高中英语《Unit 1 Task (2)》教案 新人教版选修6
高中英语《Unit 1 Project (2)》教案 新人教版选修6
Step 2 Language points
1. as if to make room
e.g.:
1)He moved people forget to say “thank you”.
教
学
过
程
教学内容
个案调整
教师主导活动
学生主体
活动
Step 1 Revision
Summary(1):
One day, when Tony met Mike in the park,Mike said an i______bench,then, Tony joined in , Cathy and Paula joined in them,too.But Mike looked a_____ and stood up and w______over to the middle of the stage and sat
1)He tore the letter into pieces.
n.眼泪
3)He burst into tears.
tear apart拆散
tear (at)撕扯（对象）
tear down拆毁
tear into撕成（碎片）
tear oneself away from忍痛离开
be torn between…and…在…和…之间左右为难
8. He glares at queen. (line 68)
glare at:怒目而视
stare at:盯
glance at:瞥一眼，快速地看一眼
最新人教版高中英语选修6全册教案
最新人教版高中英语选修6全册教案Unit 1 ArtThe First Period ReadingTeaching goals 教学目标1. Target language目标语言：重点词汇和短语Realistic, abstract, religion, religious, sculpture, gallery, belief, consequent,consequently, aim, symbol, value, focus, possession, convince, impressionism, impressionist, shadow, ridiculous, nowadays, attempt, predict, the Renaissance, focus on, a great deal , scores ofThere are so many… that it would be impossible to …People became more focused on… and less on…If the rules of perspective had not been discovered, people would not have been able to paint …2. Ability goals能力目标Enable the students to talk about the short history of Western painting3. Learning ability goals 学能目标Help the students learn how to talk about the short history of Western painting Teaching important & difficult points 教学重难点Enable the Ss to talk about the short history of Western paintingTeaching methods 教学方法Skimming and scanning; individual, pair or group work; discussionTeaching aids教具准备A computer, a tape recorder and a projector.Teaching procedures & ways教学过程与方法Step I Lead-inTo lead in such a topic by mentioning the sculptures or paintings around the students, for example, sculptures on the campus, famous paintings hanging on the walls ofthe corridor of the school building, etc. Ask Ss to figure out their functions and the general term to call them---the works of artStep II Warming-upAsk the Ss to match some new words with the correct English meanings. Then ask them to look at the paintings in this unit and discuss the questions in Warming Up in groups of 4. Next, get them to answer the other questions in pairs. At last , check the answers with the whole class.Show them on the Screen.A Ba. realistic 1. accurateb. abstract 2. state of fact of existingc. existence 3. being in thought but having a physical orpractical existenced. detailed 4. lifelike, true to lifee. religious 5. classical, of old belieff. traditional 6. sincere to believe in a god or godsT hen ask Ss to give their opinions to fill the task listed in the Warming-upStep III Pre-readingGet the Ss to discuss the questions in pre-reading in pairs. Then check the answer with the whole class, if they have no idea, use the materials previously prepared to let the Ss have some acquaintance with the knowledge of art and artists.Step Ⅳ ReadingTask 1 SkimmingShow some questions on the screen.1.What were the artists interested in from 5th to 15the century AD?2.How did Masaccio3.paint his paintings?4.Why did the impressionists have to paint quickly.Task 2 ScanningLet the Ss red the passage again and get the main idea of it. Then complete the following chart no their own.Task 3 ExplanationThere are so many… that it would be impossible to …The sentence means that there are too many different styles of /western art to introduce in a short passage.People became more focused on… and less on…It tell us that people pay more attention to humans than religionIf the rules of perspective had not been discovered, people would not have been able to paint …The sentence means that people discovered the rules of perspective, so that they painted such realistic pictures.Step V ComprehendingAsk the students to read the passage again and deal with Exercises.Step V Homework1.Underline the time expression in the reading passage.2.Retell the passage with the help of the chart about the text.3.Discuss the question in Exercise 3 on page 3.Blackboard designUnit1 ArtA short history of western painting1.Ask the Ss to match some new words with the correct English meanings.A Ba. realistic 1. accurateb. abstract 2. state of fact of existingc. existence 3. being in thought but having a physical orpractical existenced. detailed 4. lifelike, true to lifee. religious 5. classical, of old belieff. traditional 6. sincere to believe in a god or gods2.Task 1 Skimming(1)What were the artists interested in from 5th to 15the century AD?(2)How did Masaccio(3) paint his paintings?