省略句 教案教学设计(人教版英语高二)（通用6篇）
篇1：省略句 教案教学设计(人教版英语高二)
The British Isles 课 时 6-1 授 课 时 间 .10
教 学 目 标 1. Train the Ss’ listening ability by doing some listening.
2. Master the expression for agreement and disagreement.
3. Get the Ss to learn about the UK and Ireland.
教学重、难点 Master the expressions for agreement and disagreement.
Improve the students’ listening ability.
教、 学 具 A tape-recorder, a projector and some slides
预习要 求 Search as much information as possible about the UK and Ireland
教 师 活 动 内 容、方 式 学 生 活 动 内 容、方 式 旁 注
Step1: Greeting
Step2: Warming-up
1.Show the Ss a world map and ask the following questions:
a. Where is Europe?
b. Where is the British Isles?
c. What do you know about the British Isles?
2.Ask the Ss to look at the four pictures and guess where they were taken.
3. Work in groups having a discussion and try to find out as much as you can about the geography, history, culture, famous people, building and other things in the UK.
Step3: Listening
1.Get the Ss to discuss the following questions:
a. What subject do you learn at school?
b. What is your timetable like?
c. How do you learn English?
2.Make the Ss read the requirements to know what they should do .
4. Play the tape for the first time to get the general idea, then play the tape three times for the Ss to do exercises 1,2 and 3.Replay some parts of the tape if necessary
5. Check the answers with the whole class.
Step 4: Speaking
1. Get the Ss to answer the following questions:
a. Is English easy for Chinese people to learn? Or is Chinese easy for English people to learn?
b. Do you agree that we can learn the geography of the UK more easily by going there?
c. Which countries have better chances to become rich, small countries, big countries or island countries?
2. Make the Ss have a discussion about the three statements in the books in three groups. For each group, talk about one and make up a dialogue to express themselves.
Useful expressions:
Don’t you think that …?
I don’t think that’s right …
I don’t think so.
You must be mistaken …
Step 5: Summary and Homework
Summarize the knowledge learnt in this period. Then ask the Ss to do vocabulary exercises in the workbooks.
Ss answer the questions
Look at the pictures
Discuss and answer
Listen to the tape
Listen to the tape and do exercises
Answer the questions
Discuss
Discuss about the three statements. For each group, talk about one and make up a dialogue.
Finish vocabulary exercises in the workbooks.
课 题 SEFCB2 Unit 5 课 时 6-2 授 课 时 间 2004.
教 学 目 标 1. Get the Ss to know about the British Isles.
2. Develop the Ss’ reading ability by reading a passage “The British Isles”
教学重、难点 Train the students’ reading ability and develop their reading skill
How to help the Ss to grasp the main idea of the text
教、 学 具 A tape-recorder, a projector and some slides
预习要 求 Scan the illustrations and the contents above them
教 师 活 动 内 容、方 式 学 生 活 动 内 容、方 式 旁 注
Step1: Greeting and Revision
Ask the questions about the British Isles:
What do you know about the United Kingdom?
How many countries make up the British Isles?
What do you know about Ireland?
Step2: Pre-reading
1. Show the Ss a map of the British Isles on the Bb. Ask the Ss to speak out the names of some places on the map.
2. Make the Ss answer the following questions according to the map
a. What is the British Isles made up of?
b. Where is the British Isles?
c. Which is the largest island?
Step3: Fast-reading
Now read the text as fast as possible and try to decide whether the following statements are true or not.
⒈ The British Isles is made of 3 parts.
⒉ The British Isles lies off the west of Europe.
⒊ The English Channel is only 20 miles wide.
⒋ The British Isles is surrounded by the Atlantic Ocean to the British Isles.
⒌ There’s much rain in the British Isles.
⒍ Ireland is part of the United Kingdom.
⒎ There’s 6 languages that are considered to be native to the British Isles.
Step4:Careful- reading
1. Read the passage carefully to find out some details to fill in the chart.
Answer the questions
Look at the map and name the places on the map
Ss read the text as fast as possible and try to decide whether the following statements are true or not.
Scan the text to judge
Check answers with the whole class.
Items Details
Location
Climate
Culture
History
Language
2. Read the text carefully and try to sum up the main idea of each paragraph.
Para 1 General idea about England.
Para 2 Position of the British Isles.
Para 3 The climate of the British Isles.
Para 4 The culture of the people in the British Isles.
Para 5 The language spoken in Great Britain and Ireland.
Para 6 The history of the United Kingdom.
Para 7 The language spoken throughout the British Isles.
Step5: Post-reading
1. Listen to the tape to do exercise1 and check the answers.
2. Get them to finish exercises 2, 3 and 4
and check the answers.
Step6: Summary and Homework
Do reading comprehension in workbooks.
Bb design:
Read the ext carefully to fill in the chart
Read the passage to get the main idea
Listen to the tape to finish excises
Finish Wb exercises.
课 题 SEFCB2 Unit 5 课 时 6-3 授 课 时 间 2004.
教 学 目 标 1. Deepen the Ss’ understanding of the passage
2. Get the Ss to master some important words and expressions
3. Enable the Ss to use the words and expressions correctly
教学重、难点 The usages of some important words and expressions.
How to help the Ss to master them.
教、 学 具 A projector and some slides
预习要 求 Go through the text to find out some difficult sentences
教 师 活 动 内 容、方 式 学 生 活 动 内 容、方 式 旁 注
Step1: Greeting and Revision
Ask some Ss to spell some new words and expressions learnt in the last period.
Step2: Language points
1.The idea that England stands for Fish & Chips, Speakers’ corner, Big Ben and the Tower of London is past.
⑴that引导的是一个同位语从句，用于说明idea的内容 。同位语从句常用于说明idea, news, hope, wish, fact, suggestion等抽象名词的具体内容，连词that 没有词义，不充当句子成份，但不可省略 。
⑵stand for
a. 代表，象征，意味着
b.赞同，支持，主张
e.g What principles do you stand for?⒉ …their view of British culture is sometimes narrow.
narrow 狭窄的，狭隘的，险胜的
⒊ The fact that the mainland of Great Britain is made up of three countries is still unknown to many.
⑴ be made up of =consist of 由…组成
⑵ be unknown to sb.不为人所知道
⒋ …there has been a growing movement to make the most of its cultural diversity-to see it as it really is, a nation of different countries held together by a common language and culture.
⑴make the most of充分利用，也可以说make the best of
⑵ diversity 多种多样，多样性
Mary has a great diversity of hobbies such as stamp collecting, traveling.
⑶as it is 以现在的样子，根据下面的情况看
⑷ hold together 使不分开或团结一致
⒌ The largest island is called Britain, which is separated from France by the English Channel, which at one point is only 20 miles wide.
⑴separate A from B 把A与B分隔开，指:把放在一起的或连在一快的分开
e.g. A year is divided into twelve months.
⑵at one point在某一地点；一度
⒍ In general, Scotland is colder throughout the year, and receives more rain.
⑴ in general总的说来，大体上，通常
e.g. In general, people like her.
⑵ throughout the year 整年，一年到头throughout 贯穿，介词
e.g. He worked hard throughout the year to support his family.
⑶ receive 动词，收到，接到
⒎ In the summer months the difference in temperature between London and north can be as much as nine degree.
英语中在表示数量的词语前习惯上加as much as ,as many as等来加强语气。as much as用与表示 “雨（水）量”，时间 ，金钱，重量，钱数，价格等方面。表示 “总量”和“单位量”的大小，as many as用于人或者物的具体数量前，as much as从总的角度出发，侧重于“总量”，as many as从个体出发，侧重于具体数目。
as far as 远到；尽…程度
e.g. They walked as far as the seaside.
Don’t worry. I’ll help you as far as I can.
as long as 长达；只要
She spends as long as three hours on English study every day.
⒏ The culture of the people in the British Isles was influenced by the culture of the people on the European mainland.
influence 指不易察觉到的，潜移默化的影响
affect表示使“变化，对…产生不良影响”，着重“影响”动作。
influence 影响力，支配力
⒐ ……Their languages formed the basis for English.
⑴ form the basis for 构成/形成…的基础
⑵ 为…⑶打下基础，lay foundations for
e.g. Four –year college life laid solid basis for his further improvement.
⑶provide a basis for 为…⑶提供依据
e.g. The result provided a sound basis for further research.
⒑ The result of this French influence was that the English language ended up with many French words such as table, animal and age.
end up with以…结束，通常是 最后接受某东西，其意思为receive sth. in the end
⒒ …but it was not only 250 years later that they formed a single state.
是一个强调句，有原句They didn’t formed a single state until 250 years later变化而来，此类句子需强调状语until时候，应将否定句not… 与状语until…一起作为强调部分，构成it was not until… that …的巨型
⒓…While the southern part of England was only part of the UK for some time…
⒔ There are six spoken languages that are considered to be native to the British Isles as well as two local accents.
⑴ be considered to be （consider sth/sb.to be+形容词或名词）的被动式，
⑵ be native to本土的，本国的，土生的
e.g. Panda is native to China.
