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高中教案教案

发表时间：2020-10-15

Unit2Language-welcome教案。

一名优秀负责的教师就要对每一位学生尽职尽责，作为高中教师就要早早地准备好适合的教案课件。教案可以让学生更好的消化课堂内容，使高中教师有一个简单易懂的教学思路。你知道如何去写好一份优秀的高中教案呢？为了让您在使用时更加简单方便，下面是小编整理的“Unit2Language-welcome教案”，大家不妨来参考。希望您能喜欢！

Unit2Language-welcome教案

Theanalysisofthisunit:

Thisunitintroducesanddevelopsthethemeonlanguage.

Theaimofthisunit:

1.ProvideSsagoodchancetogainsomeknowledgeaboutEnglishanditshistory.

2.ThereadingstrategyhelpsSslearnaboutthewritingfeaturesinatypicalhistoryarticleandlearneffectivewaystoreadthesearticles.

3.EnableSstoconductasurveyandwriteareport.

4.HelpSsapplywhatthey’velearnttodesignabooklet.

Teachingperiods:

Period1:welcometotheunitandlistening

Period2-4:Readingandlanguagefocus

Period5-6:WordPower

Period7—9Grammarandusage,includingexercisesintheworkbook

Period10-12:Task

Period13-15:Project

Period16—18:EnglishWeekly

Period1Welcometotheunitandlistening

Theanalysisofthispart:

Inthissection:fivedifferentlanguageforms,includingwrittenlanguage,orallanguage,emotions(aspecialInternetlanguage),signlanguage,Brailleandanimallanguagewillbeintroducedtous.

Teachingaimsandrequirements:

1.HelpSspracticelisteningandspeaking

2.HelpSsknowaboutdifferentlanguages.

3.EncourageSsthinkabouteffectivemethodsforstudyingtheEnglishlanguage.

Teachingdifficultpoint:

HowtohelpSspracticetheiroralEnglishabilityandlisteningability

TeachingProcedures:

Stepone:Lead-in

HavefreetalkswithSsasfollows:

Whatlanguagedoyouspeak?

Canyouspeakotherlanguage?

Doyouthinkthatlanguageistheonlywaypeoplecommunicatewitheachother?

Whatothermethodsofcommunicationcanyouthinkof?

SteptwPicturetalking

Picture1:languages

Questions:

DoyouspeakanyotherlanguagebesidesChinese?Ifso,canyouspeakalittleforus?

Whichotherlanguagedoyouliketolearnbest,English,JapaneseorSpanish?Why?

Whichlanguagedoyouthinkisthehardest?Why?

Picture2:Emotions

Questions:

Whatdoesthisemotionstandfor?(Abeaming喜气洋洋的,愉快的smile.)

Whatisanemotion?

Anintensementalstatethatarisessubjectivelyratherthanthroughconsciouseffortandisoftenaccompaniedbyphysiologicalchanges;astrongfeeling:

冲动：由主观引起而非理智作用的一种强烈的感情状态，并且经常伴有心理上的变化；一种强烈的感觉：

theemotionsofjoy,sorrow,reverence,hate,andlove.快乐、痛苦、尊敬、痛恨和爱的冲动

Whendopeopleusuallyusethiskindoflanguage?

(WhentheyaretalkingontheInternetorsendingshortmessages.)

Couldyougivesomemoreexamples?

(Forexample:L(:-()standsforsadness;J(:))standsforhappiness;:-ostandsforsurprise.)

Picture3:Signlanguage

Questions:

WhatdoesthissignmeaninBritain?(goodluck)

Doyouthinkthesamesignmeansthesametopeopleallovertheworld?Ifyouthinkso,canyoushowsomeexamplesandexplainthem?

(TaketheAmericangestureOKforexample.Makingacirclewithone’sthumbandindexfinger(食指,firstfinger/forefinger)means‘money’inJapanbut‘zero’inFrance.

Whoneedstousesignlanguageintheirdailylives?

(Deafpeopleorthosewhoareunabletohear)

Haveyoueverusedsignlanguage?Isithelpfulforyoutocommunicatewithothers?

Picture4:Braille

Asystemofwritingandprintingforvisuallyimpairedorsightlesspeople,inwhichvariedarrangementsofraiseddotsrepresentinglettersandnumeralsareidentifiedbytouch

盲人点字：供视力障碍或失明者用的书写和印刷方法体系，其中用不同排列的凸点符号代表字母或数字，通过触摸方式来辨认

WhatisBraille?(Aspeciallanguageforblindpeople)

WhoinventedBraille?(AFrenchmancalledLouisBraille)

Haveyouheardabouthim?

Whatdidhedoforblindpeople?(Heinventedaspeciallanguageforthem,soitwasnamedafterhim.)

Picture5:Animallanguage

Whydobeesflyincircles?(Toinformtheirpartnersaboutfoodanddanger)

Doyoubelieveanimalscan‘talk’?

Ifpossible,askSstosharetheirstoriesaboutanimallanguagetheyknow.

Stepthree:Discussion

EncourageSstodiscussthethreequestionslistedunderthefivepicturesonpage21

Thenaskthemtoexchangetheiropinionsandreporttheirresponsesbacktothewholeclass.

Answersfordiscussion:

1.WEhavemanyotherwaystoexchangeideasorinformation.

Forexample:ChinesepeoplerelayedfiresignalsatnightandsmokesignalsinthedayfromoneGreatWallwatchtowertoanotherinancienttimes.

Tousepigeonstosendmessagesinthepasttime

Nowadays,tousethelanguageofflowerstocommunicatemeaning

Rose=love;tulip=formalannouncementoflove郁金香

Forget-me-not=keepingmeinyourmemory.勿忘草

2.Chineseisthemostspokenlanguage,whileEnglishisthemostwidelyusedaroundtheworld.

It’susefultolearnEnglishifyouwanttotravel,dobusiness,orstudyabroad.

