2023優(yōu)質(zhì)高二英語教案
英語教案怎么寫?寫教學(xué)目標。教學(xué)目標要符合大綱對教材的要求。由于教學(xué)目標要在課堂上展示給學(xué)生，讓學(xué)生明確，所以寫素質(zhì)教育目標時，要力求簡明扼要，淺顯易懂，今天小編在這給大家整理了高二英語教案大全，接下來隨著小編一起來看看吧!
高二英語教案(一)
Body language
課型設(shè)計與課時分配
1st period warming up(6.3-6.4)
2nd period Reading (I)(6.5)
3rd period Reading(II)(6.9)
4th period Language Study(6.10-6.11)
5th period Listening(6.12)
6th period Writing(6.13)
Ⅳ. 分課時教案
The First Period warming up
Teaching goals 教學(xué)目標
1. Target Language目標語言
a. 重點詞匯和短語
misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish
b. 重點句型或交際用語
Act out the following meanings, please.
Please guess what I mean.
Please show the actions, using body language.
Now it is your turn to show the action / gesture.
Please use either spoken words or body language to express your ideas.
Please use both spoken words and body language to express your ideas.
2. Ability goals能力目標
a. Enable the students to understand what a certain gesture of the body language means in a given situation.
b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.
c. Enable the students to express with the target language the meanings given in body language.
3. Learning ability goals 學(xué)能目標
a. Help the students learn how to express themselves in body language when needed.
b. Help the students understand others when body language is being used.
Teaching important points教學(xué)重點
a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.
b. Teach the students how to use body language in the most appropriate occasions.
Teaching difficult points 教學(xué)難點
a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.
b. Let the students know that there is both positive body language and negative body language.
a. Individual work, pair work and group work.
b. Acting out by imitation, mime or with gestures and body movement.
Teaching aids教具準備
A computer, a projector and some pictures.
Teaching procedures & ways教學(xué)過程與方式
Step I Lead-in
The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005.
Ss: Yes, Thousands of Hands Kwan-yin.
T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua(邰麗華). She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.
Step II Introduction
T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.
Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ...
Shake your head / arm / hand ...
Wave your arm / hand ...
Open your eyes / arms /mouth ...
Close your eyes / mouth ...
Twist your wrist / waist.
Cross your arms / fingers.
Nod your head. Bow your head.
Make a face to each other.
Bend / cry / shout / scream / smile / laugh ...
T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still. Clear? Ready? Now let’s start.
3 or 5 minutes for the game.
T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:
Gesture Action Meaning
A handshake You are welcome.
A clap of hand Come on; be cheerful.
A V-shape of the fore-finger and middle finger May you succeed!
Or congratulations on your success!
A half-closed hand with thumb down I am not in favor of your idea or I’ll have to refuse you.
A wrinkling of the brow in thought or displeasure or a scowl She is worried.
Tears coming out of his eyes. He is very sad.
All smiles on her face She is very happy.
Waving their hands They are waving goodbye to people around.
A hand stretched out forward with strength He is stopping a tank.
People jump with their both hands stretched open in the air. They are cheering for the victory.
T: What are the actions of the above gestures? What do they mean?
S4: The first gesture is a handshake, which means “You’re welcome”.
S5: The second is a handclap, which means “Come on” or “Be cheerful” or something like that.
S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed.
S7: The fourth is a half-closed hand with the thumb down. It means the one who gives this gesture is against the other’s idea or simply refuses the request.
S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy.
S9: The sixth is a man shedding tears. Tears were running down his cheeks. He is very sad for losing his relatives or sad for his failure.
S10: The seventh is a smiling face. It is easy to see that she is very happy.
S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off.
S12: The ninth is a hand stretched out forward with great strength. The boy is trying to stop a tank from entering into his homeland.
S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for their victory.
T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.
Step Ⅲ Practice
T: Look at Page 25.
What are these people communicating?
Step Ⅳ Time for Fun
T: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Clear?
Ss: Yes. That’s funny!
T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.
Ss: All right.
S1: What are you likely to do if it rains?
(Actions) S2: reads a book;
S3: puts on a raincoat;
S4: cleans the house.
S1: Ok. I think S3 seems the most likely, so it is his turn.
S3: What are you likely to do if the river floods?
(Actions) S1: runs away as fast as he can;
S2: helps the younger or elder to escape as soon as possible; S4: climbs on to a tree.
S3: Ok. I think S2 seems the most likely, so it is her turn.
S2: What are you likely to do if the house catches fire?
