限时训练
Ⅰ.核心单词
1．
n.
地铁
2．
n.
汽油；气体(英)
3．
n.
汽油(美)
4．
n.
住房；公寓(美)
5．
n.
公寓(英)
6．
n.
如今
7．
n.
方面
8．
adv.
相当；颇
9．
n.
上下文；语境
10．
n.
评论
11．
n.
靴子
12．
n.
地区；区域
13．
adj.
消极的；负面的
14．
n.
交换
15．
adv.
向前
II.重点短语
1．
宁愿；宁可
2．
说话困难
3．
期待；盼望
4．
学会；捡起；开车接(某人)
5．
马上回来
6．
得走了
7．
与……交流
8．
适合于
III.重点句型
1．
,
I
saw
that
shoes
were
actually
on
the
ground
floor,
not
the
first
floor.
当我即将要离开时，我看见鞋实际上在一层，而不是二层。
2．I
spent
days
my
first
English
paper.
我花费了几天的时间准备和写我的第一篇英语论文。
IV.单句语法填空
1．I'm
looking
forward
to
__________________
(hear)
from
you.
2．The
passengers_______(remind)
to
keep
still
before
the
plane
comes
to
a
stop.
3．He
decides
to
exchange
the
old
table_______a
new
one.
4．Sometimes,
he
thinks
_______
(negative)
while
his
brother
thinks
positively.
5．Many
people
make
comments_______the
plane
crash.
6．I
would
rather
that
you_______
(tell)
him
the
truth
last
week.
7．I
like
reading.
I
often
spend
a
lot
of
time_______books.
8．I
was
about_______(leave)
when
my
friend
visited
me.
V.课文语法填空
Some
students
are
sharing
their
stories
about
their
misunderstanding
in
language.
The
first
girl's
teacher
couldn't
teach
because
she
had
1._______
frog
in
her
throat.
She
2.
_______
(think)
her
teacher
had
eaten
a
big
frog.
3._______(actual),
the
teacher's
throat
(喉咙)
was
not
good
that
day.
The
second
girl
went
to
a
shopping
center
4._______(buy)
some
winter
boots.
She
5._______(tell)
the
shoe
section
was
6._______the
first
floor.
But
she
got
lost
because
the
second
floor
7._______(call)
the
first
floor
in
her
own
country.
There
are
some
8._______
(difference).
The
first
boy's
penpal
told
him
that
his
grandfather
was
“really
wicked”.
But
he
found
this
old
man
very
kind.
So
he
was
9.
_______
(confuse).
The
second
boy
spent
days
10._______
(prepare)
his
English
paper.
When
he
got
the
paper
back,
he
was
surprised
to
find
a
comment
—
“Not
bad！”高一上学英语导学案
编制人：
审核人
：
使用时间：
Unite
2
Exploring
English
Developing
ideas
【学习目标】
1.
To
get
the
main
idea
of
the
passage.
2.
To
develop
skills
of
guessing
meanings
by
using
context（上下文语境）.
3.
To
learn
about
difference
between
cultures.
【难点重点】
1.
To
get
useful
information
from
the
text.
2.
To
guess
some
words
related
to
the
text.
3.
To
improve
the
reading
ability.
【导学流程】
I.
了解感知
Task
1
Read
part
1
(paragraph
1)
quickly
and
silently
to
answer
the
question
below.
Where
does
the
passage
probably
come
from?
A.
From
magazine
B.
From
the
Internet/forum(论坛)
C.
From
a
book
D.
From
newspaper
Task
2
Read
the
passage
and
find
the
expressions
that
caused
the
misunderstandings
in
each
story.
II.
深入学习
Some
of
the
English
we
learn
in
the
classroom
is
rather
different
from
the
English
in
the
outside
world!
Here
are
some
posts
from
English-learning
forums.
Read
the
posts
on
page
21
and
finish
the
following
tasks.
Post
one
Task
1
Question
What
was
Yancy's
misunderstanding?
She
thought
Maggie
tried
to_______________.
Task
2
Translation
British
always
play
safe
with
what
they
eat.
__________________________________
Post
two
Multiple
choice
Sophie's
first
floor
is
the_____for
the
New
Yorkers（纽约人）.