What’smore,in2008,the29thOlympicGameswillbeheldinBeijing.WearelearningEnglishtowelcomepeoplefromotherpartsoftheworld.

3.TolearnEnglishwell,differentpeoplehavedifferentmethodsorways.

Stepfour:Listening

1.HaveSslistentotapeandfinishlisteningexercisesonpage104

2.Checkanswerstogether.

Homework:1.Gooverwhatarelearnedinclass.

2.Dosomereadingonpage102

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Unit 4 Body Language教案2

Unit4BodyLanguagePartOne:TeachingDesignTeachinggoals1.TargetLanguagea.重点词汇和短语misunderstand,similar,facial,expression,agreement,yawn,chest,gesture,adult,punishb.重点句型或交际用语Actoutthefollowingmeanings,please.PleaseguesswhatImean.Pleaseshowtheactions,usingbodylanguage.Nowitisyourturntoshowtheaction/gesture.Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.2.Abilitygoalsa.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.3.Learningabilitygoalsa.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.Teachingimportantpointsa.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.Teachingdifficultpointsa.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.Teachingmethodsa.Individualwork,pairworkandgroupwork.b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.TeachingaidsAcomputer,aprojectorandsomepictures.TeachingproceduresYoustandwatchingandlistening.作状语；……)2.DoingexercisesNo.1and2onpage29Turntopage29.DoexercisesNo.1and2。III.ReadyusedmaterialsforThe~ingformastheAttributethatis,theirdifferentfunctionsinthesentence.
Examplesofsomeofthedifferentcategories·Hesswimming.·Heswearingaswimmingsuit.·Helikesswimming.·Swimmingispleasant.
Rewriteeachsentencewithoutusingthe-ingform.
Isthereachangeinmeaning?Whatisit?
Findsentencesinthetextwhichcanberewrittenusingan-ingform.
Isthereanychangeinmeaning?Whatisit?ThethirdperiodUsingLanguage(SHOWINGOURFEELINGS)AimsTohelpstudentsreadthepassageSHOWINGOURFEELINGS.Tohelpstudentstousethelanguagebyreading,listening,speakingandwriting.ProceduresI.WarmingupReadaloudtowarmup:Let’swarmupbyreadingaloudtotherecordingofthetextSHOWINGOURFEELINGS.II.Guidedreading1.ReadingandtranslatingReadthetextSHOWINGOURFEELINGSandtranslateitintoChineseparagraphbyparagraph.HeJing.Youaretodoparagraph1,please.….2.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.CollocationsfromSHOWINGOURFEELINGSShowallkindsoffeeling,turnone’sbackto…,showanger,closeone’shand,shake…at…,auniversalfacialexpression,put…atease,hidefeelings,loseface,nodtheheadupanddown,lookawayfrom…,holdone’sarmsacrossone’schest,protest…from…,turntoward…,rollone’seyes,showrespectfor…,usegestures,giveahugtosb.,standcloseto…,with…open,lookdirectlyat…,looksb.intheeye,tellthetruth,bewrongabout…3.DoingexercisesNowyouaregoingtodoexercisesNo.1and2onpage30followingthearticle.Theimportanceofbodylanguage
Peoplecannotlivewithouteachother,wearesocialbeings.Assoonasweareincontactwithotherswearecommunicating.Forthiswecanmakeuseofspokenandwrittenlanguage.Inthesewayswemakethecontentofamessagecleartoeachother.Howeverwecanalsocommunicatewithoutwords.Thiskindofcommunicationtellsussomethingabouttherelationshipbetweenpeople.Oftenthisismoreimportantthangettingthecontentofthemessageacross.Thecommunicationaboutthisnonspokencommunication,whichtellsussomethingabouttherelationshipbetweenpeople,iscalledMeta-Communication.Communicatingaboutcommunication!4.WritingTurntopage31.Makealistofthreepositivebodylanguageexpressionsandthreenegativebodylanguageexpressions.Non-verbalcommunication,orbodylanguageoReferstomessagingwithoutwordsInapersonalspokenmessageoAccordingtoAlbertMehrabian,inPsychologyToday(1968),ofthetotalmessage§7%isconveyedbythewords§38%bythevocaltones,and§55%byfacialandbodyexpressionoReadingbodylanguageisanimportantskillThefourthperiodListening,writingStep1Turntopage31anddothelisteningandwritingexercisesNo.1and2.Positivegestureclusters-2●ConfidenceoSteepling(fingerstouchinglikeachurchsteeple)oHandsbehindback,authoritypositionoBackstiffened●ExpectancyoRubbingpalmsoJinglingmoneyopenlyoCrossedfingersoMovingcloserPositivegestureclusters-3●Cooperation,readiness,opennessoOpenhandsoHandsonhipsoHandsonmid-thighwhileseatedoSittingonedgeofchairoArmsspread,grippingedgeoftableordeskoMovingcloseroSprinterspositionoHand-to-facegesturesPositivegestureclusters-4●EvaluationoHand-to-facegesturesoHeadtiltedoStrokingchinoPeeringoverglassesoTakingglassesoff,andcleaningoPuttinghandtobridgeofnosePositivegestureclusters-5●Reassurance5.SpeakingandwritingDiscussLinPei’sbehaviourwithyourpartner.ThenwritesomeadviceforLinPei.Thefifthperiod．WordsandexpressionsfromUnit4Bodylanguagemajora.amajorearthquake大地震，amajorproblem重大问题，amajorsubject主修科目locala.localcustoms地方风俗，alocalpain局部疼痛，当地时间localtimerepresentv.representaclubasitschiefexecutive以总经理的身份代表俱乐部，representbysigns用符号代表curiousa.becuriousaboutother’speoplebusiness对别人的事情太好奇Introducev.introduceherashisdaughter介绍说她是自己的女儿，beintroducedfrom…从…传来的，introduce…tosb.向某人介绍……approachv.&n.cautiouslyapproachedthehouse小心地走近那房子,approachthemanagerabout…同经理谈……，approachthequestionasascientist从科学家的角度来处理这一问题，Snowannouncedtheapproachofwinter.雪宣告了冬季的来临。Ilikeherapproachtotheproblem.我喜欢她解决这个问题的方法。touchv.&n.Shelightlytouchedhisforehead.她轻轻地摸了摸他的前额。Donttouchtheexhibits.Fewstudentsinourschoolcantouchhiminmusic.在音乐方面,我们学校很少有学生能与他相比。Iwastouchedbeyondwords.我感动得无法形容。Theydidnottouchthistopicintheirtalk.他们在会谈中没有触及这个问题。Theraintouchedthecrops.这场雨使庄稼受害。Theysatsoclosethattheirheadsnearlytouched.他们坐得那么近,头都差不多碰到一起了。Inhistalkhetouchedon/uponthestateofaffairsinLatinAmerica.谈话中他提到了拉丁美洲的局势。OurshipistotouchatHongkongtomorrowmorning.我们的船将于明天上午停靠香港。Itwillbreakatatouch.那东西一碰就破。Letsstayintouch.我们保持联络。Hesaddedafewfinishingtouchestohisnovel.他给小说作了最后润色。Hehasatouchwithbirds.他擅长养鸟。Theyoungmanrecitedhispoemswithatouchofpride.那个青年带点骄傲地朗诵他的诗作。cheekn.Thelittlegirlhasrosycheeks.那个小女孩脸颊红润。Hehadthecheektoaskmeformoney.他竟厚着脸皮向我要钱。Howcanyoucheekyourgrandparentsinthatway?你怎么可以那样无礼地对祖父母讲话?learneda.Themorelearnedamanis,themoremodestheusuallyis.人愈有学问,往往愈是谦虚。learnedbooks学术性书籍strangern.Ifeelstrangeinthepresenceofstrangers.在陌生人面前,我感到不自在。Sorry,Idontknow.Imastrangerheremyself.对不起,我不清楚。我对这里也不熟。Heisnostrangertosorrow.他饱经忧患。Imastrangertostatistics.我对统计学一窍不通。spokena.Theybuiltarobotcapableofunderstandingspokencommands.他们制造了一个能懂口头指令的机器人。Heisashysoft-spokenperson.他害羞,说话轻声细语的。expressv.&n.Really,Ihardlyknowhowtoexpressmygratitude.我真不知道如何表达我的感激之情。Thedoctorexpressedpoisonfromherwound.医生把毒液从她的伤口挤了出来。Pleasesendthisparcelbyexpressdelivery.请用快递寄送这个包裹。Thedoctorgaveexpressordersthatthepatientwastohavenovisitors.医生明确嘱咐,那个病人不可会客。Wetookanexpressbushome.我们乘特快公车回家。Theypaintedthehousefortheexpresspurposeforsellingit.他们专为卖房而油漆房子。Pleasesendtheparcelexpress.actionn.Thequickactionofthefiremensavedthebuildingfrombeingburneddown.消防队员行动及时,该建筑物方免遭焚毁。Theactionofwateronrockshouldbetakenintoaccount.应考虑到水对岩石的作用。Alltheactionintheplaytakesplaceatonerailroadstation.该剧的整个情节均发生在一座火车站里。Finallyshehadtofileanactionfordivorce.最后她只好提出离婚诉讼。
posturen.asittingposture坐姿,Theyaretryingtoadoptamorecooperativeposture.他们正试图采取更为合作的态度。Heenjoysposturinginfrontofanaudience.他喜欢在观众面前装腔作势。likelya.&a.JohnislikelytobeinLondonthisautumn.今年秋天约翰可能在伦敦。Theparkisalikelyplaceforthepicnic.这公园倒是个适合野餐的地方。Wewillmostlikelybelate.我们很有可能会迟到。

