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篇1：新高二英语Unit2教案
新高二英语Unit2教案
内容预览：
Period 1 Teaching Steps:Step1. Revision1. Have a dictation in class.2. Read the new words in the period.media, reliable, fire, face, difficulty, nosy, Gray, editor, reason, ele……
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篇2：新高二暑假学英语作文
Time went by quickly, and the whole summer holiday was gone. Now, I am in the classroom, and I am doing my first two studies.
Recall all summer, life is very dull, only know that day in the past, in a hurry and come in a hurry, a third of the time in summer vacation, on the job, however, that the remaining two-thirds, get rid of one day I went to the changzhou dinosaur park, the other day, I was doing? On a dull, boring summer vacation, day by day, I was just repeating sleep, reading, watching TV. Every day, I just stayed at home, because I really had nothing to do, except for a weekly saxophone class.
From wake up in the morning, have entered a state of can be said to be doing nothing, I feel the time in a hurry, I suddenly want to seize the time, so I started the along while the whole half a day to read a book, however, when the second day of the sun shot again on my bed, I recalled I did yesterday, but, in my silence for nothing dry yesterday, time moment to run again, I have no hair after running time, cannot seize the running time, because I have a day is too dull, I failed to decorate good every day, to recall the whole July, what the hell am I do, however, all things are very fuzzy.
The first day of August come, let me feel fortunately, in late August, I want to saks distinction, because this is my whole summer, the only meaningful hope, I finally acquired a new thing every day, practicing the saxophone.
However, day or live in a hurry, I'm just sitting at home every day look at the scenery outside the shadow from long to short, from short to long again, until finally, completely sink into the darkness, then, is the second day the sun rises and sets, so the whole August in all lost in the nothingness.
Although very quietly over the summer vacation, but I have to the entire seventh grade waved farewell to their study life, I only take the time to run after time in the eighth grade.
新高二暑假学英语作文
篇3：新高二暑假学英语作文
A holiday at last! It is good for every student holiday. It was a beautiful memory or sad. After the examination, all of them were easy, no worries, just like the prisoners in prison were free, but the grades were important to the students. It represents the fate of the whole summer, and the revelation of achievement will come one day. There were worries and people. At last the tense moment came. Everyone goes back to school eagerly to ask the teacher for grades in the office, often at that moment he will be scolded by the teacher. And it's important for me personally, because it's not a simple number, it's all about your own strength. You should be honored. But it represents a significant meaning, and its presence represents you, a statement to parents, their fate and their location.
And this guy is unfortunate for me. I hate it because I failed the exam this time! The summer vacation must be bad, and the day must be filled with hate. The theme of this summer vacation must be learning. You can say good or bad! On the one hand, it can enrich itself every day and make you more knowledgeable. Some people have said: enrich yourself every day to make your mind more flexible. On the other hand, we don't have to go out for the summer vacation. Even after the exam, study. But that's all right! Is the sad picture floating in my mind, and the golden childhood is ruined? All of this is realistic, and it's all self-inflicted. As the teacher said, “it's no use regretting now,” the teacher said. “I don't have a good review before the exam, and I'm sure there will be a tragic ending.” And now why not?
Substantial summer vacation will have a nice day will be more beautiful, more hope more new life was born in the bright world golden childhood records the meaningful things one by one and condensing every bit of good memories, this world will be more beautiful! Summer vacation is also beautiful, it is full of mystery, will reveal this all! What about your summer vacation? Tell us, share it!
篇4：新高二暑假学英语作文
Happy summer vacation ended, review the colorful summer vacation, there are many interesting and happy things, there are a lot of people, they have in my life can't finish the study quality. This summer vacation more have a different meaning for me, because I will be on a summer break, preview, welcome the first semester after I graduated from elementary school.
In this summer holiday I took part in the English class, small bear a week of tutoring, responsible for primary school grade three sister coaching the language knowledge, the subject put in the home the first preview again, also practice a painting of the summer vacation. Every day I feel full and happy, and every day has a new harvest.
I have always taken the teacher's summer homework seriously, but I am not sure about the homework I do every day. Although I practiced several times in the newspaper, my hands were trembling with fear. I also consulted my grandfather who was interested in calligraphy, and asked him to help me with the brush strokes. Grandpa taught me that the most important thing in writing a pen is calm, not impetuous, and the wrist is more stable. I finally figured out my original mistake, always thinking about writing down the writing quickly, but always writing badly. I practiced in the way my grandfather taught me, and at last the hand didn't shiver, and the writing was almost done. It made me understand what to do should be calm, really hard to do, must not be like when I was practicing calligraphy, write a feel bad will tear the new, so down in the past more than two hours, or nothing, is nothing could be so bad.
And learning English made me understand that to master any language requires constant speaking and practicing; To tutor sister language make my knowledge of the language has been consolidated, but also let me understand to be a teacher, especially when a good teacher is how not easy.
Everything that happens during the summer vacation has a profound effect on me, from life to study. Summer vacation is happy, and I wish my first life could be as bright as the spring sunshine, like my summer vacation.
篇5：新高二unit 7 教案
TEACHING PLAN FOR UNIT 7 (Book 2A)
LIVING WITH DISEASE
I. Brief statements Based on the Unit
This unit mainly talks about deadly diseases and attitudes towards AIDS, cancers, etc. All the activities, including Warming up, Listening, Speaking, Reading and Writing, focus on this topic. Through this topic, the students not only get more information about diseases, but also learn how to keep a right and positive attitude towards disease and people with disease.
In addition, the students can learn some useful language points through the materials provided in each part, especially a lot of words and phrases, which are very helpful for the students to build up vocabulary about diseases. The Grammar-the Subjunctive Mood is also important. The given materials and exercises give the students an opportunity to learn grammar by using it. It helps the students learn to talk about things that are not certain to happen as well as imaginary or unreal events and situations.
All of the activities are helpful for the students to improve their knowledge about language and their skills to use language.
II. Teaching Goals
1. Talk about deadly diseases and attitudes towards AIDS, cancers, etc.
2. Practise talking about imaginary situations.
3. Practise supporting and challenging an opinion.
4. Learn to use the Subjunctive Mood (1): If I were you, … I wish I could …
5. Write a personal narrative.
III. Teaching Plan: (Six Periods)
1st period: Warming-up, Listening (WB) & Talking (Optional)
2nd period: Speaking
3rd period: Reading-Born Dying
4th period: Integrating Skills (SB)
5th period: Language Study-Word Study
6th period: Language Study-Grammar
The First Period
GOALS:
To focus on talking about deadly diseases (esp. AIDS) as warming up and listening practice.
To learn some basic knowledge about AIDS.
To help students build the right attitudes towards AIDS.
TEACHING PROCEDURES
I. Warming up
1. Lead-in
1) Show a picture of AIDS logo to lead in the subject-AIDS
Are you familiar with this red ribbon?
What’s it related to?
What doesn’t it mean? Do you know?
(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)
2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem.
Do you know them?
What is their job besides acting?
Is it just the problem in China?
(Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)
2. Brainstorming
Q1: While talking about AIDS, what other diseases can you think of?
Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhoea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc.
(With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly disease.)
3. How much do you know about AIDS?
1) Pair work-questions for discussion
What’s the full name of AIDS?
Can AIDS be transmitted?
In what ways can it be transmitted?
What kinds of people are likely to get AIDS?
Do people with AIDS look healthy at first?
Is it safe or dangerous to stay or to be friends with them? Why?
(Students don’t have to give the exact answers. These questions will help them think about this disease-AIDS.)
2) AIDS QUIZ (individual work)
1) AIDS quiz (p.49)-check students’ knowledge about AIDS.
2) Picture quiz -Can the AIDS virus transmitted via the following routes?
Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it’s safe to be friends with AIDS patients.
II. Listening (WB)
1. Pre-listening: Go through EX1&2 in Part1 and guess “What do the letters HIV and AIDS stand for?”
2. While-listening: Listen to the tape and finish exercises in Part1&2.
(Make good use of some pictures and a flash “HIV-cycle” in the PowerPoint)
3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class.
III. Talking (Optional)
Role play: Work in groups. Imagine that the headmaster of a school has found out that one of the students has HIV. The student’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do.
(Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)
IV. Homework
1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea.
2. Learn the new words of this unit by heart.
The Second Period
GOALS:
To practise supporting and challenging an opinion.
To practise listening comprehension.
TEACHING PROCEDURES
I. Revision
Do you still remember this logo? What can you learn from it?
Q1: Do you remember what it means?
Q2: In what ways is AIDS transmitted?
II. Speaking
1. Pre-speaking
1) Do you agree that getting AIDS is a personal problem? Why or why not?
(Through these questions-
Raise the idea of social problem and come to Speaking part.
Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students’ awareness.
2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems?
(Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment)
3) Information input
Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious.
(Refer to the PowerPoint Proper explanation is needed).
About AIDS
1. How many AIDS patients all over the world? Where are they? And are they young or old?
2. What kinds of social problems can AIDS cause?
3. How about the situation in China?
About drugs
1. Is the use of drugs such as heroin, serious? Why do you think so?
2. What should we do with it?
About Smoking
1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke?
2. What kinds of danger can it cause to our body?
3. Can you think of the other dangers of smoking?
About drinking
1. Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons.
