Module 2
九年级Module 2知识点总结
three-day是一个复合形容词，一般作定语。
如：a ten-day holiday= a ten days
holiday
一个为期十天的假期
Ten minutes
walk/ride/drive
= ten minutes’ walk/ride/drive
步行/骑车/开车10分a public holiday, but we only have one day off.
depend on sb. to do sth. 指望某人做某事 29. get together 聚会 30.apart from除......以外(还有), 相当besides。
Apart from the cost, it will take a lot of time. 除了花费外，它还需要许多时间。
somewhere interesting“有趣的地方”，形容词修饰不定代词或不定副词， 如something，anything，nothing，anywhere，somewhere等时，要后 置作定语。
如：I want to go somewhere interesting to relax with my
英思教育
21. get back = come back, go back, return 回来 22. think about 考虑；思考 23.make a plan for 为......制定计划
Let’s make a plan for the party. 24.wake sb. up叫醒某人 get out of bed 起床 25. fall asleep睡着 26. in different ways 以不同的方式 27.count down倒数 28.depend on依靠,依赖 ;取决于
Module 2教案
选修8 Module 2学案The first period WordsTeaching Aims(教学目标):To grasp the new words of this module.Teaching focuses and difficulties(教学重点及难点):Deal with some words.Teaching Aids (教具): A tape recorder.Teaching methods:Asking and answering activity.Teaching content (教学内容):一、词形：1. effect n. 效果；作用（vt 影响affect; adj. 有效的effective）2. motivate v. 激发；激励（motivation n. 动机；adj. 积极性很高的motivated）3. passerby n. 过路人（pl. passersby）4. flee- fled- fled5. seek- sought- sought6. confident adj.有信心的；（confidence n.信心；confidential adj.秘密的；机密的）7. move v.移动（movable adj. 活动的；可移动的）8. suspect vt.怀疑；n.嫌疑犯；（suspicion n. 怀疑）9. inspire v.鼓舞；激发；启示；使产生灵感（inspiration n.灵感；启发；鼓舞）二、新知识：1.work (c.n.) (文学、音乐、艺术)作品；（u.n.）工作e.g. 1) 一件艺术品a work of art2) 你读过她最近的作品吗？Have you read her latest work?→works: (一个作家或作曲家创作的)全部著作、全部乐曲；工厂；工程；工事e.g. 1) the complete works of Shakespeare 莎士比亚全集2）a brick works 一个砖厂3）public works公共工程4）defence works 防御工事2.motivate v.激发；激励motivate sb to do激励sb做sthe.g. 她擅长激励员工努力工作。
外研版高中英语必修二Module2知识详解
必修二Module2Ⅰ. 单词荟萃1. addict n.入迷的人;瘾君子→adj.使人上瘾的，使人入迷的→adj.上瘾的，入迷的→addiction n.瘾，入迷，嗜好2. danger n. 危险→adj.危险的→vt.危及;使遭到危险3. adj.有力的；有功效的→adj没有力量的→power n.力量，权利4. n.联系；关系；关联→→5. →6. adj.违法的,不合法的→7. v.不同意，意见不合→n.不一致，争论→→n.协议;（意见等）一致8. treatment n. 治疗→treat9. →n.影响，作用10. participant n.参与者；参加者→v.参加，参与→participation n.参与，参加11. v.认出，识别；认可→recognition n.认出，识别，承认Ⅱ.短语检测1．与...有关系9．提高（价格等）2．破门而入10．由于...的结果3．与..共享11．设定一个日期4．处于危险中12．制定计划5．对..上瘾13.列出一个...的单子6．处于痛苦中14. 培养新的兴趣7．听取某人的建议15.参加...班/课程的学习8．为了Ⅲ.佳句再现1．Thirteen people die every hour from illness related to smoking tobacco, such as cancer,bronchitis and heart disease.2．It was such a dangerous drug that he nearly died.3．Now I work in a centre for drug addicts, helping others to stop taking drugs.4.In most states in the US, it is against the law to smoke in public buildings.5.I couldn’t agree more.Ⅳ.单元语法1.addict n. 入迷的人，有瘾的人(1)addictive adj. 使人上瘾的；是人着迷的addicted adj. 入迷的，有瘾的addiction n. 瘾，入迷，嗜好(2)be/get addicted to 热衷于；对...上瘾【温馨提示】和addicted搭配的to为介词，后面若加东西要用动名词形式【活学活用】(1)Smokers are likely(2)I took up skiing a couple of years ago and I .我几年前开始练滑雪，发现这项运动挺让人着迷2.likely adj.(probable)很可能的adv. 或许，很可能(1)unlikely adj. 不太可能的(2)be likely/unlikely to do sth. 很可能/不太可能做某事It is likely/unlikely that... 很可能/不太可能...【易混辨析】likely，possible和probable(1)意义上：likely和probable表示的可能性都较大，possible表示的可能性则较小(2)搭配上：sb./sth. be likely to do...It is likely/possible/probable that...It is possible(for sb.) to do sth.【易错警示】likely的主语既可以是物，也可以是人，但不能说It is likely(for sb.) to do;probable和possible的主语必须是形式主语it如：He is likely to take the job.It is likely/probable/possible that he will take the job.It is possible for him to take the job.【活学活用】(1)The war(2)Is it to get tickets for the game?有没有可能弄到比赛的票？3.affect vt.(to produce an effect or change)影响；(to touch or move)感动；[(of disease) to attack; to infect](疾病)侵袭be deeply affected by........ 被...所深深感动【易混辨析】affect,effect 和influence 三个词都含“影响”之意(1)“产生的影响之大足以引起反应”，着重“影响”的动作，有时含有“对...产生不利影响”的意思。
