高二英语教案：《示范教案Teaching plan》教学设计。
一名优秀的教师在每次教学前有自己的事先计划，作为教师就要好好准备好一份教案课件。教案可以让学生们有一个良好的课堂环境，帮助授课经验少的教师教学。那么如何写好我们的教案呢？下面是小编为大家整理的“高二英语教案：《示范教案Teaching plan》教学设计”，相信能对大家有所帮助。
高二英语教案：《示范教案Teaching plan》教学设计
Unit oneTeaching aims:
1. 能力目标：
① Listening: gain useful information and clear views from the listening material;
② Speaking: express one's attitude or views about friends and friendship in appropriate words.
③ Reading: let Ss summarize the main idea
④ Writing: write a letter about how to make friends2. 知识目标：
① Talk about friends and friendship; how to BE friends; how to gain friendship
② Use the following expression:
so do I / neither do I
I think it is a good idea
All right
Yes，but...
③ to get the Ss to master direct speech and indirect speech
④ vocabulary and phrases: upset, calm, concern, careless, loose, cheat, list, share, German, series, outdoors, crazy, purpose, thunder, entirely, power, trust, suffer, teenager, advice, quiz, editor, communicate, situation, add up, calm down, have got to, be concerned about, walk the dog, go through, hide away, set down, a series of, on purpose, so as to, face to face, according to, get along with, fall in love with, join in, be upset about, for once3. 情感目标:
① To arise Ss' interest in learning English;
② To encourage Ss to take part in the activities and make Ss confident;
③ To develop the ability to cooperate and communicate with others.4. 策略目标：
① To develop Ss' cognitive strategy: making notes when listening carefully;
② To develop and improve Ss' communicative strategies.5. 文化目标：
To enable the Ss to come to know different opinions about making friends from different countries.6. 现实目标
① To make Ss respect each other and friendship
② To make them get well with one another in societyTeaching steps:
Period one
Step 1. warming up
1. Ss listen to an English song AULD LANG SYNE.
2. Brainstorming: let Ss say some words about friendship：careful, warm-hearted, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible....
3. To let Ss make a correct choice about their questions that they meet in warming up.Step 2. practice speaking
1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.
2. Self-introduction or work in pairs
3. Ss can ask some questions about life or learning
Step 3. Make new friends
1. Ss go around and ask their new friends some information and fill in the following form name age/hobbies/favorite sports, books ...
2. Report to the class: who will probably be your friend why.Step 4. Do a survey
Ss do the survey in the text on P1Step 5. Listening and talking
Do Workbook on P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker's views of making friends.
When Ss make their conversation, ask them to try to use the following expressions.
I am afraid not exactly I agree I think that is a good idea of course notStep 6. Discussion
Divide Ss four in one group and each group choose a topic to discuss. There are four topics.
Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.
Topic 2: There is a saying "to have a good friend, you need to be a good friend." What do you think of the saying and how can you be a good friend?
Topic 3: Does a friend always have to be a person? What else can be your friend? Why?
Topic 4: List some qualities of a person who does not make friend easily.Step 7. Summary
1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.
2. T shows more information about friendship and a poem about friendship.
What is friendship?
I want to find the answer to the question
What is friendship?
When it rains, I think friendship is a small umbrella.
It can give me a piece of clear sky.
When I'm crying, I think friendship is a white handkerchief.
It can wipe my tears dry.
When I am sad, I think friendship is a warm word.
It can bring me happiness again.
When I am in trouble, I think friendship is a strong hand.
It can help me escape my troubles.
When I sit in a quiet place, I think friendship is a very wonderful feeling.
It can't be pulled and torn, because it is in everyone's heart.
It is there from the beginning to the end of our lives.
3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.Step 8. Evaluation
Ss finish the following evaluation form. Standard: A, B, C
Contents 自评 他评
1. I'm active in talking with others.
2. I'm active in cooperating with others.
3. I can express myself fluently, accurately and appropriately.
4. I know more about friendship after the lesson...
5. Do you think you need to improve yourself in some ways? Which ways?Homework:
1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.
2. Write a short passage about your best friend.Period two
Step 1. Warming up
Activity 1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home.
How would you feel?
What would you do?
Four students a group discuss with each other for 2 minutes.
Activity 2: Play a short part of the moviesStep 2. Predicting
Students read the title of the passage and observe the pictures and the outline of it to guess:
Who is Anne's best friend?
What will happen in the passage?Step 3. Skimming
Students skim the passage in 2 minutes to get the main idea:
Who is Anne's best friend?
When did the story happen?Step 4. Scanning
Students work in pairs to find the information required below:
Anne in World War ⅡStep 5. Intensive reading
Students work in groups of four to discuss the following open questions:
1. Why did the windows stay closed?
2. How did Anne feel?
3. What do you think of Anne?
4. Guess the meanings of "spellbound", " hold me entirely in their power" from the discourse(语篇,上下文).
5. Which sentences attract you in the passage?Step 6. Activity
Four students a group to discuss the situation:
Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.
What will you take? Why?
How will you spend the 3 months?
How will you treat each other and make friends?Step 7. Assignment
Task 1. Surf the internet to find Anne's Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.
Task 2.Ex 2.3 on Page3Period three
Step 1. Warming up
Check the Ss' assignment: task 2Step 2. Language points:
1. add (v.)
1). To put together with something else so as to increase the number, size, importance, etc.增加，添加
Please add something to what I've said, John.
2). To join numbers, amount, etc so as to find the total 相加
Add up these figures for me, please.
add to something: to increase 增加
The bad whether added to our difficulties
add up to总计、加起来共是
Having a big breakfast adds up to 112
add...to...把...加到...
Please add the names to your list
2. Cheat v.
1). To act in a dishonest way in order to win 欺骗；作弊
2). (of, out of) to take from (someone) in a dishonest way 骗取
The boss has cheated out of his money
1). an act of cheating 作弊行为
2). one who cheats 骗子
3. Go through
1).To examine carefully 仔细阅读或研究
I went through the students' papers last night.
2).To experience 经历，遭受
They went through the terrible earthquake at night
4. Crazy (adj.)
1). mad, foolish 疯狂的，愚蠢的
It's crazy to go out in such hot weather.
2). wildly excited; very interested 狂热的，着迷的
She is crazy about music
5. Lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的
He has been very lonely since his wife left him.
Lonely/alone
alone
1). without or separated from others单独的
She lives alone.
2). only 仅仅，只有。用于名词或代词之后。
The gloves alone cost $ 80.
Leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不带走，不触摸，不干涉某人或某事
Leave that alone. It's mine.
She has asked to be left alone.
6. be concerned about/for: be worried about 担心
We're all concerned about her safety
Concern oneself in something 从事或参与某事
He concerned himself in the case
Be concerned with... 与...有关
The car accident was concerned with my carelessness
7. upset:
1). Adj. worried; sad; angry; not calm 不安，心烦意乱， 生气
He is upset about the little things。
2). V. cause to worry, to be sad, to be angry, not to be calm 使不安，使生气
His cheating on the exam upset his mother
8.well n.井 adj. 身体好 adv. 好 Int. 噢，
George was well and truly drunk.
I couldn't very well say no when there was no one else she could ask.
9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷
The children watched spellbound as the magician took rabbits from his hat.Step 3. Learning about language
1. Finish Ex.1, 2 and 3 on Page 4.
2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.Step 4. Practice
Using structures on Page 42: ask the Ss to use indirect speech to retell the story.Step 5. Assignment
Finish Workbook. Ex, 1 and 2 on page 41 and 42.Period four
Step 1. Revision
Check the Ss' assignment.
Step 2. Reading
Ss read the letter on page 6 and tell each other how to help the student named Lisa
Notes:
1. get along with
2. fall in love with
Step 3. Listening
Ss should take notes while they are listening.
1 .first listening: Ss listen and answer the questions of part 2 on page 6.
2. second listening: Ss listen again and finish part 3 on page 6.
Step 4. Listening
Ss listen to a story about Anne and try to finish Workbook. Ex 1 and 2 on page 43 and page 44.Step 5. Speaking
Ss work in groups of four, design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the warming up to help them.Step 6. Assignment
1. Ss prepare the reading task on page 44.
2. Surf the internet and find some material about friendship in different countries.Period five
Step 1. Warming up
Ss say something about making friends and how to maintain friendship.Step 2. Listening
Ss listen to a short passage and fill in the blanks on page 41 (listening).Step 3. Reading
1. first reading: Ss read the passage about friendship in Hawaii and finish Workbook.Ex1.on page 45.