A.
first
floor
B.
second
floor
C.
ground
floor
D.
underground
Post
three
Fill
in
the
blanks
Julien
found
it
very
_____.
Because
his
penfriend
used
a
________
word
“______”
about
his
____
grandfather.
Post
four
Fill
in
the
blanks.
III.
迁移运用
Guess
the
meanings
of
underlined
words
or
expressions
by
using
context.
①Harry?
That
name
rings
a
bell,
but
I
can't
remember
where
we
met.
②Your
room
is
at
sixes
and
sevens.
You
need
to
clean
it
up.
③If
you
don't
pull
your
socks
up,you'll
fail
the
exam.
④
--I'm
too
nervous
to
get
on
stage.
--?It's?no
big
deal.
You've
prepared
so
hard.
You
can't
get
cold
feet
now.
⑤We
may
never
see
eye
to
eye
with
the
US
military
over
this
case.
⑥We
have
to
cancel
the
game;
it
is
raining
cats
and
dogs
outside.
⑦Although
Adam
is
a
green
hand
in
the
office,
he
finishes
the
work
very
well.
⑧Though
she
is
not
very
high
educated,
she's
got
a
lot
of
horse
senses.
But
the
teacher
wrote
“______”.
ZX
was
looking
forward
to
a
_______comment.
“Not
bad”
means________.
He
was__________
(disappoint).
1
第
页Developing
ideas板块教学设计
课型
Reading
+
Writing
主题语境
人与自我——学习英语、探索英语
内容分析
本篇文章是一篇论坛专题讨论，是新媒体语篇,从另一角度反映了单元主题。文章介绍了四位英语学习者在学习过程中遭遇的困惑与误解。读写部分用四幅图片和相关文字呈现了一个因一道英国菜肴的名称产生误解，并最终消除误解的故事。通过这一板块的学习，学生能够加深对英语语言的多样性、创造性及其丰富的文化内涵的理解，形成在英语学习中注意关注俚语及其文化内涵的英语学习思维，培养跨文化意识，并且初步掌握故事的内容特点、文体特点和写作手法。
教学目标
1.
学生能够理解课文内容，联系自身的英语学习经历，深入理解单元主题意义，形成注意关注俚语及其文化内涵的英语学习思维；
2.
学生通过课文学习和内容复述初步了解故事的内容特点、文体特点和写作手法，运用所学内容简单记述自己在英语使用过程中对英语表达产生误解的一次经历。
教学重点
引导学生读懂文章，了解英语语言的多样性、创造性及其丰富的文化内涵，挖掘英语学习的不同侧面。
教学难点
引导学生注重语言在思维层面的内化和输出。
教学策略
交际教学法、任务型教学法
Teaching
contents
Procedures
Purposes
Teacher’s
activity
Students’
activity
Activity
1
1.
T
asks
Ss
to
read
the
expressions
in
Activity
1
and
guess
their
meanings.
2.
T
invites
some
Ss
to
share
their
opinions
and
explains
the
meanings
of
the
expressions.
3.
T
asks
the
class
to
think
about
more
English
expressions
that
may
cause
misunderstandings.
1.
Ss
read
the
expressions
in
Activity
1
and
guess
their
meanings.
2.
Ss
share
their
opinions.
3.
Ss
come
up
with
more
English
expressions
that
may
cause
misunderstandings.
Lead
to
the
topic
and
activate
Ss’
background
knowledge.
Activity
2
1.
T
invites
Ss
to
read
the
passage
and
asks
Ss
to
find
the
words
or
expressions
that
caused
the
misunderstandings.
2.
T
invites
Ss
to
share
their
answers.
1.
Ss
read
the
passage
and
find
the
words
or
expressions
that
caused
the
misunderstandings.
2.
Ss
share
their
answers.
Understand
the
words
or
expressions
that
caused
the
misunderstandings.
Cultivate
interest
in
English
learning.
Activity
3
1.
T
asks
Ss
to
read
the
definitions
in
Activity
3
and
match
them
to
the
posts.
2.
T
asks
Ss
to
share
their
answers
and
give
the
reasons.
1.
Ss
match
the
definitions
in
Activity
3
to
the
posts
based
on
the
information
from
the
passage.
2.
Ss
share
their
answers
and
give
the
reasons.
Check
Ss’
understanding
of
the
passage.
Think
&
Share
1.
