高二英語省略句教案

高二英語省略句教案

【篇一：高二英語music born in america教案】

module 4 music born in america

i．教學(xué)內(nèi)容分析

本模塊以music born in america為話題，介紹了美國的本土音樂，

其中包括了hip hop，soul music, gospel music, j

azz, blues等。與此同時(shí)，還介紹了香港本土的音樂以及幾位著名的

美國音樂人。通過本模塊的學(xué)習(xí)，要求學(xué)生能使用恰當(dāng)?shù)脑~匯與同

學(xué)以音樂為主題展開討論，了解中外音樂的相互影響，發(fā)表對音樂

的觀點(diǎn)和看法。

introduction 部分介紹幾種美國本土的音樂類型，為整個(gè)模塊的學(xué)

習(xí)提供了一些知識儲備，教師可以適當(dāng)?shù)貛椭鷮W(xué)生復(fù)習(xí)以前學(xué)過有

關(guān)音樂的詞匯，讓學(xué)生能夠形成比較系統(tǒng)的詞匯網(wǎng)。

reading and vocabulary 部分通過閱讀一篇介紹hip hop的文章，

系統(tǒng)地了解hip hop的起源、發(fā)展及現(xiàn)狀。由于這是一篇說明文，

在學(xué)習(xí)過程中教師可以適當(dāng)?shù)赜?xùn)練學(xué)生尋找主題句或歸納段落大意

的能力。

grammar (1) 部分是復(fù)習(xí)時(shí)間狀語從句。教師應(yīng)著重把握時(shí)間狀語

從句學(xué)習(xí)中常出錯(cuò)的兩個(gè)方面，一是時(shí)態(tài)；二是個(gè)別引導(dǎo)詞的語序

問題。

listening部分有三個(gè)內(nèi)容，一是通過短語配對，讓學(xué)生學(xué)習(xí)用英語

來解釋一些詞組，并為后面的聽力做好詞匯基礎(chǔ)的鋪墊；二是讓學(xué)

生聽一段母子的對話，讓學(xué)生獲取信息完成書上的練習(xí)，并著重幫

助學(xué)生理解幾個(gè)省略句的意思，為后面的語法課做好語言材料的準(zhǔn)

備。

grammar (2) 部分利用聽力原文的幾個(gè)省略句，讓學(xué)生學(xué)會看并知

道運(yùn)用省略句。 function 部分學(xué)習(xí)使用比較過去與現(xiàn)在的功能句式。

everyday english 部分圍繞日常生活中常見的交際用語，主要通過

選擇題的形式讓學(xué)生進(jìn)一步理解聽力原文中出現(xiàn)的幾個(gè)短語。如：a

bit, my cup of tea, it’s one’s turn to do sth.等。

reading and writing部分通過閱讀文章，回答三個(gè)開放性的問題，

使學(xué)生開始思考音樂與學(xué)習(xí)的關(guān)系，為后面的寫作做好了鋪墊。第

二部分要求學(xué)生根據(jù)所提供的問題，寫一篇關(guān)于學(xué)習(xí)習(xí)慣的文章。

speaking部分要求學(xué)生根據(jù)本模塊所學(xué)的內(nèi)容，學(xué)會就這些音樂的

起源及其其他有關(guān)音樂的話題展開討論。

reading practice 部分一篇介紹香港本土音樂的說明文，要求學(xué)生

通過閱讀文章，學(xué)會概括段落大意，并回答幾個(gè)與文章細(xì)節(jié)有關(guān)的

問題，培養(yǎng)學(xué)生對文章理解的能力。

cultural corner部分是一篇介紹三位對世界音樂的發(fā)展產(chǎn)生影響的

音樂家，增加學(xué)生對音樂家的認(rèn)識。

task部分是對本模塊的一個(gè)復(fù)習(xí)與應(yīng)用，要求學(xué)生運(yùn)用本模塊所學(xué)

的內(nèi)容，組織一場班級音樂會，并在當(dāng)中介紹音樂的類型、背景等

內(nèi)容。

module file部分有助學(xué)生對本模塊學(xué)習(xí)內(nèi)容進(jìn)行歸納，對自己的學(xué)

習(xí)進(jìn)行總結(jié)和檢驗(yàn)。 ii．教學(xué)重點(diǎn)和難點(diǎn) 1. 教學(xué)重點(diǎn)

