摘要：
高中英语新教材必修二内容英语必修二是高一学的英语，高中英语必修有五本课本，其中必修一必修二是在高一上学期要学完，必修三和必修四在高一第二学期要学完，然后剩下的必修五要在高二第一... 高中英语新教材必修二内容
英语必修二是高一学的英语，高中英语必修有五本课本，其中必修一必修二是在高一上学期要学完，必修三和必修四在高一第二学期要学完，然后剩下的必修五要在高二第一学期上完。
如果有些老师讲的比较快的话，可能会把必修三也在高一上完，这主要是看人每个学校，每个老师的上课的进度吧，有些学校老师可能会上的比较快，因为想为后续的高考的复习做准备，有些老师可能就想抓好当下的基础。
高一英语必修二重要知识点
重点词汇、短语
die out灭亡，逐渐消失
hunt打猎，猎取
in peace和平地，安详地
in danger of在危险中
in relief，如释重负，松了口气
burst into laughter突然笑起来
protect…from保护…不受…之害
重点句型
succeed in doing sth成功的做某事
succeed to sth继承某事
under construction/discussion正在被建设／讨论
there is noharm in doing sth做某事无害
be used to do sth被用来做…
used to sth过去常常做...
有很多同学在复习高中英语必修二时，因为之前没有做过系统的知识总结，导致复习时整体效率不高。下面是由我为大家整理的“高中英语必修二知识点总结归纳”，仅供参考，欢迎大家阅读本文。
高中英语必修二知识点总结
Unit2 The Olympic Games
【重点单词、短语】
比赛，竞争
part in 参加，参与
for 代表，象征，表示
容许，接纳，承认
well 也，又，还
做东，招待，主人
代替
收费，控诉
in charge 主管，看管
做广告，登广告
讨价还价，讲条件，便宜货
after another 一个接一个地
应受(报答或惩罚)
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….)
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
【重点句型】
+ 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.
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。
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。
only…but (also)… 不但...而且...
Women are not only allowed, but play a very important role ingymnastics.
(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.
【语法总结】
被动语态
一.概念：主动语态表示主语是动作的执行者，被动语态表示主语是动作的承受者。
二.各种时态被动语态的形式
1.一般现在时的被动语态
am/is/are + done
2.一般过去时的被动语态
was/were + done
3.一般将来时的被动语态
⑴will be done is/am/are going to be done
4.现在进行时的被动语态
is/am/are + being + done
表示说话人说话时或现阶段正在进行的动作，经常和时间副词now (现在), right now (现在, 此刻), at present(现在,目前), at this moment (此刻)连用。
5.现在完成时的被动
have/has been done
现在完成时常与already, always, often, ever, never, yet, not...yet,just等不表示明确的时间副词连用, 还可以和表示时间一直延续到目前的带(ever )since, for的状语及包括现在在内的词连用。如: now,today, this month, this year, recently, these days，many times, so far, by now,in the past/last few days/years… 等。6.过去完成时的被动 had been done
7.过去将来时的被动
would be done
8.过去进行时的被动
was/were being done
9.带情态动词的被动语态
情态动词 + be done
10.动词不定式的被动式
to be done
is an honor for me to be asked to speak here.
三.注意事项
1.并不是所有动词都有被动语态
happen, take place, break out, belong to, cost, last等不及物动词或词组无被动语态。
2.短语动词、固定搭配变被动语态介词或副词不能省。
should be made full use of.
3.双宾语：一个宾语成主语，另一主语保留不变。
will buy me an iphone5.→ I will be bought an iphone5 (by mymother) .
→ An iphone5 will be bought for me (by my mother) .
高一必修二英语知识点
1. the ancient Olympic Games 古代奥运会
2. compete in …compete with other countries for world market 与其它国家竞争国际市场
compete in a race 参加赛跑
compete with [against] sb. for sth. 与某人竞争而获得某物
Our Greek cities used to compete against each other just for the honour of winning.我们希腊各个城市之间曾经为了荣誉而彼此之间相互竞争。
3. take part in 参加
We all had to take part in the training run, with nobody excepted.
我们大家都得参加跑步训练, 无人例外.
4. What do the five rings on the Olympic flag stand for? 奥运旗帜上的五环代表什么?
stand for 代表;表示;主张;支持;拥护;容忍;允许
What does
I won't stand for his insults any longer. 我再不能容忍他的污辱了。
5. (a) volunteer for (……志愿者)志愿做……。
6. I lived in what you call “Ancient Greece” and used to write about the Olympics a long time ago
We used to keep in touch with each other by writing letters.我们过去常写信联系对方。
I am used to reading stories to my daughter every night and she enjoys it.我习惯了每天给女儿讲故事，她也非常喜欢这样做。
Wood can be used to make furniture. 木头能用来做家具。
There used to be a temple at the place where our school stands now.在我们学校所在之处过去有一座庙。
a regular basis 定期地He comes to visit us on a regular basis.他定期来看望我们。
高中英语必修二知识点
Unit1 Cultural Relics
【重点单词、短语】
幸免，生存，生还
search of 寻找
挑选
设计，图案，构思
奇特的，异样的，想象
装饰，装潢
to 属于
return 作为回报
war 处于交战中
移动，搬动
than 少于
怀疑
值得的，相当于…的价值
apart 拆开
爆炸
下沉，沉下
highly of 高度评价
【重点句型】
is no doubt that… 毫无疑问…
的用法
was/were doing…when… 正在做某事…这时
was/were about to do… when….将要做某事…这时
had just done…when… 刚做完某事…这时
is larger than any other country in the world.(同一范围内的比较)
She runs faster than any man in Greece.(不同范围内的比较)
way的用法
The way___ he explained to us was quite simple.(that/which/省略)
The way ___ he explained the sentence to us was not difficult.(that/inwhich/省略)
的用法
be (well) worth doing sth (很)值得做某事
be worthy to be done = be worthy of being done
It’s worthwhile to do sth = it’s worthwhile doing sth
6.“疑问词+
to do” 结构，在句中做主语、宾语、表语
How to do it is a question.
I don’t know what to do next.
做形式主语
It has been proved that pride goes before a fall.
事实证明骄必败。
引导主语从句，在从句中作主语
What he has said is of great importance.
What happened to him remained unknown.
书山有路勤为径，学海无涯苦作舟!
Diligence is the path to the mountain of knowledge,hard-working is the boatto the endless sea of learning.
