Teaching plan
Teaching content：A healthy life ( Period 2 Reading)
Teaching aims:
1 ? Improve the students9 reading ability?
2.Get the students to understand the text fully?
3.To talk about the importance of health and the harmful effects of smoking?Teaching important and difficult points:
How to help the students understand the text fully.
Teaching aids: a computer , a microphone and a tape
Teaching time: 45 Mins
Teaching procedures:
Step 1 Greetings ?(Slide 1)
Greet the Ss as usual.
Step 2 Pre-reading
1.Show some pictures on the screen and get the students to answer the following questions: (Slide 2—Slide 9)
1)What are they doing?
2)Which are healthy activities while which are unhealthy activities?
2.Get the students to answer the following questions in class.
(Slide 10)
1). Have you ever smoked? If you have, have you ever tried to stop?
2). Why do you think some adolescents start smoking?
Step 3 Skimming (Slide 11 )
Read and find out the main idea of each paragraph.
A. The writer leads to the topic of the letter by talking about James' problem of
smoking ?
B? Introducing some different ways of becoming addicted?
C. Telling the writers hope for his grandson and advice on stopping smoking.
D? Telling the harmful effects of smoking?
E. From the life the writer is leading now, we can know the importance of healthy
life.
Keys: 2—A 3——B 5-——C 4-——D 1-——E
Step 4 Detail reading (Slide 12-13)
Read the letter carefully, and try to finish the following chart?
pregnant, run fast, dislike the smell,other people near the smoker .enjoy sport Step 5 Reading, listening and summary
1.Read the article and find out the suggestions James' grandfather found on the Internet. (Slide 14)
Suggested answers:
1)Prepare yourself.
2)Be determined.
3)Break the habit.
4)Relax.
5)Get help if you need it.
6)Keep trying?
2.Listen to the passage and fill in the blanks in the following summary. (Slide 15) Choose a day that is not ___________ t o quit smoking? Make a list of all the
________ you will get from stopping smoking. _______________ all your cigarettes at the end of the day before you plan to quit?__________ 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 __________ exercises like deep breathing. You can stop smoking with a friend or join a group .If you feel
really bad, ask a doctor or __________ f or help? The most important thing is to keep trying. Don't feel ________ if you __________ b ecause some people have
to try many times before they finally quit smoking. Never give up and you will succeed?
3.Check the students9 answers?
Suggested answers:
Stressful, benefits, throw away，Reread ,Relaxation, chemist,ashamed、weaken 4.Get the students to read the passage togethe匚
Step 6 Discussion (Slide 16)
1.Wliat kind of person do you think James9 grandfather is?
2.Suppose your father is a smoker, how will you persuade him to quit smoking? Make a short dialogue in pairs?
Step 7 Homework ( Slide 17 )
1.Discuss the questions after class?
2.Find out the key points of the text.
3? Search some more information about the harmful effects of smoking and advice on stopping smoking?
Step 8 Ending (Slide 18)
Module 6 Unit 3 A Healthy Life
Using Language
HIV/AIDS: Are You at Risk?
Teaching Alms:
By the end of this lesson, students will be able to:
次get to know more about HIV/AIDS
次know how to protect themselves from AIDS
*talk about AIDS and AIDS awareness
Teaching Important and Difficult Point:
To show the students an appropriate attitude towards AIDS patients
Teaching Procedures:
The lesson with begin with the song "Live for Love United” sung by famous football players. Step One: Warming Up
The students are asked to watch a video clip and discuss what it is about.
(The video clip is about the change of an AIDS infected woman in 90 days.)
This part is designed to impress the students with the damage HIV/AIDS does to a person.
Step Two: Pre-reading
Background Learning: Some information about AIDS.
*red ribbon is an international symbol of AIDS awareness
*it is worn by people around the World AIDS Day
*it calls for care and concern on AIDS
次the World AIDS Day: December l sl
Step Three: While-reading
Task I: Skimming
1） How many sections can we divide this text into ?
Choose a main idea for each section
*Section 1 Background information about what HIV / AIDS?
*Section 2 Ways to protect yourself.
*Section 3 Some wrong statements about AIDS
Task 2 Careful Reading
Part One: 1. What is HIV?
HIV is a virus, a very small living thing that causes disease.
2.How does HIV harm peopled health?
HIV virus weakens a person's immune system and eventually it damages the immune system so
much that the body can no longer fight against disease.
3.Is there a cure for AIDS and HIV at the moment?
