【英语周报】人教版选修六教案:Unit附件

合集下载

最新人教版高中英语选修六各单元阅读全英文教案(全册 共5个单元)

最新人教版高中英语选修六各单元阅读全英文教案(全册 共5个单元)

最新人教版高中英语选修六各单元阅读全英文教案(全册)Unit 1 ArtPeriod2 ReadingTeaching aimsEnable students to learn something about the western arts ,and learn how to describe a painting.Teaching proceduresStep1 BrainstormingHow much do you know about art? Have you ever been to an art gallery?Do you find your visit interesting?What can you think of when looking at the word “art”?Step2 Pre-reading1.kinds of painting:2.Can you name some famous paintings and painters in the world?3.DifferencesWestern paintings:Realistic detailed, rich in color, line and shapeAbout religion, humanChinese paintings :It is often about nature, such as mountain, water, bird-and-flower, etc. It has the symbol of harmony (和谐)and peace.Step3 Fast reading1.W hat’s the main idea of the text?has changed a lot with going by.2.How many styles of Western painting are mentioned in the text? What are they?.3. How is the passage organized?4. The author’s main purpose in writing this passage is to ________.A. have you believe somethingB. make you laughC. tell you how to do somethingD. give you informationStep3 Careful readingPart2:The Middle Ages1.Q: What are the paintings of this period full of ?2.True or falsea. Artists of this period were interested in showing nature and people as they really were.b. Paintings in the Middle Ages were very realistic.Part3:The Renaissance1. Painters in Renaissance began to focus onA. religionB. humans and natureC.scienceD. society2. In Renaissance, painters returned to classical and ideas about art.A. Roman, ParisB. Greek, LondonC. Roman, Greek3.Which of the following is not the things the rich people paid famous artists to paint?A.The rich people themselvesB. houses and possessionsC. the godD. activities and achievements4:.What are the two important discoveries in the Renaissance period ?They were drawing in andPart4 Impressionism1 Changes:In society :Changed …from toIn life:moved fromIn art: led tobroke away fromimpressionists2 Feature:3 Why did the impressionists have to paint quickly?Part5 Modern artImpressionism is the start of Modern ArtTwo extremesStep4 Draw a conclusion:1.Western art has changed very little over the last 17 centuries.2.Painters in the Middle Ages painted mainly religious subjects.3.Paintings in the Middle Ages were very realistic.4.Renaissance painters tried to paint things in a realistic way.5.Two important discoveries in the Renaissance periodwereoilpaintsand drawing in perspective.6.Impressionists painted their pictures mainly indoors.7.At first people did not like the impressionists’ paintings.8.Modern art began with the impressionists.Step6 Let’s tell the right style of the paintings1.Mona Lisa2.Seated women3.Sun flowers4The kiss of JovahBy Leonardo da Vinci by Picasso by Vincent Van Gogh by Giotto di Bondone 1D2B3C4AA.The Middle Ages B Modern artC Impressionism D The RenaissanceStep7discussionDiscuss the following topic in groups:What kind of art do you like best? Why?( The head of each group should write down every member’s idea, then try to give a report. )Step8 Homeworkwrite a summary.Do not include your own opinion, but be sure to use our own words (about 30words.)Unit 2 PoemsPeriod 2 ReadingTeaching Aim: To cultivate students’ interest of poetry and improve their reading skills.Ability aim: Enable the Ss to talk about poems and write or translate a poem.Help the Ss to write or translate a poem.Teaching important pointHow to help the students to grasp and remember the detailed information of the reading material. Teaching difficult pointHelp the Ss to write or translate a poem.Teaching aimSkimming and Scanning ;individual, pair or group work; discussion.Teaching Procedure:Step 1 Warming upThe teacher shows three pictures and ask1. Which poems and poets can you think of when seeing the following pictures?Step 2 BrainstormingDiscuss the reasons why people write poems.Step 2 Fast readingScan the passage and answer the following questions.1. What is the main topic of the reading passage?2. What five kinds of poems does the reading passage talk about?different forms of English poemsnursery rhymes, list poems, cinquain, haiku, Tang poems.3. Scan the poems and fill in the form in pre- reading.Step 3 Careful readingT: Now let’s read the following five poems and finish tasks.Slide showListen to Poem A and pay attention to its rhyming lines and words.Read the poem by yourself again and answer the following questions.1. What’s the baby’s father going to buy if the looking-glass gets broken?2. What is Papa going to buy for the baby if that billy-goat runs away?3. What are the features of it?Keys:1. a billy -goat2. another billy-goat3. It has strong rhythm and rhyme and has a lot of repetition.Poem CRead the poem C and answer the followquestions1. Did his or her team win the game?2. Why his or her team didn’t win the game?3. Does the speaker really believe his or her own excuse? How do you know?Keys:1. No, his or her team didn’t win.2. The players didn’t win because: Jack didn’t score that goal; they didn’t have enough time; they hadn’t trained hard….3. The speaker doesn’t really believe his or her own excuses, because there has too many ifs…Poem D&E1. What subject is the speaker writing about?2. Does the speaker like the subject? Give a reason for your answer.T: We have enjoyed so many English poems. Some are traditional forms of English poetry but some are not, for example haiku. (It comes from Japanese).In fact English speaker also have borrowed from another kind of Asian poetry---Tang poems from China. Poem H at the bottom of this passage is a translation from the Chinese.The translation of Poem H望夫石王健望夫处,江悠悠。

人教版高中英语选修6+Unit+1+Art+period+3+教案2.doc

人教版高中英语选修6+Unit+1+Art+period+3+教案2.doc

英语:Unit1 Art Period 5优秀教案(新人教版选修6)Period 5Reading and Writing整体设计教学内容分析The teaching materials of this period contain two parts.The first part is the reading passage on Page 6 with the title of The Best of Manhattan's Art Galleries,which introduces five best art galleries of Manhattan in New York.The second part is the Writing Task on Page 46,which asks the students to write a letter to the headmaster of the school asking for permission to improve the environment of their school by imitating the letter on Page 45.三维目标设计Knowledge and skills1.To enable the students to know something about the five best art galleries in Manhattan in New York.2.To get the students to learn the following useful new words and structures:consider,appeal to;It is+adj.+that clause,It is+noun+从句,It's a pity/shame that...(should)...3.To help the students learn how to write a letter asking for permission.4.To foster the students' ability in skimming and looking up information in reference books and improve the students' reading ability.Process and methodsReading for specific information,summarizing,discussing and practicing.Emotion,attitude and value1.To stimulate the students' love to galleries and artworks.2.To develop the students' sense of protecting the environment around them.教学重、难点1.The understanding of the reading passage.2.The following key sentences:(1)Many art lovers would rather visit this small art gallery than any other in New York.(2)Henry Clay Frick,a rich New Yorker,died in 1919,leaving his house,furniture and art collection to the American People.(3)The best way to see the paintings is to start from the top floor and walk down to the bottom.(4)It is amazing that so many great works of art from the late 19th century to the 21st century are housed in the same museum.3.Teaching the students how to write a letter asking for permission.教学过程RevisionCheck the answers to the grammar exercises on Page 5 and explain the difficult ones.p 2Lead-inGive the students a specific situation for the students to think and talk about some famous galleries.You may begin like this “Imagine your class is going to Beijing Arts and Crafts Gallery,and you are the guide of the gallery.Please tell them what they will be able to see in the museum.”Pre-readingGive the students the following two questions for them to think about and answer.1.Do you know any Western art galleries?2.Have you ever been to any Western galleries before? If so,describe your visit.Fast reading1.Scan the text and match the numbers on the map with the museums.Suggested answers:2.Skim the text ,and answer the following questions. (Slide show)(1)What's the main idea of this passage ?(2)Where might you see such a passage ?(3)Who do you think the text was written for ? Suggested answers :(1)The passage introduces some best art galleries of Manhattan. (2)Possibly in a guide book. (3)Tourists and art gallery visitors.Detailed readingRead the passage more carefully and complete the chart below.Suggested answers :DiscussionEnjoy the following pictures and discuss the following questions.Which of the five galleries would you like to visit?Why?Guggenheim MuseumMetropolitan Museum of Art Whitney Museum of American ArtThe Frick Collection Museum of Modern ArtLanguage studyShow the students the following language points in the passage in a slide show. 1.appeal to(P6)【原句再现】It will appeal_to those who love Impressionist and Post-Impressionist paintings. 展览将吸引印象派和后印象派作品的爱好者。