【语法总结】
非限定性定语从句
非限定性定语从句的作用是对所修饰的成分作进一步说明(注：通常和主句间用逗号隔开，不受主句句子结构的影响，将从句拿掉后其他部分仍可成立)
限制性定语从句与非限制性定语从句的六点区别
区别一：形式不同
限定性定语从句主句和从句之间不用逗号隔开，口语中使用时也不停顿;而非限定性定语从句与主句之间通常有逗号隔开，口语中使用时有停顿。
区别二：功能不同
限定性定语从句用于对先行词的意义进行修饰、限制和识别，如果去掉，就会造成句意不完整或概念不清;而非限定性定语从句用于对先行词起补充说明作用，如果省略，句意仍然清楚、完整。如：
People who take physical exercise live longer.进行体育锻炼的人活得长些。(若把从句去掉句子就失去意义)
His daughter, who is in Boston now, is coming home next week.他女儿现在在波士顿，下星期回来。(若把从句去句子意义仍然完整)
区别三：翻译不同
在翻译定语从句时，一般把限定性定语从句翻译在它所修饰的先行词之前，而把非限定性定语从句与主句分开。如：
He is the man whose car was stolen.他就是汽车被窃的那个人。
I’ve invited Jim, who lives in the next flat.我邀请了吉姆，他就住在隔壁。
区别四：含义不同
比较下面的两个句子：
I have a sister who is a doctor.我有一个医生的姐姐。(姐姐不止一个)
I have a sister, who is a doctor.我有一个姐姐，她是当医生的。(只有一个姐姐)
区别五：先行词不同
限定性定语从句的先行词只能是名词或代词，而非限定性定语从句的先行词则可以是名词或代词，也可以是短语或句子;另外，当先行词为专有名词或其他具有独一无二性的普通名词时，通常要用非限制性定语从句，而不用限制性定语从句。如：
Peter drove too fast, which was dangerous.彼得开车很快，这是很危险的。(which指drive toofast)
He changed his mind, which made me very angry.他改变了主意，这使我很生气。(which指整个主句)
区别六：关系词不同
关系词that和why可用于限制性定语从句中，通常不用于非限制性定语从句;另外，在限制性定语从句中，关系词有时可以省略(参见本章有关内容)，而在非限制性定语从句中关系词一律不省略。
拓展阅读：如何快速提高英语成绩
1、有的高一的学生应该也感觉到了自己在英语的哪方面比较薄弱，建议各位可以在高一的时候就按照模块学习，比如你觉得你的英语选择题做不好，那么就把语法知识和单词这块巩固一下;如果你觉得你的阅读理解的部分不好，那么就每天再多做几篇阅读，熟能生巧。
2、其实对于英语来说，最重要的就是单词了，如果高一的学生一定要养成每天背单词的好习惯，如果你坚持不了每天背，那就隔两天背一部分这样，总之要坚持下来。
3、听力的提高是一个缓慢艰辛的过程，对绝大多数进入新环境的学生来说，练习听力的主要途径就是听录音。除了课堂上进行的听力练习之外，每天还需要坚持不懈地练习，练习的时间不必过长，用时十五到二十分钟，以此循序渐进。
4、把每一次作业中考试中出错的题改正分析做错的原因，收集整理成错题本，做好标记，强化训练。不断温习巩固，避免重复犯错，不断扫清复习路上的障碍。建立错题本不但可以解决单项选择中的问题，更能够巩固英语基础知识，对提高完形填空、短文改错及书面表达水平大有裨益。
关于任何事物的知识都有五个层次或者要素：事物的名称、定义、形象，有关事物的智识或者知识，以及事物本身——这才是知识的真正目标。下面我给大家分享一些高中英语必修二知识点，希望能够帮助大家，欢迎阅读!
高中英语必修二知识点1
Unit1 Cultural Relics
【重点单词、 短语 】
1. survive 幸免，生存，生还
2. in search of 寻找
3. select 挑选
4. design 设计，图案，构思
5. fancy 奇特的，异样的，想象
6. decorate 装饰，装潢
7. belong to 属于
8. in return 作为回报
9. at war 处于交战中
10. remove 移动，搬动
11. less than 少于
12. doubt 怀疑
13. worth 值得的，相当于…的价值
14. take apart 拆开
15. explode 爆炸
16. sink 下沉，沉下
17. think highly of 高度评价
【重点句型】
1. There is no doubt that… 毫无疑问…
2. when的用法
was/were doing…when… 正在做某事…这时
was/were about to do… when…. 将要做某事…这时
had just done…when… 刚做完某事…这时
3. China is larger than any other country in the world. (同一范围内的比较)
She runs faster than any man in Greece. (不同范围内的比较)
4. the way的用法
The way___ he explained to us was quite simple. (that/which/省略)
The way ___ he explained the sentence to us was not difficult. (that/in which/省略)
5. worth的用法
be (well) worth doing sth (很)值得做某事
be worthy to be done = be worthy of being done
It’s worthwhile to do sth = it’s worthwhile doing sth
6. “疑问词+ to do” 结构，在句中做主语、宾语、表语
How to do it is a question.
I don’t know what to do next.
7. it做形式主语
It has been proved that pride goes before a fall.
事实证明骄必败。
8. what 引导主语从句，在从句中作主语
What he has said is of great importance.
What happened to him remained unknown.
?名校课堂每天必读
书山有路勤为径，学海无涯苦作舟!
Diligence is the path to the mountain of knowledge,hard-working is the boat to the endless sea of learning.
【语法 总结 】
非限定性定语从句
非限定性定语从句的作用是对所修饰的成分作进一步说明(注：通常和主句间用逗号隔开，不受主句 句子 结构的影响，将从句拿掉后其他部分仍可成立)
限制性定语从句与非限制性定语从句的六点区别
区别一：形式不同
限定性定语从句主句和从句之间不用逗号隔开，口语中使用时也不停顿;而非限定性定语从句与主句之间通常有逗号隔开，口语中使用时有停顿。
区别二：功能不同
限定性定语从句用于对先行词的意义进行修饰、限制和识别，如果去掉，就会造成句意不完整或概念不清;而非限定性定语从句用于对先行词起补充说明作用，如果省略，句意仍然清楚、完整。如：
People who take physical exercise live longer. 进行体育锻炼的人活得长些。(若把从句去掉句子就失去意义)
His daughter, who is in Boston now, is coming home next week. 他女儿现在在波士顿，下星期回来。(若把从句去句子意义仍然完整)
区别三：翻译不同
在翻译定语从句时，一般把限定性定语从句翻译在它所修饰的先行词之前，而把非限定性定语从句与主句分开。如：
He is the man whose car was stolen. 他就是汽车被窃的那个人。
I’ve invited Jim, who lives in the next flat. 我邀请了吉姆，他就住在隔壁。
区别四：含义不同
比较下面的两个句子：
I have a sister who is a doctor. 我有一个医生的姐姐。(姐姐不止一个)
I have a sister, who is a doctor. 我有一个姐姐，她是当医生的。(只有一个姐姐)
区别五：先行词不同
限定性定语从句的先行词只能是名词或代词，而非限定性定语从句的先行词则可以是名词或代词，也可以是短语或句子;另外，当先行词为专有名词或其他具有独一无二性的普通名词时，通常要用非限制性定语从句，而不用限制性定语从句。如：
Peter drove too fast, which was dangerous. 彼得开车很快，这是很危险的。(which指drive too fast)
He changed his mind, which made me very angry. 他改变了主意，这使我很生气。(which指整个主句)
区别六：关系词不同
关系词that和why可用于限制性定语从句中，通常不用于非限制性定语从句;另外，在限制性定语从句中，关系词有时可以省略(参见本章有关内容)，而在非限制性定语从句中关系词一律不省略。
高中英语必修二知识点2
Unit2 The Olympic Games
【重点单词、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
【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.
【语法总结】
被动语态
一. 概念：主动语态表示主语是动作的执行者，被动语态表示主语是动作的承受者。
二. 各种时态被动语态的形式
1. 一般现在时的被动语态 am/is/are + done
2. 一般过去时的被动语态 was/were + done
3. 一般将来时的被动语态 ⑴will be done is/am/are going to be done
4. 现在进行时的被动语态 is/am/are + being + done
表示说话人说话时或现阶段正在进行的动作，经常和时间副词now (现在), right now (现在, 此刻), at present (现在,目前), at this moment (此刻)连用。
5.现在完成时的被动 have/has been done
现在完成时常与already, always, often, ever, never, yet, not...yet, just等不表示明确的时间副词连用, 还可以和表示时间一直延续到目前的带(ever )since, for的状语及包括现在在内的词连用。如: now, today, this month, this year, recently, these days，many times, so far, by now, in the past/last few days/years… 等。6. 过去完成时的被动 had been done
7. 过去将来时的被动 would be done
8. 过去进行时的被动 was/were being done
9. 带情态动词的被动语态 情态动词 + be done
10. 动词不定式的被动式 to be done
. It is an honor for me to be asked to speak here.
三. 注意事项
1. 并不是所有动词都有被动语态
happen, take place, break out, belong to, cost, last等不及物动词或词组无被动语态。
2. 短语动词、固定搭配变被动语态介词或副词不能省。
. Time should be made full use of.