(Actions) S1: fetches some water;
S3: tries to put it out with blooms;
S4: runs away as quickly as he can.
S2: Ok. I think S4 seems the most likely, so it is his turn.
S4: What are you likely to do if you meet with a fierce dog?
(Actions) S1: remains where he is and bends down, looking at the dog;
S3: tries to scare it away with small stones;
S4: runs away as quickly as possible.
S2: Ok. I think S1 seems the most likely, so we all have done a good job.
T: Yes. I couldn’t agree with you. Now, one more group.
Step V Role Play (Speaking task on P67)
T: Now, there’s still a little time left. Let’s come to Speaking Task on Page 67.
Homework
1. Team work: Discuss the importance of body language.
2. Go over the Reading:
1) Communication: No Problem?
2) Showing our feeling.
T: I think you must have known something about these pictures. Yes, they are from a program of CCTV, the Evening Party Celebrating the Spring Festival of 2005, the coming Lunar New Year of the Rooster. I think that was the best program. Do you remember the name of this program?
The second period Reading
The Second Period Reading (I)
Teaching goals 教學(xué)目標
1. Target language目標語言
a. 詞匯和短語
major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedy
b. 重點句子
Yesterday, another student and I , representing our university’s student association, went to the Capital International Airport to meet this year’ international students.
…I saw several young people enter the waiting area looking around curiously.
She stepped back appearing surprised and put up her hands, as if in defence.
2. Ability goals能力目標
a. Enable the students to realize the importance of body language.
What is the purpose of language?
What is the purpose of body language?
How can you tell if someone is sad even if they do not speak?
How can you communicate a feeling to someone who does not speak your language?
b. Enable the students to understand the text.
Where are the visitors from?
How do Mr. Garcia from Columbia and Julia Smith from Britain response when they are introduced to each other?
What do Mr. Cook and the Japanese visitor do as they are introduced?
How can people express themselves besides their spoken language?
Do all cultures greet each other the same way?
Do English people and other Europeans act the same when they first meet?
Is a handshake very common in Japan?
Is a kiss often used in France when people meet?
Why are there different kinds of body language?
c. Enable the students to retell the text in their own words.
3. Learning ability goals 學(xué)能目標
Help the students learn how to explain the common idea—“different cultures, different body languages” with the target language in this unit.
Teaching important points 教學(xué)重點
How does body language differ among people from different cultures?
Teaching difficult points 教學(xué)難點
The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook.
Teaching methods 教學(xué)方法
Skimming method, task-based method, role-play method.
Teaching aids 教具準備
A recorder, a projector and a computer.
Teaching procedures & ways教學(xué)過程與方式
StepⅠ Revision
Free talk about the topic: the Importance of Body Language. While the student on duty gives the presentation, the teacher can simultaneously approve his or her performance by using the body language learned or familiar to the students such as nodding the head, stretching out the hand with thumb up, shrugging the shoulders, etc.
Step Ⅱ Pre-reading
T: Our text is about a special means of communication—Body Language. Now please look at the screen. And discuss these questions with your partner first. And then some of you will be asked to report your work. Are you clear?
Ss: Yes, sir/madam.
1. What is the purpose of language?
2. How can you tell if someone is sad even if they do not speak?
3. What would you do if you need the other’s help urgently while you two speak different languages?
4. Give an example of how you can communicate a feeling to someone who does not speak your language.
After a few minutes.
T: Now who’d like to answer the first question? Volunteer! S1: Let me try. The purpose of language, of course, is to be used as a tool of communication. That is, to exchange with others ideas, feelings, information, and so on.
T: Perfect! Body language is used anytime and anywhere to convey people’s ideas, feelings, information, and so on and so forth. Next question?
S2: Even if they don’t speak, I can tell if they are sad by
looking at their facial expressions. I’m a good mind-reader. (Smiling)
S3: Yes, that is quite easy. Just by watching their frowned brows, their long faces, we know that they are unhappy.
T: Very good. We have got two “mind readers” in our class; I’m sure there are more than two! Now who’d like to give the answer to the third question?
S4: Let me try, Sir / Madam. I’ll try to use body language to tell the other what I need urgently. I’ll do it by miming, by any proper posture, or gestures, even by drawing pictures.
T: You are smart! Now who’d like to do the last one. It is more challenging, right?