高中英语新人教版选修6精品教案(44页)

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)Wat er 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。

【英语周报】人教版选修六教案:Unit 5 附件 [ 高考]

【英语周报】人教版选修六教案:Unit 5 附件 [ 高考]

附件FLOODS AND DAMSLife Givers, Life TakersThey bring both death and the promise of renewed life, often on the same rushing tide.Floods can cause untold misery. More than 3,000 people were killed and 14 million were homeless in China during the summer of 1998. The cause: the heaviest flooding of China’s Yangtze and other rivers since 1954. In 1931 almost four million died along China’s Huanghe, or Yellow River, when it surged over its banks. Heavy summer rains in the U.S. Midwest swelled the Mississippi, Missouri, and several other rivers in 1993, destroying entire towns and covering millions of acres of farmland.But when rivers overflow their banks due to melting snow or torrential rains, floods enrich surrounding land, leaving behind organic material and minerals in the sand, silt, and debris. Ancient Egyptians planned their planting and their lives around the summer flooding of the Nile, which leaves a thin, even coating of black mud along either side when it recedes, leaving the soil so enriched that fertilizer is unnecessary.Flash floods, which rise and fall rapidly with little or no warning, and tsunamis-seismic waves caused by undersea earthquakes and volcanoes —also drown people and livestock and destroy their habitations, as does flooding due to rains associated with hurricanes.EARTHQUAKESSunday SurpriseMany were caught inside churches that fair Sunday morning. What began as a gentle trembling of the ground quickly grew strong enough to shake buildings. One witness likened the sound coming from the Earth to the rumble of faraway thunder.It was just a foreshock. In the next moment the Reverend Charles Davy was “instantly stunned with a most horrid crash, as if every edifice in the city had tumbled down at once.” Davy sa id another survivor recalled seeing “the whole city waving backwards an d forwards, like the sea when the wind first begins to rise.”In all there were three major earthquakes, several tsunamis, and a conflagration that consumed most of the Portuguese city of Lisbon on November 1, 1755-All Saints’Day. Some estimates put the death toll at over 60,000.Over the millennia earthquakes have killed countless people and tossed their structures about like toys. About 35 earthquakes are observed around the globe every day, and about 18 major ones per year.They can happen anywhere. A series of quakes near the town of New Madrid, Missouri, during the winter of 1811-1812 was felt as far north as Canada, as far south as the Gulf of Mexico, and rattled chinaware in Washington, D.C. Because the U.S. Midwest was so sparsely populated, the death toll was light. Today New Madrid lies within 150 miles (240 kilometers) of two major metropolises: St. Louis, Missouri, and Memphis, Tennessee; and 325 miles (520 kilometers) from Kansas City, Missouri.When a Midwest earthquake happens again, as experts say it surely will, the toll in human life and property destruction is expected to be ghastly.。

高二英语人教版选修6教案+Unit1ArtPeriod6.doc

高二英语人教版选修6教案+Unit1ArtPeriod6.doc

教学设计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 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 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Revision1.Check the homework exercises.2.Dictate some useful new words and expressions in this unit.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.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 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 MoodPracticeShow 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! 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.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,thisplan 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 ACCCDLearning 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.Assessment1.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.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.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;withoutHomework1.Finish off the Workbook exercises.2.Review and summarize what you have learned in Unit 1.Reflection after teaching________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________精美句子1、善思则能“从无字句处读书”。

最新人教版高中英语选修6全册教案

最新人教版高中英语选修6全册教案

最新人教版高中英语选修6全册教案Unit 1 ArtThe First Period ReadingTeaching goals 教学目标1. Target language目标语言:重点词汇和短语Realistic, abstract, religion, religious, sculpture, gallery, belief, consequent,consequently, aim, symbol, value, focus, possession, convince, impressionism, impressionist, shadow, ridiculous, nowadays, attempt, predict, the Renaissance, focus on, a great deal , scores ofThere are so many… that it would be impossible to …People became more focused on… and less on…If the rules of perspective had not been discovered, people would not have been able to paint …2. Ability goals能力目标Enable the students to talk about the short history of Western painting3. Learning ability goals 学能目标Help the students learn how to talk about the short history of Western painting Teaching important & difficult points 教学重难点Enable the Ss to talk about the short history of Western paintingTeaching methods 教学方法Skimming and scanning; individual, pair or group work; discussionTeaching aids教具准备A computer, a tape recorder and a projector.Teaching procedures & ways教学过程与方法Step I Lead-inTo lead in such a topic by mentioning the sculptures or paintings around the students, for example, sculptures on the campus, famous paintings hanging on the walls ofthe corridor of the school building, etc. Ask Ss to figure out their functions and the general term to call them---the works of artStep II Warming-upAsk the Ss to match some new words with the correct English meanings. Then ask them to look at the paintings in this unit and discuss the questions in Warming Up in groups of 4. Next, get them to answer the other questions in pairs. At last , check the answers with the whole class.Show them on the Screen.A Ba. realistic 1. accurateb. abstract 2. state of fact of existingc. existence 3. being in thought but having a physical orpractical existenced. detailed 4. lifelike, true to lifee. religious 5. classical, of old belieff. traditional 6. sincere to believe in a god or godsT hen ask Ss to give their opinions to fill the task listed in the Warming-upStep III Pre-readingGet the Ss to discuss the questions in pre-reading in pairs. Then check the answer with the whole class, if they have no idea, use the materials previously prepared to let the Ss have some acquaintance with the knowledge of art and artists.Step Ⅳ ReadingTask 1 SkimmingShow some questions on the screen.1.What were the artists interested in from 5th to 15the century AD?2.How did Masaccio3.paint his paintings?4.Why did the impressionists have to paint quickly.Task 2 ScanningLet the Ss red the passage again and get the main idea of it. Then complete the following chart no their own.Task 3 ExplanationThere are so many… that it would be impossible to …The sentence means that there are too many different styles of /western art to introduce in a short passage.People became more focused on… and less on…It tell us that people pay more attention to humans than religionIf the rules of perspective had not been discovered, people would not have been able to paint …The sentence means that people discovered the rules of perspective, so that they painted such realistic pictures.Step V ComprehendingAsk the students to read the passage again and deal with Exercises.Step V Homework1.Underline the time expression in the reading passage.2.Retell the passage with the help of the chart about the text.3.Discuss the question in Exercise 3 on page 3.Blackboard designUnit1 ArtA short history of western painting1.Ask the Ss to match some new words with the correct English meanings.A Ba. realistic 1. accurateb. abstract 2. state of fact of existingc. existence 3. being in thought but having a physical orpractical existenced. detailed 4. lifelike, true to lifee. religious 5. classical, of old belieff. traditional 6. sincere to believe in a god or gods2.Task 1 Skimming(1)What were the artists interested in from 5th to 15the century AD?(2)How did Masaccio(3) paint his paintings?(4)Why did the impressionists have to paint quickly.Task 2 ScanningLet the Ss red the passage again and get the main idea of it. Then complete the following chart no their own.The Second Period Extensive ReadingTeaching aimsEnable the students to know something about the art galleries.Key sentences1. Many art lovers consider this to be the best small art gallery in New York.2. Henry Clay Frick, a rich New Yorker, died in 1919, leaving his house, furniture and art collection to the American People.3. The best way to see the paintings is to start from the top floor and walk down to the bottom.4.It is amazing that so many great works of art from the late-19th century to the 21st century could be contained in the same museum.Learning ability goalsFoster the students' ability in skimming and looking up information in references books and improve the students' reading ability.Teaching important pointsFinish the exercises in post-reading by using the knowledge we have learned.Teaching aidsA recorder, a projector, and a computerTeaching procedureStep1 Revision1. Check the answers of the exercises and explain the difficult ones.2. Ask a few students to read aloud their passages "If I were a millionaire, I would..."Step2 Lead inT: Imagine your class is going to Beijing Arts and Crafts Gallery, and you are the guide; tell them what they will see in the museum.Step3 Pre reading1. Do you know any western art galleries?2. Have you ever been to any western galleries before? If so, describe your visit.Step4 Fast readingSlide showSkim the text, and answer the following questions.1. What's the main idea of this passage?2. Where might you see such a passage?3. Who do you think the text was written for?Keys:1. The passage introduces some best art galleries of Manhattan.2. Possibly in a guide book.3. Tourists and art gallery visitors.T: Listen to the tape, and match the numbers on the map with the museums. Step5 Careful readingRead the passage more carefully and complete the chart below.nameaddressWhich centuries?What countries?Whitney Museum of American Art945 Madison Avenue(near 75th St.)Contemporary(mainly art by living artists)AmericaMuseum of Modern Art53th St. (between 5th and 6th Avenues)late 19th century to the 21st centuryWestern countriesMetropolitan Museum of Art5th Avenue & 82nd StreetFrom ancient to modern timesall over the worldGuggenheim Museum5th Avenue & 88th StreetModern (from late 19th century onwards)Western countriesThe Frick Collection5th and Madison Avenuespre-twentieth centuryWestern countriesStep6 DiscussionEnjoy the following pictures and discuss.Which of the five galleries would you choose to visit? Why? Guggenheim MuseumWhitney Museum of American ArtMetropolitan Museum of ArtMuseum of Modern ArtThe Frick CollectionStep7 Language pointsT: Now I'm going to explain some language points to you...Slide show1. Many art lovers consider this to be the best small art gallery in New York. consider大致有两种含义。

