高中英语必修2教案14篇。
作为老师的任务写教案课件是少不了的，要是还没写的话就要注意了。教案是教育教学的基础是学校管理的基本制度。想要了解更多信息建议您考虑阅读一下“高中英语必修2教案”，希望本文能够为您的工作和生活带来一些转变！
高中英语必修2教案(篇1)
一 教材分析
这节课使用的教材是新课程标准实验教材高中英语必修一。这套教材是在任务型语言教学理念的`基础上编写的。以话题为主线，贴近学生生活，贴近真实的教学行为。它的语言教学理念是强调语言的运用，促进学生自主学习，发展学习的策略，培养创新精神，突出实践能力。本单元的话题是Travel Journal，Reading是整个单元的核心部分，是上一课时Warming up的延续和升华，也是后面第二篇阅读文章的引子；另外，大部分的重要词汇和语法也在这个课时中呈现出来。文章讲述王坤和姐姐王薇的一次长途单车之旅的梦想，计划。还介绍了湄公河的大致情况。文章的学习能激发学生对大自然的热爱与向往，也唤起学生保护河流及自然环境的意识。
1. 教学目标
① 知识目标
掌握重点词汇、短语：ever since; persuade ;graduate; stubborn ;organize; journey; valley; be fond of ;care about; change one`s mind ; make up one`s mind; give in 。
掌握重点句子:
It was my sister who had the the idea to cycle along the entire Mekong River from where it begins to where it ends.
When are we leaving and when are we coming back ?
Where are we going ?
4 My sister and I have dreamed about taking a great bike trip.
5 Although she didn`t knothe best way of getting to places ,she insisted that she organize the trip properly.
② 技能目标
通过skimming，scanning , careful reading ，generalization ，inference 等阅读技能训练，提高阅读能力和阅读技能，培养学生获取信息、处理信息、运用信息进行推理、判断和总结归纳的能力。
③ 情感目标
倡导低碳健康的生活方式，是学生产生保护大自然的使命感，热爱生命，关注自然，关注人与自然的和谐。
2. 教学重点
本课的教学重点是在掌握重要语言点的基础上，引导学生逐渐了解旅行日志的篇章布局，把握旅行日志的写作程式，为后面的写作输出做好储备。
3. 教学难点
教学难点是训练学生获取信息、处理信息、分析思考和解决问题的能力，培养学生带着问题去阅读文章的习惯。
二 学情分析
高一学生注意力具有一定的稳定性，观察具有一定的目的性、系统性和全面性，初步完成了从具体思维到抽象思维的过渡，喜欢富有个性的教学设计，已不满足老师教材的简单重复与重现，同时自我意识增强，不但在乎别人对自己的评价，更渴望得到关注和赞赏。通过对上一课时Warming up的学习，学生对于现代的各种交通方式已经有一定了解，可以表达对不同交通方式的优缺点，还大略学习了本文档的相关词汇。虽然旅行是学生们很感兴趣的话题，但是他们因为词汇量的局限，更习惯于用汉语表达。所以，引导他们积极主动把文章中的词句和自己的理解用英语来阐述显得尤为重要。因此在处理这一堂课时，我会在指导学生快速阅读的同时引导学生相互合作，自己发现本单元重点语言结构，让学生自己发现并感悟相关的语言规律，培养他们的语感。
三 教法学法分析
1 教法
新的课程标准强调了以学生为主体，教师作为引导者和参与者的角色。因此，就本课的学习，我采用了多种教学方法， 例如问答法，快速阅读法，讨论法和合作学习法，实现task-based teaching，促使学生在一定程度上形成自主学习，合作学习的学习策略，并能有效交际，有效处理信息，养成英语思维的习惯。运用Scanning ,skimming and Detail reading的阅读技巧，提高阅读能力和信息处理能力。
2 学法
课前预习，可以充分发挥学生的自学能力，标记不懂的知识点，便于课堂集中精神听课。
精读材料，深入理解教材，有利于深入理解课文的重点和难点，提高学习效率。
课后练习，有助于学生回忆课堂知识点，巩固所学要点，查漏补缺。
四 教学过程
步骤一：Lead-in and pre-reading ：
1展示几张河流图片让学生猜测，选择两个学生回答问题“what river is it ？”学生对中国的河流比较熟悉，能快速调动课堂气氛。
2 展示万泉河污染前后照片，让学生两人一组做问答对话“what should people living along the river do?” 从中让学生自发的意识到河流的重要性和保护环境的必要性。
3 展示湄公河的全图，引导学生依次列出河流经过的国家名称。以此引入后面的阅读材料。
步骤二：While- reading ：
1快速阅读：屏幕上给出各段落的中心大意，要求学生快速阅读每段落的首尾句后将段落与中心大意匹配。因为学生还没有独立进行归纳的能力，这样可以降低任务的难度，绝大多数的学生都能顺利完成。目的是培养学生通过略读和查读捕捉信息的能力。
2深层阅读：逐段播放课文录音，同时让学生细读段落全文。给学生展示一些与第一段相关的句式，要求学生稍后做出正误判断，并说明理由，找到文段中相关的句子，并讲解句中出现的短语及句式 。处理文章第二段前，让学生思考“Is it a difficult journey to cycle along the Mekong River ?why？”学生可能不能完全作出归纳，教师要引导学生标出段落中的关键词句并帮他们组合到一起，以培养学生总结慨括的技能。给出问题“Hodoes the water of the Mekong river change?” “What can you see when you travel along the Mekong river ?”要求学生带着问题仔细阅读最后一段，然后以四人小组的形式来解答问题直到全部要点均无遗漏。这样操作能强化学生对文章的理解，还有助于训练他们的协作精神。之后教师展示一些图片如： glacier ;rapids; wide valley; deep valley ;lovalley ;waterfall; delta; 让学生对这些新词汇有更深的记忆。
3 巩固回味：在提取各段落大致详细内容后，要求学生回头重读全文，并思考“Where is the source of the Mekong river?“Hodoes Wang Kun and Wang Wei prepare the trip?”第一个问题相对容易，基础薄弱的学生都能作答。第二个问题稍难，教师给出部分提示词，让学生把全部内容贯连起来，这样对全文和重点词句的把握又深化了一步。
步骤三：Post- reading
1 要求学生完成课本19页第三题中的表格，前两项以小组为单位完成，第三项教师先示例表述自己对这种旅行的看法，然后启发学生口头表达各自的观点。既锻炼学生合作进行信息收集，又训练他们口头表达能力。
2 复述全文：让学生自选以王坤或王薇的身份向全班复述旅行的梦想和计划，也可以结合自身实际，讲述曾经或将来的旅行梦想和计划。通过假设情境引发思考，让学生能通过体验学习，感悟语境，实践语言，以达到强化学生语言意识，积累语言经验的目的。在课堂有限的时间里，学生不能表达得很完善，教师要特别注意提供帮助并赞赏他们积极参与的精神。
步骤四：Homework
1完成课本20页第一题和第三题
2 标出所学文章中有用的词汇，短语与句式。
五教学效果预没
本课的教学设计遵从新课标的教学原则，面向全体学生，尊重学生语言能力，认知水平以及学习方式等个性差异。设计任务时，以学生的生活经验和兴趣点为出发点，相信学生通过参与本课教学活动，能发挥他们的创造力和想象力，并且学会与他人合作，发展与他人沟通的能力，同时提高他们的阅读技巧、学习策略和文化意识。
高中英语必修2教案(篇2)
Period IV Grammar(必修4，unit4)Teaching aim: Grasp the usages of-ing form used as the attributive and the adverbial I.Preparation for the grammar by oneself before class.[自学探究]（SB P29 Discovering useful structures）
II.Students work toghter to make a thorough inquiry during class.[合作学习］
STEP1.现在分词作定语
现在分词及其短语可以在句子中作定语，其作用相当于一个定语从句。其动作和谓语动词同时发生，与其修饰词之间是主动关系，也就是说现在分词的动作就是它修饰的那个词的动作。
1．现在分词作定语时的位置
（1）现在分词作定语时多置于它所修饰的名词之前；分词短语用于它所修饰词的后面。例如：
He is an attacking player.他是一个攻击型的运动员。They lived a room facing the north thirty years ago.三十年前，他住在一个朝北的房间里。
（2）如现在分词修饰由some/any/no + thing/body/one所形成的不定代词或指示代词those时，分词在这些被修饰词的后面。例如：
Anyone swimming will be punished.正在游泳的任何人都将受到惩罚。
重点把握：动词-ing形式中的动名词也可用作定语，它表示用作…的，而现在分词作定语通常相当于一个定语从句。如：
a writing table = a table used for writing ；a sleeping boy = a boy who is sleeping
2、现在分词作定语时与谓语动词的时间关系
现在分词表进行意味和主动意味，因此，用现在分词作定语时，其表示的动作是与谓语动词同时发生的,或是正在发生的动作。例如：
There were no soldiers drilling.= There were no soldiers who were drilling.没有士兵在操练。The man running over there is our chairman.= The man who is running over there is our chairman.正在朝那边跑的那个人是我们主席。
重点把握：having done(现在分词的完成时态)表示该动作先于另一个动作，现在分词的完成时态永远不能作定语。
3、如果一个及物动词作定语，既要表达进行意味，又要表达被动意味时，可用现在分词的被动语态。例如：
The meeting being held is very important.正召开的会议很重要。The skyscraper being built is still higher than that built the year before last.正在建的那幢摩天大楼比前年建的那幢还高。STEP2.现在分词作状语
现在分词及其短语可在句子中作状语来修饰谓语动词或整个句子。用来表示动作发生的时间、原因、结果、条件、让步、或伴随情况等。例如：
Climbing to the top of the hill, we saw a beautiful view.爬上山顶后我看到了一幅美丽的景象。Being sick I stayed at home.我因病呆在家里。
重点把握：如指将来的动作就可用不定式的被动语态，如： a meeting to be held 将要召开的会议 如表过去可用过去分词 a meeting held 开过的会议
1、现在分词作状语与谓语动词时间关系
（1）现在分词表示的动作和谓语动词表示的动作同时发生或几乎同时发生分词用一般形式。例如：
Not recognizing the voice, he refused to give the person his address.因为没听出这个人的声音，他没把自己的地址给他。
It rained heavily, causing great damage.大雨滂沱，造成了很大损害。He ran up to her breathing heavily.他气喘吁吁的跑到她面前。【重点把握】
分词作作状语时必须注意分词的逻辑主语必须与句子主语保持一致。但是，有几个常用词组不符合这种语法限制。如：
generally speaking, considering, judging from, talking from，supposing（为连词意思为假如）,（2）现在分词表示的动作和谓语表示动作（或状态）是同时发生或几乎同时发生的。否
则现在分词需用完成形式。例如：
Having already seen the film twice, she didn’t want to go to the cinema.这电影他已看过两遍，他不想去看了。
Not having received his father’s letter, he decided to make a call to him.因为没收到他父亲的信，他决定打个电话给他父亲。
思维拓展
过去分词状语时，其表示的动作时句子主语承受的动作。他们之间的关系是被动关系。Given more attention, the trees could have grown better.如果对这些树更关心一些，他们本来会长的更好。
2、现在分词作状语时，现在分词的动作就是句子主语的动作。因此，句子主语与现在分词之间是主动关系。例如：
I run out of the house shouting.我喊叫着跑出屋来。I got home, feeling very tired.我疲惫的回到家里
3、有些现在分词作状语时，其前可用after, before, since, when, while, whenever, once, until, on, as等词。例如：
After talking to you, I always fell better.和你谈过话后我总感觉好一些。When telephoning London numbers from abroad, dial 1, not 01.从国外往伦敦打电话，请拨1，不是01。III.Teacher work toghter with students STEP3.［典例解析］
1.The secretary worked late into the night, ____ a long speech for the president.A to prepare
B preparing C prepared
D was preparing [解析] 本题考察现在分词作伴随状语用法。分词与逻辑主语之间为主动关系，故选B。2.____ a reply, he decided to write again.A Not receiving
B Receiving not
C Not having received
D Having not received [解析]分词短语表示的动作在谓语动词之前发生，故用现在分词的完成时态。Not 要放在非谓语动词之前。
3.“Can't you read?” Mary said ____ to the notice.A angrily pointing
B and point angrily
C angrily pointed
D and angrily pointing [解析] 现在分词作伴随状语，分词与逻辑主语之间为主动关系，故选现在分词。故答案为A。
4.The meeting ____ now is very important.A held
B to be held
C being held
D holding [解析]会议是被召开的，故排除掉D。根据时间状语now我们知道会议是正在召开的，而不定式作定语表将来。故答案为C 5.If you want a letter ____ , you must keep in mind several rules while ____.A written;written
B well written;writing
C well writing;writing
D well written;write [解析]第一个空为过去分词作定语，分词与他修饰的名次之间有被动关系，所以用过去分词。第二个空是while加现在分词作时间状语。现在分词与其逻辑主语之间为主动关系。故答案为B。
6.He never spends a _____ day.A more worry
B most worrying C more worrying
D more worried [解析]因句子具有“a day worried him”即a day is worrying的意义，所以需用worrying。故答案为C。
7.——— speaking, women live longer than men.A.Judging from
B.generally
C.Supposing
D.Taking everything into consideration [解析] 此句子考察的是表示说话人态度的一些惯用法。依据句子意思应是一般说来的，通常说来，故选 B IV.当堂达标
1._____to understand what he doesn’t, he makes a fool of himself.A.Always pretended B.Having always pretendedC.Always being pretended D.Always pretended 2.To get there in time, they came _____all the way.ning C.ran D.to run 3.We’ll go to have a picnic tomorrow or the day after _____ on the weather.A.depended B.depending C.depends
D.is depending 4.It has rained nonstop for ten days, completely _____ our holiday.A.ruining
B.to ruin
C.ruined
D.has ruined 5.They set out _____for the _____.A.searching losing B.searching lost C.to search lost D.searched losing 6.It’s a pleasure to watch the face of a _____baby.A.asleep B.sleep C.sleeping D.slept 7.The boy sat there _____what to do.A.doesn’t knowing B.didn’t knowing C.not know D.not knowing
8.The secretary worked late into the night, _____a long speech for the international conference.A.to prepare B.prepared C.preparing D.was preparing 9.European football is played in 80 countries _____it the most popular sport in the world.A.making B.makes C.made D.to make 10.The _____Prime Minister expressed his satisfaction with his talks, _____that he had enjoyed his stay here A.visiting ,add B.visited, adding
C.visiting, adding D.visited, added
11.Due to the heavy rain and flooding, ten million people have been forced _____ their homes.A.leaving
B.to leave
C.to be left
D.being left
语法同步练习
1----5 DABAB 6---10CDCAC B
STEP4.Summary and homework.Do the exercises toghter with the text.
