选修六第一单元优化设计
人教版选修6Unit1教案Word版
Unit 1 Living wellTeaching aims（教学目标）三维目标知识目标Knowledge aims:1.Key words and phrases in this unit: abstract(抽象的)，sculpture(雕塑)，gallery(画廊)，faith(信念)，aim(目标)，conventional(传统的)，typical(典型的，有代表性的)，evident(明显的)，adopt(采用)，possess(拥有)，superb(卓越的，杰出的)，possession(财产)，technique(技术)，by coincidence(巧合地)，a great deal(大量)，shadow(阴影)，ridiculous(可笑的)，controversial(争议的)，attempt(尝试；企图)，on the other hand(另一方面)，predict(预测)．2．To learn about some major movements in Western art and how art has changed stylistically over the centuries.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 Western paintings. 6．To get the students to understand and use the following important and useful sentence patterns：If you could have three of these paintings on the walls of your classrooms，which would you choose?If you were an artist，what kind of pictures would you paint?Grammar in this unit: 虚拟语气(Subjunctive Mood)能力目标Ability aims:1.To learn about some major movements in Western art and how art has changed stylistically over the centuries.2.To guess what will be talked about in the listening materials.3.To improve their reading skills.4. Develop students’ reading ability and let them learn different reading skills.情感目标1．To stimulate students' sense of beauty and the ability of understanding，enjoying and creating beauty.2．To develop students' sense of cooperative learning.3. Activate the students’interest of learning English by using many kinds ofclassroom activities.Important points（教学重点）1. How to gain the ability to use the key words and expressions from the context.2.Get students to know about Western painting and Chinese art，famous artists and works of art.3．Enable students to grasp and use the expressions of preference.4．Let students learn the new grammar item：the subjunctive mood(1)．5．Develop students' listening，speaking，reading and writing ability.2. Understanding the listening materials.Difficult points（教学难点）1. Get students to learn different reading skills.2.Enable students to master the use of the subjunctive mood.3．Let students learn to write a letter of suggestion.Teaching methods（教学方法）1. Task-based teaching and learning2. Cooperative learning and practice3.Asking-and-answering activity to check the students’ answers of the exercises；individual，pair or group work to finish each task.4. Fast and careful reading.5. Discussion.Teaching aids（教具）（1）a tape recorder（2）a projector（3）the blackboard、whiteboard and other normal teaching tools学法指导合作探究对话推理教材分析本单元的中心话题是西方绘画艺术的历史、中西方各种艺术形式与风格，各时代的著名画家以及他们的作品。
2019届一轮复习人教版选修六 Unit 1Art单元学案设计(26页word解析版)
2019届一轮复习人教版选修六Unit 1Art单元学案设计【课前预习】Ⅰ.情景默写1.Only five years after Steve Jobs’ death，smart－phones defeated conventional (传统的)PCs in sales.(2017·江苏卷)2.In this article，you need to back up general statements with specific(确切的)examples.(2016·浙江卷)3.A sch oolgirl saved her father’s life after he suffered a serious allergic(过敏的)reaction which stopped his heart.(四川卷)4.Doctors are taught the latest techniques(技术)of bringing sight back to blind people.(江西卷)5.She was a good lawyer with a reputation(名誉)for honesty and diligence.6.It was evident (明显的) that she was greatly shocked by the scene before her.7.There will be an exhibition (展览) of the development of automobile industry in our city next week.8.The history student hoped to compare the civilizations__(文明) of ancient China and Japan.9.Hearing that you’re going back to your country，I think it’s a good ideato choose some items typical (典型的) of Chinese culture to take with you.10.We are living close to each other，so I see him a__great__deal(大量).11.On the one hand，the project can help protect our environment; on__the__other__hand(另一方面)，it can also bring us great benefit. 12.By__coincidence(巧合地)，he met one of his friends when he was on business in Shanghai.13.As__a__consequence(结果)，children become so reliant on their parents that they have no independent thought or creative ideas.14.The government appealed__to (向……呼吁) the International Red Cross to help the people suffering from the floods.Ⅱ.词性转换1.They moved quickly and aggressively (aggressive) to protect consumers; as a result，they were thought highly of.2.Don’t plan to watch television as you cook because it is visually (visual) distracting.3.Almost every one of us will be permanently (permanent) disabled at some point in life.4.In considering people for jobs，we give preference to those with some experience while they prefer to take on the fresh.(prefer)5.With the star coming in，the fans stormed up，asking him to sign their shirts，and they would keep the shirts with signatures__ all theirlife.(sign)6.I was walking aimlessly in the street when I came across John，who led an aimless sort of life without any aim.(aim)7.Mr.White is the adopted son of Mrs.Green，who adopted him when his parents died 20 years ago.Thanks to her adoption，Mr.White could receive a good education and became an engineer.(adopt)8.With his business going on well，he at first possessed big houses and cars; and later he took possession of stocks of different companies.Then，he found that everything he had dreamed of was in his possession.(possess)9.Have faith in yourself，be faithful to your work and faithfully__live up to your promise and then you are sure to succeed.(faith)10.The observer made a prediction that the situation would last at least a month，but what he predicted turned out to be a failure.(predict)1.句型公式：It is evident that...他已经完成了大部分工作；很明显他有能力提前完成工作。