人教版高中英语选修6全册教案

人教版高中英语选修6全册教案

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 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。

人教版高中英语选修六全册教案

人教版高中英语选修六全册教案

人教版高中英语选修六全册教案人教版高中英语选修六全册教案Unit 1 ArtPart 1 Introduction to ArtObjectives:1. Understand the concept of art and appreciate the beauty of art.2. Develop the ability to use adjectives to describe paintings and sculptures.3. Analyze the significance and cultural value of art.4. Learn how to express opinions and justify views.Teaching Procedures:Step 1. Lead-inIntroduce the concept of art and ask students to share their understanding and appreciation of art.Step 2. ReadingRead the text "What is Art?" and answer the accompanying questions.Step 3. VocabularyPresent new vocabulary related to art and ask students to use them in sentences.Step 4. AnalysisAnalyze paintings and sculptures and use adjectives to describe them.Step 5. Cultural ValueDiscuss the cultural value of art and how it reflects society.Step 6. Opinion SharingEncourage students to express their opinions on art and justify their views.Part 2 Artistic StylesObjectives:1. Understand the differences and similarities between various artistic styles.2. Analyze how the social, political, andcultural context affects the development of artistic styles.3. Develop the ability to use conjunctions to connect ideas and opinions.Teaching Procedures:Step 1. Lead-inAsk students to name some artistic styles they are familiar with and discuss the differences and similarities between them.Step 2. ReadingRead the text "Artistic Styles" and answer the accompanying questions.Step 3. VocabularyPresent new vocabulary related to artistic stylesand ask students to use them in sentences.Step 4. AnalysisAnalyze how the social, political, and cultural context affects the development of artistic styles.Step 5. Opinion SharingEncourage students to express their opinions on artistic styles and justify their views using conjunctions.Part 3 The Arts and SocietyObjectives:1. Analyze the role of art in society.2. Understand the significance of art in various social contexts.3. Develop the ability to use modal verbs to express probability and possibility.Teaching Procedures:Step 1. Lead-inAsk students to think of various social contexts where art plays a significant role.Step 2. ReadingRead the text "The Arts and Society" and answer the accompanying questions.Step 3. VocabularyPresent new vocabulary related to the role of art in society and ask students to use them in sentences.Step 4. AnalysisAnalyze the role of art in society and discussits significance in various social contexts.Step 5. Probability and PossibilityUse modal verbs to express probability and possibility of art playing a role in certain social contexts.Unit 2 Film and TheatrePart 1 Introduction to FilmObjectives:1. Understand the basics of film theory and film analysis.2. Analyze the social, cultural, and political context of various films.3. Develop the ability to use prepositions oftime to describe movie plots.4. Appreciate the artistry of film and the roleof film in society.Teaching Procedures:Step 1. Lead-inAsk students to share their experience ofwatching movies and what they look for in a good movie.Step 2. Film TheoryIntroduce the basics of film theory and film analysis, including framing, composition, lighting, editing and sound, and ask students to analyze various film clips.Step 3. Cultural ContextAnalyze the social, cultural, and politicalcontext of various films.Step 4. VocabularyPresent new vocabulary related to film analysis and ask students to use them in sentences.Step 5. Plot SummaryUse prepositions of time to describe movie plots.Step 6. AppreciationEncourage students to appreciate the artistry of film and the role of film in society.Part 2 Introduction to TheatreObjectives:1. Understand the history and basic elements of theatre.2. Analyze the differences between theatre and film.3. Develop the ability to use verbs of communication to describe dialogue and acting.4. Appreciate the artistry of theatre and therole of theatre in society.Teaching Procedures:Step 1. Lead-inAsk students to share their experience of watching or participating in theatre performances.Step 2. History and ElementsIntroduce the history and basic elements of theatre, including stage, sets, costumes, lighting, and sound, and ask students to analyze various theatreperformances.Step 3. Differences with FilmAnalyze the differences between theatre and film, including the use of stage vs. screen, live performance vs. recording, and acting techniques.Step 4. VocabularyPresent new vocabulary related to theatre and ask students to use them in sentences.Step 5. Dialogue and ActingUse verbs of communication to describe dialogue and acting in theatre performances.Step 6. AppreciationEncourage students to appreciate the artistry of theatre and the role of theatre in society.Part 3 Film and Theatre in SocietyObjectives:1. Analyze the role of film and theatre in society.2. Understand the significance of film and theatre in various social contexts.3. Develop the ability to use adverbs of degree to express opinions.Teaching Procedures:Step 1. Lead-inAsk students to think of various social contexts where film and theatre play a significant role.Step 2. Role in SocietyAnalyze the role of film and theatre in society and discuss its significance in various social contexts.Step 3. VocabularyPresent new vocabulary related to film and theatre in society and ask students to use them in sentences.Step 4. Opinion SharingEncourage students to express their opinions on the role of film and theatre in society and justify their views using adverbs of degree.Unit 3 MusicPart 1 Introduction to MusicObjectives:1. Understand the basics of music theory and music analysis.2. Analyze the cultural and historical context of various music genres.3. Develop the ability to use adjectives and adverbs of manner to describe music.4. Appreciate the artistry and emotions of music and the role of music in society.Teaching Procedures:Step 1. Lead-inAsk students to share their experience and preference of listening to music.Step 2. Music TheoryIntroduce the basics of music theory and music analysis, including melody, harmony, rhythm, and form, and ask students to analyze various music pieces.Step 3. Cultural and Historical ContextAnalyze the cultural and historical context of various music genres, including classical, folk, pop, and rock.Step 4. VocabularyPresent new vocabulary related to music and music analysis and ask students to use them in sentences.Step 5. Adjectives and Adverbs of MannerUse adjectives and adverbs of manner to describe music and the emotions it evokes.Step 6. AppreciationEncourage students to appreciate the artistry and emotions of music and the role of music in society.Part 2 Music PerformancesObjectives:1. Understand the elements and techniques of music performances.2. Analyze the differences between various music performances.3. Develop the ability to use relative pronounsto connect ideas.4. Appreciate the skill and artistry of music performers.Teaching Procedures:Step 1. Lead-inAsk students to share their experience ofwatching or participating in music performances.Step 2. Elements and TechniquesIntroduce the elements and techniques of music performances, including pitch, tone, dynamics, rhythm, and phrasing, and ask students to analyze variousmusic performances.Step 3. Differences between PerformancesAnalyze the differences between various music performances, including solo vs. ensemble, acoustic vs. electronic, and live vs. recorded.Step 4. VocabularyPresent new vocabulary related to music performances and ask students to use them in sentences.Step 5. Relative PronounsUse relative pronouns to connect ideas and describe music performances.Step 6. AppreciationEncourage students to appreciate the skill and artistry of music performers.Part 3 Music in SocietyObjectives:1. Analyze the role of music in society.2. Understand the significance of music invarious social contexts.3. Develop the ability to use discourse markersto connect ideas.Teaching Procedures:Step 1. Lead-inAsk students to think of various social contexts where music plays a significant role.Step 2. Role in SocietyAnalyze the role of music in society and discussits significance in various social contexts.Step 3. VocabularyPresent new vocabulary related to music insociety and ask students to use them in sentences.Step 4. Discourse MarkersUse discourse markers to connect ideas and structure arguments about the role of music in society.Step 5. Opinion SharingEncourage students to express their opinions onthe role of music in society and justify their views.。