Unit2language-Project教案

一名优秀的教师就要对每一课堂负责，高中教师在教学前就要准备好教案，做好充分的准备。教案可以让讲的知识能够轻松被学生吸收，帮助高中教师能够井然有序的进行教学。高中教案的内容要写些什么更好呢？下面是小编为大家整理的“Unit2language-Project教案”，欢迎您阅读和收藏，并分享给身边的朋友！

Unit2language-Project教案

Designingabooklet

TeachingAims:

1.Trainthestudents’writing,readingandspeakingabilities.

2.GetthestudentstotalkaboutwritingabookletaboutChinesecharacters.

3.Getthestudentstocooperatewithothers.

TeachingDifficultPoint:

Howtohelpthestudentsfinishthetasksofwritingandspeaking.

TeachingMethods:

1.Reading,talkingandwritingtoimprovestudents’integratingskills.

2.Individual,pairworkandgroupworktomakeeverystudenttakeanactivepartinclass.

3.Discussiontohelpthestudentscooperate.

TeachingAids:

1.Themultimedia

2.Theblackboard

TeachingProcedures:

Step1GreetingandLead-in

Showthestudentsapictureandanswerthequestions.

lCanyoumakeoutanyoftheseChinesecharacters?

lDotheChinesecharactersremainthesameforthousandsofyears?

Chinesecharactersarealwayschanging!

Step2Fastreading

lWhofirstinventedChinesewriting?

CangJie.

lWhendidtheChinesegovernmentintroducesimplifiedChinesecharacters?

Inthe1950s.

Step3Carefulreading

Readthepassageandanswer:

1.HowoldistheChinesewriting?

Thousandsofyears.

2.HowdidCangJieinventChinesewriting?

CangJiesawthefootprintsofbirdsandanimalsinthesnowandhegottheideahecouldusedifferentshapesorpicturestorepresentobjects.

3.WhatdowecallthefirstrealChinesecharacters?

Wecallthempictograghs,whichmeanlinedrawingsofphysicalobjects.

4.Howdidthecharacterof“mountain”developovertime?Canyougiveanyotherexamples?