⒂ They realize that it is of great value to record and teach them to the younger generation.
Be of great value=be very valuable非常有价值的，可用于此类型的词有：use ,help, importance, help etc.
E.g. We consider their works of be of great value.
The invention is of great value. =The invention is very useful.
be+of+n=be+adj
Step3: Summary and Homework
Do some exercises on the screen.
Revising some words and expressions
Write notes and make sentences
The news that team has won the game is exciting.
WTO stands for World Health Organization.
A narrow river/street a narrow idea about relics a narrow escape(九死一生)
The group is made up of five members. = The group consists of five members.
The cause of the delay is still unknown to us.
He wished to make the most of his chance.
a wide diversity of opinions看法上的众说纷纭
Give as many as examples
I’ll send it to you as it is, (我就照现在的样子卖给你，) but don’t complain, if it doesn’t work.
The needs of the children held their marriage together.
She separated the good apples from the bad ones.
divide …into 指把整体分成部分
A traffic accident happened at one point yesterday.
At one point, he was very weak.
The rain is plentiful, often as much as seventy inches every year.
At the job, she could earn as many as eighty dollars every week.
The civil war in that country lasted as much as eighty 16 years.
We must learn as many as 300 English words.
The kind of English built as many as 50 pyramids.
Probably we influenced each other.
Parents have a great influence on Children.
This idea formed the basis for Theory of Relativity.
We ended the supper up with fruit and coffee.
It was not until 1969 that man set his first step on the moon.
原句：Man didn’t set his first step on the moon until 1969.
We considered this (to be) very important.
Write down notes and make some examples
Look at the examples
The party was ended up with a pop song.
He is considered to be the best student.
The machine is of use.= The machine is useful.
课 题 SEFCB2 Unit 9
Grammar 课 时 6-4 授 课 时 间 2004.
教 学 目 标 Make the Ss know more about some words learn in this period
Enable the Ss to master noun as the Subject, the Object, the Predicative
教学重、难点 Master the usages of the noun clauses
How to master the differences between the Appositive clause and the Attrib Master the usages of the noun clause
教、 学 具 A projector and some slides
预习要 求 Find out the noun clauses as many as possible in the text
教 师 活 动 内 容、方 式 学 生 活 动 内 容、方 式 旁 注
Step1: Greeting and Revision
Revise the uses of some words and expressions learnt in the last period by doing some excises on the screen.（略）
Step2: Word Study
1.Look at the words in the box and try to think of their meanings. Then complete the sentences with the proper words.
2.Check the answers with the whole class and ask the Ss to translate into Chinese.
Keys: union, Republic, upper, consists, mistaken, narrow, influence, basis.
Step3: Grammar
1.Ask the Ss to look at the sentences on the screen.
a. That they carry their conversation
in French is suggested. (Subject Clause)
b. He made a suggestion that they carry on their conversation in French
(Appositive Clause)
c. His suggestion was that they carry on their conversation in French. (Predicate Clause)
d. This is the suggestion that he made last week. (Attributive Clause)
名词性从句介绍
名词性从句包括：主语从句，表语从句，同位语从句，多由连词that, wh-疑问词或由what, whatever等关系代词引导。
⒈ 主语从句
⑴ 主语从句在句子中充当主语
E.g. Why he refused to work with you is still a mystery.
Whatever comes is welcome.
⑵ 主语从句前的that不能省略，仅仅起连接作用，有时候为保持句子平衡，that从句后置，而由it作形式主语。
E.g. That he became a lawyer may have been due to his mother’s influence.
It is not true that he has moved to New York.
⒉ 宾语从句在句子中充当宾语
E.g. I don’t know where the sound came from.
Don’t be satisfied with what you have achieved.
⒊ 当从句放在系动词be, look, remain, seem等后构成表语从句。
E.g. The trouble is that I have lost his address.
It seemed that the night would never end.
⒋ 同位语从句
⑴同位语从句是对与之同位的名词中心词作进一步解释，能接同位语从句的常见名词有: idea, news, fact, problem, belief, opinion, hope, understanding…
⒌ whether与if 在名词性从句中的用法区别
if 一般 指用于引导从句，而whether可引导包括宾语从句在内的其他名词性从句。
⑴连词whether引导主语从句，表语从句时不能用if来替换。
⑵宾语从句中，whether常与or not搭配，也可以说 whether or not, 而不说if or not.
E.g. I don’t care whether or not she will attend the meeting.
⑶whether也可用在介词 后，或带to 不定式前，if or not.
E.g. She doesn’t know whether to get married now or wait.
I haven’t settled the question of whether I’ll go back home.
⑷ 某些动词后面（如discuss）只能用whether, 不用if .
E.g. We discussed whether we should go on climbing.
在句子中做主语的从句叫主语从句，是一种 重要的名词性从句。
⒈由what等连词引导的从句
⒉ 由that 引导的主语从句
⒊ 由whether, if等引导的主语从句,句
首用Whether
⒋ 由whoever. whatever等引导的主语从句
whoever=the person who或anyone who. who 也可以引导主语从句，但只能表示“谁”
Anyone 与the person皆不能引导从句。
⒌ 由it 作形式主语引起的主语 从句
that从句做主语时候，常用it做形式主语，而把that引导的主语从句放到句子后。在下列情况下使用形式主语it，将主语从句放在句尾。
⑴位于是seem，appear，be（im）possible，be a pity，be a wonder，be likely等。
E.g. It seemed certain that this would win the prize.
It appeared that he was right.
⑵在It is known…; It is said…;It is hoped…; It is believed…等句型中。
注意：有时候在“It is necessary(important. suggested等)＋that clause”结构中, that从句常用“should+动词原形” 形式来表示虚拟语气, 其中should常可省去.
Step4: Practice
Ask the Ss to do grammar exercises in the Ss’ book or workbooks. Then check the answers with the whole class.
Step5: Summary and Homework Ss do excises on the screen and check the answers.
Ss fill in the blanks
Do some translation
Ss speak out the usages of the that clauses
Ss think of the usages
The fact that we talked about is very important.(定语从句)
The fact that he succeed in the experiment pleased everybody. (同位语从句)
Whether he will attend the meeting is uncertain.
The question is whether he will come.
Ss make some examples
What you have done might do harm to other people.
It worried her a bit that her hair was turning gray.
That you don’t like him is none of my business.
Whether we’ll go camping tomorrow depends on the weather.
Who will win is not important.
Whoever leaves the room last ought to turn off the lights.
It is still a question when we shall have our sports meet.
It doesn’t matter what you say.
E.g. is necessary that a college student should master at least a foreign language.
课 题 SEFCB2 Unit 5 课 时 6-5 授 课 时 间 2004.
教 学 目 标 ⒈ Enable the Ss to learn how to describe a place in its landscape, culture, relics, the people, their life, economy and etc.
⒉ More practice at Noun Clauses.
教学重、难点 Improve the Ss’ integrating skills-reading and writing
How to train the Ss’ writing skill
教、 学 具 A tape recorder and some slides
预习要 求 Scan the text and search more information about England
教 师 活 动 内 容、方 式 学 生 活 动 内 容、方 式 旁 注
Step1: Greeting and Revision
Ask the Ss to open their books to page 40 and look at the exercise in Checkpoint5.Make them complete the sentences by using the noun clauses. ( after a while)Check the answers with the class.
Step2: Reading
Get the students to read the passage quickly and ask some questions about it.
⒈ What can be seen across the fields of Salisbury?
Sheep can be seen everywhere.
⒉ What’s the cathedral famous for?
The cathedral is famous for the height of its tower. It’s 404 feet high. Daniel thinks the tower is the highest and the most handsome in England.
⒊ How many important kinds of produce and trade are there in the city of Salisbury? What are they?
There’re two important kinds of produce and trade in Salisbury. They’re making cloth and sheets called Salisbury whites.
⒋ How about the hills and fields there?
The hill and fields are most beautiful with many small and clear rivers and rich fields bearing fruit and grain.
⒌ Say something about the hills of Salisbury(The last paragraph)
Step3: Retelling
Get the students to read the text once again and have them retell the text.
Step4: Language points
⒈ …the great number of them is very wonderful.
The number of +复数名词(谓语动词用单数) a number of + 复数名词(谓语动词用复数)
E.g. A number of students were studying in the reading-room.
⒉ All around the city of Salisbury, as far as twenty-two miles to the west, and six miles south, down to the coast, farmers raise sheep.(此句子中farmers raise sheep是句子的主干,前面均是表示方位, 距离的短语做状语. 其中south前面省略to the .由于coast是地势较低处,所以用down to the coast.
⒊ There could be as many as six hundred thousand sheep fed within six miles of Salisbury, measuring every way round and the town in the centre.
⑴句中fed within six miles of Salisbury是一个过去分词短语修饰sheep，measuring…是一个V-ing短语，修饰six miles of Salisbury。
⒋ The cathedral is famous for the height of its tower, which is without doubt the highest and the most handsome in England, being from the ground 410 feet.
