Book6-Unit3-Reading
高中英语选修六unit3单词和语法知识讲解
高中英语选修六unit3单词和语法知识讲解
重点词汇内容回顾复习
tough
1）The wire 金属丝is tougher than that. (坚韧的，不易磨损的） 2）You need to be tough enough to survive 生存in the jungle. （坚忍不拔的，吃苦耐劳的） 3） a tough criminal罪犯（粗暴的，凶暴的） 4）tough measures to deal with terrorism恐怖主义（强硬的，严 厉的） 5）a tough assignment 任务/ problem / choice（棘手的，困难的） 6）a tough steak牛排（硬的，老的）
强调谓语以外的成分可使用： It is/was ……that…… It was when I was doing my homework that I saw him sleeping. It was I that/who saw him sleeping in class.
高中英语选修六unit3单词和语法知识讲解
词性转换(n.)： addict n. 吸毒成瘾的人 addiction n. 沉湎、成瘾 addictive adj. 使人上瘾的
用法： addict oneself to sth. 沉溺于某物 be addicted to sth. 专心做某事;上了…..的瘾 be addicted to doing sth.
高中英语选修六unit3单词和语法知识讲解
重点词汇内容回顾复习
addicted adj. “对某某上瘾”, “沉湎于某某”
Unit 3 a crime of compassion
Unit ThreeI. Lead-inMovie ClipWatch the following video and then do the exercise. You can find the interpretation of some words and phrases in "Word Bank".Book 6 Unit 3.mp4 (00:00 – 02:40)ScriptElephant survival depends on profiting from the experience of many lifetimes.This baby elephant was born last night, and the whole herd seems to welcome this new addition. But the mother is young and inexperienced. This is her first baby. If she is to produce milk, a mother must drink. And the newborn calf must keep up with her, as the herd continues on their long journey to find water.After eight kilometers, the calf is flagging. Enough is enough. The young mother encourages her calf to continue, but there is still a long way to go and the calf is already getting dehydrated.The elephants are now so close to water that they can smell it. Water, at last.(From BBC Documentary Life: Mammals)Word Bank1.herd:a large group of animals, in the video it refers to the group of elephantse.g. The truck could not move because a herd of buffaloes was blocking the road.2.flag:become limp, tired, or weake.g. If you begin to flag, there is an excellent café to revive you.3.dehydrate:to lose water from the bodyExercise1.The baby elephant's mother is _________________.A. oldB. inexperiencedC. sickD. impatient2.It seems the baby elephant cannot walk any longer because ___________.A. it was just bornB. it hasn't drunk any milkC. it has walked a long wayD. it has been abandoned by the herdKey: 1. B 2. CInspirational QuotesWhen you have got an elephant by the hind leg, and he is trying to run away, it's best to let him run.—Abraham LincolnDiscussionDo you agree that the best way to protect an endangered animal is to keep it in a zoo and take good care of it? Why?II. Text IPre-reading Questions1.If you have ever witnessed the sufferings of a dying person, tell us the feelings that the scene evoked from you.2.Do you think doctors and nurses should do everything within their means to try to save a terminally ill patient even when they know clearlyall their efforts would mean nothing more than prolonging his suffering?General ReadingI. Determine which of the following best states the purpose of the writing.A. To recount her horrifying experience of caring for a terminally ill patient.B. To make an appeal for a terminally ill patient's right to die.C. To demand that nurses be given the right to issue a "no-code" order.Key: BII. Judge whether the following statements are true or false.1.When Mac entered the hospital, he wasapparently a normal person except for an enduring cough.2.Despite his worsening condition, Mac still had astrong wish to live.3.The medical community is divided on whether apatient's life should be extended as long as possible under all circumstances.4.It can be inferred from the essay that doctors,not nurses, have the right to give a "no-code order".5.In Maura's eyes, Huttmann was a murderer fornot pushing the code blue button in time. Key: 1. T 2. F 3. T 4. T 5. F Background Notes1.the Phil Donahue show: The Phil Donahue Show, also known as Donahue, is an American television talk show that ran for 26 years on national television. Its run was preceded by three years of local broadcast in Dayton, Ohio, and it was broadcast nationwide between 1967 and 1996.2.code blue: Hospital emergency codes are used in hospitals worldwide to alert staff to various emergency situations. The use of codes is intended to convey essential information quickly and with a minimum of misunderstanding to staff.Text StudyTextA Crime of CompassionBarbara Huttmann 1"Murderer," a man shouted. "God help patients who get you for a nurse."2"What gives you the right to play God?" another one asked.3 It was the Phil Donahue show where the guest isa fatted calf and the audience a 200-strong flock of vultures hungering to pick at the bones. I had told them about Mac, one of my favorite cancer patients. "We resuscitated him 52 times in just one month. I refused to resuscitate him again. I simply sat there and held his hand while he died."4 There wasn't time to explain that Mac was a young, witty macho cop who walked into the hospital with 32 pounds of attack equipment, looking as if he could single-handedly protect the whole city, if not the entire state. "Can't get rid of this cough," he said. Otherwise, he felt great.5 Before the day was over, tests confirmed that he had lung cancer. And before the year was over, I loved him, his wife, Maura, and their