最新人教新课标高中英语选修6 Unit1精品教学设计unit 1 全单元教案1
Unit 1 Art教材分析I．教学内容分析本单元的中心话题是西方绘画艺术的历史、中西方各种艺术形式与风格，各时代的著名画家以及他们的作品。
听说读写等语言知识和语言技能主要围绕“绘画艺术”这一主题设计的。
本单元引导学生讨论这些问题，目的在于让他们了解绘画艺术及其各个历史发展时期的不同风格，培养他们对艺术的兴趣。
Warming up部分共有四个问题，引导学生讨论本单元出现的所有绘画，包括宗教绘画、文艺复兴时期的绘画、印象派风景画和抽象画等。
通过为教室选张贴画、为家居选布置画、谈个人对绘画等艺术的喜好等活动，让学生交流对绘画等艺术形式的认识，并在此过程中学习本单元即将出现的生词。
Pre-reading部分有三个问题，引导学生回顾在画廊或书本上见过的绘画。
尤其要学生回顾所见的西洋绘画和著名的画家，这和“热身”部分的讨论有机地联系起来，帮助学生认识国画和西洋画的不同特征、代表性作品及画家。
Reading部分主要介绍西方绘画史。
文章开头阐述导致艺术发展的因素：生活方式和人们的信仰，并由此得出结论：西方艺术不断变化发展，而中国艺术相对保持稳定。
随后文章从四个方面介绍了主要的西方艺术绘画流派。
中世纪的绘画主题主要与宗教有关，这个时期的作品充满了宗教符号，表达作者对上帝的崇敬和热爱。
直到13世纪，意大利画家乔托（Giotto）才开始描绘现实的宗教活动。
文艺复兴时，人们的思想和价值观发生了根本性的变化，绘画主题从宗教转向人与自然，绘画手法更为现实。
意大利画家马萨乔（Masaccio）采用透视法绘画，开创了现实主义绘画的新纪元。
19世纪晚期，欧洲的工业化导致了巨大的社会变革，也使绘画风格产生了变化。
在法国的巴黎出现了印象派艺术画家，他们走出家门，捕捉瞬间作用于物体的光线。
印象派绘画一段时间引起了争议，但如今被公认为现代艺术的开端。
无论是抽象画还是现实画，都得益于印象派艺术的启发。
阅读文章中有四幅图，分别为：1.亚博拉罕接待天使（大圣母教堂侧壁）432—440 ——中世纪 2.巴۰卡斯蒂利昂伯爵像（拉斐尔）1515 ——文艺复兴3. 日出（莫奈）1872-1873——印象主义4.海边人物形象（斯塔尔）1952——现代艺术Comprehending部分设置了四个练习。
高中英语选修六,unit1生本课教学设计
The Teaching Design for Book 6Unit 1 ArtWritingBy Zhu Fefei 1.The teaching content and analysis 内容及其解析1)The content内容2)The analysis 解析2. The teaching goals and analysis目标及其解析1) The goals: 目标Enable the students to talk about environment.Enable the students to write a letter asking for permission.3.Teaching important & difficult points 教学重难点Teach the students to write a letter asking for permission.4.Teaching methods教学方法1)Group discussion to make a brainstorm2)5.Teaching procedures & ways教学过程与方式1) The basic flow chart of teachingCheck the learning plan →Group discussion→Class presentation→Compliment →Test for goals→Summary→Homework2）The situations of teaching (while-class)Step one Check the Pre-class learning paperThe design Purpose设计意图: Check whether the students finish the work before class.T and Ss’ activities师生活动: The teacher can ask some students to come up to show their work.1. Make notes about the letter by using some keywords..Letter from____________________________Asking for______________ and____________Reason ______________________________Their plan: 1___________________________2___________________________3___________________________2. Please divide the letter into three parts and conclude what we should write in each part.Opening :Body:Ending:3.Can you find out some typical sentence patterns for each part and conjunction words(连词)?After checking the students’work,the teacher will show some sentence patterns on PPT.Step two Group discussionThe design intention: Help the Students make a conclusion from their task and give them a brainstorm about what we’ll write by discuss in groups.T and Ss’ activities: Ask the students some questions, and guide them to discuss in groups.Q1. What information should this kind of letter cover?_____________________________________________________________________ _____________________________________________________________________ Q2.If you are asked to write a letter to the headmaster to help our school become more attractive, which aspect will you talk about? You can choose one of the topics from the followings and think about how to improve it.Possible suggestions:(1) I suggest planting more trees, grass and flowers to make our school look like a beautiful garden. They can also make the air fresh. You’d better not to pick the flowers.(2) I think we should not throw litter on the ground or floor. Instead, pick up rubbish and throw it into a dustbin, collect waste paper and bottles for recycling..(3) Keep the schoolyard or the classroom clean. Don’t draw pictures on walls. Don’t carve names on the trees or on the desks and chairs. Do some cleaning carefully and regularly. We shouldn’t throw about fruit peel.(4) I advise making our school a non-smoking place. I’d like to persuade bothteachers and staffs not to smoke, telling them it’s a bad habit to smoke, and smoking does damage to one’s health and cause some deadly diseases.If everyone makes contribution to protecting the environment, the world will become much more beautiful.Step three Class presentationThe design intention: Give the students a chance to show their group ideas.T and Ss’ activities: The teacher asks several groups representatives to present their ideas. When one group is showing their ideas,other groups should listen carefully. Step four ComplimentThe design intention: People’s ideas divers from person to person.Give the students a chance to add some information.T and Ss’activities: Ask students whether they agree on the shown points and whether have something else to add.Step five SummaryDesign Purpose设计意图：Summarize some important knowledge learned in this period.T and Ss’ activities: The teacher use some questions to guide the students summarize the main point in this class.In this period, we learnt that a suggesting letter should cover three parts, that is, an opening paragraph to explain your writing purpose; a body paragraph to show your advice and a polite ending. We also learnt some useful sentence patterns for writing a suggesting letter as well. What’s more, we talked about the school environment and improving suggestions.Step six Test or goals.The design Purpose设计意图:To check whether the students have got the target learning point.T and Ss’ activities师生活动:Now, I’ll give you five minuets.Please put the key word we mentioned into sentences by using the structures and words we learnt today .Part three HomeworkPlease finish writing the letter to the headmaster of the school asking for permission to improve the environment of the school according to what we learnt in this period. Dear Mr. Wang,。