S5: I’d like to have a try, sir. Last summer I went on a study tour in the States. When I was on the way to
Los Angeles on the flight of the United Airlines, we stopped at Tokyo / Narita Airport in Japan for 3 hours. So I went into the shop at the airport, for I wanted to buy a digital camera. Of course I knew no Japanese, so I spoke to her in Chinese first and then in English. It seemed that she was at a loss when I spoke to her. Then I decided to try it in body language. I just pointed to the camera that I like most-Sony Cyber-shot DSC-P100. The salesgirl spoke to me in Japanese this time but I couldn’t understand a word of it. So I shook my head and kept pointing at the camera. Finally I reached her understanding and she took out the camera I wanted to buy. I examined it for a little while and asked her the price of it by drawing a big “?” in the air with my forefinger. She took out her calculator and put in the price. The price was reasonable and I decided to take it. I paid for it and the salesgirl bowed to me again and again.
T: Wonderful! Thank you for telling us so interesting a true story and giving us so good an example of body language.
Step Ⅲ While-reading
1. Scanning
While reading, please try to divide the whole passage into several parts and find out the main idea.
Part 1 Para 1
You are sent to Capital International Airport to meet this year’s international students.
Part 2 (para. 2 and 3 )
Examples of learned or cultural “body language”.
Part 3. (para. 4 )
Different peoples have different body languages.
Part 4. (para. 5)
Summary of body language.
Read the text carefully, then decide if the following statements are true (T) or false (F).
? Englishmen often stand close to others or touch strangers as soon as they meet.
? Most people around the world now greet each other by kissing .
? Japanese will bow to others as greeting.
? People from Jordan will move very close to you as you introduce yourself to them.
? Some body languages in some countries are good while some countries’ body language are bad.
Step IV Post reading
1. Is the author of this passage male or female? How do you know ?
The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author.
2.What were the two mistakes that the author noticed?
He noticed that the Colombian man kissed the British woman, but in her culture, a kiss from a stranger is not acceptable. He also noticed that the Japanese man bowed just as the Canadian man started to shake hands, so one man’s nose touched the other man’s hand.
3. Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance ?
The British woman, Julia, and probably the Canadian man, George, seemed to prefer to keep more physical distance from others. The Colombian man, Tony, and the Jordanian man, Ahmed, seemed to prefer closer physical distance .
4. Did any students have similar greeting customs? If so, which ones?
Yes. Tony from Colombia and Darlene from France had a similar greeting custom-a kiss. George from Canada and Ahmed from Jordan also had a similar greeting custom-a handshake, but Ahmed shakes hands only with men.
5. “ When in Rome, do as the Romans do.” What do you think this famous saying means?
This saying means that when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs.
6. Do you agree with the author’s statement that body language is not good or bad? Why or why not?
Students will give their own answers.
Step Ⅴ Homework
1. Get ready to retell the text in your own words.
高二英語教案(二)
A taste of English humour
Period 1 Reading
The General Idea of This Period
This period includes Warming up,Reading and Comprehending of Unit 3.To elicit the topic of humour,the teacher can get the students to talk about their teachers by asking what kind of teachers they like most.After the students know what they will learn in this unit,the teacher can get them to think what humour is,and then the teacher can show them some video clips,some verbal jokes,funny stories and some pictures for them to appreciate and have them tell the types of English humour,the typical representatives of each kind and if there are Chinese equivalents to types of English humour listed.
To understand this reading passage better,the students are required to scan the passage first and try to decide how many parts the reading passage can be divided into and then get the general idea of each part.After that they will read the passage carefully again to find some specific information for the questions.If time is limited,the comprehending part can be given to the students as their homework.
Teaching Important & Difficult Points
Learn what nonverbal humour is by Charlie Chaplin's career.
How to understand and enjoy English humour.
Teaching Methods
Scanning to get the general idea of the text.
Skimming to understand the passage better.
Discussion to help the students understand better what they've learned and to use the knowledge they've learned in this period.
Teaching Aids
A tape recorder;a multimedia
Three Dimensional Teaching Aims
Knowledge and Skills
Help the students learn something about some types of English and Chinese humour.
Help the students learn how to understand and enjoy English humour.
Help the students acquire the ability to use the key words and expressions concerning humour and useful sentence structures.
Process and Strategies
Help the students to use scanning and skimming methods to improve their reading skills and speed up their reading.
Enable the students to talk about English humour.
Feelings and Value
Through the study of this period the students will be able to appreciate the English humour.
Teaching Procedures
Step 1 Warming up
1.Lead in:
T:Hello,boys and girls!We have been here for more than half of a year,and you have got to know your teachers.What do you think of them or what kind of teachers you like most?
S:I think all my teachers are kind and friendly to us.They take good care of us.They are not only my teachers but also my good friends.
S:In my opinion,they are all learned and helpful,and I have learned much from them.