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 Art单元话题和结构Period 1本单元的话题是Art/艺术,介绍了绘画和西方绘画史。

单元句法项目是虚拟语气(1)。

艺术是人类以情感和想象为特性,来把握和反映世界,表示对世界及自身,对二者关系的看法的一种特殊方式。

《金色教案》教学设计在单元课时划分上与课本保持一致,即“阅读课、知识课、运用课三课时 /三课型划分”。

但在实际教学过程中,我们建议教师依据学生基础、教学条件、学校安排的因素,对课本、对《金色教案》教学设计重新划分课时、裁剪、拼接使用我们提供的材料,以便“物尽所用”,达到最佳教学效果。

教师也可以参照我们提出的“实际教学过程课时划分建议”进行教学。

实际教学过程课时划分建议将Warming Up 、 Pre-reading、Reading 和 Comprehending 整合在一起上一节“阅读课” 。

Period 2将Learning about language和Workbook中的USING WORDS AND EXPRESSIONS 、 USING STRUCTURES整合在一起上一节“语言知识课”。

Period 3将Using language设计为一节包括听说读写单项技能或组合技能训练的“综合技能课(一)”。

Period 4将Workbook的READING AND LISTENING和TALKING整合在一起上一节“听说课” 。

Period 5将Workbook的LISTENING TASK、READING AND WRITING TASK和SPEAKING TASK整合为一节“综合技能课(二)”。

Period 1 Warming up1. Warming up⑴Warming up by talking about what paining isHello, everyone. Today we shall read a passage entitled A SHORT HISTORY OF WESTERN PAINTING. But first what do you know about painting? Could anyone stand up to tell the class something about painting?⑵Warming up by talking about Chinese paintingBefore we read about the western painting let ’s talk a bit about Chinese painting. How much do you know about Chinese painting? Have you ever seen any famous Chinese paintings?You may use words like Chinese Paint, Wall paintings, the hanging scroll, aesthetic values and tastes to express your views.⑶Warming up by looking at and saying about Mona LisaHello, class. Before we read about western painting, we shall look at one of the masterpiecesby one of the western painters.Mona Lisa, or La Gioconda (La Joconde), is a 16th-century oil painting on poplar wood by Leonardo da Vinci, and is arguably the most famous painting in the world. Few works of art have been subject to as much scrutiny, study, mythologizing and parody. It is owned by the French government and hangs in the Mus e du Louvreé in Paris.The painting, a half-length portrait, depicts a woman whose gaze meets the viewer's with an expression often described as enigmatic.Period 2ReadingObjectives■To help students learn to make reference■To help students learn to read an exposition about western painting■To help students better understand “art”■To help students learn to use some important words and expressions■To help students identify examples of “Subjunctive Mood (1) I wish I could/ did/ would ⋯ If I did⋯, I would do”in⋯the textWords focus, convince, attempt, predictExpressions focus on, a great deal, scores ofPatterns If the rules of perspective had not been discovered, people would not have bee n able to paint such realistic pictures.If the rules of perspective had not been discovered, people would not havebeen able to paint such realistic pictures.During the Renaissance oil paints were also developed, which made colourslook richer and deeper.But without the impressionists many of these painting styles would not exist.The painter does not attempt to paint objects as we see them with our eyes⋯When you walk into the gallery you feel like you are inside a huge white seashell.AidsMultimedia facilities, tape-recorder, photos, diagramsStep1 GreetingStep2 IntroductionIn this period, after the warming up, students will first be guided to talk about galleries。

英语周报1高二英语人教选修6课件:Boo 6 nit 3 Reading

英语周报1高二英语人教选修6课件:Boo 6 nit 3 Reading

Discuss these questions in groups.
1. What kind of person do you think James’ grandfather is?
2. What other information could have been included?
3. What do you think can be done to protect non-smokers (especially women and babies) from those who smoke?
If you feel nervous or s_t_r_e_ss_e_d_, try some _re_l_a_x_a_ti_o_n_exercises like deep breathing. You can stop smoking with a _fr_i_e_n_d_ or join a group. If necessary, ask a doctor orc_h_e_m__is_t__ for help. The most important is to keep trying. Don’t feel _d_i_s_a_p_p_o_in__te_d_ if you smoke again. Just _tr_y__ again.
2. What’s the main idea of the second part? A. Advice on how to stop smoking. B. How to prepare yourself. C. Suggestions on breaking the habit of smoking. D. Millions have managed to quit smoking and so can you.