2. second reading: Ss read again and discuss the questions on page 45.
3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.Step 4. Discussion
What do you and your friends think is cool?
Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not.
Ask Ss to use the following sentences while they talk:
I think that... is cool/ isn't cool because ....
I think so.
I don't think so.
I agree with you.
I don't agree with you.Step 5. Assignment
Ss collect some proverbs about friendship.Period six
Step 1. Pre-writing
1. Read a letter from a student called Xiao dong.
2. Go over the advice on page 7 and be ready for writing.Step 2. While-writing
Ask the Ss to write a letter to Xiao dong as an editor and give him some advice.
1. Ss make a list of the important information they can need
2. Ss begin to write the letter to Xiao dong.
3. Ss revise their letters by themselves.
4. Ss exchange their writing paper with their partners and correct the mistakes (tense, spelling, letters, structures....)
5. Ss get back their own writing paper and write the letter again.Step 3. Post-writing
Choose some students' writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.Step 4. Writing for fun
1. Ss read the passage on page 7 by themselves.
2. Ss try to write a few lines to describe their best friends or a person they know.
3. Show some Ss' writings in class.Step 5. Assignment
Do Workbook. writing task on page 46.Period seven
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn't understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning interests and abilities。
Teachers can try to let Ss write down their opinions about making friends or friendship in order to make Ss get well with each other in school.
相关阅读
高二A teaching plan for unit 5 first aid教学计划
Ateachingplanforunit5firstaid
Reading2usinglanguage--HeroicTeenagerReceivesAward
Teacher:OuWenfang
Class:Class6Grade2
I.teachingaimsanddemands
1.knowledgeaim
Knowsthaboutthecommonaccidentsandhowtogivefirstaidstepbystep
Learnsomesentencestructurestogivetheirideasclearlysuchas-----
--Youshould/shouldnot…You’dbetter…Yououghtto/oughtnotto…Pleasedo…Don’t…
---First,andthen,next,finally…
2.abilityaim
Helpssorganizeandexpresstheiropinionsusingsomesentencestructures
Developthespiritofteamworkandshareideaswitheachothersthroughgroupdiscussion
Improvetheirspeakingskillsbyexpressingtheirideasintheirownwords
3.emotionaim
Improvetheteamworktoworkouttheproblems,difficultiesoraccidentsthattheyarefacing
II.teachingimportantanddifficultpoints
a.knowhowtodescribeanaccidentusingsomesentencestructures
b.knowhowtogivefirstaidstepbystepclearly
c.knowhowtowriteanarticleaboutafireaccidentafterdiscussion
III.teachingmethods
1.task-basedactivity2speaking3groupwork
IV.teachingprocedures
Step1warming-upandlead-in
Showthedefinitionoffirstaidclearly[torevisewhatisfirstaid]
Asksstonamesomecommonaccidentsinourdailylife[toraisetheinterestoflearningfirstaidandtoknowtheimportanceofgivingfirstaidquickly]
tellthemtodescribeaccidentsandtodothefirstaidaccordingtothedifferentsituations[topracticetheirspokenEnglishandtheabilityofhowtoorganizetheirideasclearly]
Step2reading
Letsslistentotherealstory----howfirstaidsavedawomanandafterlisteningjustanswersomesimplequestions[listenandtoknowthegeneralideaofthepassage]
Secondreadingcanmakessknowmoreaboutthestory[topreparesstoretell/organizethestoryintheirownwords]
Step3describingandretelling
Aftersecondreading,sscanhaveabetterunderstandingofthewholetext,sosscanusesomekeywordstodescribeandretellthetext[toimprovetheirspeakingskillswiththehelpofkeywords]
Step4discussingandwriting
Supposeafirebrokeoutinabuilding,whatcanyoudotosaveyourselforsaveotherswithsomeknowledgeoffirstaid[Thisisachanceforsstoworkwithateamandtosharetheiropinions,alsoitmakesagoodpreparationforwriting]
Step5summary
Makeashortsummaryofthelesson
Step6homework
Writeashortdescriptionofafireaccidentandhowtoescapeordealwiththeinjuries(dothefirstaid)onthescene.
设计说明
本单元主题是firstaid（急救知识），第一部分reading为《firstaidforburns》，第二部分为usinglanguage的阅读课，学生在上完第一部分时已对firstaid有了初步的了解，脑子里有了一定的有关firstaid的知识储备，这就为第二部分reading的语言输出作好了准备。
本课定位为语言使用课（usinglanguage）即重在语言输出，因此本课设计时主要在于说与写，以说为主线，以写(布置作业)结尾，说为写作做铺垫、做准备。本课内容较简单，以新闻报道的形式介绍了一个真实的故事，即John用firstaid知识救了一位妇女。对课文的处理主要采用“听—读—问—说”方式进行，其中“听--读--问”也为说（复述）做好准备。之后，为了检测学生对firstaid的处理能力与语言表达能力，设计了一个火灾场景，让学生身临其境地运用firstaid知识来解决问题（小组讨论）。最后，老师作为一记者到现场对学生进行采访报道。
设计简易流程
Step1Warmingupandleadin
急救定义,说出常见意外事故----描述图片与如何进行急救
Step2reading
A听—回答简易问题B细读---评论
Step3describingandretelling
A填空故事过程与急救B用关键词复述
Step4discussingandwriting
设火灾场景—讨论—表达—写成文章
Step5homework写一篇火灾急救的文章
望同行批评指正，谢谢
高一英语教案：《Highlights and teaching objectives》教学设计
古人云，工欲善其事，必先利其器。教师要准备好教案为之后的教学做准备。教案可以让学生更好的消化课堂内容，有效的提高课堂的教学效率。那么，你知道教案要怎么写呢？下面是小编帮大家编辑的《高一英语教案：《Highlights and teaching objectives》教学设计》，相信能对大家有所帮助。
高一英语教案：《Highlights and teaching objectives》教学设计
Topic
Growingpainsandtherelationship
betweenparentsandchildren
Functions
1.Expressingfeelingsandemotions
Ican’twaittosurprisetheboys!
Stopshoutingatme.I’mstillateenager!
Whyiseverythingalwaysmyfault?
Theyneverevengavemeachancetoexplain.Ihatethem!
Todayhasbeenagreatday!I’msohappy!
2.Describinginterpersonalrelationships
DadandIrealizethereisprobablyanexplanation
forwhythehouseissodirty,butyoushouldn’thave
runoutoftheroomandslammedthedoorlikethat.
Atpresent,topreventupsettinghismotherwithan
argument,Iamallowinghimhisfreedom.
Ilovehimalot,butIdon’tunderstandwhyhewill
notrespectthethingsIwanttodo.
Vocabulary
1.Words:
adult,argument,behaviour,boring,chat,curtain,explain,
explanation,fault,fight,forbid,freedom,grandparent,
garbage,internetcafé,interest,leave,mark,mess,mix,
period,punish,rude,relationship,scene,surprise,sink,
selfish,suggest,sincerely,spare,touch,trust,truly,
unpunished,upset,unloving,valuable,vacation
2.ToidentifythedifferencebetweenAmerican
EnglishandBritishEnglish
3.Tolearnaboutsomecolloquialismsandtheirorigins
Phrases:
1.besupposedtodosth.
2.beinone’scharge/beinthechargeofsb
3.refusetodosth.
4.punishsb.forsth./fordoingsth
5.arguewithsb.about/oversth.
6.beupsetabout/oversth
7.makeadifference
8.forbidsb.todosth./forbidsb.fromdoingdoing
9.What’sup?
10.behardonsb.
11.gounpunished
12.can’twaittodosth
13.haveone’sarmscrossed
14.turnuptheradioalittle
15.leaveout
16.afterall
17.atpresent
18.dosth.likecrazy
19.inone’ssparetime
20.keepsth.inmind
21.bemeanttobe/mean…tobe
22.inamess
23.goout
24.dowith
25.nowthat
26.insiston
27.theonlychild
28.deservetodosth.
29.not…anymore
30.asthough
31.mixup
32.berelatedto
32.beproudof
33.stayuplate
34.fail(in)theMathstest
35.take/followone’sadvice
36.preventsb.fromdoingsth.
36.wastesometimedoingsth.
Sentencepatterns
1.It’ssb’sfault.是某人的错。
2.Ericrunsinafterit,followedbyadog,
walkingveryslowly.
3.…youweren’tsupposedtocomehere
untiltomorrow!
4.Themoneywithwhichyouweretobuy
dogfoodisgone,…
5.Listentomeyoungman---remember
thedaywhenweleft
youincharge?
