第一篇：人教版高中英語必修四_Unit3_A_Taste_of_English_Humor教案

Unit 3 A Taste of English Humor

Reading 1.Teaching aims教學目標

Enable students to learn what humor means and what is nonverbal humor.2.Ability goals 能力目標

Enable the students to talk about some types of English humor and Chinese humor, then learn what humor means and what is nonverbal humor 3.learning ability goals 學能目標

Help the students to learn how to talk about some types of English and Chinese humor, and then find their differences.4.Teaching important points 教學重點

Help students divide the text into several parts according to the meaning.5.Teaching difficulty points 教學難點

Divide the paragraphs and give the main ideas.6.Teaching methods 教學方法

Using pictures, discussion, reading, scanning and careful reading 7.Teaching aids 教具準備 A recorder and a projector 8.Teaching procedure: Step 1.Revision Review key vocabulary..Step 2.Leading-in(pair work)

Show the pictures and quote a well-known saying from Victor Hugo.Step3.Pre-reading(group work)

Questions:(1)What do you know about Charlie Chaplin?(2)What do you know about his film? What is so interesting about them?

Step 4.Reading

The purpose of this reading is to introduce nonverbal humor.This reading material takes Charlie Chaplin for example.It tells us what nonverbal humor means;what is Charlie Chaplin’s style of acting;how he made a sad situation entertaining and so on.Task 1.Fast-reading Use the information in the passage to complete the notes about Charlie Chaplin.Born： 1889

Job： actor Type of acting：

the little tramp Character： mime Died: 1977 Costume ：large trousers, worn-out shoes, small round black hat and a walking stick Task 2.Give the main idea of each paragraph Paragraph 1: Why people needed cheering up Paragraph 2: What Charlie’s childhood was like Paragraph 3: What his most famous character was like Paragraph 4: An example of a sad situation that he made funny.Paragraph 5: His achievements Task 3.Careful-reading Let students lfollow the record to read the text carefully , then decide whether they are true or false.If it is false, correct it and find out which paragraph it is.A.Charlie had an easy childhood.F

para2 B.Charlie’s most famous character, a little tramp was a social success and very popular.F para3 C.Charlie usually made a sad situation entertaining.T

para4 D.Nobody has been able to do this better than Victor Hugo.F

para1 E.Charlie has achieved a lot in all his life.T

para5 Step 5 Post-reading(group work)Give the students some time to discuss.Questions: Besides joy, what else can humor bring to us in our studies and life? Step 6 Homework 1.Finish Exe.3.on Page 19, all exercises on Page 20.2.Try to retell the text.Step 7

課后反思：

第二篇：人教新課標高中英語必修1Unit2EnglishAroundtheWorld教案

Unit 2 English Around the World

Ⅰ單元教學目標

技能目標Goals

Talk about English and its development, Different kinds of English

Talk about difficulties in language communication

Learn to make dialogue using request & commands

Learn to transfer from direct into indirect speech

Learn to give opinions and organize ideas by way of brainstorming

Learn to make a poster showing your ideas clearly Ⅱ目標語言 功能句式

Talk about English and its development Refer to Introduction in the teachers’ book

Talk about difficulties in language communication

Different speaker may come from different place, so they may use different words and dialect, such as subway-underground、left-left-hand-side、two blocks two streets.Make dialogues using request or command: Pardon? Could you repeat that, please?

I beg your pardon? Can you speak more slowly, please? I don’t understand.Sorry.I can’t follow you.Could you say that again, please? How do you spell it, please?