module 2
Module 2 Friendship 预习学案一预习目标:1.预习并掌握以下单词动词及词组：hold, hold the line, feel like, be afraid to do, make friends with, laugh, worry, worry about, pass, touch, matter, believe名词：friendship, classmate, relation, foreigner, gift其他词组：right now, in fact, a couple of, far away, at the moment, by the way, day by day2.预习并初步掌握电话用语。
3.能够从一篇短文或故事中找出五个wh-: who, what, when, where, why。
二预习重点:1.重点词组的用法：feel like与would like区别，afraid的用法。
2.电话用语的特点。
3.通过阅读掌握故事的阅读方式，掌握故事阅读中的五个wh-问题，从而掌握故事的线索。
三预习方法：自主互助讨论法，教师指导法。
四预习提纲：1 自主根据音标拼读单词, 注意词性及读音，小组内部讨论互相正音。
2 教师播放录音，纠正个别单词发音，小组合作互相督促记住单词。
3自主完成下列问题默写单词：是否_____ 个人的_____ 亲戚_____ 外国人_____ 通常的_____ 友谊_____/`w∧ri/_____ /la:f/_____/`weδə/_____/bI`li:v/_____ /pa:s/_____ /`mætə/_____ /gIft/_____ 默写词组：现在_____ 是否_____ 等一下_____ 事实上_____ 顺便说_____ 害怕做__ 和…交朋友_____ 担心_____ 一天天的_____ 几个，两个_____ 觉得_____ 在那时_____4 自主对比下面两组句子，注意feel like与afraid的用法。
Module 2教案
许昌实验小学英语（学科）教学案设计Module 2 Unit1 撰写人：李欣课题He likes this T-shirt.教材分析Smart一家人到商店里购物，爸爸和妈妈分别为Sam和Amy挑选了各自喜爱的T恤衫和连衣裙，Sam十分开心，但爸爸为Amy挑选的裙子太小了。
教学目标(A) Mast the new words:T-shirt, dress, small, mum ,dad, too.(B) Mast the new sentences:Sam likes T-shirts. He likes this T-shirt. Amy likes dresses. She likes this dress.教学重点熟练掌握以下单词：T-shirt, dress, small, mum ,dad, too.能听懂，会说，会读以下句子：Sam likes T-shirts. He likes this T-shirt. Amy likes dresses.She likes this dress.教学难点Sam likes T-shirts. Amy likes dresses.教学准备（教具）教科书，单词卡片，课文flash课时安排共 2 课时教学过程第1.2 课时教师活动学生活动备注1 Greeting2 Warm-up: 教师热情的和学生打招呼，并用以下问句与学生进行互动：Hello!How are you!Good morning, class!教师说“I like the ABC song ,It’s myfavourite song. And I like football. It’smy favourite sport.接下来教师询问一名学生“Hello,What do you like?”并引导该生和其他学生一起回答“I like toys. I likekites. I like…”学生用英语问候老师，并针对老师的提问进行互动。
初三 Module 2 Unit 2
Module 2 Great booksUnit 2 It’s still read and loved.牛金平课型：读写课一．教学目标1.知识目标：Remember the words and phrases: freedom, clever, run away, dead, pleased, alive, grow up,talk about, southern2.能力目标：掌握一般现在时被动语态的概念和用法。
3.情感目标：通过本课的学习，引导教育学生要多读书，读好书，不断丰富学识和提高自身素质。
二．重点难点1.重点：1)It’s still read and loved by people all over the world today.2)Today it’s thought to be one of the great books in American literature.3)Everyone is surprised to see him but they are also pleased to see him alive.4)The themes of the story are to do with children growing up and becoming more serious .2.难点The uses of the passive voice三教学过程（一）复习检测1.检查词汇预习：让学生齐读本课186页的新单词和短语(from behaviour to state),培养学生的朗读习惯，同时巩固预习效果。
齐读后，小组内成员互相检查单词、短语等的预习情况。
老师每组抽查一人。
2.旧知检测：听写下列句子：（小组内交换检查）1) Confucius’ works are read by many people.2)What’s up?3)We don’t have a school magazine any more.4)He isn’t known as a great thinker like Confucius.（二）情景导入通过课本P12图片，对文章进行大胆预测，猜测故事情节和内容。
外研版初一上册单元测试题(Modules 2)
模块综合检测(二)Module 2(45分钟100分)第Ⅰ卷(共40分)Ⅰ. 听力(10分)(Ⅰ)录音中有五个句子, 听一遍后, 选择最佳答语。
(5分)1. A. Yes, she is. B. No, they are.C. Yes, they are.2. A. Yes, he is. B. He is my uncle.C. She is my aunt.3. A. An apple.B. American.C. A manager.4. A. Yes, he is.B. Yes, she is.C. He is at school.5. A. He is eleven.B. He is Chinese.C. He is from China.(Ⅱ)录音中有一篇短文, 听两遍后, 补全图中所缺信息。