Thepictographforamountainwasoriginallythreepeakstogether.Thenthisbecameonepeakandthreelinesandfinallyturnedintothecharacterweusetoday.Therearesomeotherexamplessuchas‘eye’,‘sun’,and‘moon’.

Step4Readthepassageagainanddividethepassageintoseveralparts,thengivethemainideaofeachpart.

Para.1.BriefintroductionofChinesecharacters.

Para.2.TheoriginsofChinesecharacters.

Para.3-6FormanddevelopmentofChinesecharacters.

Para.7-8PronunciationofChinesecharactersandsimplifiedChinesecharacters

Step5Designingabooklet

(1)Planning

AskstudentstoworkinsmallgroupsanddiscusstheChinesecharacterstheirgroupwouldliketoresearch.Thentheyshoulddiscussthelayoutofthebooklet,anddividetheworkeachgroupmemberwilldotocollecttheinformationneeded.

(1)Preparing

Lookforinformationinasmanysourcesastheycanfind.Thentheymeet,discussandchoosetheinformationeachgroupmemberhascollected.

(3)Producing

Studentseachwriteasectionofthebooklet.Theyshouldputwhattheyhavewrittentogetherandaddphotosorillustrations.Theymustproofreadthedrafttocorrectmistakesifthereareany.Newideascanbeadded.Nowthebookletisfinished.

(4)Presenting

Studentspresenttheirbooklettothewholeclassbytakingturnstotalkabouteachsectionoftheirbooklet.Everyoneineachgroupshouldhaveachancetospeak.

Step6Languagepoints

1.Thewayawrittenlanguagedevelopedcantellusjustasmuchaboutacultureasthehistoryofaspokenlanguage.一种书面语言的发展方式,能告诉我们关于一种口语的历史,同样也告诉我们文化方面的东西.

l我不喜欢他对待孩子的方式.Idon’tlikethewayhetreatshischild.

l他解决问题的方式很奇特.Thewayhesolvedtheproblemswasstrange.

2.TheChineselanguagediffersfrommanyWesternlanguagesinthatitusescharacterswhichhavemeaningsandcanstandaloneaswords.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.

differfrom不同于;有区别=bedifferentfrom

lMenarealikeintheirpromises.Itisonlyintheirdeedsthattheydiffer(fromeachother).

人在许诺时都一样,不同之处在于他们的行动.

lI’msorrytodifferfrom/withyouaboutthatquestion.

对不起,关于这个问题我与你的看法不同.

Unit2Language-Reading学案

经验告诉我们，成功是留给有准备的人。作为高中教师就需要提前准备好适合自己的教案。教案可以让学生能够在教学期间跟着互动起来，帮助高中教师提高自己的教学质量。那么，你知道高中教案要怎么写呢？下面是小编精心为您整理的“Unit2Language-Reading学案”，大家不妨来参考。希望您能喜欢！

Unit2Language-Reading学案

第一部分：重点讲解

1.bemadeupof

Themedicalteamwasmadeupoftwelvedoctors.

医疗队由十二名医生组成。

makeup

1.编造整个故事都是虚构的。

Thewholestoryismadeup.

2.补足,弥补

Weneedtomakeuptheloss.

我们需要五十元以弥补损失。

3.化装她花了一个多小时才打扮好。

Ittookhermorethananhourtomakeherselfup.

2.consist

1.组成,构成[(+of)]:

Auniversityconsistsofteachers,administratorsandstudents.

大学由教师,行政人员和学生组成。

Ourbookconsists3units.我们的书有3单元

2.一致,符合[(+with)]

Theinformationconsistswithhisaccount.

消息与他的叙述相符合。

3.在于,存在于[(+in)]

Toleranceconsistsinrespectingtheopinionsofothers.

宽容在于尊重别人的意见。

Thebeautyofthepictureconsistsinitscolors.

这幅画的美在于其色彩。

3.pickup

Theboypickedupthehatfortheoldman.男孩替老人拾起了帽子。

Wheredidyoupickupyourtechnicalskill?你的技术是在哪儿学的？

Thecarstoppedtopickmeup.汽车停下来接我。

4.pickout

Letmepickoutsomegoodonesforyou.让我来替你挑几个好的。

5.invade

1.vt./vi.侵入,侵略

TheNormansinvadedEnglandin1066.诺曼人于一○六六年入侵英国。

2.拥入,大批进入

Insummertouristsinvadethemountainvillage.

夏天游客成群结队地到这个山村来。

3.（疾病等）侵袭

Birdfluinvadedthecountry.禽流感侵袭全国。

6.contributeto

1.tohelptoleadtotheresult;Drinkcontributedtohisdeath.

酒促成了他的死亡。

2.捐(款);捐献,捐助(donateto)

他将积蓄的一半捐献给红十字会。

HecontributedhalfofhissavingstotheRedCross.

3.投(稿)[(+to)]

他给杂志投稿他的诗。

Hecontributedhispoemstothemagazine.

7.control

1.v..控制;支配;管理;克制;抑制

Sheisskillfulenoughtocontrolthemachine.她已有了足够的技术可以操纵这台机器了。

TheBritishgovernmentatthattimecontrolledtheisland.当时英国政府控制该岛。

Youmustlearntocontrolyourtemper.你必须学会克制着不发脾气。

2.n.支配;控制;调节;抑制[(+of/over)]

Theyhavenocontroloverhim.他们控制不了他。

Theremustbesomeonewhocantakecontrolofthesenaughtychildren.

应该有人能管住这些淘气的孩子。

Somemorephrases:

incontrolof…inthecontrolof…

be/come/bring/getundercontrol

underthecontrolof…

be/getoutofcontrol

losecontrolof…

8.replace

vt.1.取代;以...代替[(+with/by)]

Thebrakeshavetobereplaced.刹车需要更换。

Electriclightshavereplacedcandles.电灯已经取代了蜡烛。

2.把...放回(原处)

Shereplacedthereceiver.她将听筒放了回去。

3.归还;偿还

IwillreplacethecupIbroke.我愿用一个新杯子赔还我打碎的一只。

9.despite

prep.不管,尽管,任凭（inspiteof)

Despitethetrafficjam,hearrivedattheconferenceontime.