3. 双宾语：一个宾语成主语，另一主语保留不变。
. Mother will buy me an iphone5. → I will be bought an iphone5 (by my mother) .
→ An iphone5 will be bought for me (by my mother) .
高中英语必修二知识点3
Unit3 Computers
【重点单词、短语】
1. solve 解决;解答
2. from…on 从…...时起
3. as a result 结果
4. so…that 如此…以至于
5. explore 探索，探测，研究
6. anyhow 无论如何，即使如此
7. goal 目标，球门，得分
8. human race 人类
9. signal 发信号，信号
10. type 类型，打字
11. in a way 在某种程度上
12. arise 出现，发生
13. with the help of 在…...的帮助下
14. electronic 电子的
15. deal with 处理
16. watch over 看守，监视
17. rise/arise/arouse/raise的区别
【重点句型】
1. certain和sure的句型
sb. be sure/certain of…= sb. be sure/certain that从句：某人确信…
be sure/certain to do sth. 肯定会做…
It’s certain that从句 肯定会
例如：It’s certain that he will succeed.=He’s sure/certain to succeed.他肯定会成功的。
I’m sure/certain of his success.= I’m sure/certain that he will succeed. 我确信他会成功的。
2. 主语+ be + adj + to do The question is easy to answer.
3. 状语从句的省略
在when, while, if, unless, though, once等引导的状语从句中，如果从句的主语和主句的主语一致, 且从句中的谓语含有be动词时, 为了使句子简洁, 可省略从句中的主语和be动词。
While playing in the snow, the two pandas had great fun.
Unless invited, he has decided not to attend that activity.
【语法总结】现在完成时的被动语态(详见第二单元)
高中英语必修二知识点4
Unit4 Wildlife protection
【重点单词、短语】
1. die out 灭亡、逐渐消失
2. hunt 打猎，猎取
3. in peace 和平地，安详地
4. in danger of 在危险中
5. in relief 如释重负，松了口气
6. burst into laughter 突然笑起来
7. protect…from 保护…不受…之害
8. contain 包含，容纳，容忍
9. affect影响，感动，侵袭
10. pay attention to 注意
11. appreciate 鉴赏，感激
12. succeed 成功，接替
13. employ 雇佣，利用
14. harm 危害
15. bite 咬，叮
16. come into being 形成，产生
17. inspect 检查，视察
18. according to 按照，根据
19. so that 以至于
【重点句型】
1. succeed in doing sth 成功的做某事
succeed to sth 继承某事
2. under construction/discussion 正在被建设/讨论
in use 正在被使用
3. do harm to sth = be harmful to sth 对…有害
there is no harm in doing sth 做某事无害
4. be used to do sth 被用来做…
used to sth 过去常常做...
be used to doing sth 习惯于做某事
5. It won’t be long before… 过不了多久…就会…
6. take measures to do sth 采取 措施 做某事
7. with的复合结构：with + n/pron + adj/adv/ 介词短语/现在分词/过去分词/不定式
With a lot of problems to settle, she can’t go out. (将来)
With time going by, he is getting along well with his English. (主动，进行)
With the work done, he can go out. (被动，完成)
【语法总结】现在进行时的被动语态(详见第二单元)
高中英语必修二知识点5
Unit5 Music
【重点单词、短语】
1. roll 滚动，摇晃，卷，
2. dream of 梦见，梦想
3. to be honest 实话说
4. attach 系上，附加
attach …to 认为有……(重要性、意义)
5. form 组成，形成，构成
6. earn 赚，挣得
7. perform 表演，执行，履行
8. in cash 用现金，有现钱
9. play jokes on 戏弄
10. rely on 依赖，依靠
11. be/get familiar with 熟悉
12. or so 大约
13. break up 打碎，分裂
14. in addition 另外
15. sort out 分类
16. above all 最重要，首先
【重点句型】
1. dream of/about 梦想做…
2. to be honest= honestly speaking = to tell the truth 说实话
3. form the habit of... 形成…习惯
in the form of… 以…形式
4. I would appreciate it if… 如果…我将不胜感激.
go wrong 出故障 come up with 提出 make up 构成;编造 a5. as is often the case 情况通常如此
6. It looks as if it is going to rain.(真实语气：很有可能发生)
He treats me as if I were a stranger. (虚拟语气：与现在事实He talked about Rome as if he had been there before. (虚拟语气：与过去事实相反)
【语法总结】
“介词+which/whom”引导的定语从句
关系代词在定语从句中作介词后面的宾语时,有时可把介词提到关系代词的前面，但这时如果先行词是人，要用“介词+whom”引导定语从句;如果先行词是物，要用“介词+which”引导定语从句。且关系代词都不能省略。
Eg: 1. The girl whom I borrowed the bike from is my friend.
2. The girl from whom I borrowed the bike is my friend.
3. How is the film about which I often talked to you?
4. Is this the room in which Mr. Smith lives?
注意：一些固定的含有介词的短语动词在定语从句中不能拆开，即不能把介词放关系词前。
1. This is the bag which he is looking for .
2. The old lady whom she is looking after is her teacher.
高中英语必修二知识点总结相关 文章 ：
★ 高一英语必修二知识点总结
★ 高一英语必修二知识点梳理
★ 高中英语必修二知识点
★ 高中英语知识归纳笔记
★ 高二英语必修二Unit5必背知识
★ 高中英语必修二第一单元知识习题及答案
★ 高一必修二的英语单词表
★ 高中必修二英语知识点
★ 高一英语必修二unit2知识点
★ 高一英语必修二unit1知识点
高中英语新教材必修二unit3
单词和 短语 的 学习 方法 大同小异，积累是王道。下面我为大家带来 高一英语 必修二Unit3重点短语，欢迎大家学习!