(5分) 6. Tom’s7. Tom’s8. He’s a9. years old10. years oldⅡ. 单项选择(10分)1. I have aunt and she is worker.A. a; anB. an; aC. an; anD. a; a2. Jessica, your sister there?A. this isB. that isC. is thisD. is that3. This is room.A. Mina’s and Rona’sB. Mina and RonaC. Mina and Rona’sD. Mina’s and Rona4. —What are these?—are beautiful flowers.A. TheseB. ThoseC. ThisD. They5. —Why are you standing, Maggie?—I can’t see the blackboard. A tall boy is me.A. behindB. in front ofC. in the front ofD. next to6. Angela is a. She works in a hospital.A. farmerB. teacherC. workerD. nurse7. The Green family from America.A. isB. areC. amD. be8. These are.A. woman; policewomanB. womans; policewomansC. women; policewomanD. women; policewomen9. Bella is from and she is.A. America; AmericanB. American; AmericaC. America; AmericaD. American; American10. —Mr. Green, what’s your job?—. I’m an English teacher in a school.A. I’m fineB. I’m tenC. I’m a teacherD. I’m ChineseⅢ. 完形填空(10分)There are three people in my family, my parents and I.My name is Li Yan. I’m a middle school1. I am thirteen years old. I’m2China, so I can speak3. I can speak a little English, too.My father is a teacher in a4. He can speak Chinese, English5French. He teaches French. He likes6. He can swim and play table tennis.My7is a secretary. 8works in a factory. She9only speak Chinese. She likes music and she can sing and play the10.1. A. teacher B. doctor C. student D. worker2. A. from B. for C. of D. at3. A. Chinese B. FrenchC. EnglishD. China4. A. factory B. hotelC. hospitalD. university5. A. and B. but C. with D. or6. A. food B. sports C. songs D. colours7. A. father B. mother C. brother D. sister8. A. She B. He C. It D. They9. A. is B. can C. do D. does10. A. tennis B. footballC. basketballD. pianoⅣ. 任务型阅读(10分)My name is Anna King. I’m eleven years old. I have one brother. His name is Jason and he’s fourteen. I don’t have any sisters.I live with my brother, mother, father and grandma in a small house in the north(北部)of England. My friends and I read books on Sundays. Do you like sports?I like playing table tennis. I have five pets(宠物)—two cats and three dogs, but my parents don’t like them.根据短文内容, 回答下列问题。
外研一起英语二年级知识点(上册+下册)
外研一起二年级下册Module 1 知识汇总一、词汇weather 天气like 像，如同What’s the weather like? 天气怎么样？sunny 阳光充足的，阳光明媚的windy 有风的，刮风的take 带，拿cap （有帽檐的）帽子sofa 沙发street 街道rain 下雨，雨snow 下雪ski 滑雪二、句子1. What’s the weather like? 天气怎么样？2. It’s hot and sunny. 天气很热很晴朗。
3. Is it hot? 天气热吗？4. Where’s my cap? 我的帽子在哪？5. It’s over there. 在那边。
6. It’s on the sofa. 在沙发上。
7. It’s windy now. 现在有风。
8. It’s summer. 现在是夏天。
9. I like running. 我喜欢跑步。
10. What’s the weather like here in summer? 这里的夏天天气怎么样？11. What do you like doing in summer? 你夏天喜欢做什么？12. I like skiing. 我喜欢滑雪。
三、句型结构1. What’s the weather like +（in + 季节）（+ 地点短语）? 用于询问某个季节（某地）的天气。
eg:—What’s the weather like in winter? 冬天天气怎么样？—It’s snowy and cold. 是下雪天而且很冷。
2. —What do you like doing in + 季节? 询问对方在某个季节喜欢做什么。
—I like + 动词-ing + 其他.eg：—What do you like doing in spring? 春天你喜欢做什么？—I like running. 我喜欢跑步。
Module2Unit2TherearelotsofbeautifullakesinChina(课件
the West Lake
Listen and match Listen and put the words into the correct boxes.
strong beautiful
high long
Watch and chant
The Huangshan Mountain is high. The Changjiang River is long. The West Lake is beautiful. The Great Wall is strong.