(4)Why did the impressionists have to paint quickly.Task 2 ScanningLet the Ss red the passage again and get the main idea of it. Then complete the following chart no their own.The Second Period Extensive ReadingTeaching aimsEnable the students to know something about the art galleries.Key sentences1. Many art lovers consider this to be the best small art gallery in New York.2. Henry Clay Frick, a rich New Yorker, died in 1919, leaving his house, furniture and art collection to the American People.3. The best way to see the paintings is to start from the top floor and walk down to the bottom.4.It is amazing that so many great works of art from the late-19th century to the 21st century could be contained in the same museum．Learning ability goalsFoster the students' ability in skimming and looking up information in references books and improve the students' reading ability.Teaching important pointsFinish the exercises in post-reading by using the knowledge we have learned.Teaching aidsA recorder, a projector, and a computerTeaching procedureStep1 Revision1. Check the answers of the exercises and explain the difficult ones.2. Ask a few students to read aloud their passages "If I were a millionaire, I would..."Step2 Lead inT: Imagine your class is going to Beijing Arts and Crafts Gallery, and you are the guide; tell them what they will see in the museum.Step3 Pre reading1. Do you know any western art galleries?2. Have you ever been to any western galleries before? If so, describe your visit.Step4 Fast readingSlide showSkim the text, and answer the following questions.1. What's the main idea of this passage?2. Where might you see such a passage?3. Who do you think the text was written for?Keys:1. The passage introduces some best art galleries of Manhattan.2. Possibly in a guide book.3. Tourists and art gallery visitors.T: Listen to the tape, and match the numbers on the map with the museums. Step5 Careful readingRead the passage more carefully and complete the chart below.nameaddressWhich centuries?What countries?Whitney Museum of American Art945 Madison Avenue(near 75th St.)Contemporary(mainly art by living artists)AmericaMuseum of Modern Art53th St. (between 5th and 6th Avenues)late 19th century to the 21st centuryWestern countriesMetropolitan Museum of Art5th Avenue & 82nd StreetFrom ancient to modern timesall over the worldGuggenheim Museum5th Avenue & 88th StreetModern (from late 19th century onwards)Western countriesThe Frick Collection5th and Madison Avenuespre-twentieth centuryWestern countriesStep6 DiscussionEnjoy the following pictures and discuss.Which of the five galleries would you choose to visit? Why? Guggenheim MuseumWhitney Museum of American ArtMetropolitan Museum of ArtMuseum of Modern ArtThe Frick CollectionStep7 Language pointsT: Now I'm going to explain some language points to you...Slide show1. Many art lovers consider this to be the best small art gallery in New York. consider大致有两种含义。
人教版高二英语选修6教案：Unit1+Art+period2.doc
石泉中学课时教案科目：授课时间：第周星期年月精美句子1、善思则能“从无字句处读书”。
读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。
读大海，读出了它气势磅礴的豪情。
读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。
幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。
幸福是“零落成泥碾作尘，只有香如故”的圣洁。
幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。
幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。
幸福是“人生自古谁无死，留取丹心照汗青”的气节。
3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。
4、成功与失败种子，如果害怕埋没，那它永远不能发芽。
鲜花，如果害怕凋谢，那它永远不能开放。
矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。
蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。
航船，如果害怕风浪，那它永远不能到达彼岸。
5、墙角的花，当你孤芳自赏时，天地便小了。
井底的蛙，当你自我欢唱时，视野便窄了。
笼中的鸟，当你安于供养时，自由便没了。
山中的石！当你背靠群峰时，意志就坚了。
水中的萍！当你随波逐流后，根基就没了。
空中的鸟！当你展翅蓝天中，宇宙就大了。
空中的雁！当你离开队伍时，危险就大了。
地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。
朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。
最新人教新课标高中英语选修6 Unit1精品教学设计unit 1 全单元教案1
Unit 1 Art教材分析I．教学内容分析本单元的中心话题是西方绘画艺术的历史、中西方各种艺术形式与风格，各时代的著名画家以及他们的作品。
听说读写等语言知识和语言技能主要围绕“绘画艺术”这一主题设计的。
本单元引导学生讨论这些问题，目的在于让他们了解绘画艺术及其各个历史发展时期的不同风格，培养他们对艺术的兴趣。
Warming up部分共有四个问题，引导学生讨论本单元出现的所有绘画，包括宗教绘画、文艺复兴时期的绘画、印象派风景画和抽象画等。
通过为教室选张贴画、为家居选布置画、谈个人对绘画等艺术的喜好等活动，让学生交流对绘画等艺术形式的认识，并在此过程中学习本单元即将出现的生词。
Pre-reading部分有三个问题，引导学生回顾在画廊或书本上见过的绘画。
尤其要学生回顾所见的西洋绘画和著名的画家，这和“热身”部分的讨论有机地联系起来，帮助学生认识国画和西洋画的不同特征、代表性作品及画家。
Reading部分主要介绍西方绘画史。
文章开头阐述导致艺术发展的因素：生活方式和人们的信仰，并由此得出结论：西方艺术不断变化发展，而中国艺术相对保持稳定。
随后文章从四个方面介绍了主要的西方艺术绘画流派。
中世纪的绘画主题主要与宗教有关，这个时期的作品充满了宗教符号，表达作者对上帝的崇敬和热爱。
直到13世纪，意大利画家乔托（Giotto）才开始描绘现实的宗教活动。
文艺复兴时，人们的思想和价值观发生了根本性的变化，绘画主题从宗教转向人与自然，绘画手法更为现实。
意大利画家马萨乔（Masaccio）采用透视法绘画，开创了现实主义绘画的新纪元。
19世纪晚期，欧洲的工业化导致了巨大的社会变革，也使绘画风格产生了变化。