three kids as if they were my own. All the nurses loved him. And we all battled his disease for six months without ever giving death a thought. Six months isn't such a long time in the whole scheme of things, but it was long enough tosee him lose his youth, his wit, his macho, his hair, his bowel and bladder control, his sense of taste and smell, and his ability to do the slightest thing for himself. It was long enough to watch Maura's transformation from a young woman into a haggard, beaten old lady.6 When Mac had wasted away to a 60-pound skeleton kept alive by liquid food we poured down a tube, i.v. solutions we dripped into his veins, and oxygen we piped to a mask on his face, he begged us: "Mercy ... for God's sake, please just let me go."7 The first time he stopped breathing, the nurse pushed the button that calls a "code blue" throughout the hospital and sends a team rushing to resuscitate the patient. Each time he stopped breathing, sometimes two or three times in one day, the code team came again. The doctors and technicians worked their miracles and walked away. The nurses stayed to wipe the saliva that drooled from his mouth, irrigate the big craters of bedsores that covered his hips, suction the lung fluids that threatened to drown him, clean the feces that burn his skin like lye, pour the liquid food down that tube attached his stomach, put pillows between his knees to ease the bone-on-bone pain, turn him every hour to keep the bedsores from getting worse, and change his gown and linen every two hours to keep him from being soaked in perspiration.8 At night I went home and tried to scrub away thesmell of decaying flesh that seemed woven into the fabric of my uniform. It was in my hair, the upholstery of my car — there was no washing it away. And every night I prayed that Mac would die, that his agonized eyes would never again plead with me to let him die.9 Every morning I asked his doctor for a "no-code" order. Without that order, we had to resuscitate every patient who stopped breathing. His doctor was one of several who believe we must extend life as long as we have the means and knowledge to do it. To not do it is to be liable for negligence, at least in the eyes of many people, including some nurses. I thought about what it would be like to stand before a judge, accused of murder, if Mac stopped breathing and I didn't call a code.10 And after the fifty-second code, when Mac was still lucid enough to beg for death again, and Maura was crumbled in my arms again, and when no amount of pain medication stilled his moaning and agony, I wondered about a spiritual judge. Was all this misery and suffering supposed to be building character or infusing us all with the sense of humility that comes from impotence?11 Had we, the whole medical community, become so arrogant that we believed in the illusion of salvation through science? Had we become so self-righteous that we thought meddling in God's work was our duty, our moral imperative and legalobligation? Did we really believe that we had the right to force "life" on a suffering man who had begged for the right to die?12 Such questions haunted me more than ever early one morning when Maura went home to change her clothes and I was bathing Mac. He had been still for so long, I thought he at last had the blessed relief of coma. Then he opened his eyes and moaned, "Pain ... no more ... Barbara ... do something ... God, let me go."13 The desperation in his eyes and voice riddled me with guilt. "I'll stop," I told him as I injected the pain medication.14 I sat on the bed and held Mac's hands in mine. He pressed his bony fingers against my hand and muttered, "Thanks." Then there was one soft sigh and I felt his hands go cold in mine. "Mac?" I whispered, as I waited for his chest to rise and fall again.15 A clutch of panic banded my chest, drew my finger to the code button, urged me to do something, anything ... but sit there alone with death. I kept one finger on the button, without pressing it, as a waxen pallor slowly transformed his face from person to empty shell. Nothing I've ever done in my 47 years has taken so much effort as it took not to press that code button.16 Eventually, when I was sure as I could be that the code team would fail to bring him back, I entered the legal twilight zone and pushed the button. Theteam tried. And while they were trying, Maura walked into the room and shrieked, "No ... don't let them do this to him ... for God's sake ... please, no more."17 Cradling her in my arms was like cradling myself, Mac, and all those patients and nurses who had been in this place before, who do the best they can in a death-denying society.18 So a TV audience accused me of murder. Perhaps I am guilty. If a doctor had written a no-code order, which is the only legal alternative, would he have felt any less guilty? Until there is legislation making it a criminal act to code a patient who has requested the right to die, we will all of us risk the same fate as Mac. For whatever reason, we developed the means to prolong life, and now we are forced to use it. We do not have the right to die.Words and Phrases1.self-righteous adj. having a certainty, especially anunfounded one, that one is totally