No, it is incurable?
Part Two: In order to stay safe, you __________ ?
A.should not share needles with someone else?
B.have to avoid using anything else that the person has used while injecting drugs ?
C? should use a condom if you have sex with another one.
D. All of the above.
Part Three: How much have you learnt about AIDS?
*You can catch AIDS after drinking from the glass used by an HIV-infected pers on.
法I can become infected with HIV by swimming in a pool, holding hands or kissing someone with HIV.
次People who have not injected diugs do not need to get tested for HIV.
*If I had HIV, I would know because I would feel sick.
*Kids can get AIDS by being bitten by mosquitoes or other insects.
*Sharing food with someone infected with HIV will give you HIV, too.
*It is very likely that you will die if you become infected with HIV.
*If you have HIV, you will always get AIDS eventually.
Comprehending:
1.What do the " it" stand for? HIV or AIDS?
There are between 90（X000 and 1.125.000 Americans infected with it.
Some two million people died of it each year
2.This passage is ____ ?
A. an advertisement B? a poster
C? a magazine cover D? a criticism
Step Four: Post-reading Lefs say something about AIDS.
1.Word Bank: The new words we have learned?
do damage/harm to 损害infect （v.感染）-infected （adj?被感染的）- infectious （adj.有传染性的）
be infected with 被…感染
stage （v.阶段）drug （n.毒品）
inject （v.注射）injection （n.注射）
red ribbon 红丝带prejudice （n.偏见）
awareness （n.S识，觉悟）be aware of 意识到
virus （n?病毒）immune system 免疫系统
cure （v.治愈）一curable （adj?可治愈的）- incurable （adj.不可治愈的）
2.Exercise 1: Fill in the blanks with proper words.
①艾滋病是一种可传染的无法医治的疾病。
其是由HIV病毒引起的。
AIDS is an infectious and incurable disease?
It is caused by HIV virus.
②每年都有很多人死于爱滋病。
Every year, many people die of AIDS.
③为了不感染艾滋病，我们要远离毒品。
To “void getting infected with AIDS, we should keep/stay away from drugs.
④不要瞧不起爱滋病患者,而要给与他们关爱。
We should show AIDS patients care and love instead of looking down on/upon them.
⑤让我们互相帮助，和睦相处。
Let's help each other and live in harmony.
3.Exercise 2: Translate the following 5 questions about AIDS and try to answer them.
QI ：你能告诉我一些关于艾滋病的事情吗？（Can you tell me something about AIDS?）Q2：目前能治愈AIDS 吗？（Is there a cure for AIDS and HIV at the moment?）
Q3：感染了艾滋病的人会怎么样？（What would happen to people who are infected with AIDS?）
Q4：你对有艾滋病的人们持什么看法呢？（What opinion do you have about people with AIDS?）
Q5：我们能做点什么帮助那些受感染的人们呢？（What can we do to help those who are infected?）
教案 3 Grammar
Teaching aims
Enable the students to master the usage of it.
Teaching important & difficult points
How to enable the students to know the usage of it.
Teaching aids
tape recorder, slides
Teaching procedures
Stepl Revision
Complete the passage with the suitable words in their proper forms.
1 ? due to 6? stress
2.addicted 7.quit
3.alcohol 8.drugs
4.manage 9.pregnant
5? cigarettes 10. adolescents
Smoking __________ , drinking ________ or taking other _____________ produce many harmful effects and have no real benefits? So why do _ d o it? Some begin because they believe it makes them look cool. Others think it will help with __ ? In their life possibly _ pressure
from their parents or teachers?
Some just want to see what it is like. AVhat they don^t realize is that they will get into the habit and ___________ become ____________ ? It will then be difficult to _________ the habit? A few people ________ to quit easily but for many it is a very painful process? Of course, the best way to deal with these drugs is not to start in the first place?
Keys： cigarettes； alcohol； drugs； adolescents； stress； due to；eventually； addicted; quit； manage
Step2 Lead in
Slide show
Discovering “It"
1 ? It rains heavily . 扌旨天气
2. It is 20 kilometers from Granddads house to James'?指距离
3.It is November 11, 2005.
4.It is 9 o'clock at night.
5.It is bad to smoke?
6.11 is no good smoking?指日期指时间形式主语
形式主语
7. It is likely that he will succeed. 形式主语Step3 The use of "it”
一、作人称代词
1?it的最基木用法是作代词，主要指刚提到的事物，以避免重复:
Xi^an is a beautiful city, isn't it?