2. Can drinking cause some problem to our body? What are they?
3. Will drinking cause some social problems? Give some example.
T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society.
2. While-speaking
If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking?
Role play
Group of four
Each acts as the expert on AIDS, drug, smoking and drinking.
Use the expressions to support your opinion or challenging other’s opinions. (p.50)
Language input (Useful expressions)
--Repeat it to strengthen students’ ability of use it.
Supporting an opinion Challenging an opinion
I think that …, because … Perhaps, but what if / about …?
First, … Have you thought about …?
One reason is that … What makes you think that …?
For example, … Could you please explain …?
If we / they were to …, we / they could … If I were you, I would …
3. Post-speaking
Conclusion-Class discussion
Q: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them?
(Social problems are around us. They can’t disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. That’s why we youth are asked to get away from AIDS, drugs, etc. That’s why we youth should develop good habits. That’s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.)
IV. Homework
1. Finish Listening (P.50) exercises
2. Read the passage “FIGHTING THE VIRUS: HIV/AIDS IN AFRICA” (P127) and finish the Pre-reading exercises (p. 51).
The Third Period
GOALS:
To learn more knowledge about AIDS.
To help students understand the attitudes and spirits of living with disease
To learn some useful language point
TEACHING PROCEDURES
I. Pre-reading
1) Q1: What do they look?
Show the picture of a father and his son.
(The father looks caring, gentle and energetic and the son gives us an impression of being lovely and cute. They appear so healthy that you would never guess that they are living and dying with AIDS.)
2) Q2: Have you ever seen an AIDS patient? How do they look?
Show the students some pictures of AIDS patients.
(If nothing is done, there is no doubt that all the people infected with AIDS will be like them, no matter how healthy they are now.)
3) Q3: Are they bad people? Do they deserve it?
Show more pictures of people infected with HIV or AIDS.
(I’m afraid not. Like any father, “Jeremy is my whole life. Every dad dreams of watching his kid grow up and graduate from high school. I never thought that would happen for us because Jeremy and I are both HIV positive. But thanks to our new family clinic, we both have access to the treatments we need. Now maybe I will see Jeremy walk down the aisle with the class of 2017”.[Here give the students several minutes to chew and digest these words.] Like any 12-year-old child, Xiaohua is a happy girl who smiles a lot and likes to talk to her friends after school. However, she has lost her mother and will lose her father and she herself was born dying with AIDS.)
4) Q4: Do you want to know more about their life?
Our text is about Xiaohua’s life.
What questions do you think will be answered in the text?
1._______________
2._______________
3._______________
4._______________
II. While-reading
1) Skimming:
Q: What’s Xiaohua’s attitude towards her disease?
2) Scanning:
Q1: In what ways does AIDS spread?
Q2: How many children were infected in 2002?
3) Summary：
1. Xiaohua is a 12 -year-old girl living and dying with AIDS. (para1)
2. What is AIDS? (para2)
3. How was Xiaohua infected? (para3)
4. Thousands of children become infected with HIV every day. (para4)
5. Xiaohua devotes much of her left time to helping others. (para5, 6, 7)
III. Post-reading
1) Questions
(Much of the answers to these questions can be referred to the reading material on P127.)
Q1: Why is AIDS a deadly disease?
(Break down/ defenceless/treatment/not available/incurable)
Q2: Why do the young suffer the most?
(As with many diseases, children seem to suffer the most from AIDS, mainly because of a lack of proper health care, prevention and education. Even if they themselves are not infected, the disease can ruin their lives. They may have to care for sick relatives and are often unable to go to school. Living with a parent or parents who have AIDS is painful and difficult. Because the parents cannot work, the children may not have enough food and must help take care of the family.)
Q3: What do they suffer from?
(Not only the disease itself and inevitable death, but also people’s not knowing, misunderstanding and fear of the disease.)
Q4: What can be done to improve the situation?
(By the government:
By specialist and doctors:
By other people:
By the patients themselves: )
Q5: As an AIDS patient, what does Xiaohua do?
(not discouraged/ encourage/ visit, support, cheer up/create a network, persuade/talk to people)
Q6: What are her wishes?
(I wish I could remember
If I were to live long …
I wish people could…
If I were you …
Q7: How do you find her?
Q8: Next time if you meet an AIDS patient, will you regard him or her as a bad and dangerous person? What would you do?
2) Creation
AIDS Day is approaching, our school is planning some theme activities and it is collecting ideas from the students.
Is it a good idea to invite Xiaohua to give us a lecture? If you were Xiaohua, what would you say to us? Please prepare a speech.
IV. Homework
1. Preview Integrating Skills-DIAGNOSED WITH CANCER: THE DAY MY LIFE ENDED … AND BEGAN! (p. 54)
2. Learn the whole text by heart.
The Forth Period
GOALS:
To learn some information of cancer and the attitude towards it.
To write a personal narrative.
TEACHING PROCEDURES
I. Pre-reading
Life is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question.
Q: For example, if you found out that you had an incurable disease, how do you think your life would change? And how would you act towards the change?
-- Born dying with AIDS, Xiaohua says, “My life may have to be short, but there’s no reason why it can’t be beautiful.”
-- Diagnosed with cancer, ‘I’ also have something to say to you. Now let’s see what ‘I’ will say to you.
II. While-reading
Questions:
Q1: How did cancer change the writer’s life?
Q2: Compare the writer’s situation with that of Xiaohua. In what way are their experiences similar or different?
Q3: Do their experiences strike you?
Q4: What have you learnt from them?
(Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g.
I remember having an empty feeling in my stomach and thinking that my life was going to end.
There were days when I wished that I were dead so that I would not have to feel so sick.)
III. Writing
Life is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance…
Steps to follow
Step one: think about your past days: what were some events that made you very happy? What made you very sad?
Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows).
Step three: talk about the happy and sad things to your partner, with reference to the timeline.
Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down.
Step five: work out an outline of what you are going to write.
Step six: read an example.
Step seven: begin to write.
IV. Homework
1. Write an essay about an important event in your life.
The Fifth Period
GOALS:
To learn about some antonyms
To practice using some useful words and phrases in the text
TEACHING PROCEDURES
I. Lead-in
Ask students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this way
Q1. Do you still remember Xiaohua?
Q2. What has happened to her?
Q3. What is her attitude towards the disease?
(She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.)
II. Learn and practice using some antonyms
1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms.
2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly.
defenceless -- defensive
infect with -- immune to
protected -- unprotected
incurable -- curable
discourage -- encourage
visible -- invisible
3) Practice using these antonyms through exercises.
(Complete the sentences using the antonyms)
1. In February 2003 some people got ____ a strange disease and died within a month.
2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease.
3. People think it a serious crime to attack _______ children.
4. AIDS can be transmitted by having ______ sex.
5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful.
III. Practice using some useful words and phrases in the text.
(Translate the following sentences with the help of Chinese or italic words.)
1. The doctor ______ (诊断)my illness as a rare skin disease.
2. He has _______ （恢复）from his bad cold and can go out tomorrow.
3. The disease makes her realize how _______ （宝贵）life is.
4. The doctor told him that the wound had been infected, and that the ___________ （受感染的伤口）become deadly if it is not properly treated.
5. They are certain taht this virus has been transmitted through the air, yet they have not been able to identify the ___________（传播的病毒）
6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the _______________（灰心丧气的病人）
7. First the doctor takes a blood sample and has it tested. Then he will use the ________ （经过测试的血样）to find out if it is a serious disease.
8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of ______________.（延误的治疗）
IV. Complete the short summary of the text with the proper forms of the following words and phrases.
break down the immune system leave defenceless
infect with live with
live life to the fullest die of
available deadly
a lack of on the contrary
AIDS is a disease that breaks down the body's immune system and leaves a person defenceless against infections and illnesses. People get AIDS after having been infected with HIV, the virus that causes the disease. There are millions of people who die of AIDS every year.
So far, there is no treatment available for the disease and AIDS patients have to deal with the fact that they might die young. Unfortunately, a deadly disease such as AIDS also frightens others. Because of a lack of knowledge about how it gets transmitted, people often treat AIDS patients as if they were bad or dangerous.
Xiaohua is a 12-year-old girl. Though she has been living with AIDS for 12 years, she is not discouraged by the disease. On the contrary, it makes her realize how precious life is and how important it is to live life to the fullest.
V. Set a new situation, asking students to write down a short dialogue. In this way, they can review and use the words and phrases gagin.
Situation: Two women are talking with an AIDS patient. Write a dialogue, using your imagination as well as the useful words and expressions taht have been mentioned above.
VI. Homework
1. Preview grammar
2. Finish word study exercises on SB and WB
The Sixth Period
GOALS:
To learn the Subjunctive Mood
To make students get familiar with the Subjunctive Mood and master it by using it in different situations
TEACHING PROCEDURES
I. Lead-in
1) Show students the picture of Xiaohua and ask them two questions:
Q1. You must be quite familiar with this girl now, right?
(Right. She is a Xiaohua, a girl who has been infected with AIDS.)
Q2. How was she infected with AIDS?
(She was infected by birth.)
2) Xiaohua was born dying and she has no choices. But many people who really have many choices don’t realize how precious life is and do a lot of harms to themselves.
1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease.
2. Based on the above talking, teacher raise the following questions:
If they go on doing this, what would happen?