correct or superior2.meddle in: interfere ine.g. Young people today do not like their parents to meddle in their lives.meddle with —touch or handle sth. without permissione.g. You can use my room but you're not supposed to meddle with my stuffs, especially my computer.Notes1.to play God: to function as God, i.e. to decide whento terminate a person's life. Christians believe that only God has the right to decide when a person's life should end.2.When Mac had wasted away to a 60-poundskeleton: When Mac had been reduced to a 60-pound skeletonwaste away — (of a person or a part of the body) become progressively weaker and more emaciatede.g. She is dying of AIDS, visibly wasting away.3.i.v. solutions: "i.v." is the abbreviation of"intravenous", meaning "within a vein", and "i.v.solutions" refers to the liquid substances infused directly into the vein of a patient for therapeutic purposes.4.irrigate the big craters of bedsores: The verb"irrigate" normally means "to supply water to land or crops to help growth." In medicine, the word can be used to mean "to apply a continuous flow of water or medication to an organ or a wound."5.suction the lung fluids that threatened to drown him: drain the excessive lung fluids that threaten his life6.that seemed woven into the fabric of my uniform: that seemed to have become an element of the fabric of my uniformweave sth. into — include sth. as an integral part or element (of a fabric); include an element in a story, an artistic work, etc.e.g. Some golden threads are woven into the fabric.Argumentative paragraphs are naturally woven into Huttmann's narration.7.to be liable for negligence: to be held responsible for failing to perform my dutybe liable for — to be responsible for by law, to be legally answerable tobe liable to — be likely to do or to be something, likely to experience sth. (unpleasant)e.g. Once you have contacted the credit card protection scheme, you are no longer liable for any loss that might occur.He is suffering from hypertension and thus is liable to fall if he gets up too suddenly.The low-lying areas are liable to floods during the rainy season.8.when no amount of pain medication stilled his moaning and agony: when his pain was so acute that no matter how much pain-relieving medication was used, his suffering could not be easedstill vt. & vi.e.g. He clapped his hands to still the agitated audience.When night fell, the village which was boisterous with tourists in the daytime stilled.9.I wondered about a spiritual judge.: I wondered if there was a spiritual judge (as against a legal judge), who would be supportive of my decision not to push the code blue button, thus to put an end to all this.10.building character: developing his personal qualities (so that he could face up to the adversity better)11.the blessed relief of coma: Coma refers to a state of deep unconsciousness that lasts for a prolonged period, caused especially by severe injury or illness. When in a coma, the patient is not conscious of any pain. That's why Huttmann thinks it is a blessed relief.12.riddled me with guilt: filled me with a strong sense of guiltThe verb riddle here means "fill or permeate sb. or sth. esp. with sth. unpleasant or undesirable". 13. A clutch of panic banded my chest: I was soseized by panic that I felt simply suffocatedclutch n. — graspband v. —surround (an object) with sth. in the form of a strip or ring, typically for reinforcement or decoration (usu. be banded )e.g. The doors to the warehouse are all banded with iron to make them stronger.14. a waxen pallor slowly transformed his face from person to empty shell: the unhealthily pale colour of his face indicated that he was sinking15.the legal twilight zone: Twilight zone refers to a situation of confusion or uncertainty, which seems to exist between two different states or categories. Thus the legal twilight zone Huttmann says she entered here refers to the situation in which her action of pushing the button to call code blue can be deemed either legal or not legal.16. a death-denying society: a society where its members are not given the right to die17.Until there is legislation making it a criminal act to code a patient who has requested the right to die ...: Until it becomes law that it is a criminal act to call a resuscitation team to save a patient who has voluntarily asked for the right to die ...Questions1.There seems to be a contradiction in the title "A Crime of Compassion". What is it?Key: There are various kinds of crimes, but criminals can be anything but compassionate. It is hardly possible to associate compassion with any crime and being compassionate with a criminal. 2.Huttmann begins her essay with a metaphor. Locate it and then explain it. (para. 3)Key: The first sentence of para. 3: It was the Phil Donahue show where the guest is a fatted calf and the audience a 200-strong flock of vultures hungering to pick at the bones. Huttmann likens herself (the guest of the talk show) to a fatted calf, and the audience to a flock of more than 200 vultures hungering to pick at the bones. With the metaphor she intends to tell the reader that the way she handled the case of Mac was strongly disapproved of by the general public, and that the concept of mercy killing was unacceptable to them.3.Where in the essay can we find descriptions of Mac's condition when he was being treated? Why do you think Huttmann is being so specific and detailed? (paras. 