They watched the train until it disappeared in the distance.
2.也可以指动物或婴儿（未知性另侖勺婴儿或孩子）：
Is this your dog? No, it isn^?
二、it作非人祢代词
it有时并不指具体的东西，而泛指天气.时间.日期.距离.价值.度量. 温度、环境等，称为非人称的it：
1.指天气：
It is a lovely day, isn't it?
It is a bit windy.
2.指时间：
It was nearly midnight when she came back.
3.指环境：
It was very quiet in the cafG?
4.指距离：
It is half an horn's walk to the city centre from my home?
5.指日期：
Whats the date today? Ifs May 1, 2007.
6.指季节：
It is summer now.
7.指度量：
It is about 5 kilograms?
8.指价值：
-…What's the cost of the T-shirt?
——It is 150 Yuan.
三、it用作形式主语
替代作主语的从句、动词不定式、动名词，而把真正作主语的从句、动词不定式、动名词置于句尾。
1.代作主语的动词不定式，其句型为
(1) It be adj. (for sb.) to do sth.
此处adj.通常为描述事件的形容词：easy, difficult, hard, necessary, unnecessary, possible, impossible, likely, unlikely, right, wrong, important, unimportant, legal, illegal, well-mannered, ill-mannered, polite, impolite, clear, obvious, certain, suitable, proper, fit, useful, useless, dangerous…
It is illegal (for a teenager ) to drive a car without a license.
(2 ) It be adj. of sb. to do sth.
此处adj.通常为描述人的形容词:kind, unkind, nice, rude,cruel,considerate, thoughtful, thoughtless, careful, careless, silly, foolish, stupid, clever, wise, crazy. It's kind of you to help me with the problem?
(3) It替代作主语的动名词的常见句型
It's no good/use doing …
Its (well) worth doing…
Its (well) worth one's while doing/to do.??
It's (well) worth while doing/ to do
Its no use crying over spilt milk.
2.作形式主语替代主语从句
l.It is clear ( obvious, true, possible, certain....) that?????
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 Art Period2 Reading Teaching aims Enable students to learn something about the western arts ,and learn how to describe a painting. Teaching procedures Step1 Brainstorming How 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-reading 1.kinds of painting: 2.Can you name some famous paintings and painters in the world? 3.Differences Western paintings:Realistic detailed, rich in color, line and shapeAbout religion, human Chinese 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 reading 1．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?
Unit 4 一．知识点 词汇： 1. phenomenon n. pl phenomena 现象 An eclipse of the moon is a rare phenomenon. Bankruptcy is a common phenomenon in an economic recession. 2. glance vi. look quickly at (sb./sth.) n. a quick look glance at = take a glance at 匆匆一看；扫视 stare at 盯着看；凝视 glare at 瞪着眼看；怒目而视；怒视 She glanced shyly at the young fellow from behind. They stood glaring at each other as if they were enemies. 3. decrease vt.&vi. become smaller or fewer;diminish;reduce decrease/reduce…to/by…减小，降低到（了）；反义increase Student numbers have decreased by/to 500. Interest in the sport is decreasing. 4. exist vi. 存在 existence n.存在生存came into existence产生 Does life exist on other planets? Few of these monkeys still exist in the world. Pakistan came into existence as an independent country after the war. 5.. supply sb. with sth. = supply sth. for/to sb.提供/供应某物给某人 provide sb. with sth. = provide sth. for sb. offer sb. sth. = offer sth. to sb. 1) The school supplies books for/to the children. 2) We are here to provide a service for the public. 6. compare…to…把……比作 compare…with…把……和……比较 compared with/to与……相比（在句中常作状语） compare with与某人/物相比 People often compare children to flowers. If you compare her work with his,you?ll find hers is better. Compared with/to many women, she was indeed very fortunate This can?t compare with that. 7. come about发生come across偶然遇到come out出版，（花）开 Please tell me how the accident came about,I?m still in the dark. 8. build up 树立，逐步建立；增加；增进（健康）；集结 build up one?s health增进健康build up a good reputation/fame树立良好的声誉；Traffic is building up.车辆在增多 1) This built up my hope after the interview. 9. keep on sth/doing sth 继续/坚持做某事表动作的反复，有停顿 keep doing sth一直不断地做某事表动作的持续，无停顿 1) Though it was raining, they kept on working until it was finished. 2) I kept standing in the train