高中英语必修2教案(篇3)
Unit 2 English Around the World
Ⅰ单元教学目标
技能目标Goals
Talk about English and its development, Different kinds of English
Talk about difficulties in language communication
Learn to make dialogue using request & commands
Learn to transfer from direct into indirect speech
Learn to give opinions and organize ideas by way of brainstorming
Learn to make a poster showing your ideas clearly Ⅱ目标语言 功能句式
Talk about English and its development Refer to Introduction in the teachers’ book
Talk about difficulties in language communication
Different speaker may come from different place, so they may use different words and dialect, such as subway-underground、left-left-hand-side、two blocks two streets.Make dialogues using request or command: Pardon? Could you repeat that, please?
I beg your pardon? Can you speak more slowly, please? I don’t understand.Sorry.I can’t follow uld you say that again, please? How do you spell it, please?
词汇
1.四会词汇
include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rule(v.)vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block 2.认读词汇
Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish 3.固定词组
play a role(in)because of come up such as play a part(in)
语法
Command & request
Open the door.Please open the door.Would you please open the door? Indirect Speech
He told(asked)me to open the door.Ⅲ.教材分析和教材重组: 1.教材分析
本单元的中心话题是 “English language and its development, different kinds of English”.通过对世界英语这一话题的探讨,加强学生对英语语言的了解,对当代语言特别是英语发展趋势的了解.世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语.没有人们认为的那种唯一的标准英语。尽管如此，我们还是要通过本课文的学习让同学们感受、了解美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的规律和惯用法，和不同的发音规律。
1．1 Warming Up简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解。
1．2 Pre-reading通过两个问题引发学生对课文主题的思考，以便参与课堂活动。
1．3 Reading简要地说明英语语言的起源、发展变化、形成原因，以及它的发展趋势。
1．4 Comprehending主要是检测学生对课文基本内容的理解程度。
1．5 Learning About the Language主要通过各种练习帮助学生重温本单元前几个部分所学的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了本单元的语法项目（Request & Command and Indirect Speech）。
1．6 Using Language其中的reading and talking主要介绍了当今世界各地各国说英语有自己的特色，即便是美国东西部、南北部，说话均有所不同。为帮助培养跨文化意识，可以让学生学完课文后讨论中国的方言，使他们感受到本国的文化差异。
2．教材重组
2．1 导入 把Warming Up 作为一堂课。
2．2 精读 把Pre-reading、Reading 和 Comprehending整合在一起作为一堂课精读课。
2．3 语言学习把Learning About Language和Workbook中的Using Words, Using Structures 结合在一起。
2．4 写作
2．5听和说 把课文中的听和说整合成一堂课。
2．6 练习课 workbook exercises & other Exx.3．课型设计与课时分配
1st period Warming Up
2nd period Reading &Language Study
3rd period Learning About Language r& grammar 4th period Writing
5th period Listening & Speaking 6th period Exercises
Unit 2 English around the world Period One Warming up
一、教学目标（teaching aims）student’s book;warming up
1、能力目标(ability aim)
a.Enable students to talk about the world Englishes
b.Enable students to talk about the differences between Am.English and Br.English
2、语言目标(language aim)
more than;include;play an important role;because of;international;native;elevator;flat;apartment;rubber;petrol;gas;
二、教学重难点(Teaching important points)a.Students learn about the world Englishes and the differences between Am.English and Br.English.b.Students can understand the jokes caused by the misunderstanding of different Englishes.三、教学方法(Teaching method)
a.Individual, pair or group work to finish each task.b.Listening c.Discussion
四、教具准备(Teaching aids)
a computer;a tape-recorder;a projector
五、教学步骤(Teaching procedure)Step I.Leading-in
Fun time: warm the students up by asking them to greet each other with their dialects.At the same time, lead the students to think about the topic of this unit--“language”.Step II.Warming up.1)A quiz about the national flag of countries speaking English as their first or second language.Lead the students to the topic “English Around the world”.2)Ask the students to think about the question about the “world Englishes”.Step III.Talking about “world Englishes”, especially the differences between “American English” and “British English”
1)Listen to a dialogue between an American and an Englishman.And try to find out the cause of the misunderstanding between them.2)Talk about the differences between American English and British English.(mainly about vocabulary and spelling)Step IV.Speaking Task.Students make up a dialogue with a misunderstanding caused by the differences between “American English” and “British English” like the dialogue they listened to.Unit 2 English Around the World Period Two Reading
教学目标（Teaching aims）
Get the students to know English language and its development and different kinds of English through this passage.教学内容(Teaching contents)
Get the knowledge of English language and its development and different kinds of English.能力目标(Ability aim)
Get some knowledge of different kinds of English 语言目标(Language aim)
Grasp some words and expressions such as, play a role in /because of/ come up/ play a part in and learn the grammar--the indirect speech of the imperative clause 教学重难点(Teaching important points)The indirect speech of the imperative clause 教学方法(Teaching methods)task-based approach 教具准备(Teaching aids)multi-media computer
教学步骤(Teaching procedure)Step 1 Warming up.Warm the students up by ask them to tell the differences between American English and British English.Step 2
Pre-reading.Ask the students to discuss some questions about “English” in pairs.1.How many people speak English in the world today? 2.Why do so many people speak English? 3.What has helped to spread English around the world? 4.Do you think it important for Chinese to learn English? Why? Step 3
Reading.1)The first-reading.Ask the students to scan the text and choose the correct answer in the book.2)The second-reading.Ask the students to read the text paragraph by paragraph, and get some detail information.a.For the first and second paragraph, students answer some questions
b.For the third and fourth paragraph, students find out the information to fill in the table of the development of English.c.For the last paragraph, students find out the reason why India speaks English.Step 4
Discussions:
1.Do you think it matters what kind of English you learn? Why? 2, Why do you think people all over the world want to learn English?
3, Do you think Chinese will become the most popular language in the world instead of English in the future?
Step 5
Extension
Give the students some information of origin of British English and American English.The formation of British English From 17th century—19th century
The UK colonized Ireland and joined with Scotland long ago
Colonized;North America, the Caribbean India, including Pakistan, Bangladesh, Australia, New Zealand, Palestine, parts of sub-Sahara Africa, Hong Kong, Singapore and the Pacific Islands The formation of American English
American colonial rulers also brought their English to:
Hawaii, Puerto Rico, the Philippines and other Pacific island in the late 19th century Introduce the situation of English speaking in China.Tell them some proper items.Native speaker: A person who speaks English since birth but who may not speak a standard form of it.L1 speaker: A native speaker of English who uses it as his or her mother tongue or an immigrant to an English-speaking country who always prefer to use it ESL: English as a Second Language
L2 speaker: A second language speaker of English EFL: English as a Foreign Language Step 6
Homework
1.Finish the exercise on page 11.2.Read passage on page 51 The Oxford English Dictionary and make notes about Murray’s life.Unit 2 English around the world
Period Three Learning about Language
一、教学目标（teaching aims）student’s book;Discovering useful structures
1、能力目标(ability aim)
a.Enable students to tell the differences between a request and a command.b.Enable students to learn about the Indirect Speech(requests & commands)c.Enable students to use the Indirect Speech(requests & commands)
2、语言目标(language aim)
command;request;retell;polite;boss Indirect Speech(requests and commands)
二、教学重难点(Teaching important points)a.Students learn about the differences between a request and a command.b.Students learn about the Indirect Speech(requests and commands)c.Students can use the indirect speech.三、教学方法(Teaching method)
a.Individual, pair or group work to finish each task.b.Discovering the structure through examples c.Practice
四、教具准备(Teaching aids)a computer;a projector
五、教学步骤(Teaching procedure Step 1.Warming-up(Revision)
Warm the students up by asking them to go over the Direct Speech and Indirect Speech..Do some exercises : change a statement or a question into Indirect Speech.Step 2.Talk about Request and Command.1)Talk about the polite and Impolite tune.2)Change the commands into Requests.3)Learn to give requests or commands according to the situations.Step 3.Talk about how to change a request and a command into Indirect Speech.ask(ed)sb(not)to do sth tell/told sb(not)to do sth
Step 4.Practise changing a request or a command into Indirect Speech.Step 5.Using the structure.A game: choose two students act as two robots.One listens to the requests, the other listens to the commands.Other students give either requests or commands, and the robots do what the students asked them to do.Unit 2;English Around the World(Period Four)writing
教学目标（Teaching aims）
a.Let students get to know how to write a statement by using brainstorming
b.Try to use connecting words or sentences to make it as an essay or passage not just several sentences.教学内容(Teaching contents)Write a statement
能力目标(Ability aim)
Using the brainstorming way to collect sentences and then arrange them properly 语言目标(Language aim)I think, I believe，In my opinion…
We learn English to do…
教学重难点(Teaching important points)How to arrange sentence correctly.Try to use connecting words.教学方法(Teaching methods)Brainstorming way
教具准备(Teaching aids)multi-media computer
教学步骤(Teaching procedure)Step1 Leading in
Use the brainstorming way to ask students “Why should we live?” which is a simple question, at the same time there might be various answers to the question, which will stimulate their interest.Step2 Presentation
Also use the brainstorming way to ask “Why should we learn English?” and “how can learning English help China?” Step3 A poster
Write a poster to collect all their ideas.try to use completely sentences, such as : I like to study English and use it for business in the future.I want to study English well so that I can read English books.Say, come to the blackboard and write down your ideas, trying to use complete sentences, such as: If I learn English well, I can bring in the advanced foreign technology to China.So China will become stronger.I decide to learn English well, in this case I can read many English novels, so I can translate them into Chinese, then more Chinese can know more things about the world.Step4 Write an essay
The title is “Do we need to learn English?”
Step5 Display the structure on how to write the essay.1.State your points of view. the supporting reasons.3.Get a conclusion Step6 Show them the connecting words which can help them to join the sentences and paragraphs.Illustration: I think , I believe, In my opinion, As far as I am concerned… Addition: firstly, secondly, then, besides, at last… Contrast: however, but , on the other hand… Summary: in short, in a word, therefore, so…
Step7 Give them a simple example which is not complete Do we need to learn English?