高中英语人教版选修6Unit1教学设计正式版
Unit 1 Art教学设计I.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⋯ / Iwhich’d wouldlike⋯/you prefer⋯./ I really preferwould you rather⋯/ would you like⋯or⋯2. 词汇abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar3. 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 impossibleto describe 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-19 th century to 21st century could be contained in the same museum.III.教材分析本单元以 ART 为主题，主要介绍了西方绘画简史，描写了曼哈顿最好的艺术长廊。
高中英语人教版选修6第一单元教案
高中英语人教版选修6第一单元教案Unit 1 ArtPeriod 1Warming up1. Warming up⑴Warming up by talking about what paining isHello, everyone. Today we shall read a passage entitled A SHORT HISTORY OF WESTERN PAINTING. But first what do you know about painting? Could anyone stand up to tell the class something about painting?⑵Warming up by talking about Chinese paintingBefore we read about the western painting let’s talk a bit about Chinese painting. How much do you know about Chinese painting? Have you ever seen any famous Chinese paintings?You may use words like Chinese Paint, Wall paintings, the hanging scroll, aesthetic values and tastes to express your views.⑶Warming up by looking at and saying about Mona LisaHello, class. Before we read about western painting, we shall look at one of themasterpieces by one of the western painters.Mona Lisa, or La Gioconda (La Joconde), is a 16th-century oil painting on poplar wood by Leonardo da Vinci, and is arguably the most famous painting in the world. Few works of art have been subject to as much scrutiny, study, mythologizing and parody. It is owned by the French government and hangs in the Musée du Louvre in Paris.The painting, a half-length portrait, depicts a woman whose gaze meets the viewer's with an expression often described as enigmatic.Period 2 ReadingObjectives■T o help students learn to make reference■T o help students learn to read an exposition about western painting■T o help students better understand “art”■T o help students learn to use some important words and expressions■T o help students identify examples of “Subjunctive Mood (1) I wish I could/ did/ would… If I did …, I would do…” in the text FocusAidsMultimedia facilities, tape-recorder, photos, diagramsStep1 GreetingStep2 IntroductionIn this period, after the warming up, students will first be guided to talk about galleries。
高中英语选修六+Unit1Unit1+grammar+教学设计.doc
英语学科课时教学设计检查结果及修改意见：合格[ ] 不合格[ ]组长（签字）：检查日期：年月日精美句子1、善思则能“从无字句处读书”。
读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。
读大海，读出了它气势磅礴的豪情。
读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。
幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。
幸福是“零落成泥碾作尘，只有香如故”的圣洁。
幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。
幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。
幸福是“人生自古谁无死，留取丹心照汗青”的气节。
3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。
4、成功与失败种子，如果害怕埋没，那它永远不能发芽。
鲜花，如果害怕凋谢，那它永远不能开放。
矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。
蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。
航船，如果害怕风浪，那它永远不能到达彼岸。
5、墙角的花，当你孤芳自赏时，天地便小了。
井底的蛙，当你自我欢唱时，视野便窄了。
笼中的鸟，当你安于供养时，自由便没了。
山中的石！当你背靠群峰时，意志就坚了。
水中的萍！当你随波逐流后，根基就没了。
空中的鸟！当你展翅蓝天中，宇宙就大了。
空中的雁！当你离开队伍时，危险就大了。
地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。
朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。
译林版高中英语优化教案 选修六 Unit 1 Laughter is good for you
Unit 1Laughter is good for you一、单词表词汇全查验——运用多媒体，提问默写词汇Ⅰ.阅读词汇(英译汉)[第一屏听写]1．comedy n．喜剧2．visual adj. 视觉的3．howl v i. 大叫，嚎叫n. 嚎叫，喊叫声4．saying n. 格言，谚语，警句5．mourn v t. & v i. 哀悼；忧伤6．initial adj. 最初的，初始的n. (人名的)首字母[第二屏听写]7．alongside prep. & ad v.在……旁边；与……一起8．cosy adj. 暖和舒适的，惬意的9．setting n. (环境、小说等的)情节背景；场景；环境10．tease v t. 取笑；揶揄；戏弄11．polish v t. 提高；修改；润色12．yell v i. & n. 叫喊，大喊，吼叫13．dash v i. 急奔，急驰，猛冲n. 急奔，猛冲；匆忙，仓促[第三屏听写]14．bow v i. & v t.鞠躬；低头；(使)弯曲n. 鞠躬；船头15．crosstalk n. 相声16．stand-up n. 单口喜剧_adj. 单人表演的17．comedian n. 喜剧演员，滑稽演员18．lip n. 嘴唇[第四屏听写]19．cigar n．雪茄烟20．bathtub n. 浴缸，浴盆21．*yoga n. 瑜伽术22．*muscle n. 肌肉23．*invisible adj. 看不见的；无形的24．bench n. 长凳，长椅[第五屏听写]25．castle n．城堡；堡垒26．armchair n. 扶手椅27．empty-handed adj. 空手；一无所获28．official-looking adj. 貌似官方的29．*negative adj. 负面的，消极的；否定的；坏的，有害的30．deep-breathing adj. 深呼吸的Ⅱ.高频词汇(汉译英)[第六屏听写]1．stage n．舞台；阶段，时期2．previous adj. 先前的，以往的3．style n. 风格；方式；样式4．positive adj. 积极的；正面的；肯定的5．pile n. 摞；垛；堆6．tear v t. 撕；扯7．trip v i. & v t. 绊，(使)绊倒[第七屏听写]8．academy n．研究院，学会；专科院校9．burst v i. 猛冲；突然出现；爆裂10．guarantee v t. & n. 