人教版新课标高中英语选修6精品教案全套

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优质教案全套 Unit 1 Art Vocabulary and Useful Expressions Teaching Goals 1 To enable Ss to master some new words and expressions 2 To get Ss to have knowledge of this grammar point the subjective mood Teaching Procedures Step 1 Free talk If you have a special chance to become a poet what kind of poems will you write to people And why Step 2 Word study Purpose To consolidate the words and phrases in the text 1 Find a word in the poems that rhymes with each of the words below Then add other words that rhyme The first one has been done for you 1 dead lead red thread fed said bed 2 high 3 sing 4 today 5 lace 6 true Suggested Answers 2 high sky pie my fly shy lie 3 sing ring wing thing king fling string 4 today away say play lay tray may 5 lace race face case chase place space 6 true too new flew few shoe canoe 2 Complete the passage using the words below in the correct form cottage run out of nursery rhythm recite rhyme When I was a baby my mother used to read me _________ rhymes I loved their _______ and the way the words _________ at the end of the lines By the time I was two years old I could ________ at least ten of them When we _____________ new nursery rhymes my mother would go to the store to buy another nursery rhyme book In fact my family loved reading so much that the living room in our __________ was full of books SuggestedAnswers nursery rhythm rhyme recite run out of cottage 3 In English we sometimes add –ful to a noun to make an adjective For example wonder becomes wonderful This means full of wonder Now make adjectives form these nouns Then add four other pairs you know 1 beauty __________ 5 dread____________ 9 __________ ____________ 2 joy ____________ 6 hope____________ 10 _________ _____________ 3 sorrow _________ 7 peace___________ 11 __________ ____________ 4 delight __________ 8 power___________ 12 __________ ____________ Suggested Answers 1 beautiful 2 joyful 3 sorrowful 4 delightful 5 dreadful 6 hopeful 7 peaceful 8 powerful 9 thankful 10 successful 11 painful 12 useful 4 Complete the table with the correct nouns verbs adjectivesor adverbs Noun Verb Adjective Adverb angrydarken impressive repetitivetransformational translationwarm enjoy expressivelyinspire Suggested Answers Noun Verb Adjective Adverb anger anger angry Angrily dark darkendark darkly impression impress impressive impressivelyrepetition repeat repetitive repetitively transformationtransform transformational \ translation translate translated \ warmth warm warm wrmly enjoyment enjoy enjoyable enjoyably expression express expressiveexpressively inspiration inspire inspirational inspirationally 5 Complete each sentence using the correct word from the table you have just completed 1 While you were reciting the poemI think you moved your body very __________ It made the performance much more interesting 2 Ad I lay in the _________ the words of a new poem came into my head 3 The teacher doesnt think that the _________ of the Tang poem is very good 4 Songs are often easy to remember because they________ a lot of poetry 5 Your talk was so _________ that I want togo and write lots of poetry 6 I loved the strong images you used in your poem to convey feelings of _________ 7 We were very __________ by the students performance of their poetry 8 We passed the afternoon very_________ reading poetry together under the trees 9 Mr Tanners love of poetry has ________ the students feelings towards the subject 10 Even though it is cold your poem about summer has made me feel really ________ Answers 1 expressively 2 darkness 3 translation 4 repeat 5 inspirational 6 anger 7 impressed 8 enjoyably 9 transformed 10 warm Step 3 Grammar 1 Presentation Purpose To revisethe usage of the subjunctive mood with Ss 所述情况从句主句与现在事实相反If主语动词过去式 be动词用were 主语wouldcouldmightshould 动词原形与过去事实相反If主语动词过去完成式主语 wouldcouldmightshould have 过去分词与将来事实相反① if主语动词过去式② if主语were to 动词原形③ if主语should动词原形主语 wouldcouldmightshould 动词原形此表中需要注意几点 1 be动词在表示与现在事实相反的从句中一般用were在非正式情况先第一第三人称后偶尔也用was 如 If he were you he would go at once 2 主句中的should 通常用于第一人称wouldcould以及might可以用于各种人称 3 在表示与将来事实相反的条件句中只能用should而不能用would could might等如If it should rain tomorrow we would not go camping should rain 也可以用rained wereto rain 代替 4 当条件状语从句表示的行为和主句表示的行为所发生的时间不一致时被称为错综时间条件句动词的形式要分别根据它所表示的不同时间做相应的调整如 If you had followed my advice you would be better now 2 Practice Purpose To get Ss to have knowledge of the grammar through exercises ⑴ Match the beginning of each sentence with the appropriate en。