詞匯

1.四會詞匯

include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rule(v.)vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block 2.認讀詞匯

Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish 3.固定詞組

play a role(in)because of come up such as play a part(in)

語法

Command & request

Open the door.Please open the door.Would you please open the door? Indirect Speech

He told(asked)me to open the door.Ⅲ.教材分析和教材重組: 1.教材分析

本單元的中心話題是 “English language and its development, different kinds of English”.通過對世界英語這一話題的探討,加強學生對英語語言的了解,對當代語言特別是英語發展趨勢的了解.世界在發展,時代在前進,語言作為交流的工具,也隨著時代的發展而變化.由于英語在世界上的廣泛使用,它不斷地吸收、交融、容納、創新,這就形成了各種各樣帶有國家、民族、地區特色的英語.沒有人們認為的那種唯一的標準英語。盡管如此，我們還是要通過本課文的學習讓同學們感受、了解美國英語、澳大利亞英語、印度英語、新加坡英語等都有自己的規律和慣用法，和不同的發音規律。

1．1 Warming Up簡要介紹了世界英語的分支以及英語語言在不同國家產生的差異，使學生感受英語語言的多文化、多層次、多元性，對英國英語和美國英語的不同有一個粗淺的了解。

1．2 Pre-reading通過兩個問題引發學生對課文主題的思考，以便參與課堂活動。

1．3 Reading簡要地說明英語語言的起源、發展變化、形成原因，以及它的發展趨勢。

1．4 Comprehending主要是檢測學生對課文基本內容的理解程度。

1．5 Learning About the Language主要通過各種練習幫助學生重溫本單元前幾個部分所學的新單詞和短語，同時也通過新的例子展現了美國英語、英國英語的差異，并著重介紹了本單元的語法項目（Request & Command and Indirect Speech）。

1．6 Using Language其中的reading and talking主要介紹了當今世界各地各國說英語有自己的特色，即便是美國東西部、南北部，說話均有所不同。為幫助培養跨文化意識，可以讓學生學完課文后討論中國的方言，使他們感受到本國的文化差異。

2．教材重組

2．1 導入 把Warming Up 作為一堂課。

2．2 精讀 把Pre-reading、Reading 和 Comprehending整合在一起作為一堂課精讀課。

2．3 語言學習把Learning About Language和Workbook中的Using Words, Using Structures 結合在一起。

2．4 寫作

2．5聽和說 把課文中的聽和說整合成一堂課。

2．6 練習課 workbook exercises & other Exx.3．課型設計與課時分配

1st period Warming Up

2nd period Reading &Language Study

3rd period Learning About Language r& grammar 4th period Writing

5th period Listening & Speaking 6th period Exercises

Unit 2 English around the world Period One Warming up

一、教學目標（teaching aims）student’s book;warming up

1、能力目標(ability aim)

a.Enable students to talk about the world Englishes

b.Enable students to talk about the differences between Am.English and Br.English

2、語言目標(language aim)

more than;include;play an important role;because of;international;native;elevator;flat;apartment;rubber;petrol;gas;

二、教學重難點(Teaching important points)a.Students learn about the world Englishes and the differences between Am.English and Br.English.b.Students can understand the jokes caused by the misunderstanding of different Englishes.三、教學方法(Teaching method)

a.Individual, pair or group work to finish each task.b.Listening c.Discussion

四、教具準備(Teaching aids)

a computer;a tape-recorder;a projector

五、教學步驟(Teaching procedure)Step I.Leading-in

Fun time: warm the students up by asking them to greet each other with their dialects.At the same time, lead the students to think about the topic of this unit--“language”.Step II.Warming up.1)A quiz about the national flag of countries speaking English as their first or second language.Lead the students to the topic “English Around the world”.2)Ask the students to think about the question about the “world Englishes”.Step III.Talking about “world Englishes”, especially the differences between “American English” and “British English”

1)Listen to a dialogue between an American and an Englishman.And try to find out the cause of the misunderstanding between them.2)Talk about the differences between American English and British English.(mainly about vocabulary and spelling)Step IV.Speaking Task.Students make up a dialogue with a misunderstanding caused by the differences between “American English” and “British English” like the dialogue they listened to.Unit 2 English Around the World Period Two Reading

教學目標（Teaching aims）

Get the students to know English language and its development and different kinds of English through this passage.教學內容(Teaching contents)

Get the knowledge of English language and its development and different kinds of English.能力目標(Ability aim)

Get some knowledge of different kinds of English 語言目標(Language aim)