S:I like teachers who are open-minded,cheerful and humourous.
T:Good ideas!A humourous teacher can make the classes lively and interesting,and make you nice in class and learn well.Today we are going to learn something about humour.
2.Discussion:
T:Then what do you think humour is?Now please discuss it in groups and express your own ideas about what humour is.
S:Humour,like jokes,can make people laugh.
S:Humour is a sense.It's natural.
S:Humour is quality of being amusing;it's an ability to appreciate something comic or amusing.
3.Brainstorming:
T:Quite good!You have spoken out your own ideas about humour.Maybe everybody has his/her own taste of humour.Then how many kinds of humour do you know?
Ss:Verbal jokes,funny stories,etc.
T:Wonderful!You know so much about humour.Some of them are examples of English humour and some are examples of humour in China.Now let's appreciate the following,and tell what types of humour they are.
Policeman:You can't park here.
Driver:Why not?
Policeman:Read the sign.
Driver:I did.It says,"Fine for parking!"
Customer:I say waiter!There are some coins in my soup!
Waiter:Well you said you wanted some change in your meals.
Mrs Brown:Is your new home a warm one?
Mrs Black:It should be.The painter gave it two coats last month.
Ss:Verbal jokes.
Patient:Doctor,I've lost my memory.
Doctor:When did it happen?
Patient:When did what happen?
Doctor:What happened to your ears?
Man:I was ironing my shirt when the telephone rang,but instead of picking up the phone,I accidentally picked up the iron and stuck it to my ear.
Doctor:Oh Dear!But...what happened to the other ear?
Man:The scoundrel called back.
Ss:Funny stories.
Ss:They are playing cross talks.
Ss:They are playing sketches.
T:Next let's appreciate the video clips from the Mr.Bean.
Ss:Mime and farce.Mr.Bean is quite a good example of mime and farce.
T:Now let's appreciate the video clips from the film called The Gold Rush.
Ss:Nonverbal.From the film we can see that Charlie Chaplin was quite good at nonverbal humour.
T:Do you think Charlie Chaplin's eating boiled shoes funny?Why?
S:I think it is funny.It makes my mouth watering,especially when it is almost time for lunch and I am very hungry.
T:Really,and me too!But we have to come to the reading.
Step 2 Reading
T:The title of the reading is Nonverbal Humour,the purpose of it is to introduce nonverbal humour.This reading material takes Charlie Chaplin as an example.It tells us what nonverbal humour means;what's Charlie Chaplin's style of acting;how he made a sad situation entertaining and so on.
Reading task 1 General reading
T:Boys and girls,I'd like you to read the passage fast and try to decide how many parts the reading passage can be divided into and then get the general idea of each part with your partners.
A few minutes later.
T:I see most of you have finished your task.Who would like to tell how many parts the reading passage can be divided into?
S:We think there are three parts in this text.The first paragraph is the first part.From the second to the fourth paragraph is the second.
T:OK.Are there any different opinions?
S:In our opinion,the reading passage can be divided into four parts.The first part is the first paragraph.The second part is the second paragraph.The third and the fourth paragraph is the third part.And the last paragraph is the fourth part.
T:Can you tell us the main ideas of the text?
S:The first part tells us that not all humour is kind.The second part tells us that some actors can astonish us with the deep feeling they can inspire with us for a character they are playing.The third one tells us something about Charlie Chaplin's acting style.The last one is a short biography about Charlie Chaplin.
T:Sounds reasonable.
Reading task 2 Careful reading
T:OK,since you have a good understanding of the general idea of this reading passage,I'd like you to read the passage once again and work together with your partners to find out the answers to the following questions.
1.Why do people enjoy seeing other people's bad luck?
2.What was Chaplin given a special Oscar for?
3.Why did people like The little Tramp?
T:Finished?OK,any volunteers!
Suggested answers:
1.People enjoy seeing other people's bad luck,because it makes people more content with/satisfied with their life.
2.Chaplin was given a special Oscar for the contributions he made in films.
3.People like The little Tramp because it gives people courage to overcome difficulties;because he was always kind even when people were unkind to him,and because he was optimistic.
Step 3 Language focus
T:So much for the questions and answers.Now look through the passage again and see if you have any language problems.
S:I don't know whether the phrase "content with" has the same meaning with "be satisfied with"?
T:Yes,"content" means "satisfied,happy,not wanting more." For example:
1)The old Granny is content to live in the small village alone.
2)Are you content with your present salary?
S:Mr.Li,in Chinese the three words "particular,especial,special" all mean "特別的",I'm really confused about them.Will you explain them to us?