在法国的巴黎出现了印象派艺术画家，他们走出家门，捕捉瞬间作用于物体的光线。
印象派绘画一段时间引起了争议，但如今被公认为现代艺术的开端。
无论是抽象画还是现实画，都得益于印象派艺术的启发。
阅读文章中有四幅图，分别为：1.亚博拉罕接待天使（大圣母教堂侧壁）432—440 ——中世纪 2.巴۰卡斯蒂利昂伯爵像（拉斐尔）1515 ——文艺复兴3. 日出（莫奈）1872-1873——印象主义4.海边人物形象（斯塔尔）1952——现代艺术Comprehending部分设置了四个练习。
高中英语人教版选修6第一单元教案
Unit 1 Art单元话题和结构Period 1本单元的话题是Art/艺术，介绍了绘画和西方绘画史。
单元句法项目是虚拟语气（1）。
艺术是人类以情感和想象为特性，来把握和反映世界，表示对世界及自身，对二者关系的看法的一种特殊方式。
《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时 /三课型划分”。
但在实际教学过程中，我们建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时、裁剪、拼接使用我们提供的材料，以便“物尽所用”，达到最佳教学效果。
教师也可以参照我们提出的“实际教学过程课时划分建议”进行教学。
实际教学过程课时划分建议将Warming Up 、 Pre-reading、Reading 和 Comprehending 整合在一起上一节“阅读课” 。
Period 2将Learning about language和Workbook中的USING WORDS AND EXPRESSIONS 、 USING STRUCTURES整合在一起上一节“语言知识课”。
Period 3将Using language设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。
Period 4将Workbook的READING AND LISTENING和TALKING整合在一起上一节“听说课” 。
Period 5将Workbook的LISTENING TASK、READING AND WRITING TASK和SPEAKING TASK整合为一节“综合技能课（二）”。
Period 1 Warming up1. Warming up⑴Warming up by talking about what paining isHello, everyone. Today we shall read a passage entitled A SHORT HISTORY OF WESTERN PAINTING. But first what do you know about painting? Could anyone stand up to tell the class something about painting?⑵Warming up by talking about Chinese paintingBefore we read about the western painting let ’s talk a bit about Chinese painting. How much do you know about Chinese painting? Have you ever seen any famous Chinese paintings?You may use words like Chinese Paint, Wall paintings, the hanging scroll, aesthetic values and tastes to express your views.⑶Warming up by looking at and saying about Mona LisaHello, class. Before we read about western painting, we shall look at one of the masterpiecesby one of the western painters.Mona Lisa, or La Gioconda (La Joconde), is a 16th-century oil painting on poplar wood by Leonardo da Vinci, and is arguably the most famous painting in the world. Few works of art have been subject to as much scrutiny, study, mythologizing and parody. It is owned by the French government and hangs in the Mus e du Louvreé in Paris.The painting, a half-length portrait, depicts a woman whose gaze meets the viewer's with an expression often described as enigmatic.Period 2ReadingObjectives■To help students learn to make reference■To help students learn to read an exposition about western painting■To help students better understand “art”■To help students learn to use some important words and expressions■To help students identify examples of “Subjunctive Mood (1) I wish I could/ did/ would ⋯ If I did⋯, I would do”in⋯the textWords focus, convince, attempt, predictExpressions focus on, a great deal, scores ofPatterns If the rules of perspective had not been discovered, people would not have bee n able to paint such realistic pictures.If the rules of perspective had not been discovered, people would not havebeen able to paint such realistic pictures.During the Renaissance oil paints were also developed, which made colourslook richer and deeper.But without the impressionists many of these painting styles would not exist.The painter does not attempt to paint objects as we see them with our eyes⋯When you walk into the gallery you feel like you are inside a huge white seashell.AidsMultimedia facilities, tape-recorder, photos, diagramsStep1 GreetingStep2 IntroductionIn this period, after the warming up, students will first be guided to talk about galleries。
人教版高中英语选修6全册教案
Unit1Art Unit2Poems Unit3Ahealthylife Unit4Globalwarming Unit5Thepowerofnature 选修六 Unit1Art 一、语言要点 I 单元要点预览（旨在让同学整体了解本单元要点） 词汇 部分词语 辨析 1.possess/own/have2.technique/technology3.shadow/shade 词形 变化 1.consequencen.结果 consequentadj.作为结果的,consequentlyadv.从而,因 此 2.possessv.占有,拥有 possessionn.拥有,占有,所有 3.faithn.信任,信念,faithfuladj.守信的,忠实的,faithfullyadv.忠诚地,如实地 4.techniquen.技术,技巧,方法,techniciann.技术员,技师 technologyn.工艺,科技, 技术 5.aggressiveadj.敢作敢为的,侵略性的 aggressv.攻击,侵犯 aggressionn.进任；信心 2.aimn.目标；目的；瞄准 vi.&vt.瞄准（向某方向）努力 3.typicaladj.典型的,象征性的 4.adoptvt.采用,收养 5.convincevt.使确信；使信服 6.attemptn.努力；尝试；企图 vt.尝试；企图 7.predictvt.预言；预告；预测 重点 词组 agreatdeal 大量 bycoincidence 巧合地 ontheotherhand 另一方面 intheflesh 活着的；本人 in(the)possessionof 拥有（属于） inconsequence 因此，结果 appealto（对某人）有吸引力；
新人教版高中英语选修6Unit1 Art--The Second Period教案