I strongly think we not only need learn English but also learn it well…Why should we learn it…How can learning English help China in the future?…So… Step8 Homework My Experience of Learning English Para1.My problems in learning English.Para 2.How I can improve my English.Para.3.What I like about learning English.Para Para 4.How I hope to make use of my English.Unit 2: English Around the World Period Five Listening & speaking
一、学目标(Teaching aims)
教材(Teaching materials)listening materials on p12 and p14 on the textbook, another one attached
1、能力目标(ability aim)enable Ss to catch the listening materials and understand them and distinguish British and American English, try using them in dialogues.2、语言目标(Language aim)distinguish some words used in British and American English、some dialect and accent
二、教学重难点(Teaching important points)understand words used in British and American which have the same meanings and some dialect accent
三、教学方法(Teaching method)listening and talking
四、教学准备(Teaching aids)tape recorder and get students’ answer sheet printed out
五、教学步骤(Teaching procedure)Step 1 Listening
Listening 2(text book p14)
Listen to the tape, getting to know American dialect and accent.Step 2 Speaking
After listening to different dialects and accents, see if Ss know how to pronounce the following words:
ask after either neither kilometer box……and more
Unit Two :English Around the World The Sixth period Exercises
一．教学目标：(Teaching aims)Finish the exercises on the workbook 1．能力目标：(ability aim)
a)Enable the students to command “commands and requests” b)Through cooperative work find out correct answers themselves 2．语言目标：(language aim)Full understanding of the readings
二．教学重难点(Teaching important points)Understanding the main ideas of the passages 三．教学方法(Teaching method)a.Fast and careful reading
b.Individual, pair or group work to finish each task c.Discussion
四．教具准备(Teaching aids)a computer
五．教学步骤(teaching procedure)Step 1.Warming up
Step 2: speaking task(Review commands and requests)
Offer them situations and try to make dialogues with commands and requests Step 3 :Do the “Reading” on P13 and answer questions on it briefly.Step 4: Finish the “Reading Task” at p.51 and complete the form after it.Step 5: Group work:
Ask them to sum up what codes and short forms of words they often use when they often chat on the net with others.Step 6: check up their researching result.Step 7: homework.
高中英语必修2教案(篇4)
Unit 1 Friendship : Reading——Anne’s Best Friend 教案
课时：一课时 课型：讲授课
一、教材分析
本单元的主题是友谊。这一课时主要是围绕阅读部分来讲，阅读是整个单元的核心部分，是在学习上一课时Warming up and Pre-reading的基础知识上接着对阅读文本“安妮最好的朋友”中词汇知识点和阅读技巧等的学习，为接下来的第三课时的语法知识的学习及以后的听说读写综合技能的练习打好基础。文章通过一个虚拟的采访——两千年前古希腊作家帕萨尼亚斯与一位当代女孩李燕的对话，向学生介绍了古代和现代奥运会的异同及奥运会的一些基本情况。文章讲述了犹太女孩安妮为躲避纳粹迫害而藏身于小阁楼中，并把日记作为自己朋友，通过写日记来表达自己孤独和郁闷的心情。
二、教学目标：
(一)知识目标: 1.掌握文章中的生词和短语:reason;list;share;feeling;Netherlands;German;series;outdoors;crazy;nature;purpose;dare;thunder;entirely;power;according;trust;indoors;share...with...;go through;hide away;set down;a series of;be crazy about;on purpose;in order to;in one’s power;face to face;according to;2.帮助学生找到他们觉得最困难单词和短语,并帮助他们理解。3.了解强调句型。(二)技能目标: 1.更好地掌握Skimming和Scanning。
2.能分析并总结直接引语和间接引语（疑问和陈述）的规律，能熟练地进行两者间的转换，并在生活中运用。
3.能介绍Anne的基本情况，说明她当时的心情和内心的渴望。(三)情感目标: 1.通过Anne的日记，了解犹太人被纳粹迫害的悲惨命运。2.体会自由，友谊的珍贵。
3.通过学习此阅读文章为学会珍惜朋友间的友谊,并能分辨他们的生活中真正的朋友和虚伪的朋友。
三、教学重点和难点：
重点：
1、训练scanning and skimming等阅读技能。
2、认识朋友的真正含义以及与人相处的问题。难点：
1、阅读技能的训练。
2、陈述句和疑问句的直接引语和间接引语的互相转换（人称的变化、时态的变化…..）
四、教学过程(一)导入
1.教师可以先让学生讨论他们是否有考虑过和动物,植物甚至是一个物品交朋友,为什么或为什么不？让学生们分析原因。(二)课前 阅读开始前，先给学生复习一下上一课时讲过的Skimming(略读)和Scanning(寻读)阅读技巧，并要求学生们用这两种方法进行下面文章的阅读。1.skimming(略读)的方法和技巧：
Read the title Read the introduction of the first paragraph
Read the first sentence of each paragraph
Read the headings and sub-headings
Notice any pictures and charts
Read the summary or last paragraph 2.Scanning（寻读）的方法和技巧：
①学生读课文，抓住文中的关键信息，并将文章分成三部分，写出每段的大意。②全班默读文章。③读安妮的日记
1)Ask the students how Anne felt in the hiding place.2)Guess the meanings of “spellbound” “hold me entirely in their power” from the discourse.3)Ask the students to read the diary again and try to retell it.④大声朗读 : 播放文章的磁带让学生听并跟读。(三)讲授新课： reading 阅读
1.让学生阅读非日记体部分的内容,介绍这篇文章的写作背景。
2.只通过阅读标题和看图，先不阅读文章，让学生试着猜猜看安妮的朋友是什么。3.让学生浏览前两个段落来确认他们的猜测。
4.让学生快速浏览安妮的日记，了解文章的中心内容并概括段落大意.鼓励学生先列出一些关键词，如：Anne, crazy, nature等
Para.One: Anne made her diary her best friend whom she could tell everything.Para.Two: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.Para.Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.5.给学生讲解本课的生词。1.add(to)v.1)to put together with something else so as to increase the number, size, or importance;
2)to join(numbers or amounts)so as to find the total.eg: The fire is going out;will you add some wood? The snowstorm added to our difficulties.Add up these figures for me, please.2.ignore v.to take no notice of;refuse to pay attention to
eg: His letters were ignored.Even the best of men ignored that simple rule.My advice was completely ignored.ncern v.使担心;使不安
(+about/for);涉及,关系到;影响到 eg: The boy's poor health concerned his parents.He is concerned for her safety.The news concerns your brother.He was very concerned about her.4.loose
adj.not firmly or tightly fixed.eg: She wore loose garments in the summer.I have got a loose tooth.Some loose pages fell out of the book.5.purpose
n.[C] an intention or plan;a person’s reason for an action.eg: What is the purpose of his visit? The purpose of a trap is to catch and hold animals.Did you come to London to see your family, or for business purpose?
6.series n.(of)a group of things of the same kind or related in some way, coming one after another or in order.eg: Then began a series of wet days that spoiled our vacation.This publishing firm is planning a new series of school textbooks.They carried out a series of experiments to test the new drug.7.cheat.1)v.to behave in a dishonest way in order to win an advantage;2)n.a person who cheats;dishonest persons
eg: They cheated the old woman of her house and money.The salesman cheated me into buying a fake.He never cheated in exams.I see you drop that card, you cheat!
I never thought that Sam is a cheat.8.share
1)vt.&vi.(inwith amountbetween)to have, use or take part in something with others or among a group.2)n.(inof)the part belongs to, owed to or done by a particular person.eg: The money was shared out between them.Sam and I share a room.We shared in his joy.They always share their happiness and sorrow.I have done my share of the work.9.crazy adj.1)mad;foolish
2)[+about] wildly excited;very interested
eg: You're crazy to go out in this stormy weather.John's crazy about that girl./ She is just crazy about dancing.10.dare v.& v.aux..1)+ to do;2)+ v
to be brave enough or rude enough(to do sth.dangerous, difficult or unpleasant).eg: How dare you accuse me of lying!/ How dare you ask me such a question? My younger sister dare not go out alone./ He did not dare to leave his car there.11.trust
1)n.[U](in)form believe in the honesty, goodness or worth etc, of someone or something
2)v.to believe in the honesty and worth of someone or something;have confidence in
eg: I have no trust in him./ I don’t place any trust in the government’s promises.Why do you trust a guy like him? / I trust your wife will soon get well.12.suffer v.(for)to experience pain, difficulty or loss
eg: I cannot suffer such rudeness./ He suffered from poverty all his life.My father suffers from high blood pressure./ They suffered a great deal in those days.13.advice n.[U] opinion given to someone about what they should do in a particular situation→v.advise to give advice to
eg: I want your advice, sir.I don't know what to do./ I asked the doctor for her advice.If you take my advice, you won’t tell anyone about this.He gave them some good sound advice.municate v.1)(to)to make(opinions, feelings, information etc.)known or undby others.e.g.by speech, writing or body movements;
2)(with)to share or exchange opinions, feelings, information etc eg: Our teacher communicates his idea very clearly.He had no way to communicate with his brother.Did she communicate my wishes to you? We learn a language in order to communicate.Deaf people use sign language to communicate.15.calm
1)adj.free from excitement, nervous activity or strong feelings;quiet 2)n.[U] peace and quiet 3)v.to make calm
eg: You must try to be calm./ The high wind passed and the sea was calm again.The police chief advised his men to stay keep calm and not lose their tempers.There was a calm on the sea./ She calmed the baby by giving him some milk.We calmed the old lady down.Useful expressions:
1.add up : to join(numbers or amounts)so as to find the total.eg: Add up 3, 4 and 5 and you'll get 12./Add up your score and see how many points you can get.If we add these marks up, we'll get a total of 90.2.calm down : to make or become calm
eg: Calm down, sir.What's the trouble?/ Just calm down, there’s nothing to worry about!/ We tried to calm him down, but he keep shouting.3.be concerned about with : to worry or interest
eg: My parents are concerned about my studies./Don’t concern yourself about with other people’s affairs./She’s concerned about his son’s future.4.go through
1)to suffer or experience;2)to look at or examine carefully;
3)to pass through or be accepted eg: The country has gone through too many wars./ The new law did not go through.Let’s go through it again, this time with the music.5.set down
1)to make a written record of;write down 2)put down
eg: I have set down everything that happened./I will set down the story as it was told to me.Please set me down at the next corner.6.a series of + pl.& n 做主语时，谓语动词用单数 一连串的，一系列的，连续的eg: There has been a series of car accidents at the crossing.These days I have read a series of articles on reading.A series of TV play is on Channel 1 these days.7.on purpose : intentionally;with a particular stated intention eg: He did it on purpose.“I am sorry I stepped on your toe;it was an accident.” “It wasn’t!You do it on purpose.”
I came here on purpose to see you.8.according to : as stated by sb.or sth.eg: They divided themselves into three groups according to age./Please arrange the books according to size./According to the Bible, Adam was the first man./According to her, grandfather called at noon.9.fall in love : begin to be in love(with sb.)
They fell in love at once;it was love at first sight./What will he do if his daughter falls in love with a poor man? /They fell in love with each other for years.10.join in
: to take part in(an activity)
They are going to join in the singing./She started dancing and we all joined in./Would you like to join in my birthday party?