T:particular"特別的,講究的,挑剔的"，強調(diào)特定的,個別的,與眾不同的;special "專門的,特殊的,特別的",強調(diào)的是事物特有的性質(zhì)、性格或?qū)ｉT的目的、用途;especial "特別的,主要的,突出的",強調(diào)的是重要性,有"優(yōu)越、好感"之意。
For example:
1)There is one particular patient I'd like you to see.
2)She is particular about her clothes.
3)You will need a special tool to do that.
4)I love the country,especially (adv.) in spring.Step 4 Summary
T:Today we have learned something about humour,and you have all performed wonderfully to have a good taste of humour.
Step 5 Homework
T:Now homework for you today!Complete the chart on Page 18,and write a biography for Charlie Chaplin according to the notes you have made.
How time flies!It's time for lunch.You can go and have your delicious lunch,and you don't need to watch Charlie Chaplin eating boiled shoe to feel full.
The Design of the Writing on the Blackboard
Unit 3 A taste of English humour
Period 1 Warming Up & Reading
1.Warming up
1)What is humour?
2)The types of humour
2.Reading
1)General idea of each paragraph
2)Questions and answers on the text
3)Some notes about Charlie Chaplin's career
3.Language focus
Record after Teaching
Activities and Research:
Collection of English jokes,funny stories or poems
You are going to make your own collection of English jokes,funny stories or poems so that all the classmates can enjoy them.Each of you should add either jokes,funny stories or poems you like to it.So you are required to:
1.Collect the good funny stories you have written or created.
2.Go to the library and read some books or magazines to collect jokes,funny stories or poems you like.
3.Go on the Internet to search for jokes,funny stories or poems you like.
4.Copy them into English jokes;Fun stories;Fun poems.
5.Display them in the class and share them.
Reference for teaching
Background Information
CHARLIE CHAPLIN
Charlie Chaplin,who died in 1977,is considered one of the greatest and funniest actors in the history of the cinema.During his lifetime,he acted in 13 films,and he wrote,directed and acted in 69 other films.
Chaplin was born in London in 1889 and first acted when he was five years old.At the age of eight,he joined a group of child dancers,and at seventeen he set off to the USA with a group of comedy actors.During a second trip to the USA in 1912,an important film director saw Chaplin acting a very funny part in a play.As a result,Chaplin got his first film part in the States.
As early as his second film,Chaplin had developed his own manner of acting,the one that was to become world-famous.He wore a small black hat,very wide trousers,a moustache and carried a stick that he swung in the air as he walked.Even his way of walking down the street and turning a corner could be recognized as his own.In less than three months Chaplin acted in 11 films.In a short while he started directing films himself.During his first year,Chaplin acted in 35 films,many of which he wrote and directed himself.
Chaplin's earliest films were silent films,because the equipment for adding sound to films had not yet been developed.The development of films with sound became a problem for Chaplin,as he was uncertain about making films with dialogue.Instead,he continued to make films without dialogue,but he added music,which he wrote himself.Two of his greatest films,"City Lights" and "Modern Times" were of this kind.
Chaplin's later films,however,were not well received.He made only six films between 1940 and 1966 and only the first of these is still popular today.Chaplin lived the last years of his life in Switzerland,where he was buried in 1977.Before he died,he was honoured in a number of ways for his contributions to the film industry.
One of Charlie Chaplin's most famous films was "The Gold Rush",which was made in 1925.The film was set in California in the middle of the nineteenth century.At that time,gold was discovered in California and thousands of people rushed there to look for gold,so it became known as "the gold rush".People said gold could easily be picked up by washing sand from the river in a pan of water.This was known as "panning for gold".
In the film,Chaplin and his friend are in California.So far,they have been unlucky in their search for gold and have no money at all.Chaplin and his friend are caught on the edge of a mountain in a snow storm in a small wooden house.They have nothing to eat.They are so hungry that they cook a pair of shoes,by boiling them,in a pan of water.Chaplin sits down at the table and eats the shoe with a knife and fork,enjoying every mouthful.He makes it seem as if this is one of the most delicious meals that he has ever enjoyed.
Language Points:
1.A taste of English humour
1)taste n.味道;鑒賞力;愛好,嗜好
e.g.The food has an attractive taste.
She shows good taste in water-colours.
Pop music is liked by many people,but it not to everyone's taste.
2)taste vt.&vi.品嘗;link-v.吃(嘗)起來......
e.g.I have never tasted snake.
When you are ill,you can't taste properly.
The dish tastes delicious.