尽管有交通阻塞，他还是准时赶到会场。

Despiteadvancedyears,sheislearningtodrive.尽管年事已高,她还在学开车。

Hewenttoworkdespitehisillness.尽管生病,他还是去工作。

10.haveanimpacton

影响;作用(influence)

ThoseTVprogrammeshadanimpactonhisEnglishstudies.

这些电视节目对他的英语学习很有影响。Thebookmadeagreatimpactonitsreaders.

这本书对读者有很大的影响。

11.resultin

v.1.结果;导致(leadto)

Carelessnessresultedinlotsofaccidents.粗心造成大量交通事故。

2.resultfrom(becauseof,dueto)

Hisfailureresultedlargelyfromhislaziness.他的失败主要是懒惰所致。

12.raisevt./n

Thebabywasraisedonsoybeanmilk.这孩子是用豆浆喂养大的。

Thelandlordraisedmyrentto0.房东把租金提高到0。

Theyaregoingtoraisemoneyfortheschoolbuildings.他们将为盖校舍筹集资金。

Heraisedhisglassandsaid:"Yourhealth,Carl."他举起了杯子说道:"祝你健康,卡尔。"

13.adopt

vt.采取;采纳;吸收;接受;通过，

Aftermuchdeliberation,thepresidentdecidedtoadopthersuggestion.

总经理再三考虑之后,决定采纳她的建议。

Mr.Kernadoptedtheorphanashisownson.克恩先生将那孤儿收养为自己的儿子。

Theplanwasadoptedaftersomediscussion.经过讨论,计划获得通过。

第二部分：练习

I．Wordfilling

1.T_____________thehistory,peoplefromdifferentcountriesandcultureshavelivedtogetherinBritain.

2.Englishsometimeshassomanyc____________rulesthatitisdifficulttounderstand

3.ModernEnglishismadeupofsomerulesandv____________.

4.Manyfactorsc____________tothedevelopmentofthiscity.

5.Therearemanys_____________hiredinthebigfamily.

6.FrenchstillhadanI____________ontheEnglishlanguage.

7.Theboyhassomed_____________inreadingthetext.

8.Whatisthecorrectp_____________of“Greek”?

9.Thebabycanwritemany________________________(汉字)

10.Thestudentworkedouttheexercise_____________(最后)

11.Weusethenewpictureto_________(代替)theoldone.

12.Weshouldlearnour_________________(母语)well.

13.Peopledidn’tknowtheyoungman_____________(最初)，butlatertheygotonwellwithhim.

14.Canyoutellmethecorrect__________(方向)toNanjing?

15.Educationisa___________(复杂的)____________(过程).

16.Hethoughthecouldusedifferentshapesto______________(代表)differentobjects.

II．Choosephrasestofillintheblank

overtimeaccordingtodifferfromthiswayturn------intoasawhole

1.OldEnglish________greatly______themodernEnglish.

2.Lifeontheislandhaschanged_________becauseofthegrowingnumberoftouristswhovisititeachyear.

3._____________hetickets,thetrainwillleaveat8:30.Wehadbetterhurrytogettothestationontime.

4.Shesaiditwastheteacher’spraiseandencouragementthat_______________her__________agoodstudent.

5.Installthisspellchecksoftwareonyoucomputer.Youwillavoidmakingspellingmistakes_______________.

6.Consideringyouridea________________,Ithinkitwillcontributesignificantlytothedevelopmentofthecompany.

However,itmaycausesomeproblemsaswell.

III．Translation

1.总的来说，淮安的夏天相当热冬天很冷。(asawhole)

___________________________________________________

2．人生由欢笑和泪水组成的。(consistof)

___________________________________________________

3．据说每天喝八杯水对人的皮肤有好处。(it’ssaidthat)

_________________________________________________

4．1985年美国把玫瑰花列为国花。它代表美与爱。(make)

___________________________________________________

5．经历了一些困难后，我发现有好朋友是多么重要。(findit)

____________________________________________________

6．这次北京之旅花了我七天时间，包括火车上的两夜(including)

____________________________________________________

7．入口处的标牌表明山中有狼，所以游客要当心。(indicate)

_________________________________________________

8．地震造成致命疾病的传播。(resultin)

___________________________________________________

IV．Rewritethefollowingsentenceswith‘it‘

a)Whothenextmanagerofthefootballteamwouldbewasstillaquestion._________________________________________________________________

b)Theyoungmanwasmademanageroftheteam,whichsurprisedeveryone._________________________________

c)Whethertheyoungmancanmanagetheteamsuccessfullyremainsunknown.

__________________________________________________

d)4.However,formanypeople,howoldthemanagerisdoesnotreallymatter.

__________________________________________________

Keystotheexercisesabove

I,1.Throughout2.confusing3.vocabulary4.contribute

5.servants6.impact7.difficulty8.pronunciation

9.Chinesecharacters10.eventually11.replace

12.motherlanguage13.originally14.direction

15.complex,process16.represent

II,1.differsfrom2.overtime3.Accordingto

4.turned-----into5.thisway6.asawhole

III

1.Asawhole,HuaiAnclimateisratherhotinsummerandverycoldinwinter.

2.Lifeconsistsoflaughterandtears

3.Itissaidthatdrinkingeightglassesofwatereverydayisgoodforyourskin.

4.In1985theUSAmadetherosetheirnationalflower.Itsymbolizesbeautyandlove

5.Afterexperiencingsomebadtimesinmylife,Ifounditreallyimportanttohavegoodfriends.

6.ThistriptoBeijingtookmesevendays,includingtwonightsonthetrain.

7.Thesignattheentranceindicatesthattherearewolvesinthemountains,sovisitorsshouldbecareful.

8.Anearthquakemayresultinthespreadofdeadlydiseases.

