高中英语选修课教案
【篇一：人教版高中英语选修8全册教案】
选修8 unit 1 a land of diversity
period 1 reading teaching goals
enable the students to talk about things about the usa.
help the students learn the huge diversity of races and cultures in america, especially in california.
teaching important and difficult points
learn the huge diversity of races and cultures in california. teaching methods
fast and careful reading; asking and answering activity; individual, pair or group work. teaching aids
a map, a blackboard and a computer teaching procedures step
1 warming up.
ask the students to describe what they learn about the usa.
group work: look at the map of the usa with your group. write on the map the names of as many of the following as you can. compare your names with other groups. step 2 pre-reading
ask the students to tell things about california including its location, size, population, economy, history etc. what do you learn about california?
show the students some pictures and encourage students not only to say what each picture is about but how each one relates to california. step 3 fast reading
read through the passage and get the main idea. reading comprehension.
ask the students the following questions:
when you look at the title, what so you think of ?
a land of differences. california is a land of great differences — differences in climate, in landscape and attitude.
2) why is the usa called a melting pot?
there are many immigrants to the usa and there are many cultures and nationalities. so it is a place in which people, ideas, etc of different kinds gradually get mixed together. beside each date note down an important event in californian history.
step 4 detail reading
beside each cultural group , write the period in which they first came to california in large step 5 after reading
why is california in the 21st century such a multicultural community? (using 3 or 4 sentences to explain. ) step 6 homework
finish “learning about language” on page 4.
period 2 extensive reading
teaching aims: 1. improve ss‘ ability of reading
2. 德育目标：了解美国多元文化，进一步培养学生跨文化交际意识，为终身学习奠定良好基础。
part i reading (p8)
step 1. fast reading: sb p7 part 1.
step 2. careful reading: read george‘s diary and answer the 5 questions on page9 part 2 step 3. pay attention to the main words, phrases and sentences(根据学生实际由集体备课确定)
part iireading task(wb p51)
step 1. fast reading to find the main topic of each paragraph: step 2. t explains some difficult points.(由集体备课确定)
step 3. homework ：read the passage fluently and recite some parts.
period 3 grammar teaching aims
enable the students to use the noun clauses as the subject, object, predicative and oppositive. help the students learn how to use the noun clauses. teaching important and difficult
points differ the noun clauses. teaching methods
analysis and have some discussions. teaching procedures
step 1 preparation
ask the students to underline the noun clauses in the
following sentences. then tell what types of noun clauses they are.
1)whether native americans arrived in california 15,000 years ago or 14,000 years ago is not important. subject clause(主语从句)
2)the fact that they arrived a long time before europeans is
what matters. appositive clause(同位语从句) predicative
clause(表语从句)
3)i believe that the native americans were treated badly when the first europeans came. object clause(宾语从句) step 2 discussion
step 3 analysis 1.高考考查热点:
1)名词性从句的语序（陈述句语序）；
2)几对重要关联词的区别：whether\if, what\that, what\whatever, who\whoever, etc; 3)it用作形式主语或形式宾语代替主语从句或宾语从句； 4）根据具体情景选用适当的关联词。 2.根据例句，讨论：1）whether\if的区别
i. please tell me if/whether you will go to the lectures tomorrow. ii. it all depends on whether the sky will clear up.
iii. the question is whether the film is well worth seeing. iv. whether he will be well tomorrow i‘m not sure. v. whether it is true remains a problem. a.引导宾语从句，位于及物动词后 b.引导宾语从句，位于介词后 c.引导宾语从句，放句首
d.引导表语从句，主语从句或同位语从句 whether: a, b, c, d if: a
2)what\that的区别
i. i think that it is unnecessary for me to speak louder. ii. his mother is satisfied with what he has done. iii. that he was able to come made us happy. iv. this is what makes us interested. 3）who\whoever; what\whatever的区别
i. the spoken english competition is coming. who will attend the meeting hasn‘t been decided yet.
ii. i believe whoever takes part in the competition will try his best. iii. can you tell me what you would like to order? iv. whatever happens, don‘t be surprised.
4)常见的it作形式主语的结构
i. it is a fact that he won the match.
ii. it is necessary that we do study the english.
iii. it is known to all that light travels in straight lines. 1)exs.34, students book p5
2)make sentences using noun clauses as the subject, object, predicative and appositive. step 5 homework
1. review what we have learnt today.
2. translate sentences:
1)显而易见, 英语很重要.(主语从句) 2)玛利认为他会帮助她.(宾语从句)
3)我从来未到过那儿这事实是真的.(同位语从句) 4)问题是我们下一步该怎么做.(表语从句)
【篇二：新课标人教版高中英语选修六全部教案】
选修六
unit1 art
一、语言要点
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. aimn. 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。
3) our factory must aim at developing new models of machines．我们的工厂必须致力于研制新型机械。 [练习]根据句子
的意思在横线上填人适当的词或词组。
1) this anti-smoking campaign mainly____ (针对)young teenagers． 2) the hunter____ （瞄准）the lion and fired 3) he
______ （力求）at accuracy.
4) he could not ________ （瞄准）straight.