高一英语必修二Unit3重点短语：
common 共同的
in common with 和…一样
We have much/a lot /nothing /little/something in common.我们有很多/没有/几乎没有/有一些相似之处。
… in order把…排序
in order按顺序; 整齐
out of order次序紊乱;(机器等)失灵; 出故障
3. compare …with…把…与…想比
compare …to… 把…比作…
compared with与…想比
4. over time 久而久之
as作为…开始
6. technological revolution科技革命
7. from then on. 从那时起
from now on 从现在起
8. artificialintelligence 人工智能
9. in size and in brainpower 在体积和脑容量上
a result结果as a result of作为…的结果
11. go by(时间)流逝，过去 pass by经过
12. human beings, humanrace, mankind人类
13. provide sb. with sth.= provide sth. forsb.给某人提供某物
14. a life of high quality高质量生活
15. in reality事实上
16. be crazy about…痴迷于，醉心于
17. do research into 进行…的研究
a good shot for a goal. 好好地射一个球
19. a devoted friend一个忠实朋友
20. be connected with …与…有联系
21. get together 聚会
up 组成，构成
be made up of由…组成;编造;弥补
make up for;化妆
the early 1960s在20世纪 60 年代早期
24. on the football team在球队中
25. come true 实现，达到
My dream comes true.我梦想成真。
realize one’s dream 实现梦想
26. in a way=in one way=in some ways从某种程度上说，从某些方面来说
in the/one’s way挡路,碍事
on the/one’s way to …在去…的路上
in this way用这种方法
by the way 顺便提一下
by way of London 途经伦敦
loseone's way 迷路, 迷失方向
in no way绝不
27. after all毕竟，终究
in all=in total总共
above all尤其重要的是，首先
firstof all首先，起初
notat all根本不，一点也不
all in all 总之
28. by oneself=on one’s own独自
29. watch over 看守，照管，监视
phone手机
31. with the help of在…的帮助下
32. what’s more=inaddition 更重要的是，而且，另外
33. be filled with充满
高一英语必修二Unit3重点短语相关 文章 ：
1. 人教版高中英语必修三重点短语
2. 英语必修二Unit 3 Computers单词及语言点总结
3. 高一必修3重点英语单词
4. 高一英语unit3知识点总结
5. 高一英语必修三知识点
【 #高一# 导语】英语（English）是印欧语系-日耳曼语族下的语言，由26个字母组合而成，英文字母渊源于拉丁字母，拉丁字母渊源于希腊字母，而希腊字母则是由腓尼基字母演变而来的。英语是国际指定的官方语言（作为母语），也是世界上最广泛的第一语言，以下是 高中频道为大家整理的《人教版高一英语必修二单词考点Unit3》希望大家喜欢！ 重点单词： .计算 .计算器 .共同的；共有的 .分析的 .头脑简单的；笨的 .工艺；科技；技术 .科技的 .革命 .宇宙的；普遍的；通用的 .数学的 .人造的；假的 .智力；聪明；智能 .无论如何；总之 .完全地；整个地 .优点；优势；有利条件 .缺点；劣势；不利条件 .类型 v．打字 .不同意；不一致 .选择；抉择 .材料；原料 .亲自地；就本人而论 .创造；创作；造成 .步骤；行动；动作 .出现；发生 .拖把 v．用拖把拖洗 .漫步；徘徊；迷路
高中英语新教材必修二教案
一、课程分析 该课大胆采用了新课标教学理念，创造性地使用教材，对课文内容进行创造性拓展与补充，改变传统教学过于注重传授知识的倾向，采用“任务型”教学模式，进行了一次实验和探究。“Tomorrow’s World”的中心话题是“谈未来”，内容主要涉及人类对未来网络空间的想象、猜测和思考。该课旨在激发学生的想象力，探讨未来的世界，达到使学生学会用英语交流、培养实际运用英语的能力。 二、学情分析 这个班虽然为普通平行班，英语基础较差，但是大部分学生的思维活动、学习热情、表现欲望和合作精神还是可以在平时的教学中不断提高和培养的。根据这些特点，教师可以采用与新课标要求相一致的新的教学方式，即活动式的教学法，这样面向全体学生便于调动全班学生的积极性，在师生互动、生生互动中实现教学任务和目标。 三、学习目标 1、展望未来，激发学生的想象力；2、学习使用有关预测和猜测和表达方式；3、培养学生用英语表达未来的生活状况，达到用英语交流、培养实际运用英语能力的目的；4、运用所学英语写出具有丰富想象力的短文。 四、设计理念 “Tomorrow’s World”一课倡导英语新课标理念下的合作学习。根据英语《课程标准》的指导思想,英语课程改革的重点是要改变传统教学过分重视语法和词汇知识的讲解与传授、即忽视对学生实际语言运用能力的培养的倾向，强调课程从学生的学习兴趣和认知水平出发，倡导学生体验参与、合作与交流的学习方式和“任务型”的教学模式，由学生共同努力来实现教学目标。教师要引导学生利用所学语言来完成任务，促进学生运用所学外语获取信息，处理信息，使用信息与人交流，让学生去发现问题、设计问题并解决问题，提高合作意识，培养合作精神，从而实现学生的主体地位，发展学生的综合语言运用能力。 五、教学媒体设计 指导学生将信息技术与英语学习相整合,教师鼓励学生利用网络资源及多媒体技术积极探索和运用知识。让学生展开想象，搜集有关资料，制成课件。多媒体及网络可使师生实现资源共享。通过多媒体及网络的运用，可以培养学生搜集和处理信息的能力，获取新知识的能力、分析和解决问题的能力以及合作与交流的能力，拓展学生学习的渠道。 六、教学流程 （一）课前准备 确定教学方式。采用“任务型”教学方式。首先让学生自愿分成几个学习小组，向他们提出要求，布置学习任务。在教师指导下，全班学生先分成正反两方,然后自愿组成5-6人的小组，教材Unit4的主要话题就是the future of cyberspace，故以该话题为核心，让学生从网络等渠道收集有关未来网络空间的材料,准备在课堂上交流。这个活动能够调动学生课外英语学习的积极性，锻炼学生以合作形式收集资料、处理信息的能力，为学生提供运用英语的机会。教师与各小组学生协商后，最后确定这个话题，即“Do you feel pessimistic or optimistic about the future of the internet? Why?”。各小组成员收集好素材，在教师的指导下进行取舍和整理，并制作成多媒体课件。教师课前对每组的课件进行审核，指导学生选取重要的信息。之后每组选一个代表准备上讲台讲解，教师要纠正学生的一些错误语法、发音以及不地道的语言，并对学生及时给予鼓励和表扬，鼓励学生即兴发挥，从而激发学生们更高的参与热情。 （点评：学生从收集素材到制作课件，充分展现了他们自主学习能力、合作探究与交流能力、富有个性的创造能力和表达能力。教师课前的指导作用是不容忽视的。教师要对每组的合作做出及时和积极的评价。） （二）导入 教师开始上课，首先让学生分成四个小组，抢答“How do you think computers and internet are going to affect our life?”。学生们积极举手回答，想象也非常丰富，一下子调动了学生们的积极性，使课堂气氛活跃起来。教师将几个可能用到的句型写在黑板上，如:“Suppose that…,imagine that…,It is likely that…,It is possible that…”指导学生运用。 (点评：如果能放一段有关未来网络空间的录像，导入“the future of cyberspace”主题,可能会收到更好的效果。） （三）实践 切入主题后，教师深入学生中间，给予激励性评价，询问学生是否分组准备好要说的话题，鼓励学生上台展示课件，讲解有关网络空间的未来。由每组学生派代表上讲台讲解，如,“I am optimistic about the future of the Internet, because the Net has become apart of our life. We do many things on it, such as…”etc.上台的几个学生代表表现得很好，有时还能即兴发挥,正反双方不时还有辩论。 （点评：当学生们看到同班同学能上台用英语结合图片资料，讲解未来网络世界时，表现出极大的兴趣。此时，教师应给予更多的激励性评价。上来发言的几个同学发挥得非常好。课堂充分体现了“以教师为主导，学生为主体”的教学理念。） （四）拓展 学生们探讨未来网络世界以后，教师又布置了一项任务，即分组讨论：“What you will be in the future”,将这堂课推向高潮，以小组的形式进行讨论、交流与合作，并选一名代表进行书写记录，最后读给全班听。学生讨论时，教师要给予指导，比如：What will you do? How will you prepare for? （点评：这样的合作学习能激励学生的创新热情，注重学生合作精神的培养。教师要多给予激励性评价。这种活动将英语教学的听、说、读和写四步有机地结合起来，充分培养了学生用英语交流和实际运用英语的能力。） （五）放音乐 最后放一首英文歌曲，名字叫“What will be, will be”,歌曲的主题也是:“What will you be in the future”,学生们跟着优美的旋律唱起来，没想到唱得非常好听。唱完后布置写作作业。 Home work: Write a passage about what you will be in the future. （点评：学生们唱得很好，这首歌刚好与这节课的主题相吻合，恰到好处，效果非常好，使课堂教学内容得以升华。从英语的角度来说，这首歌和作业的设计使整个教学流程达到了听、说、读、写完美的结合。从而获得和加强了学生实际应用英语的能力，使学生感悟学习英语的乐趣。） 结束语 此节课上得比较成功，虽然是普通平行班，但整个课堂气氛都很活跃。这堂课的亮点是充分体现了“以学生为主体”的教学理念，在教师的指导下将课堂“还”给学生，学生们发言及表演的时间占了整节课的三分之二，由过去的教师“教”为主转变为学生“学”为主。在学生们的发言及表演中看到了学生们每个人的闪光点，加强了师生之间的沟通与互动，调动了全体学生学习英语的积极性，培养了他们的合作精神和实际运用英语的能力。 课后反思 1、“Tomorrow’s World”一课无论从教学内容、教学方法还是从教学手段上都实行了创新设计与构思，同时有效地采用了课程标准中所倡导的“任务型”教学途径，激发了学生的学习兴趣，培养了学生的交际英语能力。如何变“接受性学习”为“创造性学习”，关键在于教师。在教学中教师要努力地创设民主和谐的学习氛围。英语教师的角色不再是单纯的知识传授者，而是学生学习的组织者、引导者、参与者和促进者。在课堂上，教师有时可以组织讨论，有时可以让学生辩论，有时甚至可以让学生上讲台当老师。 2、“Tomorrow’s World”一课是一次有益的教学方式的创新尝试。其巧用教材，对课文内容进行创造性拓展与补充；尤其是鼓励学生收集素材，制作课件，上台讲解，值得推广，此举可提高同学们的合作交流意识，同时还可不断改进同学们的口语表达能力和综合运用语言的能力，在“Tomorrow’s World”一课的基础上，今后可加大力度进一步培养学生的自主、合作与探究精神。教师要不断学习，拓宽课程设计的思维空间,发挥学生想象力,开启学生创新思维。在教学中，教师根据教材正确地诱发学生的想象力。比如，让学生想象“What will life be in the future”,通过想象，学生就能自由地表达他们的思想。 3、“Tomorrow’s World”教学过程中，教师应在各个环节进行及时评价，效果会更好。还可在各小组之间展开竞争，通过自评与互评的方式，评出课件、讲解员等，以此来激励学生的参与意识，更能使学生体验自信与成功的乐趣，从而激发学生更大的学习激情和参与热情。 4、该课是将信息技术与英语教学相整合的一个例子。以多媒体计算机及网络技术为核心的现代教育技术作为一种创新型教学手段，有利于适时拓展教学容量，限度地挖掘学生的创造力。例如，教师在教“Tomorrow’s World”一课时，引导学生按照各自的爱好，利用信息技术自主制作课件，根据讨论话题“the future of cyberspace”，设计了“Crime in cyberspace”,“Hackers”,“Shopping in the net”,and“Virtual reality”等几个板块，呈现出未来网络空间的各种状况，并用英语简单地描述未来情况。学生在这些课件呈现的课堂活动中丰富了想象，拓展了思维。注意信息技术与英语教学的整合，不仅老师、而且学生也将信息技术运用到英语的教与学当中。 教学有法，教无定法。不足之处还需加以改进，不断完善。教师在教学过程中应不拘一格，综合学生、教材、教法及自身教学风格，创造性地开展教学活动，激活学生的学习热情，激发学生的学习兴趣，激励学生的学习信心，永葆英语课的新鲜、趣味、活泼。因此，在英语教学中教师要精心设计课堂教学，注重教学方法，要重视让学生在创造性的学习活动中获得愉悦的心理体验，这种体验一方面来自教师对学生的评价，更主要的是让学生在自主发现的活动中获得。学生几个人一组，全身心地投入到活动中去，有的负责收集资料，有的负责制作课件，有的上台表演，创造力得到充分的体现。学生在体验中享受到了快乐，在快乐中发挥了创造力。 把信息技术引入英语教学，引起了英语教学方式和方法的革命性变革。但是，目前我们教师大量进行的课件设计，主要都是教学方式和方法方面的整合。实际上，信息技术更重要的是用于教学资源的开发，特别是指导学生将信息技术与英语学习相整合，比如收集资料，制作课件，并在课堂上交流。教育的过程本身就是一种探索与创造，教师要不断探索课堂教学的新思路、新方法，引导学生发现、探究、解决问题，才能培养学生的开拓精神和创新意识，逐步培养其独立获得知识、创造性运用知识的能力。