Section_ⅢGrammar—it的用法(1) 语法图解 探究发现 ①It is a beautiful day here and I am sitting under the big tree at the end of the garden. ②Your mother tells me that you started smoking some time ago and now you are finding it difficult to give it up. ③It is never too late to mend. ④It is no use talking to them. ⑤It is said that he stole the money. ⑥I think it difficult to learn English well. ⑦We make it clear that speaking to the teacher in that way is not polite. ⑧I don't like it when people talk with the mouth full of food. [我的发现] (1)①句it表示天气，②句第一个it代替to_give_it_up作形式宾语；第二个it代替句中所说的“吸烟”的事。 (2)在句③④⑤中it用作形式主语，其中句③用在“It is＋形容词＋(for/of＋sb.)＋动词不定式(短语)”中，it指代动词不定式(短语)；句④用在“It is＋no use/good＋动名词(短语)”中，it指代动名词(短语)；句⑤用在“It is＋said/believed/reported＋that从句”中，it指代that 从句。 (3)在句⑥⑦⑧中it用作形式宾语，其中句⑥用在“动词＋it＋形容词＋动词不定式(短语)”中，it指代动词不定式(短语)，句⑦用在“动词＋it＋形容词＋that从句”中，指代that 从句；句⑧it用在某些特殊的句式中，指代when从句。 一、it用作人称代词和非人称代词 1．用作人称代词 (1)it用来指代前面的名词或前面提到过的事。 My friend offered me a beautiful gift yesterday, and I like it very much. 我朋友昨天给了我一件漂亮的礼物，我非常喜欢。
（6，5） 重点词汇： 1. vt.(1)任命，委派(2)约定(时间、地点等) We must appoint someone to act as secretary. appoint sth.(for sth.)(为某事)确定(日期、场所) The time appointed for the meeting was 10∶30. appointment n．任命；约会 make an appointment with sb.与某人约会keep/break an appointment守/违约 I have an appointment with my old friend this Sunday. You’d better not break your appointment. I called the airline to________my flight reservation a week before I left for Canada. A．appoint B．obtain C．confirm D．admit 2. v．适合某人，对(某人)方便 ①The new dress suited her very well. ②The seven o’clock train will suit us very well. ③If you want to go by bus，that suits me fine. ④Would it suit you to come at five？ 辨析：fit，suit与match (1)fit多指衣服等尺寸、大小合身，合适。I tried the dre ss on but it didn’t fit.It was too small. (2)suit指衣服等颜色、款式、花样等适合。合乎需要、口味、条件等Does this skirt suit me？ (3)match意为“使相称，使相配，使匹配”，指事物在大小、色调、性质等方面的搭配。Her clothes don’t match her age. 1. —What can I do for you? —I want to buy a red tie to________my new shirt. A．fit B．match C．suit D．be fit for 2. (天津卷)Her shoes______her dress；they look very well together. A．suit B．fit C．compare D．match 3. —How about eight o’clock outside the cinema?—That________me fine. A．fit B．meets C．satisfies D．Suits 3. adj.忧虑的；不安的n．担心；忧虑；渴望adv.焦虑地；不安地
Unit4 Global warming-语法篇 __________________________________________________________________________________ __________________________________________________________________________________ 1.掌握it在强调句中的用法； 2.能够利用这个语法点进行遣词造句并运用到写作中； it的用法—强调句型 一、强调句型的基本用法 英语中常用的强调句型是：It is / was + 被强调部分(主语、宾语、状语) + that / who / whom + 其他部分。一般来说，被强调部分指人时，用who或whom，其他情况用that，但that也可指人。 现在用强调句型强调下面这个句子的主语、宾语和状语。 She met John at Mary’s birthday party last Sunday. →It was she who / that met John at Mary’s birthday party last Sun day. (强调主语) →It was John Whom / that she met at Mary’s birthday party last Sunday. (强调宾语) →It was at Mary’s birthday party that she met John last Sunday. (强调地点状语) →It was last Sunday that she met John at Mary’s birthday party. (强调时间状语) 温馨提示： 1.it为引导词，本身没有词义，仅起引导强调句式的作用； 2.若强调的主语是人时，常用who，间或用that，若强调的宾语是人时，多用whom / that； 3.在强调状语时，用that； 4.在强调结构时，无论被强调的是人还是物，是单数还是复数，be动词一律用单数形式is / was, 如果原句中的谓语动词是过去时态，就用was，若是现在时态或将来时态，就用is， 也可用情态动词+ be形式； 5. 判断一个句子是否是强调句型的方法：如果将句中的It is / was… that / who / whom…去掉，仍能 还原为一个完整的句子，那么此句就是强调句。否则，就是其他句型结构。 请比较：It was 2019 when he came back from the United States. (定语从句) It was in 2019 that he came back from the United States. (强调句型) 6. 被强调部分若是句子的主语，that / who之后的谓语动词在人称和数上应与句子的主语保持一致。 eg：It is I that / who am your friend that will come to help you. 二、强调句型的几种较为复杂的结构形式 1.被强调部分为状语从句。 Eg: It was when Tom was eleven years old that his talent for writing became obvious. 2.被强调部分含有定语从句。 Eg: It was on July 4 th, 1975 when he was born that his father died. 3.not…until结构用于强调句型。
Unit 5 Travelling abroad Ｉ.单元教学目标
III. 教材分析与教材重组 1. 教材分析 本单元以travelling abroad为话题，旨在通过单元教学，使学生了解在国外旅行或学习时可能会遇到的一些问题，并学会怎样去解决问题和避免这样问题的发生。学会表达和支持个人观点，能用所学的有关travelling abroad的词汇描述在国外居住生活的情况，在国外旅游时能根据所给的信息选择恰当的旅游线路，能推测什么事情可能会发生，哪种情况不会发生，会正确使用非限制性定于从句。 1．1W ARMING UP 提供了四个有关旅行的问题，让学生用已有的知识和经验讨论在国外居住或旅行会遇到什么问题，并且该如何来解决这 些问题。 1．2 PRE-READING是READING的热身活动。提供了两个问题，它要求采用与同学讨论交流的方式谈论在国外学习的利与弊，激发同学们的学习兴趣。 1．3 READING是一篇介绍中国女孩谢蕾在伦敦学习的情况。使学生对比在国内学习与在国外学习的不同。Try to understand some of the benefits and difficulties she has in London. 1．4 COMPREHENDING 练习1通过四个问题来检查学生对课文的细节的理解。 练习2以图表的形式来分析在国外学习的利与弊。 练习3设置了五个讨论题，通过这些话题的谈论，挖掘文章的深层含义，激活学生自身的认知能力和思想认识能力。 练习4是概括能力训练题，在理解的基础上，重点训练学生的概括能力。 1．5 LEARNING ABOUT LANGUAGE分词汇和语法两部分。其中，Discovering useful words and expressions是训练学生在语境中掌握词汇的能力，帮助学生加强动词变化形式的意识。Revising useful structures 是关于非限制性定于从句，旨在训练学生对定语从句的理解、掌握和运用，并通过语法练习加以巩固。 1．8 USING LANGUAGE中的第一部分Listening要求学生先根据秘鲁的地图谈论有关秘鲁这个国家的一些情况, 然后完成三个相应的任务型练习。首先是要求学生在听第一遍时能完成听力练习1的任务，即：选择那些是Lia喜欢做
外研版高中英语选修7 全册教学设计教案
目录 Module 1 Basketball-Period 1 Module 1 Basketball-Period 2 Module 1 Basketball-Period 3 Module 1 Basketball-Period 4 Module 1 Basketball-Period 5 Module 1 Basketball-Period 6 Module 1 Basketball-Period 7 Module 1 Basketball-Section 1 Background readings Module 1 Basketball-Section 2 The Analysis of the Difficult Sentences Module 2 Highlights of mey senior Year-Period 1 Module 2 Highlights of mey senior Year-Period 2 Module 2 Highlights of mey senior Year-Period 3 Module 2 Highlights of mey senior Year-Period 4 Module 2 Highlights of mey senior Year-Period 5 Module 2 Highlights of mey senior Year-Period 6-7 Module 2 Highlights of mey senior Year-Section 1 Background Readings Module 2 Highlights of mey senior Year-Section 2 The Analysis of the Difficult Sentences Module 2 Highlights of mey senior Year-Section 3 Words and Expressions Module 3 Literature-Period 1 Module 3 Literature-Period 2 Module 3 Literature-Period 3 Module 3 Literature-Period 4-5 Module 3 Literature-Period 6-7 Module 3 Literature-Section 1 Background readings Module 3 Literature-Section 2 The Analysis of the Difficult Sentences Module 3 Literature-Section 3 Words and Expressions Module 3 Literature-Task Module 4 Music Born in America-(Period 5-6) Module 4 Music Born in America-(Period 7-9) Module 4 Music Born in America-Period 1 Module 4 Music Born in America-Period 2 Module 4 Music Born in America-Period 3 Module 4 Music Born in America-Period 4 Module 4 Music Born in America-Section 1 Background Readings Module 4 Music Born in America-Section 2 The Analysis of the Difficult Sentences Module 4 Music Born in America-Section 3 Words and Expressions Module 5 Ethnic Culture-Grammar1 Module 5 Ethnic Culture-Grammar2 Module 5 Ethnic Culture-Introduction Module 5 Ethnic Culture-Reading and Vocabulary(1) Module 5 Ethnic Culture-Reading and Vocabulary(2)
Section_—it的用法(1) 语法图解 探究发现 ①It is a beautiful day here and I am sitting under the big tree at the end of the garden. ②Your mother tells me that you started smoking some time ago and now you are finding it difficult to give it up. ③It is never too late to mend. ④It is no use talking to them. ⑤It is said that he stole the money. ⑥I think it difficult to learn English well. ⑦We make it clear that speaking to the teacher in that way is not polite. ⑧I don't like it when people talk with the mouth full of food. [我的发现] (1)①句it表示天气，②句第一个it代替to_give_it_up作形式宾语；第二个it代替句中所说的“吸烟”的事。 (2)在句③④⑤中it用作形式主语，其中句③用在“It is＋形容词＋(for/of＋sb.)＋动词不定式(短语)”中，it指代动词不定式(短语)；句④用在“It is＋no use/good＋动名词(短语)”中，it指代动名词(短语)；句⑤用在“It is＋said/believed/reported＋that从句”中，it指代that 从句。 (3)在句⑥⑦⑧中it用作形式宾语，其中句⑥用在“动词＋it＋形容词＋动词不定式(短语)”中，it指代动词不定式(短语)，句⑦用在“动词＋it＋形容词＋that从句”中，指代that 从句；句⑧it用在某些特殊的句式中，指代when从句。 一、it用作人称代词和非人称代词 1．用作人称代词 (1)it用来指代前面的名词或前面提到过的事。 My friend offered me a beautiful gift yesterday, and I like it very much. 我朋友昨天给了我一件漂亮的礼物，我非常喜欢。
Unit5 The power of nature Using language Writing 教案 Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 vary from ... to ..., diversity, unique, bathe, swallow, guarantee b. 重点句式P39 The height of the land varies from 700 metres above sea level to over 2000 metres and is home to a great diversity of plants and animals. Many people come to Changbaishan to study the unique plants and animals. Others come to walk in the mountains, to see the spectacular waterfalls or to bathe in the hot water pools. 2. Ablity goals 能力目标 Enable the students to get information about the Lake of Heaven by fast reading. Enable the students to write about hot pools at Changbaishan using some notes given. 3. Learning ability goals 学能目标 Help the students learn how to describe a nature reserve using given information. Teaching important points 教学重点 Teach the students how to make use of given information to describe a nature reserve. Teaching difficult points 教学难点 Learn how to describe a nature reserve. Teaching methods 教学方法 Study individually, practice and discussion. Teaching aids 教具准备 A projector and some slides. Teaching procedures & ways 教学过程与方式 Step ⅢWriting After reading the text, the students will learn the way of describing a place of interest. Get the students to read the notes first, and then let them discuss in which aspects they will introduce hot springs. And then let them write a
小学英语六年级上册全册课程纲要 ◆课程类型：必修课程◆教学材料：人民教育出版社 ◆课时安排：42课时 ◆授课对象：小学六年级 一、课程标准相关的陈述 能借助录音、图像、手势听懂简单的话语或录音材料；能听懂课堂活动中简单的提问；能在口头表达中做到发音清楚，语调基本达意；能认读所学词语；能根据拼读的规律，读出简单的单词；能读懂教材中简短的要求或指令；能正确地使用大写小字母和常用的标点符号；能根据图片、词语或例句的提示，写出简短的语句. 学习目标： 1、我能够借助拼读规则、图片听、说、读、写64个短语和单词以及12组句子和9个单句（包括社区生活，交通法规，课余活动，业余爱好，职业，心情等几个话题）。要求能在真实语境中正确运用并能读懂简短语篇。 2、我能够借助拼读规则、图片听、说、认读83个单词（带“△”）。 3、我能借助录音能听懂、会唱6首歌曲。 4、我能根据练习，作业及小组合作完成6个自我评价活动。 5、我能借助动画理解6个幽默小故事。 6、我能借助课本，课件了解6项简单的中西方文化生活知识。 能力目标： 1、我能借助录音，图片使用日常交际用语，活用四会句型，进行简单的交流，做到大胆开口，发音正确。 2、我能在图片、手势、情境等非语言提示的帮助下，听懂清晰的话语和录音。 3、养成良好的书写习惯。 4、进一步养成听英语、读英语和说英语的良好习惯。 二、课时安排
单元课题课时 Unit 1 How can I get there? 6 Unit 2 Ways to go to school 6 Unit 3 My weekend plan 6 Recycle 1 3 Unit 4 I have a pen pal 6 Unit 5 What does he do ? 6 Unit 6 How do you feel? 6 Recycle 2 3 三、课程实施 1、六年级上册的教材与五年级上、下册的结构、板块设计基本相同，不同之处主要有以下两个方面: (1)五年级上、下册教材中的主句型在Let's talk 部分只要求达到听、说、认读，在Read and write 部分要求达到能够书写。六年级上册的主句型在Let's talk 部分即要求达到听、说、读、写四会掌握. (2)语音部分由原来的字母组合朗读过渡到句子的语调和单词间的连读与重音。 2、本教材的设计体现了“以人为本”的教育思想，形式多样活泼，很符合该年龄阶段的儿童。教材以话题为纲，以交际功能和语言结构为主线，逐步引导学生运用英语完成有实际意义的语言任务。体现了交际教学思想，注重学生语言应用能力的培养。在整体构思、内容安排、活动设计和教学方法选用上都紧密联系学生的生活实际、贯彻了语言的交际功能和语言应用的基本原则。 3、复现率高。本册教材大量复现学生已经学过的词汇和句型，注重单元与单元之间内容的衔接，使语言在重复和滚动式的递进中不断巩固。如第一单元的话题是谈论地点与方位，告诉别人怎么去某个地方，第二单元紧接着谈论交通方式，第三单元结合谈论周末活动展开以各种疑问词开头的问句：What are you going to do? Where are you going ? When are you going ?第四单元与第五单元联系紧密，第四单元谈论笔友和
第四单元检测 (时间:90分钟满分:120分) 第一部分阅读理解(共两节,满分40分) 第一节(共12小题;每小题2.5分,满分30分) 阅读下面短文,从每题所给的A、B、C、D四个选项中,选出最佳选项。 A You might think that “global warming” means nothing more than a rise in the world’s temperature.But rising sea levels caused by it have resulted in the first evacuation(撤离) of an island nation—the citizens of Tuvalu will have to leave their homeland. During the 20th century,sea level rose 8-12 inches.As a result,Tuvalu has experienced lowland flooding of salt water that has polluted the country’s drinking water. Paani Laupepa,a Tuvaluan government official,reported to the Earth Policy Institute that the nation suffered an unusually high number of fierce storms in the past ten years.Many scientists connect higher surface water temperatures resulting from global warming to greater and more damaging storms. Laupepa expressed dissatisfaction with the United States for refusing to sign the Kyoto Protocol,an international agreement calling for industrialized nations to reduce their greenhouse gas emissions(温室气体的排放),which are a main cause of global warming.“By refusing to sign the agreement,the US has effectively taken away the freedom of future generations of Tuvaluans to live
高二英语选修6Unit3语法项目It的用法讲解 It的用法在高考中也是重现率较高的语言点，尤其是it用于强调句。其考查方式多通过“单项填空”进行，偶尔也出现在“短文改错”和“完形填空”中。1．(NMET98) It was only when I reread his poems recently ___ I began to appreciate their beauty． A．until B．that C．then D．so 正确答案：B 此题考查强调句，所以用that。 2．(NMET98) I hate____when people talk with their mouths full． A．it B．that C．these D．them 正确答案：A 此题考查it作形式宾语的用法，所以选A。 3．(MET91，短文改错)David and I did not agree and David pointed to a path which he thought it would probably lead to a village． 正确答案：去掉it，因为定语从句中已有宾语which。 一、要点点拔 1．代替上文中提到过的人或事物。指代人时，一般用于小孩或身份不十分明朗的人。 1) －Who is the baby? －It‘s my teacher’s son． 2) －Who is that gentleman? －It's my friend Tom．He(不可用It) wants to see you． 2．用于表达天气、环境、时间、距离、季节等。例如： 1) It’s half an hour’s walk from here to our school． 2) It‘s nice and warm here． 3) But it's two o'clock now, and it's time for us to go to school．3．用作形式主语.it 没有具体意义，而只是帮助把真正的主语移至句子后尾，使句子显得平稳一些，能借it 给移至句子后尾的主语有三种：一种由不定式表示，一种由动名词表示，一种由从句表示。
人教版高中英语选修6优质教案全套 Unit 1 Art Vocabulary and Useful Expressions Teaching Goals: 1. To enable Ss to master some new words and expressions 2. To get Ss to have knowledge of this grammar point: the subjective mood Teaching Procedures: Step 1. Free talk If you have a special chance to become a poet, what kind of poems will you write to people? And why? Step 2. Word study Purpose: To consolidate the words and phrases in the text. 1. Find a word in the poems that rhymes with each of the words below. Then add other words that rhyme. The first one has been done for you. (1) dead lead red thread fed said bed (2) high (3) sing (4) today (5) lace (6) true Suggested Answers: (2) high sky pie my fly shy lie (3) sing ring wing thing king fling string (4) today away say play lay tray may (5) lace race face case chase place space (6) true too new flew few shoe canoe 2. Complete the passage using the words below in the correct form.
