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人教版新课标高中英语选修6全套

人教版高中英语选修6优质教案全套 Unit 1 Art Vocabulary and Useful Expressions Teaching Goals 1 To enable Ss to master some new words and expressions 2 To get Ss to have knowledge of this grammar point the subjective mood Teaching Procedures Step 1 Free talk If you have a special chance to become a poet what kind of poems will you write to people And why Step 2 Word study Purpose 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 true Suggested 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 canoe 2 Complete the passage using the words below in the correct form cottage run out of nursery rhythm recite rhyme When 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 SuggestedAnswers 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 useful 4 Complete the table with the correct nouns verbs adjectivesor adverbs Noun Verb Adjective Adverb angrydarken impressive repetitivetransformational translationwarm enjoy expressivelyinspire Suggested Answers Noun Verb Adjective Adverb anger anger angry Angrily dark darkendark darkly impression impress impressive impressivelyrepetition repeat repetitive repetitively transformationtransform transformational \ translation translate translated \ warmth warm warm wrmly enjoyment enjoy enjoyable enjoyably expression express expressiveexpressively inspiration inspire inspirational inspirationally 5 Complete each sentence using the correct word from the table you have just completed 1 While you were reciting the poemI 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 doesnt 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 togo 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 Tanners 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 Grammar 1 Presentation Purpose To revisethe 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 be动词用were 主语wouldcouldmightshould 动词原形与过去事实相反If主语动词过去完成式主语 wouldcouldmightshould have 过去分词与将来事实相反① if主语动词过去式② if主语were to 动词原形③ if主语should动词原形主语 wouldcouldmightshould 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wouldcould以及might可以用于各种人称 3 在表示与将来事实相反的条件句中只能用should而不能用would could might等如If it should rain tomorrow we would not go camping should rain 也可以用rained wereto rain 代替 4 当条件状语从句表示的行为和主句表示的行为所发生的时间不一致时被称为错综时间条件句动词的形式要分别根据它所表示的不同时间做相应的调整如 If you had followed my advice you would be better now 2 Practice Purpose To get Ss to have knowledge of the grammar through exercises ⑴ Match the beginning of each sentence with the appropriate en。

人教版新课标英语选修6 教案

Unit1ArtI.Words&expressions1.faith n. 信任；信念；信心keep faith with sb. 守信于某人lose faith in 不再信任 have faith in 相信; 信任After repeated failure, he lost faith in himself.不断的失败之后，他对自己失去了信心。

Faith can remove mountains. 信仰能移山。

Never break faith, or you will lose all your friends.不要背信弃义，否则你将失去所有的朋友。

2.aim n. 目标；目的 vi.&vt. 瞄准；(向某方向)努力What is your aim in life? 你生活的目标是什么?take aim (at) 瞄准…… aim high 胸怀大志;心气很高aim at 向…… 瞄准；旨在，针对He aimed the gun at the enemy officer.他用枪瞄准了敌人的军官。

Our factory must aim at developing new models of machines.我们的工厂必须致力于研制新型机械。

3.adopt vt.1. 采取;采纳;吸收After much deliberation, the president decided to adopt her suggestion.总经理再三考虑之后 ,决定采纳她的建议。

2. 过继,收养[(+as)]Mr. Kern adopted the orphan as his own son.克恩先生将那孤儿收养为自己的儿子。

4.possession n. (尤作复数)所有；财产in possession of sth. 拥有/占有某物in the possession of/in one ’s possession 被… …拥有take/gain/get/have possession of sth. 拥有某物When his father died, he came into possession of a large fortune.父亲死后，他拥有了一大笔遗产。

【英语】高中英语新课标(人教版)选修六优秀教案 {Unit4 Global warming Period 1}

Unit 4Global warming单元要览本单元的中心话题是人类当今面临的环境问题，主要探讨了“全球变暖”和“节约能源”等方面的问题。

由于人类过多使用不可再生能源，大气中二氧化碳的含量逐年增加，导致全球气温上升。

通过学习本单元，让学生了解能源分为“不可再生能源”和“可再生能源”，帮助学生树立“节约能源、保护环境”的主人翁意识。

Period 1Warming Up，Pre－reading，Reading and Comprehending整体设计教学内容分析This is the first teaching period of this unit.The central part of this period is the reading passage with the title of “The Earth Is Becoming Warmer—But Does It Matter？” talking about the global issue which has a great effect on human beings' life.Warming Up gives six pictures to help students list the sources of energy they can think of in our daily life.Then they will be led to discuss which energy source is “renewable” and which is “non－renewable”．This part is designed to help the students to recall their background knowledge about energy and prepares students for the whole unit.Pre－reading provides a picture of a greenhouse and then tells us what a greenhouse is and what “greenhouse gases” are.The students will be led to discuss what they think greenhouse gases do，leading to the topic of the reading passage.Reading is a passage from an environmental magazine for young people.It puts forward the possible effect of increased carbon dioxide in the atmosphere and different points of view about it.It also analyzes the causes of the earth's increased temperature.It poses questions and encourages students to think about the issues.There are two graphs in it that tell us the “temperature difference from long－term average,1860－2000”and “carbon dioxide content in the atmosphere,1957－1997”．Characters in the passage—Dr Janice Foster，George Hambley and Charles Keeling are all real persons and their views reflect the views of some scientists today.Comprehending consists of three written or oral exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.三维目标设计Knowledge and skills1．To know the meanings of the following new words and phrases：consume(消费；消耗；耗尽)，come about(发生；造成)，random(胡乱的；任意的)，phenomenon(现象)，subscribe(同意；捐赠；订阅；签署文件)，subscribe to(同意；赞成；订购)，fuel(燃料)，quantity(量；数量)，quantities of (大量的)，tend(趋向；易于；照顾)，go up(上升；增长；升起)，per(每；每一)，data(资料；数据)，result in(导致)，trend(趋势；倾向)，catastrophe(大灾难；浩劫)，flood(洪水；洪灾)，oppose(反对；反抗)，opposed(反对的；对立的)，be opposed to(反对)，consequence(结果；后果)，state(陈述；说明)，range(种类；范围)，even if(即使)，keep on(继续)，glance(看一下；扫视)，steady(平稳的；持续的)，steadily(平稳地，持续地)2．To learn about some facts and views about global warming.3．To learn how the information is organized.4．To develop the students' reading ability by skimming and scanning the passage.5．To develop the students' speaking ability by talking about global warming.Process and methods1．While doing Warming Up the teacher can lead in the topic of this unit by showing students some pictures or videos about sources of energy，making the students recall their own knowledge about energy.2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and lead them to the topic of global warming.The teacher should also ask the students to look at the graphs in the reading passage and try to find out the general idea of the text.3．While doing Reading and Comprehending，the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.After reading the passage，students are encouraged to answer some questions and discuss the text structure.4．To consolidate the contents of the reading passage，the students should be required to retell the text in their own words at the end of the class.Emotion，attitude and value1．To make students realize the harm of global warming and the importance of environmental protection.2．To develop students' sense of cooperative learning.教学重、难点1．To enable the students to learn about global warming and to develop their reading ability.2．To enable the students to talk about what we should do to prevent global warming.教学过程Warming up1．Warming up by reading and talking：Read through the exercise with the class.Put students in groups of four to talk about what we use energy for，what are the sources of these energy and whether the sources are renewable or non －renewable.Suggested answer：The six photos are：windmills；a coal power station；an oil refinery；a nuclear power plant；solar panels；a hydro－electric dam.2．Warming up by discussion：Let the students have a discussion and collect suggestions from students and write them under the appropriate heading.Pre －reading1．Show a picture of a greenhouse to students and ask them what a greenhouse is made of and what its purpose is.Suggested answer ：It's made of glass and plants can grow in it when it's cold outside.Ask the students how it works.Suggested answer ：The glass traps the heat from the sun ，making the air warm so that plants grow better.2．Ask students what they think “greenhouse gases” are and what they think greenhouse gases do.Look at the picture above and explain it to their partners.Suggested answer ：Greenhouse gases perform the same function as the glass in a glasshouse ：they trap the heat of the sun and keep the air surrounding the earth warm.This is called the greenhouse effect.)Reading and comprehending1．Fast readingAsk students to read the passage quickly so as to get the key words and general idea of each paragraph and answer the following questions ：(1)What is the main topic of the article?________________________________________________________________________ (2)Who wrote the magazine article ？What is the name of the magazine?________________________________________________________________________ (3)What are the names of the three scientists mentioned in the article ？Do they agree with one another?________________________________________________________________________ Suggested answers ：(1)Global warming/the warming of the earth.(2)Sophie Armstrong ，Earth Care.(3)Dr Janice Foster，Charles Keeling，George Hambley.They don't agree with each other.2．Detailed reading(1)Read the passage carefully and judge whether the statements are true(T) or false(F)．①Janice Foster believes that global warming is caused by the burning fossil fuels.()②Natural gas is a greenhouse gas.()③Carbon dioxide is a byproduct of burning fossil fuels.()④People accept Charles Keeling's data because he took accurate measurements.()⑤Flooding could be one of the effects of future global warming.()⑥George Hambley believes scientists are just guessing about the effects of global warming.()⑦George Hambley is worried about the effects of carbon dioxide on plant growth.()⑧It is clear what the effects of global warming will be.()(Suggested answers：TFTTTTFF)3．Structure analyzingAsk students to read the text carefully and try to find out how many parts they can divide theSuggested answer：Language studyDealing with any language problem if any(words or sentences students might not understand)to help the students to have a better understanding of the text.Listening，reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations：come about，There is no doubt that...，subscribe to，due to，greenhouse effect，quantities of，tend to，be trapped in，go up，result in，on the one hand...on the other hand，be opposed to，build up，keep on.RetellingAsk students to talk about global warming in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.Homework1．Learn the useful new words and expressions in this part by heart.2．Try to find some data about global warming on the Internet，and show your class in the next period and talk about them.Reflection after teaching________________________________________________________________________ ________________________________________________________________________教学参考About Global Warming(关于全球变暖)Global warming is the increase in the average temperature of Earth's near－surface air and oceans since the mid－20th century and its projected continuation.Global surface temperature increased 0.74±0.18℃Intergovernmental Panel on Climate Change(IPCC)concludes that most of the observed temperature increase since the middle of the 20th century was very likely caused by increasing concentrations of greenhouse gases resulting from human activity such as fossil fuel burning and deforestation.The IPCC also concludes that variations in natural phenomena such as solar radiation and volcanic eruptions had a small cooling effect after 1950.These basic conclusions have been endorsed by more than 40 scientific societies and academies of science，including all of the national academies of science of the major industrialized countries.Climate model projections summarized in the latest IPCC report indicate that the global surface temperature is likely to rise a further 1.1 to 6.4℃century.The uncertainty in this estimate arises from the use of models with differing sensitivity to greenhouse gas concentrations and the use of differing estimates of future greenhouse gas emissions.Most studies focus on the period up to the year 2100.However，warming is expected to continue beyond 2100 even if emissions stop，because of the large heat capacity of the oceans and the long lifetime of carbon dioxide in the atmosphere.An increase in global temperature will cause sea levels to rise and will change the amount and pattern of precipitation，probably including expansion of subtropical deserts.Warming is expected to be strongest in the Arctic and would be associated with continuing retreat of glaciers，permafrost and sea ice.Other likely effects include changes in the frequency and intensity of extreme weather events，species extinctions，and changes in agricultural yields.Warming and related changes will vary from region to region around the globe，though the nature of these regional variations is uncertain.Political and public debate continues regarding global warming，and what actions(if any)to take in response.The available options are mitigation to reduce further emissions；adaptation to reduce the damage caused by warming；and，more speculatively，geoengineering(地球工程)to reverse global warming.Most national governments have signed and ratified the Kyoto Protocolaimed at reducing greenhouse gas emissions.。