⑴without doubt=certainly无疑地；确定地
e.g. Without doubt, our team will win the game.
⑵ being from the ground 404 feet在此句中做状语，用语说明tower的高度。
⒌ Neither of them is very big, but they become a larger river when joined together, and yet larger when joined by a third river.
⑴ a third river又一条河流，不定冠词a 用在序数词之前，表示“再一次， 又一”。
E .g. You can have a second try if you fail the first time.
⑵Neither of the books is interesting.(这2本书都没意思。)表示“两者都”，用both of＋复数名词，表复数概念。
E.g. Both of you have to go there.
⒍ …, which employ the poor of a great part of the country round-namely, making cloth and sheets,
namely 副词，即，就是，用以补充或具体说明前面已提到的事物
e.g. Two boys are late for school today-namely, Tom and Jim.
⒎ …with many small and clear rivers, and rich fields bearing fruit and grain.
⑴bearing fruit and grain做宾语补足语，bear“结果实”，产生，长出
e.g. The tree is bearing a lot of apples this year.
⑵ with +宾语＋v-ing，在此做状语。
E.g. With you standing here, we can’t work.
⒏ …, village and houses, and among them(指代houses) many（后省略了are） of good size.
Of good size= have good size
E.g. The cellphone is of great high quality.
=The cellphone has high quality.
Step6: Writing
Ask the Ss to look at the main ideas in the boxes and try to write a composition to describe their hometowns. The teacher can show them a simple composition on the screen.
Step7: Summary and Homework
Make the Ss speak out the way of writing a descriptive composition. Ask them to write a composition after class.
Ss do the excises in Checkpoint5 and check the answer
Ss read the passage to answer the questions
Retell the passage
Find out some difficult sentences
Make some sentences according to the usages.
Make notes and listen
Try to write down some key words
Ss speak out the way of writing a descriptive composition，then write one composition.
课 题 SEFCB2 Unit 5 课 时 6-6 授 课 时 间 2004.
教 学 目 标 1. Get the Ss to master some important language points in Unit5.
2. Help the Ss to learn the way of dealing with problems.
3. Improve the Ss’ reading and writing ability.
教学重、难点 The important language in Unit5
How to help the Ss master them and deal with problems easily and correctly.
教、 学 具 A projector and some slides
预习要 求 Scan the whole paper and try correcting the mistakes
教 师 活 动 内 容、方 式 学 生 活 动 内 容、方 式 旁 注
Step1: Greeting and Analysis
Analyze the whole paper and praise some Ss. At the same time, encourage some Ss who failed to pass the exam.
Step2: Single choice
Check the answers with the whole class, then choose some difficult ones to explain to the Ss.
1. In general, the northerners are keen on dumplings while the southerners are fond of rice.
此句中in common即共同的与句意不符合，in total为总共，总计，而in particular为特别的，也不对。只有表示大体上一般的in general 才正确。
2. The news has spread all the country that the spaceship succeeded in returning to the earth.
The news that为同位语从句，对news进一步说明解释。
3.Scoland lies to the north of England; it is part of Britain.
表示位置的词to可接壤可不接壤，不在一个范围内，on表示两地接壤或者在河岸上，off表示远离，in表示在范围内。England和Scotland不在一个范围内用to，而它是属于Britain的一部分，所以用part。而be part of表示前者是后者的一部分。
4.run over 表示从。。。上碾过或者水满溢出，the cup was full and the water in it was running over
5. ---What made her so sad?
. ---That she failed in the examination.
此句中that引导一个主语从句，that 只起连接作用，没有实际意义。而because 和 as ，since都是回答why的问题。
6. Oh, please don’t. He is now seriously ill. Just look at the state he is in.
这里state 表示状况，它现在的情况，用in。e. g in a poor state of health。健康状况不好。同时state 有国家。州。政府的意思。
6. With the approach of Christmas the weather turned colder.
在这里approach 指的是名词来临。同时它还有动词的性质，临近，靠近等。还有做事的方法，途径，入门等名词性质。
7.We saw a big black bear coming up on us from the woods.
选择come up 表示熊向我们靠近过来，come up 有靠近，走近，发生的意思。而come out表示出版，出现；come back 表示恢复的意思。故选择come up。
Step 3: Cloze Test
Ask some students to report their answers and choose some difficult ones to explain.
40. in the way she liked best.表示她最喜欢的方式，下面进行了介绍。
50. never miss it.
这里的miss表示错过。这样便宜的东西她从来不会错过。
55. being persuaded .
她担心会被劝服去买东西，persuade 表示说服去做某事。
Step4: Reading Comprehension
1. Make the Ss report the main idea of each paragraph, then ask some students to speak out their answers.
2. Choose the most difficult ones to explain.
Step5: Correcting
Ask some Ss to correct the mistakes. Then check the right answers with the whole class. Choose some difficult ones to explain.
(1) be mending be mended
(2) feet foot
(3) in such a long time after such a long time
Step6: Writing
1. Ask someone to read his or her composition before the whole class. Make others correct it.
2. Get all the Ss to write down the key words.
3. Show a sample composition on the screen and ask the Ss to read it .
Step7: Homework
Read all the items in this unit. Ss check the answers with the teacher
Ss make some sentences
Ss speak out the usages of the noun clause
Ss report their answers and try to correct the mistakes
Some one report the main idea of each paragraph
Ss find out some difficult ones
Report the answers and try to look for the right answers in the passages
Write down some key words
Check answers.
Ss correct the answers.
Check answers with the whole class.
Someone read his or her composition before the whole class. Make others correct it.
篇2：省略句 教案教学设计(人教版英语高二)
技能目标 Skill Goals
Talk about Shakespeare and his plays
Learn to recount detail in conversation
Review Direct and Indirect Speech
Rite a short play
II. 目标语言
功能句式
Stating one’s views
Correct me if I’m wrong, but…
One of the most important facts is…
As far as I know…
You shouldn’t forget that…
You could, for example, …
After all,…
What shouldn’t be forgotten is…
The way I would go about it…
But in this particular case…
词汇
1. 四会词汇
merchant, crown, deny, mercy, enemy, reasonable, weakness, judgement, gentleman, greeting, envy, troublesome, requirement, declare, merciful, bless, legal, deed, surgeon, court, justice, therefore, kindness, punish, punishment, order, sword, complex
2. 认读词汇
Venice, Hamlet, Romeo, Juliet, Troilus, Cressida, uneasy, Bassanio, Antonio, Portia, Shylock, duke, masterpiece, revenge, ducat, fate, scale, Bellario, tragedy
3. 词组
pay back, have mercy on, go about, as far as I know, tear up, at the mercy of, go down on one’s knees
4. 重点词汇
merchant, mercy, accuse, declare, fortune, bargain, worthy, consequence
结构
Review Direct and Indirect Speech
重点句子
You might as well go stand upon the beach and argue with the sea.
If you offered me six times what you have just offered, I would still take my pound of flesh.
Shylock, how can you hope for mercy for yourself when you show none? P67
To do a great right, do a little wrong and in that way we can save Antonio. P68
If Shylock cuts deep enough, I’ll pay him back with all my heart. 68
All he wanted was justice. P71
The 1st period Speaking
Step 1 Revision
Check the homework
1. Check the students’ writing.
2. check if the students have found some information about Shakespeare.
Step 2 Warming up
Get the students to work together to talk about the quotations, the pictures and the plays of Shakespeare.
No 1 comes from Hamlet and its meaning is being terribly upset and undecided.
No2 comes from King Henry Ⅳ and its meaning is that a person who has great responsibility, such as a king, is constantly worried and therefore doesn’t sleep soundly.
No 3 comes from Hamlet. It means that it’s best not to lend money to other people and not to borrow from other people.
No 4 comes from Romeo and Juliet and its meaning is why my lover Romeo is from a family that has a long feud (世仇，不和) with mine.
No 5 comes from Troilus &Cressida and its meaning is empty words, not real thoughts or ideas from the heart.
Step 3 Speaking
Encourage students to discuss the two situations using the useful expressions
Step 4 talking (on P138)
Get the students to talk about the picture, and then do the two tasks according to the instruction.
After some practice, the teacher can ask some pairs to act their play out in front of the whole calss.
Step 4 Homework
Learn the new words by heart.
The 2nd Period Listening
Step 1 Revision
Ask some pairs to act out their play
Step 2 Listening
Listen to the tape and do Part 1 and 2
Students are asked to read fast the questions and then listen to the tape twice to answer the questions.
Step 3 Listening (2) (wb P137)
Step 4 Homework.
Listen to the materials again after class.
Preview the reading.
The 3rd Period Reading
Step 1 Lead-in
Task: Ask students to retell the main characters of the Merchant of Venice and their relationship according to the listening part.
Step 2 Pre-reading
Talk about the picture to arouse the students’ interest in reading the play.
Step 3 while-reading
Get students to analyze the characters, finding out some details and explaining the deeper meaning of some puns and symbols.