(1) 掌握一些與音樂相關(guān)的詞匯。 (2) 學(xué)習(xí)使用一些比較現(xiàn)在與過去

的句型。 (3) 學(xué)習(xí)時(shí)間狀語從句和省略句。 2. 教學(xué)難點(diǎn)

(1) 聽懂有關(guān)音樂的交談并獲取信息，聽懂課文中有關(guān)音樂種類的介

紹。 (2) 正確使用一些比較現(xiàn)在與過去的句型。

(3) 學(xué)會描寫自己的學(xué)習(xí)習(xí)慣，并能寫出自己對某種音樂的看法。

iii．教學(xué)計(jì)劃

本單元分六個(gè)課時(shí)：

第一課時(shí)：introduction, cultural corner 第二課時(shí)：reading and

vocabulary, speaking 第三課時(shí)：listening, function, everyday

english 第四課時(shí)：grammar (1), grammar (2) 第五課時(shí)：reading

practice

第六課時(shí)：reading and writing, module file

iv．教學(xué)步驟：

period 1 introduction, cultural corner

teaching goals:

1. to arou ss’ interest in learning about music born in

america. 2. to get ss to learn some words to describe music. 3.

to get ss to know something about american music. teaching

procedures: step 1. introduction

purpo: to arou ss’ interest in learning about music born in

america.

1. ask ss to think of the types of music to arou ss’ interest

in learning about music born in america suggested answers:

there are many types of music: rock music, folk music, light

music, rap-hop, country music, classical music, jazz, blues,

soul music, gospel music

2. let ss work in pairs. ask them to look at the pictures and

answer the following questions.

(1) what is the difference between a choir and a band?

a ____________ is a large group of singers.

a _____________ is small group of musicians. they play music

and may

also sing.

(2) what instruments do jazz musicians play?

(3) what is the difference between the soul singer and the

blues singer?

____________ is often quieter than ____________, and people

don’t usually dance to it.

music

suggested answers: (1) choir, band

(2) saxophones, guitar, drums and a double bass, etc. (3)

blues, soul music

3. ask ss to read the passage on page 43 and then fill in the

table.

suggested answers:

step 2. cultural corner

purpo: to learn about american musicians.

1. ask ss to say some american musicians if they know some.

2. ask ss to read the cultural corner and fill in the blanks.

suggested answers:

3. let ss fill in the blanks by themlves to learn some uful

expressions.

(1) louis armstrong, _________ in 1901, was one of the most

_________ artists __________ _________

_________ _________ music. his nickname was satchmo,

which _________ _________ _________ “satchel mouth”,

becau of his large mouth.

(2) robert johnson, _________ in mississippi, wrote very

_________ and sad blues songs, who music has

_________ generations of modern rock musicians. he

_________ _________ record 29 songs, and _________

_________ _________ _________ white audiences.

(3) woody guthrie, known as a pioneer of _________ music,

was _________ _________ a president. as he

grew older, his songs became more humorous and optimistic.

his belief is that it doesn’t matter if you’re black, white, …, you

can do something _________ your life. suggested answers:

(1) born, influential, in the history of, was short for

(2) born, poetic, influenced, managed to, make an impression

on (3) protest, named after, with step 3. homework

1. ask ss to review what we have learnt today. 2. ask ss to

preview reading and vocabulary.

period 2 reading and vocabulary

teaching goals:

1. to help ss improve their reading skills. 2. to let ss master

some words and phras. 3. to get ss to talk something about

hip hop. teaching procedures: step 1. leading-in

purpo: to let ss arou interest in learning about hip hop.

show a picture to ss and ask them to answer some questions.

(1) what are they doing in the picture?

(2) do you know what kind of dance do they dance?

suggested answers: (1) they are dancing. step 2 vocabulary

study

show ss some pictures and introduce some new fashionable

words.

breakdancing

graffiti art

rapper

dj-ing

(2) it’s hip-pop.

step 3 reading

purpo: to get ss to learn about hip hop.

1. ask ss read the passage quickly and try to catch the main

idea of each part. suggested answers:

especially in a district called the bronx.

part 2: mcs, another style of music known as rap was born.

part 3: there are two main reasons for the success of hip hop.

part 4: how did rap singers record their songs?

(by the way, teacher can underline the new words and phras

in order to let ss pay more attention to them.)

2. ask ss to read part 1 carefully and fill in the blanks:

suggested answer:

3. ask ss to read part 2 carefully, and then answer the following

questions. (1) why did dj herc stop playing reggae music?

(2) how did the djs make the percussion breaks in the songs

longer? (3) what were djs who shouted during the songs called?

(4) how long were the performances of the shouting djs? (5)

apart from the djs, what el happened at block parties? (6)

what did they experiment with later? suggested answers:

(1) becau he noticed that people didn’t like it. (2) by using

two records on two turntables. (3) mcs (4) hours (5)

breakdancing

(6) they experimented with different vocal and rhythmic

approaches. 4. ask ss to read part 3 4 carefully, and then

answer the questions.

【篇二：高二英語下冊units 9-10教案】

英語：units 9-10期末復(fù)習(xí)學(xué)案（舊人教版高二上）

審核人：巧潔

【知識網(wǎng)絡(luò)】

一、重點(diǎn)詞匯與短語 1．stress （1）stress作 “強(qiáng)調(diào); 著重”解時(shí)

是及物動(dòng)詞, 可以構(gòu)成被動(dòng)語態(tài).

例如:

mum stresd that jacky should be home by ten o’clock.

媽媽強(qiáng)調(diào), 杰基一定要在十點(diǎn)鐘之前回家.

（2）stress作名詞表示: “重音; 重讀”之意時(shí), 一般為可數(shù)名詞, 可

以在前面加不定冠詞., 其復(fù)數(shù)形式為stress. 后接介詞on.

例如:

the stress is on the first part of the word.

這個(gè)詞的重音在前半部

（3）stress作名詞表示 “壓力; 壓迫”之意時(shí) 既可為可數(shù)名詞也可

為不可數(shù)名詞.

例如:

his vacation freed him from the stress of his job.

他的假期使他消除了工作所帶來的緊張

（4）同義詞: pressure n壓力

反義詞: moderate v.緩和

2．如何表達(dá) “不但．．．而且”? 英語中表達(dá) “不但．．．而且” 可

以用以下幾種方式: not only ．．．but (also); not just ．．．but

(also); not merely ．．．but．．．as well; not only ．．．too.

例如:

“他不僅是一個(gè)詩人,而且是一位畫家。”一句可以有多種翻譯：

he is not only a poet but (also) an artist.

he is not just a poet but (also) an artist. he is not merely a

poet but an artist as well.

3．as if/though好像; 似乎

as if/though是從屬連詞, 引導(dǎo)方式狀語從句或表語從句, 在使用時(shí)

應(yīng)注意:

（1）as if/though引導(dǎo)的從句所表示的情況不是事實(shí), 而且如果是

主觀的想象或夸大性的比喻時(shí), 謂語動(dòng)詞通常用虛擬語氣.

例如:

the speaks english as if he were an englishman.

他說起英語來, 好像是英國人似的 the machine works as though

it were operated by a man. 這臺機(jī)器工作起來就好像有人操作一樣.

（2）常與feel, em, look連用, 等于連詞that, 其主語一般是it,

如果表示的情況是事實(shí)或具有很大的可能性, 謂語動(dòng)詞通常用陳述語

氣.

例如:

we have misd the bus. it looks as if we will have to walk. 我

們沒有趕上公共汽車, 看來我們得步行了. （3）后面可接現(xiàn)在分詞,

過去分詞, 不定式或形容詞等短語, 這類結(jié)構(gòu)實(shí)際上是一個(gè)省略從句.

例如:

he cleared his throat as though to say something (=as though

he were to say something). 他清了清嗓子, 好像要說什么似的 the

woman t upon the thief as if mad (=as if she were mad) 那婦

女發(fā)瘋似地?fù)湎蛐⊥?/span>. 二、詞義辨析 1．subject, theme, title和

topic （1）subject指 “題目; 課題”, 用途很廣. 多指討論,研究的對

象.

例如:

“l(fā)ar processing” is the subject of the minar. 課堂討論的題

目是 “激光處理”. （2）theme “主題”, 一般指文學(xué)作品, 音樂作品等

的主題.

例如:

他的詩的一個(gè)重要主題是愛情. （3）title多指書籍等的 “標(biāo)題”, 一

般用于具體印刷或發(fā)行的文學(xué)作品, 書籍, 影片等.

例如:

the full title of the book is gone with the wind. 這本書的全名是

《飄》. title有時(shí)當(dāng) “稱號”講.

例如:

he derves the title poet, labour hero, etc. 他配稱為詩人, 勞動(dòng)

英雄等 （4）topic “題目”, 特別指談話, 討論. 演講, 作文等的題目.

例如:

that’s not a fit topic on the talk. 這個(gè)報(bào)告的題目欠妥. 2．asleep,

sleeping和sleepy的區(qū)別 這組詞的共同意思是 “睡”. 其區(qū)別是:

（1）asleep和sleepy主要用作表語, asleep的意思是 “睡著的; 而

sleepy的意思是 “想睡的”.

例如:

the army attacked at night when the enemy was asleep. 在夜

間敵人熟睡時(shí)軍隊(duì)發(fā)起了攻擊. the child was sleepy, his head was

nodding. 這孩子太困了, 他正在打盹. （2）用作定語時(shí), asleep和

sleeping表示 “睡著的”; asleep常后置, 當(dāng)其前有修飾語時(shí)也可前

置; sleeping一般前置; sleepy用作定語時(shí)意思是 “想睡的, 昏昏欲

睡的”.

例如:

the man asleep is much ill. 睡著的那個(gè)人病得很重. tho fast

asleep people were waked up by the terrible screams. 熟睡著的

人們都被可怕的尖叫聲吵醒了.

she looked at the sleeping boy.

她看著那個(gè)睡著的男孩. that sleepy fellow ems to have a lot to

say. 那個(gè)貪睡的家伙似乎有很多話要說. 三、重點(diǎn)句型 1．and if

poverty is less of a problem and people are better educated,

there is a good chance that we will e less violence and fewer

wars. 如果貧窮的問題有所改善, 如果人民能受到更好的教育, 我們身

邊的暴力和戰(zhàn)爭就會減少.

there is a chance that…是一固定句式, 意為 “有可能會……”, 此時(shí)

chance是可數(shù)名詞, 作 “可能；可能性”解.

如:

there is a good chance that our team will win the game. 與此句

式意義相同的還有:chances are that….

如:

chances are that he has already arrived.

less violence and fewer wars更少的暴力和更少的戰(zhàn)爭, 其中的

less修飾不可數(shù)名詞, fewer修飾復(fù)數(shù)名詞.

如:

i’d like to do the work with less money and fewer people.

2．without international cooperation, developing countries

cannot proper, nor will sustainable development be possible.

沒有國際合作, 發(fā)展中國家就不能繁榮起來, 可持續(xù)發(fā)展也就會成為

不可能.

nor引出一個(gè)分句, 分句的謂語動(dòng)詞要用部分倒裝, 該分句常放在一

個(gè)否定句后, 意為 “也不; 也沒有”.

如:

i don’t know about it, nor do i care. 注 在現(xiàn)代英語中，nor引出

的分句也可放在一個(gè)肯定句后。 3．he looked more asleep than

dead. 他看上去像是睡著了, 而不像是死了. more…than…此處作連

詞使用, 可以連接兩個(gè)形容詞, 意為 “是……, 而不是……; 與其說

是……, 不如說是……”, 用以比較兩種說法的正確程度, 表示前一種

說法比后一種說法更正確一些.

i was more angry than frightened. 注 此時(shí), “more +形容詞” 不能

以 “形容詞加-er后綴形式”出現(xiàn). 例如不能說:i was angrier than

frightened.

四、語法復(fù)習(xí) (一) 倒裝句 倒裝有兩種情況: 部分倒裝(助動(dòng)詞提前

放在主語之前)和完全倒裝(主語和謂語完全倒置).人們使用倒裝句,一

是為了句子的需要; 二是為了語法結(jié)構(gòu)的需要.

1．全部倒裝 （1）here, there, now, then等副詞置于句首, 謂語

動(dòng)詞常用be, come, go, lie, run等表示來去或狀態(tài)的動(dòng)詞.

如:

then came the chairman. here is your letter. （2）表示運(yùn)動(dòng)方

向的副詞(out, in, up, down, away)開頭的句子, 以示強(qiáng)調(diào).

如:

out rushed the children. away went the boy. 但主語是人稱代詞

時(shí), 主語和謂語的語序不變.

如:

away she went. （3）介詞短語作狀語提前放句首, 采用全部倒裝.

如:

around his neck was a brown snake. at the front of the hall

sat the headmaster. 2．部分倒裝 （1）句首為否定或半否定的詞,

如no, not, never, ldom, little, hardly, at no time, in no way,

not until…等.

如:

never have i en such a performance. not until the child fell

asleep did the mother leave the room.

【篇三：英語教案--高二英語特級教師】