保证；担保11．behave v i. & v t. 表现12．perform v t. & v i. 演出，表演；做，履行；工作，运转13．performer n. 演员；表演者14．attain v t. (通常经过努力)获得；得到；达到[第八屏听写]15．glare v i.怒目而视；发出炫目的光16．hammer n. 锤子，榔头v t. 敲，捶打17．weekly n. 周刊；周报adj. 每周的18．variety n. (同一事物)不同种类；多种样式19．affection n. 喜爱，钟爱[第九屏听写]20．fitness n．健壮，健康；适合21．technical adj. 技术的；技能的22．amuse v t. 逗笑，逗乐；提供(消遣)，(使)娱乐23．strengthen v t. & v i. 增强；巩固24．participate v i. 参加，参与25．positive adj. 积极的；正面的；肯定的26．instruct v t. 教授；指示，命令；告知[第十屏听写]27．invitation n．邀请28．crowded adj. 拥挤的29．anger n. 怒，怒火，怒气30．foolishness n. 愚蠢31．little-known adj. 鲜为人知的32．foreigner n. 外国人33．textbook n. 教科书；课本34．burst_in 闯入；突然闯入[第十一屏听写]35．drive_away赶走；驱赶36．pass_away 去世37．stand_up_for 支持，维护38．trip_over 绊倒39．make_fun_of 拿……开玩笑；取笑，嘲弄40．have_affection_for 喜爱，钟爱[第十二屏听写]41．come_up_with想出；拿出42．take_on 接纳43．make_room_for 为……腾出地方44．glare_at 对……怒目而视45．hold_out 递出；拿出；伸出二、单元核心考点初热身——提供语境，单元考点自测回顾(一)分类识记单词——用时少·功效高⇩积得多(平时多输入，用时顺手出)(二)语段串记短语——不枯燥·兴趣高⇩积得多(平时多输入，用时顺手出)(三)仿写用活句式——造佳句·表达高1．variety n．[C]品种，(同一事物)不同种类；多种样式；[U]变化，多样化①The school library provides a variety of original works, hoping they will meet the needs of different students.②In my free time, I’ll continue to take regular exercise, such as swimming, running and various (vary) ball games.③I like reading very much, especially the story books, varying from Chinese stories to English stories.④Changes in price normally vary with changes of supply and need.⑤Though Lucy and Lily are twins, they vary in character.⑥House prices vary_from_place_to_place (各个地方不同) and are usually high where there are famous schools.[名师指津] a variety of/ varieties of后接复数名词作主语时，谓语动词用复数形式；the variety of后接复数名词作主语时，谓语动词用单数形式。
人教新课标高中选修6 U1 教案(新课标版高一英语选修六教案教学设计)
ClassDateproject ArtPeriod OneAims and demands 1. Enable the Ss know sth about the style of thewestern art and some famous artists .2. Learn some new words and expressions.3. Comprehend the reading passage.Main points Warming up and Reading comprehedingDifficult points Comprehend the reading passageTeaching procedures Step One warming up1. Show the Ss some works of some famous artists;ask them to say something they know about the pictures.2. The Ss discuss the questions in warming up in groups and walk alongto listen and offer them help if needed.3. Ask some students to answer the following questions:1. What do we call these things like sculptures and paintings which can make our school more beautiful?2. If you could have three of these paintings on the walls of your classroom or your home, which would you choose? Give the reasons.3. Would you rather have Chinese or Western-style paintings in your home?Give your reasons.4. Have you ever wished you would paint as well as a professional artist? If you were an artist, what kind pictures would you paint?5. What would you rather do--- paint pictures, make sculptures, ordesign buildings? Why?4. Say anything they like about the artists and the works.5.Ask some more students to say more about the pictures and the choices .Step Two pre-reading1. The Ss discuss the questions in pre-reading.1.Do you ever visit art galleries?2.What kind of paintings have you seen in galleries or in books?3.What are the names of some famous Western artists?Do you know in which century they lived ?2.Show the students some pictures of some famous gallerirs in the world and say sth.about them.Step Three Reading passage1. Fast reading. Let the Ss go over passage as fast as possible and try to find the hard words, expressions and sentences they have and try to decide which statement is true or false.2. Choose some Ss to read the sentences and tell others about their answers.3. Listen to the tape of the text and fill in the chart.Name of Ages Time Artist FeatureThe middle AgesThe RenaissanceImpressionismModern Art4. Extensive reading. Ask the Ss to read the passage more carefully and then try to get the main idea of each paragraph5. Ask the Ss to report their idea, choose the best one.Notes:focus on,a great deal,scores of,attempt to .Step Four homework1. Read the passage again and finish the first Ex1 by wrting down their opinion.2. Go over Learning about language and finish the exercises by themselves first.Teaching plan for Unit One ArtClassDateproject ArtPeriod Two learning about languageAims and demands 1. Discover the useful words and expressions.2. Learn and improve the use of useful words and expressions.Main points Learn to use the words and expressions that the Ss discover.Difficult points Improve the use of the words and expressions.Teaching procedures Step One Learning about language1. Discover the useful words and expressions in this unit in groups of four.2. Ask the Ss to show their results to the class.3. Ask them to find out some of the time expressions and underline all those time expressions in the reading passage.4. Ss have a discussion and do the exercise2.5. Check their answers.6. Say sth. about the word-formation and try to find out the root of the words below.the sentences with the words in the passages.Step two Using words and expressions1. Review the rules of changing the forms of the words:verb-noun-adjective .2. Let the Ss discuss the questions below:1. What