5) he is leading a life without _____（目标，方向）.
keys:1)aims at 2)aimed at 3) aimed 4) aim 5) aims
3. typical adj. 典型的, 象征性的;不出所料；特有的 [重点用法]
be typical of…是…代表; 象征
[典例]
1) xianglin shao is a typical character in leiyu典型人物 2) grasp typical cases抓典型
3) it‘s typical of her to be late.她这个人就是爱迟到。 [练习] 汉译英
1) 抢挑重担是他的特点。
______________________________________________________ _________________________________
2) 温暖，潮湿的气候在南方很典型。
______________________________________________________ _________________________________
keys: 1) it is typical of him to take hard jobs . 2) warm and wet weather is very typical in south china.
4. adopt vt. 采用,采纳; 收养 [重点用法]
adoption n.采用;收养
形近词:adapt v. 使适应, 改编 adaptation n. 适应, 改编, 改写本 [典例]
1) in the meeting, all the works agreed to adopt a new idea to reform the factory. 会议中所有员工都同意采纳新意见以改革工厂.
2) many new couple are eager to adopt the children losing their parents in the earthquake. 许多新夫妇都期望可以收养在地震中失去双亲的孩子. [练习] 汉译英
1）健康而没有孩子的夫妇依法可以收养一个小孩。
______________________________________________________ _________________________________
2）这部影片是为了孩子们从一本很受欢迎的小说改编而来
______________________________________________________ _________________________________
keys: 1) the healthy couple without children can adopt a child by law. 2) the film was adapted from the popular novel for children.
5. convince vt. 使确信；使信服 [重点用法]
convince sb. of sth.使某人相信某事 convince sb to do sth说服
某人做某事 be convinced of sth相信某事 be convinced that+从
句相信某事
[典例]
1) he was convinced of his error. 他认识了错误
2) he convinced me that i should study law．他劝我应该学法律。
3) it took many hours to convince the court of his guilt．花费
了许多个小时法庭才相信他有罪。 4) we convinced anne to go by train rather than plane．我们说服了安妮放弃乘飞机而坐火车走。【高考考例分析】
to catch up with the times, we must keep ourselves
__________of the current news. a. warned b. informed c. convinced d. accused
[解析] 本题考查四个动词的含义，这四个词都可以与of搭配，
warn sb. of sth.警告某人某事，inform sb. of sth.通知某人某事，convince sb. of sth.说服某人相信某事，accuse sb. of sth.指控某
人某事。本句译为：为了跟上时代，我们必须使自己知道当前的新闻。 [答案] b
[练习]根据句子的意思在横线上填入适当词或词组。 1) he_____
me ____ his innocence.
2) after his discussion, i ______ that i was wrong. 3) it is no
use trying ________ him to quit smoking.
keys: 1)convinced…of 2)was convinced 3)to convince
6. attempt n. 努力；尝试；企图vt.尝试；企图 [重点用法]
attempt sth.试图做……; 努力去执行(完成)某事attempt to do企
图做某事
make an attempt at sth／to do sth.企图做某事 [典例]
1) the prisoners attempted an escape, but failed. 囚犯企图逃跑，但是失败了 2) an astronaut will attempt to leave the stationary spaceship and then return to it．一名宇航员将试着离开停着的宇
宙飞船，然后再回到里面去。
3) the boys made an attempt to leave for camping but were stopped by their parents．男孩子们想去野营但被他们的父母们拦住了。 [练习] 汉译英
1) 我试图与她取得联系。
______________________________________________________ _________________________________
2) 他无意进行这件事情。
______________________________________________________ _________________________________
keys: 1) i attempted to get in touch with her. 2) he made no attempt to carry it out.
7. predict vt.预言；预告；预测(侧重从已知的事实推断或根据自然规律断定未来的事情。 [重点用法] predict sth.
predict that
prediction n. 预言, 预报 [典例]
1) an eclipse could be predicted in ancient days.很久以前就可
以预报日（月）蚀了。
2) his teacher predicted that he could be a ceo of a company because of his intelligence and diligence. 因为他的聪明和勤奋，他老师预测他以后有可能成为公司的总裁。
3) do you take seriously his prediction of a government defeat?他预言政府要挫败，你认为这话靠得住吗？
【篇三：选修6教案】
unit 1 art
Ⅰ. 单元教学目标
Ⅱ. 目标语言
Ⅲ. 分课时教案
the first period reading
teaching goals 教学目标
1. target language 目标语言
a. 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
b. 重点句式
as there are so many ... it would be impossible to ... p1
people began to concentrate less on religious themes and adopt a more humanistic attitude to life. p2 if the rules of perspective had not been discovered, no one would have been able to paint ... p2
2. ability goals 能力目标
enable the students to talk about the short history of western painting.