If you were Xiaohua, what would you like to tell them?
If you were a doctor, what would you do?
If you were one of them, what would you do?
3. Some people do not take Xiaohua or doctor's advices. Finally, they die.
If they had not drunk so much wine, he would not have died at such an early age.
If he had (not)..., he would (not) have...
Ask students to make more similar sentences, using the Subjunctive Mood.
II. More Situations
1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make?
2. It is said that a falling star can let your dream come true. If you saw a falling star, what kind of wishes would you make?
3. Besides a falling star, a magic lamp can also let your dream com true. If you had a magic lamp, what would you ask it to do for you ?
III. Homework
1. Finish all the grammar exercises on SB and WB
2. Review the whole unit
IV. Background Information
What is AIDS?
--www.aids.org/factSheets/index.html#Preventing
WHAT DO “AIDS” MEAN?
AIDS stands for Acquired Immune Deficiency Syndrome:
Acquired means you can get infected with it;
Immune Deficiency means a weakness in the body's system that fights diseases.
Syndrome means a group of health problems that make up a disease.
AIDS is caused by a virus called HIV, the Human Immunodeficiency Virus. If you get infected with HIV, your body will try to fight the infection. It will make “antibodies”, special molecules that are supposed to fight HIV.
When you get a blood test for HIV, the test looks for these antibodies. If you have them in your blood, it means that you have HIV infection. People who have the HIV antibodies are called “HIV-Positive”. Fact Sheet 102 has more information on HIV testing. Being HIV-positive, or having HIV disease, is not the same as having AIDS. Many people are HIV-positive but don't get sick for many years. As HIV disease continues, it slowly wears down the immune system. Viruses, parasites, fungi and bacteria that usually don't cause any problems can make you very sick if your immune system is damaged. These are called “opportunistic infections” (see Fact Sheet 500).
HOW DO YOU GET AIDS?
You don't actually “get” AIDS. You might get infected with HIV, and later you might develop AIDS.
You can get infected with HIV from anyone who's infected, even if they don't look sick, and even if they haven't tested HIV-positive yet. The blood, vaginal fluid, semen, and breast milk of people infected with HIV has enough of the virus in it to infect other people. Most people get the HIV virus by:
Having sex with an infected person.
Sharing a needle (shooting drugs) with someone who's infected
Being born when the mother is infected, or drinking the breast milk of an infected woman.
Getting a transfusion of infected blood used to be a way people got AIDS, but now the blood supply is screened very carefully and the risk is extremely low.
There are no documented cases of HIV being transmitted by tears or saliva, but it is possible to be infected with HIV through oral sex or in rare cases through deep kissing, especially if you have open sores in your mouth or bleeding gums.
In the United States, there are about 800,000 to 900,000 people who are HIV-positive. Over 300,000 people are living with AIDS. Each year, there are about 40,000 new infections. In the mid-1990s, AIDS was a leading cause of death. However, newer treatments have cut the AIDS death rate significantly.
IS THERE A CURE FOR AIDS?
There is no cure for AIDS. There are drugs that can slow down the HIV virus, and slow down the damage to your immune system. But there is no way to get all the HIV out of your body.
There are other drugs that you can take to prevent or to treat opportunistic infections (OIs). In most cases, these drugs work very well. The newer, stronger anti-HIV drugs have also helped reduce the rates of most OIs. A few OIs, however, are still very difficult to treat.
HOW CAN YOU PROTECT YOURSELF AND OTHERS?
Unless you are 100% sure that you and the people you are with do not have HIV infection, you should take steps to prevent getting infected. This fact sheet provides an overview of HIV prevention, and refers you to other fact sheets for more details on specific topics.
Sexual Activity
You can avoid any risk of HIV if you practice abstinence (not having sex). You also won't get infected if your penis, mouth, vagina or rectum doesn't touch anyone else's penis, mouth, vagina, or rectum. Safe activities include kissing, erotic massage, masturbation or hand jobs (mutual masturbation).
Drug Use
If you're high on drugs, you might forget to use protection during sex. If you use someone else's equipment (needles, syringes, cookers, cotton or rinse water) you can get infected by tiny amounts of blood. The best way to avoid infection is to not use drugs.
Vertical Transmission
With no treatment, about 25% of the babies of HIV-infected women would be born infected. The risk drops to about 4% if a woman takes AZT during pregnancy and delivery, and her newborn is given AZT. The risk is 2% or less if the mother is taking combination antiviral therapy. Caesarean section deliveries probably don't reduce transmission risk if the mother's viral load is below 1000.
Contact with Blood
HIV is one of many diseases that can be transmitted by blood. Be careful if you are helping someone who is bleeding. If your work exposes you to blood, be sure to protect any cuts or open sores on your skin, as well as your eyes and mouth. Your employer should provide gloves, facemasks and other protective equipment, plus training about how to avoid diseases that are spread by blood.
THE BOTTOM LINE
HIV does not spread easily from person to person. To get infected with HIV, infected blood, sexual fluid, or mother's milk has to get into your body. HIV-infected pregnant women can pass the infection to their new babies.
To decrease the risk of spreading HIV:
Use condoms during sexual activity
Do not share drug injection equipment
If you are HIV-infected and pregnant, talk with your doctor about taking anti-HIV drugs
If you are an HIV-infected woman, don't breast feed any baby
Protect cuts, open sores, and your eyes and mouth from contact with blood.
If you think you've been exposed to HIV, get tested and ask your doctor about taking anti-HIV medications.
(浙江省黄岩中学英语组 赵丽红 洪峰 张卫)
篇6：人教版新高二Unit2单元语言点(人教版高二英语上册教案教学设计)
News Media
New words:
1. reliable adj. able to be trusted; dependable可信赖的，可靠的
（反）unreliable
He looks a nice, reliable man.
Is this information reliable?
reliance n. 依靠，信赖
have/ place / put reliance on sb.
A child has reliance on his mother.
You can put no reliance on Tom.
Do you place much reliance on your doctor?
2. fire vt. 解雇， 开除dismiss from a job(反)take on , hire, employ
Get out! You are fired / dismissed!
vi. shoot off bullets发射（子弹），射击
fire at sb./ sth.
fire a gun at sb.
He is firing at us.
He ran into the bank and fired his gun into the air.
Don’t move or I’ll fire.
3. face n. 1)脸，面孔 [c] 2) 表面，面貌
*face to face
She stood face to face with him.
a face-to-face interview
hide one’s face (由于难为情或羞愧)低下头或把脸躲开
*in one’s face当面，迎面
“It’s your own fault!” he shouted in her face.
*in the face of
What could he do in the face of all the difficulties?
*look in the face正面看某人（而不羞愧），正视
If he knows ---how can I look him in the face?
I want you to look the facts in the face.
*lose (one’s) face
*make a face / faces
*pull / wear a long face
vt.1) 面向,朝着
The kitchen faces north.
2) 面临(形式,问题)
Such was the situation we were facing.
*be faced with面临,面对
We are all faced with the same problem of rising costs.
4. reason n. 意思是理由，原因，缘故着重指产生某种行为或想法的理由：
the reason for /why
Give your reason for the plan.把你计划的理由讲一下.
The reason for my lateness is that I missed my bus.
The reason for the flood was all that heavy rain.
理由=reason
There is no cause/reason for alarm.
You have no cause for complaint.
cause n.1).起因，原因，缘故，理由，根源[c]
着重是指产生某种结果的原因：the cause of
The cause of the fire was dry. 起火的原因是干燥。
The cause of the accident was the fact that he was driving two fast.事故的原因是他开车太快了.
reason vt.i. 说服,推理,劝说
She can reason very clearly.
I reason that since she had not answered my letter she must be angry with me. 我推断既然她不给我回信,她一定是生我的气了.
reason with sb. (try to persuade by fair argument)以理说服;劝说
You should reason with the child instead of just telling him to obey.
5. injure vt.
1）injure vt.事故中受伤或器官，the injured
机能，外貌受损（外伤）
2）hurt vt.身体的内伤和精神上的伤
vi. 痛
3)harm vt.人们已认识到的客观害处,
公认的害处
4)wound vt.肉体上的外伤 (多指刀枪伤) the wounded
a) When I fell , I _____ my leg.
b) His words _____ her.
c) He was badly _____ in the accident.
d) Doctor says getting up early won’t
_____ you.
e) He got ________ in the war.
6. inform vt. to tell or give the information to (正式)告知,通知,报告
inform sb. that
of
疑问词+ to do
n. / pron.
She informed him that she was to send for it the next day.
He informed them of his arrival.
He will informed us where to go.
If you saw the accident please inform the police.
a well-informed man消息灵通的人
*say, tell, inform, speak, talk用法
*say vt.只能用话语(不能用人)作宾语:
He said, “I’m tired.”
He said a few words then sat down.
*tell vt. 接宾语或双宾语
He told us that he was tired.
*inform vt. 宾语是人
He informed us that he was tired.
只有say可以同原话连用
tell可以用于命令
speak, talk 不及物，有时可及物但绝不是人作宾语．
Do you speak French?
informed adj.有知识的，见闻广的，了解情况的
7．relate vt.
1) to tell a story讲述（故事）
relate to sb. sth.
relate +clause
He related (to us) the story of his escape.
The witness related what he had seen.