人教版高中英语选修6 全册导学案目录Unit 1 ArtUnit 2 PoemsUnit 3 A healthy lifeUnit 4 Global warmingUnit 5 The power of nature新课标人教版 Unit 1 Art 艺术核心词汇1．We may talk of beautiful things，but beauty itself is ____________(抽象的)．2．He made an ____________(试图)to escape before he could be punished.3．The police are ____________(呼吁)to the public for information about the accident.4. The company is excellent，and its customers have ____________(信任)in the quality of its products.5．You made the wrong decision，and must face the ____________(后果)now. 6．What a ____________(巧合)that we were in the same hotel at the same time! 7．The purpose of new ____________(技术)is to make life easier，not to make it more difficult.8．New teaching methods have been____________(采用)to improve the result of education.9．It is ____________(典型的)of the young man to think of himself before others. 10．Earthquakes can’t be prevented，but they can be ____________(预测)．11．As a rich businessman，he was thought to ____________ a great deal of ____________.(possess)12．用aim的适当形式填空(1)The trouble with Bill was that he never had a specific ____________in life.(2)Not knowing where to go，he wandered ____________on the street.(3)This activity is ____________ at improving the students’ability of listening and speaking.1．abstract 2.attempt 3.appealing 4.faith 5.consequences 6.coincidence 7.techniques 8.adopted 9.typical 10.predicted 11.possess；possession 12.(1)aim (2)aimless (3)aimed高频短语1．________________ 也；还；而且2．________________ 巧合地3．________________ 大量4．________________ 导致5．________________ 大量，许多6．________________ (可是)另一方面7．________________ 活着的；本人8．________________ 偏爱9．________________ (对某人)有吸引力；(使某人)感兴趣1.as well as2.by coincidence3.a great deal4.lead to5.scores of...6.on the other hand7.in the flesh8.have a preference for 9.appeal to重点句式1．By coincidence，oil paints were also developed at this time，which ________ the colours used in paintings look richer and deeper.巧合的是，这一时期油画颜料也得到了发展，使得画的颜色看上去更丰富、更深沉。

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

Faith can remove mountains. 信仰能移山。

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

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

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

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

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

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

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

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

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

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

Unit 1 ArtVocabulary and Useful ExpressionsTeaching Goals:1. To enable Ss to master some new words and expressions2. To get Ss to have knowledge of this grammar point: the subjective moodTeaching Procedures:Step 1. Free talkIf you have a special chance to become a poet, what kind of poems will you write to people?And why?Step 2. Word studyPurpose: To consolidate the words and phrases in the text.1. Find a word in the poems that rhymes with each of the words below. Then add other words that rhyme. The first one has been done for you.(1) dead lead red thread fed said bed(2) high(3) sing(4) today(5) lace(6) trueSuggested Answers:(2) high sky pie my fly shy lie(3) sing ring wing thing king fling string(4) today away say play lay tray may(5) lace race face case chase place space(6) true too new flew few shoe canoe2. Complete the passage using the words below in the correct form.When I was a baby, my mother used to read me _________ rhymes, I loved their _______ and the way the words _________ at the end of the lines. By the time I was two years old, I could ________ at least ten of them. When we _____________ new nursery rhymes, my mother wouldgo to the store to buy another nursery rhyme book. In fact, my family loved reading so much that the living room in our __________ was full of books.Suggested Answers:nursery; rhythm; rhyme; recite; run out of; cottage.3. In English we sometimes add –ful to a noun to make an adjective. For example, wonder becomes wonderful. This means full of wonder. Now make adjectives form these nouns. Then add four other pairs you know.(1) beauty __________ (5) dread ____________ (9) __________ ____________(2) joy ____________ (6) hope ____________ (10) _________ _____________(3) sorrow _________ (7) peace ___________ (11) __________ ____________(4) delight __________ (8) power ___________ (12). __________ ____________ Suggested Answers:(1) beautiful (2) joyful (3) sorrowful (4) delightful (5) dreadful(6) hopeful (7) peaceful (8) powerful (9) thankful (10) successful (11) painful (12) useful4. Complete the table with the correct nouns, verbs, adjectives or adverbs.Suggested Answers:5. Complete each sentence using the correct word from the table you have just completed. (1) While you were reciting the poem, I think you moved your body very __________. It made the performance much more interesting.(2) Ad I lay in the _________, the words of a new poem came into my head.(3) The teacher doesn’t think that the _________ of the Tang poem is very good.(4) Songs are often easy to remember because they ________ a lot of poetry.(5) Your talk was so _________ that I want to go and write lots of poetry.(6) I loved the strong images you used in your poem to convey feelings of _________.(7) We were very __________ by the students’ performance of their poetry.(8) We passed the afternoon very _________ reading poetry together under the trees.(9) Mr. Tanner’s love of poetry has ________ the students’ feelings towards the subject.(10) Even though it is cold, your poem about summer has made me feel really ________. Answers:(1) expressively (2) darkness (3) translation (4) repeat (5) inspirational (6) anger (7) impressed (8) enjoyably (9) transformed (10) warmStep 3. Grammar1. PresentationPurpose: To revise the usage of the subjunctive mood with Ss.此表中需要注意几点：(1) be动词在表示与现在事实相反的从句中一般用were.在非正式情况先，第一、第三人称后偶尔也用was. 如：If he were you, he would go at once.(2) 主句中的should 通常用于第一人称，would，could以及might可以用于各种人称。

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

高二英语人教课标选修6UnitArt教案一、教学目标1.让学生掌握本单元的核心词汇和短语，如：artwork,masterpiece,gallery,creativity,inspiration等。

2.培养学生对艺术作品的欣赏能力，提高其审美水平。

3.引导学生运用所学知识，探讨艺术与生活的关系，提高其跨文化交际能力。

二、教学重难点1.重点：掌握本单元的核心词汇和短语，理解课文内容，学会欣赏艺术作品。

2.难点：运用所学知识进行艺术作品的鉴赏和评论。

三、教学过程第一课时1.导入利用多媒体展示一些著名艺术家的作品，如：毕加索的《格尔尼卡》，梵高的《向日葵》等。

请学生谈谈对这些作品的感受，引导学生思考艺术与生活的关系。

2.学习课文分组阅读课文，让学生了解课文大意。

讨论课文中的生词和短语，如：artwork,masterpiece,gallery,creativity,inspiration等。

3.课堂活动重要性。

小组展示：每组选出一篇艺术作品，进行鉴赏和评论。

4.作业布置完成课后练习题。

收集一些自己喜欢的艺术作品，准备下节课的分享。

第二课时1.复习回顾上节课的学习内容，检查学生对课文的理解。

2.课堂活动分组讨论：让学生谈谈自己对艺术的理解，以及艺术在生活中的重要性。

小组展示：每组选出一篇艺术作品，进行鉴赏和评论。

3.课文拓展让学生阅读课文中的拓展阅读部分，了解更多的艺术知识。

讨论拓展阅读中的问题，如：艺术家的创作灵感来源、艺术作品的价值等。

4.作业布置完成课后练习题。

结合自己的兴趣，创作一篇关于艺术的文章，下节课分享。

第三课时1.课堂活动重要性。

小组展示：每组选出一篇艺术作品，进行鉴赏和评论。

2.学生分享让学生展示自己的艺术作品，分享创作心得。

教师对学生的作品进行点评，给予鼓励和建议。

强调艺术与生活的紧密关系，鼓励学生在生活中发现艺术，欣赏艺术。

四、教学反思本节课通过让学生阅读课文、讨论、分享和实践，提高了学生对艺术的理解和欣赏能力。

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

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

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

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

1.3 Reading部分是一篇介绍诗歌基础知识的文章。

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

1.4 Comprehending部分根据阅读内容设置了三个习题。

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

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

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

第二部分通过四个小练习对所学诗歌中出现的两种结构形式进行训练。

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

第三项任务要求学生运用所学诗歌知识，根据所给提示进行模仿习作训练。

1.7 SUMMING UP部分对本单元所学知识进行归纳、总结、评估。

选修六Unit1 Art 一、语言要点I 单元要点预览（旨在让同学整体了解本单元要点）词语1.possess/own/have 2. technique/technology3. shadow/shade辨析1. consequence n.结果consequently adv. 从而, 因此为作consequent adj.,结果的possession n. 拥有, 2. possess v. 占有, 拥有占有, 所有faithful adj. 守信, 信念,的,faithfully adv. 忠诚地, 如实地3.faith n. 信任词形,忠实的变化 4. technique n. 技术, 技technology n. 工艺technician n. 技术员, , 科技, 技,, 方法巧术技师aggress v. 攻击, , 5.aggressive adj. 敢作敢侵略侵犯aggression n. 进攻词汇为的, 侵略性的部分1.faith n.信仰；信任；信心vi.&vt. 瞄准（向某方向）努力目标；目的；瞄准2.n.aim典型的, 象征性的typical adj.3.重点adopt vt. 采用, 收养4.单词使确信；使信服convince vt. 5.n. 努力；尝试；企图vt.尝试；企图attempt6.预言；预告；预测7.predict vt. a great deal 大量by coincidence 巧合地on the other hand 另一方面重点in the flesh 活着的；本人in (the) possession of 拥有（属于）词组in consequence 因此，结果appeal to（对某人）有吸引力；th1.But it was evident that ideas were changing in the 13 century when painters like Giotto di Bondone began to paint religious scenes in a more realistic way. 重点句子they tried to paint people and nature as they really were. 2.among the painters who broke away from the traditional style of painting were 3.the Impressionists.重点语法) (见语法专题虚拟语气（I）II词语辨析(旨在提供完形填空所需材料)1). possess/own/have vt.占有,拥有,【解释】possess较为正式，强调对目前拥有或占有的东西可以控制或支配。

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

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

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

[练习] 汉译英1) 他对我的能力很有信心。

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

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

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。

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 and 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 75 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 grasp the grammar item—the －ing form better，and enable them to use the following structures correctly：“Waking along the street，I met Mary.”and “Having finished my work，I went home.”3．To develop the students' ability of using 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 the power of nature.2．To train the students to express their feelings of joy，fear，anxiety and surprise.教学重、难点Using what they have learned in this unit to solve real problems.教学过程Step 1Revision1．Check the homework exercises.2．Dictate some useful new words and expressions in this unit.Step 2Lead－inAsk the students to turn to Page 40.Think about what they have learned in this unit and tick the boxes to see how well and how much they have learned.Step 3Summing upFive minutes for the students to summarize what they have learned in this unit by themselves.Then ask them to write down what they have learned about natural forces.Check andexplain something where necessary.Suggested answers：(Students' answers may vary.)From this unit we have learned some natural forces.From the Workbook we have learned some natural disasters that are caused by natural forces.From this unit you have also learned：useful verbs：appoint，wave，suit，shoot，panic，guarantee，erupt，evaluate，fountain，tremble，sweat，bathephrasal verbs：make one's way，glance through，vary from...to...，burn to the ground，attach... to...，compare...with...，run out of，look down into，take...by surprise，pick up，protect sb./sth.against/from sth.，be covered withuseful nouns：potential，anxiety，diagram，volcano，eruption，ash，hurricane，questionnaire，equipment，database，helmet，boot，candidate，bungalow，typhoon，thunderstorm，novelist，fog，document，rainbow，balcony，shot，appreciationuseful adjectives and adverbs：absolute，actual，anxious，alongside，absolutely，precious，uncomfortable，unconscious，diversegrammar item：the －ing formStep 4PracticeShow the exercises on the screen or give out exercise papers.Ⅰ.Word spelling1．The story ______(使兴奋)the little boy very much.2．On hot days we often go ______(洗澡)in the river.3．I got into a ______(惊慌)when I found the door was locked.4．It was a cold，wet day and the children were b______.5．It's many years since Mount Vesuvius last e______.6．He drew f______ animals with two heads and large wings.7．I'm a______ to get home to open my presents.8．They had to c______ tomorrow's football match because of the bad weather.Suggested answers：1．excited 2.bathing 3.panic 4.bored 5.erupted 6.fantastic7.anxious8.cancel Ⅱ.Fill in the blanks with the expressions given e each expression only once and make changes where necessary.compare with give birth to look down into make one's way burn to theground make an effort out of the way vary from...to...protect...from glancethrough1．We must ______ to get new knowledge.2．The house was robbed by these cruel guys，and it ______.3．A car accident happened the time I ______ home.4．She could ______ deep greenwoods if she opens her window.5．I ______ the menu and chose a dish which is my sister's favorite.6．Schools have responsibility for ______ students ______ danger.7．The sign tells us to put the car ______ to make the traffic smoother.8．Their actual needs of energy will ______ person ______ person.9．Mrs Sanders ______ a healthy baby，which made her and her family very happy.Suggested answers：1．make an effort 2.was burned to the ground 3.made my way 4.look down into 5.glanced through 6.protecting；from7.out of the way8.vary from；to9.gave birth toⅢ.Complete the following sentences according to the sample English sentences and the Chinese given.1．Have you ever considered how weak humans are compared with a volcano，hurricane or earthquake?______(和整个世界相比)，this area is really small.2．Having collected and evaluated the information，I help other scientists to predict where lava from the volcano will flow next and how fast.______(在伦敦住了五年后)，the writer began writing a new detective novel.3．I was about to go back to sleep when suddenly my bedroom became as bright as day.______(Shirley正要离开)when she heard someone knocking at the door.4．The other two climbed down into the crater to collect some lava for later study，but this being my first experience，I stayed at the top and watched them.______(Eric 看着父亲)，his face became red.Suggested answers：1．Compared with the whole world 2.Having lived in London for 5 years 3.Shirley was about to leave 4.Eric looking at his fatherⅣ.Multiple choice1．—Did you listen to the lecture?—Yes，I have never heard such a ______ one.A．more exciting B．more excitedC．most exciting D．most excited2．There are so many people that he has to ______ his way through them.A．force B．makeC．take D．get3．______ other good students，the teacher thinks，Hank is ______ student.A．Compared with；a most satisfiedB．Compared to；the most satisfiedC．Compared to；the satisfyingD．Compared with；a more satisfying4．They were ______ their daughter being out so late at night，and very ______ her return.A．anxious for；anxious aboutB．eager for；eager aboutC．anxious about；anxious forD．anxious about；eager about5．The patient was warned ______ oily food after the operation.A．to eat not B．eating notC．not to eat D．not eating6．There are a great ______ flowers shown in the park and ______ people go to have a look.A．plenty of；many B．diversity of；manyC．diverse；many a D．diversity；a few7．The teacher glanced ______ this student who was busy______ a picture.A．to；drawing B．at；drawC．at；drawing D．at；to draw8．It ______ that there will be no war in the world.A．hopes B．is hopingC．hoped D．is hoped9．You've made ______ mistakes in the writing ______ we can't quite catch what you meant.A．such many；so B．many of；thatC．so many；that D．too many；that10．The football match was said ______ in Rome，but it was held in London at last.A．to have been held B．to be holdingC．to hold D．to have held11．The visiting minister expressed his satisfaction with the talks，______ that he had enjoyed his stay here.A．having added B．to addC．adding D．added12．______ any biscuits that morning，we had nothing to eat.A．Not baking B．Not having bakedC．Not being baked D．Not having been bakedSuggested answers：1～5 AADCC6～10 BCDCA11.C12.BFirst get the students to do the exercises.Then the answers are given.The teacher can give them explanations where necessary.Step 5Learning tipAsk the students to turn to Page 40.Read through the passage and make sure they understand it.Encourage them to do as the passage tells because if they are doing so they will be teaching themselves a useful way of learning.Step 6Assessment1．Checking yourself(on Page 75 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．At the moment I saw him ______(cross)the road.2．He went away without saying anything，______(leave)us ______(stand)outside.3．Kate is said ______(design)a new computer program now，but I don't know when she will finish it.4．Do you know the girl ______(lie)under the big tree?5．Many feared that Columbus would fall off the edge of the earth，______(believe)to be flat.6．The speech which he made ______(concern)the football match bored a lot of fans to death.7．The squirrel was so lucky that it just missed ______(shoot)．8．I can hardly imagine Tom ______(sail)across the Atlantic Ocean in five days.9．I would appreciate your ______(call)back this afternoon.10．The discovery of the new evidence led to the thief ______(catch)．11．She didn't remember ______(meet)him before.12．We've always deeply regretted ______(sell)the house.13．This dictionary can't help ______(learn)the language.14．—When do you plan to leave?—I mean ______(leave)tomorrow.Suggested answers：1．crossing 2.leaving；standing 3.to be designing 4.lying 5.believed 6.concerning 7.being shot8.sailing9.calling10.being caught11.meeting/having met12.selling/having sold13.(to)learn14.to leaveⅡ.Rewrite the following sentences according to the patterns given.1．A.He always wears sunglasses because sunshine is bad to his eyes.B．He always wears sunglasses to ______ his eyes ______ sunshine.2．A.As soon as the thief saw the policeman，he ran away quickly.B．______ ______ the policeman，the thief ran away quickly.3．A.It's getting late.We should go back to the hotel soon.B．It's getting late.We should ______ ______ ______ to the hotel soon.4．A.If we could all do our best to keep this office tidier，it would help.B．If we could all ______ ______ ______ to keep this office tidier，it would help.5．A.I was just beginning to talk about this question.Just then you interrupted me.B．I was ______ to talk about this question ______ you interrupted me.Suggested answers：1．protect；from 2.Having seen 3.make our way 4.make an effort 5.about；when Step 7Homework1．Finish off the Workbook exercises.2．Review and summarize what you have learned in Unit 5.Step 8Reflection after teaching________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________。