IV.1.Itwasstillaquestionwhothenextmanagerwouldbe

2.Itsurprisedeveryonethattheyoungmanwasmademangeroftheteam.

3.Itremainsunknownwhethertheyoungmancanmanagetheteamsuccessfully.

4.However,formanypeople,itdoesnotreallymatterhowoldthemanageris.

Unit2language-Grammar学案

俗话说，凡事预则立，不预则废。作为教师准备好教案是必不可少的一步。教案可以让学生能够听懂教师所讲的内容，帮助授课经验少的教师教学。怎么才能让教案写的更加全面呢？下面是小编帮大家编辑的《Unit2language-Grammar学案》，仅供参考，希望能为您提供参考！

Unit2language-Grammar学案

Teachingaim:

TohelpSsknowmoreaboutnounclause

在句子中起名词作用的句子叫名词从句(NounClauses）。名词从句的功能相当于名词词组,它在复合句中能担任主语、宾语、表语、同位语、介词宾语等，因此根据它在句中不同的语法功能，名词从句又可分别称为主语从句、宾语从句、表语从句和同位语从句。

一、引导名词性从句的连接词

引导名词性从句的连接词可分为三类：

连接词：that,whether,if不充当从句的任何成分）

连接代词：what,whatever,who,whoever,whom,

　whose,which.

连接副词：when,where,how,why

不可省略的连词：　

　1.介词后的连词

2.引导主语从句和同位语从句的连词不可省略。

　Thatshewaschosenmadeusveryhappy.

　Weheardthenewsthatourteamhadwon.

比较：

whether与if均为"是否"的意思。但在下列情况下，whether不能被if取代：

1.whether引导主语从句并在句首

2.引导表语从句

3.whether从句作介词宾语
4.从句后有"ornot"

Whetherhewillcomeisnotclear.

大部分连接词引导的主语从句都可以置于句末，用it充当形式主语。

Itisnotimportantwhowillgo.

Itisstillunknownwhichteamwillwinthematch.

二.主语从句

作句子主语的从句叫主语从句。主语从句通常由从属连词that，whether，if和连接代词what，who，which，whatever，whoever以及连接副词how，when，where，why等词引导。that在句中无词义，只起连接作用；连接代词和连接副词在句中既保留自己的疑问含义、又起连接作用，在从句中充当从句的成分。例如：
Whathewantstotellusisnotclear.他要跟我们说什么，还不清楚。

Whowillwinthematchisstillunknown.谁能赢得这场比赛还不得而知。Itisknowntoushowhebecameawriter.我们都知道他是如何成为一名作家的。WheretheEnglisheveningwillbeheldhasnotyetbeenannounced.英语晚会将在哪里举行，还没有宣布。

有时为避免句子头重脚轻，常用形式主语it代替主语从句作形式主语放于句首，而把主语从句置于句末。主语从句后的谓语动词一般用单数形式。常用句型如下：（1）It+be+名词+that从句

（2）It+be+形容词+that从句

（3）It+be+动词的过去分词+that从句

（4）It+不及物动词+that从句

另注意在主语从句中用来表示惊奇、不相信、惋惜、理应如此等语气时，谓语动词要用虚拟语气“(should)+do”，常用的句型有：
Itisnecessary(important,natural,strange,etc.)that…

Itisapity(ashame,nowonder,etc.)that…

Itissuggested(requested,proposed,desired,etc.)that…

二、宾语从句

名词句用作宾语的从句叫宾语从句。引导宾语从句的关联词与引导主语从句表语从句的关联词大致一样，在句中可以作谓语动词或介词及非谓语动词的宾语。

1.由连接词that引导的宾语从句
由连接词that引导宾语从句时，that在句中不担任任何成分，在口语或非正式的文体中常被省去，但如从句是并列句时,第二个分句前的that不可省。例如：

HehastoldmethathewillgotoShanghaitomorrow.他已经告诉我他明天要去上海。

Wemustneverthink(that)wearegoodineverythingwhileothersaregoodinnothing.我们决不能认为自己什么都好，别人什么都不好。

注意：在demand、order、suggest、decide、insist,desire,demand,request,command等表示要求、命令、建议、决定等意义的动词后，宾语从句常用“（should）+动词原形”。例如：
Iinsistthatshe(should)doherworkalone.我坚持要她自己工作。

Thecommanderorderedthattroops(should)setoffatonce.司令员命令部队马上出发。

2.用who，whom,which,whose,what,when,where,why,how,whoever,whatever,whichever等关联词引导的宾语从句相当于特殊疑问句，应注意句子语序要用陈述语序。例如：

Iwanttoknowwhathehastoldyou.我想知道他告诉了你什么。

Shealwaysthinksofhowshecanworkwell.她总是在想怎样能把工作做好。

Shewillgivewhoeverneedshelpawarmsupport.凡需要帮助的人，她都会给予热情的支持。

3.用whether或if引导的宾语从句，其主语和谓语的顺序也不能颠倒，仍保持陈述句语序。此外，whether与if在作“是否”的意思讲时在下列情况下一般只能用whether，不用if：

a.引导主语从句并在句首时；b.引导表语从句时；c.引导从句作介词宾语时；d.从句后有“ornot”时；e.后接动词不定式时。例如：

Whetherthereislifeonthemoonisaninterestingquestion.月球上有没有生命是个有趣的问题。

Thequestioniswhethersheshouldhavealowopinionofthetest?