T
asks
Ss
to
discuss
the
four
questions
in
“Think
and
Share”.
2.
T
invites
some
Ss
to
share
their
opinions.
Ss
discuss
the
four
questions
in
groups
and
then
share
their
opinions
with
the
class.
Deepen
Ss’
understanding
of
the
passage
and
intrigue
their
thinking.
Activity
4
1.
T
helps
Ss
understand
the
requirement
of
Activity
4.
2.
To
help
Ss
retell
the
situations
in
the
posts
properly,
T
guides
Ss
to
list
important
points
to
organise
their
ideas.
3.
T
invites
Ss
to
retell
the
situations
in
the
four
posts.
1.
Ss
read
the
requirement
of
Activity
4.
2.
Ss
work
in
groups
and
organise
their
ideas.
3.
Ss
share
their
retelling
with
the
class.
Consolidate
and
integrate
the
language
and
content
learnt.
Activity
5
T
guides
Ss
to
look
at
the
pictures
and
find
the
answers
to
the
questions.
Ss
read
the
pictures
quickly,
and
answer
the
questions.
Extract
and
summarise
the
information
via
pictures.
Activity
6
1.
T
asks
Ss
to
write
a
paragraph
to
tell
the
story
with
their
own
words
and
reminds
them
to
use
the
useful
expressions.
2.
T
asks
Ss
to
share
their
stories
and
organises
Ss
to
give
comments
to
each
other.
1.
Ss
write
a
paragraph
to
tell
the
story.
2.
Ss
share
their
stories
and
give
comments
to
each
other.
Practise
writing
a
story
with
the
help
of
the
given
plots.
Activity
7
1.
T
shows
the
criteria
of
a
good
composition
and
demonstrates
how
to
judge
a
composition.
2.
T
asks
some
Ss
to
show
their
stories
to
the
class,
and
invites
other
Ss
to
judge.
Ss
share
their
stories
with
the
class,
and
do
peer
evaluation.
Improve
writing
through
peer
evaluation.(共23张PPT)
Unit
2
Exploring
English
Developing
ideas
bad
luck
or
a
small
accident
1.
To
get
the
main
idea
of
the
passage;
2.
To
develop
skills
of
guessing
meanings
by
using
context(上下文；语境);
3.
To
learn
about
differences
between
cultures
.
Learning
aims
1.Finish
Ex.
I
and
Ex.
II
(了解感知和深入学习)
on
your
learning
paper.
2.
What
are
the
actual
meanings
of
the
misunderstood
expressions
in
their
stories?
Can
you
find
the
clue
words?
被误解的表达
提示词，线索词
实际的
Requirements(要求):
1.
15
minutes;
2.
keep
silent;
3.
do
it
by
yourself.
Please
disscuss
your
confusions
with
your
group
members.
Requirements(要求):
1.
6
minutes;
2.
When
discussing，stand
up；after
finishing，sit
down.
3.
Check
your
answers
and
discuss
your
confusions.
Ⅰ.Read
part
1
(paragraph
1)
quickly
and
silently
to
answer
the
question
below.
Where
does
the
passage
probably
come
from?
A.
From
a
magazine
B.
From
the
Internet/forum
C.
From
a
book
D.
From
a
newspaper
√
Fast-reading
我回答Answer
!
我质疑Doubt!
我补充Add!
我纠正Correct!
Ⅱ.
Read
the
passage
and
find
the
expressions
that
caused
the
misunderstandings
in
each
story.
Fast-reading
n.表达
n.误解
我回答Answer
!
我质疑Doubt!
我补充Add!
我纠正Correct!
Task
1
Question
What
was
Yancy's
misunderstanding?
She
thought
Maggie
tried
to_______________.
Task
2
Translation
British
always
play
safe
with
what
they
eat.
__________________________________
Careful-reading
eat
such
a
big
frog
英国人对他们吃的东西非常谨慎。
be
careful
about
Post
1
Multiple
choice
Sophie's
first
floor
is
the_____for
the
New
Yorkers(纽约人).
A.
first
floor
B.
ground
floor
C.
second
floor
D.
underground
Post
2
√
Fill
in
the
blanks
Julien
found
it
very
_____.
Because
his
penfriend
used
a
________
word
“______”
about
his
____
grandfather.
Post
3
negative
wicked
nice
odd
odd：strange
or
unusual
negative:
bad
Post
4
ZX
was
looking
forward
to
a
_______comment.
But
the
teacher
wrote
“______”.
He
was
__________
(disappoint).
“Not
bad”
means________.
Fill
in
the
blanks
positive
Not
bad
disappointed
pretty
good
positive:
good
disappointed:
sad
What
are
the
actual
meanings
of
the
misunderstood
expressions
in
their
stories?被误解表达的实际意义是？
Can
you
find
the
clue
words?你能找到线索词吗？
1.
have
a
frog
in
one’s
throat
Actual
meaning：
A：There
is
a
frog
in
your
throat.
B：You
are
unable
to
speak
clearly.
Clue
words(线索词)：
One
day，a
different
teacher
took
her
class.
He
told
us
that
Maggie
couldn't
teach
that
day...
青蛙
喉咙
2.
first
floor
Actual
meaning：
first
floor(American
English)=
ground
floor
(British
English)
Clue
words(线索词)：
I
saw
the
shoes
were
actually
sold
downstairs
on
the
ground
floor,
not
the
first
floor.
actually:
实际上
3.
wicked
Actual
meaning：
very
good,
fantastic
Clue
words(线索词)：
But
when
I
met
his
grandfather,
I
liked
him
a
lot.
I
found
it
very
odd.
Harry
Potter
-So
it's
true?
I
mean,
do
you
really
have
the...the...
-The
what?
-Scar?(伤疤)
-Oh,
yeah.
-Wicked.（棒极了）
4.
not
bad
Actual
meaning：
pretty
good,
better
than
you
expected
Clue
words(线索词)：
I
knew
I
had
done
a
good
job
and
was
looking
forward
to
getting
a
positive
comment.
But
there
weren't
any
errors
in
my
paper.
British
English：
not
bad=
very
good
American
English：
not
bad=
just
OK
期待，盼望
错误
Reading
Tip
阅读建议
How
to
guess
the
meanings
of
difficult
words
or
expressions?
By
using
context
clues.(上下文语境线索)
1.
--What's
up,
Susan?
You
look
bad.
--
I
just
lost
my
book.
2.
We
can't
play
the
game;
it
is
raining
cats
and
dogs
outside.
Guessing
game
A.What
happened？
B.What
do
you
want
?
A.
Cats
and
dogs
fall
from
the
sky.
B.
It
rains
heavily.
Post
expression
misunderstanding
real
meaning
Post
1
She
thought
Maggie
tried
to
_____________.
In
fact,
he
was
______(able)
to
speak
clearly.
Post
2
In
Sophie’s
opinion,
it
is
_________.(downstairs/upstairs)
In
America,
it
is
__________.(downstairs/upstairs)
Post
3
He
thought
word
was
a
__________word.
In
fact,
he
is
such
a____
man.
Post
4
He
thought
his
paper
was______.
In
fact,
his
paper
is__________
.
has
a
frog
in
her
throat
the
first
floor
wicked
Not
bad!
eat
such
a
big
frog
upstairs
downstairs
negative
just
OK
unable
nice
pretty
good
Everyone
did
a
good
job！
Guess
the
actual
meanings
by
using
context
clues.
1.
Harry?
That
name
rings
a
bell,
but
I
can't
remember
where
we
met.
2.Your
room
is
at
sixes
and
sevens.
You
need
to
clean
it
up.
3.If
you
don't
pull
your
socks
up,you'll
fail
the
exam.
sound
familiar
/
sound
good
in
a
confused,
badly-organised
situation
work
hard
练
Finish
Ex.III（迁移运用）on
your
learning
paper.U2R2限时训练参考答案
Ⅰ.核心单词
forward，exchange，negative，section，boost，nowadays，aspect，rather，context，comment
II.重点短语
Would
rather，
have
a
frog
in
one’s
throat,
look
forward
to,
pick
up,
be
right
back,
got
to
go,
communicate
with,
be
appropriate
for
III.重点句型
1.
when
I
was
about
to
leave
2.
preparing
and
writing
IV.单句语法填空
Hearing,
are
reminded,
for,
negatively,
on,
hadn’t
told,
on,
to
leave
V.课文语法填空
a,
thought,
Actually,
to
buy,
was
told,
on,
is
called,
differences,
confused,
preparing