教学准备
教学目标
1). To learn the knowledge of the cultural relics.
2). Discuss how to protect our cultural relics.
3).Reading and understanding, catching the history and information of the Amber Room.
4). Functional item, how to tell the story about the Amber Room
5). Finish the comprehending exercises after the reading passage.
6). Use scanning; skimming and careful reading to learn the story of the Amber Room.
教学重难点
Key points
To understand cultural relics.
How to tell the story about the Amber Room
Difficulties
Talk about cultural relics at home and abroad in English freely.
To learn the story of the amber room.
教学工具
课件
教学过程
导入
1). Guessing:
Teacher present some pictures and statements ,let the students guess whtat or where it is.
The Great Wall; The Pyramid ; Taj Mahal
2)Teacher show some pictures. They are all very famous places in China or in the world. Ask the students to think these over:
A. Can you name them out?
Who have the right to own and confirm them?
(The shown pictures: Group 1;①Yuanmingyuan; ②Forbidden City
Group 2: ③Ming Dynasty vase ;④Taj Mahal; ⑤ivory dragon boat
and Mogao Caves)
Step I: Pre-reading
1).Ok, you have know something about cultural relics, have you ever seen a piece of amber?And what do you know about it?
Show some pictures of amber. Let students know what the amber is and its value.
color yellow- brown
feel like feel as hard as stone
Amber is the fossil(化石) form of resin(树脂) from trees.
It takes millions of years to form.
2). Can you imagine a house made of amber?Please preview “In search of the amber room.”
Step II: Fsat reading and thinking about the title:
1). Teacher give students the following questions to think:
When you see this title, what do you want to know?
What is the Amber Room?
Why was it called the Amber Room?
What was it made for?
What happened to it?
Why to search for it?
(Ask the students just remember these questions in their mind not find the answers.)
2). Fast reading to get the main idea:
The Amber Room , which _________________sent to the Russian people as a _____, was ____by the _____________ soldiers .
(Students read the passage quickly and fill in the blans)
3). Now, let the students try to answer the questions in part 1). (PPT 7)
(Teacher may give some necessary help)
Step III: Scanning
Ask the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. Join the correct parts of the sentences together. (exercise 1 on page 2)
After do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. (PPT 9)
Step IV: Skimming
Ask students to skim the passage and complete exercise 2 on page2.
( 3 ) How did the Amber Room become one of the wonders of the world?
( 5 ) How was a new Amber Room built?
( 4 ) How did the Amber Room get lost?
( 1 ) How was the Amber Room made?
( 2 ) Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?
Step V: Careful reading
Let the students read the text carefully and try to find some details to complete the form on PPT 11.
Step VI: Role play
Just now you have learnt the story of The Amber Room, now suppose you are a guide of The Amber Room, how will you intrduce the amber room to the visitors?
( Give students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.)
Homework
1. Read the story of The Amber Room again after class.
2. Write the introduction of the Amber Room you have discussed in class.
3. Prepare for next period by underline the difficult points in the text.
板书
Blackboard Design
Unit 1 Cultural relics
Warming up & pre-reading
What is cultural relics?
cultural relic is sth. that survived for a long time
cultural relic may be a part of old thing has remained when the rest of it had been destroyed
C. a cultural relic is something rather rare
教学准备
教学目标
Knowledge and ability: To help the Ss know about the history of the Amber room and develop their reading skills.
Process and method: Ss acquire knowledge and improve ability through discussion and competition.
Emotion, attitude and values: to arouse Ss's awareness of protecting the cultural relics. Understand cultural relics belong to the whole world and the human beings.
教学重难点
important point: Understand the content of the whole passage and master the different reading skills,such as ,skimming, scanning and so on.
difficult point : how to solve the questions and find the useful information using the reading skills.
教学工具
课件
教学过程
Lead in
1. show some pictures .
2. show the pictures and a short video of amber room.
purpose: motive Ss's interest.
Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.
Presentation
Look at the photos here. What do you know about the substance of “amber”? What do know
about the cultural relics “the Amber Room”?
discussion:
Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision?
A: What should we do?
B: Can we keep it for ourselves or report it to the government?
C: Have you come across such a situation — to make a difficult choice?
listen and answer the questions:
Play tape. Ss get the main idea of the passage.