3. 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 students to talk about their opinions about different styles of western art.
teaching methods 教学方法
skimming and scanning; individual, pair or group work; discussion.
teaching aids 教具准备
a recorder, a computer, a projector and some famous paintings.
teaching procedures ways 教学过程与方式
step Ⅰlead-in
t: good morning, class. another week begins. have you found any changes in our school?
s: the walls were painted white.
s: some figure sculptures stand along the two sides of the school yard near the school gate.
s: there are many world famous paintings hanging on the walls of the corridors of the school building. t: wonderful! you are very good at observing. these things like sculptures and paintings can make our school more beautiful. what do we usually call them in general?
s: generally, we call the things which can bring us beauty the works of art.
step Ⅱwarming up
at first, ask the students 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.
t: first, please match some new words in column a with the correct english meanings in column b. show them on the screen.
a b
a. realistic 1. accurate, minute
b. abstract 2. being in thought but having a physical or practical
c. detailed 3. lifelike, true to life
d. religious4. classical, of old beliefs
e. traditional5. sincere to believe in a god or gods
key: a-3, b-2, d-6, e-4
step Ⅲ pre-reading
get the students to discuss the questions in pre-reading in pairs. then check the answers with the whole
class.
step Ⅳ reading
task 1 scanning
t: please read the passage as quickly as you can to find out the answers to the questions on the screen. show some questions on the screen.
1. what were the artists interested in from 5th to 15th century ad?
2. how did masaccio paint his paintings?
3. why did the impressionists have to paint quickly?
after the students finish reading the passage, check the answers.
task 2 skimming
task 3 comprehending
let the students read the passage again and deal with the exercises 1 ＆ 2 in comprehending.
step Ⅵhomework
1. underline the time expressions 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.
the second period grammar
teaching goals 教学目标
1. target language 目标语言
a. 重点词汇和短语
wish,, aggressive, scholar, in the flesh
b. 重点句式
i wish ... were / did ...
if ... were / did ..., ... would / could / should / might do ...
2. ability goals能力目标
enable the students to use the subjunctive mood correctly in different situations.
3. learning ability goals 学能目标
help the students learn how to use the subjunctive mood.
teaching important and difficult points 教学重难点
enable the students to use the correct form of the subjunctive mood.
teaching methods教学方法
summarizing; comparative method; practising activities.
teaching aids教具准备
a projector and a blackboard.
teaching procedures ways 教学过程与方式
step Ⅰpresentation
at first, give the students an example to present what the subjunctive mood is and in what situations we should use the subjunctive mood. then, show them the sentence structures of the subjunctive mood.
step Ⅱ practice
first, show the students some more situations. then raise some questions and ask them to discuss them according to the situations in groups of 4, using the subjunctive mood. at last, get them to show their sentences.
(i wish i had a longer life / i followed the doctors? advice.)
if i saw a falling star, i would promise to have a flourish future. / i would promise to make my parents happy forever.
(i wish i would have a flourish future / make my parents happy forever.)
if i had a magic lamp, i would ask it help the poor / i would ask it to bring peace to the whole world. (i wish it could help the poor / bring peace to the whole world.)
step Ⅲ consolidation
ask the students to do exercises 1 ＆ 2 in discovering useful structures on page 4 and exercises 1-4 in using structures on page 43. then check the answers.
step Ⅳhomework
prepare for the listening and talking on page 41.
the third period listening and speaking
teaching goals 教学目标
1. target language 目标语言
a. 重点词汇和短语
traditional, abstract, figurative, photography, dimensional, sculpture, pottery, wood carving, clay figures, paper cutting
b. 重点句式 p7
talk about likes and preferences:
i?d prefer ...
i?d rather ...
i?d like ...
which would you prefer ...?
i really prefer ...
would you rather ...?
would you like ... or ...?
2. ability goals能力目标
enable the students to express their likes and preferences.
3. learning ability goals 学能目标
help the students learn how to express their likes and preferences.
teaching important difficult points 教学重难点
teach the students to express their likes and preferences.
teaching methods教学方法
speaking; making conversation; comparative method.
teaching aids教具准备
a computer, a recorder and some slides.
teaching procedures ways 教学过程与方式
step Ⅰ listening
task 1 do some listening practice on page 41.
at first, ask the students to listen to the tape for the first time to number the presents 1-4. next, listen to it again to fill in the form. then listen again and answer the questions in exercise 3. at last, check the answers with the whole class.
task 2 do some listening practice on page 44.
before listening, ask the students to look at the paintings and discuss in what period of chinese history they were created. then, listen to the tape for the first time and number the pictures. next, listen to it again to write the names of the
historical periods when they were painted. at last, listen again and list the features. check the answers with the whole class. step Ⅱ talking
ask the students to discuss the questions in talking in pairs.
show some sentence structures on the screen.
i?d prefer ... i?d rather ... i?d like ...which would you prefer ...?i really prefer ...
would you rather ...?would you like ... or ...
a few minutes later, ask some students to present their dialogues.
step Ⅲhomework
ask the students to introduce the galleries they have ever been to.
the fourth period integrating skills (i)
teaching goals 教学目标
help the students learn how to talk about art galleries.
help the students learn how to write a letter to give suggestions.