【英语周报】人教版选修六教案:UnitTheFirstPeriodReading

【英语周报】人教版选修六教案:UnitTheFirstPeriodReading

The First Period ReadingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语cigarette, alcohol, stress, adolescent, addicted, mentally, lung, quit, due to, accustomed tob. 重点句式It’s amazing that ... P18... how easy it is to begin smoking and how hard it is to stop. P18..., I knew it was time to quit smoking. P18It isn’t easy to stop smoking, but millions have managed to quit ... P192. Ability goals 能力目标Enable the Ss to learn how people usually get addicted to cigarettes and how they can quit smoking.3. Learning ability goals 学能目标Enable the Ss to learn how to give advice on stopping smoking.Teaching important points 教学重点Learn the bad effects of smoking and how to give advice on stopping smoking.Teaching difficult points 教学难点Learn in what ways people get addicted to cigarettes.Teaching methods 教学方法Discussion, cooperative learning and oral practice.Teaching aids 教具准备A computer and a projector.Teaching procedures & ways 教学过程与方式Step ⅠLead-inThis step is to lead the Ss to the topic of this unit ― A Healthy Life.T: Recently, I read a report —Healthy China, 2005, which is about ten health issues concerning Chinese people the most in the year 2005. According to your understanding, what a healthy life is like? And can you guess what the ten issues are? Work in pairs and have a discussion.After about 3 minutes.T: OK, who would like to present your discussions?S1: Let me try. In our opinion, a healthy life should include two aspects, physical health and mental health. So a person who lacks either is not a healthy person. We think of several issues that may concern people most, they are: food security, medical service problems, AIDS and effects of environmental pollution on health.T: Good points. Other issues concerning people most are: nutrition and health condition, medical emergency treatment, mental illness, false medical ads, medicine security and birth defects. If you are interested in any of these issues, you may search on the Internet for more information. Now turn to page 17, Warming Up. Here is a list of health issues that concern young people the most. Can you think of other issues that are also important? Work with your partners, and try to make the list longer.A sample list:AIDS and infections, parenting, relationships, food and nutrition, family issues, environmental health, domestic violence, air pollution, cancer, anxiety, birth control, dental health, divorceLet the Ss write the list on the blackboard and have a discussion on the health issues listed.T: Now, look at the issues on the blackboard and the issues listed in the textbook on page 17. Which issue do you think is the most important one? Why? Work in groups and have a discussion.After discussion.T: Which group would like to share your opinions with the class?S1: We think that drug taking is particularly important. As we all know, drug taking does great harm to people’s health; it will gradually kill a person if he gets addicted to it. Buying drug costs a lot of money, so many drug takers sell out their fortune to afford the drug they need. And as a result, many families break up in this way. We also know that our government has to spend a lot of money on drug addicts’ treatment.S2: We think parenting is the most important issue, because many issues arise as a result of bad parenting or lack of care and love. If children grow up in happy and healthy families, they will form good habits and keep away from those bad habits such as using drugs and smoking.S3: Our group takes smoking as the most important issue. The reasons are: smoking does great harm to people’s health, it causes damage to people’s lung and heart; smoking shortens people’s life-span; smoking not only does harm to people who smoke, but also affect the health of people around them, especially their family members.Step Ⅱ Pre-readingT: I agree with you all. All these issues are important and need to be concerned. I am wondering if any of you smoke. Anyone? ... OK. It seems nobody in our class smokes, that’s really good. I think you are all clear that smoking is harmful to health. But we know that some adolescents started smoking at very early years. Why do you think they smoke? Discuss in pairs.2 minutes later.T: OK. I’d like two pairs to present your opinions. Volunteer?S4: I think some adolescents smoke because they are not well aware of the harm of smoking. Many adults around them smoke, so they may think it is cool to smoke. So I think it is parents’ duty to tell their kids about the harm of smoking before they get addicted to it.S5: In my opinion, some adolescents smoke because they are falsely influenced by some media such as TV series and movies. So I think public media should give adolescents correct guidance.T: Very good points. Suppose some of them realized the harm of smoking and wanted to stop it. What advice would you give to them? Do you know any scientific ways of stopping smoking?S6: My advice is that let them get interested in some positive hobbies like sports, playing music, reading, playing chess and so on. If they show interest in some activities and they can devote themselves to them, gradually they will keep away from cigarettes and finally quit smoking.Step Ⅲ Reading and ComprehensionT: Good advice. Now we are going to read a letter from grandad to James. In this letter, grandad gives James some advice on stopping smoking. Let’s read and see if his advice is similar to yours. 5 minutes for you.After 5 minutes.T: OK. Time is up. After reading this letter, what kind of person do you think the grandad is?S7: Fr om his words, I think he is very kind and considerate. He doesn’t give direct advice on stopping smoking. Instead, firstly he tells James how about his present life and what the healthy lifemeans to him; then he relates James’ smoking to his similar exper ience as a teenager, which implies James that he doesn’t need to worry about it. So I think he is very careful about the way of talking to his grandson about smoking.T: You are right. So suppose you were his grandson, would you love to take his advice?S7: Yes, I would love to be his grandson and take his advice. I would feel confident to give up smoking.T: OK. Now let’s read the letter again and try to find out the answers to the following statements. Show the following on the screen.1. different ways people can become addicted to cigarettes2. harmful physical effects for smokers3. effects that a person’s smoking can have on other people4. effects that smoking can have on sporting performanceAfter the Ss read the letter again, let them give their answers orally and then let them fill in the chart on page 20 with brief phrases and sentences.T: Up to now, we have known how people usually get addicted to cigarettes and harmful effects of smoking on smokers and nonsmokers. But how can people stop smoki ng? Does James’ grandad tell him how to stop smoking?S8: Yes, he tells James how to stop smoking by sending him some advice he found on the Internet. T: Good. Now, let’s read the article from Internet. And then we will do an oral practice. You will have to work in pairs. Suppose James paid a visit to his grandad, and his grandad told him some advice on how to stop smoking face to face. Let’s act out this situation according to information from the article.A sample dialogue: (J = James; G = grandad)J: Grandad, I really want to give up smoking. I tried hard, but failed. Can you give me some advice on how to stop smoking?G: I am very glad that you have realized the harm of smoking and make up your mind to stop it. Here I have a few suggestions for you. First, make a list of all the benefits you will get from stopping smoking. Second, decide on a day to quit and throw away all your cigarettes at the end of the day before you plan to quit. Third, every time you feel like smoking, reread the list of benefits you wrote. Fourth, develop some other good habits that will keep your mind and hands busy such as going for a walk, cleaning your house and so on.J: What should I do if I feel stressed?G: You can do some deep breathing. You may also learn some relaxation exercises and do them every time you feel stressed.J: Is it a good idea to join a stop-smoking group?G: Yeah, it is also a good way. You can talk to a doctor or chemist if you feel really bad, they would love to help you. The most important thing is to keep trying. Be aware that some have to try several times before they finally stop smoking. So you just try again and I am sure you will succeed finally.Step Ⅳ Text AnalysisAsk the Ss to analyze the text on its writing purpose, writing style and main idea.T: After reading the text, who can summarize the main idea of each paragraph? Volunteers?S1: In the first paragraph, the writer tells about the life he is leading and the importance of healthy life.S2: In the second paragraph, the writer leads t o the topic of his letter by talking about James’ problem of smoking.S3: The third paragraph introduces the three different ways of becoming addicted.S4: The fourth paragraph is about the harmful effects of smoking.S5: The fifth paragraph is about th e writer’s hope for his grandson and his advice on stopping smoking.T: How about the writing style and purpose of the text?S6: This text is in the form of a letter, the purpose is to explain how people get addicted to cigarettes and how smoking affects p eople’s health. It also provides some advice on how to stop smoking.T: Next, who can summarize the article: How Can I Stop Smoking?A sample summary:Choose a day that is not stressful to quit smoking. Make a list of all the benefits you will get from stopping smoking. Throw away all your cigarettes at the end of the day before you plan to quit. Reread the list of benefits you wrote when you feel like smoking. Develop some other habits like walking, drinking some water, cleaning the house and so on to keep yourself busy. If you feel nervous or stressed, try to do some relaxation exercises like deep breathing. You can stop smoking with a friend or join a group. If you feel really bad, ask a doctor or chemist for help. The most important thing is to keep tryi ng. Don’t feel ashamed if you weaken because some people have to try many times before they finally quit smoking. Never give up and you will succeed.Step V Vocabulary LearningHelp the Ss learn some words and phrases in the text. And let them do some practice.Show the following sentences on the screen.1. I think my long and active life must be due to the healthy life I live.2. ... I became addicted to cigarettes.3. ... your body becomes accustomed to having nicotine in it ...4. You can become mentally addicted.5. But I did finally manage.6. I knew it was time to quit smoking.T: Now let’s deal with some new words and phrases in the text. Look at the first sentence, what does “due to” mean? Can you rewrite the sentence using other words except “due to”?S1: “Due to” here means “because of / owing to”. We may also say: Because of the healthy life I live, I can live long and actively.T: Good. Number two. “Addicted” means “unable to stop taking or using something as a habit”, it is usually followe d by “to”. According to this definition, what else can people become addicted to?S2: People can become addicted to drugs, alcohol, sweets and so on.T: You are right. We call those who are unable to stop taking or using sth addicts. So addict here is a noun, indicating a kind of person. Tom, are you a cigarette addict?S3: No, I am not. I am not addicted to cigarettes.T: OK. In sentence 3, which phrase you have learnt can be used to replace “accustomed to”? Anyone?S4: We may use “used to” to replace it. So this sentence can be rewritten as: ... your body becomes used to having nicotine in it ...T: I’d like one sentence from you by using this phrase. Volunteer?S5: Having stayed in the basement for several minutes, I finally became accustomed to the darkness.T: Next, what is the opposite of “mentally”?S6: Physically.T: “Manage” in sentence 5 can be used in many ways. What does it mean here?S7: Here it refers to “give up smoking”.T: Good. Here it means “succeed in doing sth; cope / deal with sth”. e.g. This is a complicated job, I can’t manage it without any help. Let’s look at the next sentence. We can see “quit” is followed by -ing form. Do you know any other words that can be used in the same way?S8: Yes, for example, stop, start and enjoy. “Quit” here means “stop, give up sth / doing sth”. e.g. My mother quitted her job recently because she feels tired and wants a long vacation.Step ⅥHomework1. Make sentences with the six words and phrases: due to, addicted to, accustomed to, mentally, manage, quit2. Search on the Internet or other sources for information about how to stop smoking.。