Reading
pre-reading:
1. Have you ever seen a piece of amber?
What do you know about it?
2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right.
Reading:
1st time:
read by yourself as quickly as you can.
join the correct parts of the sentences together.
2nd time:choices and T/F
compete between boys and girls.
3rd time:
answer some question. Ask ss to think over and discuss.
purpose: understand the text better and arouse Ss's awareness of competition. Grasp the main information.
Discussion and report
Think over of what we discuss in the part of warming up: I find myself falling into the dilemma.
you discuss together ,and write down the outline of a report.
work in group
Consolidation
fill in the blanks (summary).
Homework
make a report .
use the useful information in the passage.
教学准备
教学目标
1.知识目标： 1)Students should learn some useful words and phrases: musician, clap, passer-by, form, extra, earn, advertisement, 2 attractive, instrument, loosely, actor dream of, be honest with, play jokes on, or so, break up. 3)Students should understand the general idea of the passage 2.语言能力目标： 1)Develop the Ss’skills of skimming, scanning and careful reading. 2) Train the Ss to find the key words and the topic sentences. 3)Encourage the Ssto guess the new words according the reading. 3.情感态度与文化意识目标： 1)Encourage the Ss to share the different kinds of music. 2)Improve the cooperation and share among the students.
教学重难点
1、教学重点： understudend the passage better find the main idea of each paragraph 2、教学难点： the reading ability the skills of reading
教学过程
教学设计
本节课共45分钟，具体教学步骤如下：
Step I Leading-in
播放一段小视频，内容为歌曲 If you are happy的英文版本，通过介绍演唱乐队twins引出本单元话题。随后，展示几张国内外流行乐队的图片，转入对本课阅读内容的探讨。
Step II While reading
Task I. Fast reading 快速大声阅读文章，完成练习1和2.
1. Read the passage and try to find out:
1) How many bands are mentioned in the passage? What are their names?
_________________________________________________________
2) Which band is “The Band That Wasn’t”?
_________________________________________________________
the passage quickly and match main ideas with paragraphs.
How the Monkees formed the band?
Dreaming of being famous.
How the Monkees became popular and developed as a real band?
The common way that bands form.
Task II. Careful reading 分段阅读。分别默读每一段，完成相应练习。
1. () Read carefully find out how do people form a band.
Step 1
To practice music ____________________.
Step 2
To play __________________________.
Step 3
To give performances ____________________________.
Step 6
To make records __________________.
2. (Para. 3&4) Put the following steps in the right order. 小组合作，比赛式进行。
A. Had to use actors
B. Broke up, then reunited
C. Produced their own records
D. Produced a new record
E. Relied on other musicians
F. Sang their own songs
G. To find four musicians
H. Advertised in a newspaper
I. Sang songs by others
J. Pretended to sing
The right order__________________________________
Step III Post-reading
Task I. Promotion and discussion.小组讨论，分组展示。
This is a press conference and your favorite band The Monkees is here. What do you want to say to them or what else do you want to know about them? Work in groups and do a role play. Four of you play as members of The Monkees and the others work as journalists. And you can refer to the following questions.
1. How did your band start?
2. What are the differences between… and… ?
did you change to sing your own songs?
’s your future plan?
5. What do you want to say to ....?
Task II. Summary of the passage 归纳总结所学。
The article is _________ (main) about the band --______ Monkees. It _________(believe) that many people want to be famous singers or musicians, _______ they form a band through different ______(way) .
However, there is a band ______ is different from others. At first, they sang the songs ________ (write) by other musicians. Later, they played and sang _____ (they) own songs. After _______(reunite) in the 1980s, they made _____ new record in the 1990s.
Step IV Homework
1. write a news report about the Monkees based on the interview.
the song I'm a believer by the Monkees.
Step V enjoy the song I’m a believer by The are the lines.
The Monkees------Now I'm A Believer
作词：Neil Diamond
I thought love was only true in fairy tales
Meant for someone else but not for me
Love was out to get me, that's the way it seemed
Disappointment haunted all my dreams
Then I saw her face, now I'm a believer
Not a trace of doubt in my mind
I'm in love, I'm a believer
I couldn't leave her if I tried
I thought love was more or less a given thing
Seems the more I gave the less I got
What's the use in tryin'? All you get is pain
When I needed sunshine I got rain
Then I saw her face, now I'm a believer
Not a trace of doubt in my mind
I'm in love, I'm a believer
I couldn't leave her if I tried
教学准备
教学目标
To learn to talk about kinds of music
To learn to read about bands
To study The Attributive Clause (in/ for/ with/ by+which/ whom)
To learn to write an e-mail
教学重难点
To study The Attributive Clause (in/ for/ with/ by+which/ whom)
To learn to write an e-mail
教学工具
课件
教学过程
I. Warming up
Warming up by describing
Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.
Warming up by discussing
Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.
Classical music Country music Rock ‘n’ Roll
Rap Orchestra Folk music
Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.
II. Pre-reading
and saying
Have you heard about any of the famous bands in the world? List some if you can.
For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.
, talking and sharing
Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.
For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.
Do you know anything about “The Monkees”?
For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.
III. Reading
aloud to the recording
Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from THE BAND THAT WASN’T
dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band
to identify the topic sentence of each paragraph
Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.
1st paragraph: How do people get to form a band?
2nd paragraph: Most musicians meet and form a band.
3rd paragraph: One band started as a TV show.
4th paragraph: “The Monkees” became even more popular than “The Beatles”.
and transferring information
Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.
How do people get to form a band?
Members High school students
Reasons They like to write and play music.
Places They practice their music in someone’s home.
Forms They may play to passers-by in the street or subway.
Results They can earn some extra money. They may also have a chance to dream of becoming famous.
How was The Monkees formed and became a real band?
The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones
beginning of the band It began as a TV show.
style of the performance They played jokes on each other as well as played music.
first music and jokes Most of them were based loosely on the band called “The Beatles”.
development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.
changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.
4. Reading and understanding difficult sentences
As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.
IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.
Closing down by having a discussion
Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?
For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.
Do you agree that the jokes were more important than the music for this band? Give a reason.
For reference: Yes. I think it is the jokes that really attract more fans.
No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.
Closing down by retelling the form of the band The Monkees.
I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.
课后小结
学了这节课你有什么收获?
课后习题
完成课后习题一、二。
板书
Unit 5 Music
高中英语必修五教材单词内容
east 东方的、eagerness 热心、eagle 鹰、ear 耳朵，听力、early 早等。
词汇解析
一、east 英 [iːst] 美 [iːst]
adj. 东方的
adv. 向东方
n. 东方；东部
1、east的基本意思是“东，东方”，指与西方相对的一个特定的方向，即日出的方向。
2、east可与介词at， in， on， to等搭配，表示“位于…的东方”。
3、east用作主语时一般用作专有名词，首字母常大写。
4、east用作形容词时的意思是“东方的，向东方的”，指某人或某事处于在东部或趋向于东方的状态。
5、east在句中只能用作定语,无比较级和最高级形式。
二、eagle
英 ['iːg(ə)l] 美 ['igl]
n. 鹰；鹰状标饰
例：She looked down at her Viennese fan of eagle feathers.
她的头低着，眼睛看着手中的威尼斯鹰羽扇。
三、eagerness
英 ['iːgənəs]
n. 渴望；热心
例：Her eagerness moved all the people.
她的热心感动了所有的人。
四、ear
英 [ɪə] 美 [ɪr]
n. 耳朵；穗；听觉；倾听
vi. （美俚）听见；抽穗
例：He whispered something in her ear.
他在她耳边低声说了些什么。
五、early
英 ['ɜːlɪ] 美 ['ɝli]
adj. 早期的；早熟的
adv. 提早；在初期
例：I decided that I was going to take early retirement.