Deal with some language points if possible:
1. You might as well go stand upon the beach and argue with the sea. P67
2. if you offered me six times what you have just offered
3. Shylock, how can you hope for mercy for yourself when you show me none?
Step 4 Post-reading:
Listen to the tape and then finish the post-reading Ex on p44-45.
Step 4 Homework
Preparations: Language Study on p 69 and Vocabulary on P139-140.
The 4th Period Grammar
Step 1 Revision
Check the homework.
Step 2 Word Study and vocabulary
Check the answers orally.
Step 3 Grammar
Revise the Direct and Indirect Speech.
Step 4 Homework
Review the rules of the Direct and Indirect Speech; Read the passage on P71-72.
The 5th Period Extensive reading
Step 1
Check the homework
Step 2 Listening and Fast reading
Step 5 reading
P142 Extensive reading.
Go through the questions on P142, and listen to the tape and answer the questions
Step 6 Homework
Review what we’ve learned in this period and prepare for the writing task.
The 6th Period Writing
Step 1 revision
Step 2 Pre-writing
How to write a short play:
Read about Romeo and Juliet on P142-143.
Step 3 Writing (1)
Write a short passage about Romeo & Juliet.
Read some sample essays and give comments on them.
Step 4 Homework
篇3：省略句 教案教学设计(人教版英语高二)
1. 跨文化教学的概述
英语中的文化教学是指英语语言国家的历史地理、风土人情、传统习俗、生活方式、文学艺术、行为规范、价值观念等知识。学生通过接触这些富有地域特色的文化知识, 不仅能够拓宽自己的知识视野, 还能够提高自身的英语综合素养。
该种教学模式具有如下特征: (1) 异域性, 即在教学中关注英语语言国家的文化内涵, 与中国的文化有一定的区别; (2) 意识性, 即该种知识只存在于学生的思想意识之中; (3) 鉴赏性, 即学生通过辨别鉴赏能够增强自身的文化敏感性。
2. 跨文化教学的意义
2.1 文化教学有利于培养学生正确的英语学习思维。学生在运用文化的过程中体验英语的独特之处。
2.2 文化教学有利于激活学生的学习兴趣。学生通过不同文化知识的学习, 一定会有新鲜感。
2.3 文化教学有利于促进学生综合素质的发展。学生在文化学习的过程中, 能够提高自身的情感态度和审美价值观。
3. 初中英语跨文化教学内容
人教版《初中英语》的内容设置在遵循新课程《初中英语》的“任务型”教学的原则要求下, 最大限度地发挥了英语语言的交际性能, 鼓励学生在语言交际的过程中进一步地领略西方特有的文化背景知识及内涵。这些文化内容具有如下特征: (1) 交际性, 即在语言交际的过程中产生一定的礼貌特色和禁忌用语; (2) 功能性, 即通过一定的语句表达能够准确地反映出西方特有的情感和判断; (3) 思维性, 即在文化交际运用的过程中, 能够充分地体现并反映出西方特有的语言交际思维。
这些文化内容在表达上, 具有如下特征: (1) 更具有身份价值意义, 即通常根据人物的年龄、气质等特征, 提出与此相适应的人称, 例如:Good morning, Mrs/Miss Liu.这样使得人物在表达上更具有确切性; (2) 致谢表现为一种常规化, 体现西方特有的民情礼俗, 如“Thank you”是出现在该版本中最常见的词汇, 其本身就向我们透露了西方的民情风俗特征; (3) 赞扬的情感化, 即与中国的恭维话语有一定的区别。除了对别人的赞扬表示“谢谢”外, 更多的是一种取得成绩的真实回答。例如, A:Jack, that’s nice work.I don’t know how you do it.B:It’s easy when you have good tools.可以这么说, 在这样的文化背景下, 我们会更多地感受到一些真实的情感交流, 体现其特有的文化价值。
4. 跨文化教学策略
4.1 情境交际比较法, 突出语言表达意图。
情境交际比较法就是依据教材文本内容, 通过创设一定的交际语句来充分地体现交际双方的本质意图所在。利用这样的方法, 一方面, 能够加深学生对文本知识的了解, 另一方面, 能够让学生在交际的过程中体味西方的文化特色。
例如, 在八年级下Unit 10“I Am Going to Be a Basketbal Player”的教学中, 教师可依据阅读材料中的内容, 要求学生通过创设情境对话的方式进行表演:A:What are you going to do when you grow up?B:I’m going to...C:Oh, it’s good!I’m going to...这样的交际方式, 不仅体现了教学内容, 而且能够培养学生的语言表达能力。
4.2 思维想象表达法, 培养学生的文化思维能力。
思维想象实践法就是利用学生的学习想象思维, 对文本内容进行适当的想象。这样的教学方法, 一方面, 能够激活学生学习英语的主动性和积极性, 另一方面, 能够让学生充分地了解英语表达思维。
例如, 在八年级下Unit 3“What Were You Doing When the UFO Arrived”的教学中, 笔者就通过此法让学生体味西方人与中国人的思维迥异。教学时, 笔者要求一位学生扮作英国国民, 一位扮作法国国民, 一位扮作中国国民, 按照文本的内容进行想象, 以此来激活他们对英语文化的学习激情。
4.3 实践体验法, 帮助学生加深对跨文化的了解。
笔者在教学中利用学生对英文歌曲或者歌剧等感兴趣的特点, 利用实践体验法来增强学生对跨文化的了解。做法主要有: (1) 鼓励学生在自主阅读和主动探究的基础上, 熟悉文本的内容; (2) 利用文本, 鼓励学生模拟话剧形式进行表演; (3) 带领学生学唱英文歌曲, 以激活学生的学习思维。
总之, 在新课程英语教学中, 关注学生的跨文化意识培养, 对于增强他们的英语语言综合运用能力和学科综合素养具有至关重要的作用, 也是学生准确理解英语语言文化价值内涵不可缺少的重要步骤和方法。
摘要：本文对新课程《初中英语》 (人教版) 中的文化教学作探析, 旨在阐述运用合理的教学策略对于提高学生的跨文化意识所起的积极作用。英语中的文化教学就是要从异域的文化背景和特色出发, 通过学习实践活动来帮助学生增强对这些文化的理解和感悟, 提高他们的文化素养。学生的文化修养对于增强他们的英语语言感知和综合运用能力具有积极意义, 有利于培养学生具有正确的情感态度和审美价值观。
关键词：初中英语,跨文化教学,教学策略
参考文献
[1]教育部.全日制义务教育英语课程标准 (实验) .人民教育出版社, 2002.5.
[2]Hesen Oatey.与英美人交往的习俗和语言.上海外语教育出版社, 1987.7.
[3]宋飞.文化背景在外语教学中的作用.外语教学, 2003, (2) .