Unit 1 ArtThe Second Period Language StudyTeaching goals:To enable the students to learn the useful expressions.To help the students lean how to judge the parts of speech according to the suffixes and determine their functions in the sentences. Teaching important & difficult points:Get the Ss to learn word formation by adding suffixesTeaching methods:Explanation and practiceTeaching aids:A computer and a projector, a blackboardTeaching procedures & ways:Step I RevisionCheck the students’ homework and let one read their work.1.Ask Ss to speak out the time expressions they underlined as homework2.Ask a student to retell the short history of western painting3.Ask Ss to discuss the questions in Exercises 3 on page 3 in groups of4.Art is influenced by beliefs of the people, the way of life and so on. Step II Language points1.Painting is silent poetry, and poetry is a speaking picture.画是无言的诗, 诗是有声的画。
高中英语人教版选修六教案Unit 1单元教案(word版)
Unit 1 ArtPeriod1 Vocabulary and Useful ExpressionsTeaching Goals:1.To enable Ss to master some new words and expressions2.To get Ss to have knowledge of this grammar point: the subjective moodTeaching Procedures:Step 1. Free talkIf you have a special chance to become a poet, what kind of poems will you write to people?And why?Step 2. Word studyPurpose: To consolidate the words and phrases in the text.1.Find a word in the poems that rhymes with each of the words below. Then add other words that rhyme. The first one has been done for you.(1)dead lead red thread fed said bed(2)high(3)sing(4)today(5)lace(6)trueSuggested Answers:(2)high sky pie my fly shy lie(3)sing ring wing thing king fling string(4)today away say play lay tray may(5)lace race face case chase place space(6)true too new flew few shoe canoeplete the passage using the words below in the correct form.c o t t a g e r u n o u t o f n u r s e r y r h y t h m r e c i t e r h y m eWhen I was a baby, my mother used to read me rhymes, I loved their and the way the words at the end of the lines. By the time I was two years old, I could at least ten of them. When we new nursery rhymes, my mother would go to the store to buy another nursery rhyme book. In fact, my family loved reading so much that the living room in our was full of books.Suggested Answers:nursery; rhythm; rhyme; recite; run out of; cottage.3.In English we sometimes add –ful to a noun to make an adjective. For example, wonder becomes wonderful. This means full of wonder. Now make adjectives form these nouns. Then add four other pairs you know.(1)beauty (5) dread (9)(2)joy (6) hope (10)(3)sorrow (7) peace (11)(4)delight (8) power (12).Suggested Answers:(1) beautiful (2) joyful (3) sorrowful (4) delightful (5) dreadful(6) hopeful (7) peaceful (8) powerful (9) thankful (10) successful (11) painful (12) usefulplete the table with the correct nouns, verbs, adjectives or adverbs.Verb AdverbNoun AdjectiveangrydarkenimpressiverepetitivetransformationaltranslationwarmenjoyexpressivelyinspireSuggested Answers:Verb AdverbNoun Adjectiveanger anger angry Angrilydark darken dark darklyimpression impress impressive impressively repetition repeat repetitive repetitively transformation transform transformational \translation translate translated \warmth warm warm wrmlyenjoyment enjoy enjoyable enjoyably expression express expressive expressively inspiration inspire inspirational inspirationallyplete each sentence using the correct word from the table you have just completed. (1)While you were reciting the poem, I think you moved your body very . It made the performance much more interesting.(2)Ad I lay in the , the words of a new poem came into my head.(3)The teacher doesn’t think that the of the Tang poem is very good.(4)Songs are often easy to remember because they a lot of poetry.(5)Your talk was so that I want to go and write lots of poetry.(6)I loved the strong images you used in your poem to convey feelings of .(7)We were very by the students’ performance of their poetry.(8)We passed the afternoon very reading poetry together under the trees.(9)Mr. Tanne r’s love of poetry has the students’ feelings towards the subject.(10)Even though it is cold, your poem about summer has made me feel really . Answers:(1) expressively (2) darkness (3) translation (4) repeat (5) inspirational (6) anger (7) impressed (8) enjoyably (9) transformed (10) warm Step 3. Grammar1.PresentationPurpose: To revise the usage of the subjunctive mood with Ss.所述情况从句主句与现在事实相反If+主语+动词过去式主语+ would/could/might/should+ （be 动词用were）动词原形与过去事实相反If+主语+动词过去完成式主语+ would/could/might/should+have + 过去分词与将来事实相反①if+主语+动词过去式主语+ would/could/might/should+②if+主语+were to + 动词原形动词原形③if+主语+should+动词原形此表中需要注意几点：(1) be 动词在表示与现在事实相反的从句中一般用were.在非正式情况先，第一、第三人称后偶尔也用was. 如：If he were you, he would go at once.(2) 主句中的should 通常用于第一人称，would，could 以及might 可以用于各种人称。
高中英语 第一单元(第一课时)教案 新人教版选修6