Look at the pictures and fill in the blanks using “is/are”.
4. There __a_r_e_ two boats on the lake.
3
5. There __i_s __ a lake in the picture.
6. There __i_s__ a bird in the tree.
外研版（三起）英语六年级上册
Module 2 Unit 2
There are lots of beautiful lakes in China.
Teac中hing aims
1 能够听、说、认读词汇：strong
1. 能够听、说、认读词汇 dancing, Chinatown, sometimes, shop, then.
How long is the Great Wall
It’s more than twenty thousand kilometres long.
This is the Great Wall. It’s more than twenty thousand kilometres long.
必修Ⅱ Module 2
那是音乐声太大以至于我们不能听到自己讲话。
必修Ⅱ Modules 1~3
第 8页
金版教程 · 高三英语（WY）
基础回顾感悟 考点分层细解 对点演练提升 限时规范特训
3. In most states in the USA, ________ ________ ________ ________ ________ ________ ________ in public buildings. 在美国的许多州，在公共建筑里吸烟是违反法律的。 4. ________ ________ ________ ________ you're going to
基础回顾感悟 考点分层细解 对点演练提升 限时规范特训
1. Is it ________ ( 非 法 )when the boss keeps back the
workers' salary with no reasons? 2. The expert found a new ________(医治方法) for cancer. 3. I find it hard to work at home because there are too many________(分心)．
沉溺于„„
迷上；沉溺于„„；热爱„„ 沉迷于„„；对„„上瘾 上瘾的；上了„„的瘾的 瘾；入迷；嗜好
必修Ⅱ Modules 1~3
第15页
金版教程 · 高三英语（WY）
基础回顾感悟 考点分层细解 对点演练提升 限时规范特训
(三)调用所学，实践运用 ________ to drugs，he seldom calls his parents only when he asks them for money.
Module2模块知识必备清单
Module 2 模块学问必备清单
重点词汇
Ms 女士boy 男孩girl 女孩
and 那么; 和too 也what 什么
is(what’s = what is ) 是(是什么) your 你的; 你们的
name 名字please 请afternoon 下午
Mr 先生whoops 哎哟ha ha 哈哈
重点短语
boys and girls 孩子们
重点句型
1 Good afternoon, Mr Li. 下午好, 李先生。
解读: “Good afternoon.〞意为“下午好。
〞用于中午12 点至下午6 点这段时间问候他人, 答复同样是“Good afternoon.〞。
句型结构: Good afternoon, 名字.
2 —What’s your name? 你叫什么名字？
—I’m Sam. 我叫萨姆。
解读: “Your name, please?〞和“What’s your name, please?〞都可以用来询问对方姓名。
前一句是一个简洁句型, 后一句是完整句型。
简洁答复可以只说知名字, 完整答复可以用“I’m + 名字.〞或“My name is + 名字.〞。
同义句: May I know your name? 我可以知道你的名字吗？
句型结构: —What’s your name?
—I’m + 名字./My name is + 名字.。
Module2
in fact! He's got so much energy, this is one class you do not fall asleep in!
他精力充沛，在他的课上你是不会睡觉的!
He's about 28, I think, and is rather good-looking. He talks loudly and fast,
How amusing! 多么有趣啊!
We were amused greatly to hear the story. = We were amused greatly by the story.
我们觉得那个故事非常有趣。
I was amused to see the children dancing. 我被孩子们的舞蹈逗乐了。
You can solve the problem in a similar way.
你可以用同样的方法解决那个问题。
These two plans have some similarities in some way.
这两种计划在某方面有相似点。
Reading and vocabulary阅读和词汇
我猜他大约28岁了,人长得很帅。他讲话声音很大,
and waves his hands about a lot when he gets excited. He's really amusing and
耐心点儿你就会发现他是一个容易相处的人。
She isn't patient of the noise any more. 她再也忍受不了那些噪音了。
Module 2 Unit 2
目录 contents
课文理解
课文理解
一、请认真阅读课本Act. 2短文，完成下列各题。 ( B )1. If Susie passes her exams next year， where will she study? A. She will study at a school near her home. B. She will study at River School. C. She will go to study in another secondary school. D. She will go to study in Tony’s school.
山和徒步。
as climbing and walking
in the country.