6.Wefeelyoushouldnothavedonethat.
7.Istillwishwecouldgoandseeafilmtomorrowthough!
Grammar
1.Preposition+whichandPreposition+whom
Themoneywithwhichyouweretobuydogfoodisgone.
Wethoughtyouwereapersonfromwhomwecould
expectgooddecisions.
2.Relativeadverbs:when,whereandwhy
Doyourememberthedaywhenweleftyouincharge?
Thisisnotafamilywherebadbehaviorgoesunpunished.
Idon’tknowthereasonwhythehouseissodirty.
Skillsandstrategies
1.Reading:1.readaplayaboutanAmericanfamilyand
twolettersfromafatherandhisson.
2.Todeveloptheabilityofreadingforgist
2.Listening:todeveloplisteningabilitythrougharadio
talkshow
3.Speaking:todevelopspeakingability
bytalkingabout problemscommontoteenagersand
presentingadialogue basedontherelevanttheme
4.Writing:Writeareportaboutadiscussion
entitled‘Doyouagreewithmumsworking?’
Culture
1.Therelationshipbetweenparentsandtheir
teenagechildrenintheUSA
2.Therelationshipbetweenparentsandtheir
teenagechildreninChina
Moraleducation
1.Toformapositiveattitudetowardsgrowing
painsandlearntosolvefamilyproblems
2.Tolearntobecooperativeandhelpfulwhen
workingtogether.
Teaching methods:
1.Discussions in pairs or in groups
2.Task-based in class activities.
3.Acting and reciting
3. Explanations of some language points and grammar rules.
Period 1 Vocabulary
Teaching aim:
To learn the new words and expressions in this unit.
Teaching Procedures:
Step 1 Reading
Give the students a few minutes to practise reading the new words and expressions in this unit. Focus on the stress and spelling. Then ask a few students to stand up and read the new words. Correct any mistakes in pronunciation. Students read after the teacher. Finally, explain the usages briefly.
suggest v. 建议；暗示，使想起 suggestion n. 建议
behaviour n. 行为 behave v. (行为或举止)表现
interest v. 使……感兴趣 interesting adj. 有趣的，有意思的 interested adj.感兴趣的
explain v. 解释 explanation n. 解释
touch v. 触摸 touched adj. 感动的 touching adj. 感人的，令人感动的
explain v. 解释 explanation n. 解释
reason n. 理由 reasonable adj. 合乎情理的 unreasonable adj. 不合乎情理的
punish v. 惩罚 punishment n. 惩罚 unpunished adj. 免受惩罚的 go unpunished没受惩罚
bore v. 使厌倦 bored adj. 感到厌倦了的 boring adj. 令人厌倦的
mix v. 混合；混淆 mixture n. 混合物
value n. 价值 valuable adj. 宝贵的，有价值的 n. 贵重物品
valueless adj. 不值钱的，没有价值的
argue v. 争论 argument n. 议论，争论，论点
freedom n. 自由 free adj. 自由的；有空的
true adj. 真诚的，真实的 truly adv.
Step 2 Exercises
Do Workbook Exx. A1 and A2 on the vocabulary.
Homework
1.Read aloud the new words in Unit 2 and finish the vocabulary exercises on the learning plan.
2. Preview the reading passage.
Period 2 Welcome to the unit
Teaching aims:
1.To revise the new words by doing some exercises on the learning plan.
2.To introduce and develop the theme of growing pains by taking up ‘Welcome to the unit’.
3.To develop speaking ability by talking about families and problems that happen between teenagers and parents.
4.Help students to form a positive attitude towards relationships between their parents and them.
Teaching Procedures:
Step 1 Revision
Revise the vocabulary by doing the exercises on the learning plan.
Step 2 Brainstorming
Activate students’ imagination by asking the following questions:
Do you love your parents?
Do you always show respect to your parents?
Have you ever quarreled with your parents?
What is your quarrel about?
Step 3 Picture talking
Say Growing up can be difficult. Sometimes you may feel that the adults around you do not understand many of the problems you have. Look at the 4 pictures below, and answer my questions:
Picture 1
What does the boy do?
What is the mother doing? How is she probably feeling?
What feelings may the boy have?
Picture 2
What happens to the girl with a bag?
What did her parents ask her to do?
Can you guess what might have happened to her?
What do you think she should do now?
Picture 3
Why are the boys and girls around the pretty lady?
What does the boy want to do? Is he allowed to do so? Why or why not?
What feelings may the boy have?
Picture 4
What is the boy probably doing?
Did the boy do well in his exams?
How does his mother feel about the score?
What feelings may the boy have?
Step 4 Discussion
In this part, Ss discuss the following questions in groups of four. Then have them report their opinions in class.
Questions for discussion:
1.Do you think that your parents try to force you to spend your spare time doing things you don’t like? (What’s your hobby? What do you enjoy doing in your spare time? What do your parents want you to do?)
(Sample answer: Yes, sometimes my parents try and interfere in my life and make decisions for me. My parents want me to be a lawyer, but I want to be a writer or a journalist. We argue a lot about what subjects I should study at university and which job I should get. I spend much of my time working on the school newspaper, but my parents say I should concentrate first on my subjects and forget about extracurricular activities. They think if I waste my time on these activities, I won’t get good enough grades to attend a good university.
My parents want me to spend all my free time studying, doing my homework, reviewing and previewing my lessons, taking extra lessons on weekends for the Olympic Physics or Maths contests, reciting New Concept English, and so on. But sometimes I am very tired. I just want to relax myself and listen to some light music or chat to my friends on the Internet. I think I need time to have fun with my friends as well as study.)
2.When you have a problem and want to talk to someone, who do you choose to talk to?
(Sample answer: Whenever I have a problem with my parents, I talk it over with my best friend. I don’t expect that he/she will have a better solution to the problem than me, but I can express my inner feelings to her better than to my parents. Unlike my parents, who shout at me and say I am wrong and bad for not wanting the same things as them, my friend understands what I am feeling. We have the same dreams and ambitions.)
3.Describe an unpleasant experience with your parents.
4.What kind of behaviors of yours will make your parents feel unhappy? List as many as you can.
*not doing homework,
*not getting up on time,
*spending too much time or money on …
*bad school behaviours
*not helpful with housework
*making friends with persons that parents don’t like
*spending too much time playing computer games in the Internet café
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Growingpains
ThingsIlike
whilemyparentshate
Activitiesmyparents
likewhileIhate
computergames
studyallthetime
chatonline
Doinghousework
goshopping
Attendingclassesinholidays
comicbooks
Oldsongs/Pekingoperas
popmusic;popstarshiphop;
5.What would you do if your behavior upsets your parents?
6. Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem?
(Yes. / No. Through communication, spend more time together; try to develop the same interests and hobbies; try to understand, respect, help, love and learn from each other.)
Homework:
1. Review the new words of this unit.
2. Preview the Reading part.
Period 3 Reading
Teaching aims:
1.To train the students’ reading ability by reading a play, introducing the way to read a play – to read it out aloud instead of silently to better understand a play and pay attention to the instructions or tips included in a play.
2.To know about American family life and problems that happen between American teenagers and their parents
3.Encourage the students to act out the play
4. To learn some useful words, expressions and sentence structures.
Teaching procedures:
Step 1 Revision
Check the homework exercise.
Step 2 Lead-in:
Get students to think about the following questions:
Have you ever watched the famous American TV comedy “Growing Pains”?
Could you list some of the members of the family? (Show them a photo and tell them the family members.)
What do you think of the play?
Step 3 reading
Please go through the Reading strategy and tell me how to read a play.
(make sure students know how to read a play.)
First reading:
Get the students to read the play quickly and finish Part A individually.
Answers
1. Eric, Daniel, Mom and Dad.
2. The room was a mess./ There was trash all over the place.
3. Spot was ill.
Second reading
Ask the students to read the play a second time, this time more slowly and carefully. Ask them to do Parts C1,C2 and E, then conduct a feedback activity.
Step 4 Structure analysing
Analyse the plot of the play. Ask the students to work in groups to discuss the plot of this play according to the following table. The purpose of this activity is to get more students involved in in-class activities, as well as to help the students to know how a play is usually organized, and how a play develops.
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Plotoftheplay
Description
Background
(informationaboutcharacters,time,andplace,etc.)
problem
(conflictsbetweentwosides)
Risingaction/develop
(whatcausestheincidentandhowitdevelops)
Climax
(themostseriousconflict)
Outcome
(endoftheconflict)
Sampleanswersofthedevelopmentoftheplay:
Background:DadandMomgoonvacation.Twoboys,
DanielandEricareleftaloneathome.Theyare
askedtolookafterthepetdog,Spot,aswell
astheirhome.