第一单元〔第一课时〕教案BOOK6 Unit 1ArtI、Teaching Aims:1.Learn and master the following words and phrases:religious Consequently，abstract,symbol,medium,relatively, Unlike ，pure, relationship ，values, convince,,bottom,scholar, traditionalattempt to do sth.a great deal, focus on take the place of ，in place of ，be absorbed in2.Improve the students’ reading ability.3.Enable the students to enjoy the beauty of different arts.II、Teaching Important Points:1.Improve the students’ reading ability.2.Master the following phrases:attempt to do sth.a great deal, focus on take the place of ，in place of ，be absorbed inIII、Teaching Difficult Point:Make the students understand the reading passage better.and admire the beauty of different arts.IV、Teaching Methods:1.Discussion before reading to make the students interested in what they will learn.2.Fast reading to get a general idea of the text.3.Discussion after reading to make students understand what they’ve learned better.4.Careful reading to get the detailed information in the text.V、Teaching Aids:1.Some pictures2.the multimediaVI、Teaching Procedures:Step 1 Greetings and Revision(Greet the whole class as usual.)T:In Book5, we have learnt something about first aid.Now who can tell me what is first aid?S1:First aid is a kind of help that is given to someone who hurt himself T:OK,can you tell me the reason why it is important?S2:First aid can be used to save some one’s life .T:Anything else?S3:I know something about first aid.It can give us a better relationship T：Very goodStep 2Pre-reading and ReadingT:OK.Thank you for your answers to my questions.As is known to us,we can’t live without help .But who can tell me what makes us feel better besides giving help to others?Ss:No,we don’t know.T:Maybe we can get the answer to the question after reading the article for today.Before you read,first let’s learn the new words and phrases in the passage.(Teacher deals with the new words with the whole class.)T:Now please read the passage quickly to get the general idea and try to use the words in the to plete the following blanks：〔Teacher let several students plete the blanks，and then…….〕T:Well done.Who can tell me the general idea of the text?S4:The passage mainly tells us the changes of the arts in different period of timeT:Good work.Next,let’s read the passage carefully to get more information about arts.While you are reading,try to understand the following phraseson the blackboard.:attempt to do sth.a great deal, focus on take the place of ，in place ofbe absorbed inStep 3 Post ReadingLet Ss listen to the tape and at the same time, get the answers to the following passageStep 4 HomeworkSuppose you knowa famous painter, write a letter to him and ask him how you can bee a paiter, telling him something about yourself.。
高二英语新人教版选修6教案unit1artthesecondperiod.doc
Unit 1 ArtThe second periodThe analysis of teaching materials (教材分析):Basic sentence patterns and phrases are foundations in the whole English learning. If stude nts can have a good comma nd of sentence patter ns and important phrases ,they can improve their En glish reading and writing ability efficie ntly . So a review of sen tence patter ns and phrases will defi nitely has a positive influe nee on their En glish lear ning .The analysis of students (学情分析)：In our school , the students〃English foundation is in a relatively low level.They have learnt something about sentences and phrases before , but still a majority of them can not remember them clearly .So review this sentence patter ns and phrases is a must for poor En glish lear ners ・Teaching goals (教学目标)：1.Knowledge*To get the students remember the following five sentences :(1)These new settlers enriched the English Ianguage and especially its vocabulary・(2)Finally by the 19th century the Ianguage was settled ・⑶....*To get the students remember the following phrases:because of; come up ; at present; make use of; such as ; play/take a part in ;even if; the same・・・as・・・2.AbilityTo en able the students know how to use the importa nt phrases and sentence patter ns ・3.Emotion:*To arouse the students7 interests in English・*To st re ngthe n the students7 self-c on fidence in English lear ningTeaching important and difficult points(教学重难点)：To get the students master the usage of the following phrases from Unit Two : because of; come up ; at present; make use of; such as ; play/take a part in ;even if; the same ... as ・•・Teaching procedures (教学流程)：Step One Review the following sentences:(1)These new settlers enriched the English language and especially its vocabulary・(2)Finally by the 19th century the Ianguage was settled.(3)English now is also spoken as a foreign or second Ianguage in South Asia.(4)Today the number of people learning English in China is increasing rapidly.(5)Believe it or not, there is no such thing as standard English・Step Two Review the following phrases and its usage:1.because of由于；因为拓展：due to因为；由于；thanks to幸亏；由于on account of因为；由于owing to因为；由于【即时应用】The open —— air celebration has been put off ______ the bad weather. (C 类)A. in case ofB. in spite ofC. in stead ofD. because of【解析】由句意可知空格后部分表示原因，故选D； in case of以防，万一；in spite of尽管；instead of相反，代替。