(四)巩固练习： 阅读后
1.让学生做理解部分的练习。2.利用“理解”部分的练习，问学生： Imagine you had to go into hiding like Anne and her family.What would you miss most? Give your reasons.让学生讨论，并且将答案列出来。每一组可以决定出本组认为最好的答案。最后全班选出最佳的答案。
(五)布置作业：
1.再次通读一下这篇短文,尝试复述它。2.做完练习册的作业。
3.用几句话表达你对朋友和友谊的理解。设计意图：为了巩固今天所学的内容，以此来培养学生的语言组织和表达能力以及考察对课文的理解情况。
课后反思：本节课分层教学，在阅读课文，理解课文的基础上进行课文知识点的细致处理。需要改进的地方：单词短语部分讲解过多，占了很多时间，可以将其改为课后练习的形式。在以后的教学中要注意改进。
高中英语必修2教案(篇5)
Unit 1
1. add up 合计
add up to 总计达
add… to… 把。。加到。。。里
add to 增加增添 扩建
2.calm… down平静下来
3.have got to 不得不，必须
4.be concerned about / for 关心
5.walk the dog 遛狗
cheat …of 欺骗
6.go through 穿过
go ahead 同意某人的请求
go by 流逝
7.set down 记下
set up 建立
set off 出发 引爆
set out to do=set about doing 着手做某事
8.a series of 一系列
9.on purpose 故意地
byaccident= chance 偶然地
10. in order to=so as to 为了
11. at dusk 在黄昏 at dawn 在黎明
at midnight 在午夜 at noon 在中午
12.face to face 面对面
13.no longer= not … any longer 不再
14. settle down 安顿下来
suffer from 遭受,患病
15.recover from 恢复 ,痊愈[句怡美 jyM1.coM]
16. get/ betired of 对…感到厌烦
17. make a listof 列清单
18.pack… up 装箱打包
19.get along/ on with与…相处,/ 进展
20. fall in love爱上
21. be gratefulto sb. for sth.对某人因为某事表示感激
22. join in/take part in /join/ attend 参加… 加入
23. make sb/ sth+ 宾语补足语 使…
24. havesomething/little /nothing to do with 与..有关， 与。。。无关
25. it’sbecause….. +原因
26. it’s why…. +结果
27.dare + (to) do (实义动词)
do (情态动词) 敢
28. a year and ahalf= one and a half years 一年半
29. it’s nopleasure+ doing sth
没有乐趣做。。。
30. happen to dosth 碰巧做。。。
31.have trouble/ difficulty with sb /(in) doing sth
做某事有困难
32. exactly 的确如此 not exactly 不完全是
33. find it +adj. + to do sth 发现做。。。很。。。
34. make friendswith 与。。。交朋友
35. swap … with 与。。。交换
36.it is / was + 序数词 time + that +has done / had done ….某人第几次做。。事
高中英语必修2教案(篇6)
建议某人做某事 suggest doing sth; advise sb to do sth, advise doing sth 努力做某事 take pains to do sth, take pains in/over doing sth
养成……的习惯 develop/form/get into/be in the habit of
革除……的习惯 get out of/get rid of the habit of
跟上,不落后 keep up with 对……作出选择 make a choice/choices about
从……中选择,挑选 choose from 选择做某事 choose to do sth
对……有益,有好处;适宜,有效 be good for 对……好 be good to
擅长做某事 be good at 适用于某人/物 go for sb/sth
减肥 lose weight; be/go on a diet 增肥 put on/gain weight
做……的方式 way to do sth, way of doing sth
准备做某事 be ready for/to do sth; be prepared for/to do sth; make preparations for sth
即使,尽管 jeven if/ though 不时地,偶尔 now and then
缺乏,短缺 be short of 是……的缩写 be short for
一点也不 not a bit 一点 a bit/little, alittle bit
很多,非常 not a little 在将来 in the future
使……强壮 make…strong 小心做某事 be careful to do sth
小心某事/物 be careful with sth 垃圾食品 junk food
……的原因 reasons for… 列单子,造单 make a list of
给某人一些建议 give some advice on sth 发烧 have a fever
感冒 have/catch a cold 一直 all the time
大量,许多 plenty of 抵抗疾病 fight disease
对……有害 be harmful to, do harm to 保持健康 keep fit
以……而著名,闻名 be celebrated for 盛装打扮 dress up as/in
听说有关的人/事 hear about 听说过某人/物 hear of
了解有关……人/事的情况 know about 听说过,知道(有)…… know of
聚集,团聚 get together 在接下来的几天中 in the following days
允许某人做某事,允许做某事 allow sb to do sth, allow doing sth
与……相似之处 be similar to出于对某人的敬意,为了纪念…… in honour of
不仅…而且…;既…又… as well as 尽可能…… as… as one can
信赖,信仰;支持;主张 believe in 捉弄,戏弄某人 play tricks/ a trick on sb
欺骗,吸收,摄入,理解 take in 起飞,成名 take off
占据(时间/空间);开始从事 take up 呈现 take on
将A与B比较 compare A with B 将A比喻为B compare A to B
与……比较 compared with/to 要求某物 ask for sth
过去常常做某事 used to do sth 事实上 in fact
与某人分享某物 share sth with sb 与……相似 be similar to
以……为根据,依据 base on; be based on 不得不 have (got) to
该轮到某人做某事 it is one’s turn to do sth
认识/识别某人/物 recognise sb/sth (by sth) 毕竟;然而 after all
承认某人/物有效,认可recognise sb/sth (as sth)
因为,由于 because of 最重要的,首先 above all 与某人结婚 marry sb; get/be married to sb 编造 make up
A将B嫁给C A marry B to C 访问某人;号召,呼吁 call on sb
值得做某事 be worth doing sth; be worthy of being done; it is worthwhile doing sth/to do sth
提出,想出 come up with 将……扮演出来,将……付诸行动 act out 在某人去某地的路上 on one’s way to
扮演角色 play a role in 日日夜夜 day and night
至少 at least 宁愿(不)做某事 would rather (not) do sth
继续做某事 continue to do sth 十年的辛苦工作 ten years of hard work
解开谜团 solve the mystery 在舞会上 at the ball
不幸运 without luck 为什么不做某事 why don’t you/why not do sth
选择做某事而不选择做某事 prefer doing sth to doing sth; prefer to do sth rather than do sth
选择某人做某事 prefer sb to sth 拿回来,使恢复 bring back
浪费某事 a waste of sth 浪费……做某事 waste sth on sth/in doing sth
在将来 in (the) future 利用，使用 make use of, take advantage of
做某事仔细，小心be careful doing/with/about sth 对某人有利to one’s advatage 免费地 free of charge 负责，掌管 in charge of
被/由……管理 in the charge of 结果证明是 prove to be/turn out
突然哭起来 burst into tears 含泪，流着眼泪 in tears
将某物撕成碎片 tear sth into pieces 扯下，拆毁 tear down
撕裂/毁 tear up 由……组成，构成 be made up of
由……制成（看不出）be made from （看出）be made of
把……制成…… be made into 在……生长，产 be made in
毫无疑问的 there is no doubt that; without/beyond/no doubt
怀疑地 in doubt 依某人看来 in one’s opinion/in the opinion of sb 将……和……联系在一起/将……和……绑/系在一起 tie…to…
将……和……绑/系在一起fasten…to… 保护……免受……protect…from…
为争取……而斗争 fight for 为反对……而斗争 fight against/with
和……并肩作战 fight with 在……（身上）做实验 test on
处理 do/deal with 挑选，辨别出 pick out 接收，捡起，中途搭载，无意中学会 pick up 接近，靠近get close to 制造噪音make noise
对……有益 be good for 对……有害be bad for/harmful to
因……而闻名be famous/known for 作为……而文明 be famous/known as
为……所熟知 be famous/known to sb 全世界 all over the world
在十八世纪 in the eighteenth century 做实验 do/conduct/carry out experiments; do/conduct/carry out an experiment
站立 stand up 将……加到……上 add…to… 加起来达到 add up to
在某人的控制之中 in the control of sb; under control失去控制 out of control 阻止做某事 prevent/stop/keep…from… 至少/多at least/most
例如such as 照顾 take care of 当心，小心 take care, look out, be careful
有/没有权利做某事 have right/no right to do sth
大量，许多A number of, a great many, a great deal of, plenty of, lots of, a lot of
高中英语必修2教案(篇7)
必修三英语课文课件
第1课时 Talk about festivals:
Some traditional Chinese Festivals
Spring Festival春节
Qingming Festival 清明节 Double Ninth Festival 重阳节
double Seventh Festival 七夕节 Mid-Autumn Festival中秋节
lantern Festival 元宵节（The Yuanxiao Festival）
dragon Boat Festival 端午节
*Festivals are meant to celebrate important events.
*What’s your favorite holiday of the year?
*What festivals or celebrations do you enjoy in your city or town?
*Do you like spending festivals with your family or with your friends?
*What part of a festival do you like best——the music, the things to see, the visit or the food?
*Festivals and celebrations o f all kinds are held everywhere.
*They lit fires and made music because they thought these festivals would bring a year of plenty.
*Some festivals are held to honor the dead or satisfy and please the ancestors.
*Festivals can be held as an honor to famous people or the gods.
*The most energetic and important festivals are the ones that look forward to the end of
Winter and to the coming of spring.
*Festivals let us enjoy life, be proud of our customs and forget our daily life for a little while.
第2课时【自主学习】单词预习学案
1.庆典，庆祝 n._________ v.__________
庆祝严寒的结束__________________________, ________________
2. 起源，由来n._________
Her mother is French __________(原籍)
宗教 n. _________ adj._______ 宗教信仰__________
3.到达n.________ v._____________
幸存，生还 n._____________v.____________
4. 独立 n.____________adj.___________
从英国人那儿获得独立______________
5.盼望春节的到来_______________ _______________
Special attention should be paid to __________(pronounce)the words.
6.与家人玩得开心_________ 取笑某人，拿某人开玩笑___________
I did it_____________(闹玩地) 搞某人的恶作剧____________
7.必要性，需要;必需品n._____ 必需的adj._______ 生活必需品______
8.守信用，履行诺言 __________ ___________ 食言____________
9. 道歉v.__________ n.___________ 因某事向某人道歉__________
Please accept my ______________(道歉) for that
Me to ___________ (道歉)to that fellow? No way!
He _________________(向我道歉) for stepping on my foot.
10. 淹没，溺死v. __________ pt ___________ pp ____________
a drowning man(译)_____________ a drowned body(译)_____________
drown oneself in work(译) __________ drown one’s sadness in wine __________
11. 哭泣，流泪v._____________ pt___________pp_________
He ______________(因失败而哭泣)his failure.
扫v._________________ pt._____________ pp._________________
【合作探究】
12. 用dress, clothes, clothing, cloth适当形式填空
1)The ________ (衣服)need washing, can you have _______(it, them)washed?
2)The shop sells children’s___________ only.
3)Please cover the table with a ___________.
4)____________________________(一件衣服)
5)People are expected to wear formal __________ in a wedding.
13. in memory of; in celebration of; in honour of; in the shape of, in search of 填空
1)The boys went_________________ something to eat .
2) He wrote a poem _________________his wife.
3).Many people joined them ______________(寻找那个失踪的孩子)
4).People eat food _________ skulls on festival of the dead.
5)A ceremony was held _______________those killed in the earthquake
【当堂检测】
1)The great flood _________________________many villages.那次大洪水把许多村子都淹没了。
2)You must ___________________________(为迟到向你朋友道歉)。
3).Finlan d _______________________Russian during World War I.
芬兰在一战中从俄国中独立出来。
4). The job will ___________________his parents (使他独立于父母)
5). Last summer I took a course on ______________.
a. how to make dresses B. how dresses be made
C. how to be made dresses D. how dresses to be made
6). He wept _______ joy at the news that he was admitted to Beijing
University.
a. for B. as C. to D. in
第3课时
内容 Reading—A sad love story
【自主学习】Step I ：Reading Comprehension
1. Li Fang was heart-broken because _________
a. his girlfriend said goodbye to him
b. his girlfriend didn’t love him any longer
C. his girlfriend didn’t turn up
d. he didn’t love his girlfriend
2. Why couldn’t Niulang follow Zhinv to the Heaven?
a. Because he lost his way
b. Because he lost heart
C. Because he had to take care of the babies.
d. Because the Milkey Way stopped him
3. The truth of the story is that ________
a. Hu jin doesn’t love Li Fang any longer and want to say goodbye to him.
b. The two lovers waited for each other in different places.
C. Li Fang should have waited in the tea shop.
d. Hu Jin should have waited in the tea shop.
Step II: Translate the phrases
1. 出现，到达，露面 ______________
2. 守信用，履行诺言________________
2. 用咖啡解愁 ____________________
4. 在人间，究竟 ________________
5. 动身往家走 __________________
6. 把花和巧克力都扔掉_______________
7.展翅搭桥 __________________________
【合作探究】
Step III: Translate the sentences
1. He was not going to hold his breath for her to apologize.
_____________________________________________________________
2. It was obvious that the manager of the coffee shop was waiting for Li Fang to leave.
_____________________________________________________________
3. Finding that Zhinv was heart-broken, her grandmother finally decided to let the couple cross the Milky Way to meet once a year.
_____________________________________________________________idn’t turn up. She could be with her friends right now laughing at him.
_____________________________________________________________
language Points:
1. But she didn’t turn up.
Turn up: vi.1). To arrive 到达；来到；露面
We planned to meet at half past seven, but she never turned up.
2). (被) 发现。（被）找到
don’t worry about the letter . I’m sure it’ll turn up.
Vt. 开大；调高（音量；热量等）
Could you turn up the radio?