Problem/cause:Spotgetsillandthetwoboysuse
themoneyfordogfoodtotakeSpottothevet.
Andtheydon’thavetimetocleanthehouse.
Risingaction:WhenDadandMomcomebackhome,
theyfindthattheroomisamess,andthedog
lookstiredandhungry.What’sworse,themoneyfor
thedogfoodidgone.
Climax:DadandMomshoutatDanielangrilyandblame
himforhisnottakingresponsibility.Danielcan’tbear
itandshoutsbacktohisparentsandrushesintohis
bedroomandslamsthedoor.
Outcome:(Askthestudentstoimaginewhatwillhappen…)
Homework:
1.Divide yourself into groups of five and try to act the out.
2.Preview the word power section.
Period 4 Word Power
Teaching objectives:
1. To identify the difference between American English and British English;
2. To develop the ability of understanding words in context.
Important and difficult points:
1.some differences between American English and British English?
2.The meaning of some more colloquialisms and their usage.
Teaching procedures:
Step 1 Role-play
Divide the students into groups of five and one is the narrator and the others are the main characters and act out the play.
Step 2 Braimstorming/Comparison
Ask the students to think about the following topics:
1.Up to now, we’ve learned English for several years. Do you notice there are some differences between American English and British English?
2.In which aspects do these differences exist, pronunciation, spelling, grammar and different expressions?
3.Can you demonstrate some examples of these differences?
Encourage the students to list some differences they already know, and fill in the form below:
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Differences
Examples
AmericanEnglish
BritishEnglish
pronunciation
clerk[klə:k];dance[dæns]
[klα:k];[dα:ns]
Spelling
color;favor;center;traveling
colour;favour;center;travelling
Grammar
Shehasaninterestingbook.
Shehasgotaninterestingbook.
Vocabulary
gas;baggage;mail
Petrol;luggage;post
Then do the exercise on page 26.
Step 3 colloquialisms
Lead –in
Read the sentences and express what the colloquialisms mean.
1. Though you are busy, could you just lend me an ear for a moment?
2. If Huston rockets can win this basketball game by twenty points, I will eat my hat.
3. I have never expected lily to act as cool as a cucumber in the traffic accident.
4. All the family members come to persuade Jim to change his idea, but he is as stubborn as a mule.
5. As a green hand , Robert nearly drove into the grocery on roadside.
6. Because Tod failed in his maths exam, he was as quiet as a mouse when his father scolded him.
Vocabulary extension
Get students to do part A and Part B in class and check the answers together
Exercises
Fill in the blanks by using the following colloquialisms.
lendmeaneareatmyhatano-brainerawetblanketgreenhand
pullmyleggreenfingersraincatsanddogsasquietasamouse
makeamountainoutofamolehill
1. Kate, don’t be __________ at the party. Let’s dance together.
2. Alice: Can you tell me what this sentence means?
Tim: This one? Oh, it is ____________. I can tell you.
3. Jim, when I explain the language points, you should ___________.
4. Rob is always late for school. If he can arrive at school on time today, I will ___________.
5. Mum; Oh ,you got wet all over. How is it ,Daniel?
Daniel: Mum, don’t you know it ___________ on my way home?
6. Bob: Hey! Ellen, you got an A for your history exam.
Ellen: Don’t __________. Are you serious?
7. Look at Mr. Smith’ garden. He has_____________.
8.Boss: Who is that dull boy? He even doesn’t know where his office is.
Manager: This is his first day here. He is a _____________ .
9. Eric: Shall I stay in hospital for several days?
Doctor: Don’t _______________________________. You just got a fever.
10.Teacher: Boys and girls, when you are reading in the reading room, you should remain___________. Are you clear?
Students: Yes.
Homework
1.Try their best to keep the examples of American English and British English in their mind.
2. To find more colloquialisms if they like.
3.To revise the play and find the sentences with attributive clause.
Period 5 Dictation and Language points explanation
Teaching objectives:
To dictate the first act of play.
To learn new words and expressions and learn how to use them.
Teaching procedures:
Step 1 Revision
Get two groups of the students to act out the play.
Step 2 Dictation
To Dictate the first act of the play. Ask three students to read the play while all the others write. Then have the students open the book and check their writing with the text.
Step 3 Explanation
To learn the language points in the play by doing exercises on the learning plan. (Notes to the text)
Homework
Finish the Workbook exercises on pages 94 to 95.
Period 6 Dictation and Grammar
Teaching objectives:
To learn how to use a ‘Preposition + which/whom’ to begin an attributive clause.
Important and difficult points:
How to choose suitable prepositions in an attributive clause.
Teaching procedures:
Step 1 Dictation
Dictate the second act of the play.
Step 2 Grammar and usage
1. Preposition + which and preposition + whom
Read point1 and make sure students know when to use attributive clause with preposition.
The pen is broken, so I’ll have to buy a new one. I write my homework with it every day
The pen with which I write my homework every day is broken, so I’ll have to buy a new one.
The man is over eighty. I bought the old picture for him.
The man for whom I bought the old picture is over eighty .
Read point 2, get them to write the sentences in formal English.
The Maths teacher is the person from whom I got an A plus.
Art is the subject about which I know little.
Read points 3 and 4, and ask them to write the sentences in different ways.
Dad is a person to whom I can easily talk.
Dad is a person whom/who/that I can easily talk to.
Dad is a person I can easily talk to.
Point 5: We use in which or that to begin an attributive clause after way. In this case, in which or that can also be omitted.
Have the students do Parts A and B on page 29.
2. Relative adverbs: when, where and why
Ask the students to go through Points 1, 2 and 3 on page 30. Then do the exercise on page 31.
Homework
1. Finish the exercises of C1 and C2 in the Workbook.
2. Do the grammar exercise on the learning plan.
Period 7 Task Presenting a dialogue
Teaching objectives:
1. To read about how to express different feelings in different tones.
2. To develop listening and speaking ability in different tones.
3. Reading for gist: read four diary entries and find the main idea.
4. To understand the mood of the writer.
Teaching procedures:
Step 1 Revision
Revise the attributive clause by doing the exercises on the learning plan.
Step 2 Lead-in
A dialogue should be:
communicative /informative/reflective
/simple/direct/not too redundant
Step 3 Guessing game:
How do you read this sentence ‘He will come here tomorrow.’ when you are happy /excited / questioning / a little angry?
Step 4 Listening
Play the tape in the example ‘Please sit down’ for the students to listen to and follow.
Step 5 Practice
Let the students listen to the tape and finish Part A on page 32. Then do Part B. Let the students listen to the five sentences again and ask them to tell which word is emphasized and what tones are used for different emotions.
Step 6 Listening
Play the tape and the students listen to a radio phone-in programme, and finish the exercise in Step 1 on page 33.
Step 7 Reading
Students read the four diary entries and fill in the form.
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Entries
Mainpoints
Thewordstellingthewriter’smood
Thefirstdiaryentry
Theseconddiaryentry
Thethirddiaryentry
Thefourthdiaryentry
Sampleanswers:
Entries
Mainpoints
Thewordstelling
thewriter’smood
Thefirstdiaryentry
Todayhasbeenagreatday.
happy
Theseconddiaryentry
Wehadamathstest
andI’mnervous
aboutmyresult.
tired,afraidandnervous
Thethirddiaryentry
Ifailedthemaths
testandIdon’t
knowhowtotellmyparents.
upset
Thefourthdiaryentry
Allthatworrying
wasfornothing.
Tired,afraidandnervous
Step 8 Reading the Thank-you letter
Let the students read the thank-you letter on page 35. Ask them to find the answers to the following questions:
1.Who wrote the letter?
2.To whom is the letter written?
3.Why is the letter written?
Then ask them to decide which statements are true and which are false according to the letter. Have them correct the false sentences.
Homework:
Finish all the exercises in the Workbook
Period 8 Task 3 Writing a dialogue
Teaching objectives:
1. To develop writing skills by reading the tips.
2. To understand the mood of the Mum’s and Jack’s feelings.
Important and difficult points:
Writing a dialogue.
Teaching procedures:
Step 1 Reading
1. Read the instructions and know some tips of writing a dialogue.
2. Read Part A and discuss what is wrong with the underlined sentences.
a. ‘Umm’ or ‘hmm’ shouldn’t be included in a written dialogue.
b. We shouldn’t use ‘My room is too dirty’, ‘My room is a mess’, ‘clean up’ and ‘cleaning’, because in a written dialogue what has just been said shouldn’t be repeated.
c. In a written dialogue we should write a sentence that shows the speaker is very angry instead of the sentence ‘I’m really very angry with you.’