高中英语选修六人教版：Unit+1+Art(2)教学案.doc
选修6 Unit 1 Art【学习目标】学习并掌握虚拟语气句的用法:【重点难点】1. 重点：虚拟语气句的用法:2. 难点：虚拟语气句的灵活运用【学情分析】自主学习了解英语动词表示的三种语气，合作学习if虚拟语气的三种用法。
【导学流程】自主学习内容一．回顾旧知：回忆上节课的知识二．基础知识感知：预习英语教材P86，填空。
1. 英语的动词一般可带三种不同的语气:________语气,__________语气和__________语气.不同的语气用动词的不同形式或句法形式来表示。
2. 陈述语气(The indicative Mood)用来_______________, 或_____________, 有________，否定，________或感叹等形式。
3. 祈使语气(The Imperative Mood)用来表示_______，邀请，__________，警告或劝告等.4. 虚拟语气(The Subjunctive Mood)表示说话人所说的话____________,而是____________,愿望，怀疑或________。
虚拟语气主要用于if条件状语从句,也可用于名词性从句等.三、探究问题:判断以下句子是什么语气。
（独立完成）1. I am not interested in what you said. ________语气2. If I were you,I would not leave her alone. ________语气3. Let’s have a talk. ________语气四、基础知识拓展与迁移：请及时记录自主学习过程中的疑难：五、小组讨论问题预设: 虚拟语气在‘if ’条件句中的用法(合作探究)请观察下列几组句子，特别要注意其中谓语动词的不同形式，完成小结部分。
1.表示与现在事实相反的情况。
1 If I were you，I would take an umbrella.2 He doesn’t study hard any more. If he studied harder，he might pass the exam.3 If there were no air or water，there would be no living things on the earth.小结：从上面的句中可以看出，主句用____________时态，从句用的____________。
高中人教版选修高二英语Task 第六模块Unit 教学案教案
高二英语第六模块Unit 2 教学案●Task Writing a website article to give adviceSkills building 1: identifying negative emotional languageIn this part, we’ll learn what words, phrases or structures are used to express negative emotions. These words will help discuss the problems.1. Read the guidelines to know what negative emotions are.Example words: hopeless, unhappy, disappointed, sad, regretful and lonely.2. Make some sentences using the structures given on page 26.I felt like crying when I knew I would never see my grandma again.Failing my Maths test again made me feel rather depressed. I want to have a talk with my Maths teacher.He left school under a black cloud after causing a serious accident.Since her husband got ill, she seemed very down in the dumps.Step 1: identifying problemsThis part is designed to help develop your reading and listening skills. First read a letter and find the problem described in it according to what you have learnt in Skills building 1. Then complete the notes after listening toa student talk about his problems and suggest some good solutions.1. Read the letter in Part A on page 26 and underline the negative language used to describe the problem inthe letter.2. Go over Part B on page 27 to find out what you should do next. Then listen to the recording and finish thenotes in this part. Check answers with the class.3. Go over Part C, then listen to the recording and complete this part.Skills building 2: breaking a big question into smaller onesIn this part, we will learn how to break a big question into smaller ones.1 I’ll write a question on the blackboard. Do you know how to answer it?How can I improve my grades?It is difficult for us to simply answer the question with one or two sentences because it is too big.2 Go over the guidelines in this part. Then read the big question and smaller questions given in this part as anexample.3. Work into groups of four to divide the question on the blackboard into a few smaller questions.Sample questions:What subjects do you find hard and need to improve on?What is your problem in these subjects?Is that because you have not spent enough time on them?What have you done to improve on these subjects? Did you use good study methods in these subjects?What are your short-term and long-term goals in these subjects? Have you set proper goals?I want all of you participate in the discussion. All possible answers are welcome.Step 2: discussing solutionsThis part is designed to help use what you’ve learnt in S kills building 2 to practise asking questions anddiscussing solutions.1. Work in pairs to discuss Ma Jie's problems. Try to divide the big question 'What do you think of MaJie's problem?' into smaller ones.Sample conversation--- You know Ma Jie is my good friend. Recently he has been worried a lot. I want to help him solve his problem. What do you think I should do?