我决定了我将提早退休。
高中必修五英语单词有：
1、conclusion：结论；结束。
2、infect：传染；感染。
3、attend：照顾；护理；出席；参加。
4、cure：治愈；痊愈。
5、victim：受害者。
6、Cambridge：剑桥大街。
7、handle：柄；把手。
8、certainty：确信；确实。
9、firework：烟火（燃放）。
10、positive：积极的；肯定的；确实的。
拿出一本英语书，翻到后面的单词表，首先看音标，把单词读会，然后去记单词的中文意思，这样就会记住单词了，下面给大家分享一些关于 高二英语 必修五单词表，希望对大家有所帮助。
高二英语必修五单词1
Unit 1
characteristic n. 特征;特性
radium n. 镭
painter n. 画家;油漆匠
put forward 提出
scientific adj. 科学的
conclude vt. & vi. 结束;推断出
conclusion n. 结论;结束
draw a conclusion 提出结论
analyse vt. 分析
△infect vt. 传染;感染
△infections adj. 传染的
△cholera n. 霍乱
defeat vt. 打败;战胜;使受挫n. 失败
expert adj. 熟练的; 经验 或知识丰富的n. 专家;行家
attend vt. 照顾;护理;出席;参加
physician n. 医生;内科医师
expose vt. 暴露;揭露;使曝光
expose…to 使显露;暴露
△ deadly adj. 致命的
cure n. 治愈;痊愈
vt. 治愈;治疗
△ outbreak n. 爆发;发作
(尤指疾病或战争)
challenge n. 挑战
vt. 向……挑战
victim n. 受害者
absorb vt. 吸收;吸引;使专心
suspect vt. 怀疑n. 被怀疑者;嫌疑犯
enquiry n. 询问
neighbourhood n. 附近;邻近
severe adj. 严重的;剧烈的;严厉的
△ clue adj. 线索;提示
pump n. 泵;抽水机
vt. (用泵)抽(水)
△ Cambridge 剑桥大街
foresee vt. 预见;预知
△ investigate vt. & vi. 调查
△ investigation n. 调查
blame vt. 责备;谴责n. 过失;责备
pollute vt. 污染;弄脏
handle n. 柄;把手
vt. 处理;操纵
△ germ n. 微生物;细菌
link vt. & n. 连接;联系
link…to… 将……和……联系或连接起来
announce vt. 宣布;通知
△ certainty n. 确信;确实
instruct vt. 命令;指示;教导
△ responsible adj. 有责任的;负责的
construct vt. 建设;修建
construction n. 建设;建筑物
contribute vt. & vi. 捐献;贡献;捐助
apart from 除……之外;此外
firework n. 烟火(燃放)
chart n. 图表
△ creative adj. 有创造力的;创造性的;独创的
△ co-operative adj. 合作的
positive adj. 积极的;肯定的;确实的
(be)strict with… 对……严格的
△Nicolaus Copernicus 尼古拉?哥白尼(波兰天文学家)
△revolutionary adj. 革命的;重大变革的
movement n. 移动;运动;动作
make sense 讲得通;有意义
backward adv. & adj. 向后地(的);相反地(的);退步地(的)
△loop n. 圈;环
△privately adv. 私下地;秘密地
spin vi. & vt. (使)旋转;纺(线或纱)
△brightness n. 明亮;亮度;聪颖
enthusiastic adj. 热情的;热心的
cautious adj. 小心的;谨慎的
reject vt. 拒绝;不接受;抛弃
universe n. 宇宙;世界
高二英语必修五单词2
unite vi. & vt. 联合;团结
kingdom n. 王国
consist vi. 组成;在于;一致
consist of 由……组成
△London Heathrow Airport伦敦希思罗机场
province n. 省;行政区
△River Avon 埃文河
△River Thames 泰晤士河
△River Severn 塞文河
divide…into 把……分成
△Wales 威尔士(英)
△Scotland 苏格兰(英)
△Northern Ireland 北爱尔兰(英)
clarify vt. 澄清;阐明
accomplish vt. 完成;达到;实现
conflict n. 矛盾;冲突
unwilling adj. 不愿意(的);不乐意(的)
break away (from) 挣脱(束缚);脱离
union n. 联合;联盟;结合;协会
△the Union Jack 英国国旗
credit n. 信任;学分;赞扬;信贷
to one’s credit 为……带来荣誉;值得赞扬;在……名下
currency n. 货币;通货
institution n. 制度;机制;公共机构
△educational adj. 教育 的
convenience n. 便利;方便
rough adj. 粗糙的;粗暴的
roughly adv. 粗略地;粗糙地
△Midlands 英格兰中部地区(英)
nationwide adj. 全国性的;全国范围的
attract vt. 吸引;引起注意
△historical adj. 历史(上)的;有关历史的
architecture n. 建筑学;建筑艺术
△Roman n. (古)罗马人
adj. (古)罗马的
collection n. 收藏 品;珍藏;收集
administration n. 管理;行政部门
port n. 港口(城市)
△Anglo-Saxon
n. 盎格鲁-撒克逊人
adj. 盎格鲁-撒克逊人的
△Norman n. 诺曼人;诺曼语
adj. 诺曼的;诺曼人(语)的
△Viking n. 北欧海盗;斯堪的纳维亚人
countryside n. 乡下;农村
enjoyable adj. 令人愉快的;使人高兴的
leave out 省去;遗漏;不考虑
△opportunity n. 机会;时机
description n. 描写;描述
fax n. 传真(机)
vt. 用传真传输(文件)
possibility n. 可能(性)
plus prep. 加上;和
adj. 加的;正的;零上的
quarrel n. 争吵;争论;吵架
vi. 争吵;吵架
alike adj. 相同的;类似的
take the place of 代替
break down (机器)损坏;破坏
arrange vt. 筹备;安排;整理
wedding n. 婚礼
fold vt. 折叠;对折
sightseeing n. 观光;游览
delight n. 快乐;高兴;喜悦
vt. 使高兴;使欣喜
royal adj. 王室的;皇家的;高贵的
uniform n. 制服
△St Paul’s Cathedral 圣保罗大教堂
splendid adj. 壮丽的;辉煌的;极好的
△Westminster Abbey威斯敏斯特教堂(英国名人墓地)
statue n. 塑像;雕像
△Buckingham Palace 白金汉宫
△Greenwich n. 格林尼治(英城市)
△longitude n. 经线;经度
△imaginary adj. 想象中的;假想的;虚构的
△navigation n. 导航;航行
△Highgate Cemetery 海格特墓地(英伦敦北郊，内有马克思及其家人的坟墓)
communism n. 共产主义
△original adj. 最初的;原始的;独创的;新颖的
thrill vt. 使激动;使胆战心惊
pot n. 罐;壶
error n. 错误;过失;谬误
tense n. 时态
consistent adj. 一致的
高二英语必修五单词3
aspect n. 方面;层面
impression n. 印象;感想;印记
take up 拿起;接受;开始;继续
constant adj. 时常发生的;连续不断的
constantly adv. 不断地
jet n. 喷气式飞机
△jet lag 飞行时差反应
△flashback n. 闪回;倒叙
previous adj. 在前的;早先的
uncertain adj. 不确切的;无把握的
guide n. 指导;向导;导游
vt. 指引;指导
tablet n. 药片
△expertise n. 专家意见;
专门知识(技能等)
capsule n. 太空舱;胶囊
steward n. 乘务员;服务员
stewardess n. 女乘务员
opening n. (出入的)通路;开口;开端
sideways adv. 往(向、从)一侧;侧着;侧面朝前
surrounding n. 周围的事物;环境
adj. 周围的
tolerate vt. 容忍;忍受
△combination n. 结合;组合
lack vi. & vt. 缺乏;没有
n. 缺乏;短缺的东西
adjustment n. 调整;调节
mask n. 面具;面罩;伪装
be back on one’s feet (困境后)恢复;完全复原
△hover vi. 盘旋
carriage n. 运输工具;四轮马车;客车
press vi. & vt. 按;压;逼迫
n. 按;压;印刷;新闻
fasten vt. 系牢;扎牢
belt n. 腰带;皮带