part of speech are the words ending in-ion?Are there any exceptions to this?2.For most words,is the verb,noun or adjective the shortest word?3.What endings do the adjectives have?Can you think of other common endings for adjectives?the sentences with the words above.5. Do the translations. Ss discuss the sentences and the translate them into English, using the words and phrases in brackets.Step three words learning1. Ask the Ss to talk about the word-formation.2. Ask them to work in groups to find some words with the prefixes and suffixes and study their meanings.3. Ask them to show their results to the class.4. Walk around the class to give them help if needed.Step four Talking.1. Ask the Ss to discuss the questions:1.Who are your favourite artists,both from China and from other countries?2. What kind of art do you prefer:traditional or modern,abstract or figurative,painting or photography,two-dimensiional orthree-dimensional?Step five HomeworkWrite down the translation in the exercice book.Teaching plan for Unit One ArtClassDateproject ArtPeriod Three learning about languageAims and demands 1. Discover the useful structure.2. Learn the grammar of subjunctive mood.3. Enable the Ss to use the subjunctive mood.Main points Subjunctive moodDifficult points Subjunctive moodTeaching procedures Step One revisionReview the ellipsis and inversion together first .Step Two learning the useful structure1. Ask the Ss to find out more sentences in the passage with the same structure of the following sentence:If you were an artist,what kind of pictures would you paint?2. Ask some Ss to write down what they found on the blackboard.3. Check together.4. Ask the Ss to complete the sentences by discussion.1. David isn’t thirsty.If he___(be),he _____(drink) the lemonade they offered.2. Sally is not an aggressive person.If she ___(be),she____(be)a more successful business women.3. …etc.Step Three Workbook1. Fill in the chart using the subjunctive mood to present the wishes of the people.Real:I am not beautiful.Wish:I wish I were beautiful.2. Check their answers.3. Ask the Ss to think of other wishes that can’t be realized so easily.the sentences using the subjunctive mood.Step four HomeworkWrite down Ex.3 in the workbook in the exercise book.Teaching plan for Unit One ArtClassDateproject ArtPeriod Four using language ListeningAims and demands 1. Improve the Ss’ listening skills.2. Know more about the art.Main points Listening and speakingDifficult points Get to know the information of listening materials.Teaching procedures Step One Listening and speaking1. Listen to the tape and answer the questions.1.Who first suggested they visit art galleries?2.Who is the least interested in visiting art galleries?3.Why is GaoYan interested in visiting the Metropolitan Museum?4.Does Susan prefer large or small galleries?5.Why doesn’t Susan want to go to the Museum of Modern Art?6.What kind of art does Susan dislike?7.Which two galleries do they decide to vistit on Friday and which two galleries on Saturday?Step Two speaking1.Think about your own school environment.Step Three Listening and talking1. Play the tape for the Ss to listen and finish the exercises in the workbook , pause from time to time if needed.2. After listening,ask the Ss to decide which centuries the works belonged to.3. Before they listen to the tape again,discuss these questions with a partner and then listen and check.Step Four listening task1. Play the tape for the Ss to get the information of the listening task.2. Check their answers.Step Five HomeworkPrepare the reading task.Teaching plan for Unit One ArtClassDateproject ArtPeriod Five Reading and reading taskAims and demands Improve the Ss reading skills and their talent ingetting the information.Main points Reading and reading taskDifficult points Finding more information about the artTeaching procedures Step one RevisionRevise the subjunctive mood :1. If I ran into a dinosaur in the forest,I would __________________.2. If I met Pavarotti in the flesh,Iwould_______________.Step two Reading tasking1. Ss read the passage as fast as they can and then fill in the chart by themselvesLetter from ___________Asking for __________and _______________Reason __________________________Their plan:1._________________2._________________3._________________Work will be done by:___________________2. Ask the Ss to report their answers to the class.3. Ss read the passage again and find more information as they can.4. Choose some Ss to share their ideas to the class.Step three Readingthe chart after reading passage2. Read the passage again and match the names to the museum.3. Ss work in groups.Step four HomeworkWrite a short passage about your favourite artists.Teaching plan for Unit One ArtClassDateproject ArtPeriod SixAims and demands 1. Try to write a letter .Main points Write a letter to the headmaster of the school asking for permission.Difficult points Write the letter.Teaching procedures Step one Writing1.Ask the Ss to read the letter on page 45 again and:1.find out the problem.2.how to solve it.3.begin to write.2. Plan to write the letter .1.Ss work in groups to make up a plan of