3. Read again and do Part B.
A. The sentences that show Mum is unhappy or angry:
Come and look.
Don’t you talk to me like that?
You should start cleaning now if you plan to leave!
B. The sentences that show Jack’s mood:
This is so unfair! I’ll never have enough time.
But I don’t think you’re being fair at all!
Step 2 Reading the Thank-you letter
1. Work in groups of 3 and present a dialogue. Keep the tips in mind.
2 Get the students to know:
The following should be included in your dialogue.
a. What happened between Christina and her mother?
b. What did Christina do then?
c. How as the problem solved?
Step 4 Consolidation
Role-play the dialogue in three.
Homework:
Finish the exercises about vocabulary, grammar and task on the learning plan.
Period 9 Project Writing an advice letter
Teaching objectives:
1.To learn two letters about the problems that happened between the father and his son.
2.To learn about some words and expressions in them.
3.Enable the students to write an advice letter.
Teaching Procedures:
Step 1 Reading
Let the students read the first letter written by the father. Ask them to find out the answers to the following questions:
1.Why does the father write the letter?
2.What does the father think about his son?
3.What is the father worrying about?
Play the tape for the students to listen to and follow. Underline the important phrases and patterns in it.
Then ask the students to read the second letter, which is written by the son. Ask them to find out the answers to the following questions:
1.Why does the son write the letter?
2.What are his problems?
3.How does he feel about his father?
Then play the tape for the students to listen to. Underline the important phrases and patterns in it.
Step 2 Language explanation
Take out the learning plan and deal with the language points in the project section.
Homework:
1.Read the passage in Part A in the workbook on page 101 and see how the writer presents his arguments against smoking.
2.Write a short passage for Part B.
Period 10 A Composition
Teaching aim
To improve students’ writing ability by correcting some common mistakes in their writing and by reciting the model answer.
Teaching aids: the computer
Teaching procedures
Step 1 Commenting
Teacher make a short comment about the students’ composition, praising those whose compositions are good and criticize those who wrote their compositions carelessly and made too many mistakes. Don’t forget to encourage them properly.
Main problems：
首字母大小写；时态、语态；缺少冠词；名词的复数形式；标点符号
Students to be praised：
Students to be criticized：
Too many careless mistakes:
Write in carelessly and hastily:
Other aspects:
Step 1 Proofreading
Project the article which contains some typical mistakes in the students’ composition, and ask them to read, find out and correct all the mistakes in it. After a few minutes, ask a few students to stand up and correct the mistakes one sentence after another.
Step 2 Copying and reciting
Project the model writing on the screen and ask the students to copy it down. Then recite the model answer. Teacher explains briefly, underlining and emphasizing the signal words, which make the composition more coherent, logical and clear.
[Related materials]
假定你是校学生会宣传部长，通过扩音器向全校同学广播一个通知。通知内容如下：
1. 十一月二十八日（星期三）下午2：00有一个报告。
2. 报告人：人民日报社张力同志。
1.报告内容：中美关系（Sino – American relations）问题。
2.地点：学校礼堂（auditorium）
3.要求：人人参加，准时到场，认真听讲，做好笔记。听讲过程中如有问题，可写在一张纸条上递给报告人。报告结束后，分班讨论。
注意：
1. 内容完整，但不要逐条翻译。
2. 120词左右。
One possible version:
Boys and girls, may I have your attention, please? Now I have an announcement to make. On November 28, Wednesday there will be a lecture in our school auditorium. It is about the Sino – American relations. It will be given by Mr Zhang Li from the People’s Daily and will begin at 2:00 p.m. Everyone is required/expected to attend it. Please listen carefully and take good notes. If anyone has a question, please write it down on a piece of paper and pass it to the speaker. After the lecture, we’ll have a discussion in each class.
Please remember the time and place: 2:00 p.m., November 28, Wednesday; school auditorium. Don’t be late.
That’s all. Thank you.
Period 11 Reading comprehension
Teaching aims:
To improve students’ reading comprehension and listening abilities.
Teaching Procedures:
Step 1 Reading and questioning
Give students a few minutes to read the VOA materials and try to find out answers to the questions below. Then ask some students to answer the questions.
Step 2 Listening
Play the tape. Students close the materials and try to follow and understand the recording.
Homework
1.Finish off all the other exercises on the learning plan.
2.Preview Unit 2.
高二英语教案：《Project》教学设计
一名优秀负责的教师就要对每一位学生尽职尽责，准备好一份优秀的教案往往是必不可少的。教案可以保证学生们在上课时能够更好的听课，帮助高中教师提高自己的教学质量。那么一篇好的高中教案要怎么才能写好呢？小编特地为大家精心收集和整理了“高二英语教案：《Project》教学设计”，欢迎您参考，希望对您有所助益！
高二英语教案：《Project》教学设计
Teaching aims and demands:
1. Enable students to understand the passage better.
2. Develop students' listening, reading, writing and thinking ability.
3. Enable the students to prepare and present an oral report on a Chinese medicine.
Teaching Approaches:
Task-based approaches
Form of Activities:
Individual, pair or group work and topic discussions.
Teaching Aids:
The multimedia and the blackboard
Teaching Procedures:
Step 1 Revision
Translation:
1.麻疹 7.流感
2.疟疾 8.病房
3.水痘 9.糖尿病
4.中风 10.霍乱
5.伤寒 11.急诊室
6.诊室 12.重症监护室
Step 2Lead-in
1. Show a picture of acupuncture treatment on the screen and ask the students a question:
Have you ever experienced an acupuncture treatment?
2. Show another two pictures about different tools used for acupuncture treatment in the past and now.
Step 3 Fast Reading
1.Scan the text and find which of the topics is not mentioned: history, past uses, current uses, disadvantages in the West, benefits and disadvantages
(The disadvantages of Chinese disadvantages are not mentioned.)
2. What medical problems can acupuncture treat?
Bad pains, headaches, injuries, stomach problems, blood pressure problems, addiction to cigarettes, drugs, alcohol and food.
3. How does acupuncture reduce or relieve pain?
It is unclear now. One theory suggests that acupuncture blocks pain signals from reaching the spinal cord or brain. Another theory suggests acupuncture promotes the production of chemicals in the body which reduces pain.
Step 4 Further Reading
1. Listening for further informationPara 11. Ask the students the main idea of the paragraph.
(The history of Chinese acupuncture).
2. Ask the students to retell the history of Chinese acupuncture (magic needles).
began-the Stone Age
be practised-4,000 years
be developed-2,000 years agoParas 2 -31. Ask the students the main idea of the paragraph.
(The development of Chinese acupuncture).
2. Ask the students to retell the development of Chinese acupuncture.
In the pastNowadaysstone or pottery needles
metal needles
make holes on swollen areas
put needles into the skin at certain points
365 acupuncture points
about 2,000 acupuncture pointsPara 5Ask some questions in detail:
1. How does an acupuncturist examine a patient?
(First ask the patient's medical history and lifestyle. And then look at the color of the patient's skin and tongue, listen to his breathing and check his pulses.)
2. How many pulses are there and what are they connected with?
(There're twelve different pulses, six on each wrist. Every one is connected with a major body organ or function of an organ.)
3. Why will an acupuncturist check pulses?
(This will help him/her find out which energy channel doesn't have enough energy.)
Step 6 More information
Show some pictures on the screen to introduce more information about Chinese acupuncture.
1. Different tools for acupuncture
2. Now it is popular that acupuncture is used to help people lose weight .
3. The traditional Chinese acupuncture is becoming more and more popular with foreigners. For example, Oscar king Adrien Brody was keen to try acupuncture treatment. William's hair is becoming less and less. He is eager to try Chinese acupuncture treatment.
4. Dae jang Deum in the TV play series once used acupuncture to treat patients. But some experts said the plot was not true.
5. Pets also follow the fashion.
Step 7 Discussion
1. What are your thoughts on acupuncture?
2. What are the possible benefits or disadvantages of acupuncture over other treatments?
Step 6 Homework
1. Write an article about traditional Chinese medicine (one herb or treatment).
2. Finish the exercises of this unit.
高二英语教案：《Language》教学设计
高二英语教案：《Language》教学设计
词汇导练
1.Research ____________(表明)that men find it easier to give up smoking than women.