6 & 7)Key: Mostly in para. 6, and the latter part of para. 7. She gives such detailed and specific descriptions of Mac's condition to make vivid to the reader thehorrifying sufferings Mac had to endure, ultimately to support her argument that a patient in such condition should be given the right to die if he should so request.4.Was it a difficult decision for Huttmann to make not to push the button in time? (para. 15)Key: Obviously it was, as she relates in para. 15 "Nothing I've ever done in my 47 years has taken so much effort as it took not to press that code button."5.Where does Huttmann state her thesis? (para. 18) Key: In the last paragraph: Until there is legislation making it a criminal act to code a patient who has requested the right to die, we will all of us risk the same fate as Mac. For whatever reason, we developed the means to prolong life, and now we are forced to use it. We do not have the right to die. Activity1.In the Phil Donahue Show Huttmann as a guest was accused of murder by most, if not all, of the audience with regard to Mac's death. Put yourself in Huttmann's position and give a talk to defend yourself.Sentence patterns for your referenceIt appears that ... but ...If you had ... you would ...Due to the reasons ...2.Thirty years after the publication of Huttmann's essay, euthanasia is still an unsettled issue in today's world. Form two groups, one for legitimizing euthanasia and the other against it, and have a debate on the issue.Sentence patterns for your referenceWe hold that ... because ...Nevertheless ...To sum up, ...Organization and DevelopmentArgumentative NarrationWhat Is Argumentative NarrationIf an essay is basically an argumentative one and the chief means used for argumentation is narration, it is called argumentative narration.Text AnalysisHuttmann begins the essay with the incident that the TV audience lodged strong accusations against her for murdering a patient she was supposed to care for. But her response does not follow immediately.She withholds her response to the accusation until the last paragraph, where the audience'saccusation of her is mentioned again, and her argument is presented.Most of the essay is devoted to the narration of the painful dying process of a terminally ill cancer patient, which she witnessed. Based on the narrated incident her argument seems only a natural conclusion.III. Text IIText StudyTextA HangingGeorge Orwell1 It was in Burma, a sodden morning of the rains. We were waiting outside the condemned cells, a row of sheds fronted with double bars, like small animal cages. Each cell measured about ten feet by ten and was quite bare within except for a plank bed and a pot for drinking water. In some of them brown silent men were squatting at the inner bars, with their blankets draped round them. These were the condemned men, due to be hanged within the next week or two.2 One prisoner had been brought out of his cell. He was a Hindu, a puny wisp of a man, with a shaven head and vague liquid eyes. Six tall Indian warders were guarding him and getting him ready for thegallows. Two of them stood by with rifles and fixed bayonets, while the others handcuffed him, passed a chain through his handcuffs and fixed it to their belts, and lashed his arms tightly to his sides. They crowded very close about him, with their hands always on him in a careful, caressing grip, as though all the while feeling him to make sure he was there. But he stood quite unresisting, yielding his arms limply to the ropes, as though he hardly noticed what was happening.3 Eight o'clock struck and a bugle call floated from the distant barracks. The superintendent of the jail, who was standing apart from the rest of us, moodily prodding the gravel with his stick, raised his head at the sound. "For God's sake hurry up, Francis," he said irritably. "The man ought to have been dead by this time. Aren't you ready yet?"4 Francis, the head jailer, a fat Dravidian in a white drill suit and gold spectacles, waved his black hand. "Yes sir, yes sir," he bubbled. "All is satisfactorily prepared. The hangman is waiting. We shall proceed."5 "Well, quick march, then. The prisoners can't get their breakfast till this job's over."6 We set out for the gallows. Two warders marched on either side of the prisoner, with their rifles at the slope; two others marched close against him, gripping him by arm and shoulder, as though at once pushing and supporting him. The rest of us, magistrates and the like, followed behind.7 It was about forty yards to the gallows. I watched the bare brown back of the prisoner marching in front of me. He walked clumsily with his bound arms, but quite steadily. At each step his muscles slid neatly into place, the lock of hair on his scalp danced up and down, his feet printed themselves on the wet gravel. And once, in spite of the men who gripped him by each shoulder, he stepped slightly aside to avoid a puddle on the path.8 It is curious, but till that moment I had never realized what it means to destroy a healthy, conscious man. When