目录 contents
课堂导学
课堂导学
1. I’ve been at River School， London， since I was eleven. 从我11岁以来，我就在伦 敦的里弗学校上学。(教材第12页) since此处用作连词，意为“自从……以来”， 引导时间状语从句。since也可作介词，和表示 过去某一时刻的词语连用，一般用于完成时态。
课文理解
二、请根据课本Act. 2短文，完成下列短文填空。 Susie has been at River School since she
was eleven. If she 1. _p_a_s_s_e_s___her exam next year，she will stay there until she is eighteen. River School is a very good 2.s_e_c_o_n_d_a_r_y_ school. Every weekday before class， the
二年级英语Module2(第二模块)内容总结
二年级Module2（第二模块）内容总结一、单词和短语1.形容词和名词little年幼的，幼小的photo照片camera 照相机smile微笑radio收音机newspaper报纸picture图画；照片letter信2.动词以及动词ing形式（动词ing表示：这个动作正在进行，正在发生）draw - drawing绘画，画write - writing 写colour - colouring给...着色read - reading读；阅读play - playing玩do - doing做；干listen - listening听talk-talking说；谈话watch - watching看eat - eating吃sing - singing唱歌；唱walk - walking步行；散步swim - swimming游泳fly-flying 飞3.动词ing形式的短语ing watch ing TV read ing a book swimm ing fly ing a kiteplay ing football listen ing to the radio writ ing a letterplay ing the piano play ing with the train play ing with the cardraw ing a picture colour ing a picture read ing a newspaper（画一幅画）（给画上色）talk ing to you do ing my homework listen ing to musiceat ing sing ing walk ing二、句子（I'm=I am He’s=He is She’s=She is)1.What are you doing? 你正在干什么？I’m watching TV. 我正在看电视。
Module 2 课件教案
Unit 1 Can you tell me where you’re from?
【教学重难点】: 教学重难点】
重点句式：1. Do you know if Sally Maxwell has arrived? 2. I asked your secretary whether she could come or not. 3. Can you tell me where you are from? 4. I’ve heard that you play in your school orchestra. 5. I don’t know who will come? 难点突破： 宾语从句的理解及运用
自主造句：___________________________________. 4. By the way, why don’t you bring all your friends for a visit to Radio Beijing? ① by the way的意思是_____________。② why don’t sb. do sth? 用于提出建 议，你还知道哪些表示提出建议的说法？__________________________ _______________________________________________________________. 5. 小组自我补充 （二）自主完成后，小组合作，交流学习成果，共同释疑。 （三）学生朗读巩固以上重点知识。 六、归纳短语 通过对对话的学习，让学生归纳本课的短语，小组合作,其他小组补充完善。 1. _____________________ 6._______________________ 2. _____________________ 7. ______________________ 3. _____________________ 8. ______________________ 4. _____________________ 9. ______________________ 5. _____________________ 10. _____________________ 疯狂朗读，听写落实，组长交叉监督。对默写错的进行改正，直至巩固。
十四五英语基础模块2
十四五英语基础模块2Here is the English essay with the title "Fourteen Five English Foundation Module 2", with the word count exceeding 1000 words, as per your instructions. I have not included the title in the main body of the text, and there are no extra punctuation marks.The Fourteen Five English Foundation Module 2 is a comprehensive program designed to enhance the English proficiency of individuals who are seeking to improve their language skills. This module focuses on building a strong foundation in various aspects of the English language, including grammar, vocabulary, reading, writing, and communication.One of the key components of this module is the emphasis on grammar. Participants will delve into the intricacies of English grammar, exploring topics such as parts of speech, sentence structure, verb tenses, and subject-verb agreement. Through interactive exercises and real-world examples, learners will develop a deeper understanding of the grammatical rules that govern the English language, enabling them to communicate more effectively and accurately.In addition to grammar, the module also places a strong emphasis on vocabulary development. Participants will be introduced to a wide range of vocabulary related to various topics, such as daily life, work, travel, and current events. They will learn strategies for effectively acquiring new words, including the use of context clues, word roots, and mnemonic devices. By expanding their vocabulary, learners will be able to express themselves more eloquently and confidently in both written and oral communication.The reading component of the module is designed to enhance the learners' comprehension and critical thinking skills. Participants will engage with a diverse range of texts, from academic articles and literary works to news reports and speeches. Through close reading and analysis, they will develop the ability to extract key information, identify main ideas, and draw inferences. This process not only strengthens their reading proficiency but also helps them to become more effective communicators, as they learn to articulate their thoughts and opinions based on the information they have gathered.Writing is another crucial aspect of the Fourteen Five English Foundation Module 2. Learners will be guided through various writing tasks, ranging from personal narratives and persuasive essays to business correspondence and research papers. They will learn the fundamentals of effective writing, such as organization, coherence, and the use of appropriate language and tone. Additionally, they willreceive feedback and guidance from experienced instructors, allowing them to refine their writing skills and develop the confidence to express themselves in a clear and compelling manner.The module also places a strong emphasis on communication skills, both in terms of oral and written expression. Participants will engage in interactive activities, such as role-playing, group discussions, and presentations, to practice their speaking and listening abilities. They will learn techniques for delivering effective speeches, engaging in meaningful conversations, and responding appropriately to different communication situations. By honing these skills, learners will be able to navigate various social and professional settings with ease and confidence.Throughout the module, learners will have the opportunity to apply their knowledge and skills in practical, real-world contexts. This includes the use of case studies, simulations, and project-based learning, which allow participants to integrate their understanding of the English language and apply it to specific scenarios. This approach not only reinforces the concepts covered in the module but also enables learners to develop the critical thinking and problem-solving skills that are essential for success in their personal and professional lives.The Fourteen Five English Foundation Module 2 is designed to beboth comprehensive and flexible, catering to the diverse needs and learning styles of its participants. Whether you are a working professional seeking to enhance your language skills for career advancement, a student preparing for academic pursuits, or an individual looking to improve your overall communication abilities, this module offers a structured and supportive learning environment to help you achieve your goals.Through the successful completion of the Fourteen Five English Foundation Module 2, learners will not only possess a stronger command of the English language but also develop the confidence and adaptability to thrive in an increasingly globalized world. By mastering the skills and strategies covered in this module, participants will be well-equipped to navigate various personal, academic, and professional challenges, and to engage effectively with a diverse range of individuals and communities.In conclusion, the Fourteen Five English Foundation Module 2 is a comprehensive and transformative learning experience that empowers individuals to enhance their English proficiency and become more effective communicators. Whether you are seeking to improve your language skills for personal growth, academic advancement, or professional success, this module offers a robust and well-rounded approach that will equip you with the knowledge and tools necessary to achieve your goals.。
8年级上册英语模块2 课文翻译
陈才英语教育及培训中心2014年广东佛山初中2年级上册课本对应语法精品讲解【外研社八年级英语上册模块1精品讲解】主讲老师：辅导学生：【日期：2014年6月10日】【一】【模块2的第1单元对话讲解/中英文注解】Module2 【My home town 我的家乡】【and 和】【my country我的国家】【我的家乡和我的国家】Unit1 It’s 【taller更高】【than 比】【many other buildings 很多其它的建筑物】【第1单元】【它比很多其它建筑物都要高】Tony: Hey, Daming!【How 怎么样】【was】【your weekend ?你的周末】中文翻译（托尼）：嘿，大明，你的周末怎么样？Daming: Pretty good! 【I】【went to】【Shenzhen. 深圳】中文翻译（大明）：相当好/不错！我去了深圳.Tony: Where’s Shenzhen?中文翻译（托尼）：深圳在哪里啊？Daming: Well, it’s 【on the coast 在海岸上】【near Hongkong 香港附近】. It was 【a small village 一个小乡村】【about thirty years ago大约在30年前】, but todayit’s 【a very big city.一个非常大的城市】中文翻译（大明）：好吧，它靠近香港海岸，大约在30年前它还是一座小乡村，但是今天，它是一座非常大的城市Tony : So it’s 【a newer city 一座更加崭新的城市】【than比】【Hongkong?比香港】中文翻译（托尼）：因此它要比香港更崭新吗？Daming: Yes, it’s 【a very new city. 