高中英语优秀教案必修二（人教版）全套
内容简介
《新课标学案人教版·高中英语》以英语课程标准为总纲，以人教社英语教材为主线，以学生认知水平为标准，结合了多年教学积累的优秀而独特的教学案，汲取了近几年的全国高考试题以及模拟试题的精华。学案既有条理清晰的知识点总结，经典的例题素材，又有精心挑选的习题；源于教材，又高于教材，从中既能找到课本的影子，又跳出了书本并开阔了学生的视野，使其具有丰富的英语综合能力。学案极具系统性和全面性，是学生学习的方案，教师备课的设计。
总目录
Period 2 Learning about Language
The General Idea of This Period：
This period includes revision of the text、learning about language.From this period the students will learn how to use some of the key words and expressions in the text and do some exercises for consolidation，and learn how to use the Present Perfect Passive V oice.
Teaching Aims：
1.Help the students to learn to use some useful words and expressions.
2.Enable the students to learn how to use the present perfect passive voice.
Teaching Important Point：
The use of the present perfect passive voice.
Teaching Difficult Points：
How to master the usages of some important words and phrases and the Present Perfect Passive Voice.
Teaching Methods：
1.Task-based learning.
2.Cooperative learning.
3.Explanation and practice.
Teaching Aids：
1.A tape recorder.
2.A multimedia.
Teaching Procedures：
Step 1 Revision
T：Boys and girls，in last period we learned something about the history and development of computers.Now who would like to retell the text with the help of these figures?
S1：Let me try.In 1642，a calculating machine was used in France.Then in 1922，the Analytical Machine was made by Charles Babbage.It could follow instructions from cards with holes.In 1936，Alan Turing，the real father of computers，wrote a book to describe how computers could be made to work and built a “universal machine”to solve any mathematical https://www.doczj.com/doc/7b3807460.html,ter，people discovered the computer had “artificial intelligence”.In the 1960s，the computer got his new transistors.Its size was totally changes at that time.And in the early 1960s，the first family of computers were connected to each other.In 1970s，computers have brought into people’s homes.Now computers have been used by billions of people to deal with information and communicate with each other around the world by the Internet.
T：Congratulations!You’ve done very well.Now try to do the same to your partners，OK!
Step 2 Words and Expressions
Task 1
T：Please turn to Page 19 and finish Discovering Useful Words and Expressions.At first，look at Ex.1.From the reading passage，find the words and expressions with the following meanings.Now，ten students will be asked to give the words.Who can?V olunteers!
Check the answers together.
Task 2.
T：Well done.Now please look at Ex 2.and complete the passage with some of the words above.Pay attention to the use and the forms of those words.
The possible answers：
network so that went by totally truly simple-minded Anyway deal with
Task 3
T：Please finish Ex.3.Look at the sentences on Page 20.Tick the right word.Then some of you will be asked to read the sentences one by one.
The possible answers：
1.Life totally changed when I went to university.
2.I was amazed to find that I won the competition to design a new computer.
3.The competition was so exciting that we cheered all evening.
4.I was so excited at the thought of meeting Yang Liwei that I could not sleep.
5.Robots can be bought so cheaply that I gave one to each of my friends.
6.It was so unlucky that you lost your watch at the concert.
Task 4
T：Please turn to Page 56 and let’s finish Using Words and Expressions.First look at Ex.1.Read through the words in the right-hand box https://www.doczj.com/doc/7b3807460.html,e some of them to name each part of a computer in the left-hand box.We have known about computer.But who can give us the exact names?
The possible answers：
1.floppy disc
2.hard disc
3.scanner
4.modem
5.CD-ROM
6.monitor
7.keyboard
8.printer
Task 5
T：Now please look at https://www.doczj.com/doc/7b3807460.html,plete the sentences with some of the words in the right-hand box above.You can use each word only once.First do the exercise individually，and then check your answers with your partners.And last seven students will be asked to report their answers to the class.
The possible answers：
1.A printer is a machine for printing text or pictures onto paper，especially once connected to a computer.
2.A CD-ROM or disk is the main device that a computer uses to store information.
3.A monitor is used to see your data on a computer.
4.A keyboard is used to put data into a computer.
5.A CPU is often used to connect computers to each other through phone lines.
6.Data can also be stored in a floppy disc，which is small and can be carried easily.
7.A hard disc is a disc that contains computer data.It can store a large amount of data.
Step 3 Grammar—The Present Perfect
Passive V oice
T：Boys and girls，now please pay attention to the following sentences in the text：
1.As the years have gone by，I have been made smaller and smaller.
2.Since then，my family and I have been used by billions of people to deal with information and communicate with each other around the world by the Internet.
3.I have truly been built to serve the human race since my birth.
T：What verb tense is used in these sentences?And what verb voice is used in these sentences?
Yes，the present perfect passive voice is used in these sentences.
Can you tell us the structure of the present perfect passive voice?
Quite right.The structure of the present perfect passive voice is “subject＋have/has been done＋object”.The function of present perfect passive voice is indicating verbs’the present perfect and the passive voice.OK，let’s practise the present perfect passive voice.
Task 1
T：Please turn to Page 20.Let’s finish Discovering useful structures.
At first，look at Ex.2.According to examples，change the following sentences into the present perfect passive voice.Put the verbs into the correct form.
Suggested answers：
1.A new personal computer has been bought.
2.Many problems have been found with our new computer.
3.A PC has been built the way we wanted.
4.Our computer has just joined to the Internet.
5.The computer has been used every day since we bought it.
6.A lot of e-mails have been written on the computer in the last year.
Task 2
T：Class，let’s play a game called “What has been decided”.Now，get into groups of four.Your task is to decide what things have been decided for the class.Take turns to make the ideas as interesting and lively as you like.Y ou may finish them according to EXAMPLES on Page 21，（or finish Ex.3 after class.）Then collect the ones you all like best and be prepared to tell them to the class.
Suggested answers：
S1：It has been decided that those who know of the computer will be asked to say something in class.
S2：It has been decided that those who didn’t clean the blackboard will be asked to come into office after school.
Task 3
T：Now，please turn to Page 57.Finish using structures.First，look at Ex.1 and change the following sentences according to the model，and pay attention to the passive voice form.First do the exercise individually，and then check
your answers with your partners.After that we’ll check the answers in class.
Step 4 Homework
T：OK，it’s almost time for a break.Now look at Ex.2 on Page 57.Translate the following sentences into English after class.The words and expressions in brackets may help you.
Step 5 The Design of the Writing on the Blackboard
Unit 3 Computers
Period 2
The Present Perfect Passive V oice
1.As the years have gone by，I have been made smaller and smaller.