writing. They can follow the example in the book on P45.2.Ask the Ss to read their plans.3.Write their passages in groups, when finished,ask the Ss to read in class.Step two WritingWrite a letter to the art gallery committee,giving your suggestions and reasons for starting this new art gallery.1. Ask the Ss to discuss first to find out more problems and the choose the one that they think is the most serious and the most important.2. Make a plan ,try to solve it peacefully.List all the ways.3. Ask them to write down the letter and ask them to pay more attention to finish the letter politely.4. Read their letters.Step three Summing up1. Ask the Ss to sum up all the new words and expressions that have learned in this unit.2. The grammmer.3. Sth about the art.Step four HomeworkComplete the letter and write down on the exercise book.。
2019届一轮复习人教版选修6Unit1Art单元学案设计（45页）
2019届一轮复习人教版选修6Unit1Art单元学案设计When the Apollo astronauts landed on the Moon in 1969，millions of people were rather sad.The person to blame for this was an artist named Chesley Bonestell.For many years，Bonestell had been creating beautifully detailed paintings of the Moon and the planets.Viewers of his artwork were unhappy because the real Moon did not look like Bonestell’s pictures of it.As a space artist，Bonestell tried to make his drawings look exciting and as true as the Moon is.But in the 1940s and 1950s，no one had ever seen another planet up close.Yet Bonestell’s paintings looked so real that some people thought they were photographs.As a young man Bonestell studied architecture—the art and science of designing and making buildings.In 1938 Bonestell became a special effects artist in Hollywood.It was here that he learned he could improve his paintings by following the methods used in the movies.In 1944，a popular magazine published a series of Bonestell’s paintings of the planet Saturn.He drew Saturn as if it were seen by someone standing on each of the planet’s moons.The results were dazzling(耀眼的).Within a few years，Bonestell’s artwork appeared regularly in magazines and books on astronomy and space flight.Many of Bonestell’s artworks had been right all along.But the biggest surprise was the Moon.Someone asked Bonestell what he was thinking when he saw the first pictures from the Moon.“I thought how wrong I was！” he said.“My mountains were sharp，and they aren’t on the Moon.”But he shouldn’t have felt bad.No space artist had ever before taken so many people to so many faraway worlds.In the years just before the first manned space flights，Bonestell’s artwork prepared people for the amazing space adventure to come.判断正(T)误(F)1.The real Moon did not look like Bonestell’s pictures of it.(T)2.Bonestell’s artworks were not highly thought of by the people.(F)Period One Warming Up，Prereading & ReadingⅠ.重点单词1.abstract adj.抽象的；深奥的；n.摘要2.faith n.信任；信心；信念faithful adj.忠实的faithfully ad v.忠实地3.aim n.目标；目的；v i.&v t.瞄准；(向某方向)努力4.conventional adj.常规的；传统的；因循守旧的convention n.传统；习俗5.typical adj.典型的；有代表性的6.evident adj.明显的；明白的evidence n.证据；根据7.adopt v t.采用；采纳；收养8.possess v t.拥有；具有；支配possession n.(尤作复数)所有；财产9.coincidence n.巧合(的事)；(事情、口味、故事等)相合10.controversial adj.争论的；争议的11.attempt n.努力；尝试；企图；v t.尝试；企图12.predict v t.预言；预告；预测prediction n.预言；预报；预告Ⅱ.重点短语1.by coincidence巧合地2.a great deal大量3.on the other hand(可是)另一方面Ⅲ.重点句式1.if引导的虚拟语气If the rules of perspective had not been discovered，no one would have been(be) able to paint such realistic pictures.如果没有发现透视法，就没有人能画出如此逼真的画。
学考优化设计2017学年高中英语选修6课件：Unit 1 Art 1-4 精品
写作指导 常用句式 针对训练 素材积累 模板填空
Dear Wilson, I’ m Li Hua. I am writing to 1. make some suggestions on(就……
提出建议) our new school uniform. Our uniform is worn nearly every day, so it would be great if you
Yours sincerely, Li Hua
写作指导 常用句式 针对训练 素材积累 模板填空
将下列单词和短语进行英汉互译 1. school uniform 校服 2. be worn 穿坏 3. be made of cotton 用棉布制成 4. be tired of 厌倦 5. be beneficial to 对…… 有好处 6. 就…… 提出一些建议 make some suggestions on 7. 首先 first of all 8. 更喜欢做某事 prefer to do sth. 9. 为某人提供某物 provide sth. for sb. 10. 考虑某人的意见take one’ s suggestions into consideration/ account
2019届一轮复习人教版选修六Unit1Art单元学案设计(19页)
2019届一轮复习人教版选修六Unit1Art单元学案设计【知识梳理】【单词学习】1.aim n. 目标;目的vi.& vt.瞄准;(向某方向)努力achieve one’s aim达到目的;实现目标take aim at 向……瞄准without aim 漫无目的地with the aim of 以……为目标,意在……aim sth.at sb. / sth.用某物朝向/瞄准某人或某物aim at / for sth.力求达到aim at doing sth. / aim to do sth.意欲、企图、力求做某事The Department of Agriculture has programs aimed at developing more farmers and at increasing interest in locally grown food.农业部制定了计划,目标是发动更多的农民并增加本地农产品的利润。
Teamwork is required in order to achieve these aims.要达到这些目标需要齐心协力。
She went to London with the aim of finding a job.她去伦敦是为了找工作。
The government carried out an energy programme aiming at / which aimed at reducing depending on oversea coal.政府实施了一项旨在减少对海外煤炭依赖的能源方案。
be aimed at 目的是,旨在However, the programmes have to be aimed at their age group—children have no benefits from watching TV designed for adults.但是,电视节目必须是专门为他们那个年龄段摄制的——让孩子们看为成年人设计的电视节目没有好处。
学考优化设计2017学年高中英语选修6课件：1单元重点小结 精品
D. Liz Payne.
【点拨】 题型: 细节理解题
关键词: Thames, islands, who
原文定位:
March 6th
Eyots and Aits— Thameபைடு நூலகம் Islands, by Miranda Vickers. The
Thames has many islands...