(英语精品教案)英语人教版新课标选修6精品教案全套

Unit 1 ArtVocabulary 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 canoe2. Complete the passage using the words below in the correct form.When 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 wouldgo 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) useful4. Complete the table with the correct nouns, verbs, adjectives or adverbs.Suggested Answers:5. Complete 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. Tanner’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) warmStep 3. Grammar1. PresentationPurpose: To revise the usage of the subjunctive mood with Ss.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。

新课标人教版选修6名师教案全套

新课标人教版选修6名师教案全套一、前言新课标人教版选修6是高中英语课程中的一门复杂的课程，涵盖了许多难以理解的语言和文化方面。

在这里，我们为您提供一系列的选修6名师教案，帮助您更轻松地学习这门课程。

这些教案都是经过精心策划的，由有经验的教师制作而成。

我们相信，这些教案将让你更好地理解这门课程，并帮助你更好地完成各种学术任务。

二、教案列表1. Unit 1 Art这个教案重点讲解了艺术的概念以及艺术的不同形式。

学生将学会理解不同艺术形式的基本概念，以及如何在阅读、写作、听说和表达等不同的领域中应用艺术的知识。

2. Unit 2 Language这个教案主要是关注英语语言运用方面，包括语法、词汇和语音。

学生将通过这些教案加深对英语语言的理解和运用。

3. Unit 3 Literature这篇教案主要是注重文学欣赏以及如何写出好的文学作品。

它详细讲解了文学基本概念，比如是什么是散文、诗歌等，并让学生尝试他们自己的文学创作。

4. Unit 4 Culture这个教案重点关注文化的概念，以及文化和语言之间的联系。

学生将学会如何理解不同文化的差异，以及如何在不同的环境中交流和表达自己的观点。

5. Unit 5 Social Issues这个教案主要是讨论社会问题，让学生了解社会问题背后的原因以及解决方法。

学生将了解到一些重要的社会问题，如环境污染、教育问题等，并掌握解决问题的思路。

6. Unit 6 Global Issues这个教案主要是谈论全球性问题，让学生了解全球性问题所涉及的不同方面，如政治、经济和文化。

学生将了解许多重要的全球性问题，如气候变化、经济合作等。

三、使用教案的方法这些教案是以 Markdown 格式编写的，可以使用任意一个 Markdown 编辑器打开，例如 Typora，预览效果更加清晰和美观。

此外，学生可以按照我们的文档来挑选单元，理解这个单元中的关键知识和技能。

四、总结这是一个全面的高中选修英语6课程教案套件。

人教版高中英语选修6教案Unit1 Art

人教版高中英语选修6教案Unit1 Art 教学目标•熟悉并掌握本课的核心词汇和短语•理解并运用本课的重点语法知识•能够在日常生活中运用所学知识进行交流和表达•培养学生对艺术的鉴赏和欣赏能力教学重点•学习并运用本课的核心词汇和短语•理解并运用本课的重点语法知识教学难点•运用所学知识进行交流和表达•培养对艺术的鉴赏和欣赏能力教学准备•多媒体设备•教材和教具•板书工具教学过程步骤一：导入新课内容（10分钟）1.教师向学生介绍本节课的主题——艺术。

2.让学生进行小组讨论，谈一谈自己对艺术的理解，以及喜欢的艺术作品和艺术家。

步骤二：学习核心词汇与短语（20分钟）1.教师出示幻灯片，呈现本节课的核心词汇和短语，并分别解释含义。

2.通过例句和练习，帮助学生掌握并巩固所学词汇和短语。

步骤三：学习重点语法知识（30分钟）1.教师出示幻灯片，介绍本节课的重点语法知识——介词短语的使用。

2.通过例句和练习，帮助学生理解并熟练运用介词短语。

3.引导学生以所学的介词短语描述一幅艺术作品，鼓励他们进行口语表达练习。

步骤四：语言实践与交流（20分钟）1.将学生分成小组，让他们互相展示自己喜欢的艺术作品，并用所学的词汇和短语进行介绍。

2.鼓励学生之间进行交流和提问，培养他们的表达和倾听能力。

步骤五：课堂总结与小结（10分钟）1.教师总结本课所学的核心词汇和短语，并强调其重要性。

2.引导学生思考本节课所学的语法知识在实际生活中的应用价值。

3.鼓励学生在日常生活中运用所学知识进行表达和交流。

课后作业1.用英语写一篇短文，讲述你对一幅艺术作品的理解和感受。

2.阅读一篇关于艺术的文章，收集其中的关键词和短语。

3.查找一些关于艺术的图片，并用英语描述它们。

教学反思本节课通过导入新课内容、学习核心词汇与短语、学习重点语法知识、语言实践与交流以及课堂总结与小结等环节，帮助学生全面理解和运用所学知识。

通过小组讨论和展示，学生的表达和倾听能力得到了提升。

【英语】高中英语新课标(人教版)选修六优秀教案 {Unit1 Art Period 2}

Period 2Language Study整体设计教学内容分析The emphasis of this period will be placed on the important new words，phrases and sentence patterns in Warming Up，Pre－reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language.There are altogether 50 new words and phrases in these five parts.21 of them are marked with triangles，which shows that the students needn't learn them by heart.It is enough to recognize them when meeting them while reading the passage.The other 29 should all be remembered，among which the following 9 words and expressions are even more important：aim，adopt，possess，attempt，a great deal，typical，predict，specific，on the other hand.They are all very useful and important.So are the sentence patterns “Among the painters who broke away from the traditional style of painting were the Impressionists，who lived and worked in Paris.”and “There are scores of modern art styles，but without the Impressionists，many of these painting styles might not exist.” We ought to pay more attention to them.三维目标设计Knowledge and skills1．To get the students to learn to use the following important new words and phrases freely：aim，adopt，possess，attempt，a great deal，typical，predict，specific，on the other hand.2．To get the students to understand and use the following important and useful sentence patterns：(1)Among_the_painters who broke away from the traditional style of painting were_the_Impressionists，who lived and worked in Paris.(2)There are scores of modern art styles，but without the Impressionists，many of these painting styles might_not_exist.Process and methods1．To help the students to understand the meanings of the above useful new words and expressions in the context，and then give some explanations about them，and at last offer some exercises to make students master their usages.2．To ask the students to make up their own sentences by imitating the above sentence patterns.3．At the end of the class，make students do more exercises for consolidation.In doing so，they can learn，grasp and use these important language points well.Emotion，attitude and value1．To stimulate students' interest in learning English.2．To develop students' sense of cooperation and teamwork.教学重、难点1．Important new words and expressions：aim，adopt，possess，attempt，a great deal，typical，predict，specific，on the other hand.2．Important and useful sentence patterns：(1)The inverted sentences beginning with a prepositional phrase.(2)The subjunctive mood with a prepositional phrase “without...” in place of the “if” clause.3．Some difficult and long sentences in the text.教学过程Step 1Revision1．Check the homework exercises.2．Ask some students to tell the styles of Western art.Step 2Reading and findingGet students to read through Warming Up，Pre－reading，Reading，Comprehending and Learning about Language to underline all the new words and useful expressions or collocations in these parts.Read them aloud and copy them down in the exercise book.Step 3Practice for useful words and expressions1．Turn to Page 4.Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.2．Give students several minutes to finish the exercises.They first do them individually，and then discuss and check them with their partners.3．Check the answers with the whole class and explain the problems they meet where necessary.Step 4Vocabulary studyⅠ.简单知识扫描1．typical(P2)【原句再现】A typical picture at this time was full of religious symbols，which created a feeling of respect and love for God.那个时期的典型的绘画充满了宗教特征，体现出了对上帝的爱戴与敬重。

高中英语新课标(人教版)选修六优秀教案 {Unit4 Global warming Period

Period 3Grammar—the Use of “It”(2)教学内容分析This teaching period mainly deals with the grammar：the use of “it”．“It” has many usages in the English language.“It” can be used as a pronoun and the form of subject and object，and be used to express emphasis.From Unit 3 we know that “it”can be used as a pronoun and the form of subject and object.In this unit we will learn that “it” can be used to express emphasis.This kind of sentence is called emphasized sentences.Its main form is “It is/was...that/who...”，which is a very useful sentence pattern.三维目标设计Knowledge and skills1．To get the students to know the structure of the emphasized sentences.2．To let the students learn the usages of the emphasized sentences.3．To enable the students to use the emphasized sentences correctly and properly.Process and methods1．To ask the students to read the reading passage again，pick out the emphasized sentences from the reading passage and translate them into Chinese.2．To ask the students to discover the structure and usages of the emphasized sentences by comparing a lot of example sentences.3．To ask the students to do the exercises in Discovering useful structures on Page 29 to master the emphasized sentences.4．To ask the students to summarize the usages of the emphasized sentences.5．To ask the students to do the exercises in Using Structures on Page 64 and some other additional exercises for consolidation.Emotion，attitude and value1．To get the students to become interested in grammar learning.2．To develop the students' ability of comparing and summarizing.教学重、难点1．To get the students to master the structure and usages of the emphasized sentences.2．To enable the students to learn how to use the emphasized sentences.Step 1Revision1．Check the homework exercises.2．Dictate some new words and expressions.Step 2Warming upAsk the students to compare the two sentences below.The second sentence is from the reading passage.Translate them into Chinese and then discuss any difference in meaning and form.Ask the students to explain why “it” is used in the second sentence.Human activity has caused this global warming.It_is human activity_that has caused this global warming.Tell the students there are two more sentences in the text in which “it”is used for emphasis.Find them and then write them down.________________________________________________________________________ ________________________________________________________________________Suggested answers：1．It_was a scientist called Charles Keeling，who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997.2．...it_is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide.Step 3Grammar learningAsk the students to study the following sentences and try to summarize the structure of the emphasized sentences.Step 4Summing upTry to help the students draw the following conclusions.1．The main structure of the emphasized sentences is “It is/was...that/who...”．2．The emphasized sentences can be used to emphasize the subject，object and adverbial(including adverbial of time and adverbial of place)．3．When we want to emphasize the subject，object and adverbial，we only need to put these parts between “it is/was” and “that/who”，the rest part shouldn't be changed.4．When the emphasized part is a person we can use both the structure “It is/was...that...” and the structure “It is/was...who...”．When the emphasized part is not a person we can only use the structure “It is/was...that...”．Step 5Grammar practiceAsk students to do the following exercises：1．Change the following sentences into emphasized sentences.(To emphasize the underlined parts.)(1)Peter lent us the money.(2)They want money.(3)All this happened on_Monday.(4)I didn't hear from her until_last_summer.(5)Why does everyone think I am narrow－minded?Suggested answers：(1)It was Peter who lent us the money.(2)It is money that they want.(3)It was on Monday that all this happened.(4)It was not until last summer that I heard from her.(5)Why is it that everyone thinks I am narrow－minded?The last two may be a little difficult for the students.Help them to get the correct answer.2．Do Exercise 2 in Discovering useful structures on Page 29.3．Do the exercises in Using Structures on Page 64.First ask students to do the exercises individually，and then let them discuss and check their answers with their partners，and finally give them correct answers and deal with any problems they might meet.Step 6Getting more about the grammarShow the following sentences to the students and ask them to find what the similarity of these sentences is.Suggested answers：In these three sentences，the underlined parts are all clauses—a subject clause and twoadverbial clauses.That is to say，the emphasized sentence can not only be used to emphasize subject，object and adverbial，but also be used to emphasize subject clauses and adverbial clauses.Pay special attention to the third sentence，in which “not” and “until” must be put together.Then show the following two sentences to students and ask them to translate them into Chinese.Pay attention to the sentence pattern.Suggested answers：(1)美国宇航员是于1969年成功登陆月球的吗？(2)究竟是谁在路上放了这么多大石头？The general question sentences and the wh－question sentences of the emphasized sentences should follow the following formulas：Is/Was it＋被强调部分＋that＋其他部分Wh－疑问词＋is/was it that＋其他部分Step 7Task－based learningAsk students to choose a topic they like(eg.global warming，wildlife，protection，music，film，etc)．Work in groups and try to tell the information they know about the topic using emphatic “it”．EXAMPLES：It was during the 20th century that the temperature of the earth went up about one degree Fahrenheit.It was Charles Keeling who made accurate measurements of the amount of carbon dioxide in the atmosphere.Step 8Closing down by a quizShow students the following on the screen or give out test papers to them and then ask them to finish these exercises in 10 minutes.1．Was it in this place ______ they once built a tall building?A．that B．in whichC．before D．which2．It is ______ he often breaks the school rules ______ makes his head teacher unsatisfied with him.A．what；that B．that；whatC．that；that D．because；that3．It is because English is being widely used at present ______.A．why we learn it hard B．that we learn it hardC．which we must learn D．when we should learn4．—Was it what he said or something that he did ______ made you cry so sadly，Sarah?—No，not really.A．which B．thatC．when D．what5．______ the people have become masters of their country ______ science can really serve the people.A．It is only then；that B．It was that；whenC．It is only when；that D．It was when；then6．—I think we have met the word before.—Yes.It is in the reading material ______ we ______ reading yesterday.A．that；did B．that；wereC．when；were D．when；did7．It was there，the police believe，______ she was able to activate the recorder she kept in her bag.A．until B．whichC．that D．when8．It was this sense of failure ______ made him determined to succeed in his new life.A．who B．whichC．that D．why9．______ that so many people think that being perfect is the way to go?A．It is why B．Why is itC．Why it is D．Is why it10．When asked to explain ______ he does to make his students so enthusiastic about school，he pauses and thinks deeply.A．what it is that B．that what it isC．what is it that D．that what is it11．—Wasn't it Dr Wang who spoke to you just now?—______.A．I didn't know who was B．Yes，it wasC．No，he wasn't D．Yes，he did12．It was ______ he said at the meeting last night ______ made me angry.A．what；that B．that；thatC．what；what D．that；what13．Was ______ that I saw last night at the concert?A．it you B．not youC．you D．that yourself14．It was the nervousness in the interview ______ probably lost him the job.A．which B．sinceC．that D．what15．It was ______I reached there ______ I began to know something about the matter.A．until；when B．until；thatC．not until；that D．not when；that16．It was ______ my father worked ______ I worked now.A．where；that B．where；whenC．that；where D．that；that17．What a silly mistake it is ______ you've make!A．it B．thatC．this D．whichSuggested answers：1～5 ACBBC6～10 BCCBA11～15 BAACC16～17 ABStep 9Homework1．Finish off the Workbook exercises.2．Preview the new words and expressions left in Unit 5 and the passage on Page 30.Mark any part they can't understand well.Step 10Reflection after teaching________________________________________________________________________________________________________________________________________________。

新课标人教版高中英语(选修六)全部教案

酒泉市瓜州县第一中学选修六Unit1 Art一、语言要点1 / 73酒泉市瓜州县第一中学廖立忠2 / 73酒泉市瓜州县第一中学廖立忠IV 重点词汇（旨在提供综合运用所需材料）1. faith n.信仰；信任；信心[重点用法]have faith in sb./sth.对某人/某事有信心lose faith in 不再信任,对…失去信心be faithful to sb. [sth.] 忠实于某人[某事]faithful adj.忠实的faithfully adv.忠实地[典例]1) Having faith in the masses is the requirement by government.相信群众是对政府的要求。

2) Under no circumstance shall we lost faith in the future.在任何情况下，我们都不该对未来失去信心。

[练习] 汉译英1) 他对我的能力很有信心。

_________________________________________________ ______________________________________2) 虽然只是一个小挫折，却让露丝对成功失去了信心。

_________________________________________________ ______________________________________Keys: 1)He has faith in my ability. 2) Though it‘s only a small frustration, it made Rose lose faith in success.2. aim n. 目标；目的；瞄准vi.&vt.瞄准（向某方向）努力[重点用法]take aim (at) 瞄准aim at向…瞄准；旨在，针对；志在aim high胸怀大志; 力争上游[典例]1) What is your aim in life?你生活的目的是什么?2) He aimed the gun at the enemy officer．他用枪瞄准了敌军官。

高中英语(新课程标准)选修6全单元教案Unit2

Unit 2 Poemsi. 教材分析本单元以Poems为话题，从学生初次接触诗歌，一直谈到诗歌创作的动机、有关诗歌的一些基本知识（包括诗歌的种类、风格）等。

旨在通过本单元的学习，使学生在初步了解和掌握诗歌这一文学形式的基本常识的基础上，进行简单的诗歌创作。

1.1 Warming Up部分要求学生回顾所学诗歌，启发学生以小组活动形式分析、列举人们进行诗歌创作的原因。

1.2 Pre-reading部分首先要求学生说出自己最喜欢的中英文诗歌并阐明理由；然后通过快速阅读Reading部分内容填写列表，区分诗歌种类。

1.3 Reading部分是一篇介绍诗歌基础知识的文章。

文章从诗歌创作的动机、种类、特点及读者对象等方面简要介绍了五种不同风格、特色的诗歌。

1.4 Comprehending部分根据阅读内容设置了三个习题。

第一个习题要求学生通过读文章、听录音感受诗歌特色，判断自己所喜欢的诗歌类型并说出理由；第二个习题就文章总体内容提出了五个问题，帮助学生进一步了解不同类型诗歌的不同特点；第三个习题通过十一个具体问题考查学生对文中某些细节内容的理解并要求分析诗歌创作者的情感、态度。

1.5 Learning about Language 分words and expressions 禾口structures 两部分。

第一部分设置了两个练习：第1个练习要求从所学诗歌中找出与所给词汇压韵的词并添加其它韵词；第2个练习要求用所给词汇的正确形式填空。

第二部分通过四个小练习对所学诗歌中出现的两种结构形式进行训练。

1.6 Using Language共设置了三个任务：第一项任务通过一首小诗展开听力、口语、阅读训练，加深学生对诗歌韵律知识的理解；第二项任务通过Miss Jia ng与学生谈论诗歌竞赛的一段录音学习，练习意愿（intentions）”的表达。

第三项任务要求学生运用所学诗歌知识，根据所给提示进行模仿习作训练。

1.7 SUMMING UP部分对本单元所学知识进行归纳、总结、评估。

【英语】高中英语新课标(人教版)选修六-优秀教案-{Unit4-Global-warming-Per

Unit 4 Global warming单元要览本单元的中心话题是人类当今面临的环境问题，主要探讨了“全球变暖”和“节约能源”等方面的问题。

由于人类过多使用不可再生能源，大气中二氧化碳的含量逐年增加，导致全球气温上升。

通过学习本单元，让学生了解能源分为“不可再生能源”和“可再生能源”，帮助学生树立“节约能源、保护环境”的主人翁意识。

Period 1 Warming Up ，Pre－reading，Reading and Comprehending整体设计教学内容分析This is the first teaching period of this unit.The central part of this period is the reading passage with the title of “ The Earth Is Becoming Warmer —But Does It Matter ？” talking about the global issue which has a great effect on human beings' life.Warming Up gives six pictures to help students list the sources of energy they can think of in our daily life.Then they will be led to discuss which energy source is “ renewable “ non －renewable”．This part is designed to help the students to recall their background knowledge about energy and prepares students for the whole unit.Pre－reading provides a picture of a greenhouse and then tells us what a greenhouse is and what“ greenhouse gases ” are.The students will be led to discuss what theygtrheiennkhouse gases do，leading to the topic of the reading passage.Reading is a passage from an environmental magazine for young people.It puts forward the possible effect of increased carbon dioxide in the atmosphere and different points of view about it.It also analyzes the causes of the earth's increased temperature.It poses questions and encourages students to think about the issues.There are two graphs in it that tell us the “ temperature difference from long －term average,1860－2000” and “ carbon dioxide content in the atmosphere,1957－1997”．Characters in the passage—Dr Janice Foster ，George Hambley and Charles Keeling are all real persons and their views reflect the views of some scientists today.Comprehending consists of three written or oral exercises for the students to do so as to help the students to get a better understanding of the text ，that is to say ，to help the teacher to check how much the students have understood the text.三维目标设计Knowledge and skills1．To know the meanings of the following new words and phrases ：consume（消费；消耗；耗尽），come about（发生；造成），random（胡乱的；任意的），phe no me non（现象）,subscribe （同意；捐赠；订阅；签署文件）,subscribe to（同意；赞成；订购），fuel（燃料），quantity（量；数量），quantities of （大量的），tend（趋向；易于；照顾），go up（上升；增长；升起），per（每；每一），data（资料；数据），result in（导致），trend（趋势；倾向），catastrophe （大灾难；浩劫），flood（洪水；洪灾），oppose（反对；反抗），opposed（反对的；对立的），be opposed to（反对），consequenee结果；后果），state（陈述；说明），range（种类；范围），even if（即使），keep on（继续），glance（看一下；扫视），steady（平稳的；持续的），steadily（平稳地，持续地）2．To learn about some facts and views about global warming.3．To learn how the information is organized.4．To develop the students' reading ability by skimming and scanning the passage.5．To develop the students' speaking ability by talking about global warming.and whProcess and methods1. While doing Warming Up the teacher can lead in the topic of this unit by showing students some pictures or videos about sources of energy , making the students recall their own knowledge about en ergy.2. During Pre —reading the teacher can go around the classroom and discuss the questions with several stude nts.This discussi on should be stude nt —cen tered and lead them to the topic of global warm in g.The teacher should also ask the stude nts to look at the graphs in the readi ng passage and try to find out the gen eral idea of the text.3. While doing Reading and Comprehending , the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.After reading the passage , students are en couraged to an swer some questio ns and discuss the text structure.4. To consolidate the contents of the reading passage, the students should be required to retell the text i n their own words at the end of the class.Emotion , attitude and value1. To make students realize the harm of global warming and the importance of environmental protecti on.2. To develop students' sense of cooperative learning.教学重、难点1. To enable the students to learn about global warming and to develop their reading ability.2. To enable the students to talk about what we should do to prevent global warming.教学过程Step 1 Warming up1. Warming up by reading and talking :Read through the exercise with the class.Put stude nts in groups of four to talk about what we use energy for, what are the sources of these energy and whether the sources are renewable or non —ren ewable.Suggested answer The six photos are：windmills ；a coal power station ；an oil refinery ；a nu clear power pla nt; solar pan els; a hydro —electric dam.2. Warming up by discussion :Draw a form on the blackboard as follows :Let the stude nts have a discussi on and collect suggestio ns from stude nts and write them un der the appropriate headi ng.Suggested an swerThings that use en ergy Sources of en ergy Ren ewable/non —ren ewablelights heat ing televisi on cassette player video recorder computer fridge stovehairdryercoal non —ren ewableoil non —ren ewable n atural gas non —ren ewable wind power ren ewablesolar en ergy ren ewablenu clear en ergy non —ren ewable hydro —electricpowerren ewable biomass en ergy ren ewable geothermal en ergy ren ewable tidal en ergy ren ewableStep 2 Pre —reading1. Show a picture of a greenhouse to students and ask them what a greenhouse is made of and what its purpose is.Suggested answer It's made of glass and plants can grow in it when it's cold outside.Ask the stude nts how it works.Suggested answer The glass traps the heat from the sun, making the air warm so that plants grow better.2. Ask students what they think “greenhousegases "are and what they think greenhouse gases do.Look at the picture above and expla in it to their partn ers.Suggested answer Greenhouse gases perform the same function as the glass in a glasshouse they trap the heat of the sun and keep the air surrounding the earth warm.This is called the gree nhouse effect.) SlCp 3 Reading and comprehending1. Fast readingAsk stude nts to read the passage quickly so as to get the key words and gen eral idea of each paragraph and answer the following questions :(1) What is the main topic of the article?(2) Who wrote the magazine article ? What is the name of the magazine?(3) What are the names of the three scientists mentioned in the article ? Do they agree withone ano ther?Suggested answers (1)Global warming/the warming of the earth.(2)Sophie Armstrong , EarthCare.(3)Dr Janice Foster, Charles Keeling , George Hambley.They don't agree with each other.2. Detailed reading(1)Read the passage carefully and judge whether the statements are true(T) or false(F).①Janice Foster believes that global warm ing is caused by the burning fossil fuels.( )②Natural gas is a greenhouse gas.()③Carbon dioxide is a byproduct of burning fossil fuels.( )④People accept Charles Keeling's data because he took accurate measurements.()⑤Floodi ng could be one of the effects of future global warmi ng.( )⑥George Hambley believes scientists are just guessing about the effects of globalwarmi ng.( )⑦George Hambley is worried about the effects of carb on dioxide on pla nt growth.( )⑧It is clear what the effects of global warmi ng will be.( )(Suggested answers： TFTTTTFF)3. Structure analyzingAsk students to read the text carefully and try to find out how many parts they can divide the text into and find out the main idea of each part.Deali ng with any Ian guage problem if any (words or sentences stude nts might not un dersta nd)to help the stude nts to have a better un dersta nding of the text.Si即5 Listening, reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronun ciatio n of each word and the pauses with in each senten ce.Tell them to pick out all the useful expressi ons or collocatio ns from the passage while readi ng and copy them to the no tebook after class as homework.Collocations : come about, There is no doubt that..., subscribe to, due to, greenhouse effect, quantities of, tend to, be trapped in, go up, result in , on the one hand...on the other hand, be opposed to, build up , keep on.RetellingAsk stude nts to talk about global warmi ng in their own words.Give them some key words and expressi ons on the blackboard.The n let them try to retell the passage.Sgp 7 Homework1. Learn the useful new words and expressions in this part by heart.2. Try to find some data about global warming on the Internet , and show your class in the n ext period and talk about them.Step 8 Reflection after teachingAbout Global Warming (关于全球变暖)Global warm ing is the in crease in the average temperature of Earth's n ear —surface air and oceans since the mid —20th century and its projected continuation.Global surface temperature in creased 0.74 ±.18 c)behveen 山亡stall and ilie end of the 20 山century.'l'he Intergovernmental Panel on Climate Change(IPCC)concludes that most of the observed temperature in crease since the middle of the 20th cen tury was very likely caused by in creas ingconcen tratio ns of gree nhouse gases result ing from huma n activity such as fossil fuel bur ning and deforestation.The IPCC also concludes that variations in natural phenomena such as solar radiati on and volca nic erupti ons had a small cooli ng effect after 1950.These basic con clusi ons have been endorsed by more than 40 scientific societies and academies of science, including all of the n ati onal academies of scie nce of the major in dustrialized coun tries.Climate model projections summarized in the latest IPCC report indicate that the global surface temperature is likely to rise a further 1.1 to 64C(2°山11.5 Jiluring the 21 si century.The uncertainty in this estimate arises from the use of models with differing sensitivity to greenhouse gas concentrations and the use of differing estimates of future greenhouse gas emissions.Most studies focus on the period up to the year 2100.However , warming is expected to continue beyond 2100 even if emissions stop , because of the large heat capacity of the oceans and the long lifetime of carb on dioxide in the atmosphere.An in crease in global temperature will cause sea levels to rise and will cha nge the amount and pattern of precipitation , probably including expansion of subtropical deserts.Warming is expected to be stron gest in the Arctic and would be associated with continuing retreat of glaciers , permafrost and sea ice.Other likely effects include changes in the frequency and intensity of extreme weather events, species extinctions , and changes in agricultural yields.Warming and related changes will vary from region to region around the globe, though the nature of these regional variations is uncertain.Political and public debate continues regarding global warming , and what actions(if any)to take in response.The available options are mitigation to reduce further emissions ; adaptation to reduce the damage caused by warming ；and, more speculatively , geoengineering(地球工程)to reverse global warm in g.Most n ati onal gover nments have sig ned and ratified the Kyoto Protocolaimed at reducing greenhouse gas emissions.。

【英语】高中英语新课标(人教版)选修六优秀教案 {Unit1 Art Period 6}

Period 6Summing Up，Learning Tip and Assessment整体设计教学内容分析This is the last teaching period of this unit，so the emphasis should be placed on going over and summarizing what has been learned in this unit.It includes the following parts：Summing Up，Learning Tip，Checking Y ourself and some other consolidation exercises.Summing Up summarizes the whole unit from the aspects of topics，vocabulary and grammar.The teacher can first use this part to let students sum up what they have learned in this unit and then let them find out what they can't understand very well.Learning Tip gives students instructions on how to get the general idea of the text.Let the students think about what they already know about the topic and what new information they will find.Finally，ask students to finish Checking Y ourself on Page 47 in the Workbook.This part aims at encouraging students to make a self－assessment after they finish learning this unit.It is very important to improve their learning.Of course，a testing assessment is also needed.In this period，the teacher can also provide more practice to consolidate what students have learned in this unit.三维目标设计Knowledge and skills1．To get students to master all the useful new words and expressions in this unit.2．To have students understand the new grammar item “Subjunctive Mood (1)” better，and enable them use the following structures correctly：I wish I could/did/would...；If I did...，I would do...3．To develop the students' ability to use the important language points in this unit.Process and methodsDesign some additional exercises for students to do in order that they can learn to use and grasp all the contents.Emotion，attitude and value1．To encourage students to learn more about Western paintings and Chinese art and know more about some famous artists and works of art.2．To train the students to appreciate some of the major landmarks in art history.教学重、难点Using what they have learned in this unit to solve real problems.教学过程Step 1Revision1．Check the homework exercises.2．Dictate some useful new words and expressions in this unit.Step 2Lead－inAsk the students to turn to Page 8.Think about what they have learned in this unit and tick the boxes to see how well and how much they have learned.Step 3Summing upFive minutes for the students to summarize what they have learned in this unit bythemselves.Then check and explain something where necessary.Suggested answers：Write down what you have learned about arts.(Students' answers may vary.)From this unit we have learned some of the major movements in Western art and demonstrated how art has changed stylistically over centuries.From the Workbook we have learned the history of Chinese art in a similar way.From this unit you have also learned：useful verbs：aim，adopt，possess，attempt，predict，carve，appealphrasal verbs：appeal to，attempt to do sth.，break away from，convince sb.of sth.useful nouns：sculpture，gallery，faith，possession，technique，coincidence，shadow，figure，clay，marble，exhibition，scholar，flesh，bunch，avenue，preference，reputation，civilization，district，committee，signatureuseful adjectives and adverbs：abstract，faithfully，conventional，typical，evident，superb，ridiculous，controversial，specific，delicate，allergic，aggressive，fragile，visual，fragrant，contemporary，permanentuseful expressions：by coincidence，a great deal，on the other handnew grammar item：Subjunctive MoodStep 4PracticeShow the exercises on the screen or give out exercise papers.Ⅰ.Word spelling：1．This novel is ______(典型的)of his early work and many people want to buy it.2．What a fine tree－lined ______(林荫道)! While walking on it，you can enjoy the fresh air.3．There will be an exhibition of ______(当代的)Japanese prints on Sunday.4．It is bad manners for some tourists to ______(刻记)their names on the trees.5．Is this program meant for a ______(特定的)age－group?6．As the couple had no children of their own，they a______ a girl who was four years old.7．He lost all his p______ in the big fire and became penniless.8．The modern s______ in the centre of the square has become the talk of the town.9．The big tree in front of our house casts its s______ on the wall.10．The heavy rain had been p______ several days before.Ⅱ.Fill in the blanks with the expressions given e each expression only once and make changes where necessary.appeal to by coincidence as well as scores of more than a great deal on theother hand be eager to attempt to in the flesh1．This idea ______ the women at the meeting which was held yesterday.2．I've got all her records and seen her performance on television，but I've never met her ______.3．We all know that communication is ______listening and speaking.4．The father ______ see a doctor about his daughter's cut.5．On the one hand，I believe that he can do the job，but ______，I still worried about him.6．______ people attended the performance yesterday.7．Reading English newspapers can increase our vocabulary ______ keep us informed of the latest news from all over the world.8．I hear that you are going to the supermarket.______I will go too，so let's go together.9．Juliana has changed ______ since I saw her last year.10．I ______ open the locked door，but I failed at last.Ⅲ.Complete the following sentences according to the sample English sentences and the Chinese given.1．Among the painters who broke away from the traditional style of painting were the Impressionists，who lived and worked in Paris.In front of our school ____________(有一条大河)．2．At the time they were created，the Impressionist paintings were controversial，but today they are accepted as the beginning of what we call “modern art”．A park has been built in ____________(十年前曾是一个工厂的地方)．3．There are scores of modern art styles，but without the Impressionists，many of these painting styles might not exist.____________________(没有你的帮助，这个计划不会成功实施)．4．Their paintings were not as detailed as those of earlier painters.The weather in the north is ________________(不如南方的天气那么热)．5．When you walk into the gallery，you feel as if you were inside a fragile，white seashell.The boy talked to us ________________(像个成年人似的)．Ⅳ.Multiple choice1．I ______ you a beautiful present for your birthday，but I was short of money at that time.A．would buyB．had boughtC．would like to have boughtD．must have bought2．I lost your address，otherwise I ______ you long before.A．had visited B．have visitedC．would have visited D．should visit3．______ he come，the problem would be settled.A．Would B．Should C．Shall D．If4．______ the fog，we should have reached our school on time.A．Because of B．In spite ofC．In case of D．But for5．If I ______ you，I ______ more attention to English idioms and phrases.A．was；shall pay B．am；will payC．would be；would pay D．were；would pay6．—It's really a miracle! Y ou're still alive at all after such a terrible accident!—Thank goodness! But for the stick of the tree branch，I ______.A．would have been killed B．had been killedC．be killed D．was killed7．______ today，he would get there by Friday.A．Would he leave B．Was he leavingC．Were he to leave D．If he leave8．We ______ the work on time without your help.A．hadn't had finished B．didn't have finishedC．couldn't have finished D．can't have finished9．I don't think he will attend the party，and ______ he attend it what would he wear?A．were B．hadC．should D．did10．—Where ______？— I got stuck in the heavy traffic，or I ______here earlier.A．did you go；had arrivedB．are you；would comeC．were you；would comeD．have you been；would have beenFirst get the students to do the exercises.Then the answers are given.The teacher can give them explanations where necessary.Suggested answers：Ⅰ.1.typical 2.avenue 3.contemporary 4.carve 5.specific 6.adopted7.possessions 8.sculpture9.shadow10.predictedⅡ.1.appealed to 2.in the flesh 3.more than 4.was eager to 5.on the other hand6．Scores of7.as well as8.By coincidence9.a great deal10.attempted toⅢ.1.lies a big river 2.what was once a factory ten years ago 3.Without your help，this plan wouldn't be carried out successfully 4.not as hot as that in the south 5.as if he were a grown－upⅣ.1～5 CCBDD6～10 ACCCDStep 5Learning tipAsk the students to turn to Page 8.Read through the passage and make sure they understand it.Encourage them to do as the passage tells because if they are doing so they will be teaching themselves a useful way of learning.Step 6Assessment1．Checking yourself(on Page 47 in the Workbook)First get the students to think about these questions individually.Then they can discuss in groups sharing their experience.The teacher can join in and give them advice and suggestions where necessary.2．Testing assessmentⅠ.Fill in the blanks with the proper forms of the words given.1．If you ______(arrive)ten minutes earlier，you could have seen them off.2．It's time that we ______(go)to the railway station.3．If they ______(not help)us，our experiment would have failed.4．Y ou're five minutes late.I suggested that you ______(come)earlier tomorrow.5．Mother often tells us that it is necessary that we ______(drink)a glass of water after we get up.6．She insisted that she ______(send)to work in the faraway small town.7．______ I not ______(forget)his telephone number，I would have rung him.8．He is busy now.If he ______(be)free，he______(go)with you.9．The manager was in his office then.If he ______(be)here，everything ______(settle)in a minute.10．Noisy as it was，he went on reading as if nothing ______(happen)．Ⅱ.Rewrite the following sentences according to the patterns given.1．It is necessary for college students to master at least one foreign language.It is necessary ______ college students ______ ______ at least one foreign language.2．Without sunlight，there would be neither plants nor animals.______ ______ ______ ______ sunlight，there would be neither plants nor animals.3．She insisted on translating the sentence this way.She insisted that the sentence ______ ______ ______ this way.4．The students suggested going there on foot.The students suggested ______ ______ there on foot.5．She suggested that we should go to his help.______ ______is that we ______ to his help.6．Lucy didn't come to class today because she didn't feel well.______ she ______ well，Lucy ______ ______ ______ to class today.7．I don't know French，so I can't talk to the French friends.If I ______French，I could talk to the French friends.8．He didn't take his parents' advice and he is not a college student now.If he ______ ______ his parents' advice，he ______ ______ a college student now.9．The professor helped me a lot and I finished the work.I couldn't ______ ______ the work ______ the professor's help.Suggested answers：Ⅰ.1.had arrived 2.went/should go 3.had not helped 4.(should)come5.(should)drink 6.(should)be sent7.Had；forgotten8.were；would go9.had been；would have been settled 10.were happeningⅡ.1.that；should master 2.If there were no 3.should be translated 4.they go5.Her suggestion；go 6.Had；felt；would have come7.knew8.had taken；would be9.have finished；withoutStep 7Homework1．Finish off the Workbook exercises.2．Review and summarize what you have learned in Unit 1.Step 8Reflection after teaching________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________。

新课标人教版高中英语(选修六)全部教(学)案

选修六Unit1 Art 一、语言要点IV 重点词汇（旨在提供综合运用所需材料）1.faith n.信仰；信任；信心[重点用法]have faith in sb./sth.对某人/某事有信心lose faith in 不再信任,对…失去信心be faithful to sb. [sth.] 忠实于某人[某事]faithful adj.忠实的faithfully adv.忠实地[典例]1) Having faith in the masses is the requirement by government.相信群众是对政府的要求。

2) Under no circumstance shall we lost faith in the future.在任何情况下，我们都不该对未来失去信心。

[练习] 汉译英1) 他对我的能力很有信心。

______________________________________________________________________________________ _2) 虽然只是一个小挫折，却让露丝对成功失去了信心。

______________________________________________________________________________________ _Keys: 1)He has faith in my ability. 2) Though it’s only a small frustration, it made R ose lose faith in success.2.aim n. 目标；目的；瞄准vi.&vt.瞄准（向某方向）努力[重点用法]take aim (at) 瞄准aim at向…瞄准；旨在，针对；志在aim high胸怀大志; 力争上游[典例]1) What is your aim in life?你生活的目的是什么?2) He aimed the gun at the enemy officer．他用枪瞄准了敌军官。

[高中英语]高中英语新人教版选修6精品教案(44页)

Unit 1 ArtTeaching planI. 单元教学目标：1．Talk about art and galleries2．Talk about likes and preferences3．Learn words in families4．Use the subjunctive mood5．Write a letter to give suggestionsII. 目标语言1．功能句式.Talk about likes and preference:I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ would you rather…/ would you like…or…2. 词汇abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , schol ar…3. 语法: the subjunctive moodif I were you…./ I wish I could…4. 重点句子1.there are so many different styles of western art it would be impossible todescribe all of them in a short text.2.people became focused more on human and less on religion.3.if the rules of perspective had not been discovered, people would nothave been able to paint such realistic pictures.4.at the time they were created, the impressionists’ painting werecontroversial but today they are accepted as the beginning of what wenow call “modern art”.5.it is amazing that so many great works of art from late-19th century to 21stcentury could be contained in the same museum.IV．课型设计与课时安排1st period Warming up and reading2nd period Language study3rd period Grammar4th period Using language分课时教案The First Period Warming up ReadingTeaching goals：1.To enable the students to have a knowledge of the short history of Westernpainting.2.To improve the students’ reading ability.Teaching important & difficult pointsEnable the Ss to talk about the short history of Western paintingTeaching methodsSkimming and scanning; individual, pair or group work; discussionTeaching aidsA computer, a tape recorder and a projector.Teaching procedures & waysStep 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 of the 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-upShow some famous paintings and ask : Do you know the following famous paintings and painters?Mona Lisa Smile → Leonardo Da Vinci (Italian, 1452-1519)Sunflowers & starry night → Vincent van Gogh (Dutch, 1853-1890)Water Lilies → Claude Monet (French, 1840-1926)Dream & Seated woman → Pablo Picasso (Spanish, 1881-1973)Ask: Can you tell the ages of the paintings?Say : Today we’ll learn about the short history of western painting.Step III Reading1. Comparison: Make a comparison of Western and Chinese painting and ask: Which do you think has a greater change? Why?2. ScanningRead Para. 1, and answer the question.Scan Para2-5, and find the representative artists and the features of their paintings.Names of Ages Time Artist FeatureThe Middle Ages 5th to 15th century Giotto Di Bondone religious, realistic The Renaissance 15th to 16th century Massaccio perspective, realistic／detailed, ridiculous Impressionism Late 19th to early 20thcenturyModern art 20th century to today ／Controversial,abstract, realistic3. Careful readingRead the text carefully and find some detailed information.The Middle Ages Features:1.theme: religion2.Artists were not interested in showing nature and people as…but interested in creating respect and love for God.The RenaissanceMasaccio：the first person to use perspective in painting1.Focused more on humans and less on religion.2.Two developments: a. Drawing things in perspectivesb. Oil painting.Impressionism1.What changes led to the change in painting styles?2.Look at these paintings, what did they paint?3.Why did the impressionist have to paint quickly?Modern artSte p IV ComprehendingAsk the students to read the passage again and deal with Exercises.Step V Homework1.Underline the useful expressions and the time expressions in the reading passage.2.Retell the passage with the help of the chart about the text.The 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.2. Good painting is like good cooking; it can be tasted, but not explained好的画犹如佳肴,可以品其美味,却无法解释.3. would rather宁愿,宁可I would rather walk than take a bus.She would rather die than lose her child.would rather do sth.would rather not do sth.would rather do sth. rather than do sth.prefer sth. to sth.prefer to do sth. rather than do sth.I always prefer starting early, rather than leaving everything to the last minute.4. 认为,看待Consider + n. + adj./ n. + to be/ n. + as /+that-clause/ it + adj. / + n.+ to do sth.We consider that you are not to blame.Do you consider it wise to interfere?I consider you( to be )honest.5. 比较suit, fit ,matchsuit多指合乎需要、口味、性格、条件、地位等fit多指大小、形状合适,引申为“吻合,协调”match多指大小、色调,形状、性质等方面的搭配1) No dish suits all tastes. 没有人人合口味的菜.2) Try the new key and see if it fits the keyhole.试试新配的钥匙,看看与锁眼是否吻合.3) The people’s Great Hall and the Historical Museum match the Tian An Menbeautifully.人民大会堂和历史博物馆与天安门陪衬得极为优美.6. attempt v.试图,企图,尝试The prisoner attempted an escape / to escape.She will attempt to beat the world record.n. They made no attempt to escape.比较attempt: 表示未知结果的尝试或失败的尝试manage: 表示成功的尝试7.painting (油、水彩）画drawing（素描）图sketch草图portrait肖像illustration 插图A painting of sb A painting by sb某人的画？某人画的画？8. abstract adj . n . Van abstract painting 抽象画in the abstract 抽象地abstract …from…从…中提取9.detailed adj./n. detailed information in detail 详细地Reading10. belief 相信,看法It’s my belief that he will win.It was once a common belief that the earth is flat.Their beliefs in God are very firm. 信仰,信条The rumor is beyond belief. beyond belief难以置信n---v: belief--- believe life --- live proof--- prove safe--- save thief --- thieve11. whileSome people respect him, while others look down upon him . ( 表对比) 12.influence v. n.The weather in summer influences the rice crops .He has no influence over his children .搭配：Have an influence on /upon …对…有影响Under the influence of …受….的影响,被…左右Influential adj. 有影响的; 有势力的The Middle Ages (5th to …)13.aim n. v. What is your aim in life ? He aimed the gun at a bird .搭配：:achieve one’s aim达到目的miss one’s aim未击中目标without aim 无目的的14.take the place of = replace“ please take your place , everyone ,” said John Smith .”From now on I will take the place of Mr.George as chairman of the meeting .15.focus vt. Vi . focus on 集中于All eyes were focused on the speaker .16. possession n.所有,占有;（pl ）所有物,财产personal possessions Compare:in possession of (主动）/ in the possession of （被动）v. possess n . possessor17.convince vt 使确信,使信服I managed to convince them that the story was true.搭配：convince sb of sth = convince sb that … 使… 相信be convinced of sth = be convinced that …相信…Translation :我怎样才能让你相信她的诚实呢？How can I convince you of her honesty?她说的话使我认识的我错了.What she said convinced me that I was mistaken . Impressionism (late 19th to…)18. 修饰不可数名词：a great /good deal of / a great amount of修饰可数名词: a large /great number of ;large/great numbers of ;a great /good manydozens of / scores of修饰不可数名词或不可数名词: a lot of / lots of ; a large quantity of /large quantities ofplenty of19.mostly adv . ( =mainly , largely )大部分的,主要的They are mostly students.most pron . adj . advThis is the most I can do for you.Peter made the most mistakes of all the class.What interested you most? ( 最)Most students say that it is a most interesting book, but it isn’t the most interesting they have read , and that they read such books mostly on weekends.20.lead toThe heavy rain leads to serious floods.Lead to / lie inHard work leads to success and failure often lies in laziness. (result in / result from)21. shadow n.The willow’s shadow falls on the lake .shadow （阴影、影子---指一个平面）shade （树阴、阴影---指一个立体空间）Stay in the shade ------it’s cooler . (阴凉处)The shadows of the trees grew longer as the afternoon went on.随着下午时光的延续,树影会越来越长.Step III SuffixationLet Ss learn some uses of suffixesAsk Ss what suffix is ( A suffix is a particle, which is added to the end of a root. Suffixes usually do not change the meaning of the root, but can change its part of speech. For example: lead (v.)---leadership (n.); ill(adj.)---illness(n.) But sometime, some suffixes add new meaning to the newly formed words. For example: meaning---meaningless; think--- thinker1.Suffixes used as a noun signifierVerb Adjective Suffix Nounread -er readeract -or actortrain -ee traineebuild -ing buildingattend -ance attendancepunish -ment punishmentinvent -tion inventionsick -ness sicknessspecial -ist specialisttrue -th truth2.Suffixes used as an adjective signifierNoun Verb Suffix Adjectivewind -y windyadventure -ous adventuroushope -ful hopefulhero -ic,(-ical) heroicnation -al nationalcare -less carelesstrouble -some troublesomedepend -ent/-ant dependentcomfort -able/-ible comfortableact/imagine -ive/-tive-ative/-itive active imaginativesecond -ary secondarychange -able changeableannoy -ing annoyingexcite -ed excited3.Suffixes used as an adjective signifierAdjective Noun Suffix Verbbroad fright -en broaden, frighten simple -fy simplify modern -ize(-ise) modernizeSte p IV PracticeGet the Ss to review the uses of verbs, nouns and adjectives.Parts of Speech Nouns Verb Adjective Subject ☆Object ☆Predicate ☆Predicative ☆☆☆Objective Complement ☆☆Attribute ☆Then practice Exercises 2, 3 &4 on page 42.Step V HomeworkPrepare to learn the grammar of the subjunctive mood.Period 3 GrammarTeaching aims1.To enable the students to use the Subjunctive mood correctly in differentsituations.Teaching important and difficult pointsTo enable the students to use the correct form o f of the subjunctive mood. Teaching methodsSummarizing, comparative method; practicing activitiesTeaching procedures:Step I PresentationAt first, give the students an example to present what the subjunctive mood is and in what situation we should use the subjunctive mood. Then, show them the sentence structure of the subjunctive mood.Ask Ss to listen to the following example:Suppose I’m a basketball fan. Yao Ming is coming here to play a basketball game this evening. But unfortunately, I haven’t’got a ticket for it. I feel sorry about that and what should I say in this situation? I will say: I wish I watched the basketball game. / If I had got a ticket, I would go to watch the basketball game. Have you ever heard such kind of sentences?They use subjunctive mood. The subjunctive mood is used when we want to express a wish, request, recommendation or report of a command. Also the subjunctive mood is used to express something that is contrary to the fact, highly unlikely or doubtful.We can use the following tow sentence structures to express our regretting.Ⅰ.“If” clause---, main clauseTime Verb Main ClauseNow were/ did would/could/should/might +V（原）Past had done would/could/should/might+have+p.p. Futrue were /did would/could/should/might +V（原）were to doshould doⅡ.虚拟语气特殊句型1. Subject +wish+ Object ClauseTime Verb Objective clausenow wish would do / could do / were /didpast wished had been / donefuture wish would do/ could do / were / did2. would rather (that) 现在：过去时过去：过去完成时将来：过去时3. as if /though + Clause 虚拟从句动作与主句动作同时发生用过去时从句动作先于主句动作发生用过去完成时4.It’s (about/high) time +(that)…过去时/should +V. (Should不可省略)5.表示要求,命令,建议的虚拟语气宾语从句.常见动词：一个坚持,两个命令,三个建议,四个要求.即:1. insist 2. order, command 3. advise, suggest, propose 4. demand , require, request, desire 这些动词后面的宾语从句要使用虚拟语气.即从句中的动词使用should + 动词原形,或者将should省略.6.without和but for 构成虚拟. but for(要不是)7. If only …要是就好了If only I knew his name!If only we had followed your advice!If only I could see him again!8. It’s necessary /strange/ natural/ important + that-Clause 从句中的动词要用虚拟,即（should）+动词原形9. 某些简单句的固定句型：Heaven help him!God bless you!May you succeed!Long live the People’s Republic of China!三：虚拟语气假设条件句型注意点：假设条件从句谓语动词发生的时间与主句所假设的谓语动词不一致,这种条件句叫做混合条件句.主句和从句的谓语动词要依照假设的时间而定.(“各归各” 的原则）If the weather had been finer, the crops would be growing better.If you had followed the teacher’s advice, you wouldn’t be in the hospital.2. 虚拟条件句倒装. 条件从句中有should, were, had三个助动词可以把if省略,并将这三个词提至句首.Step II PracticeExercises for the Subjunctive mood.Step III ConsolidationAsk the Ss to do Exercise 1 & 2 in Discovering useful structures on page 4 and Exercises 1-4 on page 43.Then check the answers.Step Ⅵ4 HomeworkPrepare for the Listening and Talking on page 41.The Fifth Period Using LanguageTeaching goals:1. To read about the best of Manhattan’s art galleries and develop the students’interest in art.2. To help the students improve listening skills.3. To enable the students to talk about art galleries and write a letter giving suggestions.Teaching procedures:Step I Lead-inShow pictures of some famous art galleries around the world: Chinese Art Gallery, The Frick Collection, Guggenheim Museum, Metropolitan Museum Of Art, British Museum, Louvre Museum in France and so on.Step II Reading1. Fast reading:Ask Ss to read the passage about art galleries on page 5, and answer the question: How many galleries mentioned in this text? What are they? What can you see there?2. Careful reading:Detailed reading to check Exercises 1& 2 belowAfter that, ask the Ss to listen to the recording and answer the questions in Part 3. Play the tape for the students to follow and after that, check the answers.1.Post-readingAnswer the following questions:1.What do you think the purpose of this text is?To give people information about various art galleries in New York and to show them where they are.2.Who do you think the text was written for?Tourists, art gallery visitors.3. Where might you see such a text?Possibly in guide book.Step III Discussing and listening (P7)ⅰ.Suppose you were staying in a hotel in Manhattan with Gao Yan, Susan and John. Now if you have a chance to visit art galleries, which galleries do you prefer? Why? Ask the students to tell the group members which galleries introduced they prefer in groups of 4.ⅱ.Ask the Ss to do some listening practice on page7At first, ask them to listen to the tape for the first time and number the galleries. Next, listen again and answer the questions.At last, check the answers with the whole class.Step IV WritingFirst, ask the Ss to discuss the questions in Exercise 1 on page 8 in groups of 4, giving their own suggestions and reasons and then write a letter to give their opinions.StepⅥ Homework:1.Finish the writing task.2.Prepare for the Reading task on page 45.Model 6 Unit2 PoemsPeriod 1 Warming up, Pre-reading & ReadingTeaching goals1．Target languagea.Important words and phrasesPoem, poetry, recite, aspect, convey, nursery, rhyme, diamond, cottage, balloon, sparrow, tease, salty, endless, translate, nursery rhyme, take it easy, run out of, make up ofb.Important sentencesWhich poem is about things that don’t make sense?Poets use many different forms of poems to express themselves.I hadn’t taken my eye off the ball.We hadn’t taken it easy.The poem is made up of five lines.A lot of Tang poetry has been translated into English. The translations have a free form thatEnglish people like to copy.2. Ability goalsa. Enable Ss to talk about different types of poems: nursery rhymes; list poems; cinquain,; haiku; Tang poemsb. Enable Ss to talk about different purposes of writing poems.c. Understand the main theme of each poem.d. Enable Ss to chant some of their favorite poems.3. Learning abilityEnable Ss to distinguish different types of poems.Teaching important points1.Talk about five main types of poems.2.Understand the main purpose of writing the poems.Teaching difficult points1.Find the rhythm of each poem.2.Chant the poem.3.Understand the main purpose of writing the poems.Teaching methods1.Skimming and scanning.2.Asking-and –answering activity3.Discussion4.ChantTeaching aidsMultimediaTeaching procedures & waysStep 1. GreetingsStep 2. PresentationAsk Ss to think back and try to remember poems from their early childhood, either in Chinese or in English.Talk about some famous poets both home and abroad, either ancient ones or modern ones.Brainstorming: What will you think of when we talk about the word “poem”?Step 3. Warming upRead the questions in this part, reminding Ss what they notice about the above poems.(e.g. they have a strong beat, or they have rhyme, or they play with words and sounds, or perhaps some of them are funny because they make no sense.)Tell Ss that there are many reasons why people write poetry. Give the examples on the Bb. Ask Ss why they think the poets wrote the poems they have just recited.. Write their suggestions on the board.Give Ss a time limit of a few minutes. Divide the class into groups of four to discuss the purpose of writing poems. Ask one person from each group to read their group’s list and add their suggestions to the list on the board. (Suggested reasons: to create certain feelings or images in the reader; to share a feeling or experience; to describe something in detail or give an impression; to get the reader to think about an idea; to express a point of view; to make the reader experience the sight, sounds, smells, feel and tastes of something; to create a mood, to play with words--- their sounds, rhyme and rhythm.)If time permits, in small groups or as a class, discuss the kinds of topics that poets write about.( people, animals, nature, landscapes, the sea, the seasons, stories, death, war, youth and old age, feeling and experiences, emotions like love, hate, sadness, regret and desire, etc.)Step 5. ReadingScanningGet the Ss to read the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives Ss a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide show . Teacher should encourage Ss to express their ideas.Q1. Why do people write poetry?Q2. How many forms of poems are mentioned in the passage? What are they?Q3. What does “nursery rhyme” mean? Why do they delight small children?Q4. What’s the characteristic of “list poems”? What about “cinquain”?Q5. Why do English People like “Haiku”?Q6. Are you familiar with Tang Poems? Do you know the title of the last poem in the text? ListeningBefore Ss read the text, have them close their books and listen to the text with their eyes closed. This gives Ss the opportunity to listen to the sounds or “music”of the poems before reading them in detail. Tell them that it doesn’t matter if they don’t understand every word.First readingGet Ss to read the text carefully, finding the one sentence that sums up the paragraph of each part.. Underline the topic sentence.Second readingTell Ss that they are going to look at the rhythm of two of the poems. Make sure they know what rhythm is. Read the limerick aloud and have Ss listen for the strong beats. Then have them clap the strong beats as you read. Mark the strong beats on the limerick on the board.There was an old man with a beardWho said “it is just as I feared”.“Four in sects and thenTwo birds and a henHave all made a home in my beard”.Now read the poem A & B. Ask them to mark the strong beats on the two poems that have a strong rhythm. Check their answers . Then play the tape and get them to clap to the strong beats in those two poems.Third readingJust as any scene can serve as the subject of a painting, so any part of daily life can provide material for a poem.. Of course, the choice that the artist or poet makes relates to his or her purpose. Poetry is usually short and compact, so it should be read several times, preferably aloud, to appreciate its meaning. Read the last poem (Poem H), and answer the following questions:Q1. What parts of the poem suggest that the woman loves her husband?Q2. How do you understand the sentence”Should the journeyer return, this stone would utter speech.”? Explain the sentence in your own words.Q3. What picture do you have in your mind when you read the above sentences?Q4. Do you know the Chinese title of this poem? Do you know the Chinese version of the poem? Step 6. Make a short summary of this period.Homework1.Surf some websites to find out more information about poets.2.Review the content of the reading passage.3.Finish the exercises on Page 12& 13.Period 2 Reading, Comprehending & Learning about language Teaching goals1．Target languageImportant words and phrasesjoy, anger, sorrow, thread, appropriate, ending, compass2. Ability goalsEnable Students to deepen their understanding of the reading passage and learn some useful words and expressions.Learn to use words and expressions in their right form.3. Learning abilityEnable Ss to understand the rhyme and rhythm in English poems.Teaching important points1.Understand the passage and answer the questions about it.2.Learn the useful words and expressions in the passage.Teaching difficult points1.Discuss the poems and understand their deep meaning.2.Find the rhyme and rhythm in English poems and try to create them by students themselves.Teaching methodsDiscussion, asking-and-answering activity, practice, task-based activity Teaching aidsMultimediaTeaching procedures & waysStep 1. GreetingStep 2. ComprehendingTask 1. Group workAsk students to read the passage together and then discuss in group which poem they like best and give reasons.After discussion, ask someone to present his/her idea to the class.Task 2. Ask and answerAnswer the questions about the passage on Page 11 – 12.Step 3. Explanation1.Others try to convey certain emotions.“convey” here means communicate (an idea, meaning, etc.).I can’t convey how angry I feel.“emotion” means strong feelingLove and hatred are basic emotions.His voice was shaking with emotion.2.They delight small children because they have strong rhythm and rhyme.“delight” means make sb. pleased greatly.The gift of the child delighted his parents.I am delighted to help you.“rhythm” means a measured flow of words and phrases in verse determined by various relations of syllables.the exciting rhythms of African drum music“rhyme”means identity for sound between words or the endings of words, esp. in verse.Shakespeare sometimes wrote in rhyme.He made up funny rhymes to make us laugh.3.We would have won if we hadn’t taken it easy.“take it easy”means to proceed gently or carefully; to relax and avoidoverwork.You’ve done quite enough work for today; now take it easy for an hour.4.We would have won if we hadn’t run out of energy.“run out(of sth.)” means to use up; to come to an end.The petrol is running out.We are running out of out time. = Our time is running out.5. a poem made up of five lines“make sth. up” means to put together; to compoundWhat are the qualities that make up his character?Society is made up of people of widely differing abilities.Step 4. Learning about languageCheck the exercise on Page 12-13.Task 1. Discovering useful words and expressions1.Ask some students to list the words they find to rhymes with the words in theexercise. The teacher may make some addition if necessary.Ask students to try to create more lists by themselves.plete the passage using the correct words.Ask students to finish the passage and explain why the form of the words must be changed.Task 2. Discovering useful structures1.Rewrite the poem about winning the match and the reasons.2.Rewrite the poem about the attempt to win the competition.Offer students some time to discuss about it and present some samples for them to follow if they find it difficult to get through.3.Match the sentences.Explain some rules of subjunctive mood if necessary.plete the sentences using the correct forms of the verbs.Step 5. Using words and expressions(Workbook)Task 1. Make adjectives from nouns by adding suffix “ful” and then explain the meaning of the new adjectives. Encourage students to think of more examples that have the same form.Task 3. Complete the sentences using the correct word from the table.Task 4. Match the phrases appropriately and encourage students to create more of their own word pictures.Step 6. Make a short summary of this period.Homework1.Remember important language points.2.Write a simple English poem by using rhyme and rhythm.3.Preview “Learning about language”.Period 3 Learning about LanguageTeaching goals1．Target languagea.Important wordsAppropriate , ending , compassb.Important sentencesIf she had stueide harder , she would have passed the exam.If she had been there , she would have met some really interesting people.2. Ability goalsa. Enable Ss to grasp the ways of writing poems.b. Enable Ss to use subjunctive mood correctly.3. Learning abilityTeach Ss how to write some poems and how to use subjunctive mood correctly.Teaching important points1.the way of writing poems.2.Subjunctive MoodTeaching difficult pointsUsing subjunctive mood correctly in different situations.Teaching methods1.Task-based learning2.instructions3.practiceTeaching aidsMultimediaTeaching procedures & waysStep 1. GreetingsStep 2. Warming upTask1: Free talk------ why do you enjoy learning English?T: I’m glad to see you again and I’m happy because we can enjoy English together. Do you enjoy learning English?S: Yes . Because English is a very beautiful language.S2: Because we can enjoy a lot of funny stories if we know English.S3: Because we can communicate with foreigners in English.S4: Because we can introduce China to foreigners if we know English.S5……T: Well done. If we did well in some way , people would know us. Now let’s talk about some famous persons. (Yao Ming , Liu Xiang , Madame Curie, Yuan Longping, Chinese Women Football Team)Step 3. PresentationTask2: Group talk-----Try to talk about the famous persons.Q1: Why is Yao Ming famous ? S1: Because he played basketball very well. S2:….. Q2: Why could Liu Xing succeed ? S1: Because he trained very hard. S2:……..Q3: Why did Chinese Women Football Team lose the game? S1: Because they were tired…Q4: Complete the sentence : They would win if they ………S1:They would win if they had a good rest. S2:……T: Just now we talked a lot about some persons .If we put these sentences together , they formed a kind of poem-----list poems..。

高三英语选修6教案范文集锦

高三英语选修6教案范文集锦教案一：Unit1Theworldofoursenses一、教学目标1.知识目标：学习并掌握Unit1的核心词汇和短语。

理解和运用Unit1中的重点句型。

阅读课文，理解文章主旨和细节信息。

2.能力目标：培养学生的听说读写能力，尤其是阅读理解和写作能力。

提高学生运用英语进行交流的能力。

3.情感目标：培养学生对英语学习的兴趣和热情。

增强学生对周围世界的观察力和感知力。

二、教学重点与难点1.重点：掌握Unit1的核心词汇和短语。

理解和运用Unit1中的重点句型。

阅读课文，理解文章主旨和细节信息。

2.难点：长难句的解析和理解。

对文章深层含义的挖掘和解读。

三、教学过程1.导入利用图片或视频，引导学生关注感官世界，激发学生兴趣。

2.新课内容学习词汇学习：讲解核心词汇和短语，让学生在语境中理解并运用。

句型学习：讲解重点句型，让学生模仿并运用到实际情景中。

阅读理解：讲解课文，让学生理解文章主旨和细节信息。

3.课堂活动小组讨论：让学生就课文内容进行讨论，提高学生的口语表达能力。

角色扮演：让学生扮演课文中的角色，进行情景对话，提高学生的实际运用能力。

4.作业布置完成课后练习，巩固所学知识。

预习下一课内容，为下节课做好准备。

教案二：Unit2Theinternet一、教学目标1.知识目标：学习并掌握Unit2的核心词汇和短语。

理解和运用Unit2中的重点句型。

阅读课文，理解文章主旨和细节信息。

2.能力目标：培养学生的信息检索能力。

提高学生的网络素养。

3.情感目标：培养学生对英语学习的兴趣和热情。

引导学生正确使用网络资源。

二、教学重点与难点1.重点：掌握Unit2的核心词汇和短语。

理解和运用Unit2中的重点句型。

阅读课文，理解文章主旨和细节信息。

2.难点：对网络相关知识的了解和运用。

对课文深层含义的挖掘和解读。

三、教学过程1.导入利用网络资源，展示互联网的便捷与丰富，激发学生兴趣。

2.新课内容学习词汇学习：讲解核心词汇和短语，让学生在语境中理解并运用。

新课标人教版高中英语(选修六)全部教案

选修六Unit1 Art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）词语辨析1.possess/own/have2. technique/technology3. shadow/shade1. consequence n .结果consequent adj. 作consequently adv. 从而, 因为结果的, 此2. possess v. 占有, possession n. 拥有, 占有, 所有拥有词形变化3.faith n. 信任, 信faithful adj. 守信faithfully adv. 忠诚地, 如念,4. technique n. 技术, technician n. 技术technology n. 工艺, 科技, 技巧, 方法, 员, 技师技术5.aggressive adj. 敢aggress v. 攻击, 侵aggression n. 进攻, 侵略作敢为的, 侵略性的的, 忠实的, 实地词汇部分犯1. faith n.信仰；信任；信心重点单词by coincidence巧合地on the other hand另重点词组in the flesh活着的；本人in (the) possession of拥有（属于）in consequence因此，结果appeal to（对某人）有吸引力；1. But it was evident that ideas were changing in the 13th century whenpainters like Giotto di Bondone began to paint religious scenes in a morerealistic way.2. they tried to paint people and nature as they really were.3. a mong t he p ainters w ho b roke a way f rom t he t raditional s tyle o f p aintingwere the Impressionists.重点语法虚拟语气（I）(见语法专题)II 词语辨析(旨在提供完形填空所需材料)【解释】possess较为正式，强调对目前拥有或占有的东西可以控制或支配。

高中英语新人教版选修6精品教案(44页)

Talk about likes and preference:I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ would you rather…/ would you like…or…2. 词汇abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , schol ar…3. 语法: the subjunctive moodif I were you…./ I wish I could…4. 重点句子1.there are so many different styles of western art it would be impossible todescribe all of them in a short text.2.people became focused more on human and less on religion.3.if the rules of perspective had not been discovered, people would nothave been able to paint such realistic pictures.4.at the time they were created, the impressionists’ painting werecontroversial but today they are accepted as the beginning of what wenow call “modern art”.5.it is amazing that so many great works of art from late-19th century to 21stcentury could be contained in the same museum.IV．课型设计与课时安排1st period Warming up and reading2nd period Language study3rd period Grammar4th period Using language分课时教案The First Period Warming up ReadingTeaching goals：1.To enable the students to have a knowledge of the short history of Westernpainting.2.To improve the students’ reading ability.Teaching important & difficult pointsEnable the Ss to talk about the short history of Western paintingTeaching methodsSkimming and scanning; individual, pair or group work; discussionTeaching aidsA computer, a tape recorder and a projector.Teaching procedures & waysStep 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 of the 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-upShow some famous paintings and ask : Do you know the following famous paintings and painters?Mona Lisa Smile → Leonardo Da Vinci (Italian, 1452-1519)Sunflowers & starry night → Vincent van Gogh (Dutch, 1853-1890)Water Lilies → Claude Monet (French, 1840-1926)Dream & Seated woman → Pablo Picasso (Spanish, 1881-1973)Ask: Can you tell the ages of the paintings?Say : Today we’ll learn about the short history of western painting.Step III Reading1. Comparison: Make a comparison of Western and Chinese painting and ask: Which do you think has a greater change? Why?2. ScanningRead Para. 1, and answer the question.Scan Para2-5, and find the representative artists and the features of their paintings.Names of Ages Time Artist FeatureThe Middle Ages 5th to 15th century Giotto Di Bondone religious, realistic The Renaissance 15th to 16th century Massaccio perspective, realistic／detailed, ridiculous Impressionism Late 19th to early 20thcenturyModern art 20th century to today ／Controversial,abstract, realistic3. Careful readingRead the text carefully and find some detailed information.The Middle Ages Features:1.theme: religion2.Artists were not interested in showing nature and people as…but interested in creating respect and love for God.The RenaissanceMasaccio：the first person to use perspective in painting1.Focused more on humans and less on religion.2.Two developments: a. Drawing things in perspectivesb. Oil painting.Impressionism1.What changes led to the change in painting styles?2.Look at these paintings, what did they paint?3.Why did the impressionist have to paint quickly?Modern artTwo extremesStyle A. AbstractB. RealisticConcentrate on Certain qualitiesof the objectWhat we see withour eyesPresentation Color, line and shape photographSte p IV ComprehendingAsk the students to read the passage again and deal with Exercises.Step V Homework1.Underline the useful expressions and the time expressions in the reading passage.2.Retell the passage with the help of the chart about the text.The 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。

新课标人教版高中英语(选修六)全部教案

人教版新课标高中英语选修6全套

人教版 新课标 英语选修6 教案

【英语】高中英语新课标(人教版)选修六 优秀教案 {Unit4 Global warming Period 1}

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人教版高中英语选修6教案Unit1 Art

【英语】高中英语新课标(人教版)选修六 优秀教案 {Unit1 Art Period 2}

高中英语新课标(人教版)选修六 优秀教案 {Unit4 Global warming Period

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【英语】高中英语新课标(人教版)选修六-优秀教案-{Unit4-Global-warming-Per

【英语】高中英语新课标(人教版)选修六 优秀教案 {Unit1 Art Period 6}

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[高中英语]高中英语新人教版选修6精品教案(44页)

高三英语选修6教案范文集锦

新课标人教版高中英语(选修六)全部教案

高中英语新人教版选修6精品教案(44页)

人教版新课标英语选修6 教案

【英语】高中英语新课标(人教版)选修六优秀教案 {Unit4 Global warming Period 1}

【英语】高中英语新课标(人教版)选修六优秀教案 {Unit1 Art Period 2}

高中英语新课标(人教版)选修六优秀教案 {Unit4 Global warming Period

【英语】高中英语新课标(人教版)选修六优秀教案 {Unit1 Art Period 6}