Grasp some words and expressions such as, play a role in /because of/ come up/ play a part in and learn the grammar--the indirect speech of the imperative clause 教學重難點(Teaching important points)The indirect speech of the imperative clause 教學方法(Teaching methods)task-based approach 教具準備(Teaching aids)multi-media computer

教學步驟(Teaching procedure)Step 1 Warming up.Warm the students up by ask them to tell the differences between American English and British English.Step 2

Pre-reading.Ask the students to discuss some questions about “English” in pairs.1.How many people speak English in the world today? 2.Why do so many people speak English? 3.What has helped to spread English around the world? 4.Do you think it important for Chinese to learn English? Why? Step 3

Reading.1)The first-reading.Ask the students to scan the text and choose the correct answer in the book.2)The second-reading.Ask the students to read the text paragraph by paragraph, and get some detail information.a.For the first and second paragraph, students answer some questions

b.For the third and fourth paragraph, students find out the information to fill in the table of the development of English.c.For the last paragraph, students find out the reason why India speaks English.Step 4

Discussions:

1.Do you think it matters what kind of English you learn? Why? 2, Why do you think people all over the world want to learn English?

3, Do you think Chinese will become the most popular language in the world instead of English in the future?

Step 5

Extension

Give the students some information of origin of British English and American English.The formation of British English From 17th century—19th century

The UK colonized Ireland and joined with Scotland long ago

Colonized;North America, the Caribbean India, including Pakistan, Bangladesh, Australia, New Zealand, Palestine, parts of sub-Sahara Africa, Hong Kong, Singapore and the Pacific Islands The formation of American English

American colonial rulers also brought their English to:

Hawaii, Puerto Rico, the Philippines and other Pacific island in the late 19th century Introduce the situation of English speaking in China.Tell them some proper items.Native speaker: A person who speaks English since birth but who may not speak a standard form of it.L1 speaker: A native speaker of English who uses it as his or her mother tongue or an immigrant to an English-speaking country who always prefer to use it ESL: English as a Second Language

L2 speaker: A second language speaker of English EFL: English as a Foreign Language Step 6

Homework

1.Finish the exercise on page 11.2.Read passage on page 51 The Oxford English Dictionary and make notes about Murray’s life.Unit 2 English around the world

Period Three Learning about Language

一、教學目標（teaching aims）student’s book;Discovering useful structures

1、能力目標(ability aim)

a.Enable students to tell the differences between a request and a command.b.Enable students to learn about the Indirect Speech(requests & commands)c.Enable students to use the Indirect Speech(requests & commands)

2、語言目標(language aim)

command;request;retell;polite;boss Indirect Speech(requests and commands)

二、教學重難點(Teaching important points)a.Students learn about the differences between a request and a command.b.Students learn about the Indirect Speech(requests and commands)c.Students can use the indirect speech.三、教學方法(Teaching method)

a.Individual, pair or group work to finish each task.b.Discovering the structure through examples c.Practice

四、教具準備(Teaching aids)a computer;a projector

五、教學步驟(Teaching procedure Step 1.Warming-up(Revision)

Warm the students up by asking them to go over the Direct Speech and Indirect Speech..Do some exercises : change a statement or a question into Indirect Speech.Step 2.Talk about Request and Command.1)Talk about the polite and Impolite tune.2)Change the commands into Requests.3)Learn to give requests or commands according to the situations.Step 3.Talk about how to change a request and a command into Indirect Speech.ask(ed)sb(not)to do sth tell/told sb(not)to do sth

Step 4.Practise changing a request or a command into Indirect Speech.Step 5.Using the structure.A game: choose two students act as two robots.One listens to the requests, the other listens to the commands.Other students give either requests or commands, and the robots do what the students asked them to do.Unit 2;English Around the World(Period Four)writing

教學目標（Teaching aims）

a.Let students get to know how to write a statement by using brainstorming

b.Try to use connecting words or sentences to make it as an essay or passage not just several sentences.教學內容(Teaching contents)Write a statement

能力目標(Ability aim)