篇4：省略句 教案教学设计(人教版英语高二)
1.知识目标与技能
理解掌握价格变动对生活、生产的影响，熟练运用价格变动的影响分析相关经济现象，提高学生参与经济生活的能力。
2.过程与方法目标
运用实例分析法，自主学习，合作探究总结应对价格变化的
措施。
3.情感、态度与价值观目标
形成对价格变动认识的科学态度，用具体、明确、可操作的行为语言，描述本课的知识、能力、方法、情感、态度、价值观等方面的教学目标。
二、教学重点、难点
价格变动对生活的影响、价格变动对生产的影响。
三、教学方法
创设情景、教师引导、学生讨论。
四、新课引导
枸杞是我们宁夏的特产，在宁夏，很多人靠生产枸杞生活，李大山就是一个代表，李大山有个爱好就是创作打油诗，这节课我们将通过大山的打油诗学习价格变动给人们的生产和生活带来的
影响。
五、新课讲授
1.对生产的影响
师：每年夏季是枸杞收获的季节，作为枸杞生产者，枸杞的价格时刻牵动着大山的心，影响着他的心情，2012年的夏天，大山怎么也高兴不起来。
李大山的喜和忧（一）
种植枸杞已多年，靠它吃来靠它穿，
卖高卖低不由咱，到底由谁说了算？
今年价格又走低，我心犹如血在滴！
枸杞枸杞我爱你，就像老鼠爱大米。
师：原来是枸杞的价格让大山苦恼了，到底是什么因素导致了今年枸杞价格下滑呢？一起看看今年的枸杞行情。（看视频）
师：看来今年的枸杞行情确实不够乐观，是什么因素导致了枸杞价格下滑呢？
学生回答，教师总结：需求不足、质量不好。如果你是大山，面对这样的行情，面对外来枸杞的冲击，该怎么办呢？（生：讨论2分钟并交流）
师：下面我们一起把同学们的发言总结一下，看看价格变动对人们的生产会有哪些影响！
板书：价格变动对生产的影响：（1）调节生产规模；（2）提高劳动生产率；（3）生产适销对路高质量的产品。
教师总结：同学们的想法都非常好，我会把大家的想法带回去给大山，相信大山的腰包会越来越鼓，他的生活也会越来越红火。近些年，由于大山吃苦耐劳，再加上国家政策照顾，他的日子已经很红火了。
李大山的喜和忧（二）
感谢国家政策棒，我由温饱奔小康，
前年盖上大瓦房，去年买了电冰箱，
添了电脑连了网，城里农村一个样。
日子年年大变样，犹如心里吃了糖。
师：真为他的幸福生活感到高兴，此时，我们也发现大山的角色也由生产者转变成了消费者。那么，作为消费者会关注商品价格的变化吗？为什么？
学生讨论，教师总结：是的，商品价格的变化会对消费者的生活会产生重大影响，最直接的反应就是需求量的变化。一般情况下，商品价格变动会对消费者需求产生什么影响呢？
2.对生活的影响
板书：1.一般情况下，商品价格变化与需求的变化成反相关
学生活动：举例说明，并上黑板画曲线图。
教师：随着经济的发展，大山的日子确实好过了，可是物价的不断提高给大山增添了不少烦恼：
李大山的喜和忧（三）
老婆想要金手镯，粮油价涨不停歇，
老婆老婆听我说，生活计划还得做，
镯子咱再拖一拖，看看金价跌不跌。
师：金镯子之类的商品和食品有什么不同吗？这两类商品的价格变化对需求量的影响一样吗？（生：……）
板書：2.不同商品对价格的反应程度不同
学生活动：在同一区间画上对比函数图（对学生有点难度，教师可适当指导）
师：在人们收入一定的情况下，哪类商品的价格对人们生活水平和生活质量的影响比较大？（生：……）
教师总结：居民生活必需品的消费，尤其是食品的消费支出占家庭总支出的比例越小，越有利于居民生活水平的提高。经济发展带动物价上涨是正常的，但是，如果物价上涨的速度快于居民收入增长的速度，这就非常不利于居民，尤其是中低收入居民的生活水平的提高。因此，国家非常重视物价的稳定，在这方面也做了非常多的工作，当然，最重要的工作还是要发展经济，提高居民收入。
教师：近些年，我国经济发展的成就有目共睹，大山的收入确实增加了不少，今年大山又圆了自己一个梦，拥有了一辆汽车，可是，经历了短暂的喜悦，苦恼也随之而来：
李大山的喜与忧（四）
有了汽车真方便，买车容易养车难，
汽油改成天然气，谁知气价又翻倍，
开车成本实在贵，喜忧参半啥滋味？
电动汽车快普及，还是用电最实惠。
教师：大山为什么会有“买车容易、养车难”的体会？养车需要的东西和车是什么关系？
学生：互补品，概念，举例。
教师：如果两种商品为互补品，一种商品的价格会对另一种商品的需求量产生什么影响？（学生：……）
教师：大山为什么会油改气，甚至有换电动汽车的想法？油、气、电是什么关系？
学生：替代品，概念，举例。
教师：如果两种商品为替代品，一种商品的价格会对另一种商品的需求量产生什么影响？
板书：3.相关商品价格的变动对需求量的影响
互补品——反相关，替代品——正相关。（学生活动：举例说明，并画曲线图）
3.课堂总结（我们的收获……）
总之，价值决定价格，价格围绕价值上下波动这条经济规律是谁都无法改变的，若价格的变化在合理的范围内，只要人们能够按照价格的变化对他们的生产和生活做出科学的、合理的调整，那么，人们的生产效益和生活质量一定会像宁夏的枸杞一样越来越红！
（作者单位 宁夏回族自治区中卫中学）
篇5：省略句 教案教学设计(人教版英语高二)
It is likely to rain tonight.
be likely that clause
It is likely that he will pass the exam.
2 set foot (in/on) 踏入，进入，到达
When I set foot in the country, I felt happy.
3 have an effect on 对…有效果，对…有影响
What his mother said had no effect on him.
4 rely on = depend on 依靠，依赖
He is a man to be relied on.
5 come to life 苏醒过来，变得活跃
He thought himself a failure and couldn’t come to life.
6 put forward 提出，建议，推荐
Mr. Smith put forward his plan in the meeting.
7 aim at 瞄准，旨在
Chairman Hu was on a visit to Japan, aiming at expanding the friendship of the two countries.
8 have … in common 与…有共同之处
They have little in common.
9 work on 从事于
Lily has been working on teaching for 12 years.
10 make it adj. to do sth. 使做某事….
Try your best to make it possible to realize your dream.
11 in store 即将来临
Winter is in store, so we have much food to prepare for it.
12 be home to …的所在地
Zhongguancun is home to science district.
13 set up 建立 set out 开始做某事
Look! The building being set up is our library.
14 get + v-ed 表示被动 如：get started
15 in the late 1990s 在20世纪90年代晚期
16 master’s degree
17 come true 变成现实 没有被动态
One day my dream can come true.
18 hear about/of 听说 hear from sb 收到某人的来信
I never heard of such a ridiculous thing.
His mother hasn’t heard from him for a long time.
19 together with 与…一起
如果放在句首，用就远原则
20 explain sth to sb 向某人解释某事
不能说 explain sb sth
21 deal with = do with
deal with 与how 连用， do with 与 what 连用
Could you tell me how to deal with the problem?
22 be excited about 对…感到兴奋
23 not all 部分否定
如： Not all the students play football.
并不是所有的同学踢足球。
24 contribute to 对…做贡献，向…投稿
I will contribute to my work.
25 be filled with 充满
26 send … into 发射/发送…进入
27 become part of 成为…的一部分
28 prepare for 为…做好准备
29 at first sight 第一次看见
30 make fire 生火
31 divide … into 把…分成
32 give rise to 引起，导致，使发生
33 lead to 导致，引起
34 in turn 轮流，反过来
35 keep on doing sth 持续做某事
Keep on studying, you can get a big surprise.
36 later on 不久以后
37 afford to do sth 支付得起去做某事
His family is very poor, they can’t afford to his study.
38 pay attention to 注意 to 为介词
You should pay attention to your handwriting.
39 make sure 确保
40 benefit from 从…中获益
41 in ancient times 在古代
Unit 12 useful expressions
1 make a living 谋生
2 apply for 申请，请求
3 set out (to do sth) 出发，上路
4 in public 公开地，公然
5 throw light upon/on 阐明某事，使某事显得非常清楚
6 cut up 切碎
7 I doubt if/whether clause 我怀疑是否…
I don’t doubt that clause
8 allow sb to do sth 允许某人做某事
allow doing sth 允许做某事
9 lay the foundation of 奠定了…的基础
10 long before 不久前 before long 不久后
11 remind sb of sth 提醒某人想起某事
12 turn out (to be …) 结果是
13 from that day on 从那一天开始
14 on board 在船上
15 defend …against 保卫…免受…的伤害
16 neither … nor … 即不…也不…
如果做主语，采用就近原则。
17 begin with 以…开始
18 pass through 穿过
19 dressed in 打扮
20 instead of 代替，如果放在句尾，省略of
21 dream of 梦想
22 slow down 减慢
23 burn out 烧光
24 it is/was …that/who … 强调句式
25 lie in 在于
26 cut off 切断
27 keep …from doing sth 保护…免受伤害
28 on the other hand 在另一方面
29 in the form of 以…形式
30 so far 截止到目前为止
31 have difficulty/trouble (in) doing sth
在做某事上有困难/麻烦
32 as follows 如下所示
33 be proud of 以…而骄傲/自豪
I am proud of my class.
be proud to do sth 做某事很骄傲/自豪
34 go up into 上升进入
35 cool down 变得冷却
36 prevent … from doing sth 阻止某事发生
The soldiers repaired the war to prevent the country from attacking.
Unit 13 useful expressions
1 benefit from 从…中获益
2 all the way 一直，一路上
3 take advantage of 对…加以利用
4 call in 召集，打电话
The firefighters were called in to put out the fire.
5 a variety of 种类繁多的
6 give off 释放，放出
The rotted meat gave off some bad smell.
7 cover … with … 用…盖上
8 pour … into … 把…倒入
9 fill … with … 用…把…装满
10 take …away 把…拿走
11 upside down 倒置
12 happen to sb 碰巧发生在某人身上
13 come up with 想出
At last, he came up with a good solution to solve the problem.
14 in this way 以这种方法
15 be used to do sth 被用于做某事
The knife is used to cut something.
used to do sth 过去常常做某事
He used to get up at five, now he gets up at six.
be used to doing sth习惯于做某事
I am not used to speaking aloud.
16 range from … to … 在…到… 范围内变动
17 be made up of 由…组成
18 break down 破坏，崩溃，分解
19 fall into 掉入
20 that is 那就是
21 mix with 与…混合
22 even though 尽管，即使， 不与but 连用
23 be sensitive to 对…很敏感
24 add … to 增加
25 百分比，分数比作主语，谓语动词语所接名词保持一致
Ninety percent of the students have passed English exam.
One third of water has been drunk.
26 as if 好像
27 besides 除此以外，表示递进关系
I don’t want to go there, besides, I have something to do.
28 play a trick on sb 开某人的玩笑
No one likes to be played a trick on.
29 provide … for... 为…提供…
30 compare to 与…做比较，把…比作
Compared to the whole country, the town is too small.