---OK. Let's see what we can do to help him, but first let's make things less complicatedWe'd better divide the big question into some smaller ones. Tell me what his problem is.2. Write down the smaller questions in speech bubble3.Work in pairs to make up a dialogue with the help of speech bubble 2 and speech bubble 3. Then two or three pairs are required to present your dialogues to the whole class.Skills building 3: giving adviceIn this part, you will read some guidelines of how to make advice clearer and more helpful to people who need it.Read the three points and put on the blackboard the following table to help the students understand the guidelines.Step 3: writing an articleIn this part, you’ll write an article about how Ma Jie solved his problem with the help of his parents, teachersand coach.1 Read the guidelines in this part to find out what to do.·Ma Jie's problems·the possible solutions Ma Jie has thought of and the reasons why they didn't work·the advice you gave to Ma Jie·the advice his parents, teachers and coach gave him and why it works·your opinion about the best way to solve problems that students have2. Work in groups of four to write the article. Each member of the group writes one part. After each of you has finished your part, your group should put the four parts together to form the article and present it to the whole class.3. Homework: write a passage according the guidelines in Part B on page 115 in workbook.一、根据所给的首字母、中文意思或句子意思完成句子1. I am fed up with my current job, so I q_______.2. The city's water supply is no longer a__________ for its needs.3. The government has ________ (拨出) over ￡100 million to the job creation programme.4. She is good at French, so I ask her to c______ me in French.5. We have a__________ with them to meet at the restaurant.6. The little girl was very c________ by all the noise and activity.7. I have many beautiful post cards; choose w________ of them you like best.8. Soldiers are expected to o______ their officers without question.二、选用所给词或短语的正确形式填空1. We _____ a pleasant hour or two talking with our friends.2. The company ______________ the need to invest more money and the need to keep costs as low aspossible.3. If you want to protect your lung, you'd better ____________ (smoke) right away.4. He always tells me such a story, and I _______________ it.5. I don't ___________ all these so-called health foods.6. The prisoners ____________ escape but failed.7. We must ____________ the question from all sides in order to have a better idea of it.8. When the exam is coming, many students are ______________ it.三、完形填空In 1956 Phoenix, Arizona, was a city with boundless blue skies. One day as I walked around the house with my sister Kathy’s new parakee t （小鹦鹉）on my finger, I wanted to show Perky 1 the sky looked like. Maybe he could make a little bird 2 out there. I took him into the backyard, and then, to my 3 , Perky flew off. The enormous（巨大的）, blue sky swallowed up my sister’s blue 4 and suddenly he had gone , clipped wings and all.Kathy managed to 5 me. With fake optimism（乐观）, she even tried to reassure （安慰）me that Perky would find a new 6 . But I was far too clever to 7 that such a thing was possible. Decades later, I watched my own 8 growing. We shared their activities, spending soccer Saturdays in folding chairs with the 9 of the kids’ friends, the Kissells. The two families went camping around Arizona together. We became the 10 of friends. One evening, the game was to tell Great Pet stories. One person claimed（宣称）to 11 the oldest living goldfish. Someone else had a psychic dog. 12 Barry, the father of the other family, took the floor and 13 that the Greatest Pet of All Time was his blue parakeet, Sweetie Pie."The best thing 14 Sweetie Pie," he said, "was the 15 we got him. One day, when I was about eight, out of the clear, blue sky, a little blue parakeet just 16 down and landed on my finger." When I was finally able to 17 , we examined the amazing evidence（证据）. The dates and the locations and the pictures of the bird all 18 . It seems our two families had been 19 long before we ever met. Forty years later, I ran to my sister and said, "You were 20 ! Perky lived!"1. A. what B. how C. which D. where2. A. food B. nest C. friend D. family3. A. joy B. horror C. disappointment D. satisfaction4. A. pleasure B. sadness C. treasure D. sense5. A. forgive B. comfort C. help D. delight6. A. parent B. home C. master D. life7. A. imagine B. suppose C. doubt D. believe8. A. birds B. happiness C. worries D. children9. A. parents B. birds C. interests D. games10. A. first B. best C. last D. happiest11. A. catch B. find C. buy D. have12. A. Suddenly B. Fortunately C. Then D. However13. A. announced B. said C. told D. hoped14. A. in B. about C. of D. on15. A. day B. place C. way D. story16. A. floated B. dived C. settled D. went17. A. think B. speak C. interrupt D. explain18. A. came up B. turned up C. turned out D. matched up19. A. known B. fastened C. connected D. introduced20. A. right B. wrong C. silly D. mad四、书面表达假如你是南京某中学学生李华。