Using the brainstorming way to collect sentences and then arrange them properly 語言目標(Language aim)I think, I believe，In my opinion…

We learn English to do…

教學重難點(Teaching important points)How to arrange sentence correctly.Try to use connecting words.教學方法(Teaching methods)Brainstorming way

教具準備(Teaching aids)multi-media computer

教學步驟(Teaching procedure)Step1 Leading in

Use the brainstorming way to ask students “Why should we live?” which is a simple question, at the same time there might be various answers to the question, which will stimulate their interest.Step2 Presentation

Also use the brainstorming way to ask “Why should we learn English?” and “how can learning English help China?” Step3 A poster

Write a poster to collect all their ideas.try to use completely sentences, such as : I like to study English and use it for business in the future.I want to study English well so that I can read English books.Say, come to the blackboard and write down your ideas, trying to use complete sentences, such as: If I learn English well, I can bring in the advanced foreign technology to China.So China will become stronger.I decide to learn English well, in this case I can read many English novels, so I can translate them into Chinese, then more Chinese can know more things about the world.Step4 Write an essay

The title is “Do we need to learn English?”

Step5 Display the structure on how to write the essay.1.State your points of view.2.Show the supporting reasons.3.Get a conclusion Step6 Show them the connecting words which can help them to join the sentences and paragraphs.Illustration: I think , I believe, In my opinion, As far as I am concerned… Addition: firstly, secondly, then, besides, at last… Contrast: however, but , on the other hand… Summary: in short, in a word, therefore, so…

Step7 Give them a simple example which is not complete Do we need to learn English?

I strongly think we not only need learn English but also learn it well…Why should we learn it…How can learning English help China in the future?…So… Step8 Homework My Experience of Learning English Para1.My problems in learning English.Para 2.How I can improve my English.Para.3.What I like about learning English.Para Para 4.How I hope to make use of my English.Unit 2: English Around the World Period Five Listening & speaking

一、學目標(Teaching aims)

教材(Teaching materials)listening materials on p12 and p14 on the textbook, another one attached

1、能力目標(ability aim)enable Ss to catch the listening materials and understand them and distinguish British and American English, try using them in dialogues.2、語言目標(Language aim)distinguish some words used in British and American English、some dialect and accent

二、教學重難點(Teaching important points)understand words used in British and American which have the same meanings and some dialect accent

三、教學方法(Teaching method)listening and talking

四、教學準備(Teaching aids)tape recorder and get students’ answer sheet printed out

五、教學步驟(Teaching procedure)Step 1 Listening

Listening 2(text book p14)

Listen to the tape, getting to know American dialect and accent.Step 2 Speaking

After listening to different dialects and accents, see if Ss know how to pronounce the following words:

ask after either neither kilometer box……and more

Unit Two :English Around the World The Sixth period Exercises

一．教學目標：(Teaching aims)Finish the exercises on the workbook 1．能力目標：(ability aim)

a)Enable the students to command “commands and requests” b)Through cooperative work find out correct answers themselves 2．語言目標：(language aim)Full understanding of the readings

二．教學重難點(Teaching important points)Understanding the main ideas of the passages 三．教學方法(Teaching method)a.Fast and careful reading

b.Individual, pair or group work to finish each task c.Discussion

四．教具準備(Teaching aids)a computer

五．教學步驟(teaching procedure)Step 1.Warming up

Step 2: speaking task(Review commands and requests)

Offer them situations and try to make dialogues with commands and requests Step 3 :Do the “Reading” on P13 and answer questions on it briefly.Step 4: Finish the “Reading Task” at p.51 and complete the form after it.Step 5: Group work:

Ask them to sum up what codes and short forms of words they often use when they often chat on the net with others.Step 6: check up their researching result.Step 7: homework.