2.What does humour mean?
1)mean v. to have sth.as a meaning 意思是
e.g.What does this sentence mean?
The flash light means that you must stop.
What do you mean by that remark?
2)mean v.(mean doing sth.) to intend to indicate 意味著(必須要做某事或?qū)е履撤N結(jié)果)
e.g.Being a student means studying hard.
In some parts of London,missing a bus means waiting for another hour.
3)mean v.(mean to do sth.) to have as a purpose or an intention打算做......
e.g.What do you mean to do with it?
I had meant to come over to see you last night,but I had an unexpected visitor.
4)be meant for 打算給予;打算作......用
e.g.These rooms are meant for the children's center
3.Do you find it funny to see someone sliding on a banana skin,bumping into someone else round a corner?
find it funny to see someone sliding on a banana skin中,find后面跟復(fù)合結(jié)構(gòu)n,用it代替不定式,it作形式賓語，能用于這種結(jié)構(gòu)的詞還有feel，think,make,consider等。
e.g.Do you find it easy to solve the problem in this way?
I don't think it possible to master a foreign language without much memory work.
Do you consider it necessary to do the experiment once again?
We have made it a rule not smoke in the office.
4.Perhaps it makes us feel more content with our life because we feel there is someone else worse off than ourselves.
1)content n.(often contents) sth.contained in sth.所容納之物,內(nèi)容,目錄;(often content)the subject matter of a written or spoken work,such as a book,magazine or a speech.
e.g.The drawer had been emptied its contents.
She hadn't read the letter and also was unaware of the contents.
At the front of book is a table of contents,giving details of what is in the book.
The content of your essay is excellent,but it's not very well expressed.
I like the style of her writing but I don't like the content.
2)content adj.satisfied,happy,not wanting more 滿意的;滿足的
e.g.The old Granny is content to live in the small village alone.
Are you content with your present salary?
She is quite content to stay at home,looking after her children.
3)content v.to make content or satisfied使......滿意或滿足
e.g.We should never content ourselves with book knowledge only.
He contented himself with one piece of cake.
4)worse off 是badly off 的比較級形式,in a poor position,esp.financially境況比......更差;better off 是well off 的比較級形勢,in a better position境況比......較好
e.g.They are too badly off to have a holiday.
We should not complain about being poor-many people were much worse off.
I went to his home and found his living condition was worse off than mine.
In fact many people are better off than they were five years ago.
5.However,some actors can astonish us with the deep feelings they can inspire in us for a character they are playing.
however adv.(used to comment on a previously stated fact)although sth.,is was or may be true;nevertheless然而,不過,仍然;no matter how無論如何,不管怎樣。
e.g.His first response was to say no.Later,however,he changed his mind.
We thought the figures were correct.However,we have discovered some errors.
However(No matter how) cold it is,he always goes swimming in winter.
You should try to get a good night's sleep however much work you have to do.
However late he is,mother will wait for him to have dinner together.
【辨析】
however 和but都可以表示轉(zhuǎn)折,兩者在詞性和結(jié)構(gòu)用法上是有區(qū)別的。
however是連接副詞,連接兩個分句時,必須另起新句,并用逗號隔開,位置可以位于句中、句首、句末。
but是并列連接詞,連接兩個并列分句時,只能位于兩個句子之間,且其后不能加逗號。
6.He became famous for using a particular form of acting,including mime and farce.
particular adj.not general or universal單獨的,特殊的,一般的;separate and distinct from others of the same group,category,or nature特定的,個別的;worthy of note;exceptional特別的,特殊的,值得注意的,與眾不同的
e.g.She has a particular preference for Chinese art.
There is one particular patient I'd like you to see.
We must pay particular attention to this point.
The documents(文件)are of particular importance.
【拓展歸納】
in particular 特別地
particularly特別地,特殊地
be particular about...對......挑剔,對......講究
e.g.He loves science fiction in particular.
He likes the country,particularly(especially)in spring.
The fashionable lady is particular about her clothes.
【辨析】
particular,especial,special
particular adj.特別的,講究的,挑剔的。強調(diào)特定的,個別的,與眾不同的。
special adj.專門的,特殊的,特別的。強調(diào)的是事物特有的性質(zhì)、性格或?qū)ｉT的目的、用途。
especial adj.特別的,主要的,突出的。強調(diào)的是重要性,有"優(yōu)越、好感"之意。
7.He played a poor and homeless person,who wore large trousers,worn-out shoes and a small round black hat and carried a walking stick.
worn-out adj.(of thing)badly damaged and/or no longer useful because it has been used a lot 磨損的,損壞的,穿破的;(of a person)be tired out筋疲力盡的
e.g.These shoes are worn-out.