2) show a relation between把…联系起来，看出或显示出…与…的关系
I can’t relate those two ideas. 我看不出那两个想法之间的关系。
*relate to 1)和… 有关,涉及
This letter relates to the sale of the house.
I don’t know to what this relates
2)和…相处很好, 和...合得来 (通常用否定)
She doesn’t relate very well to her mother.
*be related to
1)和…有联系,和…有关
All things were related to all other things.
2)和…有亲属关系
Are you related to Mr Smith?
8. talent
genius – 是一个很重的词,只用于少见的才华或有天才的人:
Einstein had genius./was a genius.
She has a genius for mathematics.
talent-- 也表示特殊才能(她不指人本身not the person who has it),但不如genius重
a young actor with a lot of talent
She has a talent for music.
He is a talented football player.
skill -- talent和genius都是某人天生的能力,而skill指一种可以学到的本领,技能,只可以做好某事的能力
a skilled worker
gift-- a natural ability to do sth.天赋,天才
He has a gift for music.
a gifted painter
9. switch vt.i. change or exchange改变,交换
They switched the positions.
He got tired of teaching and switched to painting.
*switch off = turn off
电器用品的开关用turn on, turn off或switch on / off
门窗或盒子的开关用open或shut
水龙头或煤气的开关用turn on或turn off
10. interview n.会晤,接见
have an interview with sb.
Father had an interview with the teacher about John’s work.
receive an interview受到采访
give an interview to sb. 接受某人的采访
He refused to give an interview to the journalist.
a face-to-face interview
interviewee n.
interviewer n.
11.present /pri’zent/ vt.
1)呈献,赠予(尤指在典礼场合)
He presented a silver cup to the winner/ presented the
winner with a silver cup.
2)bring to one’s attention, offer for consideration呈递,提交
The committee is presenting its report next week.
3)introduce (正式) 介绍
May I introduce Mr. Johnson ( to you)?
introduce sb. to
make oneself known
present adj.
1) in the place talked of出席的，到场的opp. absent
How many people were present at the meeting?
People present will get a gift each.
be absent from
Four students are absent from class.
2)现存的， 现在的
What’s your present address?
present n. 现在，当前，目前
We learn from the past, experience the present, and hope for success in the future.
at present= at this time = now现在
for the present暂时
12．truthfully yours
13. effort ---努力，尽力the use of strength
with (without)effort 费（不费）力
He lifted the heavy box without effort.
make an/ every effort to do努力做某事
spare no effort不遗余力
The prisoner made an effort to escape but he failed.
power-1)动力doing work, driving a machine, producing electricity
Mills used to depend on wind power or water power.
2)力量 Knowledge is power.
strength-力气
force-武力
energy-精力
14.ignore 不顾，不理，忽视refuse to notice, take no notice of
比较：ignore : He ignored the s peed limit (=he knew about it, but paid no attention to it) and drove very fast.它无视时速限制，车开得很快。
ignorant :无知的，不知道的
He was driving very fast because he was ignorant of the fact that (= he didn’t know that) there was a speed limit. 他车开得很快，因为他不知道有时速限制。
15．attention n. 注意 （力）[u]
pay (close) attention to注意，重视
draw / catch / call /attract attention to
devote one’s attention to专注于
turn one’s attention to注意力转向
give attention to
concentrate / hold one’s attention upon将注意力集中在
fix one’s attention on留意，专心于02
Now they stopped to pay attention to him.
He is very quiet and doesn’t draw much attention to himself.
All his attention was concentrated upon the great blue circle.
16．tolerate vt.忍受，容忍is used of people or behavior , but usually not of suffering （用于忍受人或行为，通常并不指忍受痛苦）
tolerate doing
I find it hard to tolerate your behavior.
bear/stand极大的肉体痛苦
He bore/ stood the pain as long as he could. 他尽力忍受
痛苦. 还可同can连用,表非常讨厌的事情
I can’t bear/ stand strong coffee.
17. 1)affair事，事情[c]多指已发生的大小事情或必须去做的任何事情；
Leave me alone: mind your own affair.
It’s no affair of mine.
事务（多用复数）多指经济，外交方面的重大事情
international affairs
affairs of state ／ family affair
current affairs时事
2)event 事件，事[c]
The important event of the year was the big earthquake.
3)incident事件；事变；插曲
July 7th Incident
accident事故，意外的事
by accident偶然
business n.商业，生意上的事
18. concern vt.
1）关于,关系到，与…有关to be about（无被动）
The story concerns a man who is wrongly imprisoned.这个故事是关于一个被冤枉入狱的人.
Does this concern me?
2)过去分词作表语be concerned with … 和…有关,牵涉
I’m not concerned with that matter any longer.
His work is concerned with the preparation of the documents for
3)过去分词作后置定语: 有关的
The man concerned was her husband.
We shall have to consult the other countries concerned.
4)使担心,挂念worry
concern oneself with / about
be concerned about /with /for / over
Please don’t be concerned about me.
We are concerned about/for her safety.
5) so(as) far as … is concerned就…来说， 就…而论
So far as I’m concerned some other arrangement would have been satisfactory.
It is impossible as far as we are concerned.
n. 担心，焦虑 [u]
There is no reason for concern.
Mother’s concern over her sick child kept her awake all night.
19. telegram n. 电报
He sent me a telegram yesterday.
比较: telegraph n. [u]
The news was sent by telegraph.
v.打电报
We telegraphed her the news.
20. locate -v.
1)to learn the position of确定…的地点,找到…的位置
We located the library, schools, and stores as soon as
we moved into the town. 我们一搬到这个城镇里,就
找到了图书馆,学校和商店的地点.
2)使…坐落于, 把…设置在fix/ set in a certain place.
be located位于
Where is it located?
The firehouse is located on Main Street.
The house is located next to the river.这房子坐落在河边.
21.look up to =respect=admire
(opp.) look down upon
look into
look on
look forward to
look on …as
look out
look through
22.bore vt.使厌烦make sb. uninterested
The lesson was boring.
The students were bored (by it).
23.fall in love with
be in love with
24.attitude n.
(1) a way of feeling态度,表现
attitude to( towards)
What ‘s you attitude towards this idea?
(2) a position of the body (正式)姿态,姿势
25.disappoint –vt.
1)使失望, 使计划受挫unhappy at not seeing hopes come true
I’m sorry to disappoint you, but I can’t come after all.
让你失望了很抱歉,可我实在不能来.
2)disappointed adj. 失望的
*be disappointed about/ at/ in / with sb. /sth.
be disappointed to do
Are you disappointed about/ at losing the race?
My parents will be disappointed in/ with me if I fail
the examination.
She was very disappointed to hear it.
3) disappointing adj.令人失望
Her acting was disappointing.; I hoped she would do better.
What disappointing news !
He was disappointing , so his parents were very disappointed with him.
to one’s disappointment
The film made all of us ___. It is really ___.
A. disappointing; disappointed
B. disappointed; disappointing
C. disappointed: to be disappointed
D. fell disappointing; disappointing
Text:
1. generous 1) 慷慨，大方 (opp) mean
It is generous of sb. to do
It is generous of you to lend me your car yesterday.
be generous to sb.
The poor are usually generous to each other.
be generous with sth.
She is not very generous with the food.
2）丰盛的
He gave me a generous meal.
2.rob sb. / sp. of sth
不能说：rob sth.
Mrs Smith was robbed of her 4 3,000 designer watch at her west London home.
steal sth from sb./sp.
不能说：steal sb.
She was caught stealing food from the shop.他在商店偷食品时被发现了.
pick one’s pocket掏腰包
3.Food prices are going up.
go up go down vi.
上涨 rise 下降 bring down (the prices) vt.
get higher reduce vt.
The prices have been brought down.
The price is too high/ low.
The shirt is too expensive / cheap.
4. burn down (a building) be destroyed by fire烧毁 (强调破
坏性)
The building was burned down and only ashes were left.
burn out make hollow by fire烧光，烧掉
The building was burned out and only the walls remained.
burn up destroy completely by fire烧完，烧尽 (强调结果)
All the wood has been burned up.所有的木头都已烧完.
5. experienced pp. used as an adverbial分词作定语
1) When shall we send the corrected papers back to them?
2) The unexpected arrival of the letter made us jump with joy. 那封信突然的到来使我们高兴得跳了起来.
3) He made an inspiring speech at the meeting.
4) The inspired audience stood up and gave him a long and warm applause.受到鼓舞的听众站立起来,对他报以长时间的热烈掌声.
6.relate to sb. / sth. 能理解或同情某人(某事物)
Students find it difficult to relate to the life of a scientidt. 学生们发现理解科学家的生活很难.
relate… to有关联的, 相关的
It refers to something in the past which is directly relate
to the present time. 它指的是发生在过去但与现在有直接关系的某件事.
If you relate the results to the cause, you will find things are not that simple. 如果你把结果与援引联系起来看,你会发现事情并不那么简单.
7. for once=just for once=for this once=this once (至少)这一次(平时不这样)
1) For once, they broke the rule.
2) For once ,you are wrong.
3) For once, Brown, the toughest man, was asking for support.只有这一次Brown这个硬汉,开口求人了.
at once/immediately/
all at once/ suddenly/ all of a sudden
8. 1)rather than 而不是，与其…宁愿 instead of
The color seems green rather than blue.
He is a write rather than a poet.
He ran rather than walked.
Rather cause trouble, he left.
2)rather than连接两个并列主语时与前者一致
He rather rather you is to blame.
3) A rather than B = more A than B与其说B,不如说A.
He is an artist rather than a philosopher.
=He is more an artist than a philosopher.与其说他是位哲学家,不如说他是位艺术家.
4)would (had) rather … than宁愿…不愿
He would rather listen to others than talk himself.
Rather than get money in such a dishonest way, he would
beg in the streets.
9.keep + adj. (present p./past p.) 使保持，继续（处于某种状态）
Will you take these home and keep them safe?请你把这些带回来，安全保管好吗?
Keep the fire burning.
Would you keep me informed of how things are going? 你随时通知我事情的进展好吗？
10. make sure that 确保，设法做到
Please make sure that the house is locked when you leave.
Before she called on her friends, she rang to make sure that they were home.
make sure of / about
Make sure of all the facts before you write the report.
写报告前要弄清所有的事实.
There is just one or two details that I would like to make
sure about. 只有一两个细节我想弄明白.
11. bring back 1)带回, 送回
He always brings me back something nice when he goes overseas.
4) 使回忆起来,使恢复
Her heart stopped three times, but they brought her back.
Talking about it brings it all back.一谈起这件事就全想起来了.
12. adapt to改变，使能适应change so as to be suitable for new needs
It is not easy to adapt oneself to new conditions. 要使自己适应新环境是不容易的。
When you go abroad, you are often obliged to adapt yourself to foreign habits and customs. 一个人出国后往往被迫适应外国的风俗习惯。
13….it was the first time that I had written with real passion…
一些时态的固定句型:
1) That /It is the first /second …time that + have done
was had done
This is the first time I’ve come here.
It was the third time(that) he had made the same mistake.
2) It is / has been + 一段时间 + since did
was had done
It is ( has been) two weeks since I came here.
我来这两个星期了．（终止性动词表延续）
It is five years since I smoked.
我不吸烟五年了．（沿续性动词表终止）
I have smoked for five years.吸烟五年
She said it was five years since she had finished her work.完成工作五年了
It is ten years since we had had such a wonderful time.十年没这么快乐了
3) was/ were about to do when + did
was/ were doing
was/were going to do
was / were on the flight
We were about to leave when the telephone rang.
4) Hardly had…done when did
No sooner than
Scarcely when/ before
Hardly had I got home when it rained.
5) It won’t be／take + 一段时间＋before do用不了多久就
It will be/take + 一段时间 ＋before… 用了多久就．．．
It won’t be long before he comes back.
It will be two hours before he comes back.
It wasn’t + 一段时间 + before did 没过多久就．．．
It was + 一段时间 + before did 过了多久就．．．
It wasn’t ten years before they met again.
6)It is time that should do/ did
It is time that they went to school.
13．be/ get / become addicted to sth.… 对…有(上)瘾unable to stop having, taking
Soon he became addicted to cigarettes.
The children are addicted to television.
addiction 嗜好
14. on all sides = on every side 在各方面,四面八方
On all sides there was great enthusiasm over his speech. 他的演讲及其各界人们极大的热情.
They were trapped with enemies on every side.他们陷入困境四面楚歌.
15. respect 1) vt.
He respect every opinion his friend held.
2) n. 尊敬 [u, 可加a ] 重视
have (no, much) respect for sb. /sth.
I have much respect for him.
He has no respect for his promises.
3)n. (pl) 敬意,问候 =regards
Give my respects/ regards to your wife.
16. Brave and strong, the activists talked to workers outside the factory and left a positive message about protecting the earth.示威者们在场外与工人们交谈，积极呼吁保护地球，表现出了勇气和力量。
brave and strong表句子主语在talk和leave a message时的情形, 即:when the activists talked to workers outside the factory and left a positive message about protecting the earth, they were brave and strong..
eg. The old man went to bed hungry last night. (The old man was hungry when he went bed last night. 这种结构与副词作状语结构不同.前者主要说明主语,后者主要说明谓语.
The old man went to bed slowly. (The action of “ going to bed” is slow)
He went home, tired and hungry.
17.
篇7：九年级英语unit2教案
教学目标(Teaching Aims)
通过本单元教学，使学生初步学会说：什么东西或什么人在什么地方，即人或物所在的位置。并要求学生尽可能在交际场合使用。本单元只教学生静态位置的表达。（动态位置以后再学）要学习be动词，介词in， on， near， behind， under以及定冠词the和不定冠词a/an的用法。
词汇学习：
掌握：
of， classroom， answer， blackboard， some， schoolbag， flower， find， window
理解：
broom， raincoat， cap， Hong Kong， Macao， SAR
语音：
/i:/ e /e/ e /k/ k /^ / g /s/ s /z/ s
教学建议
教学内容分析
本单元主要学会表达大范围 (Where is Beijing?) 和小范围 (Where is my desk?) 的空间关系。小范围的空间关系，可利用教室里的物品练习句型。老师可不断的变换物品的位置让学生熟悉前面提到的几个介词。
大范围的空间关系，老师可利用地图让学生确认我国主要城市的位置。老师同时要以特殊的表达导入介词“特指the”与“泛指a/an”用法。
以上表达应会听、说、（包括会问回答）读，语调语、音基本正确。
辅音音标的发音不必一步到位。如; /s/， /z/
教学重难点分析
1、句型
a、主谓一致，即be动词的单复数。
Where is/ Where’s …?
It is/ It’s on/ in/behind/near/under the…
Where are/ Where’re …?
They are/ They’re on/ in/behind/near/under the…
注意语序：
特殊疑问句： 疑问词 + 是动词 + 主语 + 问号
b、介词in， on， near， behind， under的用法; 可组成介词短语。
介词 + 定冠词 + 名词
如：in the morning， at night， in the desk， on the table， near the door等。
2、日常交际用语
Look at the picture。 What can you see …? I can / can’t see… Can you see …?
Where is /Where’s…? It is / It’s in， behind， near， under the…
Where are /Where’re …? They are / They’re in， behind， near， under the…
单词训练建议
classroom， blackboard， schoolbag， raincoat，football 均为合成词。可让学生利用所学过的单词知识，自学这些单词。
学生能自学的词尽量让学生自学，老师可稍加引导，以下单词可迁移，让学生自己读 behind → find room →broom
口语训练建议
本单元的口语训练应放在空间关系上。并应当贯穿始终。口语训练重要的一环就是正确引入“位置”所谓概念。这与中文有较大的差异。中文说：在… 里，（上，后面，附近）的结构，英文只用一个介词，不同的介词比表达了不同的位置，而且一般要与定冠词the连用。向学生们介绍介词时，多用直观展示，适当用中文。
为了使学生能够确切把握介词的特点，我们在训练的最初阶段应当集中展示两个物体之间的变化，不要过早的变换物体，这样学生就能聚精会神的体会位置表达的基本方法。注意以下几点：
1、创设一个合乎生活逻辑的.语境。
2、寻找一个非设计空间表达不可的动机。如：寻找一个提问者看不见的东西。 老师上课找不见黑板擦，问一个学生。---- Where’s the brush? ---- It’s under the teacher’s table。老师也可自问自答。尽量从交际出发，减少纯句型练习。
3、确定对话参与者之间的特定关系。
在物体选择上，最好一大一小，构成一主一从的格局。建议教师使用一个色彩鲜明的大纸盒和一个具有对比色度的小球，然后再换成玩具小动物，如小狗或小猫等，引起学生更大的兴趣。
画一只猫和一个盒子，这只猫分别在盒子的四个位置，即在上、在下、在里、在后。
运用型训练建议
老师可设计一个让学生去办公室去拿东西的情景，告诉学生东西的位置。这个练习最好事先和课代表准备好。课上给全班同学演示。其目的是告诉学生们介词在生活中的运用。
Eg。
Teacher: Could you help me?
Student: Sure。
T: Go to my office and fetch your notebooks。
S: Where are our notebooks?
T: They are on my table。
S: Where is your table?
T: It’s near the second window。
S: OK。
笔头训练建议
老师可设计一些基本的测试性的笔头练习，但一定是课堂上反复练习过的。多用直观的方式提供物体的位置，适量中文。注意以下几点：
1．清楚的展示物体的位置。
2．严格限定表示条件。
3．迅速反馈改正信息。
语法训练建议
冠词训练
a、第一次提到用a/an。
b、定冠词特指后接单述或复数名词。
可指教室里存在的东西，如：地面、时钟、桌椅等， 大家都知道的物品。
c、位置介词的用法。
in the bag， under the table， on the desk ， on the table等。
情感教育建议
通过本单元的确定位置，以及寻找物品，告诉学生应养成放好自己的物品，不乱扔乱放东西的习惯，培养学生乐于助人，帮助别人寻找东西，以及拾到东西应交公或交还失主的良好品德。
可利用本单元所提供的内容，Taiwan， Hong Kong， Macao， SAR， 进行爱国主义教育。
情景教学
学习方位表达在日常生活中很有用。我们身边有很多可就地取材的东西，建议老师在教、学生在学的时候，都不要忽略了身边的实物。如：书包在哪里，书在哪里，桌椅在哪里等。同学们要尽可能练到脱口而出，这样在交际时才能做到熟练自然，学以致用。
看地图讲地名，要求学生有地理知识。老师不妨在课前让学生熟悉一下地图，知道三亚在海南，西安在陕西。此后再学用英语表达难度会小些。如有可能，再让学生看看美国地图、英国地图，谈谈伦敦在哪儿，华盛顿、纽约在哪儿，巩固所学知识，提高学习兴趣。
冠词a/an， the的用法
冠词是用在名词前帮助说明所指的人或事物。其分为不定冠词(a， an)和定冠词(the)。
不定冠词a和an的功能
1、指人或事物的某一种类。例如：He is a student。。他是学生。
2、指人或某事物，但不具体说明何人或何物。例如；A boy is over there。
3、表示数量“一”的概念。例如：I have a bike， a computer and a small room。 我有一辆自行车、一台电脑和一个小房间。
4、用于某些固定词组中。例如：have a look， have a seat等。
篇8：高一英语必修二unit2知识点
重点词汇、短语
1. compete 比赛，竞争
2. take part in 参加，参与
3. stand for 代表，象征，表示
4. admit 容许，接纳，承认
5. as well 也，又，还
6. host 做东，招待，主人
7. replace 代替
8. charge 收费，控诉
in charge 主管，看管
9. advertise I做广告，登广告
10. bargain 讨价还价，讲条件，便宜货
11. one after another 一个接一个地
12. deserve 应受(报答或惩罚)
13. deserve的用法
deserve to do sth 应该做/值得做
deserve doing = deserve to be done 值得… (doing 表被动意义)
Your suggestion deserves to be considered = deserves considering.
( 用法相似的动词：need/want/require doing= need/want/require to be done 需要….)
14. take part in : 参加有组织的、重大的活动
join in 参加正在进行的活动
join: 参加团体，党派和组织，成为其中的一员(join the army; join the party)
attend: 出席，参加，后跟 meeting，wedding，class, course等
篇9：高一英语必修二unit2知识点
重点句型
1. nor/neither + 助动词/be/情态动词 + 主语：表示“…也不这样”
I have never been abroad, and neither/nor has he.
If you don’t go to the party, nor will I.
2. So+情态动词/助动词/be动词+主语 ：表示“...也是的一样的”, 强调后者同前者肯定情况一样。
3. So+主语+情态动词/助动词/be动词：表示 “的确如此”,对前面情况的肯定。
4. not only…but (also)… 不但...而且...
Women are not only allowed, but play a very important role in gymnastics.
(1) 引导并列结构：引导主语时，谓语动词 就近原则。
(2) 引导并列句时，not only句倒装，即前倒后不倒。
Not only did they take photos, but also they had a bid dinner.
篇10：高一英语必修二unit2课件
人教版高一英语必修二unit2课件
一、学生分析
Amber Room
教学对象为高中一年级学生，智力发展趋于成熟。他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。学生已经完成了高中英语第一个模块的学习，渐渐习惯了我的教法。虽然一开始他们觉得与初中教学很不相同（初中老师注重手把手式的语法教学），但经过半个学期后，他们适应得很快，而且还取得一定的进步。他们会对课文内容提出自己的`疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。不过，本班学生的水平参差不齐，有些差距还相当大。因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。
二、教材分析
这一课是本单元第一个课时。在上这一节课前并没有让他们了解太多的与课文内容相关的知识，只是由于这课出现的人名和地方名比较多，我在课前教他们读了一下。我在备这一课时，发现它的 warming-up部分会花费比较长的时间，于是我没有采用，而使用了我自己另外准备的引入（只是花了4到5分钟的时间），让学生对这课的话题作好心理准备，也为了完成本单元的目标作了铺垫。我觉得在今后也必须合理使用手中的教材，根据学生水平和教学设计进行整合或
增减，让不同层次的学生在课堂上都有所收获。
三、教学目标
本课为阅读课型，主要介绍有关俄罗斯遗失琥珀屋的轶事。通过阅读使学生了解世界文化遗产，学会描述他们的起源、发展和保护等方面的情况。教师根据课文内容用不同的形式来让学生自己归纳，提高阅读技能。由于这课讲述国外文化遗产，学生会感到陌生，为了引起共鸣，因此要把中外文化遗产结合一起讨论。本课目的要使学生学会如何谈论文化遗产以及最后形成保护文物的意识。 教学内容大致分为以下几个方面：
1．看图片和听录音引入文化遗产这一话题。
2．从网上下载一些琥珀屋图片并展示给学生看，分辨新旧琥珀屋，给学生以感官上的刺激，而且有利于帮助学生对文章的理解。（一些生词用板书） 3．学生阅读课文后完成精读练习。 4．两人围绕琥珀屋设计小对话。 5．语言学习--难句解释。
6．小结文章，一是找关键线索，二是写作手法。
7．小组讨论，包括复述课文，加深对文章的理解，以及学生总结自己通过
本课学习学到了什么（达到教学目标--形成保护文物意识）。
四、教学策略
环环相扣，设计紧凑。先利用录音和图片引起兴趣，然后带着问题有目的地阅读文章，通过回答问题掌握细节，知道琥珀屋从形式－失踪－重建的过程，再从整体上把握它的结构、特色，学习用英语归纳以及复述，最后自己去小结上完这节课的收获，使他们的掌握阅读技巧的同时也增加了见识。在小组讨论过程中，
学会用英语口语判断别人给出的依据，并给出自己的观点。
采用多媒体教学，用一些有关文物的精美图片，引起学生对即将阅读的文章的兴趣，减少陌生感。
课前需要准备中外文物图片以及对这些图片简短的录音描述。
五、教学过程
（一） warming-up引入
教师用 PowerPoint分别展示三幅图片以及播放有关的三段介绍录音，并不需要学生详细记录细节，因为不是听力课，只是了解图片是什么地方，位于哪个国家等。
（ look at three pictures and listen to three tourist guide describe each of them. What do you think of them?） 1、3为学生所熟悉的 1. The Pyramids in Egypt 2. Machu Picchu in Peru 3. The Great Wall of China 然后问问题：
what do you think of them?
(They represent the culture of their countries, so they are called______) 引导学生讲出 cultural relics这个词组
接着分别说出 cultural relics的定义（学生个人观点）
（引入部分使学生对本节课的话题有所了解，而且很有兴趣了解其它文物）
（二） Reading使学生了解Amber Room形成、发展,经历了几个阶段
1、让学生解释文章的title—In Search of the Amber Room (Maybe it's lost) 2、为了让学生知道琥珀屋是什么样子，帮助理解文章，教师展示多张图片，新旧琥珀屋对照、外观、以及里面摆设的琥珀，金碧辉煌的琥珀屋使学生大开眼界，叹为观止，并学会分辨新旧。
3、先给出一系列问题，让学生带着问题阅读课文（scanning）。有目的性阅读是阅读训练一种技巧，并且提醒学生不用太多花大多注意力在人名、地名上面，而假设自己正在读一本侦探小说，集中精力探究事情的发生经过。 4、阅读后学生回答问题（大部分学生能找到答案）
5、在了解细节的基础上，再次阅读(skimming)。全班分5个小组，分配任务给每一个组，文章共有5段，每组概括一个段落的大意，而且要求使用不超过3个单词来概括，既降低了难度又提高了学生归纳能力。
（三） Difficult points
因为只是阅读课，语言点不作详解，是为下个课时作准备，分别找出 4句
难句，让学生进行解释，一一说明属于什么从句（分别有宾从、状从、定从、主从）（从句是学生的薄弱环节），为学生扫除阅读障碍。
l. Frederic WilliamⅠ,the king of Prussia could never have imagined that his greatest gift to Russian people would have such a strange history. 2. Once it is heated, the amber can be made into any shape. 3. This was a time when the two countries were at war. 4. There is not doubt that the boxes were then put on a train for Konigsberg .
（四） Summing-up（总结）
学生掌握每段大意后，从总体上把握文章结构和特点
1、找出与Amber Room有关的重要线索（3个人物、2个国家、1个组织） 2、分析写作手法（时间顺序及都用了一般过去时描述已发生的事情）：让学生将来进行写作训练描述某事经过时，可以模仿这篇文章的手法 （五） Group-work(task)4人小组
学生此时已非常熟悉文章内容及结构，进入用英语进行交际环节 1、复述课文，教师给出一段文字，中间有不少空格，学生根据课文内容填写空格（learn how to talk about cultural relics） Fill in the blanks:
The Amber Room was made________. Frederick WilliamⅠ________.It soon became part of the Czar's winter palace in St. Petersburg . Later, CatherineⅡ________and she told her artists to________. In September, 1941，the Nazi Germany army secretly ________. After that, what happened to the Amber Room________. Now Russians and Germans have ________much like the old one.