31 hunt for 搜索，狩猎
32 manage to do sth 设法做某式(成功可能性大)
33 despite = in spite of 尽管
34 in fact = as a matter of fact 事实上
35 send out 发送出去
Unit 14 useful expressions
1 put … in prison 把…投进监狱
如果in the prison 在监狱里
2 join hands 携手，联手，合伙
3 set an example to 为…树立榜样
4 from then on 从那时起
5 start with 以…开始
6 regardless of 不理会，不顾
7 at first sight 乍一见，初见之下
8 make friends with 与…交朋友
9 fight for 为…而战
10 as a result of … 由于…原因
11 set free 释放
12 treat …as … 把…看作
13 allow into 允许进入
allow doing / allow sb to do sth
14 in the same way as …和…一样的方式
15 treat with respect 用尊敬的态度对待
16 separate … from … 把…分开
17 demand + 从句(主语+(should) +动词原形)
The officer demanded that all the policemen should go there in 2 hours.
18 believe in 信仰
19 ask for 要求，请求
20 fight against 为反对…而战
21 be addicted to 上瘾
22 run away 逃跑
23 break out 爆发(没有被动语态)
24 prove to be 证明是 prove 没有被动态
25 take part in 参与
26 the same …as… 与…一样
27 pay for 支付 pay off 还清 pay back 还回
28 not only…but also …不但…而且…
如果做主语，采用就近原则
Unit 15 useful expressions
1 look into 调查
2 every now and then 偶尔，不时地
3 get/be tired of 对…感到厌倦，对…失去兴趣
4 cool off 变凉，冷却，冷静
5 act out 表演
6 taste, smell, feel, sound 等感官动词没有被动语态。
7 get the itch to travel 有旅游的渴望
8 be known/famous for 因为…而著名(特点)
be known/famous as (身份/地位)
9 spend … on sth/doing sth 在…花费
10 there is no need to do sth 做某事没有必要
11 work out 算出，做锻炼
12 take a dip 为时不长的游泳
13 a feast for the eyes 大饱眼福
14 be located in 位于
15 bring up 抚育，培养
16 suggest doing sth
suggest that clause (主语+(should)+ 动词原形 )
17 prefer to do sth rather than do sth
prefer doing sth to doing sth
prefer sth to sth
宁愿做某事而不愿意做某事
18 avoid doing sth 避免做某事
19 a list of 一系列的
20 in addition to 除…以外
21 be/become popular with 受到…的欢迎
22 within reach 够得到，能够到达
反义词 out of reach
23 a number of 谓语动词用复数
the number of 谓语动词用单数
24 plenty of 许多，大量
可以加可数名词复数或不可数名词
25 choose from 从…中选择
26 treat… to… 款待
27 consider
考虑 +doing 认为+to do
28 get around 四处走动
Unit 16 useful expressions
1 in vain 徒劳，白辛苦
2 take a chance 冒险，碰运气
3 leave alone 不打扰，不理会
4 insist on 坚持(做)
5 as a result 结果
6 put out 出版， 生产，扑灭，关掉
7 on sale 出售，减价
8 in turn 轮流，反过来，转而
9 take notes 记笔记
10 turn into 变成
11 connect with 与…联系
12 pass through 穿过
13 drive off 驱赶，驱逐
14 burn down 烧毁
15 struggle to do sth 挣扎着做某事
16 recover …from 从…恢复
17 a series of 一系列的
18 be determined to do sth 决心去做某事
19 in honour of 为了纪念…，表示对…的敬意
20 share with 与…分享
21 look up 查找
22 disagree with sb 不同意某人的观点
23 in this way 以这种方法
24 die out 灭绝
25 supply sth for sb 为某人提供某物
26 cut off 切断
27 look forward to 期望，盼望 to 为介词
28 adapt to 适应
29 die of 死于…(内因)
30 live through 度过，经历
31 according to 根据
Unit 17 useful expressions
1 get around = get about 四处走动，活动
2 get/be used to 适应于…;习惯于…
3 adjust to 适应
4 participate in 参与
5 get dressed 打扮
6 make a contribution to 为…做贡献
7 play a role in/within …在…中扮演…的角色
8 live with 与…生活在一起，忍受…
9 reach one’s goal 实现某人的目标
10 be gifted in 在…方面有天赋
11 make friends with sb 与某人交朋友
12 every four years 每四年
13 fail to do sth 做某事很失败
14 compete in 在…比赛
compete for 为…比赛
15 it seems as if +clause 似乎好像
16 make sure that clause 确保
17 be accessible to 容易接近的，容易进入的
18 at least 至少
at most 至多
19 keep in mind 记住
20 turn around 转过来
Unit 18 useful expressions
1 allow for 顾及到，为…做准备
2 get stuck 陷进去，遭到困难
3 break away from 摆脱，脱离
4 be aware of 意识到，知道
5 trial and error 反复实验，不断摸索
6 after all 毕竟
7 match …with …把…和…相连
8 throw away 扔掉
9 be tired of 厌烦，对…没有兴趣
10 be used for 被用于做某事
11 think about 考虑
12 be connected to 与…连接
13 way of doing sth
way to do sth 做某事的方法
14 force sb to do sth 强迫某人去做某事
15 try doing 试着做某事
try to do sth 尽力去做某事
16 that much 那么多
17 be said to be doing 据说正在进行
be said to have done sth 据说已经完成
18 now that 既然，由于
19 be similar to 与…相似
20 come across 偶遇，邂逅
21 just around the corner 即将来临
22 no longer 不再
23 dare do sth 此处dare 作为情态动词
dare to do sth 此处dare 作为实义动词
24 take …for granted 认为…是理所当然的
25 laugh at 嘲笑
26 in the beginning 在…开始
Unit 19 useful expressions
1 pay back 偿还，报答
2 have mercy on 对…表示怜悯
3 go about 开始做，着手于
4 as far as I know 据我所知
5 tear up 撕毁， 取消合同等
6 at the mercy of 任由…摆布或控制
7 go down on one’s knees 跪下
8 get married 结婚
9 give up 放弃 give in 屈服，让步
10 it’s useless doing sth 做某事没有用
11 might/may as well do sth 倒不如做某事
12 pass … on sb 宣判…
13 be calm 保持冷静
14 be seated 就坐
15 in the end 结束，最终
16 let/have/make sb do sth 让某人做某事
17 accuse sb of doing 谴责做某事
18 bleed to death 流血而死
19 offer up 奉献
20 expect sb to do sth 期望某人去做某事
21 at present 目前，现在
22 at sea 在大海上
23 so + adj. + a/an + n
such +a/an +adj. +n
24 no more, no less 不多不少
25 be worthy of 值…
26 above all 总而言之
27 go ahead 做吧
28 tear down 拆除
29 lie to sb 向某人说谎
30 wake up 叫醒
33 escape from 从…中逃脱
34 fall in love with 与…相爱
35 not only 放在句首，用部分倒装
36 care for 关心，在意
37 stand out 突出，显眼
Unit 20 useful expressions
1 tend to do sth 趋向于做某事
2 in terms of 就…而言
3 in the eyes of 在…看来
4 lend a hand 帮助
5 serve as 作为，当作
6 dig up 挖出，崛起
7 find out 找出，发现
8 date back to = date from 追溯到
9 a second 又一个
10 on average平均的
11 including +n/pron ./v-ing
n/pron ./v-ing +included
12 trade …with … 与…进行交易
13 a large quantity of 大量的，
可以加可数或者不可数名词，谓语动词取决于名词
quantities of 无论后边加什么样的名词，谓语动词必须用复数
14 belong to 属于 没有被动语态
15 be familiar with 对…熟悉
16 by no means 决不
17 be concerned about 关心
18 have sb do/doing sth
have sth done
19 get damaged 受到损害
20 result in 导致
21 add to 增加
22 consist of 由…组成
23 need 的用法
24 have a hand in 参与，插手，对某事负部分责任
语法
1 构词法 2 情态动词 3 被动语态 4 直接和间接宾语
5 定语从句 6 it 的用法
7 直接引语和间接引语
8非谓语动词
-高二年级英语下学期考试总结
一 听力理解 时间15分钟 18分
第一部分 听一遍
共5个小题 5分
第二部分 听两遍 共13个小题 13分
4段对话一段独白 6、7段各两个小题 8、9、10段各3个小题
二 单项选择 16个小题 16分
1 情态动词 表示推测 现在和过去的推测
2时态一个 考现在完成时以前的
3主谓一致一个 从句做主语谓语动词用单三
4 it 形式 形式主语 形式宾语 强调句式
5 定语从句 限定性和非限定性，主要靠非限定性从句
6 过去分词 考书上的固定结构，固定搭配
7 虚拟语气 考查动词后的虚拟用法 should + 动词原形
8 v-ing 考定语 状语 补语
9 辨析8个 (副词 介词词组 名词 动词的单个辨析 词组
动词以及固定搭配 交际用语一个)
三 完型填空
20个小题 20分
四 阅读理解 30分
记叙文 说明文 议论文
A B C 各4个小题 较简单 D 篇3 个小题 很难
考察猜词理解 句意理解 最好的标题 2个计算题
中心思想 2-3个小题
五 书面表达 19分
一封信
汉语提示，没有英文提示
注意形式，落款结尾的表达 时态的表达转换
信息点必须全部包括
分段 根据提示写出自己的感想
篇6：省略句 教案教学设计(人教版英语高二)
㈠. 教学内容
本单元的中心话题是 “美国” ,课文围绕 “美国南部” 及 “美洲平原上的野牛” 展开, 让人感受美国的变迁过程. 本单元有助于培养学生跨文化交际意识,进一步拓宽视野,为终身学习奠定良好的基础.