I saw the prisoner step aside to avoid the puddle I saw the mystery, the unspeakable wrongness, of cutting a life short when it is in full tide. This man was not dying, he was alive just as we are alive. All the organs of his body were working —bowels digesting food, skin renewing itself, nails growing, tissues forming — all toiling away in solemn foolery. His nails would still be growing when he stood on the drop, when he was falling through the air with a tenth of a second to live. His eyes saw the yellow gravel and the gray walls, and his brain still remembered, foresaw, reasoned —reasoned even about puddles. He and we were a party of men walking together, seeing, hearing, feeling, understanding the same world; and in two minutes, with a sudden snap, one of us would be gone — one mind less, one world less.9 The gallows stood in a small yard. The hangman,a gray-haired convict in the white uniform of the prison, was waiting beside his machine. He greeted us with a servile crouch as we entered. At a word from Francis the two warders, gripping the prisoner more closely than ever, half led half pushed him to the gallows and helped him clumsily up the ladder. Then the hangman climbed up and fixed the rope around the prisoner's neck.10 We stood waiting, five yards away. The warders had formed a rough circle round the gallows. And then, when the noose was fixed, the prisoner began crying out to his god. It was a high, reiterated cry of "Ram! Ram! Ram! Ram!" not urgent and fearful like a prayer or a cry for help, but steady, rhythmical, almost like the tolling of a bell.11 The hangman climbed down and stood ready, holding the lever. Minutes seemed to pass. The steady crying from the prisoner went on and on, "Ram! Ram! Ram!" never faltering for an instant. The superintendent, his head on his chest, was slowly poking the ground with his stick; perhaps he was counting the cries, allowing the prisoner a fixed number — fifty, perhaps, or a hundred. Everyone had changed color. The Indians had gone gray like bad coffee, and one or two of the bayonets were wavering.12 Suddenly the superintendent made up his mind. Throwing up his head he made a swift motion with his stick. "Chalo!" he shouted almost fiercely.13 There was a clanking noise, and then deadsilence. The prisoner had vanished, and the rope was twisting on itself. We went round the gallows to inspect the prisoner's body. He was dangling with his toes pointing straight downward. Very slowly revolving, as dead as a stone.14 The superintendent reached out with his stick and poked the bare brown body; it oscillated slightly. "He's all right," said the superintendent. He backed out from under the gallows, and blew out a deep breath. The moody look had gone out of his face quite suddenly. He glanced at his wrist watch. "Eight minutes past eight. Well, that's all for this morning, thank God."15 The warders unfixed bayonets and marched away. We walked out of the gallows yard, past the condemned cells with their waiting prisoners, into the big central yard of the prison. The convicts were already receiving their breakfast. They squatted in long rows, each man holding a tin pannikin, while two warders with buckets march round ladling out rice; it seemed quite a homely, jolly scene, after the hanging. An enormous relief had come upon us now that the job was done. One felt an impulse to sing, to break into a run, to snigger. All at once everyone began chattering gaily.16 The Eurasian boy walking beside me nodded toward the way we had come, with a knowing smile: "Do you know sir, our friend [he meant the dead man] when he heard his appeal had been dismissed, hepissed on the floor of his cell. From fright. Kindly take one of my cigarettes, sir. Do you not admire my new silver case, sir? Classy European style."17 Several people laughed —at what, nobody seemed certain.18 Francis was walking by the superintendent, talking garrulously: "Well, sir, all has passed off with the utmost satisfactoriness. It was all finished — flick! like that. It is not always so — oah no! I have known cases where the doctor was obliged to go beneath the gallows and pull the prisoner's legs to ensure decease. Most disagreeable."19 "Wriggling about, eh? That's bad," said the superintendent.20 "Ach, sir, it is worse when they become refractory! One man, I recall, clung to the bars of his cage when we went to take him out. You will scarcely credit, sir, that it took six warders to dislodge him, three pulling at each leg."21 I found that I was laughing quite loudly. Everyone was laughing. Even the superintendent grinned in a tolerant way. "You'd better all come and have a drink," he said quite genially. "I've got a bottle of whiskey in the car. We could do with it."22 We went through the big double gates of the prison into the road. "Pulling at his legs!" exclaimed a Burmese magistrate suddenly, and burst into a loud chuckling. We all began laughing again. At that moment Francis' anecdote seemed extraordinarilyfunny. We all had a drink together, native and European alike, quite amicably. The dead man was a hundred yards away.Words and Phrases1.Hindu: a person who believes in and practices Hinduism, a religious tradition of Indian origin2.the drop: the