高中英语人教版选修六教学案:Unit+1+单元小结.docx

高中英语人教版选修六教学案:Unit+1+单元小结.docx

Abstract ArtAbstract art used to be controversial.On onehand, the artists stopped painting delicate figures butattempted to adopt special techniques to give peopledifferent visual impacts. On the other hand, theirworks, including sculpturescarved out of marble orfragile clay, were all with a specific aim of showingfeelings. Some conventionalscholars who were allergic to abstract art said it was evidently ridiculous and neither art nor geometry.Their Traditional Art Committee predicted its soon disappearing.But nowadays, abstract art has become part of the permanent possessions of contemporarycivilization. Galleries along the Madison Avenue give scores of superb exhibitions on typical abstract works, appealing to many people who have a preference for abstract art. The Shadow of Egypt, a caféin this district, has become the home to those aggressive abstract artists. Consequently, it is not a coincidence for you to meet one of these artists of great reputation inthe flesh. They are asked for signatures and given bunches of fragrant flowers plus they are given a great deal of praise by their faithful fans.抽象艺术抽象艺术曾经颇受争议,一方面,抽象艺术家们不再画精致的画像,而是试图采用特别的技巧给人们以不同的视觉冲击;另一方面,他们的作品,包括用大理石和易碎的黏土雕刻出来的雕像,都以表达感情为其明确的目的。

人教版高中英语选修六全册教案

人教版高中英语选修六全册教案

人教版高中英语选修6优质教案全套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.c o t t a g e r u n o u t o f n u r s e r y r h y t h m r e c i t e r h y m eWhen I was a baby, my mother used to read me _________ rhymes, I loved their _______ and the way the words _________ at the end of the lines. By the time I was two years old, I could ________ at least ten of them. When we _____________ new nursery rhymes, my mother would go to the store to buy another nursery rhyme book. In fact, my family loved reading so much that the living room in our __________ was full of books.Suggested Answers:nursery; rhythm; rhyme; recite; run out of; cottage.3. In English we sometimes add –ful to a noun to make an adjective. For example, wonder becomes wonderful. This means full of wonder. Now make adjectives form these nouns. Then add four other pairs you know.(1) beauty __________ (5) dread ____________ (9) __________ ____________(2) joy ____________ (6) hope ____________ (10) _________ _____________(3) sorrow _________ (7) peace ___________ (11) __________ ____________(4) delight __________ (8) power ___________ (12). __________ ____________ Suggested Answers:(1) beautiful (2) joyful (3) sorrowful (4) delightful (5) dreadful(6) hopeful (7) peaceful (8) powerful (9) thankful (10) successful(11) painful (12) useful4. Complete the table with the correct nouns, verbs, adjectives or adverbs.Noun VerbAdjectiveAdverbangrydarkenimpressiverepetitivetransformational translationwarmenjoyexpressively inspireSuggested Answers:Noun VerbAdjectiveAdverbanger anger angry Angrily dark darken dark darkly impression impress impressive impressively repetition repeat repetitive repetitively transformation transform transformational\ translation translate translated \warmth warm warm wrmly enjoyment enjoy enjoyable enjoyably expression express expressive expressively 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 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) warm Step 3. Grammar1. PresentationPurpose: To revise the usage of the subjunctive mood with Ss.所述情况从句主句与现在事实相反 If+主语+动词过去式(be动词用were)主语+ would/could/might/should+ 动词原形与过去事实相反 If+主语+动词过去完成式主语+ would/could/might/should+have + 过去分词与将来事实相反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+ would/could/might/should+ 动词原形此表中需要注意几点:(1) be动词在表示与现在事实相反的从句中一般用were.在非正式情况先,第一、第三人称后偶尔也用was. 如:If he were you, he would go at once.(2) 主句中的should 通常用于第一人称,would,could以及might可以用于各种人称。