短语链接：
Turn down 关小（声音，灯等）；拒绝 turn against 背叛 turn in 上缴；拐入
Turn on/off 打开/关上 turn over 翻身/ 页；移交 turn away 打发走
Turn out 结果证明是；生产； 制造 turn to 求助于；转向做…
【巩固练习】
用turn短语的正确形式填空：
1. He promised to come, but hasn’t _______ _________ yet.
2. She tried to join the army but _______ _______ _______ because of poor health.
3. Whenever in trouble, you can _______ _______ the police for help.
4. The weather _______ ________ to be fine.
5. Hundreds of people were __________ _________ from the island, so it was called “the land of tears”.
3. I don’t want them to remind me of her.
remind sb. of sth. 使某人想起某事；提醒某人某事
e.g. The photo reminded me of my childhood.
Please remind me of this afternoon’s meeting.
拓展： remind sb. to do sth. 提醒某人做…
e.g. Remind me to write to mother, please.
remind sb. that 提醒某人某事
e.g. I reminded him that he must go home b efore dark.
【巩固练习】
1).Travelers ________ ______ _______(被提醒) climbing the hill is dangerous.
2).He _______ ______ ______（提醒我）take an umbrella along.
3).The photo _________ ________ ______ ______ _____(使那老人想起) what he had suffered in the war.
3. It was obvious that the manager of the coffee shop was waiting for LiFang to leave.
It is / was obvious that … 显然， …是显而易见 的。 其中的it是形式主语
That引导的是真正的主语， 此句型可以改为：“Obviuously, …”
e.g. 1. Obviously, you misunderstood him.
2. It was obvious to everyone that he was very nervous.
【当堂检测】
1.在咖啡店遇到某人, _________2.下班后_______,3突然出现；到场；调大（收音机等）_____, 4.right now,______5.嘲笑,______6守信用；履行诺言______, 7.look forward to ~ing 8. all day_____9 be alone with sb______7, be like a fool_______, 8、hold one’s breath______, 9.drown one’s sadness in coffee,_________10. it is obvious that….._________, 10.wait for…to leave_________, 11.wipe the table________, 12., turn on the TV_______, 13.a weaving girl_____, 14.a herd boy______,15. fall in love with_______, 16.get married secretly_______________ 17., be married to sb._________, 19.return to Heaven, _______ 20.cross the river______, 21once a year_________, 22.on the seventh day of the seventh lunar month__________, 23. hear about_________,24 set off for home_________, 25, remind sb. of…__________ 26._____________在回家路上,27. hear…~do/ ~ing, _________28.wave at sb.______,29. have a gift for sb.___________ 30. a happy Valentine’s Day_________
Ⅰ.课文词汇填空（旨在复习本课文中的单词拼写和主要词语等） 根据课文内容完成下面语法填空，注意单词拼写和词语用法：
There are all kinds of celebrations1 （遍及）the world. Different countries have different festivals. Festivals of the Dead are held to honour the 2 (death) or to satisfy the ancestors. Festivals can also 3 (hold) to honour famous people. In China, the Dragon Boat Festival honours the famous 4 （古代的） poet, Ou Yuan. The most energetic and important 5 （节日 ）are Spring Festivals 6 look forward to the end of winter and the coming of spring. At the Spring Festival in 7 , people eat such things 8 dumplings, fish, and meat and give children lucky money in red paper. Some western countries have very 9 (excite) carnivals, which take place forty days before Easter, usually in 10 （二月）.
Ⅱ.课文大意概括（旨在训练用30个单词概括大意的能力） 阅读课文，试着用30来个单词概括课文大意或翻译下面短文。
文章告诉了我们世界各地五种重要节日并解释了人民为什么，在何时以及如何举行各种活动来庆祝这些节日。
The passage tells us __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
词组（共10小题；每小题0.5分，满分5分）
11. 有意义,行得通 ___________________________________________
12. (在我)看来,(依我的)观点 _____________________________________
13. 定居, 安下心来 _____________________________________________
14. 对……有影响 _______________________________________________
15. 为了纪念 __________________________________________________
16. 以……为自豪 _____________________________________________
17. 使某人想起某事 ____________________________________________
18. 对… 感到乐观 ____________________________________________
19. 使某人高兴的是 _____________________________________________
20. 导致某事,造成某事 ______
一 多项选择
1. In order to save the animals out of danger, they ____ a special place for them to live freely.
a. set free B. set off C. set out D. set aside
2. I didn’t mean to keep you waiting here for a long time. There are several traffic jams on the way. Can you ____ me?
a. apologize B. interrupt C. forgive D. behave
3. I am surprised that you should have been fooled by such a ____.
a. role B. deal C. test D. trick
4. It’s the ___ in the country to go out and pick flowers on the first day of spring.
a. use B. habit C. custom D. normal
5. ---Have you heard the story of The merchant of Venice?
--No. When and where does the story ____?
a. take up B. take off C. take on D. take place
6. Washington, a state in the United States, was named _____ one of the greatest American presidents.
a. in favor ofB. in need of C. in search of D. in honor of
7. The police are offering a $ 60,000 _____ for information about the killer.
a. reward B. priceC. awardD. prize
8. We invited her to dinner but she didn’t even bother to _____.
a. turn toB. turn upC. turn on D. turn down
9. On Halloween, children in American like to ____ as ghosts to frighten people.
a. make upB. put onC. dress upD. spy on
10. Almost all of us ____him for his courage in front of difficulty.
a. award B. admire C. accept D. forgive
11. All the teachers and students have got everything ready to ____ the 50th anniversary of our school.
a．congratulate B．celebrate C．inspect D．respect
12. Three university departments have been ______ $600 ,000 to develop good practice in teaching and learning.
a．promoted ?B．included C．secured D．awarded
13. In order to find a cure to the disease，he travels about the world _____ facts about little known diseases.
a．gathering B．searching C．collecting D．receiving
14. Tom _____ friendship and experience from the local residents, working with them for 3 years.
a．beat B．won C．gained D．made
15. History is about forgiving not forgetting. If some people forget history we should _____ them.
a．repeat B．remember C．remind D．r ecord
16. Since my childhood, I have been dreaming of _____ on a journey round the world. But till now, the dream doesn't come true.
a．putting off B．setting off C．taking off D．going out
17. The old man was almost dying, terrified with darkness and loneliness. He really _____ love and care.
a. turned to B. relied on C. starved for D. referred to
18. It _____ a few days later that he failed to pass the tests to get a place to study at the key school.
a. turned up B. turned out C. turned off D turned to
二 完成句子
1. 们家乡在过去的里发生了巨大的变化。（take）
Great changes ______________________________ in our hometown in the past 20 years.
2. 那老师因迟到向学生道歉。（apologize）
The teacher ______________________________________________ late.
3. 我一直渴望再次见到你。 （forward）
I __________________________________________________ you again.
4. 黄色的花朵总使他想起在乡下的童年。 （remind）
Yellow flowers always _______________________________________ in the countryside.
5. 今天上午我在办公室看到了她，她不该不经医生允许就回来上班。(come)
I saw her in the office this morning. She _____________________________
_________________ without the doctor’s permission.
6. 打扮成圣诞老人，他很受孩子们欢迎。 （dress）
_____________________________ Father Christmas, he is popular among
Children.
8. 他耍花招使我相信了他说的话。(trick)
He _________________________ make me believe what he said.
9. 她讨厌在公共场所被开玩笑。（trick）
She hates __________________________________ in public.
10. 他站在山顶欣赏大自然的美景。 （admire）
He stood on the top of the mountain ____________________________
__________________ .
11. 他看上去很困倦，昨晚一定熬夜写论文。 （stay）
He looks sleepy. He must ________________________________ last night,
Writing the essay.
12. 别坐在那里什么也不干，来帮忙整理桌子。（do）
don’t sit there ______________________. Come and help me with the table.
13. 天气许可的话，明天我会来的。 （permit）
I’ll come tomorrow, _______________________________ .
14. 这是一次小型的非正式的老同学聚会，你不必盛装打扮。 （dress）
It’s a small informal party among our old classmates--- you ____________
____________________________.
15. ---那边可能是谁呢? ---有可能是我们的语文老师，他总穿红衣服。（be）
--- Who________________________ over there?
---It may be our Chinese teacher who is always dressed in red.
第4课时 Grammar: Modal verbs:
May / might, can / could, will / would, shall / should, must / can的用法
【自主学习】
1. may 与might的用法
May 与 might
1)表示允许、许可。否定答语一般要用mustn’t，表示“禁止、阻止”之意。 --- May I watch TV after supper?
--- Yes, you may. / No, you mustn’t.
2)在表示请求、允许时, might比 may的语气更委婉一些。在日常口语中，用can征 询对方意见更为常见。 ---Might I use your telephone?
--- Yes, please.
--- May / Can I go home now?
--- Yes, you may / can.
3)表示可能性的推测，含有“或许”“大概”“可能”之意，用might代替may时，则语气显得更加不肯定。
What he said may be true.
She may come tomorrow.
He might have some fever.
2. can与could的用法
Can 与 could
1)表示能力Some of us can use the computer now, but we couldn’t last year.
2) 表示客观的可能性It will be sunny in the daytime, but it could rain later on this evening.
3) 表示请求和允许 --- Can I go now?
--- Yes, you can.
4)表示请求,口语中常用could代替can,使语气更加婉转Could you wait a few day for the money?
Could you please show me the way to the station?
5)表示惊异、怀疑、不相信的态度（主要用于否定句、疑问句和惊叹句中）
Can this news be true?
It can’t be the headmaster. He’s gone to Beijing.
How can you be so foolish!
3. will与would的用法
Will与would 1）.用于表示意志或意愿。Will指现在，would指过去 I will never do that again.
They said that they would help us.
2）.表示请求、建议等，用would比用 will委婉、客气些 Will you please take a message for me?
Would you please pass him the book?
3）.表示习惯性动作，译为“总是”“惯于”。Will指现在，would指过去 Fish will die without water.
every evening, she would sit by the window, deep in thought.
4）.表示预料或猜想 It would be about ten when he left home.
I thought he would have told you about that.
5）.用于否定句中，表示“不肯”“不乐意No matter what I said, he wouldn’t listen to me.
4.shall与should的用法
Shall 1）用于第一、第三人称疑问句中，表示说话人征求对方的意见 What shall we do next?
Shall I do the washing-up?
When shall my brother be able to leave hospital?
2）用于第二、第三人称的陈述句中，表示 说话人给对方的命令、警告、允诺或威胁
You shall go with me. ( 命令)
You shall have a new dress for your birthday.（允诺）
He shall be punished.（威胁）
Should
1)表示劝告或建议，作“应该”讲 We should be strict with ourselves.
You should keep your promise.
2) 表示推测，作“可能”、“该”讲The roads should be less crowded today.
I should have finished reading it by Friday.
3)Why / how + should结构表示说话人对谋事不能理解、感到惊异等意思，译为“竟会”
Why should you be so late today?
（你今天怎么来的这么晚？）
I don’t know why you should think th at I did it.
（我真不明白你凭什么认为这件事是我干的。）
5. must, may (might) 和can表示“推测”的用法
Must 只能用于肯定句，表示可能性很大的一种推测，作“肯定”“一定”讲 (1)--- Look, someone is coming. Who can it be?
--- It may be the headmaster.
---It can’t b e him. He has gone to Shanghai.
--- Then it must be Mr Zhang. He looks like the headmaster.
(2)--- What can they be talking about?
--- They may / must be talking about the question raised at the meeting.
(3) --- Can they have finished the work?
--- Yes, they may / must have finished it.
--- No, they can’t have finished the work so soon.
--- Then they must have played so much.
May /might 用于肯定句中（可能，或许，大概）；用于否定句中（可能不）。表示可能性较小的一种推测
Can 表示推测时，只用于否定句和疑问句中
【合作探究】：I. 单项填空：
1. Write in simple English in order that everybody ______ understand
You. A. may B. must C. should D. will
2. You _______ miss the lecture, though you ______ have it.
a. mustn’t; needn’t B. needn’t; mustn’t
C. mustn’t; mustn’t D. can’t;
needn’t
3. --- Better not have the operation right now.
--- ________.
a. I mustn’t B. I shouldn’t C. I won’t D. I can’t
4. The train was ten minutes late, so I ______ have run all the way from my house to the station.
a. couldn’t B. shouldn’t C. needn’t D. mustn’t
5. I’m not going simply because I don’t see why I _______.
a. will B. would C. should D. shall
6. --- It must be Mr. Li who did it.
--- No, it _____ be Mr. Li.
a. mustn’t B. can’t C. wouldn’t D. may
7. --- It’s getting cloudier and cloudier.