“热身”(Warming up)部分, 给我们提供了三幅画面,有利于我们从宏观上和微观上把握美国地理特征.练习题引导学生从美国的历史渊源,经济等方面认识美国,有利于学生的探究学习.
“听力”(Listening) 部分设置了三个练习,由浅到深,层层深入. 练习1不仅有利于我们了解纽约市,而且有利于培养学生在听力中快速捕捉信息的能力. 练习2 和3有助于学生了解美国的背景知识,丰富学生的文化内涵.
“口语”(Speaking)部分要求学生根据提示描述一个场所.题目设置贴近学生生活. 教师除了课本所提示的说明处,还可以引导学生描述自己的学校.
“读前”(Pre-reading) 部分设计了两个练习.练习1要求学生列一份自己家乡的年表,并列出重要的事件以及变化过程,讨论其前因后果. 练习2 要求学生在年表上填写美国历史上发生的五件大事, 这有利于训练学生的逻辑思维能力,为阅读有关美国历史的课文做准备.
“阅读”(Reading)部分 “美国南部” (The American South), 介绍了南部------一部充满灾难的历史, 同时也是一部充满成功与希望的历史.文章重点介绍了美国南部佐治亚亚特兰大市自内战以来的发展和变化. 着重阐述了反对种族隔离制度斗争的美国民权运动, 及其杰出的领袖马丁.路德.金的斗争精神. 通过阅读这篇文章可以了解,美国是个多民族的多元文化国家. 由于文章涉及美国历史的变化, 城市的发展, 需要对比的手法描写, 本篇文章可称得上是一篇对比性写作的范文.
“读后”(Post-reading)部分练习1有利于学生通过实例来阐明观点. 练习2 要求学生进行两人小组讨论或者多人小组讨论, 题目强调了语篇意识,设置层次性强,有利于培养学生的思辨能力.
“语言学习”(Language Study)部分包含词汇和语法两部份. 词汇学习涉及构词法知识,设计新颖,看似简单,其实灵活, 有助于学生留意某些词加后缀时意义的变化, 有利于避免负迁移. 语法练习2考察学生在语篇中使用非限定动词的能力, 注重学生综合素质的提高.
“综合技能”(Integrating Skills)部分包含阅读和写作. 通过阅读 “美洲平原上的野牛” , 人们了解了美国历史上大规模屠宰野牛,破坏美洲草原生物链的教训. 写作部分要求学生写一封电子邮件, 帮助美国学生了解中国.这就需要学生在理解教材的基础上,从面积,人口,语言,民族,重要城市等方面比较美国于中国的区别.这项任务有利于提高学生的语言运用能力.特别是语言概括能力.
“学习建议”(Tips)部分指导要求学生开展写对比分析文章,以及学生写作时要注意的相关事项.
“复习要点”(Check points) 通过练习引导学生对非限定动词作一次小结,并对要求学生对描述处所的词汇进行一次小结,有利于培养学生的自学能力.
㈡. 教学目标
1. 语言知识
词汇：entry mental physical suffering greedy trader unemployment unrest sacrifice reconstruction former funeral dawn overcome insist plain resist chief afterwards widespread rot wildlife supply chain willing in vain take a chance leave alone insist on put on on sale in turn
语法：复习非限定动词
I don’t mind his being invited.
He hate being laughing at
She enjoys being interviewed.
It is important for lost time to be made up.
功能：描绘场所
What does your hometown look like ?
What does the landscape look like ?
Are there ? There is in the north.
How long/wide/high/tall is the….?
It’s .. metres / feet long /wide/high/tall.
It looks like …….
2. 语言技能
听：听两段有关NY的短文，捕捉信息，改正错
说：用恰当的语言描述一个地方
读：掌握skimming scanning generalization taking notes 等微阅读技能。能欣赏对比性写作的文章
写：采用对比性手法写一段文章。
㈢. 教学重点和难点
重点：课文中出现的重要单词和词组的用法如：
insist on / leave alone / supply / be determined to do / be forced to do/resist
非谓语形式的用法
难点：采用对比性手法写作
非谓语形式用作定语的区别
二.课时安排和教学思路
本单元的中心话题是美国。我们将本单元的学习设计成从美国的东部经南部到西部的一次文化旅行。从美国的概况，东部城市(纽约和 Ellis Island)，南部城市(Atlanta)，和西部大草原(bison)来了解美国， 感受美国的变迁过程。。
Period 1 Warming up &speaking
本节课从一个“猜猜她是哪个国家”的游戏导入。接着通过美国地图和一张表格来了解她的概况。然后是一组图片(包括著名的城市和人物)，目的是为听力和阅读做铺垫，降低难度。再做一个对错小测试，增加学生对美国的了解。根据游戏的做法进入口语部分。要求学生写一小段文字描述一个场所，用上useful expression, 让其他学生猜猜是哪里。在写之前先造句，掌握常用句型Are there…? There is …..in the north ..。It is ….metres/ feet long/wide/ high/tall…. It looks like …..
Period 2 Listening &Reading
本节课的中心话题是东部城市纽约和 Ellis Island，通过听力和阅读两个环节完成。先从图片引出纽约城，进入听力。她是美国甚至世界重要的城市，有必要增加一些信息量所以要求学生再阅读一段短文(从高三阅读文章中摘出3小段)，增加信息量。通过几个对错判断来检查学生的理解程度。
Period 3&4 Reading
首先播放两小段视频。一是描述美国南部过去灾难和战争的《飘》，另一个是展现Atlanta的现代与富裕。两者形成鲜明对比，自然导入本节课的学习内容。Skimming通过回答问题了解文章的篇章结构和中心内容。Scanning细节理解，主要是通过完成表格，来对比Atlanta的今天和昨天，突出文章重点(明白Atlanta为什么是典型的南部城市及她又克服了哪些困难才成为一个现代的大都市)及对比性写作的特点。听完课文录音后，要求学生完成一个任务设计，编一段对话。。假设你是一个历史系的学生来到Atlanta旅行，你的笔友带你参观Atlanta，你们一起讨论Atlanta的过去和现在。通过对话编写来检查学生对课文的理解掌握，复习所学的内容。最后拓展思维，不同文化背景的人生活在一个城市里，有何好处和不利之处。
Period 5 Language study
由听写导入复习部分词汇。然后复习构词法。接着是复习非谓语的被动形式。最后通过选择题全面检查学生对这语法项目的掌握情况。
Period 6 Integrating Skill
由bison的图片导入阅读文章。通过回答问题。细节理解，对错判断。完成图表，来了解美国西部历史上大规模屠宰野牛,破坏美洲草原生物链的教训.。最后是写作任务。采用对比手法，帮助美国学生了解你的家乡。
三.教学反思
本单元的话题是美国，着重引导学生注意美国历史的变迁。其实美国的文化，建筑，地理特征，名胜古迹，民间传说，民俗特色，政权形式，科学成就都很值得老师引导学生去了解，这对学好英语是有很大的帮助的。 尤其是能够体会领悟美国的社会特征和人文特点，在学生阅读文章时就能够减少好多障碍。但是内容涉及很广，我们不可能在一个单元的时间内让学生都了解，但是应当鼓励学生上网或去图书馆查阅资料，自主学习。同时也应该提醒学生思考中国和美国这两个国家的相似的地方和不同的地方，做一些比较。
四.教学程序
Teaching plan for Unit 16
Period 1 Warming up & Speaking
Goals:1. Learn about the USA
2.Practise describing places to train the speaking ability
Step 1 Lead-in
T：Now, let’s begin our class. First, I’ll give you some information about the history of a country. Please guess which country it is. Listen carefully. It is a very young country in the world, which has only a history of 200~300 years. There is a Statue of Liberty in the east coast. It is about 46 metres high. The head office of the UN was set up there. Two World Wars didn’t take place there. Now it is the strongest country of the world. Can you guess it?
Ss: Yes. The USA.
Step 2 Warming up
1. Show the map of the U.S.A and help the Ss to get a general idea of her.
Full name
Location
Capital city
The largest city
When was founded
population
2. The U.S.A is a beautiful country. There are many beautiful cities and also great people. Let’s see some pictures. Do you know sth about them?