2.Since then，my family and I have been used by billions of people to deal with information and communicate with each other around the world by the Internet.
3.I have truly been built to serve the human race since my birth.
Structure：
“subject+have/has been done+object”
Step 6 Record after Teaching
Period 3 Extensive Reading
The General Idea of This Period：
This period includes revision of the text，Reading and speaking on Page 22、Reading task on Page 58.In this period the students will be involved in a speaking activity about designing an android after reading the story of Andy，and learn something about the performances of a sporting robot of the 22nd century，Hua Fei in 78th Olympics and 79th Olympics，so that the students will not only improve their reading and speaking，but also their creative thinking.
Teaching Aims：
1.Help the students to learn about the different ways of designing the robots and give their opinions to the class.
2.Enable the students to discuss to design their own robots.
Talk about the different ways of designing the robots.
Teaching Important and Difficult Points：
How to design their own robots and report their designing to the class.
Teaching Methods：
1.Task-based learning.
2.Cooperative learning.
Teaching Aids：
1.A tape recorder.
2.A multimedia.
Teaching Procedures：
Step 1 Greetings
Step 2 Reading （1）
We’ve learned a lot about computers，but can you imagine that computers could be put into androids or robots.Think of the fun you could have!Now let’s first read the passage about a robot called Andy—what it looks like and what it can do on Page 22，and then we’ll have a designing competition to see who will design the best robots.
The students read the passage for several minutes.
T：A few simple questions for you.What does Andy look like?
What can it do?
S2：Andy looks like a human.It is designed to play football games and can move and think like a human.Andy is really smart.
T：I agree with you.Are you eager to design your smart robots?Now in small groups discuss how to design your own androids，draw a picture of your androids and write down your design.You may refer to the following questions：
1.What would you like it to look like?
2.What are some of the things you would like it to do?
3.Do you want it to be like a man or a woman or neither?
4.How much would it cost?
T：And don’t forget to use the following expressions in your discussion.
I think that
In my opinion...
What is your reason?
I have decided that...
After several minutes.
T：Now，I’ll check your work.One from each group will show your picture of the android you have designed and tell the class your design.And we’ll see which group has designed the best android.Who would like to try first?
S3：Look here.This is the picture of the robot we’ve designed.What does it look like?Yes，it looks like a dog.We all like dogs very much.Every morning it will wake us up so that we will not be late for school.Then it will company us to school and carry our heavy bags.You know how heavy our bags are!In the evening，after a whole day’s hard work，it will play beautiful music to help us relax.Maybe it will cost at least 2000 yuan，but we don’t think it is too expensive to have such a good friend.
S4：Well，we’d like to design our robot in this way.We would like it to look like the famous footballer Beckham who serves as a striker on the football team.It has the most advanced program，so it can move and think like Beckham，and of course can shoot good goals like him.We would like it to enter the next Electronic World Cup，and we are sure that it will win the cup!
T：Your designs are very unusual and smart.I really want to go on appreciating your designs，but time is limited.Will you put up your pictures of the robots you have designed with instructions on the back wall，and then decide which group has designed the best androids after comparison?
Step 3 Reading （2）
Class，let’s come to the Reading Task on Page 58.First read the passage quickly and then fill in the chart of Exercise 1 and keep a record of his performances of the sporting robot of the 22nd century，Hua Fei in 78th Olympics and 79th Olympics.After doing it individually，please check your answers with your partners，and then we will check the answers in class.
T：It’s almost time for a break.Now homework for you today.
https://www.doczj.com/doc/7b3807460.html,pare the designs of the androids of each group and try to decide which one is the best.
2.Suppose you have been lucky enough to be allowed to interview Hua Fei in hospital for your school paper.Work out some questions together with your partner，and then interview each other.
Step 5 The Design of the Writing on the Blackboard
Unit 3 Computers
Period 3
Step 6 Record after Teaching
Period 4 Listening
The General Idea of This Period：
This period includes listening and writing on Page 21；listening on Page 55 and listening task on Page 58.Apparently，the purpose of this period is to train the students’ listening—for information；for comprehension and for language.Meanwhile，the students will be trained to express their own opinions after listening.
Teaching Aims：
1.Help the students to learn about the knowledge of information technology.
2.Enable the students to get the main ideas of the listening materials.
Teaching Important and Difficult Points：
1.How to get the main idea and information in details.
2.Express their own opinions after listening.
Teaching Methods：
1.Task-based learning.
2.Cooperative learning.
Teaching Aids：
1.A tape recorder.
2.A multimedia.
Teaching Procedures：
Step 1 Revision
Check the students’ interviews.
Get the students to work together with their partners to interview each other.
Step 2 Listening and writing （Page 21）
Task 1 Listen to a conversation
T：Class，as we all know，the 21st century is the century of information and technology.Next we will listen to a conversation about different kinds of information technology or IT.And as we know，each kind of information technology has its own advantages and disadvantages.So from this conversation we will listen for the advantages and disadvantages of each one.But before listening let’s first look at the pictures on Page 21 and the form on Page 22 to make sure what you are going to do while listening.OK，let’s begin.
The students listen to the conversation for the first time.
Task 2 Discussion and filling
T：You can see there are a TV，a CD-ROM，a computer，a radio，a DVD and newspaper here.Now try to finish filling in the form with the information you have just got from the conversation.
T：Now，let’s discuss the advantages and disadvantages of each type of IT in small groups and then decide which type of IT is best for you to use，according to the form above and explain the reasons.While discussing，remember to use the following expressions：
I think that...
In my opinion...
I believe that...
I agree because...
I disagree because...
I’ve decided that...
Step 3 Listening （Page 55）
T：Now come to the listening on Page 55.Before you listening，please read the requirements of Ex.1.After that，you will find the three robots from the pictures above on Page 55 and number them.
The possible number：
Picture 1—No.3 Picture 3—No.2 Picture 4—No.1
T：Now please look at these boxes on Page 55 before you listen to the tape again，and try to find out the listening points.Pay more attention to these points and you may make some notes while listening.
Three minutes later.
T：Now try to fill in the boxes with the information from the listening material，and then check your answers with your partners.
Step 4 Listening task （Page 58）
T：Now please turn to Page 58，and finish the listening task.
As we know，computers are used widely and put into androids.Please look at the pictures above.There are two androids in it.One works as a maid.The other works in a car factory.They are friends and they were made at the same time.Now they are talking about their lives and what it feels like to be android.OK，please listen carefully to their problems and fill in the form.I’ll play the tape twice.