【解析】 这一部分涉及的人物是Miranda Vickers, 正好对应选项
单元重点小结
重点词汇 重点句型 重点语法 交际功能 走近高考 拓展阅读
1. aim n. 目标; 目的 aim to do.../ aim at doing... 力求达到 be aimed at (doing) sth. 旨在…… 例如: The educational program is aimed at increasing (旨在于提高) children’ s interest in science. 2. typical adj.典型的; 有代表性的 be typical of sb./ sth. 是某人/ 某物的特点 It’ s typical of sb. to... 某 人一向…… 例如: It’ s typical of him (他一向) to go against his father’ s will. 3. adopt vt. 采用; 采纳; 收养 例如: As an adopted son (养子) of the family, he had to take on more
重点词汇 重点句型 重点语法 交际功能 走近高考 拓展阅读
二、 抓关键词, 在文中定位 细节理解题考查考生对文中的细节与具体事实的准确把握能力。 题目的设置以直接理解题、 语义转化题和浅层推理题为主, 兼顾 数字推算题、 图表识别题、 排列顺序题等。 如果遇到这类题目, 可从以下几个方面着手解答: 1. 从题干中寻找关键词 阅读题干并从中找出关键词, 然后带着这些关键词迅速浏览文 章, 在文中查找这些关键词或同(近) 义词并进行定位, 锁定答题线 索, 然后带着答案“ 找选项”。
高中英语 Unit1 Art Period 6优秀教案 新人教版选修6
高中英语 Unit1 Art Period 6优秀教案新人教版选修6Period 6 Summing 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 Yourself 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 Yourself 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 very2．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 1 Revision1．Check the homework exercises.2．Dictate some useful new words and expressions in this unit.Step 2 Lead－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 3 Summing upFive minutes for the students to summarize what they have learned in this unit by themselves.Then check and explain something where necessary.Suggested answers：Write down what you have learned about arts.(Students' answers may vary.)From this unit wehave 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 4 PracticeShow 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 daysbefore.Ⅱ.Fill in the blanks w ith the expressions given e each expression only once and make changes where necessary.错误!1．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 gotogether.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 sent ences 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 of C．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! You'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.contemporary4.carve5.specific6.adopted7.possessions8.sculpture9.shadow 10.predictedⅡ.1.appea led to 2.in the flesh 3.more than 4.was eager to 5.on the other hand6．Scores of 7.as well as 8.By coincidence 9.a great deal 10.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 CCBDD 6～10 ACCCDStep 5 Learning 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 6 Assessment1．Checking yourself(on Page 47 in the Workbook)First get the students to think about these questions individually.Then they can discuss ingroups 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．You'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.Rew rite 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 sent 7.Had；forgotten 8.were；would go 9.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 come 7.knew8.had taken；would be9.have finished；withoutStep 7 Homework1．Finish off the Workbook exercises.2．Review and summarize what you have learned in Unit 1.Step 8 Reflection after teaching___________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _____________________________。
人教版选修6Unit1教案
Unit 1 Living well Teaching aims（教学目标）三维目标知识目标Knowledge aims: 1.Key words and phrases in this unit: abstract(抽象的)，sculpture(雕塑)，gallery(画廊)，faith(信念)，aim(目标)，conventional(传统的)，typical(典型的，有代表性的)，evident(明显的)，adopt(采用)，possess(拥有)，superb(卓越的，杰出的)，possession(财产)，technique(技术)，by coincidence(巧合地)，a great deal(大量)，shadow(阴影)，ridiculous(可笑的)，controversial(争议的)，attempt(尝试；企图)，on the other hand(另一方面)，predict(预测)．2．To learn about some major movements in Western art and how art has changed stylistically over the centuries. 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 Western paintings. 6．To get the students to understand and use the following important and useful sentence patterns：If you could have three of these paintings on the walls of your classrooms，which would you choose? If you were an artist，what kind of pictures would you paint? Grammar in this unit: 虚拟语气(Subjunctive Mood) 能力目标Ability aims: 1.To learn about some major movements in Western art and how art has changed stylistically over the centuries. 3.To improve their reading sk4. Develop students’ reading ability and let them learn different reading skills.情感目标1．To stimulate students' sense of beauty and the ability of understanding，enjoying and creating beauty. 2．To develop students' sense of cooperative learning. 3. Activate the students’interest of learning English by using many kinds of classroom activities. Important points（教学重点）1. 2.Get students to know about Western painting and Chinese art ，famous artists and works of art. 3．Enable students to grasp and use the expressions of preference. 4．Let students learn the new grammar item ：the subjunctive mood(1)．5．Develop students' listening ，speaking ，reading and writing ability.2. Understanding the listening materials.Difficult points （教学难点）1. Get students to learn different reading skills. 2.Enable students to master the use of the subjunctive mood. 3．Let students learn to write a letter of suggestion. Teaching methods （教学方法）1. Task-based teaching and learning 2. Cooperative learning and practice 3.Asking-and-answering activity to check the students ’ answers of the exercises ；individual ，pair or group work to finish each task. 4. Fast and careful reading. 5. Discussion. Teaching aids （教具）（1）a tape recorder （2）a projector （3）the blackboard 、whiteboard and other normal teaching tools 学法指导 合作合作 探究探究 对话对话 推理推理教材分析 本单元的中心话题是西方绘画艺术的历史、中西方各种艺术形式与风格，各时代的著名画家以及他们的作品。
《志鸿优化设计》2020届高考英语人教版一轮复习教学案：选修6Unit1 Art
2．虽然一片阿司匹林有时候会解除头痛，但不是总起作用。
An aspirin will sometimes relieve a headache, but it doesn't always help.