人教版英语选修六第四单元知识点 U4(选修六) Language points-reading 1 on/ upon+ n 依靠,依赖, 确(坚)信 You can’t depend on your parents forever. depend on/upon+sb.+to do 指望某人做…… You can’t depend on him to come on time. depend on/upon +it +that…. 指望….. You may depend on it that he will come. depend on/upon +wh-从句 Whether you can pass the exam depends on how hard you work. That (all) depends./ it all depends. (口语)视情况而定， I may help you. But that/ it depends. 2. light 1)n. 光,线,灯 2)v.照亮,点燃 He lit a match. 他划着了一根火柴。 A smile of triumph lit up her face. 她的脸上闪耀着胜利的微笑。 The match lights easily. 这火柴容易划着 3)adj The suitcase is very light.（轻的） There was a light rain falling. He is a light sleeper. 他睡不沉。（易醒的） 3. heat v. / heat up 是某物变热或变暖 heated adj. 热的激烈的 heated debate, heated discussion heatedly adv.愤怒地激昂地 heater加热器发热器 consumer(n.). 1 消耗,花费;耗尽 She consumed most of her time in reading. 2吃完,喝光 The kids soon consumed all the food on the table. 孩子们一会儿功夫便把桌上的食品全部吃光。 3 使全神贯注,使着迷+with The boy was consumed with curiosity. 那男孩充满好奇心。 … as one can = as … as possible Please come here as soon as possible.= Please come here as soon as you can.. as many as 多达 as long as 长达,只要 as far as远至,就…而论 as well as 和…一样好,也,和 as early as 早在 6.对比：
人教版英语选修六高二-u n i t3-语法-G r a m m a r—-i t的用 法(1)
Section_ⅢGrammar—it的用法(1) 语法图解 探究发现 ①It is a beautiful day here and I am sitting under the big tree at the end of the garden. ②Your mother tells me that you started smoking some time ago and now you are finding it difficult to give it up. ③It is never too late to mend. ④It is no use talking to them. ⑤It is said that he stole the money. ⑥I think it difficult to learn English well. ⑦We make it clear that speaking to the teacher in that way is not polite. ⑧I don't like it when people talk with the mouth full of food. [我的发现] (1)①句it表示天气，②句第一个it代替to_give_it_up作形式宾语；第二个it代替句中所说的“吸烟”的事。 (2)在句③④⑤中it用作形式主语，其中句③用在“It is＋形容词＋(for/of＋sb.)＋动词不定式(短语)”中，it指代动词不定式(短语)；句④用在“It is＋no use/good＋动名词(短语)”中，it指代动名词(短语)；句⑤用在“It is＋said/believed/reported＋that从句”中，it指代that从句。 (3)在句⑥⑦⑧中it用作形式宾语，其中句⑥用在“动词＋it＋形容词＋动词不定式(短语)”中，it指代动词不定式(短语)，句⑦用在“动词＋it＋形容词＋that从句”中，指代that从句；句⑧it用在某些特殊的句式中，指代when从句。 一、it用作人称代词和非人称代词 1．用作人称代词 (1)it用来指代前面的名词或前面提到过的事。 My friend offered me a beautiful gift yesterday, and I like it very much. 我朋友昨天给了我一件漂亮的礼物，我非常喜欢。