2、谈谈自己从中的收获（What can you learn from the text?）
学生都能说出要保护文物（完成本课教学目标） 至于怎样保护，因时间关系留待下个课时再讨论。
（六）布置作业：复习课文及写一篇如何保护家乡某一文物的文章。
篇11：小学英语pep8 Unit2 教案
小学英语pep8 Unit2 教案
Unit 2 What’s the matter, Mike? 第一课时 一、教学内容：Let’s learn Let’s play Let’s chant 二、教学目标与要求 1．能够听说读写单词和短语：have a cold, have a toothache, have a fever, hurt, have a headache, have a sore throat. 2．能够听说读句型：What’s the matter, Mike? I feel sick. I have a fever.并进行关键词的替换操练。 3．能够理解会并吟唱Let’s chant的歌谣。 三、教学重点 重点是掌握A-Let’s learn的四会单词和短语，并询问别人的身体状况。 四、教学难点 难点是正确拼写四会单词和短语。 五、课前准备 1、教师准备本课时所需的单词卡。 2、教师准备录音机和录音带。 3、教师准备本单元的挂图。 六、教学过程 1、 Warm-up （1）播放录音PEP4Unit6歌曲“My father is a doctor.” （2）日常口语对话，复习职业单词。 What’s your father/mother? 2、 Presentation and practice （1）教师出示Let’s start的教学挂图，说：Look! We have some new friends here. Who are they? What’s the matter with them?…帮助学生回答，并引导学生通过观察图片或教师的肢体动作来帮助学生熟悉答句中的新单词和短语。 （2）播放Let’s chant的录音，重点领读句子：I have a headache. I have the flu. （3）教师出示一支体温表，说：This is a thermometer. If I have a fever, it will tell me. Let’s see Mike. Mike doesn’t feel well. He has a fever.指着Let’s learn的图片的Mike，教学“have a fever”。让学生看图片，教授单词和短语：hurt, have a cold, have a toothache, have a headache, have a sore throat.注意headache和 toothache的共同之处，帮助学生简单了解构词法。播放录音，让学生跟读单词。 （4）教师让学生读单词，叫到的同学，给他图片（have a fever），问他：“What’s the matter, xxx?”引导学生说：I feel sick. I have a fever.解释sick单词。用同样的方法教授句型：What’s the matter, xxx? I .要求学生回答并做出相应的表情。可以让学生两个进行操练。 （5）“看病”游戏。 将学生分成六大组，每组选一张短语卡片。教师戴上医生的帽子提问：Cold, cold, who has a cold? 如第一组选中的是have a cold，这组学生就边做动作或表情边吟唱：Cold, cold, I have a cold.用同样的方法进行操练，各组调换卡片继续该活动。 （6）“敲敲打打”活动。 教师将所学单词或短语写在黑板上，然后把学生分成两大组，每组派一名代表站到黑板前。教师说单词或短语，请学生敲击听到的单词或短语，谁敲得既对又快得一分，最后得分高的组获胜。 3、 Consolidation and extension （1）学生听读P14-16五遍。 （2）学生背诵和抄写单词和短语4遍。 七、板书设计： Unit 2 What’s the matter, Mike? have a fever hurt have a cold have a toothache have a headache have a sore throat 第二课时 一、教学内容： A Let’s try Let’s talk Let’s play 二、教学目标与要求 1．能够掌握四会句子：What’s the matter? My throat is sore. My nose hurts. 2．能够听懂Let’s try部分，并能根据录音内容正确标号。 3．能够了解音标的音和形，并读出例词，并连线。 三、教学重点 围绕话题“看病”展开的句型What’s the matter? My throat is sore. My nose hurts. 以及Pronunciation的部分。 四、教学难点 难点是掌握四会句型。 五、课前准备 1．教师准备本课时所需的词卡。 2．教师准备录音机和录音带。 3．教师准备本单元的挂图。 六、教学过程 1、Warm-up （1）播放Let’s chant的录音，边唱边表演。 （2）拼词比赛，复习上节课单词和短语，教师说单词，每组派一个学生到黑板上来写。看哪个组又快又对就获胜。 2、Presentation and practice （1）播放Let’s try的录音，学生听音、看图、标号。然后校对答案，教师强调其中的重点句型，即Let’s talk部分将学习的主要句型。 （2）教师说：Your English is well. I feel very happy. How about you? How do you feel?教师指导学生回答。并让学生询问自己“How do you feel?”同时做出生病的表情，自然呈现句子：I feel sick.教授单词sick.再次引导学生问：What’s the matter?教师继续表达，I have a sore throat.同桌操练。 （3）传话活动 教师将全班分成四组。游戏开始分别向队首轻轻讲两句如：How do you feel? I feel sick.各队依次往下传。队尾的学生把听到的句子大声说出来。看看哪队又快又对。 （4）播放Let’s talk的录音，提问学生：How does Amy feel? What’s the matter with her?引导学生听完录音后，回答。教师板书四会句子：What’s the matter? My throat is sore. My nose hurts. （5）让学生读Let’s play的单词，解释新单词，如broken leg, earache, stomachache, sore nose.学生在有9个格子的纸张上写上这几个单词，然后做Bingo的游戏。 （6）教师出示Pronunciation的挂图，带领学生认读音标和例词，指导学生归纳发音规律，帮完成Read and write部分的活动。 3、Consolidation and extension （1）学生听读P17五遍。 （2）学生背诵和抄写句子4遍。 （3）学生课外继续做Let’s play部分的Bingo游戏。 七、板书设计： Unit 2 What’s the matter, Mike? What’s the matter? My throat is sore. My nose hurts. 第三课时 一、教学内容： A Let’s read Let’s talk sing Good to know 二、教学目标与要求: 1．能够理解并回朗读Let’s read 部分的'短文，能完成文后回答问题的练习。 2．能够听、说、认读单词和短语：People, know, have the flu, take some medicine等。 三、教学重点 重点是学生能够充分理解并正确朗读短文。 四、教学难点 难点是学生能理解条件状语从句并能用这两种从句简单回答。 五、课前准备 1．教师准备本课时所需的词卡。 2．教师准备录音机和录音带。 3．教师准备本单元的挂图。 4．一张调查表。 六、教学过程 1、Warm-up （1）配音活动 教师出示Let’s learn部分的教学挂图。随意指向图中一个人物，要求学生根据人物特征快速配音，可分组竞赛。 （2）Let’s chant 2、Presentation and practice （1）“辨别真假”活动。 学生分成两大组，一组说“I have a headache.”同时做头疼或其他动作和表情，另一组来判断，动作和句子意思一致，说：Yes.不一致说：No. （2）教师接着说新句子：I have the flu.同时做打喷嚏，咳嗽，提示学生flu的意思。并问学生：How do you feel if you have the flu? 让学生回答各种症状，如：I have a headache. I have a sore throat. 教师说：If you have the flu, you should go and see the doctor or take some medicine. 教授新单词medicine和短语take some medicine。 （3）指导学生阅读短文，用简单明了的图片理出文章的线索，分化篇章难点，帮助学生理解文章大意．引导学生边思考边阅读文章。 Sore throat see a doctor Nose hurt / have the flu take some medicine and drink hot water Have a headache stay in bed （4）Let’s sing.教师用简笔画画三张脸来表示happy, sad 和mad. 教师播放录音，学生静听，教师略讲歌词大意，学生跟着学唱歌。 （5）Good to know.学生看Zoom的四种表情，再请学生读句子，然后与Zip手举的四种颜色连线，并核对答案。 （6）活动名称：哑剧表演 活动目的：巩固新词组，并导入句型“What’s the matter…? / Do you have a ….” 活动准备：准备一些写有词组的小纸片。 活动过程： 把词组写入小纸片，抽到纸片的同学表演动作，其他同学运用“What’s the matter…? Do you have a ….” 提问，要求表演的同学运用“I feel sick. / I have a…”来回答。 （7）看病开处方。 一名学生扮演医生，另一名学生扮演病人，医生边询问病情边给病人开处方，增 强学生的口头语言表达能力． D: Good morning, … S: Good morning, doctor. D: What’s your name? S: My name is … D: What’s the matter? S: I feel sick. D: Do you have a headache? S: Yes. D: Do you have a fever? S: I don’t know. I feel very cold. D: Do you have a sore throat? S: Yes. D: Come to me and say “Aha” S: Aha… D: You have a cold. S: Oh. What should I do then? D: I’ll give you some medicine. Drink some water and stay at home for three days. 处方： Name: Mike Age: 12 Sex: F Symptom（症状）: Have a headache，Sore throat，Nose hurt Diagnosis（诊断）： have a bad cold Advice （建议） ：take some medicine and drink hot water stay in bed 3、Consolidation and extension （1）学生听读P18五遍。 （2）表演动作表情给家长看，并用英语介绍。 七、板书设计： Unit 2 What’s the matter, Mike? have the flu take some medicine drink hot water stay in bed 第四课时一、教学内容： B Let’s learn Pair work C Let’s check 二、教学目标与要求 1．能够听、说、读、写表情绪的五个单词：tired, angry , excited, happy 和sad. 2．能够听、说、认读单词bored. 3．能够听、说、认读句子：How does Amy feel? She’s tired.并能进行关键词的替换操作。 三、教学重点 学生熟练掌握四会单词，并能替换句型How does he/she feel? 中的关键词。 四、教学难点 难点是学生熟练掌握五个四会单词。 五、课前准备 1．教师准备本课时所需的词卡。 2．教师准备录音机和录音带。 3．学生准备一张白纸。 六、教学过程 1、Warm-up （1）学生朗读短文，教师提问，How do you feel if you have the flu/ a too篇12：新教材高一英语UNIT2教案
新教材高一英语UNIT2教案
Unit 2 English around the world (Book 1 A)
I. Key points
1. Words and expressions:flight,make oneself at home,address,ketchup,majority,in total,mother tongue,situation,equal,global,knowledge,communicate,on the radio,directly trade,come about,
Independent,stay the same,end up with,more or less,bring in,a great many,except for,closet,
Toilet,tourism,culture,pizza.
2. Patterns:(1)An equal number of people learn English as a second language.
(2)People from the two countries don’t have any difficulty in understanding each other.
(3)Mother told me not to leave the door open after midnight.
(4)Most of the native speakers of English are found in……
3. Grammar:Direct speech and indirect speech;requests and orders or commands.
4. Goals:(1)Learn about differences between American English and British English.
(2)Learn about communication skills.
(3)Write a passage comparing Amecican English and British English.
II. Teaching plans:seven periods
1. Period one:Warming up,listening,speaking,G1-YY-030926-1
Step1(close books)ask the students to listen to the dialogue and answer two questions.
①What is the relationship between the two.
②What are they talk about.
Step2 read the dialogue and answer another two questions.
①What is it that Joe can’t find in the bathroom?
②Why can’t he find it?
This is the best to deal with some language points.
1. For the first time第一次,初次(介词短语作状语,后不接从句)
The first time(第一次…时,后可接从句)
ThisMIt is the first time(后接that引导的`定语从句,用现在完成时)
eg.They were there for the first time.他们是第一次到那儿。
I remembered John the first time I saw him.我第一次见到约翰时就记住了他。
This is⁄It is my first time that I have been abroad.这是我第一次出国。
2. We flew all the way direct from Seattle to London.句中all the way一路上;从远道;一直
eg.He came all the way from Australia.他从澳大利亚远道而来。
3. Make yourself at home 别拘束(像在自己家里一样)
be⁄feel at home感到安适,自在;精通。
eg.Make yourself at home and help yourself to these. 别拘束,随便吃。
He is completely at home in chemistry.他精通化学。
Step3:Listen to the tape and ask the student to write down requests and demands.Then tell “requests” from “demands”.
Step4:ask the students to read the following dialogues in pairs or act them out if necessary and it is
good time to ask the students to report requests and demands.
Step5:exercises for period 1
翻译下列句子
1. 我总共有2000册书(total)
2. 英语发展成为世界上用得最广泛的语言
3. 汤姆和另外三个孩子一起去看电影去了(as well as)
4. 这个人长相很好,只是满头白发(except for)
Period two:Pre-reading,Reading,Post-reading,G1-YY-030927-2
Step1:One question to draw the students’ attention:In what situation do you use English?
Step2:Listen to the tape once and then read the text.Answer somes about the text.
Step3:Read the text again and give the main idea of each paragraph.
Step4:Retell the text briefly (write some key words on the blackboard)
Exercises for period 2. (单项选择)
1. The child imagined______a plane to the moon and______there for a week.
A.to take,to live B.to take,living C.taking.living D.taking,to live
2. Wilson explained______the teacher why he was late______that week.
A.to ,every day B.X,every day C.to,everyday D.X,everyday
3. The Blacks were______a flight______the Pacific Ocean then.
A.in,on B.for,across C.to,over D.on,across
4. The plane crashed and the______on a______island in the Pacific Ocean.
A.landed,deserting B.were landed,deserting
C.landed,deserted B.were landed,deserted
5. Paul likes to make______those who______other.
A.friends to,care about B.friends with,care about
C.friend with,care about D.friends with,care
6. The people______all felt very safe.
A.on plane B.on board the plane
C.on the plane board D.on board on plane
7. Not only the the student but also Tom______about the answer.
A.is sure B.are sure C.sure D.sures
8. ―I’ve got your invitation. ―Oh,good______. (2002春高考)
A.Can you come? B.Thanks a lot C.I’ll take it D.May I help you?
Period3:Some language points in reading,word study,grammar:G1-YY-030928-3
Step1:Check homework or ask students to retell the text if necessary.
Step2:Deal with some language points.
1. In only fifty years,English has developed into the language most widely spoken and used in the world.
①develop vt\\vi 发展,壮大,完善,生长
eg. Plants develop from seeds. 植物由种子发育而成。
Some children develop more slowly than others. 有些儿童比其他儿童发育得慢。
②冲洗
篇13：英语Unit2 Poems的教案
关于英语Unit2 Poems的教案
1、aspect n.
根据语境猜词义
(1) You are looking at only one aspect of the problem.
(2) They considered the plan in all its aspects.
(3) The building has a southern aspect.
根据语义找匹配：A. 方面 B. 朝向
(1) A (2) A (3) B
in this aspect 在这一方面 in all aspects 各方面
根据句意完成句子
(1)You are right in this aspect (在这个方面)
(2)I am interested in all aspects of science.(自然科学的各个方面)
2、pattern n.
根据语境猜词义
(1) She is a pattern of all the classmates.
(2) A good tailor can make a dress without a pattern.
根据语义找匹配：A. 式样，图案 B．典范
(1) B (2) A
翻译句子
(1)花图案在乡村是非常受欢迎的。
The flower pattern is very popular in villages.
(2)她已经习惯了家庭生活的`新方式。
She has got used to the new patterns of family life.
3、underline v.
根据语境猜词义
(1)While reading the article, you should underline some sentences puzzling you.
(2)The teacher underlined the discipline the first day we went to school.
(3)Pay attention to the underlined parts.
根据语义找匹配
A. 有下划线的 B. 强调 C. 给……加下划线
(1) C (2) B (3) A
翻译句子
(1)父母强调了当他们外出时，孩子应该注意的事情。
The parents underlined some points that should be paid attention to for the child when they were absent.
(2)秘书为老板划出了今天最急于解决的事务。
The secretary underlined the most urgent affairs today for her boss.
4、exchange v. 交换，交流；n. 交换， 交流， 交易
(1) exchange Christmas gifts交换圣诞节礼物
(2) exchange experience交流经验
(3) exchange greetings互相问候
(4) exchange seats with sb. 与某人调换一个座位
(5) an exchange of views交换意见
(6) exchange professors交流讲学教授
(7) exchange students(两国间)交换的留学生
exchange sth. for sth. 把……换成……
exchange sth. with sb. 和某人互换某物
翻译句子
(1)我下周要出国旅游了，所以得去银行把人民币兑换成美金。
I am going to travel abroad, so I go to exchange some RB for dollars in bank.
(2)这两个队伍公开交流意见。
There is an open exchange of ideas between two teams.
5、take it easy
根据语境猜词义
(1) There is enough time. Take_it_easy.
(2) I want to take_it_easy when I am on holiday.
根据语义找匹配：A. 轻松，松懈 B. 从容，不紧张
(1) B (2) A
翻译句子
(1)慢慢走。路面都结冰了。
Take it easy. The roads are icy.
(2)爷爷明年将会退休，可以多休息了。
grandfather will retire next year and can take things easy.
6、make up of(多用于被动)构成
根据语境感悟其用法
(1)The committee is made_up_of 12 members.
这个委员会由12名成员构成。
(2)Our class is made_up_of 45 students and 7 teachers.
我们班是由45名学生和7位老师构成的。
consist of 由……组成(不能用于被动)
be made of用……材料制成(可见材料)
be made from用……材料制成(看不见材料)
make…into… 把……做成……
翻译句子
(1) 他很快就把这些木材造成了一条船。
He made the wood into a boat quickly.
(2) 长城是由石头和砖头(brick)砌成的。
The Great Wall is made of stones and bricks.
7、let out
根据语境猜词义
(1) She let_out a cry of surprise.
(2) She promised that she would not let_out the plan to the press.
根据语义找匹配：A. 发出 B. 泄露
(1)A (2)B
leave out 省去， 遗漏， 不考虑
bring out 使显示， 出版 make out 理解， 辨认出
翻译句子
(1)石油泄露并引发了极大的惊慌。
The oil gas let out and caused a great panic.
(2)老师强调同学们在听讲座时不能漏掉重点。
The teacher stressed that the students should not leave out any important details when in the lecture.
(3)这个笔迹有点模糊(vague)，但我还是可以辨认出。
The handwriting is a little vague, but I can still make it out.
8、Some poems tell a story or describe something in a way that will give the reader a strong impression. Others try to convey certain emotions.(P10)
有的诗歌以一种令读者印象深刻的方式讲述故事或描述事情。而有些诗歌是为了传递某些情感。
some…others… 一些……而另一些……
In the summer camp, some members are from Africa. Others are from Asia.
夏令营活动中，有些成员自非洲，有些自亚洲。
翻译句子
(1)讨论过程中，有些人同意这个计划，而有些人反对。
In the discussion, some people agreed with the plan, while others were against.
(2)比赛过程中，这支团队合作很好。他们中一些人进行策划，一些人收集信息；而另一些人却在准备他们的演说词。
The group cooperated well in the course of the competition. Some of them made the plan; some of them collected the information; others prepared for their speech.
( )(2010湖南)If he ______ my advice, he wouldn't have lost his job.
A. followed B. should follow
C. had followed D. would follow
If Rob hadn't_injured himself, we would_have_won. (P13)
C 根据“wouldn't have lost”可判断if引导的状语从句表示与过去事实相反的虚拟，故选C项。
★ 我的新高二作文
★ 二教案
★ 新目标英语七年级上册UNIT2 教案教学设计(新目标版英语七年级)
★ 房地产英语二
新高二英语Unit2教案（锦集13篇）