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3．一个细心购置的鼠标格外便捷，把握屏幕格外便利。
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4．有了插入、删除、移动、拷贝各项功能，鼠标能让我们编辑文本，扫瞄网页，下载我们想要的材料。
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2．天上的星星数不清。
It is almost impossible to count the stars in the sky.
3．他连那姑娘的名字也不知道，更别说住址了。
He did not know the girl's name, let alone her address.
4．家里预备一个工具箱，修理东西时就便利多了。
2．For most people，it's almost impossible to operate a computer without a mouse，let alone surf the Internet.
3．A well chosen mouse is really handy，flexible and convenient in controlling the screen.
随着科学技术的进展
Airplanes enable people to travel great distances rapidly.
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3．虚拟语气 用来表示所说的不是事实，或者是不可能发生的情况， 而是一种假设、愿望或建议等。 虚拟语气通过谓语动词 的特殊形式来表示。 If I were a bird，I could fly in the air. 如果我是一只小鸟，我就能在空中飞行。
二、虚拟语气在条件句中的用法 条件句可分为两类，一类为真实条件句，一类为非真实条 件句。非真实条件句表示的是假设或实际可能性不大的情 况，故采用虚拟语气。 If he doesn't hurry up，he will miss the bus. 如果他不快点，他将错过巴士。(真实) If he is free，he will ask me to tell stories. 如果他是空闲的，他会要求我讲故事。(真实)
3．表示对将来情况的主观推测 If he should come here tomorrow，I would talk to him. 如果他明天来这儿的话，我就跟他谈谈。(事实：来的可能 性很小) If there were a heavy snow next Sunday，we would not go skating. 如果下周日下大雪，我们就不能去滑冰了。(事实：不知能 否下雪) If she were to be here next Monday，I would tell her about the matter. 如果她下周一来这儿的话，我就会告诉她这件事的始末。
6．if only引导的虚拟语气 If only引导的是省略了表示结果的主句的虚拟结构，现 在已成习惯用法，表达愿望。从句用一般过去时表示现 在没有实现的愿望；用过去完成时表示过去没有实现的 愿望。这类句型表示一种不真实的条件，常译成：“要 是…… 就好了”。 If only I could speak several foreign languages. 要是我能说几种外语就好了。
If I had any money with me，I could lend you some. 如果我带钱了，我就会借给你些。(事实：没带钱) If he studied harder，he might pass the exam. 如果他再努力些，就能通过考试了。(事实：没有努力) She looked at me as if I had been a stranger. 她看我的样子好像我是一个陌生人。(事实：我并非陌生 人)
2．表示与过去事实相反的情况 If I had got there earlier，I should/could have met her. 如果我早到那儿，我就会见到她。(事实：去晚了) If he had taken my advice，he would not have made such a mistake. 如果他听我的劝告的话，就不会犯这样的错误了。(事 实：没有听我的话)
Period 3 Grammar & Writing
虚拟语气(Ⅰ)
一、语气的分类 语气是动词的一种形式，表示说话人对某一行为或事情的 看法和态度。英语中的语气分为陈述语气、祈使语气、虚 拟语气三类。
1．陈述语气 表示动作或状态是现实的、确定的或符合事实的，用于陈 述句、疑问句和某些感叹句。 There are two sides to every question. 每个问题都有两面性。 2．祈使语气 表示说话人对对方的请求或命令。 Will you please lend me your dictionary? 请把你的字典借给我用一下好吗？
5．有时，虚拟条件句中，主、从句可以省略其中的一个， 来表示说话人的一种强烈的感情。 ①省略从句 He would have finished it. 他本该完成了。 You could have passed this exam. 你本能通过这次考试的。 ②省略主句 If I were at home now. 要是我现在在家里该多好啊。
4．当虚拟条件句的谓语动词含有were，should，had时， if 可 以 省 略 ， 这 时 条 件 从 句 要 用 倒 装 语 序 ， 即 把 were ， should，had等词置于句首。 Should he agree to go there，we would send him there. 要是他答应去的话，我们就派他去。 Were she here，she would agree with us. 如果她在这儿的话，她会同意我们的。 Had he learnt about computers，we would have hired him to work here. 如果他懂一些电脑知识的话，我们已经聘用他来这里工作 了。
三、虚拟语气在名词性从句中的用法 1．wish 后的宾语从句，表示一种没有实现或根本不可能实 现的愿望时，常用虚拟语气。
1.表示与现在事实相反的情况 If I were you，I would take an umbrella. 如果我是你，我会带把伞。(事实：我不可能是你) If I knew his telephone number，I would tell you. 如果我知道他的电话号码，我就会告诉你。(事实：不知道) If there were no air or water，there would be no living things on the earth. 如果没有水和空气，地球上就不会有生物。(事实：地球上 既有空气也有水)
If I were you，I would go at once. 如果我是你，我马上就会去。(我不可能是你。非真实， 虚拟语气) If there were no air，people would die. 如果没有空气，人就会死亡。(不可能没有空气。非真实， 虚拟语气)
在含有非真实条件句的复合句中，主句和从句的谓语都要用 虚拟语气，其形式如下：