trapdoor on the gallows, the opening of which causes the prisoner to fall and thus be hangedNotes1.a sodden morning of the rains: an extremely wet morning in the rainy season. In some parts of the world rain only falls in certain seasons, as in India; this rain is referred to as rains.2.condemned cells: a prison cell for someone who is going to be executed (British)3.quick march: This is a military command to tell the soldiers to walk or march fast in an orderly, neat and regular manner.4.at the slope: Military (of a rifle) held with the barrel on the left shoulder and the butt in the left hand5.his feet printed themselves on the wet gravel: he leftfootprints behind on the wet gravel6.all toiling away in solemn foolery: all these organs were functioning normally as usual but in a silly way, for all their efforts would go to waste as their owner was to be hanged soonComprehensionI. Answer the following multiple-choice questions.1.When he was taken out of the condemned cell, theprisoner appeared to be _________.A. fearfulB. resignedC. calmD. pitiable2.When marching the prisoner to the gallows, theauthor was preoccupied with ________.A. the man's manner of walkingB. the man's thoughts at that momentC. the impending executionD. the worth of human lives3.After the man was hanged, all those present felt_____.A. relievedB. sorrowfulC. satisfiedD. excited4.We can infer from the passage that with regardsto capital punishment ________.A. Orwell adopted an indifferent attitudeB. Orwell took the middle groundC. Orwell was supportive of it。
高二英语人教课标选修6_Unit_3_A_healthy_life_
高二英语人教课标选修6_Unit_3_A_healthy_life_Unit 3 A healthy life平川中恒学校王慧铭教材分析：本节课是选修6第三单元以健康话题为主题，主要围绕如何健身，怎样成为健康人展开，其中涉及许多社会热点问题，如抽烟，吸毒，艾滋病，学习与工作压力等影响健康的棘手问题。
本节课通过一封爷爷写给孙子的信，引导学生讨论抽烟这个话题，目的在于让他们远离有损健康的活动，并养成良好的生活习惯。
学情分析：学生作为教学活动的主体，他们的知识与能力基础，兴趣，爱好等是我们在教学中必须充分考虑到的。
从心理上讲，高中生必须具有以下特点：1，学习有较明显的自觉性。
2，有稳定的学习动机。
3，有一定的自学能力。
4，有一定的独立意识。
通过第一课时的学习，学生将对健康的定义有一个正确的了解，并且知道该怎样过健康的生活。
针对以上学情，这个课时将鼓励学生通过体验，实践。
讨论，合作，探究等方式，参与各项教学活动，形成具有高中生特点的英语学习的过程与方法。
设计思想：《课程标准》倡导教师结合教学实际，灵活有创造性的使用教材，积极开发和利用各种课程资源，使学生从不同渠道，以不同方式接触和学习英语。
由此，采取以下教法：1，紧扣教材内容，尽可能的将真实生活搬进课堂；2，适时适量扩充信息，扩展话题的深度和广度；3，合理渗透任务型教学，提高学生的语言的综合运用能力；4，有效利用多媒体手段，促进学生思维的发展。
教学目标：根据《课程目标》的要求，结合学生的实际，确定如下教学目标：知识与技能目标：1，培养良好的阅读习惯，形成正确的阅读策略；2，掌握正确的语音，语调，形成良好的语言习惯；3，培养口头表达能力，自学能力，逻辑思维能力和归纳能力等。
过程与方法目标：首先教师通过展示一些图片引出本节课话题。
学生通过描述图片可以练习口语。
然后引导学生阅读信，通过阅读使学生对什么是健康生活进行讨论和思考。
在阅读中，教师参与以学生为主活动，帮助其更好地理解吸烟的害处。
Book6 unit3 A healthy lif Warming up and reading课件
What health issues do you think concern young people the most? Remember, a truly healthy person is someone who is healthy in both body and mind. Work with a partner to make a list of important health issues. Here are a few to start you off: Cigarette smoking Drinking alcohol Drug abuse Diet Physical fitness Sexual health Stress Obesity
2. 细读文章并完成空格 The purpose of writing the letter Three different ways to make Para. 3 people (2)_______ __________ become smoking addicted to Try to (1)________ persuade James to give up
unhealthy
Why do you think some adolescents start smoking?
We know that some adolescents started smoking at very early years. Why do you think they smoke? …they are not well aware of the harm of smoking. …many adults around them smoke, so they may think it is cool to smoke. … they are falsely influenced by some media such as TV series and movies.
人教版高中英语高二book 6 Unit 3 A healthy life reading longevity 公开课课件(共13张PPT)
To live a long life is far from enough. We are meant to be happy, to be healthy and to enjoy the long life.
Homework
• Write a short passage about ways to live a long and healthy life based on a mind map.
Reasons Sub-topic
4.Tsurba 160 Details 5.Shirali 168 Details
3.Water high Details in minerals
Read Paragraph C and complete the mind map
Work in pairs
Difference s
Laura897@
• Watch the documentary “Longevity Code” (长寿密码) on the website: /special/csmm/
Voice your opinion
Which one is the most important? Could you give some reasons, examples or suggestions?
Secrets of longevity 1.Strong genes 2.Good habits 3.Positive attitude towards life 4.Pleasant environment 5.Having good friends and a harmonious family(和谐的家庭)
Places
The Caucasus Mountains
河南省淅川县第二高级中学高中英语 Book6 Unit3 A healthy life it用法语言点1学案(无答案)新人教版选修6
高二年级英语选修六第三单元学案---语言点（Reading）【目标解读】通过仔细阅读提炼重要知识点,训练发现问题能力,通过学习体验熟练掌握文中重点单词（abuse, stress, ban, due to, addic t accustom, effect, strengthen, feel like, disappoint）并了解类似 (as, every time, do/did/does + do强调) 等重要句型的表达法。
过程方法：自主学习、小组讨论、合作探究，分组展示，巩固训练。
熟背常用短语 1．due to 由于… 2．be addicted to 对……有瘾3．be accustomed to 习惯于… 4．do damage/good to 对…有损害/好处5. decide on 对……作出决定 6．feel like (doing) 想要(做)……【自主学习语言点】一．[教材原句] Drug abuse吸毒；药物滥用abuse n．& vt. 滥用；虐待；辱骂abuse one's trust/confidence 背信弃义 childabuse 虐待儿童abuse one's power/privilege/position 滥用权力/特权/职权alcohol abuse 酗酒[典例] 1.It's our duty to provide help for the abused children.给被虐待的儿童提供帮助是…职责。
2. He greeted me with a stream of abuse, which made me feel sad.他迎面对我一顿痛骂，这使我很难过3. Child abuse is widespread in this country. 这个国家虐待孩子的情况很普遍。
4. The officials are always reminded not to abuse their power.官员们总是被提醒不要滥用权力。
高一英语选择性必修Unit6Nurturingnature(3)-reading课件
Checking answers
1) Which natural heritage site is introduced in the video? The Great Barrier Reef in Australia.