--- Yes, I’m afraid it ______ be raining soon.
a. must B. should C. might D. can
8. I promised to get there before 5 o’clock, but now the rain is pouring
down. They _____ for me impatiently.
a. may wait B. ought to wait C. could wait D. must be waiting
9. --- ______ you make so much noise?
--- Sorry, I’ll take care not to.
a. Must; B. Can C. May D. Would
10. On Sundays when I was a child, Father and I _____ get up early and go fishing.
a. could B. would C. might D. should
11.I ______ have written to him because he phoned me shortly afterwards
a. ought to B. must C. couldn’t D. needn’t
12. --- _____ the plane have taken off on time?
--- I’m afraid not. The fog was too thick then.
a. Need B. Should C. Can D. Must
13. This looks like a different kind of stone. What _____ we do with it?
a. will B. shall C. would D. do
14. He has much money at the beginning of every month, but by the end of it he _____ little left.
a. can have B. will have C. should have D. need have
15. How _______ you say that you really understand the whole story if you have finished only part of the article?
a. must B. need C. may D. can
【当堂检测】II. 用适当的情态动词填空：
1. There is 20 minutes left. We _______ (not) have to be in such a hurry.
2. Where is my watch? I really can’t find it. Where _____ it be?
3. The doctor told the old man that he ______ avoid eating fat.
4. It’s too late. I think he ______ go to bed.
5. ______ you mind my troubling you with a few questions?
第5课时
【自主学习】
I. 单词拼写
1.Tom celebrated the a_________（到达）of the New Year with a party for his friends.
2. Getting food to s__________（挨饿的`） people does nothing to stop the war.
3. We just can’t find enough good second-hand cars to s__________（满足） demands.
4. The fruit was often served at wedding f__________（盛宴）.
5. Is Russia a E_______（欧洲） country or Asian country? Many people are puzzled sometimes.
6. Carolina was a__________ （奖励）the prize for both films.
7. No one is to see the document without the p__________ （许可）of the writer of the report.
8. I’ve made up my mind, but it’s o_______（显而易见）that you need more time to think it over.
9. Dolphins have sometimes been known to save d__________ （快要溺死）swimmers.
10. I used to a__________ （羡慕）him as a true scientist and hard worker.
II. 短语翻译
1. 出现______________________ 2. 饿死 ____________________
3. 对…满足___________________ 4. 导致 ____________________
5. 纪念 _____________________ 6. 盛装 ____________________
7. 开玩笑____________________ 8. 期望 ____________________
9. 好像______________________ 10. 玩得开心 ________________
11. take place _________________ 12. day and night ______________
13. a couple of ________________ 14. hold one’s breath ___________
15. keep one’s word ____________ 16. apologise to sb for sth _______
17. be meant to _______________ 18. do harm __________________
19. have one’s origin as _________ 20. set off for _______ __________
【合作探究】III. 词语辨析
a）forgive, excuse, pardon
excuse:“原谅”，指有意放过人们在社会，习俗方面的具体行为。如失礼，疏忽或失职，不予以指责和惩罚，常用于口语。
Forgive:“饶恕，宽恕，赦免”，感情色彩较浓，表示不但放弃一切报复要求，且打消一切复仇的心理，不再愤恨，强调主观和内心的宽恕。
Pardon:“原谅，宽恕”，正式用语，指放弃处罚要求，予以赦免，尤其指由上级按法律正式赦免过失或过错。作原谅讲时，同excuse，较老套、正式，主要用于“知道自己的言行将冒犯对方时候”。
1Please __________ me for using your telephone without asking for permission. I thought you wouldn’t mind.
2 She was so kind as to __________ her close friend who had done harm to her when she was in a great difficulty.
3 The two spies were __________ by the President yesterday.
b）collect, gather
Gather和collect均可表示“收集”，但collect有区别挑选之意，表示收藏某类物品时多用此词，gather则强调将散乱的东西集中起来。指“聚集” 时两者同义。
1. One of Tony’s hobbies is __________ rare birds.
2. Clouds __________ before a thunderstorm came.
C) think of, think about, think over
Think about指“考虑”、“对......有某种看法”，此时它可与think of 换用。但当think of 作为“想起，想到”讲时，of一般不能改为about。think over有“仔细考虑”之意，相当于think about... carefully, 但about是介词,后可直接接宾语。over是副词，所跟宾语是代词时，代词要放在think 和over之间。
1. I can’t think _________ his name at the moment
2. Universities may be forced to think again __________ the courses they provide due to the new employment situation.
3. Why don’t you think it __________ and give me a call in a couple of days?
d) gain, win, earn
Gain侧重指经过努力或有意识行动而取得某种成就或获得某种利益或好处。
Win主要指通过努力、斗争、比赛等而获得胜利。
earn侧重指依靠自己的劳动或因付出代价与有功而获得，其宾语多为金钱、荣誉和理应得到的东西。
1. He has __________ a lot of money by working in the evenings.
2. He ___________ experience while working for the newspaper.
3. Who do you think will __________ the next election?
e) mean to do, mean doing
Mean to do sth.“打算干…事”; mean doing sth.“意味着…”.
1. I meant __________ (give) you this book today, but I forgot.
2. Missing this train means _________ (wait) for another hour.
F) lonely, alone
这两个词都有“单独”，“独自”，“孤单”的意思。但alone只是陈述一个客观事实，通常不带感情色彩，强调独自一人，没有别的同伴，无褒贬之意，只能用作表语或后置定语，另外alone还可作副词。而lonely只能作形容词，表示一种感觉，带有感情色彩。指人时，强调内心的“孤独”，“寂寞”，“冷清”，希望有人陪伴，可作表语和定语。另外lonely还可表示“偏僻的”，“人迹罕至的”，而alone没有这一意思。
1. On the island Chuch had to learn to survive all __________.
2. The old man lives __________, but he never feels __________.
3. The old man lives a __________ life in that __________ mountain village.
G) cry, weep 这两个词均指因痛苦、悲哀或伤感等出声地流泪。 weep 书面用词，指小声哭或无声地哭，侧重流泪。而cry则较为强烈,常指大声的哭.
1. We all __________ in silence for the dead.
2. We heard her __________ far outside the house.
【当堂检测】IV基础测试
a. 单词拼写
请根据汉语提示或首字母写出单词的正确形式
1. The proud man said he would rather s_______（挨饿） than beg for food.
2. What he said couldn’t s________（满足） his parents, so they kept asking him.
3. A boy l_______（带领） us to the old man’s house, so we had no trouble in finding him.
4. He is a famous p________ （诗人）and his poems are popular with the youth.
5. It is not his custom to d________（淹没） his sadness in wine.
6. She entered the lab without _____________ (许可).
7. There is now no ______________ (可能) that she comes to apologise to us.
8. Do you know when India gained its _______________ (独立) from Britain.
9. He is the most _________(英俊) man I’ve ever met.
10. He got a lot of __________ (奖状) for his excellent study.
1 Don’t look forward to the day you stop suffering, because when it comes you know you’ll be dead. 生于忧患,死于安乐.
2 A dog starving at his master’s gate predicts the ruin of the state. 树死先从叶子黄.
3 I would rather have a mind opened by wonder than one closed by custom. 宁愿创新,不愿陈腐.
4 Gather you rosebuds while you may, old time is still a flying, and this same flower that smiles today,tomorrow will be dying. 未雨绸缪.
5 However big the fool, there is always a bigger fool to admire him. 傻瓜总会发现有比他更傻的人在赞美他.6 Belief, then, is the great guide of human life. 信仰是生活的向导.
高中英语必修2教案(篇8)
1.attitude to/towards
sb/sth
2.take/adopt/have a
positive/negative...attitude
3.previous adj.ver.1.2.3.4.5.6.5.be covered with/by...． 6.enthusiastic adj.(about)
7.enthusiasm n． 8.amazing adj.9.amazed adj.(to
do)(at/by)10.amaze v
11.amazement n． 12.to one’s amazement 13.in amazement rmation n． rm sb.of sth.16.instruction n． 17.instruct v． 18.bored adj.(with)19.boring adj.20.bore v．
21.embarrassed adj.22.embarrassing adj.23.embarrass v．
24.embarrassment n． 25.behavior n．(U)26.behave oneself 27.description n． 28.describe v． 29.impressive adj.30.impress sb with．..＝sb
be impressed with/by． 31.impress sth on sb/on
one's memory32.leave/make an
impression on sb 33.encouragement n． 34.encourage sb.to do sth.35.discourage sb.from
doing sth.36.disappointed adj.37.disappointing adj.38.disappoint v． 39.disappointment n.40.disappear from sight 41.appear vi.42.(Link-v.)appear
adj./n./to be..43.It appears that从句 44.appearance n.45.be similar to sb.in sth.46.far from 47.nothing like 48.in other words 49.in a/one word 50.in words
51.keep/break one's
word/promise
52.have a word with sb 53.have words with sb 54.word come that....55.leave word with sb.56.=leave a message to sb.57.look forward to
(doing)sth.58.pay attention to
(doing)sth.59.be/get used to
(doing)sth.60.get down to(doing)sth.61.stick to(doing)sth.62.devote...to(doing)sth..63.lead to(doing)sth.64.at the start of 65.at the end of 66.go to college 67.be divided into
68.divide(up)．..among/be
tween
69.divide....in half/in
two/into halves
70.separate...from/by.....71.took an active part in...72.take part in 73.join 74.join in 75.attend
76.attend to...1.2.77.I don't
think/believe/imagine/suppose/expect that.....78.This room is three times
as big as that one.＝This room is three times bigger than that one.＝This room is three times the size of that one.79.Tom has made rapid
progress recently.—Oh，so he has and so have you.80.①So＋系动词/助动词/
情态动词＋主语②neither/nor＋系动词/助动词/情态动词＋主语③So it is with.../It is the same with...
高中英语必修2教案(篇9)
一、设计思路
高中英语课程的总目标是使学生在义务教育阶段英语学习基础上，进一步明确英语学习目的，发展自主学习和合作学习的能力；形成有效的英语学习策略，培养学生的综合语言运用能力，使他们在学习过程中，促进心智、情感态度，学习策略，文化意识的发展，形成正确的人生观和价值观，提高人文素养。
该课程标准强调“使语言学习的过程成为学生形成积极地情感态度、主动思维和大胆实践的过程。”英语教学是一种教与学的双边活动，教学的实质是交际。从这个意义出发，阅读不应是传统意义上的接受性技能（receptive skill）,而是一个积极主动的思考理解及获取信息的过程，同时也是作者与阅读者双方参与的言语交际、思想交流的过程。信息时代的到来需要人们进行广泛而有效的阅读，因而对阅读技巧的培养也提出了更高的要求。
因此，我结合新课标和学生的实际，以任务型教学模式贯穿始终，引导学生自主或者合作完成。阅读活动由整体入手，由易到难，层层深入。教学过程中，发挥网络在教学中的优势，图文并茂让学生对主题信息有一个直观的了解。整个教学活动以教材为载体，以学生为中心，学生参与活动。
二、教学内容分析
（一）教材分析
1、这节课使用的教材是人教版高中英语必修1，这套教材是在任务型语言教学理念的基础上编写的，它以话题为主线，贴近学生生活，贴近真实的教学行为，它的语言教学理念是强调语言的运用，促进学生自主学习，发展学习的策略，培养创新精神突出实践能力。
2.第3单元的中心话题是“旅游”，是一个时尚和热门的话题，不同地区的文化氛围、风土人情和地理特征都能引起学生浓厚的兴趣，激发他们的求知欲。本节课是这个单元的阅读部分，是王坤写的一篇日记，讲述了她和姐姐想骑山地车旅行，选定了湄公河作为旅游路线，文章具体谈到了他们为这次旅游做的各项准备工作。通过阅读，教师不仅要让学生学到一些有用的单词和词组，训练他们的阅读技能，还要让学生了解和学习有关旅行的知识，例如选择自己感兴趣的旅行地点，确定旅行路线，查阅相关信息，制定旅行计划等，激发学生旅游的兴趣。
（二）学生分析
高中生注意力具有一定的稳定性，观察具有一定的目的性、系统性和全面性，初步完成了从具体思维到抽象思维的过渡，喜欢富有个性的教学设计，同时自我意识增强，不但在乎别人对自己的评价更渴望得到关注和赞赏。
高一的新生应该有较强的表现欲望和求知的欲望，具有了一定的英语语言知识和英语运用的能力，但是高一学生尚未养成较高的自主学习能力，口语表达能力和阅读理解技巧都有待提高。
（三）教学目标
1、认知目标：帮助学生利用略读等策略找出关键词；运用关键词和所预习的生词复述课文；认读东南亚国家名称，了解与湄公河相关的英语表达。
2、技能目标：通过skimming， careful reading ，generalization ，
inference 等阅读技能训练，提高阅读能力和阅读技能，培养学生获取信息、处
理信息、运用信息进行推理、判断的能力；学会用英语来表达与旅游文化相关的话题；学会用英语设计旅游计划。
3、情感目标：学生通过学习，了解湄公河背景文化知识，开拓视野，增强学生在旅游中接受异国文化的能力，并让学生感受主人公做事认真，准备充分的态度和好的习惯。
（四）教学重点与难点
教学重点
1、提高学生对文章的整体理解能力，提高略读、寻读、详读技能。
3、通过课程资源的挖掘，丰富学生的文化内涵。
教学难点：
1、如何利用略读、查读等阅读技巧来确定关键词、主题句、形成
阅读策略。
2、如何帮助学生运用阅读策略，促进学生自主学习。
3、怎样以阅读课的教学为依托，使学生学会用英语交流旅游计划，谈论旅游话题，训练学生的听、说能力。
（五）教学方法
情景教学法、讲授法、任务型教学法、分组讨论法、多媒体辅助教学
1、通过设置情景和教师讲授，帮助学生了解和学习关于湄公河的背景文化，激发学生的兴趣，扩大学生的视野。
2、运用任务型教学法，通过课前、课中、课后的任务设计，引领学生理解文章主题，关注涉及主题的关键信息，深化理解语言背后的文化内涵及文化差异。
3、结合所给信息和图片，让学生分组讨论，在学生用英语进行表达及思维的同时，学会合作学习、自主探究。
（六）学习策略
通过pair work, group work等活动形式，培养学生的学习策略。
1、认知策略：通过Brainstorming发散学生思维，借助联想建立相关知
识之间的联系。
2、交际策略：通过同桌、小组的讨论，利用各种机会用英语进行真实交际。
4、资源策略：让学生通过网络，图书馆、报刊杂志、互联网、等资源都
给予学习内容相关的资料。
二、教学过程
Step 1 pre-reading 10’