Everythingdependsonwhetherwehaveenoughmoney.一切要看我们是否有足够的钱。

Iwonderwhetherhewillcomeornot.我想知道他来还是不来。

Canyoutellmewhethertogoortostay?你能否告诉我是去还是留？

4.注意宾语从句中的时态呼应，当主句动词是现在时，从句根据自身的句子情况，而使用不同时态。例如：

hestudiesEnglisheveryday.（从句用一般现在时）

hestudiedEnglishlastterm.（从句用一般过去时）

Iknow(that)hewillstudyEnglishnextyear.（从句用一般将来时）
hehasstudiedEnglishsince1998.（从句用现在完成时）
当主句动词是过去时态（could,would除外），从句则要用相应的过去时态，如一般过去时，过去进行时，过去将来时等；当从句表示的是客观真理，科学原理，自然现象，则从句仍用现在时态。例如：

TheteachertoldusthatTomhadleftusforAmerica．

5.think,believe,imagine,suppose等等动词引起的否定性宾语从句中，要把上述主句中的动词变为否定式。即将从句中的否定形式移到主句中。例如：

Wedon’tthinkyouarehere.我们认为你不在这。

Idon’tbelievehewilldoso.我相信他不会这样做。

三、表语从句

在句中作表语的从句叫表语从句。引导表语从句的关联词与引导主语从句的关联词大致一样，表语从句位于连系动词后，有时用asif引导。其基本结构为：主语+系动词+that从句。例如：

Thefactisthatwehavelostthegame.事实是我们已经输了这场比赛。
That’sjustwhatIwant.这正是我想要的。

Thisiswhereourproblemlies.这就是我们的问题所在。

Thatiswhyhedidn’tcometothemeeting.那就是他为什么不到会的原因。
Itlooksasifitisgoingtorain.看上去天要下雨了。

需要注意的，当主语是reason时，表语从句要用that引导而不是because。例如：

Thereasonwhyhewaslatewasthathemissedthetrainbyoneminutethismorning

四.同位语从句

同位语从句说明其前面的名词的具体内容。同位语从句通常由that引导，可用于同位语从句的名词有advice、demand、doubt、fact、hope、idea、information、message、news、order、problem、promise、question、request、suggestion、truth、wish、word等。例如：

Thenewsthatwewonthegameisexciting.　

我们赢得这场比赛的消息令人激动。

Ihavenoideawhenhewillcomebackhome.我不知道他什么时候回来。

ThethoughtcametohimthatMaryhadprobablyfallenill.

他想到可能玛丽生病了。

同位语从句和定语从句的区别：

that作为关系代词，可以引导定语从句，充当句子成分，在从句中作宾语时可以省略；that引导同位语从句时，起连词的作用，没有实际意义，不充当句子成分，一般不能省略。

试比较下面两个例句:

Ihadnoideathatyouwerehere．（that引导同位语从句，不能省略）

Haveyougottheidea（that）thisbookgivesyouoflifeinancientGreece？（that引导定语从句，作宾语，可以省略）

五、名词性that-从句

1）由从属连词that引导的从句叫做名词性that-从句。That只起连接主句和从句的作用，在从句中不担任任何成分，本身也没有词义。名词性that-从句在句中能充当主语、宾语、表语、同位语和形容词宾语，例如：　主语：Thatheisstillaliveissheerluck.　他还活着全靠运气。

　宾语：JohnsaidthathewasleavingforLondononWednesday.　约翰说他星期三要到伦敦去。

　表语：Thefactisthathehasnotbeenseenrecently.　事实是近来谁也没有见过他。

　同位语：Thefactthathehasnotbeenseenrecentlydisturbseveryoneinhisoffice.

　近来谁也没有见过他，这一事实令办公室所有的人不安。

　形容词宾语：Iamgladthatyouaresatisfiedwithyourjob.

　你对工作满意我感到很高兴。

2）That-从句作主语通常用it作先行词，而将that-从句置于句末，例如：

Itisquiteclearthatthewholeprojectisdoomedtofailure.　很清楚，整个计划注定要失败。

Itsapitythatyoushouldhavetoleave.　你非走不可真是件憾事。

用it作形式主语的that-从句有以下四种不同的搭配关系：

a.It+be+形容词+that-从句

　Itisnecessarythat…　有必要……

　Itisimportantthat…　重要的是……

　Itisobviousthat…很明显……

　b.It+be+-ed分词+that-从句　

Itisbelievedthat…　人们相信……

　Itisknowntoallthat…　从所周知……

　Ithasbeendecidedthat…已决定……

　c.It+be+名词+that-从句

　Itiscommonknowledgethat…　……是常识
　Itisasurprisethat…令人惊奇的是……
　Itisafactthat…事实是……
　d.It+不及物动词+that-分句
　Itappearsthat…似乎……
　Ithappensthat…碰巧……
　Itoccurredtomethat…我突然想起……

六、名词性wh-从句

1）由wh-词引导的名词从句叫做名词性wh-从句。Wh-词包括who,whom,.whose,whoever,what,whatever,which,whichever等连接代词和where,when,how,why等连接副词。Wh-从句的语法功能除了和that-从句一样外，还可充当介词宾语、宾语补语和间接宾语等，例如：

主语：Howthebookwillselldependsonitsauthor.　

书销售如何取决于作者本人。

直接宾语：Inonesownhomeonecandowhatonelikes.　

在自己家里可以随心所欲。

间接宾语：Theclubwillgivewhoeverwinsaprize.　

俱乐部将给得胜者设奖。

表语：MyquestioniswhowilltakeoverpresidentoftheFoundation.　我的问题是谁将接任该基金会主席职位。

宾语补足语：Shewillnamehimwhatevershewantsto.

她高兴给他起什么名字就取什么名字。

同位语：Ihavenoideawhenhewillreturn.　

我不知道他什么时候回来。

形容词宾语：Imnotsurewhysherefusedtheirinvitation.　

我尚不能肯定她为什么拒绝他们的邀请。

介词宾语：　Thatdependsonwhereweshallgo.

那取决于我们去哪儿。

2）Wh-从句作主语也常用先行词it做形式主语，而将wh-从句置于句末，例如：

　Itisnotyetdecidedwhowilldothatjob.　