I was worn-out after the long journey.
Can we sit down?I'm worn-out.
8.Then he cut off the leather top of the shoe,treating it as if it were the finest meat.
cut off v.1)to remove sth.from sth.larger by cutting切掉,剪下;to block or get in the way of sth.阻止,切斷;2)to stop the supply of sth.to sb.中斷,中止;3)to interrupt sb.who is speaking on the telephone by breaking the connection中斷,中止;4)to prevent sb./sth.from leaving or reaching a place or communicating with people outside a place隔絕,隔離
e.g.He had his finger cut off in an accident at work.
They cut off the enemy's retreat(撤退).
Our water supply has been cut off.
We were cut off in the middle of our conversation.
She was in Nansha Islands for six months.She felt as if she were cut off from the outside world.
【拓展歸納】
cut across 取捷徑;抄近路 cut out 剪除;切掉;割掉
cut in 插嘴 cut down 看到;砍傷;砍死
cut back 修剪;減少;削減 cut up 切碎
9.He was in such a hurry that he bumped into/knocked into/came across an old lady.
knock into v.to meet unexpected撞上,偶遇
e.g.I knocked into an old friend of mine in the street the other day.
He knocked into a lady standing there.
【拓展歸納】
knock down 撞倒 knock off 將......撞下
knock against 撞擊 knock over 撞翻
knock at/on 敲(門/窗) knock out of 從......中敲出
高二英語教案(三)
Disneyland
教學(xué)目標
本單元對話課復(fù)習了有關(guān)問路及應(yīng)答用語，要求學(xué)生用所學(xué)語言自編對話描述所在學(xué)校、區(qū)域或城市;
本單元介紹了美國的迪斯尼樂園及其創(chuàng)始人Walt Disney艱苦創(chuàng)業(yè)的生活經(jīng)歷。通過本單元教學(xué)，要求學(xué)生掌握迪斯尼樂園的概況，并可根據(jù)提示復(fù)述沃爾特?迪斯尼奮斗的生活簡歷。引導(dǎo)學(xué)生意識到只有通過自身的努力，艱苦奮斗，才能收獲成功的道理。同時，設(shè)計問答練習，提高學(xué)生閱讀能力。
作為高二的起始單元，此處復(fù)習了賓語從句的用法，通過課文閱讀，完成練習冊后練習，學(xué)生需熟練掌握此語言項目，并準確運用到口頭及書面表達中。
對話教學(xué)建議
Step 1聽錄音
教師放對話錄音，放完兩遍之后，教師根據(jù)對話內(nèi)容提出一些問題。
1.What were they talking about ?
2.How to answer the first /second/third/forth/fifth visitor question?
Step 2 練習
組織學(xué)生五個人一組，練習對話三至五分鐘。教師請幾組同學(xué)到前面表演。
Step 3改寫
將對話內(nèi)容改寫為一篇短文，要求學(xué)生用本課的地點名稱如：
Sleeping Beauty Castle , Bear Country, Horse-drawn streetcars, the Tomorrow Land Building
比如：Carl is answering visitors’ questions. The first visitor asks Carl the way to the Sleeping Beauty Castle….
Step 4 討論
If you are visitor, How to ask the way to the stranger at first?
Step 5總結(jié)
教師提問學(xué)生們，歸納和總結(jié)對話用語。
Asking:
Where is …...
How can I get to…
Which is the way to…
Could you tell me if…
Could you tell me the way to…
Answering:
Go straight ahead…
It’s behind …/in frond of/
Go down this street…
教材分析
本課的日常用語用語是有關(guān)對話asking the way and responses,這樣的問路用語在初中都以學(xué)過，所以對話不在是個難點。本課的兩篇閱讀文章是有關(guān)人物，沃爾特·迪斯尼。難點在于第一篇是了解他的生活經(jīng)歷和艱苦創(chuàng)業(yè)。第二篇是我們眾所周知的Disneyland，兩篇文章結(jié)合著學(xué)過的語法知識賓語從句在里面，這也不是學(xué)生們所要了解的重點。
詞語講解
1.bring on 引起;使...前進;把...端上來(如飯菜等)
1) Ill bring on the beef in a minute.我一會就端上來牛排。
2) The fine weather is bringing the crops on nicely. 好天氣使農(nóng)作物長得很好。(使發(fā)展或進步 )
3) He was caught in the rain and this brought on a bad cold.(引起;導(dǎo)致)他被雨淋了，導(dǎo)致了一場重感冒。
bring on 使發(fā)生;
bring in 引來;引進;吸收
bring out 取出;說出;闡明;出版
1) The first dish that was brought on was bean-soup.