人教版高中英语选修６,10教案大全(汇总)高中英语教学设计方案人教版高中英语选修6-10教案大全（汇总)人教版高中英语选修6《Uniｔ１Arｔ》教案人教版高中英语选修6《Uniｔ2 Ｐoems》教案人教版高中英语选修6《Ｕnit3Ａhｅalthy ｌife》教案人教版高中英语选修6《Uｎit 4Ｇlobalｗaｒｍing》教案人教版高中英语选修6《Uｎｉt ５Tｈeｐow ｅr of nａｔｕre》教案人教版高中英语选修7《Ｕnｉｔ1Livin ｇｗell》教案人教版高中英语选修7《Unit2Robots》教案人教版高中英语选修7《Ｕnｉt ３Ｕｎｄer ｔhe seａ》教案人教版高中英语选修7《Unit ４Ｓhaｒing》教案人教版高中英语选修7《Uｎｉt 5 Tｒａvellin ｇａbroａd》教案人教版高中英语选修8《Unit 1Ａlａnd of div ｅrsity》教案人教版高中英语选修8《Unｉt 2 Ｃloning》教案人教版高中英语选修８《Ｕｎit 3Inｖeｎtｏｒｓand inventions》教案人教版高中英语选修８《Unit 4 Pｙgｍalion》教案人教版高中英语选修8《Ｕｎiｔ5Mｅetiｎｇyｏur ancestｏrs》教案人教版高中英语选修9《Uｎit １Brｅakinｇreｃords》教案人教版高中英语选修9《Ｕnｉt 2Ｓailing the ocｅａns》教案人教版高中英语选修9《Ｕｎｉｔ３Auｓt ｒalia》教案人教版高中英语选修９《Unｉt 4 Ｅxpｌoring ｐlaneｔs》教案人教版高中英语选修9《Uｎit 5Inｓidｅadvｅｒtising》教案人教版高中英语选修１０《Ｕnit 1Ｎothｉng venｔured》教案人教版高中英语选修10《Ｕｎit 2 King Ｌear》教案人教版高中英语选修10《Uniｔ３Fａｉrn ｅsｓfor ａll》教案高中教学计划小编推荐各科教学设计：语文、数学、英语、历史、地理、政治、化学、物理、生物、美术、音乐、体育、信息技术高中教学计划小编推荐各科教学设计: 语文、数学、英语、历史、地理、政治、化学、物理、生物、美术、音乐、体育、信息技术人教版高中语文《赤壁赋》鉴赏高中语文《赤壁赋》鉴赏１.主客问答的辞赋结构:赋是介乎韵文与散文之间的一种文体,自荀子《赋篇》创其名后，历史上先后有鸿篇巨制的汉赋、骈偶讲究的骈赋、格律严谨的律赋。