一座崭新的城市】【In fact,事实上】it 【only仅仅】【b ecame important变得重要】【in the 1980s 是在20世纪80年代】. It’s 【gettingbigger and busier.正变得更大更繁忙】【Some day某天】it will 【become变得】【as busy as Hongkong, 像香港一样繁忙】【I’m sure.我确信】中文翻译（大明）：是的，它是一座非常崭新的城市，事实上，它是在20世纪80年代变得非常重要，它变得更大更繁忙，在将来某一天，它会变得和香港一样繁忙，我确信.Tony: What’s 【the population of Shenzhen? 深圳的人口】中文翻译（托尼）：深圳的人口是多少？Daming: It’s 【over ten million超过100万】, I think. That’s 【larger 更多的】【than比】【the population of manyother cities 很多其它城市的人口】【in China 在中国】. Itsstreets are 【much wider and cleaner too宽的多也干净得多】. I think it’s 【a beautiful city.一座美丽城市.】中文翻译（大明）：它的人口在1000多万，我认为，那个人口数量要比中国很多其它城市的人口都要多，它的街道也宽了很多，也干净了很多，我认为它是一座美丽城市.Tony:【I’d like to 我想】【go there 去那里】【one day.一天】中文翻译（托尼）：我想在某一天也去那里.Daming: 【Remember to记得去】【visit参观】【the Diwang Tower帝王搭/帝王大厦】. It’s 【taller更高】【than比】【many other buildings很多其它的建筑物】【inShenzhen.在深圳】中文翻译（大明）：记住参观帝王大厦/帝王塔，它比深圳很多其它建筑物都要高.【二】【模块2的第2单元对话讲解/中英文注解】Unit 2 【Cambridge 剑桥】【is 是】【a beautiful city 一座美丽的城市】【in the east of England.在英格兰的东部】【第2单元剑桥大学是英格兰东部的一座美丽城市】【Cambridge剑桥】,【London 伦敦】【and和】【England 英格兰】【剑桥，伦敦和英格兰】【托尼史密斯】BY Tony Smith【I我】【come from来自】【Cambridge剑桥】, 【a beautiful city in the east of England 英格兰西部的一座美丽的城市】. 【It 它】【is是】【on the River Cam卡姆河上】【and 并，而且】【has a population 有一个人口】【of about 120,000 大约12万的】. 【My home town 我的家乡】【is】【especially特别地】【famous for 因…而著名】【its university 它的大学】. 【Many famous people 很多著名人】【studied 学习】【here 这里】, 【such as 例如】【Isaac Newton and Charles Darwin. 艾萨克·牛顿和查理士达尔文】【There are 有】【lots of old buildings and churches 很多旧式建筑物和教堂】【to visit 可参观的】. 【Students and tourists 学生们和游客们】【enjoy喜欢】【trips旅行】【along the river 沿着这条河流】【by boat.乘船】中文翻译：我来自于剑桥，位于英格兰东方的一座美丽城市。
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Module 2 No DrugsI. 教学内容分析本模块以No Drugs 为话题，通过本模块的学习使学生对drugs 和smoking 有所了解，并通过对这两个问题的深入探讨使学生认识到drugs 和smoking 对身体健康的害处，对社会的危害，以及由此引发的社会问题。
使学生树立远离香烟和毒品的意识，养成良好的生活习惯，关爱社会,关心他人，并通过所学知识运用恰当的方式来规劝他人远离香烟和毒品。
Introduction通过对有关吸烟数据的判断，让学生初步认识吸烟的危害。
学习有关香烟、吸毒和其危害性的词汇，最后通过对三个问题的讨论对其进一步理解和巩固。
Reading and Vocabulary 学习另外一些毒品的名称及相关的词汇，通过学习一篇外国年轻人吸毒、戒毒的文章和另外一篇关于毒品危害性的文章掌握这些相关词汇；并通过完成相关的阅读练习来培养学生的阅读能力，让学生深刻体会到毒品对人心身的危害。
Grammar (1)学习动词不定式作目的状语，并弄清in order to 和so as to 的用法。
Function学习so, as a result of和as a result表示结果的用法，并通过练习来巩固所学内容。
Listening and Vocabulary通过回答问题的形式了解和学习有关犯罪的词汇，然后采用回答和完成句子的形式来对听力内容进行检测，培养学生的听力能力。
Grammar (2)由练习来引出引导结果状语从句的词，并弄清so…that 和such…that 的区别，然后通过练习来巩固其用法。
Pronunciation通过听力活动来学会在日常交际中如何表达个人情感态度。
Speaking通过回答问题的形式来讨论吸烟带来的危害。
Writing根据外国学生有关戒烟话题的e-mail选择合适的题目，并对其内容做出讨论，在讨论的基础上写一封内容相关的回信。
Everyday English学习同意或否定的表达法，并通过模拟真实语境来练习运用。
Culture Corner通过介绍美国一些组织如何给吸烟者提供帮助，来对问题进行讨论，从而认识到吸烟的危害，使自己成为一个有坚强意志的人。
Task以小组活动的形式让学生就吸烟危害性问题进行讨论。
最后在讨论的基础上提交一份调查报告。
Module File对整个模块的学习内容进行小结，巩固本模块的知识。
II. 教学重点和难点１. 教学重点(1) 本单元的生词和短语。
(2) 弄清楚动词不定式作目的状语的用法，学习结果状语从句。
(3) 谈论有关吸烟和吸毒危害的话题。
２. 教学难点(1) 学会谈论吸烟和吸毒危害问题。
(2) 了解一些有关身体健康的信息。
(3) 学写email。
III. 教学计划本单元分为5个课时第一课时：Introduction, Speaking, Culture Corner第二课时：Reading and V ocabulary第三课时：Grammar (1), Function and Grammar (2)第四课时：Listening and V ocabulary, Pronunciation, Everyday English第五课时：Writing, Task and Module fileIV. 教学步骤Period 1 Introduction, Speaking, Culture CornerTeaching goals:1.To enable Ss to discuss the dangers of smoking.2.To help Ss learn how to talk about the dangers of smoking.3.To let Ss realize smoking is harmful to their health.Teaching procedures:Step 1. IntroductionPurpose: To activate Ss and arouse them to talk about smoking.1. Leading-inShow the pictures about the smoking or cigar. Ask Ss to talk about it, and let them realize the harm of smoking.2.Pair WorkAsk Ss to go through some facts about smoking in Activity 1 on P11, and then discuss with their partners which answers are right.Suggested Answers:(1) 21 million (2) 10 (3) 121,000 (4) every hour (5) 200，2,0003. Individual WorkAsk Ss to choose some of the words in the box in Activity 2 on 11 to fill in the blanks. Suggested Answers:(1) death (2) die (3) cigarette, tobacco (4) bronchitis, cancer, heart disease (5) injured4. Group WorkAsk Ss to make sentences with the new words in the box in Activity 2.For your reference:People who often take cigarette or tobacco will easily have diseases such as canner or bronchitis.Step 2. SpeakingPurpose: To enable Ss to discuss the dangers of smoking.Discuss the following questions:Q1.Why do people smoke cigarettes?Q2.Where do people smoke? Where can’t they smoke?Q3. Is there any anti-smoking advertising in China?Suggested Answers:Various answers are acceptable.Step 3. Culture CornerPurpose: To let Ss realize smoking is harmful to their health.1. SkimmingAsk Ss to go through the passage quickly, then try to find out what are the four Ds and what are the ideas to help people stop smoking?Suggested answer:2. DiscussionAsk Ss to discuss the questions on P19.Suggested answer:Various answers are acceptable.Step 4. Homework1.Ask Ss to write a list of the dangers of smoking. (About 7 to 10 sentences)2.Preview the Reading and V ocabulary on P12.Period 2 Reading and VocabularyTeaching goals:1. To get Ss to master the reading skills of scanning and skimming;2. To enable Ss to talk about the harm of drugs;3. To help Ss to learn how to express their feelings and opinions;4. To let Ss gain more information about the harm of drugs.Teaching procedures:Step 1. Leading-inPurpose: To activate Ss and arouse them to talk about smoking.Ask Ss to discuss these following questions with their partners.(1)Has anyone been to your school to talk about the dangers of smoking?(2)Are your friends and family mainly smokers or non-smokers?(3)What is the public attitude to smoking in the place where you live?(4)Do you think you will be a smoker when you leave school and start work? Suggested Answers:Various answers are acceptable.Step 2. Pre-readingPurpose: To enable Ss to know the new vocabulary of the passage.1. (Individual Work) Ask Ss to put the following words in the box in the right place.smoking:_______________________________________drugs:_________________________________________crime: _________________________________________Suggested Answers:smoking: (4), (6) , (8)drugs: (1), (2)crime: (3), (5), (7), (9)2. (Pair Work) Ask Ss to guess the meanings of the words in the box, and then use the proper words to fill in the blanks.He is a drug addict. Using cocaine increases his ___________, and his _________is increasing too. As a result he sometimes has________. So you can see cocaine isa_______ drug.Suggested Answers:(2), (3), (1), (4)Step 3. While-readingPurpose: ●To enable Ss to master the reading skills.●To enable Ss to talk about the harm of drugs.1. SkimmingAsk Ss to Read the opening paragraphs of two different articles and decide what the topic of each article is. Choose the topic from the list in Activity 2 on P12. Suggested Answers:Article 1:A Drug Addict and His StoryArticle 2: The Dangers of Using Cocaine2. ScanningAsk Ss to read the passage again, and then decide if these sentences are true (T) or false (F).(1)Cocaine can be smoked and also injected.(2) People who inject cocaine are in more danger if they share needles.(3)caine makes your heart go more slowly.(4)Smoking crack cocaine can change people’s behavior.(5)Crack cocaine is as powerfully addictive as cannabis.(6)Drug addicts will feel terribly painful without drugs.(7)All cocaine users have heart attacks.(8)Adam followed what the doctor said.(9) Now Adam works in a drug treatment centre.Suggested Answers:(1) T (2) T (3) F (4) T (5) F (6) T (7) F (8) T (9) T3. Pair workAsk Ss to complete the questions and answer about Adam Rouse in Activity 6 on P13.Suggested Answers:(1) How old, 15 (years old)(2) did he use, (He used) cannabis(3) did he buy, (He bought it from) a man in the street/ a drug dealer(4) offered / sold him, (It was) crack cocaine(5) He broke into a house and stole things(6) to the police station.(7) Yes, he did(8) does Adam, (He works) in a centre for drug addictsStep 4. Post -readingPurpose: To let Ss know the structure of the passage.1. (Pair Work) Ask Ss to fill in the form.Suggested Answers:(1) The Dangers of Using Cocaine. (2) Cocaine is a powerfully addictive drug.(3) Inject cocaine or smoke it.Increases heart rate and blood pressure; Have heart attacks; Have Anti-social behavior.Step 5. Language PointsPurpose: To train Ss’ language capacity.Listen to the tape and follow it in a low voice. Then Ss are divided into four groups. Ask them to discuss the important and difficult language points.1. used to do sth “过去经常干某事”, 其否定式为didn’t use to do sth，或者usedn’t to do sth。