高中英语 Unit 1教案 新人教版选修6
高中英语 Unit 1教案新人教版选修6 Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以Art为主题, 主要介绍了西方绘画简史，描写了曼哈顿最好的艺术长廊。
帮助学生了解更多有关美术的背景知识，分析中西方艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方绘画艺术进行比较。
最后要求学生为当地举办的一场别开生面的画展提出合理化建议。
1.1 Warming Up部分要求学生运用相关的目标语言对自己所喜欢的艺术形式和艺术流派展开讨论，并说明喜欢的原因。
1.2 Pre-reading让学生讨论有关画展或书中的艺术作品以及西方不同历史时期的著名画家。
1.3 Reading介绍了西方绘画简史上不同历史时期的艺术流派、艺术特点及其代表性的画家和作品等。
1.4 Comprehending要求学生在理解课文的基础上，写出三件有关西方艺术史的事并指出西方艺术风格变化大的原因。
1.5 Learning about Language由Discovering useful words and expressions 和Discovering usefulstructures两部分组成。
要求学生对课文进行概括和总结，找出所提供单词的词根，并学习虚拟语气在条件状语从句中的运用。
1.6 Using Language是由Reading, Listening, Discussing 和Writing四部分组成，通过对学生听说读写综合能力的培养，要求学生在了解艺术长廊相关知识的基础上，为当地举办的一场别开生面的画展提出合理化建议。
1.7 SUMMING UP 要求学生总结本单元所学的知识。
1.8 LEARNING TIP在阅读技巧方面对学生进行指导。
2. 教材重组2.1 Warming Up, Pre-reading, Reading和Comprehending四部分都是关于西方绘画简史的内容，整合为一节精读课。
高中英语Unit1Reading(2)教案新人教版选修6
江苏省新沂市第二中学高中英语《Unit 1 Reading (2)》教案新人教版选修6教学方针1.To understand the text better2.To master some useful words and expressions重点1.To un derstand the text better难点1.To master someuseful wordsandexpressions教法及教具 Talking, Practising教学过程.教学内容个案调整教师主导活动学生主体活动Step1 Language points1.Stand-up comedy is special because the comedian is rightthere in front of the audience and may talk directly toaudience members. (L3)e.g.:1)He hopes his son does the right thing with the computer.2)Who is the girl sitting right behind you?2.There are a variety of different styles of stand-upcomedy.(L2)Various: a. 各种各样的1）Many people stand up for Mr. Zhou for ____ _________ ____reasons.2)Many people stand up for Mr. Zhou for _________ ______reasons.3）Many people stand up for Mr. Zhou for _______reasons.3.If you hear a comedian telling jokes about the way peoplebehave when they queue up in lines, or asking why it onlyrains when you forget your umbrella, you are listening toan observational comedian. (L10)e.g.:1) 我排了一个小时的队买票。
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Feng Gong, Jiang Kun, Niu Qun
A famous foreign crosstalk performers.: Da Shan
Do you know the names of the first crosstalk artists?
Hou Baolin
One of Hou Baolin’s famous students:
Ding Guangquan
A famous crosstalk family:
Ma Sanli (grandfather, father and brother also
perform)
When Ma Sanli died 2003
(in order of time / time sequence)
( in order of importance ……)
Present…in an organized way
writing style / genre
板
书
设
计
教
学
札记Leabharlann ways to help recall the questions
Make a list
make a list of questions, answers followed
Mention the question
rmal ways
You asked me about the ……
You wanted to know ……
In answer to your question about ……
What other things do we have to take into
consideration when answering a letter?
arrange all the information in the correct order
江苏省新沂市第二中学高中英语《Unit 1 Task (2)》教案新人教版选修6
教学目标
1.To train the students’ ability of writing.
2.To practice writing an e-mail to a foreign friend.
重点
1.To train the students’ ability of writing.
Name one of them.
Do you know what is his stage name?
At what place/ Where did he perform?
Who is the most important master of crosstalk?
Can you name one of Hou Baolin’s famous
难点
1.Students learn how to conduct a discussion
教法及教具
A recorder, a projector and some slides．
教
学
过
程
教学内容
个案调整
教师主导活动
学生主体
活动
Skill building 2: asking questions orally
One of the first crosstalk performers :
Zhu Shaowen
Zhu Shaowen’s stage name:
Qiongbupa, or“Poor- but -proud”
Where Qiongbupa performed:
Tianqiao, Beijing
Most important master of crosstalk:
Since you asked about ……
I know you need/ want / would like information ……
2.formal ways
In reference to your question about ……
Regarding your question about ……
In order to get more relevant information, what
different questions can you raise?
Ask questions :
Do you know…?
Can you name…?
Please list…?
When did…?
Please tell me….
students, please?
What’s the name of the person who comes from a
famous crosstalk family?
Is Ma Sanli still alive and giving performances now?
When/ In which year did he die?
Who is / are……?
used when the answer is a specific date or time:
When did ……?
used when there are several parts to the answer:
Please list……
Step 2: taking part in a radio talk show
Will you please name some famous modern
crosstalkers?
Who do you think is a famous foreign crosstalk
performer?
Skills building 3: answering questions in an e-mail
Who is/ are…?
used for general questions:
Do you know……? / Please tell me……
used when the answer is a proper name:
Can you name……?
used when the answer is a person’s name: