高二英语上册全册教案2

　　halloween
　　theancientdruids督伊德教（古代高卢人与不列颠人的一种宗教）的教徒whoinhabitedwhatwenowcallgreatbritainplacedgreatimportanceonthepassingofoneseasontothenext，holdingfirefestivalswhichwerecelebratedforthreedays（twodaysoneithersideofthedayitself）。oneofthesefestivalswascalledsamhain（pronouncedshavon）andittookplaceonoctober31throughtonovember1。duringthisperiod，itwasbelievedthattheboundariesbetweenourworldandtheworldofthedeadwereweakened，allowingspiritsoftherecentlydeadtocrossoverandpossesstheliving。inordertomakethemselvesandtheirhomeslessinvitingtothesewaywardspirits，theancientcelts（凯尔特人）woulddouse（插入水中，把弄熄，弄湿）alltheirfires。therewasalsoasecondarypurposetothis，afterextinguishingalltheirfires，theywouldrelightthemfromacommonsource，thedruidicfirethatwaskeptburningatusinach，inthemiddleofireland。
　　samhainwasconsideredtobeagatewaynotonlyfromthelandofthedeadtothelandoftheliving，butalsobetweensummerandfallwinter。forthedruids，thiswasthelastgasp（喘息，气喘）ofsummer（itwasalsothecelticnewyear），sothereforetheymadesureitwentoutwithabangbeforetheyhadtobuttondown（把。。。弄清楚）forthewinterahead。
　　theywoulddressupinbizarrecostumesandparadethroughtheirvillagescausingdestructioninordertoscareoffanyrecentlydepartedsoulswhomightbeprowling（巡游）forbodiestoinhabit，inadditiontoburninganimalsandotherofferingstothedruidicdeities（神，神性）。itisalsoapopularbeliefthattheywouldburnpeoplewhotheybelievedtobepossessed，butthishaslargelybeendebunked（揭穿，拆穿假面具，暴露）asmyth。
　　thistraditionwaslaterbroughttothenorthamericancontinentbyirishimmigrantswhowereescapingthepotatofamineintheirhomeland。inadditiontothefestivalitself，theimmigrantsbroughtseveralcustomswiththem，includingoneofthesymbolsmostcommonlyassociatedwithhalloweenthejackolantern。
　　accordingtoirishfolklore，thereoncelivedamannamedjackwhowasknownforbeingadrunkandaprankster（顽皮的人，爱开玩笑的人）。onenightjacktrickedthedevilintoclimbingatree，andquicklycarvedanimageofacrossonthetrunk，trappingthedevil。jackthenmadehimpromisethat，inexchangeforlettinghimoutofthetree，thedevilwouldnevertempthimtosinagain。hereluctantlyagreed，butwasabletoexacthisrevengeuponjacksdeath。becauseofhismischievouswaysinlife，jackwasbarredfromenteringheavenandbecauseofhisearliertrick，hewasalsobarredfromhell。sohewasdoomedtowandertheearthuntiltheendoftime，withonlyasingleember（灰烬，余烬）（carriedinahollowedoutturnip。〔植〕芜箐，芜箐甘蓝）towarmhimandlighthisway。inireland，theyoriginallyalsousedturnipsfortheirjacklanterns，butuponarrivinginthenewworld，theydiscoveredthatpumpkinswereabundantandeasiertocarveout。
　　easter
　　ongoodfriday，jesuschristwasexecutedbycrucifixion。hisbodywastakendownfromthecross，andburiedinacave。thetombwasguardedandanenormousstonewasputovertheentrance，sothatnoonecouldstealthebody。onthefollowingsunday，somewomenvisitedthegraveandfoundthatthestonehadbeenmoved，andthatthetombwasempty。jesushimselfwasseenthatday，andfordaysafterwardsbymanypeople。hisfollowersrealisedthatgodhadraisedjesusfromthedead。
　　hotcrossbuns
　　hotcrossbunsarestillmadealloverenglandaroundeastertime。atonetime，bunswithacrossonthemweremadeallthroughlent。theywerebannedbyolivercromwellandbroughtbackagainatthetimeoftherestoration。foratimetheywereonlyavailableongoodfridaybutnowtheycanbeboughtduringthemonthleadinguptoeaster。wholemealhotcrossbunsarebecomingmorepopulareachyear。
　　theeasteregg
　　aswiththeeasterbunnyandtheholidayitself，theeastereggpredatesthechristianholidayofeaster。theexchangeofeggsinthespringtimeisacustomthatwascenturiesoldwheneasterwasfirstcelebratedbychristians。
　　fromtheearliesttimes，theeggwasasymbolofrebirthinmostcultures。eggswereoftenwrappedingoldleafor，ifyouwereapeasant，coloredbrightlybyboilingthemwiththeleavesorpetalsofcertainflowers。
　　today，childrenhuntcoloredeggsandplacethemineasterbasketsalongwiththemodernversionofrealeastereggsthosemadeofplasticorchocolatecandy。
　　obonfestival
　　bondance
　　duringobon，bonodori（folkdances）areheldalloverjapan。thekindofdancevariesfromareatoarea。peoplewearingyukata（summerkimono）gototheneighborhoodshrine，temple，orparkanddancearoundayagura（stage）setupthere。anyonecanparticipateinthedance。jointhecircleandimitatewhatothersaredoing。awaodorioftokushimaandbonodoriatyasukunishrine，tokyoareveryfamous。
　　also，toronagashi（floatingpaperlanterns）areheldinsomeareas。ontheeveningofthe15th，peoplesendoffancestorsspiritswithapaperlantern，litbyacandleinsideandfloateddownarivertotheocean。fireworksdisplays（hanabitaikai）areoftenheldduringobon。itisatypicaljapanesesummerscenetoseehanabi。
　　sinceobonisanimportantfamilygatheringtime，manypeoplereturntotheirhometownsduringobon。mostbusinessesareclosedduringthistime。althoughitiscrowdedeverywhere，itiscommonformanypeopletaketripsduringobon，too。thebeginningandendofobonaremarkedwithterribletrafficjams。airports，trainstations，andhighwaysarejammedwithtravelers。irecommendyoudonottravelaroundobon！
　　unit2healthyeating
　　teachingaimsofthisunit
　　1。talkabouthealthyeating
　　2。makingsuggestionsorgivingadviceondiet
　　3。distinguishthemeaningsofmodalverbs
　　4。makeabalancedmenu
　　5。vocabulary：
　　6。fiber，digestion，bean，slim，curiosity，lie，debt，glare，limit，benefit，item，protectivegetridof，throwaway，getawaywith，telllies，earnone’slivingindebt，setoutrunone’sbusiness，carryon
　　7。speaking：practicetalkingaboutyourideas；practicegivingsuggestionsandadvice，practice
　　seeingthedoctor。
　　8。theuseofoughtto
　　thefirstperiodwarmingupandreading
　　stepwarmingup
　　reviewthewordsoffoodsbyshowingtheirpictures。first，askstudentstolistthefoodstheylikebest。thentickoff3ofthemtheyeatmostoften。second，showthethreegroupsoffoodsandseewhichgrouptheirfoodsbelongto。third，askthestudentstotellusinwhatwaystheirfoodshelpthemgrow。
　　stepprereading
　　getthestudentstodiscussthequestionswiththeirpartnersinthispart。thenaskthemtoreporttheirwork。thispartwillhelpthestudentsunderstandthetext。
　　t：pleaselookattheslideshowanddiscussthequestionswithyourpartners。theni’llaskyoutoreportyourwork。areyouclear？
　　whichfoodcontainsmoreexamplesoffoodsanswer
　　sugarchocolateorgrapes
　　cakesorbananaschocolate
　　cakes
　　fatcreamorrice
　　chocolateorchickencream
　　chocolate
　　fiberpeasornuts
　　porkorcabbagenuts
　　cabbage
　　proteinpotatocrispsorham
　　eggsorcreamham
　　eggs
　　stepreading
　　getthestudentstocomprehendthepassagequicklyandaccuratelyandmeanwhilehelpthestudentstoformagoodhabitofreading。givethestudentsacoupleofminutestolookthroughthewholepassage。tellthestudentstoreadthetextsilentlyandthenaskforthemainideaofthetextontheslideshowwiththeirpartners。encouragethestudentstoexpresstheirideas。
　　1。fastreading
　　inthispartaskthestudentstoreadthetextquicklyforthefirsttimeandfindoutthemainideaofthetext。thenaskthemtoreadthetextagaincarefullytoobtainsomedetails。beforereadingshowthetasksandletthestudentsreadthetasksfirst。thistextwillhelpthemhaveagoodunderstandingofthetext。
　　a。thetworestaurantssuppliedthehealthydiet。
　　b。thereasonwhyyonghui’srestaurantwassopopularwithcustomers。
　　c。wangpengweifoundoutwhyhehadlosthiscustomersanddecidedtowinthemback
　　2。carefulreading
　　t：nowitistimeforustoreadthetextcarefullyanddecidewhichsentencesaretrue。thencorrectthefalseones。firstreadthesentences。
　　a。usuallywangpengwei’srestaurantwasfullofpeople。（t）
　　b。yonghuiservedabalanceddiet。（f）
　　c。yonghuicouldmakepeoplethinintwoweeksbygivingthemagooddiet。（f）
　　d。wangpengwei’scustomersoftenbecamefataftereatinginhisreataurant。（t）
　　e。yonghui’smenugivesthemenergyfoods。（f）
　　f。wangpengwei’smenugivestemfoodscontainingfiber。（f）
　　g。wangpengweiadmiredyonghui’srestaurantwhenhesawthemenu。（f）
　　h。wangpengweidecidedtocopyyonghui’smenu。（f）
　　stepcomprehending
　　bynow，thestudentshavehadafurtherunderstandingofthetext。letthestudentsreadthetextagainandfindoutthedifferencesbetweenthetworestaurant。
　　t：nowpleasereadthetextagainandfillinthecharttogetherwithyourpartner。
　　disadvantagesadvantages
　　wangpengwei’srestaurantnotgivingenoughfoodscontainingfiberprovideplentyofenergyfoods
　　yonghui’srestaurantnotgivingenoughenergyfoodsprovidingplentyoffiberfoods
　　t：untilnowwehaveknownwhat’swrongwithbothrestaurant。whatdoesitmatterifyouonlyeatatoneoftherestaurant？
　　s1：
　　s2：
　　s3：
　　t：youallhaveapointhere。butwhatwilltheydo？wewillseeitnextperiod。facingtheseriouscompetitonwangwasn’tlostinsadnessandhedidn’tquarrelwithhiscompetitoreither。hewenttothelibrarytolearnmoreabouthealthyeatingandmadehismenubetterthanyonghui’smenu。doyouthinkweshouldfollowhisexample？
　　ss：yes。
　　t：nowlet’sdealwithsomelanguagepoints。turntopage10，let’slookatthesentences：
　　a。wangpengweisatinhisemptyrestaurantfeelingveryfrustrated。
　　thissentencemeansthatthesecondactionfeelingveryfrustratedhappenedtogetherwiththemainactionsat。payattentiontotheform（ving）ofthesecondaction。
　　b。nothingcouldhavebeenbetter。
　　thissentencetellsusthateverythinghasworkedoutthewayyouwouldlike。it’sasentencethatwecanuseinanysituation。
　　c。hecouldn’thaveyonghuigettingawaywithtellingpeoplelies！
　　thissentencemeansthathewillpunishyonghuiforhertellinglies。
　　stephomework
　　1。trytoretellthetext。
　　2。prepareforthelanguagelearninganddousingwordsandexpressionsonwb（page4950）
　　thesecondperiodlanguagestudy
　　steprevision
　　1。checkthestudents’homework。
　　2。asksomeofthestudentstoretellthetext。
　　stepwordstudy
　　thispartisaconsolidationofthewordsinthetext。askthestudentstodotheexerciseinpidually。
　　t：nowpleaseopenyourbooksandturntopage11。fillinthechartusingthecorrectformsofthewordswhichhavethesameroot。nextactivityistomatchthedefinitionswiththewordswehavelearntformthetext。inecessary，youcandiscusswithyourpartners。
　　stepgrammar
　　thestudentswilllearntheusageofmodalverbs。firsttrytomakethestudentsclearthefunctionsofmodalverbs，withthehelpofthepractice1onpage12。thengivethemsomeexamples。
　　t：pleasepickoutallthesentencescontainingmodalverbsinthetext。
　　a。bylunchtimetheywouldhaveallbesolditindicatespossibility。
　　b。hisrestaurantoughttobefullofpeople。itindicatespossibility。
　　c。whatcouldhavehappened？itindicatespossibility。
　　d。nothingcouldhavebeenbetter。itindicatespossibility。
　　e。somethingterriblemusthavehappenedifmaochangwasnotcomingtoeatwithhimashealwaysdid。itindicatesguessing。
　　f。hecouldnotbelievehiseyes。itindicatesintension。
　　g。hewonderifheshouldgotothelibrarytofindoutitindicatesduty。
　　h。hewouldn’thaveyonghuigettingawaywithtellingpeoplelies！itindicatesintension。
　　stephomework
　　1。reviewtherulesofwordformationandthemeaningsofmodalverbs。
　　2。preparetheusingstructureonpage50bymakingadialogueinpairs。
　　thethirdperiodlistening
　　steprevision
　　1。checktheusingstructureonpage50。
　　2。askthestudentstomakeashortdialogueinpairs。
　　steplistening（usinglanguage）
　　thestudentswillhearwhatwangpengweididafterleavingyong
　　hui’srestaurant。askthestudentstofinishthechartandanswerthequestions。
　　t：ok。wehavestudiedthetextandknowneitheroftherestaurantsuppliedabalanceddiet。let’slistentothetapeandseehowthestorywenton。gothroughthetextquicklyonpage14。
　　（playthetape。studentswritedowntheanswersandchecktheanswerswiththeirpartners。）
　　t：nowlistentoitagainandtrytomakesureyouranswersareright。
　　energygivingbodybuildingprotective
　　ricemeatfruit
　　noodlesfishvegetables
　　nutstofu
　　butter
　　steplistening（wbp48）
　　thestudentswillheataconversationbetweenhongmeiandthedoctor。theyareaskedtodoexerciseaccordingtothetape。
　　t：doctorknowthatthereareillnessesyoumaygetifyoudonoteatproperly。inthefollowingpart，wearegoingtolistentoadialogue。hongmeiisgoingtoseethedoctor。let’sseehowthedoctorgiveshersomeadvice。listencarefullyanddotheexercises。
　　redfoods：stop（onlyalittle）orangefoods：becareful（someeveryday）greenfoods：go（moreeveryday）
　　butter，cream，nuts，cakes，foodsfriedinfatbread，noodles，rice，neat，cheese，egg，tofuallvegetables（potato，cabbage，carrots。。）
　　stephomework
　　1。previewthereading（2）andreadingtaskonpage52。seehowthestoryended。
　　2。findsomeinformationabouthealthyeatingontheinternet。
　　thefourthperiodextensivereading
　　steprevision
　　1。checkthehomework
　　2。sharetheinformationthestudentshavegotformtheinternet。
　　stepprereading
　　askthestudentstoreadsomeproverbsandtranslatethemintochinese。
　　t：todaywearegoingtoseetheendofthestory。first，pleaselookattheblackboardandtrytotranslatetheproverbsintochinese。
　　a。youarewhatyoueat。
　　b。anappleadaykeepsthedoctoraway。
　　c。firstwealthishealth。
　　thestudentsdiscusswiththeirpartners。
　　a。人如其食。
　　b。一天一个苹果，医生不来找我。
　　c。健康是人生的第一财富。
　　stepreading
　　thepurposeofthisreadingistocompletethestoryofwangpengweiandyonghuiandshowthestudentsthatitisnevertoolatetochangebadeatinghabitsandbeginafresh。afterthefastreading，letthestudentsdotheexercisesonpage15。thenletthemmatchthewordswiththeirdefinitions。
　　t：eatinghealthilymeansthatnofoodinitselfisgoodorbad。eatingproperlydependsoneatingtherightvarietyoffoodsintherightamount。let’sreadthepassagequicklyandsaywhattheydidwiththeirmenu。
　　askthestudentstoreporttheirwork。
　　whatdidtheydo？result
　　combinetheirmenuandprovideabalancedone
　　1。rawvegetableswithhamburgers
　　2。theboiledpotatoes，notfried
　　3。freshfruitwithicecream1。cutdownthefat
　　2。increasethefibre
　　3。abigsuccess
　　thenfindthewordsfromthetexttomatchthedefinitions。
　　definitionswords
　　stareangrilyorfiercelyglare
　　takealongdeepbreathsigh
　　keepaliveinacertainstyleearnone’sliving
　　advantageorprofitbenefit
　　joinormixtogethertoformawholecombine
　　owealotofmoneyindebt
　　stephomework
　　1。collecteatingattitudesfromtheinternet
　　2。practicepresentingreasonstosupportyourideas。
　　thefifthperiodspeaking
　　steprevision
　　checkthestudents’homework。
　　stepwarmingup
　　t：workinpairstoactoutthedialogueonpage13。oneplaysastheroleofjaneandtheotherplaystheroleofsusan。youareshoppinginasupermarket。
　　firstletthestudentsmakeagoodpreparationthemselves。thenaskseveralpairstoactoutthedialoguebeforetheclass。inthispartthe，trytomaketheclassgetactive。
　　steptalking
　　ifyoungpeoplearetoothinortoofat，itshowsthattheyarenoteatingabalanceddiet。sothisexerciseistoencouragethestudentstodiscusshowtheirdietsmayaffecttheirqualityoflife。
　　（pidetheclassintotwogroups：teamaandteamb。）
　　t：nowteamawilltaketheroleofthepatientwhoisworriedaboutbeingtoofatandhasgonetothedoctorforadvice。teambwilltaketheroleofthedoctorandadvisethepatienthowtochangehisorherdiet。herearesomeusefulexpressions。imaginewhatyouwillsaytothedoctororpatient。discusswithyourgroupmembers。
　　doctorpatient
　　what’sthematter？whatshouldido？
　　howlonghaveyoubeenlikethis？whatseemtobethetrouble？
　　ithinkyououghtto。。doyouthinkyoucouldgivemesomeadvice？
　　perhapsyoushould
　　isupposeyouhadbetter
　　stepspeakingtask
　　thisistheopportunityforthestudentstodiscusstheirreactiontotheinformationtheyhavereceived。itallowsstudentstohavetheirownpointofviewandtopracticeexplainingwhytheythinkastheydo。
　　t：inthereadingtaskwehavereadtwospeakers’arguments。nowitisyourturntodiscusswhatyouhaveheardatthemeetingingroupsoffour。twoofouargueforandtwoagainstbuildingtherestaurant。thefollowingisusefultoyou。pleaselookatthetable。
　　idon’tagreethat’sagoodidea。
　　i’mafraidnotcertainlysure。
　　ofcoursenot。allright。
　　idon’tthinkso。noproblem。
　　yes，ithinkso。
　　stephomework
　　1。reviewthesentencestructures，newwordsandexpressions。
　　2。imaginetheoldlocalrestauranthasgone。whatdoyouthinkshouldbebuiltthere。presenttheadvantagesofyouridea。
　　thesixthperiodwritingandreviewing
　　steprevision
　　checkthehomeworkandtakeadictation。
　　stepwriting
　　thisisanopportunityforstudentstopracticetheirpersuasivewritingskillsandtrytoencourageotherstosupporttheirpointofview。theideaofanewlibraryischosenbecauseitwouldbeveryusefulinatown。
　　t：youknow，wehavemadeadecisionthatwewon’tbuildamcdonal’s。butwhatdoyouthinkshouldbebuiltontheland？canyouwriteanarticletosupportyouridea？giveyou20minutesandfinishyourarticles。payattentiontotheorders。
　　1。describethenewdesign
　　2。drawaplan
　　3。explaintheadvantagesofyourideas
　　unitthreethemillionpoundbanknote
　　teachingaims：
　　1。talkaboutshortstoriesanddramas。
　　2。learnhowtoactoutaplay
　　3。learnhowtorequestandorderfood
　　4。learnnounclausesastheobjectandpredicative
　　thefirstperiodintensivereading
　　stepi。warmingup
　　1。marktwainisprobablyoneofthefewamericanwriterswithwhomstudentsarealreadyfamiliar。thisexercisemakestheteacherfindouthowmuchthestudentsknowaboutthiswriteranddecidehowmuchtheyneedtoknowabouttheauthorbeforetheyreadtheplay。
　　t：doyouknowsomethingabouttheamericanwritermarktwain？
　　ss：alittle。
　　t：todaywewilllearnsomethingaboutthisgreatwriterintheamericanhistory。nowpleasereadaboutmarktwainonpage23sothatyoucanknowmoreabouthim。
　　3。studentsreadthepassageaboutmarktwainandanswerthequestionsgivenintheformonpage23。
　　a。what’stherealnameofmarktwain？
　　b。whenwashebornandwhendidhedie？
　　c。doyouknowalltheplaceswherehelived？
　　d。canyounamethreeofhisfamousstories？
　　t：asweknow，marktwainisknownasahumoristduringhislife。andthisisreflectedinthemillionpoundbanknote。so，todaywewilllearnsomepartsofthisfamousplay。
　　stepprereading
　　getthestudentstodiscussthequestionwiththeirpartnersandthenaskthemtoreporttheirwork。encouragetoexpresstheiropinionsfreely。
　　t：ifarichpersongivesyoualargeamountofmoneytouseasyoulike，forexample，onemillionpound，whatwillyoudo？why？
　　（studentshaveadiscussiononthisquestion。whateverchoicestudentsmakehere，theyshouldbereadytooffertheirclassmatesagoodreasonforit。）
　　t：ithinkallofyouhaveagoodidea。doyouwanttoknowwhathappenedtohenryadamsinthemillionpoundbanknotewrittenbymarktwain？haveyoueverreadthestory？sothisclasswewilllearnthestorytogether。