(George Washington . The first president
Martin Luther King the leader of non-demonstration was killed in 1968
New York the largest city nick name
Atlanta in the south the host of the Olympic Game in 1996
Ellis Island Island of Tears)
3. What else have you known about her ? A quiz (Ex1.)
4. What do you want to know ?
Step 3 Speaking
1. Learn the useful expression. Make a sentence with each pattern.
How long /wide/high/tall is ….?
It’s …metres/feet long/wide/high/tall.
There is …in the north/south/east/west.
It looks like….
2. Write a short passage to describe a place.
3. Play the Guess game.
One student read his short article , the others guess where it is.
Home work: Search the internet to find information about New York.
Period 2 Listening &Reading( about New York and Ellis Island )
Goal: 1.Do some listening to improve the listening ability.
2. Learn more about New York
Step 1 Lead-in
Show a picture of NY.
T: Can you guess when the picture was taken?(it was taken before the date September 11,2001.)How do you know?(Because in the picture, we can see many skyscrapers. Among them, the World Trade Centre and the Empire State Building are most famous, but now the World Trade Centre has already gone. It was exploded by terrorists.)
Step 2. Listening
1. T: Now let’s listen to a radio programme about New York to help Wang Xiao correct the errors in her notes. Turn to the next page. Let’s look at Ex.1 in the listening part. Here are the notes taken by Wang Xiao after he listens to a radio programme about New York. First read it by yourself. Then I’ll play the tape for you to listen. After that, please correct his errors.
Do EX1
2.T:OK.Now let’s listen to the tape again and then answer some concerned questions. Before listening, you need to go through with the questions.(Teacher gives the students one minute to read the questions. Then play the tape for the second time. After that, give the students enough time to discuss the answers and check them.)
3.T:Well done. Please listen to Part 2 of the listening material and then choose the best answers to the question in Ex.3.
(Teacher deals with Ex.3 in the same way. If necessary, play the tape again.)
Step.3 Reading
Now let’s know more about NY by read the following material. (adapted from SB3 Lesson 49)
New York
New York is built on a group of islands on the east coast of the USA at a point where several rivers flow into the ocean. The first westerner to discover these islands was Italian explorer in 1524. In 1626 the island of Manhattan was bought from local Indians, Native Americans, for a handful of goods worth about $24. Today Native Americans express their anger over this business deal. After the War of Independence ended, New York became the capital of the USA for a short time (1789--90) before Washington, D.C.
The building of skyscrapers in New York began around the year 1900. Because Manhattan Island is made of solid rock, it is safe to build very tall buildings. A 55-stored building went up in 1913 , and in 1931 the Empire State Building was completed., then the tallest building in the world. It has 102 storeys and 73 lifts. From the top of it, you could see up to a distance of 130 kilometres on a clear day. Today it is no longer the tallest building in the USA, or even in New York. The World trade Centre , an office building for over 1200 firms employing about 50,000 people, is even higher at 411 metres. The twins towers are 110 storeys high, but high-speed lifts controlled by computer take only a minute to reach the top. The towers are further apart at the top than at the base, but this is no mistake. This is because the surface of the earth is not flat but round. But unfortunately the twin towers were destroyed by terrorist attack on Sep11,2001. …….
New York never sleeps. The underground railway runs 24 hours a day, and there are all –night cinemas, bars and restaurants. Some people think that the weather is unpleasant, the city ugly and dirty, the competition fierce and the streets unsafe. It is a city in a hurry, but a very exciting place to be.
True or False
1.New York is built on an island on the east coast of the USA.
2.These islands were first discovered by an Italian explorer in 1524.
3. New York became the capital of the USA for a short time after Washington, D.C.
4.About a century ago the building of skyscrapers began in New York.
5.Skyscrapers were mainly built on Manhattan Island.
6. Because of a careless mistake, the twin towers of the World Trade Center are further apart at the top than at the base.
Home work: Search the internet to find information about the south of the USA
Period 3&4 Reading.
Goal: 1.learn about the American south.
2. Improve the reading ability
3. Learn and master the following:
suffering unemployment depression reconstruction burn down
aim at in honor of in vain take a chance overcome
be determined to do
step 1 lead-in
1.Play the video of the film “gone with the wind, let the Ss know the hard past of the south
2.Play another video about the city of Atlanta, show the modern and rich of the south
3.Let the Ss know how difference they are. Then tell them they will learn about the history of the south
step 2 Pre-reading
Put the events below in the correct place on the timeline.
30,000 years ago 1600 1861 1930s 1960s
1. the American Civil War 2.The great Depression
3.The Civil Rights Movement 4.The arrival of Native American
5.The arrival of European settlers
Step 3 Skimming(get a general idea of the passage)
Ask the Ss to answer the following questions.
1. What kind of story is the story of the south?
2. Which city is the typical southern city.?
Step 4. Scanning (Get specific ideas )
Ask Ss to read the passage carefully again and make it clear why Atlanta is a typical southern city.
Try to finish the chart below
Why Atlanta is a typical southern city ?
The past In the war
The difficulties the people of Atlanta had to overcome after the war 1. economical _________________
2. political __________
today The success in 1996
Modern Atlanta
Step5 Listening and consolidation
Ask Ss to listen to the tape to get more information
After that, work in pairs to make up a dialogue.
.Task:
A Chinese college student who studies history came to Atlanta for a trip. His pen friend showed him around the city They talked about the history and development of the city.
Step 6 Further understanding(discuss in groups)People of many different background live and work together in Atlanta .What are the advantages of living together with people who are different from you ? Are there any disadvantages?
Homework : Read the passage again and try to
Period 5 Language study.
Goal: 1.Review the new words appearing in the last period.
2.Do some exercises using the rules of word formation
3. Review Non-finite Verbs
Step 1 Word study
1. have a dictation.
( former, greedy, mental, physical, wide spread, chief )
Then do Ex3on page 45
2. About the word formation
Do Ex 2& EX1
Step 2 Grammar---Review Nonfinite Verbs(2)
1..: look at the sentences on the screen.
(Teacher shows the following on the screen.)
It is impossible that lost time can be made up.
2.Rules are made so that they can not be broken.
3.I don’t mind their inviting him.
4.She enjoys their interviewing her.
Try to Rewrite the sentences on the screen using the correct non-finite passive form.
2. Before doing them, review non-finite verbs together.
(:The verb that cannot be used as the predicate is called the non-finite verb. The “v.-ing, v.-ed or to do cannot act as the predicate, so we call them the non-finite verb.”The passive form of them is separately “being done” “or“to be done”.(Teacher writes them on the blackboard.)
动词--ing形式 不定式
形式 主动 被动 主动 被动
一般式 writing Being written To write To be written
进行式 To be writing
完成式 Having written Having been written To have wtitten
3. Do the exercise and check the answers..
Suggested answers:
1.It is impossible for lost time to be made up.
2.Rules are made to be broken.
3.I don’t mind his being invited.
4.She enjoys being interviewed
Step3 Do Ex1&2
Step4. Choose the best answers
(B) 1. I learned a lot _________ in the countryside.
A. working B. while working C. when worked D. to work
(A) 2. It is well known that a tiger looks very ____________.
A. frightening B. frightened C. being frightened D. to frighten
(B) 3. The little boy got too _________ to move.
A. frightening S. frightened C. frighten D. to be frightened
(C) 4. It was getting dark. I found a car ______in a pool by the side of road.
A. stick B. sticking C. stuck D. to be stuck
(C) 5. I have collected the money __________.
A. deeding B. need C. needed D. to need
(B) 6. The glass of water is too hot. I prefer some cold ________ water.
A. boiling B. boiled C. having boiled D. to boil
(A) 7. It’s a good idea _______ to the front of the line.
A. to push B. of pushing C. pushed D. to be pushed
(B) 8. I won’t have you ________up and down all day.
A. ran B. running C. run d. to run
Home work: Search the internet to get some information about the south
Period 6 Integrating Skill
Goal: . 1. Learn about the American plain and the bison
2. Write a short passage about your home town
3. Lear and master the following:
live by doing in huge numbers make a agreements with die out
wide spread be forced to do cut off as a result
Step 1 Lead-in
Show the picture on the screen. And ask Do you know what the animal is called?
(Its name is bison. It is a type of cattle which used to exist in huge numbers on the plains of America)
.Would you like to know more about the bison?
Step 2 Fast-reading
Answer the two questions
1.In what ways did the settlers treat the Native Americans unfairly?
2.What caused a big change in the wildlife on the plains?
Step 3 Careful reading
Tick the sentences that are true and correct the false ones.
1.( )The first settlers on the plains were farmers.
2.( )Native Americans willingly gave up land to the settlers.
3.( )The settlers did not deal honestly with the native Americans.
4.( )Settlers ended up with better land than the native Americans.
5.( )Later settlers made use of the bison in the same way as the native Americans.
Step 4 Post reading
Use what your have learned from the text to complete the diagram below
Step 5 Writing
Imagine that your American pen friend has sent you an e-mail asking for help.
He want to know the history and the development of your home town. Write a letter to him or her comparing the past and today of your home town. The following table may help you.
The past today
Area and population
City building
Transportation
Education and school
The people’s living conditions
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