　还没决定谁做这项工作。

　Itremainsunknownwhentheyaregoingtogetmarried.　他们何时结婚依然不明。

七、if,whether引导的名词从句

1）yes-no型疑问从句
从属连词if,whether引导的名词从句是由一般疑问句或选择疑问转化而来的，因此也分别被称为yes-no型疑问句从句和选择型疑问从句，其功能和wh-从句的功能相同，例如：

　主语：Whethertheplanisfeasibleremainstobeproved.这一计划是否可行还有等证实。
　宾语：Letusknowwhether/ifyoucanfinishthearticlebeforeFriday.　请让我们知道你是否能在星期五以前把文章写完。

　表语：Thepointiswhetherweshouldlendhimthemoney.　

问题在于我们是否应该借钱给他。
　同位语：Theyareinvestigatingthequestionwhetherthemanistrustworthy.　

他们调查他是否值得信赖。

　形容词宾语：

Shesdoubtfulwhetherweshallbeabletocome.　

她怀疑我们是否能够前来。

　介词宾语：

Iworryaboutwhetherhecanpassthroughthecrisisofhisillness.我担心他是否能度过疾病的危险期。

2）选择性疑问从句
　选择性疑问从句由关联词if/whether…or或whethe…ornot构成，例如：
　Pleasetellmewhether/iftheyareSwedishorDanish.请告诉我他们是瑞典人还是丹麦人。

　Idontcarewhetheryouliketheplanornot.

我不在乎你是否喜欢该计划。

八、否定转移

1)将think,believe,suppose,expect,fancy,imagine等动词后面宾语从句的否定词转移到主句中，即主句的谓语动词用否定式，而从句的谓语动词用肯定式。

　IdontthinkIknowyou.　我想我并不认识你。

　Idontbelievehewillcome.　我相信他不回来。

注意：若谓语动词为hope,宾语从句中的否定词不能转移。

　Ihopeyouwerentill.我想你没有生病吧。

2)将seem,appear等后的从句的否定转移到前面。

　Itdoesntseemthattheyknowwheretogo.

　看来他们不知道往哪去。

　Itdoesntappearthatwellhaveasunnydaytomorrow.

　看来我们明天不会碰上好天气。

3)有时将动名词，介词短语或整个从句的否定转变为对谓语动词的否定。

　Idontrememberhavingeverseensuchaman.　

　我记得从未见过这样一个人。(not否定动名词短语having…)

　Itsnotaplacewhereanyonewouldexpecttoseestrangecharactersonthestreet.

　在这里，人们不会想到在街上会碰上陌生的人。

　(anyone作主语，从句中的谓语动词不能用否定形式。)

4)有时状语或状语从句中否定可以转移到谓语动词前。　T

heantisnotgatheringthisforitselfalone.　(否定状语)　蚂蚁不只是为自己采食。

　HewasnotreadytobelievesomethingjustbecauseAristotlesaidso.(否定because状语)他并不因亚里斯多德说过如何如何，就轻信此事。

　Shehadnotbeenmarriedmanyweekswhenthatmansyoungerbrothersawherandwasstruckbyherbeauty.　(否定状语manyweeks)　她结婚还不到几个月，这个人的弟弟就看见她了，并对她的美貌着了迷。

九、专项考点练习

1.________thattheyfoundanunusualplantintheforest.
A.ItissaidB.TheyaresaidC.ItsaidD.Itsays
2._____causedtheaccidentisstillacompletemystery.
A.WhatB.ThatC.HowD.Where
3.ItworriedMaryalot_____shewouldpassthecollegeentranceexamination.
A.whetherB.ifC.thatD.how
4.Shanghaihastakenonanewlook.Itisn’tlike_____itusedtobe.
A.whatB.howC.thatD.which
5.____isnopossibility______Bobwillwinthefirstprizeinthematch.
A.There,thatB.It,thatC.There,whetherD.It,whether
6.LittleTommywasreluctanttotelltheschoolmaster____hehaddonethedaybefore.
A.thatB.howC.whatD.where
7.Theoldmansmiledwhenhesawhowpretty_____uptobeduringthepastfewyears.
A.hadhisdaughtergrownB.wouldhisdaughtergrow
C.hisdaughterwouldgrowD.hisdaughterhadgrown
8.HaveyouseenMarylately?Mybosswantstoknow_______.
A.howsheisgettingalongB.howisshegettingalong
C.whatsheisgettingalongD.whatisshegettingalong
9.____surprisedmemostwas_____suchalittlegirlofsevencouldplaytheviolinsowell.
A.That;whatB.What;thatC.That;thatD.What;what
10.ThesewildflowersaresospecialIwoulddo______Icantosavethem.
A.whateverB.whichC.thatD.whichever
11._____helpedtosavethedrowninggirlisworthpraising.
A.WhoB.AnyoneC.WhoeverD.Theperson
12.Eat_____youlikeandleavetheothersfor_____comesinlate.
A.any;whoB.every;whoeverC.whichever;whoeverD.either;whoever
13.____shecouldn’tunderstandwas_____fewerandfewerstudentsshowedinterestinherlessons.
A.What;whyB.That;whyC.What;becauseD.Why;that
14.Itwas____hesaid___disappointedme.
A.What;thatB.That;thatC.What;whatD.That;what
15.Itwasorderedthatallthesoldiers_______tothefront.
A.shouldsendB.mustbesentC.shouldbesentD.mustgo
16.Thetruevalueoflifeisnotin______,but_______.
A.whichweget;whatgiveweB.whatweget;whatwegive
C.whichdoweget;whatdowegiveD.howweget;thatwegive
17.Weareallforyourproposalthatthediscussion_______.
A.beputoffB.wasputoffC.shouldputoffD.istobeputoff
18.Goandgetyourcoat．Its____youleftit．
A.whereB.thereC.herewhereD.wherethere
19.Sarahhopestobecomeafriendof______sharesherinterests.
A.anyoneB.whomeverC.whoeverD.nomatterwho
20.Youcan’timagine______whentheyreceivedtheseniceChristmaspresents.
A.howtheywereexcitedB.howexcitedtheywere
C.howexcitedweretheyD.theywerehowexcited
Keys:
1---5AAABA6---10CDABA11----15CCAAC16---20BAACBHomework: