高中英語新課標外研版必修2教案20

1、Period 3 Grammar 2; Pronunciation; Everyday English; Function 整體設計教材分析This period contains three parts, that is, Grammar 2, Pronunciation and Everyday English & Function. Grammar 2 deals with adverbial clauses of reason. Through the study of this part, students should know the rules of adverbial cla

2、use of reason, and learn to use it. To deepen their understanding of this grammar, some exercises may be offered. Pronunciation deals with the pauses in sentences. Through listening, students can know where to pause in sentences and find out the sense groups. Last comes Everyday English & Function,

3、of which the purpose is to help the students learn some expressions people usually use to show belief and disbelief. You may first give them some examples and then make them have a conversation with their partners using the expressions they have learned. 三維目標 1. 學問與技能 1）Make students learn about adv

4、erbial clauses of reason.2Train students to pause in long sentences and find out the sense groups.3Make sure they know how to use some expressions to show their 1 / 13 belief and disbelief.2. 過程與方法 1Motivate students enthusiasm in taking part in the class.2Listening to make students know where to pa

5、use. 3Individual work and pair work to make individuals finish the tasks.3. 情感與價值 Through learning this period, students should know how to use adverbial clauses of reason.Learn to pause properly in long sentences and show their belief and disbelief in conversations. 教學重點 1. Learn adverbial clauses

6、of reason. 2. Learn to pause properly long sentences. 3. Learn to show belief and disbelief. 教學難點1. Use the adverbial clauses of reason properly. 2. How to pause properly long sentences. 3. How to show belief and disbelief. 教學過程Step 1 Revision 1. Greet the whole class as usual. 2 / 13 2. Check up th

7、eir homework. Step 2 Grammar 2 1. Read these examples and answer the questions. 1Read the three examples with the class. Ask the students to pay much attention to the words in bold.2Read through the three questions and make sure they can understand all of them.3Ask the students to answer the questio

8、ns individually, and then check with a partner. They may discuss the differences among their answers and try to find out better answers to the questions. Teachers may walk around in the classroom, and try to solve the problems the students might come across.4Collect the answers from the whole class

9、and teachers help students to clarify these problems: 1Because, since and as all present reasons, but because is more formal than since and as.2When “ now that” is used to show the reason, it is usually the reason known to people and is usually translated into “ 既然”Suggested answers: 1as/since2less

10、formal3something they knew 2. Complete these sentences. 1Ask the students to complete the sentences individually, and then 3 / 13 swap with a partner for peer correction. Teachers may walk around the classroom, and help them to solve some problems they come across while discussing with their partner

11、s.2Collect some examples for each sentence from the whole class.Suggested answers: The answers to this activity are open. These are example model answers.1I d like to give you a present. 2He no longer says anything. 3She s going to visit the sights of London. 4He didn t have any friends. 5He has beg

12、un to understand something of the culture.3. Consolidation 1Ask the students to do exercise 4 on workbook individually to consolidate the grammar of adverbial clauses of reason.2After they have finished the exercises. Ask the students to swap their sentences with their partners.3Collect their answer

13、s with the whole class. Suggested answers: 1. Since the story is in the newspaper, everyone believes it is true.2. As he was the first Chinese person to travel in space, he is a national hero.4 / 13 3. Now that I have a telescope, I can look at the stars.4. As Lu s parents were born in China, he was

14、 able to speak to Yang in Chinese.5. Since the Prime Minister is in China for a week, he will have time to visit Beijing. Step 3 Pronunciation Before listening to the tape, teachers may ask the students, “ While reading the sentences in Chinese, if the sentences are very long, what should they do. ”

15、 “Yes, they can pauses while reading, according to the meaning of this sentence. So it is with English. ”1. Listen and repeat paragraph A in Reading and listening activity.2. Notice where the speaker pauses. 1Ask the students to read through paragraph A on page 45.2Play the recording through and let

16、 them follow. Tapescript A Amateur astronomer David Bates was looking at the moon through his telescope last night when he got a big surprise. “ I saw aliens on the moon, ” he said. “ They were getting out a spaceship. ” Since no one else saw the aliens, not many people believe Mr Bates.3. Listen to

17、 paragraph B. Mark “ /”pauses.5 / 13 to show when the speaker 1Repeat the process outlined above with paragraph B.2Then play the recording again for them to mark the pauses.3Play it once more for them to check. 4Collect the answers from the whole class. 5Pair the students to repeat the paragraph. Ta

18、pescript B The British Prime Minister landed at Beijing Airport yesterday/at the start of a five-day visit to China. / “ This is my first visit to China, ” he said, /“ and I m delighted to be here. /Now that I have made this first visit, /I hope I can come many more times. ”4. Read paragraph C and m

19、ark a “ /” to show where you think the speaker will pause. Now listen and check.1Ask the students to mark the text individually, then check with a partner.2Collect their suggestions you may wish to write the paragraph on the board and mark it as directed by the students.Tapescript C American singer/

20、Bobbie Sharon/was in London/yesterday. She went to a TV studio, /where she sang a song from her new album. /While she was waiting for a taxi outside the studio, /she met Sam Parrish, /who was 6 / 13 two meters tall. /“ I m your biggest fan, ” said Parrish. “ Well, /you re my tallest fan, ”replied Sh

21、aron. / “Could I possibly have your autograph on my arm. ”/Asked Sam. / “As you ve asked me so nicely, ” /said Sharon, “ I d be delighted/to sign your arm. ”5. Play the recording through for them to check. You may need to play it at least twice. Step 4 Everyday English & Function 1. Read this conver

22、sation and answer the questions.1Ask the students to read the conversation by themselves.2They should then answer the questions individually and check them with a partner.3Collect the answers in a whole-class setting, having a student ask the question and another answer it.Suggested answers: 1You do

23、n t believe in aliens, do you. Oh, come on.I cant believe you said that.I don t believe a word of it.It s a crazy idea. You must be joking.It simply isn t possible. You can t be serious.2Theres some interesting evidence. Yes, its quite possible. You never know. Stranger things have happened. I m not

24、 so sure.7 / 13 3Yes, there is a friendly, informal tone about the conversation.2. Extension 1Go through the dialogue with students, getting them to practice exclamations with some expression.2Pair students to practice the dialogue. Encourage them to be expressive. Teachers may walk around the class

25、room and listen to their dialogues carefully and pay attention to some points they should pay much attention to. Then point the points out after they have finished the dialogue.3When the students have done it once they should change roles and do it again.4Ask some pairs to come to the front and act

26、the dialogue out.3. Work in pairs. Complete the conversation with expressions of disbelief.1Ask the pairs to use expressions from activity 1 in appropriate places. They should write them in.2Then they can practice the dialogue in pairs. 3If you wish, collect suggested answers from the whole class an

27、d/or have pairs perform for the class.4. Now listen and check. Dont worry if you have different answers.Tapescript A: It says here in the newspaper that by the year 2050, there will be 8 / 13 cities on the moon.B: Oh, come on.That s impossible. A: Well, you never know. We have the technology to do i

28、t.B: It s a crazy idea.Who wants to live on the moon. A: I think it would be very interesting. B: You can t be serious.It would be terrible. A: Well, strange things have happened. I may want to do it myself.B: In 2050. You must be joking.Youll be nearly sixty years old.Step 5 Summary and Homework Th

29、e teacher summaries what has been learned in this period. This period students mainly learned adverbial clauses of reason. Through the study of this period, they are sure to gain the gist of this grammar and learn to use it through some exercises in the textbook. Besides, they have learned to pause

30、properly in long sentences and know how to find out the sense groups. Everyday English & Function, through which they know some expressions to show their belief and disbelief. Then through some exercises in the textbook, the students can use the expression showing belief and disbelief to hold a conv

31、ersation. At the end of this period, some homework is assigned.Homework: 1. Memorize the new words. 2. Do exercises 10, 11, 12 and 13 on the workbook. 板書設計9 / 13 Module 5 Newspapers and Magazines Period 3 1. Conjunctions: since as because now that 2. Expressions showing belief and disbelief 1You don

32、 t believe in aliens, do you. 2I can t believe you said that.3Yes, it s quite possible.4I dont believe a word of it.5You must be joking.6You cant be serious.活動與探究When doing group work, students are required to discuss first as a reporter write down the information they have summarized. If they have

33、any questions they may turn to the dictionary or ask teachers about them. Then at last, the reporter may represent the group and read out their conclusion. Group work is a good form for every student to participate in the activities in class. 備課資料1. 緣由狀語從句引導詞, because, as, for, since 的比較；because表因果關

34、系的語氣最強,用來回答 的緣由往往是聽話人所不知道或最感愛好的；why 的問句,所引出You want to know why I am leaving. I am leaving because I m fed up with the job and boss.My friends dislike me because I m handsome and successful.在主句是否定的情形下,because從句的懂得有兩種情形；I didn t attend the meeting because he was present too. 可能有以下10 / 13 歧義: 由于當時也有他出

35、席,所以我沒有去參與這個會議；我出席這次會議并不是由于有他參與；I didn t marry her because I loved her. 由于我愛她,所以我打算不跟她結婚；我并不是由于愛她才和她結婚；since 表示人們已知的事實,不需強調的緣由,故常譯成“ 既 然 ” ,通常放在句首；Since Monday is Bobs birthday, lets throw him a party.Since everyone is here, lets get started. Since you are free tonight, why not drop in and play chess with me