第三篇：人教必修四《蘇軾詞兩首》教案

“一師一優課、一課一名師、課課有精品”活動

教學設計

工作單位：安徽省無為牛埠中學

授課教師：黃小三

職稱：中學二級

授課年級、學科：高一 語文

課題：《念奴嬌 赤壁懷古》

教材版本：人教版必修四

人教版高中語文必修④《念奴嬌 赤壁懷古》教案

無為牛埠中學

黃小三

【教學目標】

1．了解詞的寫作背景。

2．通過分析豪壯的景物、英武的人物，深入品位作者深沉的情感。3．感受蘇軾的曠達豪邁，培養學生積極樂觀的人生態度。

4．比較閱讀，認識婉約和豪放兩種詞風的不同特點，感受兩種詞風的不同魅力。【教學重點】

通過分析豪壯的景物、英武的人物，深入品味作者深沉的情感；比較閱讀，感受不同詞風的魅力。

【教學難點】

解讀“人生如夢，一尊還酹江月”，領會蘇軾曠達的胸襟。【教具準備】 多媒體 【教學時數】 一課時 【教學方法】

誦讀法，比較閱讀法，合作探究法。【教學設想】

先誦讀全詞，感知內容；再以巧妙的問題引導學生領略豪壯宏偉的景象，扣住作者著意塑造的人物形象，深入地品味作者深沉的情感；最后比較閱讀，體會豪放與婉約的不同詞風，進而背誦全詞。

【教學過程】

一、導入新課

同學們，上一節課我們學習了柳永的《雨霖鈴》，詞中描寫了餞別時暗淡低落的心情，船要出發時難分難舍的痛苦，設想“今宵酒醒”后的凄涼以及日后“良辰好景”不再的孤獨。整首詞意境纏綿悱惻、凄涼清麗。今天我們再來學習一首與《雨霖鈴》風格迥然不同的詞作，這就是蘇軾的《念奴嬌

赤壁懷古》。

二、誦讀全詞，整體感知 1．出示投影（詞作），教師范背。2．學生齊讀。（板書課題）

三、鑒賞分析

1．由題材類別引出鑒賞思路。

由題目“赤壁懷古”可以看出這是一首懷古詞，通常懷古詞的寫法，都是作者因眼前的景物，進而聯想到相關的歷史人事，從而進一步抒發作者的感慨。

（出示投影）觀眼前之景 思歷史人事 抒一己之懷

2．欣賞“觀眼前之景”部分

（1）速讀上闋，討論：上闋是不是寫了眼前之景？眼前之景有什么特點？找出最能反映眼前之景特點的句子并加以鑒賞。

（學生討論，回答，教師引導）明確：

上闋的確寫了眼前之景，景物的特點可以用詞中的一個短語加以概括：江山如畫。最能反映眼前景物特點的句子有：“亂石穿空，驚濤拍岸，卷起千堆雪。”陡峭的山崖高插云霄，洶涌的駭浪搏擊著江岸，滾滾的江流卷起千萬堆澎湃的雪浪。

這幾句中的動詞非常具有表現力。“穿”寫出了山崖高聳入云的態勢；“拍”寫出了江濤的力度，拍擊江岸，澎湃有聲；“卷”寫出了雪浪的洶涌，形象真切。

這幾句中形容詞用得也很好，“亂”寫群峰壁立，山崖陡峭；“驚”寫巨浪聲勢。教師小結：同學們很好地把握了上闋寫景的句子，在上闋中，作者營造了壯闊雄渾的意境。

（出示投影）

亂石穿空

江山如畫

驚濤拍岸

卷起千堆雪

(2)小組合作，提出問題，討論探究。學生可能提出以下問題： ①“驚濤拍岸”一句，在黃庭堅抄錄的版本里，寫成了“驚濤裂岸”，請問是用“拍”好還是用“裂”好？

學生分組討論，可能有以下觀點：

“裂”顯得更有氣勢，更具表現力。

“拍”有擬人色彩，好像江水也富有感情，在拍打著江岸。“拍”使得畫面活潑，具有動態美。

“裂”與“驚”更能相配，是“驚濤”就應“裂岸”。“拍”有美感，而“裂”只能給人有恐怖感。…….……

教師小結：同學們有的從詞語的表現力，有的從修辭，有的從上下文關系，有的從美學方面，多角度地探討了“拍”與“裂”的不同。你們思考的每一個角度都是對的，都值得肯定。既然兩種版本都能流傳到今天，本身就說明了它們各有千秋。

②2011年3月11日，日本的地震引發海嘯，掀起了巨浪。這能不能用“驚濤拍岸”來形容？

討論明確：海嘯引發巨浪，給人類造成了巨大的損失，這是人類的災難，絲毫沒有美感可言，因此不能用“驚濤拍岸”來形容。

（學生還可能提出其他問題。無論學生提出什么問題，教師都應合理地加以引導，大家共同解決）

（3）學生誦讀這幾句寫景的句子，要求讀出壯美之勢。3．欣賞“思歷史人事”部分

(1)下闋有沒有對歷史人事的聯想？上闋哪一句話將眼前之景與歷史人事串聯起來？ 明確：江山如畫，一時多少豪杰

(2)“一時”指的是三國時期，“一時多少豪杰”，你首先想到的是哪一個豪杰？(讓學生一人回答一個)(3)三國豪杰層出不窮。那么，蘇軾想到的又是誰？（明確：周瑜）討論：作者蘇軾聯想到周瑜的哪些事情？分別寫出了周瑜的什么特征？

（學生討論明確后，出示投影）

小喬初嫁了，雄姿英發

年輕有為

三國周郎

羽扇綸巾

儒雅瀟灑

談笑間，檣櫓灰飛煙滅

指揮若定（4）齊讀描寫周瑜的部分，要求讀出韻味。

誦讀指導：“遙想”一句，應讀出穿越時空之感，“羽扇綸巾”一句，要讀出周瑜的儒雅之勢，“檣櫓灰飛煙滅”一句，要突出周瑜指揮若定的英雄氣概。

4．欣賞“抒一己之懷”部分

（1）思考：三國那么多英雄，蘇軾為什么只想到周瑜，而不是其他人，比如曹操，劉備，諸葛亮？

（學生思考、討論后，出示有關寫作背景的投影）

教師小結：看看人家想想咱。作者想到周瑜實際上是將自己與周瑜進行比較，以周瑜的建功立業來襯托自己的懷才不遇、壯志難酬。下面我們就來多方面地比較一下，體會作者的失意之情。(出示二者比較的投影)（2）齊讀抒懷部分，看看蘇軾是不是僅僅抒發了失意之情？ ①找出表現蘇軾失意情懷的詞句。（學生討論后，出示投影）人生如夢

多情、笑

一尊還酹江月

②討論：除了失意之外，還有沒有表現蘇軾其他的什么情懷？“人生如夢，一尊還酹江月”又怎么理解？

（學生討論，回答，教師點撥）以下觀點供教師參考：

觀點一：我覺得作者的意思是，人生如夢，自己的一生算得了什么呢，在這千古風流人物都被淘盡的大江之畔，看到這千古不變的江月，不禁感慨月之永恒、生之短暫，然后他就把自己杯中的酒敬給這亙古不變的江月。應該說，他的人生態度有些消極，充滿了悵惘和傷感。

觀點二：我不認為作者是消極的。雖然在充滿了悵惘和傷感，但他并沒有想到隱退或表現及時行樂的情緒。詩人只是以“人生如夢”自慰，但并甘于消極。他遙想公瑾當年，感嘆壯志難酬，正表現了他積極用世的精神。

觀點三：我覺得這正表現了他曠達的胸襟。在《水調歌頭》里，他說“人有悲歡離合，月有陰晴圓缺”，既然月亮都有陰晴圓缺，那么人的悲歡離合又算得了什么呢？這正表現了他曠達樂觀。

教師小結：人生如夢，自己的一生算得了什么。在這大江之畔，想到的不應該是自己，而應該是千古不變的江月，就把這杯酒來敬給千古不變的江月。應該說，他能夠迅速地從悵惘失意中解脫出來，表現了蘇軾特有的曠達灑脫情懷。這真叫，人生短暫，江月永恒，壯志難酬，豪情長存。

5．集體誦讀全詞，完成背誦。

四、比較閱讀，鞏固提高（投影，學生討論）

比較《雨霖鈴》和《念奴嬌》的不同風格。

五、總結

俞文豹《吹劍錄》中記載：“柳郎中（柳永）詞，只合十七八女郎，執紅牙板，歌‘楊柳岸，曉風殘月’；學士（蘇軾）詞，須關西大漢，銅琵琶，鐵綽板，唱‘大江東去’。”

【板書設計】

念奴嬌

赤壁懷古

寫景

壯美

思人

風流

抒懷

曠達

第四篇：人教新課標高中英語必修1Unit3詞匯學習教案

Section 3 Words and expressions from Unit 3 Travel journal Transport

n.運輸、運輸工具；(常用復數）強烈的情緒、狂喜或狂怒 v.運輸；流放；為強烈的情緒所激動

1.The transport of goods by air is very expensive.空運貨物費用十分昂貴。2.Wheat is transported from the farms to the mills.把小麥從農場運到面粉廠。3.My car is being repaired so I'm without transport at the moment.我的汽車正在修理, 所以我現在沒有代步工具了。

4.I normally travel by public transport.我出門通常乘坐公共交通工具。5.The role of the railways declined in the transport system.在運輸系統中，鐵路的重要性逐漸下降。

6.Please find alternative means of transport.請另外找一個運輸方法。7.London Transport run extra trains during the rush-hour.倫敦運輸公司在交通高峰時 間增開加班列車。

8.The goods have been cased up for transport.貨物已裝箱待運。cycle

n.循環,周期 v.騎自行車

1.This is the cycle of economic booms and slumps.這是經濟繁榮和經濟蕭條的周期變化。2.He goes to work by cycle.他騎自行車上班。

3.A series or process that finishes at its starting point or continuously repeats itself;a cycle.循環，周而復始結束在其起點或持續重復其自身的系列或過程；循環。

4.The business cycle is a series of peaks and troughs.商業周期就是淡旺期交替。

5.Cycle across America? Sounds a bit dodgy to me.騎自行車橫越美國? 聽起來有些冒險。6.I am unable to cycle to school because my bicycle is broken.我不能騎車上學，因為我的自行車壞了。

7.The pedals of a cycle are attached to the crank.自行車的踏板與曲柄相連。8.Her latest stunt is riding a motor cycle through a ring of flames.她的最新特技表演是騎摩托車鉆火圈。persuade

a.空閑的,有閑的 v.說服 vt.勸說,說服

1.How can I persuade you of my sincerity? 我如何能夠讓你相信我的誠意？

2.Can you persuade her out of her foolish plans? 你能勸她放棄她那些愚蠢的計劃嗎？ 3.I am not fully persuaded by the evidence.這證據不足以使我充分信服。4.How can I persuade you that I am sincere? 怎樣才能使你相信我是真心實意的呢? 5.He persuaded his daughter to change her mind.他說服女兒改變主意。

6.We are persuaded of the justice of her case.我們確信對她案件的審理是公正的。7.He is easily persuaded.他這人好說話。

8.You try and persuade her(to come out with us).你去試試勸她（跟我們一起出去）吧。insist

v.堅持,強調

1.He insisted on paying for the meal.他堅持要付飯錢。2.He insisted that he had done right.他堅決認為自己做對了。

3.I insist on your taking/insist that you take immediate action to put this right.我堅決要求你立刻采取行動把事情處理好。

4.She kept insisting on her innocence/insisting that she was innocent.她堅持說她是清白的。

5.I always insist on whole meal bread.我一貫主張要吃全麥面包。

6.‘You really must go!’ ‘All right, if you insist.’

‘你真得走了!’ ‘好吧, 你一定要我走, 我就走。’

7.Since you insist, I must amend the letter of credit.既然你堅持，我就只好修改信用證。8.The bank will insist on collateral for a loan of that size.銀行對這樣的大筆貸款一定要有抵押物。

determine

v.決定,決心要 [計算機] 確定

1.We determined to go to the railway station at once.我們決定立刻去火車站。2.The court determined that the man was guilty of assault.法庭裁定那個人犯了侵犯人身罪。

3.That determined her against leaving home.那件事使她決定不離開家了。4.The exam results could determine your career.考試成績可能會決定你的前途。5.Do heredity and environment determine one's character?

遺傳與環境可以決定一個人的性格嗎? 6.We determined on an early start/(that)we'd make an early start.我們決定早些出發。give in

屈服,讓步

1.She's a gutsy player, she never gives in.她是個勇敢的選手, 從不屈服。2.The authorities showed no signs of giving in to the kidnapper's demands.當局對綁架者的要求絲毫沒有讓步的跡象。

3.Please give your examination papers in(to the teacher)when you've finished.考卷答完后請上交（給老師）。

4.The rebels were forced to give in.叛亂者被迫投降。

5.Do you think the President will give in to the terrorists' demand?

你認為總統會對恐怖分子的要求讓步嗎？

6.He will give in to his opponent's claim rather than wrangle over a disputed point.他會向對手的要求讓步，而不會因爭議點而大聲爭論。

7.The enemy were forced to give in.敵人被迫投降。8.‘Don't give in now,’ she urged.‘先別認輸,’她鼓勵道。camp

n.露營,帳棚 v.露營,扎營

1.The boys have decided to go camping next week.男孩子們已決定下個星期去露營。2.You and I belong to different political camps.你和我屬于不同的政治陣營。3.We made camp under the shade of trees.我們在樹蔭下宿營。4.Her performance was pure camp.她的表現純粹是演戲。5.I'm camping on the floor in a friend's flat for two weeks.我在朋友家地板上臨時寄宿兩個星期。6.Do you like camping? 你喜歡野營度假嗎? 7.The boys went camping in Greece last year.那些男孩子去年到希臘去露營度假。8.Where shall we camp tonight? 我們今晚在哪里宿營? record

記錄,唱片,履歷 v.記錄,將(聲音等)錄下

1.He has a long criminal record.他有長期犯罪記錄。2.She holds the world record for long distance swimming.她保持著長距離游泳的世界紀錄。

3.The broadcast was recorded, not live.這次廣播是事先錄音的，不是現場直播。4.I recorded the score in a notebook.我在筆記本上記下了分數。5.My voice records quite well.我的聲音錄下來很好聽。

6.Just for the record, the minister's statement is wrong on two points.必須明確指出，部長的言論有兩點是錯誤的。

7.Last summer was the wettest on record for 50 years.剛過去的這個夏季是50年來記錄中雨水最多的。

8.To record, press both buttons.錄音時須按雙鈕。

第五篇：高中英語必修2·Unit5·Music-Reading教案(人教新課

Unit 5 Music

Reading---教案

Contents:(1)Enable students to appreciate and classify different kinds of music by doing the exercise in Warming

up

(2)Developing their abilities to express their feeling on music and enlarge their

knowledge on music

Procedures:

Step 1 warming up1、Introduce the topic of music through asking some question such as “Are you fond of music ,Are

you good at singing, Can you play a musical instrument”

Ask students to answer the 4 questions in groups actively while introducing different kinds of

music in the world.Step 2 pre—reading

(1)Get the students to discuss the questions with their partners and then ask them to report their

work..Encourage them express their opinion freely1、Have you heard about any of famous bands in the words, please list them if you have

(Beatles, Back—street boy, West—life)

2、Which one do you like best?

(2)Introduce something about “The Monkeys”

Step 3 skimming

Let the students listen to the tape and find out the answers to the following two questions.1、What are the benefits if students former a band to play in the street?

2、When did “The Monkeys” break up and when did it reunite?

Step 4 Second reading

In this part, students will read the text again and try to understand the sentences and the main idea of

each paragraph, and then finish the exercise 2 and 4 in Comp rending

Step 5 Homework: Fin out some language points in Reading and recite the new words in unit 5

Step 6:Feedback