2.Our music class ____________(组成)of 12 Chinese and 8 American students.
3.There are two ____________(官方的)languages in Canada：English and French.
4. I’d like to say that his ____________(发音)is much better than before.
5.It is certain that the ____________(进程)will be slower than expected.
6.It is said that the situation in Iraq is out of __________ now.
7.A new ____________ will be set to guide this business.
8.He has made an important ____________ to the company’s success.
9.She found that she had great ____________ in understanding him.
10.The economic sanctions(制裁)could not prevent the____________ of that country.
11.At the sound of the gun，all the birds in the tree flew away in all____________.
12.Our ____________(origin)plan was to go to Spain，but it was too expensive.
1.indicates 2.consists 3.official 4.pronunciation 5.process 6.control 7.standard 8.contribution 9.difficulty 10.development 11.directions 12.original
短语汇集
1.____________________由……组成
2.____________________ 对……有影响
3.____________________ 总体上
4.____________________ 当仆人
5.____________________ 因……而困惑
6.____________________ 向……抱怨……
7.____________________ 采取行动做……
8.____________________ 拿起，举起
9.____________________ 控制
10.____________________ (使)变成
11.____________________ 代表，象征
12.____________________ 在整个历史进程中
1.consist of/be made up of 2.have impact on 3.as a whole 4.work as a servant 5.get confused with
6.complain to sb.of/about sth. 7.take action to do
8.lift up... 9.take control of 10.turn into 11.stand for 12.throughout history
语句试译
1.(回归课本P23)________ ________ ________，French still had an impact on the English language.
尽管如此，法语对英语还是产生了巨大的影响。
2.(回归课本P23)After the Norman Conquest，upper class people spoke French ________ common people spoke English.
诺曼征服后，上层阶级说法语，而普通百姓则说英语。
3.(回归课本P28)I understand now，but the question is ________ ________ I still cannot understand the meanings.
我现在明白了，但是问题是如果我仍然不明白意思我该怎么办?
4.(回归课本P38)The Chinese language ________ ________ many Western languages ________ ________ it uses characters which have meanings and can stand alone as words.
汉语与很多西方语言不同，区别在于汉语使用的基本单位汉字本身就具有意义，可以独立成词。
5.(回归课本P38)However，________ ________ characters are used to describe objects.
然而，并非所有的汉字都用来描述物体。
1.Despite this fact 2.while 3.what if 4.differs from;in that 5.not all
核心知识
1. rule vt.& n. 统治
(回归课本P22)That is why English is a language with so many confusing rules.
正因为如此，英语才成了一种具有许多令人困惑不解的规则的语言。
归纳拓展
(1)vt.控制，统治，支配
n.规则，规章，条例
(2)常用短语：
①rule sb./sth.out 把……排除在外
②rule sb.out of声明某人不能参赛，阻止某人参赛
③as a (general)rule一般来说，通常
④make it a rule to do...照例要做……，通常
例句探源
①(牛津P1747)It’s against all rules and regulations.
这违背了所有的规章制度。
②(朗文P1787)African tribal societies were traditionally ruled by a council of elders.
非洲部落社会传统上由长老会控制。
③His injuries rule out a return to the field before the end of the season.
伤病使他无法在本赛季结束前重返运动场。
1.(2010年高考江苏卷)The experiment has ________ the possibility of the existence of any life on that planet，but it does not mean there is no life on other planets.
A.found outB.pointed out
C.ruled out D.carried out
解析：选C。句意：试验排除了那个星球上存在生命的可能，但是这并不意味着其他星球上没有生命。rule out表示“排除”。A项“查明”，B项“指出”，D项“实行”。
2.完成句子
(1)我通常七点起床。
________ ________ ________，I get up at seven.
答案：As a rule
(2)如果你犯规，你会受到惩罚。
If you ________ ________ ________，you’ll be punished.
答案：break the rules
(3)他照例每天要吃一个苹果。
He ________ ________ ________ ________ ________ ________ an apple every day.
答案：makes it a rule to eat
2. replace vt. 替换;取代;把……放回原处
(回归课本P23)After the earlier invasion Celtic had been replaced with English.
早期入侵之后，凯尔特语被替换为英语。
归纳拓展
例句探源
①(朗文P1733)Have they hired anybody to replace Ken?
他们雇到人来接替肯了吗?
②(牛津P1688)All the old carpets need replacing.
所有的旧地毯都需要更换。
③I replaced the cup carefully in the saucer.
我小心翼翼地将杯子放回茶碟。
★3.When you have finished the book，please ________ it on the shelf.
A.replaceB.take place
C.take place of D.in place of
解析：选A。replace“把……放回原处”，符合句意。take place“发生”;in place of“代替，取代”。
4.BBC engineers do not think that their ideas will ever ________ books and newspapers because they can be taken with you everywhere.
A.replace B.take place
C.in place of D.instead of
解析：选A。replace在此处意为“代替，取代”。从句子的结构分析，此处缺少谓语动词，可先排除介词短语C、D两个选项。而take place的意思为“发生”，和语境不相符合。
5.(2010年高考福建卷)More and more high?rise buildings have been built in big cities ________ space.
A.in search of B.in place of
C.for lack of D.for fear of
解析：选C。由于缺少空间城市里建起了越来越多的摩天大楼。for lack of因缺乏，符合题意。in search of寻找;in place of代替;for fear of唯恐，以免。
3. raise v. 举起，提高，抚养，筹钱
(回归课本P23)At this point，many English people worked as servants who raised animals and cooked for the Normans.
在此期间，很多英国人沦为诺曼人的仆人，他们为诺曼人饲养牲畜，给诺曼人做饭。
归纳拓展
raise a baby 抚育孩子
raise wheat 种植小麦
raise one’s hand 举起手
raise one’s voice 提高嗓门
raise salaries 提高工资
raise money 筹集资金
raise a question 提出问题
例句探源
①(牛津P1634)She raised her eyes from her work.
她停下工作，抬头看了看。
②(朗文P1681)He’s raising the rent because he’s fixed up the apartment.他要提高租金，因为他把公寓修了一下。
③You can’t raise a child in an environment like that.
在那样的环境中没法培养孩子。
④Each time he raised a question like that，she said，“I don’t know”.每次他问起那个，她总是说：“我不知道”。
⑤Our objective is to raise0 for the school band.
我们的目标是为校乐队筹集200美元。
易混辨析
raise，rise，arise
(1)raise vt.举起，抬起，抬高。说明主语发出的动作是要作用于其他事物的。
(2)rise vi.升起，上升，起立。说明主语自身移向更高的位置。
(3)arise vi.(风、雾等)升起;出现，发生(问题);起床;(由……)产生。rise和arise皆为不及物动词，都有“升起”的意思，但表示有形物体的上升或上涨用rise不用arise。
①We have no plans to raise taxes at present.
②House prices are likely to rise towards the end of this year.
③A mist arose from the lake during the night.
★6.(2009年高考江西卷)—What is the price of petrol these days?
—Oh，it ________ sharply since last month.
A.is raised B.has risen
C.has arisen D.is increased
解析：选B。考查时态和词语的用法。根据题意可知应用现在完成时，主语the price与rise之间是主动关系，故选B。arise表示“出现”，语义不恰当。
7.将下面的句子译成汉语，注意raise的含义：
(1)This weight is too heavy.I can’t raise it.
_______________________________________
答案：这东西太重，我举不起来。(raise举起)
(2)He raised his voice in order to make himself heard.
_________________________________________
答案：他提高嗓音目的是为了让别人听见。(raise提高)
(3)It’s difficult to raise a family on a small income.
________________________________________________________________________
答案：依靠微薄收入是很难养家的。(raise饲养;抚养)
(4)The problem is whether we can raise the money.
________________________________________________________________________
答案：问题是我们能否筹到钱。(raise筹钱)
(5)Does anyone have any points to raise?
________________________________________________________________________
答案：有人想要提出什么问题吗?(raise提出)
(回归课本P28)I always wondered when I would get the English novel my parents had promised to give me.
我总在想父母到底什么时候会把他们答应我的英文小说给我。
归纳拓展
(1)promise sb.sth. 答应某人某事promise(sb.)to do sth./that-clause 答应(某人)做某事
promise+to be +n./adj. 给人以……的指望;有……的可能
(2)give/make a promise 许下诺言,keep/carry out a /one’s promise 遵守诺言
break a /one’s promise 违背诺言
(3)promising adj. 有前途的;有希望的;有出息的
【温馨提示】
(1)“I promise to go”这种句型的否定式有三种表达方式，但意义不同。
I don’t promise to go.我没有答应要去。
I promise not/never to go.我答应不去。
I don’t promise not to go.我并没有答应不去。
(2)名词promise也可以和to do不定式及that?clause连用。
例句探源
①(朗文P1630)You made a promise，so you have to keep it.
既然你已经许诺了，就要做到。
②(牛津P1587)The college principal promised to look into the matter.学院院长答应研究这个问题。
③You promised me that you’d be home early tonight.
你曾向我保证今晚会早回家的。
④He’s promised her daughter to buy her a new bike.
他已经答应女儿给她买辆新自行车。
⑤He promised his grandchildren the money.
他答应给孙子们钱。
⑥It promised to be an exciting few days.
那可望是兴奋刺激的几天。
8.完成句子
(1)父母允诺我生日时送我一辆新的自行车。
My parents ________ ________ ________ ________ ________ for my birthday.
=My parents ________ ________ ________ ________ ________ ________ for my birthday.
答案：promised me a new bike;promised a new bike to me
(2)你答应过每星期和朋友们打网球的，可你并不是很擅长啊。
You have ________ ________ ________ ________ with your friends every week，but you are not very good at it.
答案：promised to play tennis
(3)她答应一有空就来看我。
She ________ ________ she would come to see me as soon as she was free.
答案：promised that
(4)你若作出承诺去做什么事，你就应该遵守诺言而不食言。
If you ________ a promise to do something，you should ________ it instead of ________ it.
答案：make;keep;breaking
★9.The young man made a ________ to his parents that he would try to earn his own living after graduation.
A.prediction B.promise
C.plan D.contribution
解析：选B。句意：年轻人向他的父母许下诺言，毕业后要努力自谋生计。prediction预言，预测;promise诺言，保证;plan计划，打算;contribution贡献。由句意可知B项正确。
★10.(2010年高考福建卷)Every year a flood of farmers arrive in Shenzhen for the money?making jobs they ________ before leaving their hometowns.
A.promised
B.were promised
C.have promised
D.have been promised
解析：选D。句意：每年都有大批农民到深圳打工赚钱，在离开家乡之前他们已被承诺可以获得这些工作机会。本句中含有定语从句，修饰jobs。promise sb.sth.答应某人某事，此处应用被动语态，并且该动作发生在主句中的动作之前，应选D项。
5. set vt. 确定(标准等)，判定(规则等)
n. (一)套，(一)部;装置，设备
(回归课本P29)A standard was first set for the English language when Henry Ⅶ was King of England.
亨利七世当英国国王时，首次为英语设定了一个标准。
归纳拓展
例句探源
①(朗文P1863)She smiled and set down her cup of coffee.
她笑了笑，把手中的那杯咖啡放下了。
②(牛津P1822)Her remarks set me thinking.
她的话引起了我的深思。
③The novel was set in London in the 1960s.
这部小说以20世纪60年代的伦敦为背景。
④Set the alarm for 7 o’clock.把闹钟设在7点。
⑤They haven’t set a date for their wedding yet.
他们还没有确定婚礼日期。
⑥Could you set the table for dinner?
你把餐具排好，准备开饭好吗?
⑦I rely on you to set a good example.
我指望你来树立一个好榜样。
11.完成句子
(1)于是我就着手研究蛇的习性，以便能用最简易的方法来捕蛇。
I ________ ________ ________ ________/________ ________ ________ the habits of snakes so I could trap them in the easiest way.
答案：set out to research/set about researching
(2)那么每天都留出一点时间来写作，哪怕五分钟也行。
So ________ ________ some time each day to write，even if it is only five minutes.
答案：set aside
(3)我不愿像大多数人那样在日记中记流水账……
I don’t want to ________ ________ a series of facts in a diary as most people do...
答案：set down
(4)我认为我们应该7点出发，趁那时道路畅通无阻。
I think we ought to ________ ________/________ ________ at 7∶00，while the roads are empty.
答案：set off/set out
(5)于是，1995年这个组织在北京设立了办事处。
Then，in 1995，the organization ________ ________ an office in Beijing.
答案：set up
(6)他为我们树立了好榜样。
He ________ ________ ________ ________ ________.
答案：set us a good example
★12.(2011年北京海淀高三检测题)Einstein liked Bose’s paper so much that he ________ his own work and translated it into German.
A.gave off B.turned down
C.took over D.set aside
解析：选D。句意：爱因斯坦如此喜欢波斯的论文以至于他把自己手头的工作放置一边来把波斯的论文翻译成德语。本题是在语境中考查动词短语意义的辨析。选项A.gave off“发出(气味、光、热、声音等)”，不符合句子内容。选项B.turned down有两个意思：①调低(机器的热度、音量等);②拒绝(提议、请求、邀请)，这两个意思都不符合句子内容。选项C.took over“接管，接手;接住”，从整个句子内容看C项不合适。选项D.set aside“放下、放置”，符合句意，是正确答案。
6. access n.[U] (使用或见到的)机会，权力;通道，入口
vt. 接近;使用;到达;进入
(回归课本P29)Today，the spread of ‘borrowed words’is due to easily accessed television and radio programmes from across the world，and the Internet.
现在，外来词的传播主要是通过世界各地都可以方便地收看、收听的电视，收音节目以及网络。
归纳拓展
(1)have access to...能够使用/见到/享有……
the access to a building到达/进入大楼的通道
(2)accessible adj.可见到的，可使用的
be accessible to sb.某人可使用的，可看到的
例句探源
①(牛津P10)The only access to the farmhouse is across the fields.去那农舍的唯一通路是穿过田野。
②Students must have access to good resources.
学生必须有机会使用好的资源。
③(朗文P11)Healthcare should be made accessible to everyone.应该让每个人都能获得医疗保健。
13.(2009年高考浙江卷)The system has been designed to give students quick and easy ________ to the digital resources of the library.
A.access B.passage
C.way D.approach
解析：选A。考查名词辨析。句意：设计这个系统是为了让学生能便捷、容易地使用图书馆的电子资源。这里give...access to...是固定词组，表示“使……能得到，能进入”，所以选A。
14.(2009年高考江西卷)Frank put the medicine in a top drawer to make sure it would not be ________ to the kids.
A.accessible B.relative
C.acceptable D.sensitive
解析：选A。考查形容词辨析。句意：Frank把药放在顶层抽屉中，以确保孩子们够不到。accessible表示“可以得到的，可以接近的”，通常与to搭配。后三项分别表示“相关的”“可接受的”“敏感的”。
7. symbol n. 符号，象征
(回归课本P38)The character ‘prisoner’was formed with the symbol for a man inside a square.
“囚”这个汉字就是将表达“人”的这个符号放在一个方格中所形成的。
归纳拓展
例句探源
①(朗文P2090)A hammer is often used in art as a symbol of authority.在艺术里，锤子经常被用作权威的象征。
②(牛津P2048)What’s the chemical symbol for copper?
铜的化学符号是什么?
易混辨析
symbol，sign，mark，signal
(1)symbol“象征，符号”，指被人们选出的物体或图案，用来代表另一事物，作为该事物的象征。
(2)sign“符号，标记”，指具体的用于识别或指示的标志，如指标牌，卡片等。借喻时指“征兆，迹象”。
(3)mark“标志，标记”，指事物留下的深刻印迹或某物上用于辨别该物品的附属物。
(4)signal“信号”，常指约定俗成，用于传达某些信息的信号，也指灯光，声音或信号标志。
15.用symbol，sign，mark和signal填空：
(1)George was responsible for the accident because he didn’t give a ________ to other drivers.
答案：signal
(2)In the picture the tree is the ________ of life and the snake is the symbol of evil.
答案：symbol
(3)Sir，you are not to walk your pet on the lawn.Don’t you see the ________：“Keep off the grass”?
答案：sign
(4)One ________ of a writer’s greatness is that different minds can get a different inspiration from his works.
答案：mark
(5)A red light is a ________ of danger，which is even known to a five?year?old child.
答案：signal
8. spread vt. 传播，散布，撒;铺开，展开;涂，抹
n. 传播，散布;涉及区域，活动范围
vi. (消息、谣言、知识等)传播，传开;(大火、冲突、疾病等)蔓延、传染(开来);伸展;延伸
(回归课本P29)Today，the spread of borrowed words’ is due to easily accessed television and radio programmes from across the world，and the Internet.
今天，世界各地都可以方便地收看收听电视、广播节目，还有因特网的普及，使得外来词广为传播。
归纳拓展
spread out 散开;伸展，延伸
spread over 遍布在
spread to 传到，波及
spread oneself out 舒展四肢(躺下)
be spread for 摆好(桌子)准备
spread A on/ over B 在B上涂抹A,=spread B with A 用A涂抹B
例句探源
①(朗文P1989)She spread the pages of the letter on the table.
她把那几页信摊开放在桌子上。
②(牛津P1948)There’s more room to spread out in first class.
头等舱宽敞些，伸得开腿。
③Small clever animals，now with hands and feet，appeared and spread all over the earth.
一些小巧聪明、长着手脚的动物出现了，它们分布在地球的各个地方。
④The desert spreads for hundreds of miles.
沙漠绵延数百英里。
易混辨析
extend，spread，stretch，expand
(1)extend“伸出，延伸”，指空间范围的扩大，以及长度、宽度的朝外延伸，也可指时间的延长。
(2)spread“伸开，传播”，一般指向四面八方扩大传播的范围，如传播(疾病)，散布(信息)等。
(3)stretch“伸展，拉长”，一般指由曲变直，由短变长的伸展，不是加长。
(4)expand“展开、扩大”，不仅指尺寸的增加，还可指范围和体积的扩大。
①Metals expand when they are heated and contract when cooled.
②The road extends to the port.
③Flies，mosquitoes and mice spread diseases.
④She stretched across the table for the butter.
16.英译汉：
(1)Water began to spread across the floor.
________________________________________________________________________
答案：水开始漫过地板。
(2)A smile spread slowly across her face.
________________________________________________________________________
答案：微笑慢慢在她脸上绽开。
(3)We have 10,000 members spread all over the country.
________________________________________________________________________
答案：我们有一万名成员分布在全国各地。
(4)The disease spreads easily.
________________________________________________________________________
答案：这种疾病容易传播。
(5)She spread her arms and the child ran towards her.
________________________________________________________________________
答案：她张开双臂，孩子向她跑来。
9. pick up 拾起，捡起;认出，挑出
(回归课本P22)This is because many pairs of words and phrases have similar meanings in English，for example，pick up and lift up.
这是因为在英语里许多对词汇和短语有相似的意义，例如“pick up”和“lift up”。
归纳拓展
例句探源
①(牛津P1492)She went over to the crying child and picked her up.她走到啼哭的孩子身边，把她抱了起来。
②(朗文P1535)Luckily，Maggie was able to pick up where she left off at work，even though she’d been in the hospital for two months.
幸运的是尽管玛吉住了两个月院，她仍能拾起放下的工作。
③I’ll drive over and pick you up at the weekend.
我周末开车过去接你。
④You’ll soon pick up health when you get to the seaside.
到了海滨，你就会很快地恢复健康。
⑤The train picked up speed.火车加快了速度。
⑥But her writing experience was something she picked up by herself.但她的写作经验是她无意间培养的。
⑦My radio can pick up BBC very clearly.
我的收音机能清楚地收听到BBC。
★17.(2010年高考山东卷)Sam ________ some knowledge of the computer just by watching others working on it.
A.brought up B.looked up
C.picked up D.set up
解析：选C。由语意可知，Sam是在看别人用电脑的时候，无意间获得了一些电脑知识。表示偶然学到的技能或知识，要用pick up。bring up提出，养育;look up查阅;set up树立，建立。
★18.It was so dark in the cinema that I could hardly ________ my friend.
A.turn out B.bring out
C.call out D.pick out
解析：选D。考查短语辨析。turn out后来是，结果是;bring out使表现出，使显出，阐明，生产，出版等;call out要求某人来，召唤出动(尤指处理紧急情况);pick out认出(某人)，精心选择(某物)。
19.(2010年安徽“江南十校”联考)While large numbers of residents in this area ________ the H1N1 flu，very few suffered death.
A.picked up B.took up
C.brought up D.caught up
解析：选A。考查词组辨析。pick up表示“搭乘，接某人，感染”;take up表示“从事，占据”;bring up表示“抚养，养育”;catch up则表示“赶上”。
20.You’d better fly somewhere in the west.Then you can ________ a rental car and travel around.
A.take up B.get up
C.pick up D.turn up
解析：选C。考查动词词组辨析。take up“拿起，占据”;get up“起床”;pick up“捡起，学会，搭载”;turn up“出现，开大，扭亮(灯等)”。句意：你最好乘飞机去西部，然后，租一辆汽车四处观光。只有pick up符合语境。
10. contribute to
(回归课本P22)Many factors contributed to the development of this new type of English.
很多因素使得英语发展成这种新的类型。
归纳拓展
例句探源
①(牛津P433)We contributed ￡5,000 to the earthquake fund.
我们向地震基金捐赠了5000英磅。
②(朗文P437)Yellow fever contributed to Mudd’s early death at age 19.黄热病导致马德19岁便早早去世。
③He contributed an article to China Daily.
他为《中国日报》撰写了一篇文章。
★21.Some blood types are quite common，others are regionally ________，and still others are rare everywhere.
A.distributed B.contributed
C.obtained D.convinced
解析：选A。句意：一些血型很普遍，另外一些只分布在局部地区，另外还有一些哪儿都很罕见。distribute“分散，分布”;contribute“贡献，投稿”;obtain“得到”;convince“使确信，使信服”。
★22.(2011年江苏启东中学预测题)Even some of the casual garments we wear have brand names ________them which turn us ________walking advertisements.
A.attached to;into
B.attaching to;to
C.appealed to;into
D.contributed to;to
解析：选A。attach to 贴在……上;appeal to 吸引;contribute to 捐赠，是……的原因。根据题意可知，应该用attach to，而attach to 和brand names 之间是动宾关系，因此要用过去分词(这里的过去分词短语attached to them 作names 的定语)。因此答案是A。
23.完成句子
(1)良好的天气促成了那次航行的成功。
The fair weather ________ ________the success of the voyage.
答案：contributed to
(2)他的懒惰是他失败的原因之一。
His laziness ________ ________his failure.
答案：contributed to
(3)她捐助巨款给那家孤儿院。
She ________a large sum of money ________the orphanage.
答案：contributed;to
(4)移民在许多方面丰富了英国文化。
Immigrants have ________ ________British culture in many ways.
答案：contributed to
11. depend on 依靠;依赖;确信;相信;指望;受……的影响;取决于
(回归课本P25)There are many different dialects of English depending on where people live.
根据人们居住地点的不同，英语有许多不同的方言。
归纳拓展
depend on sb.for sth.依赖、依靠某人获得depend on sb.doing/to do sth.依靠/相信某人做某事
depend on it 常用于句首或句末，意为“请放心，没问题”
It/That (all)depends.看情况而定
depend on it that...指望……，对……不疑,dependable adj.可靠的，可信赖的
dependence n.依靠，依赖，信赖
dependent adj.依靠的，依赖的;视……而定的be dependent on/upon 依靠;随……而定
例句探源
①(朗文P541)Admission to the university depends only on a student’s performance.
这所大学的录取只依据学生的成绩。
②(牛津P535)Can we depend on you coming in on Sunday?
我们能指望你星期天来参加吗?
③He is a man to be depended upon.他这人靠得住。
④He depends on you to help him.他要依靠你的帮助 。
⑤He depended up on a small incom for his livelihood.他依靠微薄的收入维持生活。
24.一句多译
你不能指望他能按时来。
________________________________________________________________________
答案：(1)You can’t depend on him to come on time.
(2)You can’t depend on his coming on time.
(3)You can’t depend on it that he can come on time.
★25.Asia is important to America because America’s prosperity ________trade with Asia’s growing economies.
A.depends on B.takes off
C.sets up D.breaks out
解析：选A。depend on 依靠，依赖;take off 脱下，取消，(飞机)起飞，(事业)腾飞;set up 建立，架起，创(纪录)，提出;break out (战争/火灾等)突然爆发。
★26.(2011年安徽蚌埠高三模拟)—How long are you staying?
—I don’t know.________.
A.That’s OK B.Never mind
C.It depends D.It doesn’t matter
解析：选C。句意：“你要呆多久?”“我不知道，视情况而定吧!”It depends.视情况而定。
12. look up (在词典或参考书中)查找
(回归课本P28)Looking up every new word will certainly be a waste of time.每个新单词都去查当然会浪费时间。
归纳拓展
(2)look after 照顾;照料;管理
look back on 回顾;回忆
look down on/upon 俯视;轻视某人
look forward to 盼望
look into 向里看;调查
look into one’s eyes 直视某人
look up to 向上看;尊敬
look through 浏览
look on as 把……看做;认为
look out 当心
例句探源
