge to be one of the key sacred temples in the world. Stonehenge evokes in us a connection between somedeep ancestral intuitive soul and the power of nature around us."Nature may well know all the answers, but science has yet to prove its theories. It seems Stonehenge isn't ready to reveal all its secrets just yet.巨石阵古老的巨石阵屹立在英格兰索尔兹伯里平原上，数世纪以来，它的丰姿赋予了我们丰富的想象力。
高二英语教案：高二英语下学期Unit20教案
人教版高二Unit 20 ArchaeologyPeriod 1 Let’s listen and speak!Goals◆Learn to talk about archaeological discoveries.◆Learn to express curiosity.◆Review the use of “it”.ProceduresLeading in: by discussion.Hi, boys and girls. We are now living in a highly developed world, with advanced culture and highly developed civilizations. But have you ever thought what are the base of all the culture and civilizations? Oh, yes, they are based on those which were created by our great, great grandfathers lived a long, long time ago. No one exactly knows what they lived on, what were their housing and home decoration conditions, what kind of tools they usually used in their production activities, and what entertainment they had in their spare time. Anyway, we c an imagine! So now, let’s divide into groups of four and, with the help of your imagination, discuss what kinds of food the early man ate, what their housing conditions and home decorations were like, what tools they made and what entertainment they had in their spare time. Then I’ll ask some of you to report the results to the whole class.Task 1: Looking and discussing1) Look at page 73, boys and girls. There are 4 pictures, some questions and a table. Please look at the pictures, read the questions carefully, discuss these questions in groups of four and try to fill in the table with what you’ve discussed. In the end, I’ll ask some of you to make a report to the whole class.2) Look at page 74, boys and girls. Let’s discuss the second question, “Can y ou give examples of important discoveries from these different periods? Where were they unearthed and where can you go and see them?” While discussing, you should make use of your common sense, and if you are interested in archaeology, you are able to give a lot of examples of the important discoveries from these different periods. I will ask some of you to report the results to the whole class.Task 2: Listening, filling and speaking.1. Listen to the tape twice and fill in the blanks on page 74.2. First, the students should try to make a drawing of the tool according to the content of the tape; second, they should write down five of the questions asked by the students; third, they should answer the questions according to what they’ve heard; fourth, th ey should try to guess what else the object could be used for with the help of the drawing on page 74.Task 3: Speaking up.1) Work in pairs to make a dialogue. The purpose is to practice students’ speaking ability. Students A talks about a topic he or she likes, while Student B gives suggestions.Some useful topics for the students:Student A wants to know something about the prehistoric housing of the early man.Student B is interested in the food the prehistoric people had.Student C is eager to know the history of Sanxingdui ruins.Student D enjoys archaeological discoveries very much.Student E wants to have a clear idea of all the ancient archaeological sites both at home and abroad.Students F wants to know the development of agriculture in history.2) Work in pairs or small groups and talk about archaeological findings, such as artifacts, tombs or unearthed towns.Closing up by interviewing an archaeologist.Suppose that a famous archaeologist is giving you a talk about what archaeology is. He tells you that archaeology is the scientific study of peoples in the past, their culture and their relationship with their environment. The purpose of archaeology is to understand how humans in the past interacted with their environment, and to preserve this history for present and future learning. After listening to the talk, you want to ask him some questions about archaeology. These questions should include the contents above.HomeworkAsk the students to write a short passage about archaeology. They may write something about whether they are interested in archaeology, what they think of archaeology, how much they knowabout archaeology, or what they have learned from the text.Unit 20 Period 2 Let’s read!(THE KING OF STONEHENGE)Goals◆Learn to read for a general idea.◆Learn some useful words and expressions.ProceduresLeading in: by storyBoys and girls, now I’d like to tell you a story. In the spring of 2002, people in Britain pl anned to build a school at Amesbury in Wiltshire. While the workers dug the work site, they discovered something unusual, which led to the discovery of the grave of the King of Stonehenge. It is thought that this is a very important discovery in archaeology, because archaeologists discovered the richest Bronze Age burial in Britain. Do you want to know more about the discovery? Good. Now, I’ll give you five minutes for you to read the text and answer my question:Why is the discovery important?Task 1: Reading for the main idea.1. Read the text quickly and answer the following questions.①How many kinds of things were discovered in the grave of the King of Stonehenge?②What is the most important reason to describe the discovery as an important one?2. Read the text carefully and then decide whether the given statements are true or false.①On March. 3, 2002, archaeologists in England found a grave of a man dating back to around 3000 BC.②People got to know where the man was from by testing his bones.③From what were found in the grave people had a clear idea of the dressing of the King of Stonehenge when he was buried.④All the relics found in the grave of the King of Stonehenge were buried with him for his future use in the next life because of the belief that a dead man would come back to life.⑤The discovery of the King of Stonehenge was far from important.⑥The two earrings are not only the oldest gold ever found in England, but also a proof that the ancient British were clever enough to make gold even in around 2,500 BC.⑦Because of his power and his successful organization of the construction of Stonehenge, the man got his title as the King of Stonehenge.⑧In ancient times it was very difficult for the people then to construct the Stonehenge not because the stones were huge and heavy but because they couldn’t use our modern machines. Keys: ①F ②F ③T ④T ⑤F ⑥F ⑦T ⑧FTask 2: Reading and copying.Now it’s time to read the text again and copy down all the useful expressions.Useful expressions from the textdate back to around 2,300 BC, with his face to the north, a bone pin, carry… on one’s breast, gold earrings, be made of…, a second smaller copper knife, a cushion stone, work metal, a variety of reasons, tend to do sth., a member of a powerful class, the construction of Stonehenge, be linked to sth., have a hand in…, pull up, in terms of…, technical development, Stone Age, Iron Age, through trade and cultural links, the skills to make metal, be of high status, in the eyes of…, local peopleTask 3: Discussing and filling blanks.1. Now we are going to discuss the following questions in groups of four:①According to the text, the discovery of the grave of the King of Stonehenge is of great importance. Do you agree? Why or why not?②Archaeology is a scientific branch. Do you agree with this point of view? Why or why not? Can you give some examples to support your idea?2. Fill in the blanks according to the text>Finds ___________ Why important _____________ People’s opini on ___________(A possible key)Finds: clothing, tools, weapons, pottery, spare materials to make new toolsWhy important:1. richest ever found from that era;2. buried near Stonehenge site;3. having a hand in Stonehenge;4. making culture and technique exchange possible.People’s opinion:Thinking highly of what the King of Stonehenge had done.Closing up by interview.Finally we shall hold an interview with the chief archaeologist who was in charge of the excavation then. One of you will act as the archaeologist and others act as journalists, who are interviewing the archaeologist.HomeworkTry to find out some useful information about this part, write a short article on underwater archaeology.Unit 20 Period 3 Let’s study!(Grammar: Review the use of “It”)Goals◆Help the students to grasp some new words and improve the ability of defining words in English.◆Help the students to review the use of “it”.ProceduresLeading in: by listening.Hello, everyone! We learned THE KING OF S TONEHENGE yesterday. Now let’s listen to the tape of the text.(After listening to the text)Now I’ll ask you a question: Are you interested in archaeology? Do you want to be an archaeologist?Task 1: Defining words.1. Turn to page 77 and ask the students to do exercises of word study and fill in the blanks with proper words from the text.2. Explain the meaning and use of the words.3. Ask the students to make sentences with the words.Task 2: Studying Inversion.语法精讲It 的用法1、it 可指天气、温度、时间、距离等等－It is cold today, isn’t it? －Yes, isn’t it? －What’s the temperature? －It’s 26℃.－What’s the date today? －It’s May 1, 2005.－What’s the distance between the two towns? —It’s 10 miles.It’s a fine day. Let’s go fishing, _________________? (全国高考90)A. won’t weB. will youC. can youD. shall we2、用作人称代词，代替前文提到过的事物The dog is not a cold-blooded animal. It doesn’t need to hibernate.3、为了避免重复，it可用来代替前面说过的短语或句子I tried to persuade my father to give up smoking, but found it impossible. (it = to persuade my father to give up smoking)He is a living Lei Feng and is always ready to help others. I know it clearly. (it = He is a living Lei Feng and is always ready to help others)4、代替指示代词this, that What’s this? It’s an album.Whose new bike is that? It’s Mary’s.【注意】it与one，that 的不同：it = the (that, this) + 名词，特指并且代替前面提到的某特定事物He’s bought a new car, so he drives it everywhere to show it off.There is only one piano left in the shop. I wonder if you still want to buy _________?A. itB. oneC. anotherD. anyone = a + 名词，one 指前面提到的同类事物中的不同的另一个0。
高二英语教案：高二英语Unit20 lesson2 教案
高二英语Unit20 lesson2 教案Teaching aims:To learn something about the Artificial IntelligenceTo develop students’ listening abilityTo make students speak about the Artificial IntelligenceTeaching difficult and main points:To improve students’ listening a nd speaking abilityTeaching aid: Multi-mediumTeaching procedures:Step1. Warming upTask1: Get students have a free talk about the following questions, work in pairs.1.What science fiction films have you seen that are about intelligent robots orrobots that look like human?2.How did the robots behave towards humans?3.Which of these things can robots and computers do now?Task 2: talk about the film Artificial IntelligenceTask 3: to watch a short period of the film to arouse the students’ interests and hel p them understand what Artificial Intelligence is.Step2. Listen to learnTaks1: Listen to the interview with Ananova and answer the questionsTask2: Read aloud the following words togetherin other words, is that clear? What I don’t quite understand, t o put it another way, What I mean is, what that means, so does that mean, could you explain how, What I’m trying to say, what I’m getting at, that a programme which, I meantask3: Listen to the interview again. Complete the Function File with these expressions.Step3. SpeakingVoice your opinion: People use a robot to act as guard dog, are you curious? Nowturn to page 103, read information about the robot.Could you add your own information so that the robot dog become more perfect?Explain your robot to your partner using expressions from the Function File. Ask questions about your partner’s robot.Step4. Assignment。
unit 20 grammar and exercises(人教版高二英语下册教案教学设计)
unit 20 grammar and exercises(人教版高二英语下册教案教学设计)【学问点拨】1.人称代词it，是第三人称单数中性，代表前文已提到过的一件事物。
如：1）I love swimming. It keeps me fit. 我喜爱游泳，它能使我保持健康。
当说话者不清晰或无必要知道说话对象的性别时，也可用it来表示。
如：2）It’s a lovely baby. Is it a boy or a girl? 宝宝真可爱，是男孩还是女孩？2.指示代词it，常用以指人。
如：1）Go and see who it is. 去看看是谁。
2）--- Who is making such a noise? -是谁发出这样的吵闹声？--- It must be the children. -肯定是孩子们。
3.it无指代性，常用作没有详细意义的主语，消失于表示天气、气候、温度、时间、地点、距离等意义的句子中。
如：1）It is half past three now. 现在是三点半钟。
2）It is six miles to the nearest hospital from here. 这里离最近的医院也有六英里。
3）It was very cold; it snowed and grew dark. 天气很冷；天下着雪，慢慢地变黑了。
4.先行词it.it充当形式主语或形式宾语，本身无意义，只起一种先行引导的作用，先行词不重读。
后面的真正主语或真正宾语通常是不定式结构、-ing分词结构或名词性从句。
（1）用作形式主语1）It is difficult to translate this article. 翻译这篇文章很难。
2）It is no use going there so early. 这么早去那里没有用。
3）It is strange that he did not come at all. 真惊奇，他竟还没来。
高二英语下册Unit 20,reading说课稿
高二英语下册Unit 20,reading说课稿
高二英语Unit20,reading说课稿
何杰
各位老师,大家好!今天我说课的内容是高二英语下册Unit20,reading部分.该部分主要侧重于阅读能力的培养,教给学生多种灵活多变的阅读方法.引导学生开展任务型阅读,以任务为依托,激发学生参与主体,从篇章中准确,高效地获取知识与信息.
一,教材内容分析(Analysisoftheteachingmaterials)
高二英语新教材的编写依然以单元为单位,但每个单元打破了呆板的块状设计,换之于流畅的线型流程,为课堂教学的灵活组织留下了更大的空间.整个教材体现了CommunicativeCurriculum的指导思想.每个单元以功能为主题,话题为支撑,结构为平台,任务为载体,意义交流为目的,充分体现了语言运用的基本思路,为任务型课堂教学构建了框架,注重提高学生用英语获取信息,处理信息,分析和解决问题的能力,发展学生与人沟通和合作的能力.
本单元的中心话题是考古学,内容涉及石器时代,青铜器时代,汉朝,唐朝等古代的饮食起居,文化娱乐,生产工具等,并重点介绍了英国的巨石阵和中华文明的起源.语言技能和语言知识都是依据科学成就这一中心话题设计的.
读前(Pre-reading)部分提供了三。
高二英语下册Unit 20 Archaeology教案分析
高二英语下册Unit 20 Archaeology教案分析高二Unit 20 Archaeology教案分析Unit 20 ArchaeologyPeriod 2 The KinggeTeaching ATraudents’ reading abil2.Learn and mallowing words and phrases: dlay, arrow, dozen, cuare, tend, tend to, approximately, monulandTalk about archaeological discovTeaching Important PImprove students’ reading abil2.Help students mauuseful words and exabludunderstandg about archaeology.Teaching Difficult PHow to make students maain idea of each pa2.How to heludents mauwords and phraTeaching MethodIndividual work to understand the main ideawhole passage.2.Pair work or group work to get every studake paactivTeaching Aidultimedia 2. BlackboardTeaching ProceduGreetings and Lead-inGwhole class as usualw studures of unearthed objects. And then ask studanswwo questions:1.Do you know what they are?2.Can you tell me wwere buried wgadied?urage studbalk abouu2. ScanningGivudents five minuaxt and find the answqullword and then write dowblackboardw:1.What objects were foundgravgge?2.What materials wgrave?3.Why wgs givg adied?Five minutes laanswReadingRead the text and ask studabout this question: How many reasons adxadiscovery? What are they? THE KING OF STONEHENGEFindg↓The obundgrave↓Why the discovant↙ ↓ ↘reaason 2 rea↓ ↓ ↓and oldles awa al EuBy now we’ve had a general idea abouxt, buant thing for uwis that the objects are useful to findaultural relics about the life, culture andgldwe should continue to studxwhat conclusion we can concludact. Alet’sreadd paragraph on PagRetelling the textGivudents 2uare, and then all the text. ShowugDiscuTurn to Page 77, give studdiscuqugroups andxummaryWe learned the obbg andadiscovery. Buxt alat cultural relics are vant and valuable. Thabecauan supply us some vaation abouuman beingHomewFinish all the exPost-Reading and Word Study on Page。
高二英语教案：英语秘典-高二(下) Unit 20
第20单元(1) ★on (the/an) average: 平均地above/below average: 在平均数上/下★a/the monument to sb/sth: ……的纪念碑/纪念馆/纪念物★in terms of: 就…而言，关于，在…方面，用…的话/措词，根据★in the eyes of: 在……看来，根据……判断★lend/give sb a hand (with……): 帮助★by no means: 决不（在句首，句子要倒装）★be made of…: 由…制成（物理变化。
能看见原材料。
）★be made from…: 由…制成（化学变化。
不能看见原材料。
）★be made into…: 被制成/转化成…★be made in + 地方：什么是某地制造的★be made up of: 由…构成/组成★hesitate at/about/over…:对…犹豫★far into the night: 到深夜★It remains doubtful whether/what……:(2) draw a distinction between … and…: 区分tend to do ……: 趋于,有……的习惯/倾向tend to/towards: 朝……方向link A with/and B: 把A 和B联系起来quantity: 数量-------- quality: 质量。
serve as: 作为，当作dig up: 挖出，掘起have a hand in sth/doing……: 参与，插手on land: 在陆地上on the paper: 在纸上a/the find: 发现物a/the threat to……: 对……的威胁accept one's offer: 接受某人的帮助make an offer (for…): 开价买什么at all costs: 不惜一切代价at the cost of: 以牺牲…为代价far and wide: 到处，各地(3) millimeter --- centimeter --- meter ---- kilometer(4) choose: 在提供的对象中，凭个人判断力进行选择。
高二英语下 Unit 20 Archaeology教案
Unit 20 Archaeology教案教学内容：一、学习目标学习并掌握本单元重点词汇与短语；并通过单元阅读认识古文物对研究古文化的重要性，进一步增强保护文物的意识；在语言知识方面，复习it的用法；在语言运用能力方面，运用本单元知识，提高写作能力。
二、语言点讲解1.…and what did their homes look like?……他们的家看起来像什么样？look like: 其中like是介词(1)像，看来像是…… eg:She looks so much like her mother.她看起来很像她的母亲。
(2)好像要…… eg:Look at that dark cloud. It looks like rain.看看那乌云，好像要下雨了。
2.…what objects have we found from their age?……从他们那个时代，我们已经发现了什么物品？age(1)[C]本处age指的是“时代”（times）eg:the Middle Ages（比较：middle age中年）中世纪the Stone (Bronze, Iron) Ages石器（青铜器，铁器）时代(2)[C]（用an age, ages）意为“长时间”(very long time) eg:It’s been ages since we met.我们好久好久不见面了。
(3)[U]年龄，年纪（length of time a person has lived or a thing has existed）eg: She looks younger than her age.她看起来比实际年龄小。
注：相关短语：at the age of 20在20岁的时候；for one’s age论年龄eg:He looks young for his age.他看起来比实际年龄小。
(4)vt. & vi.（人）衰老，变老；（物）成熟eg:Illness aged her so quickly.疾病使她衰老得很快。
高中英语第二册下 Unit 20
高中英语第二册下 Unit 20【教学内容、目的要求】一、教学内容高中英语第二册下 Unit 20二、教学目的和要求1、掌握以下单词seldom, matter, bathroom, conductor, tourist, musician, hopefully, disabled, platform, slightly, brain, sense, hearing, tongue, nervous, probable, blind, enter, treatment, splendid, painting, clinic, national, flag, fox, declare, deaf, seize, conduct, forward, disability, best-seller, attitude.2、掌握以下词组dream of, come true, even though, as though, in need of, as a matter of fact, prevent…from, end up, at the least, look forward to3、掌握以下句型1) I'm determined to enjoy myself as much as possible even though I can't see anything.2) Not only does he have to type out the answer but also gets the computer to translate it into sounds.3) It is often thought that disabilities are total.4、掌握以下日常交际用语1) It's a beautiful day.2) It's a bit … today, isn't it?3) Hopefully tomorrow will turn out fine.4) So far as I know, tomorrow should be fine, too.5) You said that you hoped …6) I hope so.7) Have a good day.5、语法学习倒装句的用法。
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高二英语下册Unit20 教案
Teaching aims:
●To get some knowledge about the space exploration
●To read for the specific information and summarize the main idea of each
paragraph
●To learn some idiomatic expressions
●To practise using linking words to express reason and purpose
●To write an article for a local magazine
Teaching main points:
To write an article for a local magazine
Teaching aid: Multi-medium
Teaching procedures:
Step1. Warm up
Get students look at the picture and make them know the world and its recourse is limited then ask them what we should do?
Step2. Pre-reading
Task1. Ask students to work in pairs to talk about the following questions: •Do you know when the fist space exploration began?
•Which country launched the first satellite?
•Who was the first man into the space?
•Do you know anything words about the space?
Task2. Study some words about the space
Step3. Reading
Task1. First reading
Students work individually, reading the article and matching the headings with the paragraphs.
Task2. Second reading
Students read the text again and then find sentences in the text that mean the same as
these colloquial sentences
Do the first item with the class first
Students then complete the exercises working in pairs
When check students’ answers, have individuals read out both sentences.
Step4. Exercise
Task1. Get students work individually and match the words with the idiomatic expressions from the text (1-5) in italics.
Task2. Using the following words to complete the sentences.
Step5. Writing
First, important elements in writing
Then several choices
Useful vocabulary
Step6. Homework。