2) What kind of threat is it facing? √ A. Industry along the coast pollutes its waters. √ B. Illegal fishing is reducing the number of fish. √ C. Climate change has many negative effects on the coral.
b. Whether it was a genuine job offer or an eye-catching marketing event isn’t really important.
c. This call for an island caretaker attracted interest from all over the world.
Checking answers
1) Which natural heritage site is introduced in the video? The Great Barrier Reef in Australia.
2) What kind of threat is it facing? A. Industry along the coast pollutes its waters. B. Illegal fishing is reducing the number of fish. C. Climate change has many negative effects on the coral.
Unit_3-Reading_and_Writing汇总
next
Read and Think
Career Planning Career planning is a lifelong process, which includes choosing an occupation, getting a job, growing in the job, possibly changing careers, and eventually retiring. This process is usually comprised of four steps: analysis, exploration, selection, and action.
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Planning Your Career
Reading and Writing
LOGO
Unit 3 Planning Your Career
Career Skill Description
1 2 3 4
Getting Things Ready Things to Doneຫໍສະໝຸດ tRead and Think
Task 2 Write T/F (True or False) for each of the following statements. 1. Career planning can be done once for all. F
Section Two Things to Do
Question 1 What are the steps to take in the process of career planning?
Unit 3 Reading and Thinking 教案-高中英语人教版(2019)必修第一册
A Teaching Plan for Living Legends Book 1 Unit 3 Sports and FitnessLiving legends & Lang Ping, Michael Jordan Great sports people alivetoday.It is about living legends of sports.Step 2: While-readingActivity 1: Skimming （1 mins）QI: How do you understand the word "legend”？A. A story from ancient times about people and events, that may or may be true;A very famous person, especially in a particular field, who is admired by other people.Q2: How do you understand the “Living Legends of Sports”?“They must be athletes w ho are masters in their sports and also set good examples for others.”Just like Lang Ping and Jordan, they are living legends of sports. First of all, let's know more about Lang Ping.Activity 2: Scanning （6 mins） Scan and answer the questions.Paragraph 1 in body part.QI: What identities（身份）of Lang Ping are mentioned in the passage?Q2: How was Lang Ping's determination tested in the 2015 World Cup?The team that Lang Ping had built was falling apart. One of the best players had been injured, and the team captain had to leave because of heart problems. Losing two important players was a big challenge, but Lang Ping did not lose heart.Q3: After Lang Ping overcame the difficulties, what's the result?In 2015, they were world champions.In 2016, Lang Ping led her volleyball team to Olympic gold in Brazil.Q4: What kind of quality（品质）does Lang Ping possess?sense of national glory/patriotic（爱国的）team spirit determinedset good examples respectable professional • •••••Paragraph 2 in body part.QI: What does the first sentence in the paragraph introducing Michael Jordan mean? It means when Michael Jordan jumped in the air it felt like time had slowed down, because his amazing skills were almost like magic.Q2: Why does the writer mention “the final seconds of a game”?Because in basketball this is an important time where one team could win with a few points at the last moment.Try to summarize the main qualities of a living legends.Activity 2: ExpressingTalk about a model using what you have learnt in class as much as possible. Step 4: HomeworkChoose another living legend and write a composition for “Living Legends”. Try to imitate the structure and language of text.Try to use proper figures of speech and examples.。
2019人教版高中英语必修一Unit3 Reading for Writing教学设计
Unit 3 Reading for Writing 教学设计●课时内容Write to a page in a wellness book主题语境：人与社会主题群：文学、艺术与体育子主题：体育与健康语篇类型：健康手册文本分析：本节课是Kayla为班级健康手册写的一篇个人对于健身和健康观点的文章。
她首先介绍了以前为了追求像电视上苗条女孩的身材，尝试通过不良饮食改变自己的身材。
然而在读了一篇文章之后，她改变了自己的观点，决定通过健身使自己更健康。
她不再和演员模特比较，而是开始欣赏自己，对自己身材乐观，从而使生活变得更加快乐和健康。
总之，所选材料和单元主题语境紧密结合，有助于对主题意义的探究，也有助于体育与健康素养的培养。
●课时目标1.通过阅读健康手册，获取Kayla对健康和健身的观点以及她的过去和现在的做法等信息。
2识别文章的组织结构和语言特征。
3.能够使用恰当的语言和合理的结构为班级健康手册写一篇文章，表达自己的观点。
●重点难点重点：获取文本信息、文本结构和语言特点。
难点：用恰当的语言表达自己对健康的观点。
●教学准备教师准备：健身、饮食与健康的一些网上资料，以便学生阅读。
学生准备：1.反思自己对于健身和健康关系的观点。
2.预习新词汇和课文。
教学过程Step I 学习理解活动一：获取与梳理（SB，P42，Part1）1. Predict.Ask students to look at the picture and the title and try to predict what the text is mainly about.2. Questions Ask students to read the text and answer the following questions:(1) What problem did Kayla have in the past?(2) What does the sentence“I almost went bananas” mean?(3) What made her change her thinking?Suggested answers:(1) Kayla used to try to look like the slim girls on TV and worry about her weight.(2) It means that she always ate bananas.(3) It was an article that she read which suggested to ask“Am I fit?” instead of asking“Am I fat？”【设计意图】通过阅读健康手册，学生获取Kayla对健康和健身的观点以及她的过去和现在的做法等信息，为写作提供范例。