2) The sudden cold weather brought on his cold again.
3) His new business brings in 1,000 dollars a month.
4) We also brought in some words from English, such as tank and so on.
5) Bring out the meaning more clearly.
6) They have brought out a set of childrens books.
2.You can see as far as the coast.
as far as 遠到;到...為止;常用來在句中加重語氣
Every day, the old man walks as far as the Summer Palace. 他一直走到頤和園 as/so far as (連詞) 就...而言
As far as I know, what you said cant possibly happen.就我所知你所說的事情是不可能發(fā)生的。
so far 到目前為止，常用在完成時態(tài)中
I havent got the invitation so far.到目前為止，我還沒有得到邀請。
3.One day he remembered the mouse that used to come out in his fathers
garage
used to do sth.
ju:st
1) My friend used to write to me, but now she prefers sending e-mails.
be used to do sth. 被用來做
ju:zd
1)The house was used to keep books two years ago.
2)Elephants are used to carry things.
be/get used to doing/sth.
ju:st
1) I have been used to living in this area.
I have got used to living in this area.
2) I came to Beijing 10 years ago, and Ive got used to the weather here.
4.Go through the gate and youll find the entrance. = If you go through the gate, youll find the entrance. / Go through the gate, or you wont find the entrance.
注意連詞的位置，而且每個復(fù)合句中只能有一個連詞，不要在一個句子中重復(fù)連詞。
1) Use your brain and youll find a way.
2) If you study hard, youll surely make progress.
3) Hurry up! Or well miss the last train.
語法講解
賓語從句
I. 賓語從句 即在復(fù)合句中作主句的(及物動詞或介詞)賓語。賓語從句通常由連接代詞或副詞引導(dǎo);可分為四類：
1.由 that引導(dǎo)的賓語從句(that沒有任何意義，在從句中不充當任何成分，在口語和非正式文體中?？梢允÷?：
I thought (that)the food was rather expensive.
Mother knows (that) Jim will work hard.
2. 由 if /whether“是否” 引導(dǎo)的賓語從句：
I wonder if/whether it was Disney who made the first cartoons.
Could you tell me if/whether Mr. Black lives here?
3. 由 what, why, when, where, who, which, whose, whom, how 等 wh- 類連接代詞或副詞引導(dǎo)的賓語從句：
Can anyone fail to see what kind of show they are putting on?
Please tell me which class you are in?
He asked me whom I was waiting for.
The stranger doesn’t know when the ship arrives.
I didn’t understand why the boy had so many questions.
Please ask the teacher how we get to the place.
4.由關(guān)系代詞型what 等代詞引導(dǎo)的賓語從句：
We always mean what we say.
I will try to make up what I have missed.
I’ll give you whatever help you need.
I’ll read whichever book you recommend
II.使用賓語從句應(yīng)注意的幾個問題
1.連接代詞或副詞的使用。連接代詞或副詞的使用是由句子的意義決定的(這是高考的重點)。
A computer can only do what you have instructed it to do.
--“Doesn’t Helen live on this street?”
--“No. This is where Leon lives.”
2. 賓語從句的語序。無論是連接代詞還是連接副詞引導(dǎo)的賓語從句的 語序都應(yīng)是陳述句的語序。
She asked the boys if they had white hats.
I don’t remember when we arrived.
Do you know which class he is in?
3. 時態(tài)的呼應(yīng)。分以下三種情況考慮：
1) 主句的謂語動詞是過去時態(tài)時，從句的時態(tài)也應(yīng)是過去的某種時態(tài)。
He answered (that) he was listening to me.
Lily told us (that) she was born in May, 1980.
2) 主句的謂語動詞是過去時態(tài)時，從句所敘述的是客觀真理、格言時，從句時態(tài)無需改變，仍用一般現(xiàn)在時。
The teacher said that (that) the earth goes around the sun.
Father told me that practice makes perfect.
2)主句的謂語動詞是現(xiàn)在時或?qū)頃r，從句的時態(tài)不受限制。根據(jù)實情，可使用任何所需時態(tài)。
He says he will be back in an hour.
They know Jim is working hard.
4.形容詞后的賓語從句。
?？筛e語從句的形容詞有：afraid, glad, sure, happy, pleased, surprised, sorry 等等。
She is afraid that Jim will forget his Chinese.
I’m sure that he will succeed.
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