【英语周报】人教版选修六教案:Unit附件_1

【英语周报】人教版选修六教案:Unit附件_1

附件相关背景资料Global warming may be twice as bad as fearedThe impact of global warming could be twice as severe as the worst scenario feared by United Nations scientists, the world’s largest climate-modelling experiment has shown.Average temperatures could rise by 11℃(20) to reach highs that would change the face of the globe, researchers who have run 60,000 computer simulations of climate change said yesterday. The conclusions suggest that forecasts by the UN’s Intergovernmental Panel on Climate Change (IPCC) may be much too conservative. In the worst case, the world would eventually heat up by almost double the maximum increase envisaged by the panel. The IPCC’s latest report predicted that temperatures will rise by between 1.4℃(2.5) and 5.8℃(10.4) by 2100.A world 11℃warmer than it is today would be unrecognisable: while records show that the planet has been hotter than it is today for about 80 per cent of its history, there is no evidence that it has ever been more than about 7℃warmer.Although it would take hundreds of years for the full effects to be felt, the polar ice caps eventually would melt completely, causing sea levels to rise by 70m to 100m (230ft to 330ft). Coastal and low-lying cities such as London and New York would be submerged.As the 11℃figure is a global average, temperatures would be expected to climb even further in some regions.David Stainforth, of the University of Oxford, the study’s chief scientist, said: “When I start to look at these figures, I get very worried about them. An 11-degree warmed world would be a dramatically different world.”Global warmingAccording to the National Academy of Sciences, the Earth’s surface temperature has risen by about 1 degree Fahrenheit in the past century, with accelerated warming during the past two decades. There is new and stronger evidence that most of the warming over the last 50 years is attributable to human activities.Human activities have altered the chemical composition of the atmosphere through the buildup of greenhouse gases —primarily carbon dioxide, methane, and nitrous oxide. The heat-trapping property of these gases is undisputed although uncertainties exist about exactly how earth’s climate responds to them.Energy from the sun drives the earth’s weather and climate, and heats the earth’s surface; in turn, the earth radiates energy back into space. Atmospheric greenhouse gases, such as water vapor,carbon dioxide, trap some of the outgoing energy, retaining heat somewhat like the glass panels of a greenhouse.Without this natural “greenhouse effect”, temperatures would be much lower than they are now, and life as known today would not be possible. Instead, thanks to greenhouse gases, the earth’s average temperature is a more hospitable 60°F.However, problems may arise when the atmospheric concentration of greenhouse gases increases. Once, all climate changes occurred naturally. However, during the Industrial Revolution, we began altering our climate and environment through changing agricultural and industrial practices. Before the Industrial Revolution, human activity released very few gases into the atmosphere, but now through population growth, fossil fuel burning, and deforestation, we are affecting the mixture of gases in the atmosphere.Carbon dioxide is released to the atmosphere when solid waste, fossil fuels and wood products are burned. Methane is emitted during the production and transport of coal, natural gas, and oil. Methane emissions also result from the decomposition of organic wastes in municipal solid waste landfills, and the raising of livestock. Nitrous oxide is emitted during agricultural and industrial activities, as well as during combustion of solid waste and fossil fuels.Rising global temperatures are expected to raise sea level, and change precipitation and other local climate conditions. Changing regional climate could alter forests, crop yields, and water supplies. It could also affect human health, animals, and many types of ecosystems and deserts may expand into existing rangelands. Unless we act now, our children will inherit a hotter world, dirtier air and water, more severe floods and droughts, and more wildfires.But solutions are in sight. We know where most heat-trapping gases come from: power plants and vehicles. And we know how to curb their emissions: modern technologies and stronger laws. By shifting the perception of global warming from abstract threat to pressing reality, and promoting online activism. By pressing businesses to use less energy and build more efficient products. And by fighting for laws that will speed these advances.What is Clean Up Australia DayEvery year hundreds of Australians help clean up their local environment on Clean Up Australia Day. It’s easy, fun and everyone can take part.Individuals, local groups and schools can either organise a Clean Up site, or volunteer to join an existing site.So why not do your bit for the environment and get involved next year?Clean Up Australia Day in 2005Across the country over 670,000 volunteers removed more than 8,450 tonnes of rubbish from our beaches, parks, streets, bush land and waterways as part of Clean Up Australia Day, the nation’s largest community based environmental event.Families, friends, neighbours, businesses and community groups spent the equivalent of 62,163 days, at over 7,000 sites, removing rubbish ranging from car bodies and electronic waste to thousands of chip packets, drink bottles, plastic bags and cigarette butts.Speaking from the Clean Up Australia Day site in Taren Point, Sydney, Ian Kiernan AO, Chairman && Founder of Clean Up Australia, praised volunteers and site organisers around the country.“Taren Point captures perfectly the real long term benefits of Clean Up Australia Day andreinforces that Clean Up is more than just one day. Volunteers at Taren Point have begun to transform a rubbish dump, polluting the delicate salt marshes, back into a natural recreational area for us all to enjoy,” Mr Kiernan said.“Congratulations to the thousands of volunteers who spent their time removing packaging waste and illegally dumped items from the environment today. Their actions show government and industry that Australians do care about the environment.” he continued.At this stage, the country’s most polluted sites appear to be roadways followed by parks, waterfronts and coastal areas.Some of the amazing accomplishments of volunteers during this year’s campaign include the clean up of 1,545 roadsides, 738 parks and 1,387 waterways and coastal areas.Weird and interesting items collected around the country today include an unopened slab of beer and a bottle of whiskey, two headless garden statues, a bride’s veil, an electric guitar, a plastic monkey and a chair up a tree.The most common rubbish items found were plastic and glass bottles, chip and confectionary packets, plastic bags and cigarette butts.“Sadly these rubbish items continue to end up in the environment when plastic containers should be recycled, cigarette butts should be binned and we should all being saying no to plas tic bags,” Mr Kiernan said.“It is estimated that only 20% of plastic packaging is recycled, this is far below paper recycling at 80%. This is not good enough and I urge government and industry to take action immediately by setting strong targets for the National Packaging Covenant and investing more resources to address this issue,” he continued.The Clean Up Australia Day campaign is one time during the year when Australians get physical about cleaning up the environment. It also provides the platform to implement positive environmental practices every day of the year.Australians can continue to clean up by supporting Clean Up Australia’s Say No to Plastic Bags and Personal Ashtray campaigns, the Mobile Phone Recycling program and by making use of the new computer and electronics recycling initiative recently established by Collex, Major Sponsor of Clean Up Australia Day.。

高中英语人教版选修六教学案:Unit+2+单元小结.docx

高中英语人教版选修六教学案:Unit+2+单元小结.docx

A Russian PoemSince childhood, Anton had often recited poems,accompanied on the piano and violin by pianists andviolinists, at wedding ceremonies before brides andbridegroomsexchanged rings. Gradually, he foundwriting poems the most appropriate way to convey hisjoy and sorrow.When his poem ContradictoryBlank won him a national championship and a scholarship to the Moscow University from a sponsor, he was just an unknown librarian. After getting his diploma, he devoted his life to writing poems. Using concrete but flexible language and the minimum of words is his style. He tried out different patterns and preferred nursery rhyme in particular. The following is a translation of one of his works made up of 3 sections:Little sparrow with heavy load,Ran out of energy and very cold;No compass and all sweat salty,Can you go through the endless darkness?Little balloon let out by the thread,Flew over c ottages and was very glad;With warmth transformed from sunlight,He said he could forever fly;Take it easy, little balloon;Don't tease the sparrow with his wound;On the bare branch and have a rest;This diamond heart will eventually get success.俄国童谣从童年时起,安东就常常在钢琴师或小提琴师的伴奏下在婚礼上朗诵诗歌,为新郎新娘交换戒指前的仪式助兴。

人教版高中英语选修6教案:Unit+1+Artperiod1.doc

人教版高中英语选修6教案:Unit+1+Artperiod1.doc

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。

【英语周报】人教版选修六教案:Unit单元整体规划_1

【英语周报】人教版选修六教案:Unit单元整体规划_1

Unit 4 Global warming技能目标Skill Goals▲Talk about global warming, pollution and the importance of protecting the earth ▲Practise expressing agreement, disagreement, blame and complaint▲How to use“it”for emphasis in a sentence▲Write an essay on environmental problemsⅡ. 目标语言功能句式Expressing agreement, disagreement, blame and complaint Yes, I agree with you.Yes, I think so.I believe that you’ve got it right.I don’t think so.I don’t think that’s right.I’m afraid you are wrong.I’m sorry to bring this up, but ...I’m sorry to have to say this, but ...They shouldn’t have done it.They are to blame.Why don’t you do something about it?Perhaps they should / ought to do ...词汇1.四会词汇compare, graph, phenomenon, fuel, quantity, per, data, catastrophe, climate, consequence, state, range, glance, widespread, decrease, steady, steadily, average, existence, outer, electrical, motor, can (n.), microwave, nuclear, disagreement, title 2.认读词汇renewable, greenhouse, Fahrenheit, Sophie, Armstrong, Janice, Foster, methane, Charles Keeling, measurement, Celsius, famine, destruction, George Hambley, speculation, environmental, hectare, emphasis, individual, appliance, heading, imperative3.词组compare to, come about, quantities of, result in, build up, keep on, on the whole, make a difference, put up with, so long as, and so on4. 重点词汇data, quantity, catastrophe, climate, consequence, compare, per, range, glance, average, existence语法“It” used for emphasisIt is human activity that has caused this global warming.重点1. There is no doubt that the earth is becoming warmer. P262. Without the‘greenhouse effect’, the earth would be about thirty-three degrees Celsius cooler than it is. P263. They also agree that it is the burning of more and more fossil fuels that hasⅢ. 教材分析与教材重组1. 教材分析本单元以Global warming 为主线,旨在通过单元教学使学生经过思考、学习,认识到全球变暖的起因和它所带来的种种后果。

相关主题
  1. 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
  2. 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
  3. 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。

附件背景知识Healthy DietFocus on fruits. Eat a variety of fruits — whether fresh, frozen, canned or dried — rather than fruit juice for most of your fruit choices. For a 2,000 calorie diet, you will need 2 cups of fruit each day (for example, 1 small banana, 1 large orange, and 1 / 4 cup of dried apricots or peaches).Vary your veggies. Eat more dark green veggies, such as broccoli, kale and other dark leafy greens; orange veggies, such as carrots, sweetpotatoes, pumpkin and winter squash; beans and peas, such as pinto beans, kidney beans, black beans, garbanzo beans, split peas and lentils.Get your calcium-rich foods. Get 3 cups of low-fat or fat-free milk or an equivalent amount of low-fat yogurt and / or low-fat cheese (1 / 2 ounces of cheese equals one cup of milk) every day. For kids aged 2 to 8, it’s 2 cups of milk. If you don’t or can’t consume milk, choose lactose-free milk products and / or calcium-fortified foods and beverages.Make half your grains whole. Eat at least 3 ounces of whole-grain cereals, breads, crackers, rice, or pasta every day. One ounce is about 1 slice of bread, 1 cup of breakfast cereal, or 1 / 2 cup of cooked rice or pasta. Look to see that grains such as wheat, rice, oats, or corn are referred to as “whole” in the list of in gredients.Go lean with protein. Choose lean meats and poultry. Bake it broil it, or grill it. And vary your protein choices — with more fish, beans, peas, nuts and seeds.Know the limits on fats, salt and sugars. Read the Nutrition Facts label on foods. Look for foods low in saturated fats and trans fats. Choose and prepare foods and beverages with a little salt (sodium) and / or sugars (caloric sweeteners).Friends Key to Healthy LifeFriends may influence health habits, such as smoking or drinking, or going to the doctor when a person has troubling symptoms, the study authors suggested. Friends may also have a significant impact on mood, self-esteem and coping mechanisms during difficult times.Interested in technology and innovation news? Add this s ite to your “Favorites” to find your way back easily next time.When it comes to living a long, healthy life, that’s what friends are for.New research from Australia suggests good buddies are even more important than close family ties in helping older people live longer.For the study, researchers at Flinders University in Adelaide interviewed about 1,500 people aged 70 and older. They asked each participant how much personal and phone contact they had with various social networks, including family and friends. Other factors known to influence longevity,such as socioeconomic status, health and lifestyle, were also considered.The Adelaide team then tracked the participants’ survival over the next 10 years.Surprisingly, close contact with children and relatives had little impact on survival rates, the researchers report in the current issue of the Journal of Epidemiology and Community Health.However, people with a strong network of friends and confidants had a much better chance of survival over the 10-year study period than individuals with relatively fewer friends.This “friendship effect” persisted despite personal losses such as the death of a spouse, or even the relocation of friends to other parts of the country, the researchers found.Friends may influence health habits, such as smoking or drinking, or going to the doctor when a person has troubling symptoms, the study authors suggested. Friends may also have a significant impact on mood, self-esteem and coping mechanisms during difficult times.Tips for Teens: The Truth About AlcoholGet the facts ...Alcohol affects your brain. Drinking alcohol leads to a loss of coordination, poor judgment, slowed reflexes, distorted vision, memory lapses, and even blackouts.Alcohol affects your body. Alcohol can damage every organ in your body. It is absorbed directly into your bloodstream and can increase your risk for a variety of life-threatening diseases, including cancer.Alcohol affects your self-control. Alcohol depresses your central nervous system, lowers your inhibitions, and impairs your judgment. Drinking can lead to risky behaviors, such as driving when you shouldn’t, or having unprotected sex.Alcohol can kill you. Drinking large amounts of alcohol at one time or very rapidly can cause alcohol poisoning, which can lead to coma or even death. Driving and drinking also can be deadly. In 2002, 29 percent of drivers age 15 to 20 who died in traffic accidents had been drinking alcohol.Alcohol can hurt you —even if you’re not the one drinking. If you’re around people who are drinking, you have an increased risk of being seriously injured, involved in car crashes, or affected by violence. At the very least, you may have to deal with people who are sick, out of control or unable to take care of themselves.Before you risk it ...Know the law. It is illegal to buy or possess alcohol if you are under age 21.Get the facts. One drink can make you fail a breath test. In some States, people under age 21 can lose their driver’s license, be su bject to a heavy fine, or have their car permanently taken away.Stay informed. “Binge” drinking means having five or more drinks on one occasion. Studies show that more than 35 percent of adults with an alcohol problem developed symptoms — such as binge drinking — by age 19.Know the risks. Alcohol is a drug. Mixing it with any other drug can be extremely dangerous. Alcohol and acetaminophen — a common ingredient in OTC pain and fever reducers — can damage your liver. Alcohol mixed with other drugs can cause nausea, vomiting, fainting, heart problems and difficult breathing. Mixing alcohol and drugs also can lead to coma and death.Keep your edge. Alcohol is a depressant, or downer, because it reduces brain activity. If you are depressed before you start drinking, alcohol can make you feel worse.Look around you. Most teens aren’t drinking alcohol. Research shows that 71 percent of people 12-20 haven’t had a drink in the past month.Know the signs ...How can you tell if a friend has a drinking probl em? Sometimes it’s tough to tell. But there are signs you can look for. If your friend has one or more of the following warning signs, he or she may have a problem with alcohol:●Getting drunk on a regular basis●Lying about how much alcohol he or she is using●Believing that alcohol is necessary to have fun●Having frequent hangovers●Feeling run-down, depressed, or even suicidal●Having “blackouts” — forgetting what he or she did while drinkingQuestions and answers:Q. Aren’t beer and wine “safer” than liquor?A. No. One 12-ounce bottle of beer or a 5-ounce glass of wine (about a half-cup) has as much alcohol as one 1.5-ounce shot of liquor. Alcohol can make you drunk and cause you problems no matter how you consume it.Q. Why can’t teens drink if their parents can?A. The brains and bodies of teens are still developing, and alcohol use can cause learning problems, or make adult alcoholism more likely. People who begin drinking before age 15 are four times more likely to develop alcoholism than those who begin at age 21.Q. How can I say no to alcohol? I’m afraid I won’t fit in.A. It’s easier to refuse than to think. Try: “No thanks,” “I don’t drink,” or “I’m not interested.” Remember that the majority of teens don’t drink alcohol. You’re in good company when you’re one of them.。

相关文档
最新文档