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Book6 Unit3 A Healthy Life Period1阅读导学案编制： 冀兰欣教师寄语1.An apple a day keeps the doctor away .每日一个苹果胜过灵丹妙药。
2.A healthy mind is in a healthy body.健康的思想寓于健康的身体之中。
Goals:▲Talk about health &Learn the harm of smoking and how to stop smoking ▲Learn to advise people about what to do and what not to do课前预习案ⅠWarming up1. What’s a healthy person?_______________________________________________2. What’s a healthy life?__________________________________________________Look at the following pictures. What are they doing ?Can you tell which activity is healthy and which is unhealthy?overeatingSingingdancingⅡBrainstormingWhat health issues do you think concern young people the most? ————————————————————————————Ⅲ Fast readingSkim the letter and answer the following questions.1.How many parts does the reading text consist of?_______________________________________________________2. Who wrote the letter to whom?_______________________________________________________3. What is the purpose of the letter?____________________________________________________________________ Ⅳ Find and underlined the following phrases in the reading passage（1）due to _________ （2）be addicted to __________ （3）become accustomed to ___________（4）do damage to_________(5) become pregnant_____________ (6 )decide on____________（7）feel like（doing）_________ (8)feel desperate____________ (9) reach for______________ (10)feel ashame for__________ （11）take risks(a risk) ________ (12)get into ___________课内探究案Ⅰ Pre-reading1.Have you ever smoked? If so, have you ever tried to stop?2.Why do you think some adolescents start smoking?3.In what ways is smoking harmful?4.What advice would you give to someone who wanted to stop smoking?ⅡDetail reading1.Read the letter carefully, and try to fill in the chart with information from the2.Read the article about the advice on stopping smoking on Page 19, then finish the following summary of the passage.★Choose a day that is not __________ to 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 every time 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 _________ for help. The most important thing is to keep trying.★Don't feel ________ if you _________ because some people have to try many times before they finally quit smoking.ⅢScan the text and get the main ideaof each paragraphⅣSentences Analyse the structure and translate them1.I do hope so because I want you to live as long and healthy a life as I have黑体部分的结构为：译________________________________________________________________ 2.Every time you feel like smoking a cigarette, remind yourself that you are non—smoker.Every time引导_____________________________________________________________________ 3 First , you can become physically addicted to nicotine, which is one of the hundreds of chemicals in cigarettes.become addicted to ______ which引导__________从句_____________________________________________________________________ 4 If you start to feel nervous or stressed, don’t reach for a cigarettereach for _____________或reach out for_________________________________________________________5 Here are some things you can do to make sure you stay safeto make sure you stay safe 作___________成分;此句具有________语法特征V summaryWhat do you think can be done to protect non-smokers(especially women ang babies) from those who smoke?__________________________________________________________________________________________________________________________________________ _____________________________________________________________________ __________________________________________________________________________________________________________________________________________ Homework1.Search some more information about the harmful effects of smoking and advice on stopping smoking.2.Write a short passage about stopping smoking参考答案ⅠWarming up1.A truly healthy person is someone who is healthy in both body and mind.2.To be true healthy a person must be well in mind, body and spirit.ⅡAnxietycigarette smokingdrinking alcohol physical fitness stress sexual health AIDS and infections diet cancerⅢFast reading1.Two parts. The first part is a letter and the second part is an internet page.2.A grandfather wrote the letter to his grandson James.3.This letter aims to explain how a smoker becomes addicted to cigarettes and why he should give up.Detailed readingPhysically habit mentallyheart and lungs becoming pregnant run fastdislike the smell other people near the smokerenjoy sportsStay far away from women and babies while smokingSmoke in the smoking area★ Get rid of third-hand smokingDon ’t take the baby in your arm after smoking, becausebabies can take in the smell in your clothes or hairs,which is called the third-hand smoking。