1.Warming up and leading-in
1. Present some pictures which I took of beautiful places to arouse their interest of traveling.
Have a free talk with the students. Ask them a question:
Do you like traveling? Why?
2.Share some pictures of rivers. Let them guess the names of these rivers.
3. Ask students: “Have you visited the Mekong River?” If no, show a map to them, then introduce some information about Mekong River and show a video of Mekong River.
设计意图：
通过展示我自己拍的旅游图片，采用谈话方式导入有关旅游的话题，拉近师
生之间的.距离，消除学生的紧张情绪，营造宽松的学习气氛。进一步给学生分享一些河流的图片，让学生猜测河流名称，引出湄公河这一主题，让学生看地图，并介绍湄公河的基本知识，激发学生的兴趣和好奇心，为全面的课堂参与作有力的铺垫。
2. Prediction
学生预测课文内容，教讲解预测策略。
设计意图：
有意识地培养学生的预测能力，增加阅读的兴趣，提高阅读的效率。
Step 2 while-reading 25’
Task1略读
快速阅读文章，帮助学生归纳文章大意。简单讲解略读策略。
Task 2.跳读
教师把文章分成二个部分，学生分组阅读不同的内容，奇数排的学生阅读第一段回答以下问题：
1. Who have the journey down the Mekong River ?
2. What is the relationship between them?
3. Where did they go?
4. when did they get the chance to realize their dream?
5. How did they travel along the Mekong River? Why?
偶数排的学生阅读二，三段，找出问题答案。
Q1: Where is the source of the river and which sea does it enter? Q2: What difficulties did Wang Kun and Wang Wei find about their journey?
Q3: What can you see when you travel along the Mekong?
将学生重新组合，奇数拍与偶数排组成一组，共分成若干小组，在一起讨论，问答，交换信息。
设计意图：利用信息差，是学生通过语言交际活动把所缺的信息补充完整，达到对课文内容全面了解的目的。
Task 3 detail reading
学生详读课文，尝试概括总结王坤和王薇对待这场旅行的不同观点态度。 Task 4 Language learning
让学生从文章里找出一些重要的单词和短语，并能够记住它们。
1. Words and phrases that indicate people’s attitude and
personality:
dream about , be fond of, care about, determined, stubborn, insist, shortcoming, make up her mind, change her mind, give in, reliable
2. Words and phrases that relate to a trip plan
ever since, persuade, graduate, cycle, organize, schedule, journey
3. Names of certain places
glacier, rapids, valley, waterfall, delta
设计意图: 引导学生掌握有用的词汇和表达，并应用到实际语言交际中。
Step 3: Post-reading 10’
运用本节课所学知识（单词，短语，be doing结构）制定旅行计划。
Group discussion: A travel plan Destination: Reasons: Transport: Reasons: Budget: Preparations:
设计意图：创设一个真实的场景，让学生们在这个场景中用英语进行思考、表达及交流。该阶段也是学生们在课堂上运用英语的一个真实展示。
Step 4 Homework
1. Make a travel plan for your summer holiday, use the words, phrases and sentences learnt from in this class.
2. preview the tasks in learning about language.
三、板书设计
主要罗列本节课所学重要单词及表达，突出知识重点 四、教学反思
本节课是阅读课，根据自己对教材的理解，紧扣主题设计了教学环节，
以在帮助学生掌握阅读策略和阅读技巧，提高学生的阅读理解能力以及口头表达能力。整个教学过程采用教师设置任务后，学生个人活动、小组活动、师生活动
等形式组织教学，将学生的自主学习作为课堂的主体，引导学生完成学习任务。 首先，本人在设计本课教学中，采用了不同的教学手段和思路，课堂活动多样。导入部分，充分发挥网络优势，搜集与主题相关资料，一起学生的学习兴趣。略读部分，给学生充分的阅读和思考时间，了解文章大意，提高概括能力。跳读部分，设定任务，设计问题，采用分组阅读和小组讨论的形式，提高学生获取信息和处理信息的能力，以及自主学习的能力。教学过程体现了层次性与任务设计的有效性。
其次，阅读文章篇幅较长，内容较多，学生如果预习不充分，可能会消化不了。没有完全注重到学生的个别差异。Discussion部分可再让两三个学生起来展示，结束得比较仓促。
高中英语必修2教案(篇10)
中国作为一个有五千年文明史的统一的多民族国家，政治制度发展历史之长久，体系之完备，经验之丰富，影响之深远，都是世界其他国家和民族不可比拟的。这其中最突出的就是中央集权制度的建立与逐步完善。早在远古时期，人类社会中就有了权力的萌芽。夏朝时已出现了凌驾于全社会之上的公共权力。商朝的主要政治制度是内外服制度，商王通过两种不同的管理制度来处理本族和外族的事务，与各方国形成了支配与被支配的关系。周王利用分封与宗法制的结合，确立了天下共主的地位。但靠宗法制的血缘纽带维系统治秩序并非长久之计，春秋争霸，战国兼并，制度败坏，秦王嬴政，一统天下，建立了一个皇帝具有无上_的中央集权制度。但中央集权和地方分权的斗争曾长期延续，西汉的“七国之乱”、东汉至魏晋南北朝的国家_、唐朝的“安史之乱”和以后的藩镇割据，都说明了它的坎坷。直到宋代，这种斗争才尘埃落定，却不幸造成了积贫积弱的后患。伴随着中央集权制度的发展，皇权呈现出不断加强的趋势，中枢权力体系也不断发生变化。隋唐实行三省六部制，宋元勋益颇大，明朝废除丞相，清设军机处，_皇权发展到了顶峰。
学习本单元时，应注意以下几点：(1)掌握有关古代中央集权制度的基本知识。(2)对于重要的政治人物和政治事件及其对中国古代中央集权制度发展的影响，要正确地认识、分析、评价。同时还应注意在今后的学习中，与西方古代制度进行对比。(3)以史为鉴。中国古代的中央集权制度有很多值得我们借鉴的地方，要认真地思考、总结
目前高中历史教学，高一年级是关键，培养历史情结是重点。
高中历史教学大纲把历史课分模块进行，大部分课程只有高一年级开设，这实际上使大多数高中生接受历史知识学习的时间就只有宝贵的一年，所以高一年级的历史课学习就显得颇为重要了。重视高一历史教学以培养学生的“历史情结”，也是势所必然，历史学习虽难上加难，但却责无旁贷。
有人进行过问卷调查，调查统计表明：表示很喜欢上历史课的学生占41.9%，表示不置可否的学生占55.3%，而明确表示不喜欢上历史课的学生仅占28%。学生没说不喜欢历史，但也没有表示明显的兴趣。原因何在?无外乎两个因素：(1)因主课学业繁重紧张，把学习历史当作类似看小说看电视等缓释紧张情绪的功能。(2)某些历史知识通过教师引人入胜的讲述，激发了学生的新鲜感，使他们产生了一时的冲动。这些统计表明，目前高中学生对历史学习的兴趣层次还较低，大部分停留在刺激性的历史情节中(这可能受初中历史教学内容的影响)，也就是停留在直接兴趣这一层次上。我们知道，直接兴趣是不稳定的，常会因各种因素而减退，比如知识简单易懂、概念重复讲述、结论不易理解、内容难记难背等，再加上其他学科学习压力，一旦学生感到乏味，或感到困难时，直接兴趣就会衰减、消失。改善之法可从以下几个方面入手：
一是优化课堂教学内容，创设积极的学习环境，构建先进而科学的教学模式，让学生“愿”学。
二是提高历史学科的课程实用价值，让学生“乐”学。我们至少应该向学生显示历史学科在学校这个小社会里的作用，比如可以改革历史考试方法，用写作历史小论文的形式，调动学生运用历史思想、寻找历史依据的积极性;也可以增加课堂教学内容，联系当今世界所发生的学生感兴趣的话题，运用历史分析的方法，指导学生对世界形势发展加以认识;还可以在校内多办一些历史学科的课外活动，如开设历史讲座、展示学生的历史小文章、搞一些历史性的纪念活动，等等。总之，校园要强化历史学科的气氛，久而久之，学生也会受到感染，让他们觉得至少在学校里，学好历史课还是有用武之地的，这样学生的学习兴趣也就会逐渐增加。
三是增强学生在学习中的成功心理，使学生“喜”学。高一学生在学习历史过程中，与初中比较，普遍感到困难，出现“怕”的情绪。教师应根据学生的心理，采取有效的方法增强学生的成功心理，这对稳定学习兴趣有极大作用。我们可以结合教学由浅入深的特征，在教学过程中，对每一层次的内容，作出达标的要求，对学生每达到一个层次，进行及时的评价和鼓励，让学生觉得自己是一个成功者，有信心进入下一个层次学习。再比如针对每个学生不同的情况，让他们在不同的场合获得不同的成功感觉，可以对在课堂上回答问题正确的学生作出当众表扬;可以对作业中有出色解答或独特见解的学生予以高分;也可以让学生在校内办的刊物或壁报上发表一些作品，如历史小论文、历史漫画等;或者将学生的优秀作品推荐到公开发行的报刊杂志上。总之，教师要对学生的每一点成绩和进步多加以肯定和鼓励，使他们对自己的学习抱有信心，最终保持历史学习的稳定兴趣。
?当然，对历史理论的学习，更是必须重视的，其目的正在于帮助学生“会”学。不过在基本历史理论的教学中有一点要注意，那就是要控制好“度”。高一学生毕竟不是高三学生，他们的认知水平有限，如果要求过高，理解不了，对学习历史就怀有畏难情绪，就会“厌”、“怕”。因此，教师要深入细致地分析学生的认知水平，因材施教，根据学生接受能力限度，不能加重学生学习负担，更不能使他们不堪重负而丧失学习信心、兴趣。
高中英语必修2教案(篇11)
九年级英语unit5课件
九年级英语unit5重点短语与句型归纳
Unit5 Topic1
China attracts millions of tourists from all over the worlh.
【重点短语】
1.It has been+时间段+since从句
It is+时间段+since从句
时间段+has passed+ since 从句
自从……以来已经多长时间了
2.know very little about 对……几乎不了解
3.places of interest 名胜古迹
4.all over the world 全世界
5.a great number of 许多，大量
6.the second longest 第二长
7.the birthplace of ……的发源地
8.fetch sb. sth.= fetch sth. for sb.