After listening.
T：Try to fill in the forms as quickly as you can，and then we will check the answers in class.
T：From what we have just listened，we know that Sally and Brenda have some troubles in their lives.They are treated badly.Now you are going to make a list of the rights that androids should have so that they will be treated better.You can work with your partners and have discussion.
Suggested answers：
1.They should be able to choose the work they do.
2.They should have their own time.
3.They should be able to change their jobs.
4.They should be able to decide their own future.
5.They should be able to taste，smell，feel，etc.
Step 5 Assignment
T：Class，I really appreciate your good performance in this listening class.I can see that your listening has greatly improved since you came to the senior school.Keep on your good work!OK，we have no time left.I’d like to assign you some homework to do.
1.Go over the listening and writing on Page 21 and get ready for the writing.
Step 6 The Design of the Writing on the Blackboard
Unit 3 Computers
Period 4
Step 7 Record after Teaching
Period 5 Writing
The General Idea of This Period：
This period includes speaking and writing on Page 22 and writing on Page 23.The purpose is to encourage the Ss to think and talk creatively about computers and androids，express their own opinions using words and expressions concerning computers and androids，and organize their ideas into a composition.
Teaching Aims：
1.Enable the students to learn how to write a report about their choice.
2.Enable the students to learn the writing way of expressing ideas and giving reasons to support the ideas.
Teaching Important and Difficult Point：
How to make a decision about which kind of computer to buy and explain why.
Teaching Methods：
1.Task-based learning.
2.Cooperative learning.
Teaching Aids：
A projector and multimedia.
Teaching Procedures：
Step 1 Speaking and writing （Page 22）
T：Class，suppose you and your partner have been asked to help choose computers for your school.You have looked at several computers.Talk about the special things each computer has.Make a decision about which kind of computer to buy and explain why.And then you are going to write a report about your choice There is a list of things your computer could have.
A fast PC the monitor is smaller
Improved disc storage used recycled materials
Internet a flat screen
Students talk about the special things each computer can do.
T：So much for the talking.And now you will be given five minutes to write a report about your choice.After that some of you will be asked to present your report to the class.In your writing try to use the present perfect passive in your report.You may begin your report like this：
We looked at many different computers.The one we have chosen is the PEP personal computer.One of the main reasons is that it is suitable for schools.We found out that...
Five minutes later，several students begin to present their reports to the class，and the teacher will show two or three reports using the projector to find out and correct the possible mistakes with the class.
Possible version
We looked at many different computers.The one we have chosen is the PEP personal computer.One of the main reasons is that it is suitable for schools.We found out that it looked not only cute but also advanced.
First，it has a flat screen which makes the computer pretty attractive.But the second and the most important aspect about the PEP is that it has undergone a lot of improvements in many respects.For example，it contains improved disc storage and that means it’s faster PC.It’s suitable to be connected to the Internet.Also the PC has a smaller monitor and is made with used recycled materials which do no harm to the environment.
In a word，we think it is suitable for our school.
T：Thank you for helping choose computers which are suitable for our school，and I’m sure with these computers to be equipped in our school we will improve the teaching conditions and teaching quality of course.
Now，let’s come to the writing on Page 23.
Step 2 Writing（Page 23）
T：Boys and girls，suppose you are an android and work for a family with one child who is very spoiled.The parents want you to do everything for them.The parents are kind，but they often ask you to watch over their child.How do you feel?What would you do if the child asked you to do his/her homework for him/her?Would you tell the child “no”?You may begin like this：
Hello，everyone.My name is______.I’m a 321 model android.I work for the Li family...
Now，you will also be given five minutes to write your opinion and feelings.
Five minutes later，the teacher shows two or three of the passages written by the students using the projector to find out and correct the possible mistakes with the class.
Possible version
Hello，everyone.My name is ______.I’m a 321 model android.I work for the Li family.My job is taking care of their only son.The parents are nice but the boy is spoiled.The family asked me to do everything for them，from shopping to cleaning the floors.But what’s terrible，the child asked me to do his homework!That’s too much!I’m an android，yes，but I’ve got my mind and feelings I can’t do things that are harmful to people against my will!
Step 3 Summary and Homework
T：Boys and girls，in this period，we worked hard and wrote two short compositions.You’ve not only learned to
make your choices or express your ideas but also learned to give your reasons to support your choices or ideas.It’s really a practical writing job for you to do，don’t you think so?Such writing jobs，I’m sure，will help you improve your writing skills.Now homework for you today—go over the whole unit.
Step 4 The Design of the Writing on the Blackboard
Unit 3 Computers
Period 5
A fast PC the monitor is smaller
Improved disc storage used recycled materials
Internet a flat screen
Step 5 Record after Teaching
Period 6 Assessment
The General Idea of This Period：
This period is to help the Ss to elevate their acquisition about
computers androids and IT and their ability of employing the words，expressions，grammar learned in this unit.
Teaching Aims：
1.Elevate efficiently the students’ knowledge about computers，androids and IT.
2.Elevate the Ss ability of using the words and expressions and grammar learned in this unit.
Teaching Important and Difficult Point：
Help the Ss learn to assess whether their knowledge about this topic has increased.
Teaching Methods：
1.Question-and-answer activity.
2.Pair work and group work to make the students work in class.
Teaching Aids：
1.A multimedia.
2.A blackboard.
Teaching Procedures：
Step 1 Greetings
T：Good morning，boys and girls.
Ss：Good morning，Miss.
Step 2 Revision
T：So far we have finished this unit which is about...?
Ss：It’s about the history and development of computers.
S1：I have learned tremendous about the computers，androids and I’ve made up my mind to learn computer science in the future if possible.
T：Terrific.
Step 3 Assessment
T：Today we are going to see how hard you worked and how much more you know about computers.Now work with your partners and finish these questions first.
非测试性评价
1.To what extent are computer and Internet becoming part of your life?
I use the computer and/or Internet to：
—type my homework
—draw pictures
—play games
—communicate with my friends
—gather related information for my lessons.
—buy the things I like，eg：books and clothes.
—listen to music
—watch movies.
2.What else do you think the computer and Internet will help you to do?
_______________________________________________
3.Which part（s）of the computer do you think need（s）more improvement?Why?You can use Exercise 1 in the workbook（P56）as reference for the parts of the computer.
_______________________________________________
4.Look at the flow chart explaining how the computer technology has been developing and complete it with your partners.Then give a brief oral presentation on the development of computer technology with the help of the chart.When you’re preparing it，you can refer to the reading passage on Page 18 of the Student’s Book.Your oral presentation will be less than three minutes.
测试性评价
Ⅰ.单词拼写
1.In c with most educated people，he prefers classical music to jazz.
2.The invention of computer was a ______（技术的）revolution.
3.He is quite clever a boy though he looks s -minded.
4.In the past 20 years，my hometown has t changed.
https://www.doczj.com/doc/7b3807460.html,puters are often used to deal with information and communicate with each other around the world by the
I .
6.There are many ways of ______（通讯）in the modern world，such as telephone，fax，and so on.
7.In the early 1960s，computers were connected by a n ，so that people could share information and talk to each other.
8.He is so clever that he is considered to have high ______（智力）.
9.She was ______（徘徊）up and down the road，not knowing what to and where to go.
10.Could you tell me the advantages and d of being famous?
Possible answers：https://www.doczj.com/doc/7b3807460.html,mon 2.technological 3.simple 4.totally 5.Internet https://www.doczj.com/doc/7b3807460.html,munication https://www.doczj.com/doc/7b3807460.html,work 8.intell-igence 9.wandering 10.disadvantages
Ⅱ.句型转换/完成句子
1.Personally，I think the team who won first place cheated.
______ ______ ______，I think the team who won first place cheated.
2.I’m afraid something urgent has risen；I won’t be able to see you tonight.
I’m afraid something urgent has ______ ______；I won’t be able to see you tonight.
3.As time ______ ______（流逝），my memory seems to get worse.
4.They’ve bought many books which are ______ ______（适合）teenagers.
5.The new type of mobile phone is expensive.______，it’s worth buying it.
6.He was foolish enough to accept her invitation.
He was ______ foolish ______ he accepted her invitation.
7.How are you going to ______ ______（处理）the water pollution of the area?
8.You have to ______ ______ ______（做出决定）whether to accept the job or not.
Possible answers：1.In my opinion https://www.doczj.com/doc/7b3807460.html,e up 3.goes by 4.suitable for 5.Anyway/Anyhow 6.so，that 7.deal with 8.make a choice
Step 4 The Design of the Writing on the Blackboard
Unit 3 Computers
Period 6
In my opinion so...that
come up deal+with
goes by make a choice
suitable...for
Step 5 Record after Teaching
Activities and Research：
Whether or not should the computer be used in teaching?
Suppose your classroom has been equipped with a computer.Your teachers have used a lot the computer in their teaching.Some of your classmates are for using the computer in teaching，but the others are against using the computer in teaching，and you try to work in two sides：
1.Bring this topic to your classmates，and divide the class into two sides，each of which has several small groups.
2.Make a list of the advantages/disadvantages about using the computer in teaching based on the opinions or ideas of those who are for/against using the computer in teaching.
3.Share your list with other groups，put your lists together to make one comprehensive list out of what each groups has come up.
4.You may also want to read and surf the Internet about different views on using the computer in teaching to find more reasons to support your ideas.
5.Then，come to a reasonable decision about whether or not the computer should be used in teaching.
6.Create a debate in class on whether or not the computer should be used in teaching.
7.While debating，you will try to use the following expressions.
I think that... Yes，I think so. I don’t think so. I agree that... I don’t agree. I’m afraid not. In my opinion，In addition，Besides，First...，second...，In a word/In brief
Period 2 Learning about Language
The General Idea of This Period：
This period will consolidate the words and expressions the students learnt in the reading part and deal with the grammar part：the Present Progressive Passive V oice.You will have systematic explanations of it and assign some exercises for the students to complete to consolidate what you learn.
Teaching Aims：
1.Help the students recognize the useful words and expressions learnt in Reading part：
apply for，bite，have an effort on （=affect），quality，as a result，powerless.
2.Master the usage of the Present Progressive Passive V oice.
Teaching Important Points：
1.Present Progressive Passive Voice.
2.The basic usage of the Present Progressive Passive V oice and learn to use them in different situations.
Teaching Difficult Point：
How to help the students to learn the Present Progressive Passive V oice.
Teaching Methods：
Practicing independently and explaining.
Teaching Aid：
A multi-media computer.
Teaching Procedures：
Step 1 Revision
1.Greetings.
2.Try to retell the passage with the help of the following chart.
Step 2 Useful Words and Expressions
T：You are expected to complete the exercises in Learning about language independently.Now let’s check the answers.
（Ask some students to the blackboard to write down their answers，then ask the other students to correct.）The suggested answers：
Ⅰ.1.powerful 2.apply for 3.enemy4.mosquito 5.affect 6.container 7.loss 8.suggest 9.pay attention to 10.die out 11.drug 12.as a result
Ⅱ.paid attention；suggested；die out；loss；apply；As a result；affected
Ⅲ.1.after all 2.endanger 3.affect 4.powerful 5.because 6.because of
Step 3 Useful Structures
T：This part is about the Present progressive Passive V oice：am/is/are being done.
At first，who can find out two more examples?
S1：Daisy is being watched by an excited elephant.
S2：The elephant is being protected by the farmers.
T：Very good.Now let’s check the answers in Exercise 2 on Page 29.
（Ask some students to write the answers on the blackboard first.Then check it.）
Step 4 Exercises on WB
T：In this unit we have learnt some useful words，expressions and structures，now let’s do exercises about them.
Check the answers of Ex.1 on Page 63，Ex.3 on Page 64 and Ex.1 of Using structures.
The suggested answers：
Ex.1：1.help 2.rise 3.protect 4.affect 5.suggest 6.concerned 7.attention 8.wildlife 9.rainforest 10.endanger
Ex.3：World Wildlife，set，international，organization，projects，protecting，endangered，consider，led，save，reserves，sign
Ex.1 of Using structures：
1....is under repair=...is being repaired
2....is under discussion=...is being discussed
3....are under research=...are being researched
4....is under consideration=...is being considered
5....is under development=...is being developed
T：Now let’s do some more exercises of the workbook.Please turn to Page 64，I’ll give you five minutes to translate the sentences and answer the questions of Exercise 2.
（Five minutes later.）
T：Please change your answers with your partner，and try your best to correct the sentences，then practice the questions in pairs.（One asks，the other one answers.）
The possible answers：
S1：What can we do to protect Milu deer from disappearing again?
Partner：We should protect their living conditions and forbid hunters to kill them freely.
S2：Do you think the pandas in China are in danger?
Partner：Of course.They have less and less food to eat，they are being hunted and their living conditions are being destroyed，too.
S3：What are your suggestions about protecting wildlife?
Partner：We should protect their living conditions，forbid hunters to kill them freely，build more natural reserves for them and we shouldn’t disturb them.
S4：Do you know why the dinosaurs suddenly died out about 65000000 years ago?
Partner：I’m not so sure about it.Maybe there were disasters on the earth.
S5：The national wildlife protection parks shouldn’t be open to the tourists.Do you think so?
Partner：Yes.I agree.
Step 5 Homework
T：That’s all for this class，after class I hope you’ll review what we’ve learned.
Step 6 The Design of the Writing on the Blackboard
Unit 4 Wildlife protection
Period 2
1.bite vt./vi.（bit，—bitten）咬；叮；刺痛
2.have an （good/bad/no）effect on...=affect 对……有影响
3.pay attention to “to”is a prep.here.，after “to”we should use nouns or v-ing.
Step 6 Record after Teaching
Period 4 Listening
The General Idea of This Period：
This period aims at training students’ two skills—understanding general idea and getting detailed information by getting familiar with tones and intonation in spoken English and writing an well-organized letter about how to solve a specific problem.Students can improve these skills by listening，writing and finishing the relative exercises.Also in this period students can meet the theme of this unit again.
Teaching Aims：
1.Make sure the students know the usage of tones and intonation in spoken English and grasp the methods of getting the general idea and detailed information.
2.Help the Ss learn how to organize a letter to save the endangered animal dodo.
Teaching Important Points：
1.Make sure the students know the importance of tones in spoken English.
2.Enable the students to organize a letter in the proper and efficient way.
Teaching Difficult Point：
How to write a letter in the correct way.
Teaching Methods：
1.Listening-and-answer activity to make the students know the importance of tones in spoken English.
2.Practice to improve the students’ writing ability.
Teaching Aid：
A tape recorder and a projector.
Teaching Procedures：
Step 1 Revision
T：Good morning，boys and girls!Last class I asked you to prepare the description of dinosaurs and Milu deer and dodos，so now I will ask some of you to have a try.Any volunteers?
S1：Dinosaurs lived on the earth long before humans came into being.There were many different species of them，of which a rare new one was able to run as well as climb.The reasons for their dying out are not sure.Maybe because of a large rock or due to the hot weather.
S2：Dodos lived on the earth long long ago.They lived on an island called Mauritius.They were curious and kind hearted and quite different from most of the animals there.They were birds，but they were large and only had small wings.Their favorite activity was to wander along the beach and wait till the insects were ready to be eaten.
S3：Milu deer used to be common in China.They lived together and lived on grass.But as a result of hunting，they disappeared from China later.Luckily，some were taken to Britain before that.So Chinese government can bring back some.Now there are more and more Milu deer in China.
T：Everyone has done a very good job!
Step 2 Brainstorming about tones in spoken English
（Teacher asks two students to answer two easy questions，then express gratitude using different tones.One is ”Thank you↘”.The other is “Thank you↗.”）
T：Well，just now I said “Thank you”，do you find some differences?
Ss：You use different tones.
T：Good.In the first one，the falling tone shows that I am very grateful.But in the second one，the rising tone means that is what the S should do and I was not really grateful.
T：In spoken English，tones are used to express different feelings.To understand how the speaker is feeling，listen for four main things：
the volume of the language
a rising or falling tone
stress on certain words
pauses in the sentences
Step 3 Listening for general idea
T：OK，now we are going to listen to the story about another animal named dodo.
Please have a look at the picture on P31.What does it look like?
Ss：It looks like a duck.It’s very large.
T：What about its wings?Are they very large too?
Ss：No，its wings are very small.
T：Can it fly high in the sky easily?
S1：I don’t think it can easily fly high in the sky.
T：Do you agree with her?
Ss：Yes.
T：So what might be its problem?
S2：It can only walk on land.And when there is an animal attacking it，it can’t escape.
T：You might be right.Let’s listen and see.As for the first time，you don’t have to understand every word.You can ignore what you don’t understand and concentrate on what you can understand.Now please open your books and turn to Page 30 to go through the Ex.2 and try to predict what might happen to dodo.
（Two minutes later）
T：What happened to dodo?
Ss：It disappeared.
T：Right.
Check the answers to Ex.2 and get some Ss to tell the mistakes in the other choices.
Step 4 Listen for detailed information
Get the Ss to listen to the tape again and fill in the blanks.
Once upon a time I lived on the earth too.I was called “dodo”.My home was an ______ called Mauritius.I was ______ and ______ and quite ______from most of the animals there.I liked to make friends with the other animals and never ______.I have no enemies.
We were birds too，but we were large and only had small ______.My favorite activity was to ______ along the beach and wait till the insects were ready to be eaten.
Get the Ss to discuss the answers in pairs and then check the answers to blanks （Suggested answers：island，curious，kind-hearted，different，quarreled，wings，wander）and Ex.1 （CDBC）.Get them to tell the reasons for their choices.
Step 5 Further Practice
T：After we learn the story about the dodo，we shall again know the importance of protecting our environment.In fact to protect our earth is to protect ourselves.
Next we shall listen to one more story about human beings and their environment.Please turn to P62.Listen for the first time and get the general idea.
（After listening for the first time）
T：What is the main idea of the story，do you think?
S1：It’s about how a farmer improved his empty land and made his farm more beautiful.
T：Good job.
Get the Ss to listen for the second time and try to finish Ex.1 on P62.
（After the Ss’ listening for the second time）
Get them to discuss the answers in groups of four and then check the answers together.
At last listen to the tape for the last time to check the answers.
Listen for the third time and finish Ex.1.
Step 6 Summary and Homework
T：In this class，we have learned the importance of tones in spoken English，how to find out the general idea and the detailed information.After class，you should go on listening to more materials and try all efforts to make your ears sharp.That’s all for this class.Class is over.
Homework：Surf the internet to find more information about the endangered animals in China and think of some ways to protect them.
Step 7 The Design of the Writing on the Blackboard
Unit 4 Wildlife protection
Period 4
Listen for the general idea
Listen for detailed information
tones，intonation，stress etc.
dodo （large body，small wings）
Step 8 Record after Teaching
Period 5 Speaking and Writing
The General Idea of This Period：
This period aims at encouraging the Ss to think and talk creatively about the problems of the endangered animals and figure out some solutions.And help the Ss to organize their ideas into a composition.
Teaching Aims：
1.Get the Ss to learn to express “intention and purpose”and talk about solutions.
2.Help the Ss learn how to organize a letter to save the endangered animal dodo.
Teaching Important Points：
1.Get the Ss to learn to express “intention and purpose”and talk about solutions.
2.Enable the students to organize a letter in the proper and efficient way.
Teaching Difficult Point：
How to write a letter in a correct way.
Teaching Methods：
1.Create some situations for the Ss to talk actively in public.
2.Practice to improve the students’ writing ability.
Teaching Aid：
1.A multimedia computer.
2.A projector.
Teaching Procedures：
Step 1 Revision
1.Revise some information about some endangered animals.
T：Yesterday we learned something about an disappeared animal.What is it?
Ss：Dodo.
S1：It had large body and small wings so it couldn’t fly high in the sky.
S2：It was kind to human beings but it was cheated by human and hunter to disappearance.
T：Very good.
2.Get the Ss to present what they have found about endangered animals.Each group of Ss choose one representative to imitate the endangered animal and describe for the rest of the class to guess the name of the animal，its appearance，habits and the problems they are facing，with pictures shown on the screen.
Step 2 Speaking
T：So you know many species of endangered animals.Do you feel it a pity that so many animals are dying out?
Ss：Of course/Sure.
T：Now imagine that you are with one of the species.You try to help them.How to help them?
Talk in pairs what you might do.Try to use as many useful phrases as possible.
The phrases of Speaking on Page 31 may be useful to you.
After four minutes，get some Ss to present their solutions and at the same time collect their ideas on the Blackboard.
S1：I’m going to do something to help the Tibetan antelopes，for they are endangered.I mean to take them away from people and hide it in a cave on a separate plain.And I will dig holes around to prevent man from attacking and killing them for money again.
S2：I agree with you.I will encourage man to raise other animals and stop hunting dodos.
S3：I think I’d like to ask the government build some nature reserves so as to protect them.
S4：In my opinion，I prefer to ask the government to make some severe regulations to punish whoever do harm to the endangered animals.
S5：I tend to request the government to call on all citizens to love and protect wildlife.
S6：We intend to plant more trees and grow more grass.
S7：We mean to persuade the TV station to broadcast programmes to show the importance of protecting wildlife.
T：Good ideas.In fact we should work hard together and devote every effort to helping them.
Step 3 Writing
：
Ask the Ss to make the first draft independently.Before they write，remind them to begin the letter with their address and the solution and to finish the letter with their best wishes and signature.
When they finish，ask them to share their ideas with their partners and get some advice from him/her.
Then ask them to write a second draft in consideration of their partner’s suggestions，making necessary changes.
At last show some of their drafts on the slide，pointing out the mistakes and appreciating the beautiful sentences.
Sample letter to the Dodo：
Dear Dodo，
I am writing to you because I have heard of your problems.I know man is trying to kill all the dodos and I want to help you.Here are my ideas.
First，I would like to come and attack them for you so that they will leave you alone.I want to build a trap and catch them and put them in a cage.Then they will not feel like killing any dodos again.
Second，I wish I could take you away to another island where you will be happy and peaceful.
I wish I were with you now.Good luck till I come.
Yours sincerely，
Frederick William Ⅰ，the King of Prussia , could never have imagined that his greatest gift to the Russian people would have such an amazing history . This gift was the Amber Room , which was given this name because several tons of amber were used to make it . The amber which was selected had a beautiful yellow-brown colour like honey . The design of the room was in the fancy style popular in those days . It was also a treasure decorated with gold and jewels , which took the country's best artists about ten years to make . In fact , the room was not made to be a gift . It was designed for the palace of Frederick Ⅰ. However, the next King of Prussia , Frederick William Ⅰ,to whom the amber room belonged, decided not to keep it. In 1716 he gave it to Peter the Great. In return , the Czar sent him a troop of his best soldiers. So the Amber Room because part of the Czar's winter palace in St Petersburg.About four metres long, the room served as a small reception hall for important visitors . Later,Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where she spent her summers. She told her artists to add more details to it .In 1770 the room was completed the way she wanted . Almost six hundred candles lit the room ,and its mirrors and pictures shone like gold. Sadly , although the Amber Room was considered one of the wonders of the world , it is now missing . In September 1941, the Nazi army was near St Petersburg . This was a time when the two countries were at war . Before the Nazis could get to the summer palace , the Russians were able to remove some furniture and small art objects from the Amber Room . However , some of the Nazis secretly stole the room itself . In less than two days 100,000 pieces were put inside twenty-seven woooden boxs . There is no doubt that the boxs were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea . After that, what happened to the Amber Room remains a mystery . Recently , the Russians and Germans have built a new Amber Room at the summer palace . By studying old photos of the former Amber Room , they have made the new one look like the old one .In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city . 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 other 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 evidence in a trial. 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 with this opinion but they also cannot prove that they are right. In a trial, a judge must decide which eyewit nesses 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 about whether the eyewitness has given true information, which must be facts rather than opinions. This kind of information is called evidence. Unit 2 AN INTERVIEW Pausanias, who was a Greek writer about 2,000 years ago, has come on a magical journey on March 18th 2007 to find out about the present-day Olympic Games. He is now interviewing Li Yan, a volunteer for the 2008 Olympic Games.
Unit 1 Cultural relics I. 单元教学目标 II. 目标语言
II. 教材分析与教材重组 1. 教材分析 本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。 1.1 Warming up热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。 1.2 Pre-reading是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。 1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。 1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。 1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。 1.6 Using language分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标
Unit 1 Friendship 1. 合计_____________________________________; 3. 不得不；必须______________________________; 5. 遛狗_____________________________________; 7. 记下；放下________________________________; 9. 故意_____________________________________; 11. 在黄昏时刻______________________________; 13. 不再…___________________________________; 15. 从…中恢复过来___________________________; 17. 将…装箱打包_____________________________; 19. 相爱；爱上_______________________________; 21. 参加；加入_______________________________; 23. 松开了__________________________________; 25. 付钱；付款；买单__________________________; 27. 对(某人)重要_____________________________; 29. 笑话；取笑（某人）_________________________; 31. 在日记中________________________________; 33. 对…着迷；迷恋____________________________; 35. 深蓝色的天空____________________________; 37. 太多____________________________________; 39. 在楼上__________________________________; 41. 肮脏的窗帘______________________________; 43. 记日记；写日记___________________________; 45. 绑起来__________________________________; 47. 在公路上________________________________; 49. 说…的闲话；______________________________; 51. 与…交朋友_______________________________; 53. 给…一些建议_____________________________; 55. 过去的事件______________________________; 57. 试一试；尝试一下_________________________; 59. settle____________________________________; 2. 使…镇静下来______________________________; 4. 关心；挂念________________________________; 6. 经历；经受________________________________; 8. 一连串的；一系列的_______________________; 10. 为了____________________________________; 12. 面对面地________________________________; 14. 遭受…___________________________________; 16. 对…厌烦_________________________________; 18. 与…相处；进展____________________________; 20. 对（某人）表示感激________________________; 22. 度假____________________________________; 24. 被车撞了________________________________; 26. 考试作弊________________________________; 28. 最深的感受______________________________; 30. 在二战中________________________________; 32. 在藏身之处______________________________; 34. 与自然有关______________________________; 36. 保持醒着________________________________; 38. 碰巧____________________________________; 40. 下楼____________________________________; 42. 积满灰尘的窗子__________________________; 44. 列一个单，列出___________________________; 46. 没注意到________________________________; 48. 与…有麻烦；有矛盾________________________; 50. 与人交流________________________________; 52. 改变这种状况____________________________; 54. 喜欢与不喜欢的事情______________________; 56. 表达你的感受与想法______________________; 58. concern__________________________________; 60. tip______________________________________;
Practice makes perfect! 高一英语 Book 2Unit 1 Cultural relics 1.survive 幸免；幸存；生还（survival 幸存 , survivor 幸存者） 2.in search of 寻找 (介词短语 ) search for sth 寻找 (动词短语 ) search sb/ sp 搜身 /搜某地 3.to one's amazement 令人惊讶的是(amazed 感到惊讶的 , amazing 令人惊讶的 ) 4.select 精选 ,choose 普通选择 ,elect 选举 5.be designed for sb/sth 计划或打算给某人 /某物用 be designed to do sth 设计目的是做某事 by design=on purpose 有意地 (by chance/ accident 偶然 /意外地 ) 6.fancy 奇特的；异样的；想象/喜欢（ +doing ） 7. decorate sth with sth用...装饰... be decorated with被装饰; 8.belong to 属于不用于被动结构、完成时和进行时态 9.worth 值得的；相当于的价值；值钱的 be +worth +doing ( 主动形式表被动含义) It is really/well/very much worth doing. be worthy of being done= be worthy of to be done It is worthwhile doing/to do 10.doubt 怀疑；疑惑There is no doubt that.... 毫无疑问 .... doubt 作动词时，用在肯定句中通常后面接whether 或 if 引导的名词性从句，在否定或疑 问句中通常后接that 引导的名词性从句 She doubted whether/if the story was true.; Do you doubt that he can do the work well? 11.in return 作为报答；回报（in turn 依次 / 反过来 , in return for sth作为对的回报 12.remain 保存，保留 ,任然 ; remain a mystery任然是个迷; remain at home ; remain to be done 有待于被 ...remain beautiful 13.at war 处于交战状态“ at+n.”处于某种状态 14. think highly/ well / much of看重；器重;对评价高( think poorly / ill / badly of对评价不高） ---被动 : be highly thought of 15 否定词 / 否定介词短语位于句首时,主句用部分倒装( 参见优化P16) Unit 2 The Olympic Games https://www.doczj.com/doc/7b3807460.html,pete with/against sb(for sth) 与某人（为某事物）竞争 compete in参加..比赛/竞争(competitor 竞赛者 ; competition 竞赛 ) 2.take part in sth 参与，参加 (较大型活动 ), take part 不接宾语take an active part in 积极参加( join 参加组织机构并成为其中一员,join in 参加游戏或小型活动, attend 出席会议 ,讲座 ,上课 ,婚礼 ; ) join sb( in doing)加入某人(一起做) 3.stand for( 字母或符合 )代表，象征，表示; stand by 袖手旁观 ; stand out 突出，显眼 https://www.doczj.com/doc/7b3807460.html,ed to do sth 过去常常做 ; be/get used to doing sth 习惯于做; 5.be used to do sth 被用来做某事 6.be admitted to /into 被 ....接受 /录取admit (to)doing sth承认做了某事 7.as well 也，又，还 (句末 ); as well as 和 (谓语形式取决前面名词)，与 ...一样好 8.replace by/with用...替换/取代=take the place of， be in place of ， 9.take one's place 10.in charge of 主管 / 负责 ; in the charge of 被 /由主管 / 负责 charge sb some money for sth 因某事（物）收某人钱 charge sb with (doing) sth控诉某人做某事; free of charge 免费
按住Ctrl键单击鼠标打开配套教学视频名师讲课播放 必修5 Unit 1 JOHH SHOW DEFEATS “KING CHOLERA” John Snow was a famous doctor in London - so expert, indeed, that he attend ed Queen Victoria as her personal physician. But he became inspired when he tho ught about helping ordinary people exposed to cholera. This was the deadly dise ase of its day. Neither its cause nor its cure was understood. So many thousand s of terrified people died every time there was an outbreak. John Snow wanted t o face the challenge and solve this problem. He knew that cholera would never b e controlled until its cause was found. He became interested in two theories that possibly explained how cholera ki lled people. The first suggested that cholera multiplied in the air. A cloud of dangerous gas floated around until it found its victims. The second suggested that people absorbed this disease into their bodies with their meals. From the stomach the disease quickly attacked the body and soon the affected person die d. John Snow suspected that the second theory was correct but he needed eviden ce. So when another outbreak hit London in 1854, he was ready to begin his enqu iry. As the disease spread quickly through poor neighbourhoods, he began to gat her information. In two particular streets, the cholera outbreak was so severe that more than 500 people died in ten days. He was determined to find out why. First he marked on a map the exact places where all the dead people had liv ed. This gave him a valuable clue about the cause of the disease. Many of the d eaths were near the water pump in Broad Street (especially numbers 16, 37, 38 a nd 40). He also noticed that some houses (such as 20 and 21 Broad Street and 8 and 9 Cambridge Street) had had no deaths. He had not foreseen this, so he made further investigations. He discovered that these people worked in the pub at 7 Cambridge Street. They had been given free beer and so had not drunk the water from the pump. It seemed that the water was to blame. Next, John Snow looked into the source of the water for these two streets. He found that it came from the river polluted by the dirty water from London. H e immediately told the astonished people in Broad Street to remove the handle f rom the pump so that it could not be used. Soon afterwards the disease slowed d own. He had shown that cholera was spread by germs and not in a cloud of gas. In another part of London, he found supporting evidence from two other deat hs that were linked to the Broad Street outbreak. A woman, who had moved away f rom Broad Street, liked the water from the pump so much that she had it deliver ed to her house every day. Both she and her daughter died of cholera after drin king the water. With this extra evidence John Snow was able to announce with ce rtainty that polluted water carried the virus.
UNIT 1 Anne’s best friend 你是不是想有一位无话不谈能推心置腹的朋友呢？或者你是不是担 心你的朋友会嘲笑你，会不理解你目前的困境呢？ 安妮弗兰克想要的是第一种类型的朋友，于是她就把日记当成了她 最好的朋友。安妮在第二次世界大战期间住在荷兰的阿姆斯特丹。她一 家人都是犹太人，所以他们不得不躲藏起来，否则他们就会被德国纳粹 抓去。她和她的家人躲藏了二十五个月之后才被发现。在这段时间里， 她唯一的忠实朋友就是她的日记了。她说，“我不愿像大多数人那样在 日记中记流水账。我要把这本日记当作我的朋友，我要把我这个朋友称 作基蒂”。 安妮从1942年七月起就躲藏在那里了，现在来看看他当时 的心情吧。 1944年6月15日，星期四 亲爱的基蒂： 我不知道这是不是因为我长久无法出门的缘故，我变得对一 切与大自然有关的事物都无比狂热。我记得非常清楚，以前，湛 蓝的天空、鸟儿的歌唱、月光和鲜花，从未令我心迷神往过。自 从我来到这里，这一切都变了。 …比方说，有天晚上天气很暖和，我熬到 11点半故意不睡 觉，为的是独自好好看看月亮。但是因为月光太亮了，我不敢打 开窗户。还有一次，就在五个月以前的一个晚上，我碰巧在楼 上，窗户是开着的。我一直等到非关窗不可的时候才下楼去。漆 黑的夜晚，风吹雨打，雷电交加，我全然被这种力量镇住了。这 是我一年半以来第一次目睹夜晚… 不幸的是……我只能透过那满是灰尘的窗帘下那脏兮兮的窗 户看看大自然。只能隔着窗户看那大自然实在没意思，因为大自 然是需要真正体验的东西。 Using Language 亲爱的王小姐： 现在我同班上的同学有些麻烦事。我跟我们班里的一位男同学一直相处的很好。我们常常一起做家庭作业，而且很乐意互相帮助。我们成了真正好朋友。可是，其他同学却在背后议论起来，他们说我和这位男同学在谈恋爱，这使我很生气。我不想中断这段友谊，但是，我又讨厌人家背后说闲话。我该怎么办呢？
Module 1 Our body and Healthy Habits Introduction Look at these words and expressions. Which of them are connected with illness? dentist diet fat fit flu (influenza) get/catch a cold health rare toothache unhealthy wealthy Read the proverbs and try to explain them in English. ?You are what you eat. % ?Healthy mind in a healthy body. % ?Early to bed, early to rise makes a man healthy, wealthy and wise. % ?An apple a day keeps the doctor away. % Vocabulary and Reading 1.Look at these words and answer the questions. anxious; break (as in break an arm); captain; fever; injure; injury; pain; painful; normal; sweets
1. Which word is connected with food? 2. Which words are connected with body? 3. Which word means usual or ordinary? 4. Which word means leader? 5. Which word means worried about something that may happen? Zhou Kai (1) When Zhou Kai's mother saw him heading towards the front door without a jacket on, she eyed him anxiously. "Zhou Kai, where are you going?" she asked. "To the park. I'm going to play football," said Zhou Kai. "But it's raining! You'll catch a bad cold," said his mother. "No, I won't. I'll be fine," said Zhou Kai, as he opened the door. "Zhou Kai, you'll get ill. You know you will. You can at least go and get your jacket." "OK, OK." Zhou Kai went and did as he was told.
新课标高中英语必修二教案合集Unit 1 Cultural relics Part One: Teaching Design （第一部分：教学设计） Period 1: A sample lesson plan for Reading (IN SEARCH OF THE AMBER ROOM) Aims： To read about cultural relics To learn about The Restrictive and Non-Restrictive Attributive Clause I. Warming up Warming up by defining Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know: A.What kind of old things are cultural relics? Are all the old things cultural relics? B.What is the definition and classification of cultural relics? C.To whom do cultural relics belong? Keys for reference: A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past. B. No, not all the old objects are cultural relics. C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions. D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual. Warming up by presenting Hi, everyone. Let’s look at the screen. I’ll present yo u some pictures. They all
按住Ctrl键单击鼠标打开配套教学视频名师讲课播放必修5 Unit 1 JOHH SHOW DEFEATS “KING CHOLERA” John Snow was a famous doctor in London - so expert, indeed, that he attend ed Queen Victoria as her personal physician. But he became inspired when he tho ught about helping ordinary people exposed to cholera. This was the deadly diseas e of its day. Neither its cause nor its cure was understood. So many thousands of terrified people died every time there was an outbreak. John Snow wanted to face the challenge and solve this problem. He knew that cholera would never be contr olled until its cause was found. He became interested in two theories that possibly explained how cholera kille d people. The first suggested that cholera multiplied in the air. A cloud of dangero us gas floated around until it found its victims. The second suggested that people absorbed this disease into their bodies with their meals. From the stomach the dis ease quickly attacked the body and soon the affected person died. John Snow suspected that the second theory was correct but he needed evide nce. So when another outbreak hit London in 1854, he was ready to begin his en quiry. As the disease spread quickly through poor neighbourhoods, he began to gat her information. In two particular streets, the cholera outbreak was so severe that more than 500 people died in ten days. He was determined to find out why. First he marked on a map the exact places where all the dead people had liv ed. This gave him a valuable clue about the cause of the disease. Many of the de aths were near the water pump in Broad Street (especially numbers 16, 37, 38 an d 40). He also noticed that some houses (such as 20 and 21 Broad Street and 8 and 9 Cambridge Street) had had no deaths. He had not foreseen this, so he mad e further investigations. He discovered that these people worked in the pub at 7 C ambridge Street. They had been given free beer and so had not drunk the water f rom the pump. It seemed that the water was to blame. Next, John Snow looked into the source of the water for these two streets. He found that it came from the river polluted by the dirty water from London. He imm ediately told the astonished people in Broad Street to remove the handle from the pump so that it could not be used. Soon afterwards the disease slowed down. He had shown that cholera was spread by germs and not in a cloud of gas. In another part of London, he found supporting evidence from two other deaths that were linked to the Broad Street outbreak. A woman, who had moved away fr om Broad Street, liked the water from the pump so much that she had it delivered to her house every day. Both she and her daughter died of cholera after drinking the water. With this extra evidence John Snow was able to announce with certaint y that polluted water carried the virus. To prevent this from happening again, John Snow suggested that the source o f all the water supplies be examined. The water companies were instructed not to expose people to polluted water any more. Finally "King Cholera" was defeated. COPERNICUS’ REVOLUTIONRRY THEORY