safety belt 安全带
lose sight of… 看不见……
sweep up 打扫;横扫
flash vt. & vi. (使)闪光;(使)闪现
switch n. 开关;转换vt. 转换
timetable n. 时间表;时刻表
△exhausted adj. 筋疲力尽的;疲惫不堪的
slide into (快捷而悄声地)移动;溜进……
optimistic adj. 乐观(主义)的
△pessimistic adj. 悲观(主义)的
speed up 加速
△pedal n. 踏板;脚蹬
△alien n. 外星人;外国人
adj. 陌生的;外国的;外星球的
mud n. 泥(浆)
desert n. 沙漠;荒原
△enormous adj. 巨大的;庞大的
△imitate vt. 模仿;仿造
△moveable adj. 可移动的;活动的
citizen n. 公民;居民;市民
typist n. 打字员
typewriter n. 打字机
postage n. 邮资
postcode n. 邮政编码
button n. 钮锃;按钮
instant n. 瞬间;片刻
adj. 立即的;立刻的
receiver n. 接受者;接收器;电话听筒
△efficiency n. 效率;功效
△efficient adj. 效率高的;有能力的
△ribbon n. 丝带;带状物
dustbin n. 垃圾箱
△dispose vt. 布置;安排
△disposal n. 清除;处理
ecology n. 生态;生态学
greedy adj. 贪吃的;贪婪的;贪心的
swallow vt. 吞下;咽下
material n. 原料;材料
recycle vt. 回收利用;再利用
△manufacture vt.(用机器)大量生产;成批制造
goods n. 货物
△etc abbr. 诸如此类;等等
representative n. 代表;典型人物
adj. 典型的;有代表性的
settlement n. 定居;解决
motivation n. 动机
高二英语必修五单词表相关 文章 ：
★ 高二英语必修五必背单词与记忆口诀
★ 高二必修五英语短语总结归纳
★ 高二必修五Unit 3英语单词及词汇解析
★ 高二英语必修二Unit5必背知识
★ 英语必修五Unit 2 单词及短语详细解析
★ 高二英语重点短语大全
★ 高二英语必修2知识点
★ 必修五英语语法
★ 高中英语单词表必修二汇总
★ 高中英语必修五unit1知识点
高中必修五英语单词有victim、absorb、suspect、enquiry、severe等。
一、victim
英 ['vɪktɪm] 美 ['vɪktɪm]
n. 受害者；者；牺牲
Think of yourself as a survivor, not a victim.
把自己看作幸运儿，不要看作受害者。
二、absorb
英 [əb'sɔːb] 美 [əb'sɔːrb]
vt. 吸收；吸引......的注意；吞并；承受
Dry sand absorbs water.
干沙吸收水份。
三、suspect
英 [sə'spekt] 美 [sə'spekt]
v. 怀疑；猜想
n. 嫌疑犯
adj. 可疑的；不可信的
I suspect he was lying by the boy's abnormal behaviour.
从那个男孩的反常举动中，我怀疑他在撒谎。
四、enquiry
英 [ɪn'kwaɪəri] 美 ['ɪnkwəri]
n. (=inquiry) 询问
He's quite within his rights to demand an enquiry.
他完全有权要求进行调查。
五、severe
英 [sɪ'vɪə(r)] 美 [sɪ'vɪr]
adj. 严厉的；严重的；剧烈的；严格的；严峻的
The premier came under severe criticism.
这位总理遭到严厉的抨击。
高一英语必修一教材内容
人教版高一英语课本目录
必修一
Unit 1 Friendship
Unit 2 English around the world
Unit 3 Travel journal
Unit 4 Earthquakes
Unit 5 Nelson Mandela - a modern hero
必修二
Unit 1 Cultural relics
Unit 2 Cultural relics
Unit 3 Computers
Unit 4 Wildlife protection
Unit 5 Music
Workbook
Unit 1 Cultural relics
Unit 2 The Olympic Games
Unit 3 Computers
Unit 4 Wildlife protection
Unit 5 Music
Appendices附录
Notes to the texts课文注释
Grammar语法
Words and expressions in each unit各单元生词和习惯用语
Vocabulary词汇表
Irregular verbs不规则动词
Changes in international phonetic symbols for English英语国际音标变化表
第一单元
安妮最好的朋友
你想不想有一位无话不谈能推心置腹的朋友？或者你会不会担心你的朋友会嘲笑你，会不理解你目前的困境呢？安妮？弗兰克想要的是第一种类型的朋友，所以她把的日记视为自己最好的朋友。
在第二次世界大战期间，安妮住在荷兰的阿姆斯特丹。她一家人都是犹太人，所以他们不得不躲藏起来，否则就会被德国的纳粹分子抓去。她和她的家人躲藏了25个月之后才被发现。
亲爱的基蒂：
我不知道这是不是因为我太久无法出门的缘故，我变得对一切与大自然有关的事物都无比狂热。我记得非常清楚，以前，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未令我心迷神往过。自从我来到这里之后，这一切都变了。
比如说，有一天晚上天气很暖和，我故意熬到晚上11点半都不睡觉，为的就是能独自好好地看看月亮。但是因为月光太亮了，我都不敢打开窗户。
还有一次，就在五个月以前的一个晚上，我碰巧在楼上，窗户是开着的，我一直呆到非关窗不可的时候才下楼去。漆黑的雨夜，刮着大风，电闪雷鸣，乌云滚滚，我完全被这种景象镇住了。这是我一年半以来第一次亲眼目睹的夜晚。
不幸的是……我只能透过那满是灰尘的窗帘下那脏兮兮的窗户看看大自然。只能隔着窗户看那大自然实在没意思，因为大自然是需要真正体验的东西。
你的安妮
英语学习方法
1、英语基础
要想学好高三英语，英语基础是必须学好的，英语基础没有想象中的那么难，不管是单词还是句型、语法。
在高三复习的第一轮复习中，关于复习系会和语言点，一定要注意听，哪怕是一节课掌握几个短语也行，至于课后就自己拿起高中英语书，从单词背起，考英语一定要有词汇基础，否则什么都是白搭。
2、词典不离手
当在学习高三英语的时候，遇到不会的单词就要查，看到相近的单词分不清也得查明白，不要求自己一遍记住，就看一看给自己一个印象，大概一个单词你查五遍的时候就能记住了。
另外，一定要看英文解释！这个是避免完形填空选项中英语翻译发生歧义很有用的方法，希望能够帮助到大家。
英语课文听起来就觉得害怕，每个人似乎都有类似的经历，看着就让人头疼，不能否认，背课文是学习英语的好方法，特别是对中学生，所以，我建议学生应该多背诵英语课文。
目 录文摘英文文摘声明IntroductionChapter 1 Awareness of Culture Teaching in Senior High The Understanding of Language and The Relationship between Language and Culture Teaching and the SEFCSBChapter 2 Cultural Elements Embodied in Current Teaching Cultural Embodiment in Cultural Embodiment in Warming up , Listening and Cultural Embodiment in ReadingChapter 3 A Survey of Present Culture Teaching in Senior High The Design of the Findings and Comparison with the Former Teaching Materials about The Design of the New The New Books in Aspect of the Cultural The Goal of Culture The Means of Culture The Teaching of the Body Language The Main Role of the Teacher in Culture The Difficulties in Carrying out Culture TeachingChapter 4 Practice of Culture Teaching in Senior High Culture Teaching in Teaching Culture through Teaching Culture through Teaching Culture through Culture Teaching out of ClassChapter 5 The Roles of the Teachers and the Learners in Culture Teachingin Senior High SchoolsConclusionBibliographyAppendixAcknowledgements