为某人取某物
9.in detail 详细的
10.millions of 数百万
11.be worth doing sth. 值得做某事
through 流经
13.lie in 位于……之内
lie on 和……紧挨着，相邻
lie to 隔……相望，不相邻
14.a/the symbol of ……的象征
15.imperial power 帝王权利
16.play an important part/role
扮演重要的角色
17.stretch from…to…
从……延伸到……
18.join…together 把……连接在一起
19.wear away磨损，消耗
20.seperate…from… 把……与……分开
21.bring…into…把……带入，使达到
22.be regarded as 被看做……
23.the home of ……之乡
24.the largest number of 最多数量
25.along/together with… 和……一起
26.begin to do sth. 开始做某事
27.since then 自从那时起
28.be similar to 与……相似
29.the pronunciation of ……的发音
30.the same as 和……一样
31.be famous for 因为……而著名
【重点句型】
1.Chinais a great country with about 5000 years of history.
/Chinais a great country (which/that) has about 5000 years of history.
中国是一个有着五千年历史的国家。
2.It is a book with details aboutChina.
/It is a book (which/that) introducesChinain detail.
这是一本详细介绍中国的书。
3.And some of them are very famous, such as Mount Tai, Mount Huang, Mount Song and Mount Emei.
并且他们中一些非常著名，例如泰山，黄山，嵩山和峨眉山。
4.That correct! 非常正确！
Unit5 Topic2
He is really the pride ofChina.
【重点短语】
1.in the field of 在……领域
2.be born 出生
3.wise sayings 至理名言
4.the importance of ……的重要性
5.receive/get/have a good education
接受好的.教育
6.at the age of 在……岁时
7.travel around 环游
8.search for 搜寻，搜查
9.good rules of behavior 好的行为准则
10.in one’s thirties 在某人三十多岁时
11.the rest of 剩余的
12.pass away 去世
13.set up 建立
e to an end 结束
15.be proud of/take pride in 为……感到骄傲
be the pride of 是……的骄傲
16.play an important role/part
扮演一个重要的角色
17.succeed in doing sth. 成功做某事
18.more than half a century earlier than
比……早半个多世纪
19.die of 死于（内因）
die from 死于（外因）
20.sail to 航行到……
21.graduate from 从……毕业
22.as well as 和，又，和……一样好
23.make contributions to 为……作出贡献
24.from then on 从那时起
25.in charge of 主管，负责
26.be honored as 被誉为……
27.the father of ……之父
28.have great influence on 对……有好的影响
29.depend on 依靠，取决于
30.be used for 被用于……
31.at the end of 在……末
32.the method of ……的方法
【重点句型】
uld you tell me more about him?
你能告诉我关于他更多的吗？
2.It’s hard to believe.很难相信
3.What a great explorer!多么伟大的探险家！
4.He was a great thinker who had many wise ideas about human nature and behavior.
他是一个对人的本性和行为有很多真知灼见的伟大的思想家。
5.He was also a famous philosopher whose sayings have influenced many people in different countries.
他也是一位著名的哲学家，他的至理名言对不同国家的许多人产生了影响。
6.When I walk along with two others, I may be able to learn from them.
三人行，必有我师。
7.He who learns but does not think is lost, he who thinks but does not learn is in danger.
学而不思则罔，思而不学则殆。
高中英语必修2教案(篇12)
阅读完第一模块教材文章后翻译下列六个句子：
1.我宁愿工作也不愿无所事事地（doing nothing）待在家中。(prefer to ……rather than……)
2.这台电脑与那台电脑不同的另外两个方面是存储（storage）和速度。(in which引导的定语从句)
3.对于汉语来说，四川省与贵州省之间的发音差异很有可能与他们省内的发音差异一样多。（as much ……within the two provinces as between……）
4.一位北京人在理解广东话方面有些困难。（have difficulty in doing something）
5.现在农村发生了巨大变化，以至于你轻轻按一下开关就有自来水（running water）。(so that 引导的结果状语从句)
6.专家说这种顾客对顾客的服务体系（customer to customer service system）使得人们买到更便宜东西成为可能。(make it possible for people to do something)
高中英语必修2教案(篇13)
一、教学目标
情绪的单词：feel, sad, angry, happy, worried, afraid。
能完成本页的看图完成句子的活动
二、教学重点
1. 能够听、说、读、写有关情绪的单词：feel, sad, angry, happy, worried, afraid。
2. 能够正确使用上述单词描述自己或他人的情绪
三、教学难点 Let’s wrap it up板块
四、教 学 过 程
【自主学习】
1.Greeting
2.引用学过句型，How does he \she feel ?操练交流。引出People have different feelings .
教师利用挂图呈现A Let’s learn 板块第一幅插图，提问学生：Who is she? What is it? What are they doing? How does Sarah feel? Why?引导学生谈论图片，引出并教授描述Sarah和小猫不同的情绪单词：angry，afraid.
【合作探究】
1、教师利用视频呈现不同动物的表情和动作，引出观点:Animals have feelings .
2、教师播放小狗puppy 的视频，整体呈现并教授描述情绪和心理状态的词汇，如：angry，afraid等，教师提问学生：what is puppy doing ?how does it feel ? What will it do ? 要求学生将小狗的情绪和动作进行匹配。
3、教师呈现A;Let ‘s learn 板块的挂图，与学生谈论图片 ：not only the dog ,but also the cat has feelings,too .chen jie has a pet cat ,what are they doing ? How does sarah feel ?how does the cat feel ? Why ? 要求学生观察图片，猜测Sarah和宠物猫的情绪，并进行简单的描述。
【展示交流】
1、记忆游戏
教师出示四幅编好号的图片。教师描述图片，学生迅速找出对应的图片并报出号码。也可以变成教师报数，学生说出对应的单词或句子。
2 学生制作本课的单词卡片，每张写有一个表达情心理状态的单词，是大写字母，如： sad, worried, happy.学生四人一组，学生A快速展示一张卡片再放下，其他三名学生说出所见单词。首先，说出的得一分，然后到学生B展示卡片，以此类推，得分最多者获胜。
高中英语必修2教案(篇14)
Where’s your pen pal from?
一、单元教材分析
本单元的中心话题是pen pals。主要语言功能项目是talk about countries, cities and languages。语法结构为 Where…from; Where…live and whatlanguage…speak。先以Activity1复习语言与国家的配对练习入手，Activity2a, 2b一个综合的听力训练来展示学生的听力能力，并以听力内容为基础，通过Activity2c中假设的两人对话操练来培养学生的交流能力，同时也引导学生多沟通与多交流。
Activity3a是一篇email形式的阅读文章，并有相关问题由学生在阅读后进行回答Activity3b 是根据提供的信息进行填空的写作练习，Activity3c是一篇模仿写作，让学生给自己的笔友写一封关于本人信息的email。我在各课时教学中设计各种各样的小活动，通过Discussion，Classifying，Guessing等不同方式让学生掌握本单元的知识点，用学会的知识与外国的笔友自如的交谈是学习本单元的目的。
二、教学目标分析
1、语言目标
a. 重点词汇：
Countries: Canada, China, France, Japan, the United States, Singapore,Australia,The United Kingdom, Paris.
Cities: Sydney, New York, Toronto, Toyo, London
Languages: English, French, Japanese, Chinese.
b. 重点句型： -Where…from? -She‘s/He‘s from…
-Where does…live?-She/He lives in …
-What language does she /he speak? -She/He speaks ….
2、能力目标
a. 培养学生在文段中寻找信息的能力;
b. 学会用英文给笔友写回信，简单介绍个人情况;
c. 通过有效地小组合作，培养学生合作能力及团队精神。
d. 在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 ,
使学生能熟练运用新句型来谈论年龄和日期。
3、交际目标
通过学习本单元的内容，使学生学会用各种方式与世界各国朋友交流。
4、德育目标
了解世界，了解不同地区的人文风俗;学会理解和尊重异国文化。
三、单元重难点分析
重点： 1. 谈论国籍、民族及其语言。
2. 询问并回答人们的住处。
难点： 1. 含from的where引导的特殊疑问句及其回答
2. 含live的where引导的特殊疑问句及其回答
四、课时结构
为了能较好地实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。
Period 1 Section A 1a—2d
Period 2 Section A 3a—Section B2c
Period 3 Section B 3a---3c
Period 4 Summing up Section A and B and the grammar.
五、教学过程设计
The First Period
Teaching aims:
1.Learn to express the main countries and cities.
2.Know something about the countries.
3.Master where- sentence structure.
Key points:
1. Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore,the United Kingdom, country, Sydney, New York, Paris, Toronto,Tokyo world
2.Sentences: -Where is your pen pal from? -He‘s from Australia.
-Where does he live? - He lives in Paris
-Where is John‘s pen pal from ?
Teaching aids:
Some cards with cities and countries.
Teaching procedures:
Step 1.Lead—in (1a&2a)
First greet the students. Then teacher begins the topic with the Spring Festival. Do you have a nice Spring Festival? Do you go to many places? I do. Then use the fresh pictures through computer to teach the students names of countries, cities. Divide the students into groups, then show the flags and pictures, let them guess the names of countries and cites. At last finish 2a on page2. 通过这个环节，教师完成本单元的新单词的导入，通过提供给学生每个国家的地图，让学生猜出国家名称及相应的城市，学生能有意识的记忆国家及城市的名称，并为整节课任务的完成奠定最基本的词汇基础。在看图片时学生能够做到精神集中，并能激发学生的学习兴趣。
Step2.Practice(1c&2d)
①Teacher says: I goes to many places during the Spring Festival, so I have many pen pals from different countries. One of my pen pals is Sandy. She is from the UK. She lives in London. Ask the students: Do you have a pen pal? Some say yes, some say no. Then go on with ―Where is she/he from?‖ and ―Where does she/he live? Ask some students to stand up and practice with teacher.
②With these sentence structures, ask students to practice them in pairs.
③Make a Survey to understand your classmates better.
上面这些句型的操练都是为了最后一个任务作铺垫。操练的过程中可以及时纠正学生的错误。然后让学生填写调查表，了解全班同学的笔友分别来自哪个国家以及居住在哪个城市，同时让学生认识和了解一些国家和城市相关地理文化知识，
拓展学生的视野, 激发他们的兴趣。在完成任务的过程中运用where…from和where…live引导的特殊疑问句, 综合运用目标语言, 询问并回答人们的国籍和住处。
Step3.Listening comprehension(1b,2b&2c)
After practice, do a lot of listening exercises. Finish 1b on page 1 and 2b & 2c on page 2.在口头练习的基础上，在他们熟练掌握本课时句型以后再做这些听力应该是不难了，这样可以增加他们学习英语的信心。并且这些听力材料的设计也是层层递进，由易到难，充分考虑到了学生的层次，起到了很好的巩固作用。 Step4.Homework
Revise Section A1a—2d
Make a similar dialogue about pen pals
The Second Period
Teaching aims:
1. Go on to learn the countries and cities.
2. Master where- sentence structure.
3. Learn the new sentence structure: -What language does she/he speak ?
- He/She speaks…
Key points:
1. Words: language, Japanese, French, in English.
2. Sentences: -What language do they speak?
-What language does she /he speak ?
-She/He speaks ……
Teaching aids:
Some cards with cities and countries.
Teaching procedures:
Step1.Revision (Brain Storm)
Use fresh maps of some countries, let the students say the names of these countries as quickly as possible.用这样一个小小的游戏，既复习了上一课时的单词又活跃了课堂的气氛，也为这一节课新知识的教授作好了衔接。使新课的导入自然又轻松。
Step2.Lead—in (3a&SectionB1)
The teacher says we have known the names of these countries, but do you know what languages do people speak in these countries? Let‘s look at the map and guess. Then do a matching exercise to consolidate the knowledge. At last do 3a and sectionA1.通过一系列的活动，让学生知道那个国家讲什么语言，学会说这些语言的单词，为下面的任务做准备。
Step3.Listening comprehension (SectionB2a&2b)
Do some listening exercise to review what we learned before.通过这个听力练习，巩固前面所学的知识，也为下一步的学习举了一个范例，相当于一小步导入。
1My pen pal is . She is from speaks has .
2.Teacher shows the information of pen pals from different countries to students and asks them to choose their favorite pen pals, then Ss introduce their own pen pals.
The structures:：My pen pal's name is... He/she is from.... He/She lives in... He/She speaks…. He/She likes….
3.Discuss with your deskmate.
4.Make a survey about the information about other students' pen pals, including their names, ages, nationalities, countries, cities, languages,
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