人教版新课标高中英语选修6精品教案全套

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人教版新课标高中英语选修6全套

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。

新课标人教版高中英语选修6全套导学案最新版

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。

人教版新课标英语选修6 教案

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。

【英语】高中英语新课标(人教版)选修六优秀教案 {Unit4 Global warming Period 1}

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.。

(英语精品教案)英语人教版新课标选修6精品教案全套

Unit 1 ArtVocabulary and Useful ExpressionsTeaching Goals:1. To enable Ss to master some new words and expressions2. To get Ss to have knowledge of this grammar point: the subjective moodTeaching Procedures:Step 1. Free talkIf you have a special chance to become a poet, what kind of poems will you write to people?And why?Step 2. Word studyPurpose: To consolidate the words and phrases in the text.1. Find a word in the poems that rhymes with each of the words below. Then add other words that rhyme. The first one has been done for you.(1) dead lead red thread fed said bed(2) high(3) sing(4) today(5) lace(6) trueSuggested Answers:(2) high sky pie my fly shy lie(3) sing ring wing thing king fling string(4) today away say play lay tray may(5) lace race face case chase place space(6) true too new flew few shoe canoe2. Complete the passage using the words below in the correct form.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。

高中英语新课标(人教版)选修六优秀教案 {Unit4 Global warming Period 3

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6 unit art教案

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。

高中英语(新课程标准)选修6全单元教案Unit2

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。

新课标人教版高中英语选修六全部教案

选修六Unit1 Art 一、语言要点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。

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人教版高中英语选修6优质教案全套Unit 1 ArtVocabulary and Useful ExpressionsTeaching Goals:1. To enable Ss to master some new words and expressions2. To get Ss to have knowledge of this grammar point: the subjective moodTeaching Procedures:Step 1. Free talkIf you have a special chance to become a poet, what kind of poems will you write to people?And why?Step 2. Word studyPurpose: To consolidate the words and phrases in the text.1. Find a word in the poems that rhymes with each of the words below. Then add other words that rhyme. The first one has been done for you.(1) dead lead red thread fed said bed(2) high(3) sing(4) today(5) lace(6) trueSuggested Answers:(2) high sky pie my fly shy lie(3) sing ring wing thing king fling string(4) today away say play lay tray may(5) lace race face case chase place space(6) true too new flew few shoe canoe2. Complete the passage using the words below in the correct form.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.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 th e subject.(10) Even though it is cold, your poem about summer has made me feel really ________. Answers:(1) expressively (2) darkness (3) translation (4) repeat (5) inspirational (6) anger (7) impressed (8) enjoyably (9) transformed (10) warm Step 3. Grammar1. PresentationPurpose: To revise the usage of the subjunctive mood with Ss.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。

(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, were to 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. PracticePurpose: To get Ss to have knowledge of the grammar through exercises.⑴ Match the beginning of each sentence with the appropriate ending.Suggested Answers:① E ② A ③ D ④ B ⑤ C⑵ Complete the sentences using the correct forms of the verbs in brackets.①. Miss Jiang explained the homework to the class yesterday. If Alfred (pay) _________ more attention at the time, he (not miss) her instructions.②. I’m sorry, I don’t have a compass. Of course I (lend) it to you if I (have) __________ one.③. Len doesn’t think he will ever win a poetry competition. If, by chance, he (win) ________, he (spend) _________ the prize on a computer.④. Luckily, Janet is good at writing in English. If she (not write) _________ well, she (spend) ______ more time practicing.⑤. If I (be) ______ you, I (take it easy) ________ and go home early.⑥. Sue miss ed the party last night. I’m sure that if she (be) ______ there, she (meet) ______ some really interesting people.Suggested Answers:①. had paid; would not have missed②. would lend; had③. won; would spend④. didn’t write; would spend⑤. were; would take it easy⑥. had been; would have met⑶ Look at the examples. Sentence A tells us the real situation. Sentence B tells us what would have happened if the situation had been different. Now write a sentence B for each sentence A below.A. I go to gym ev ery day.B. If I didn’t go the gym every day, I would put on weight.B. He didn’t work had. B. If he had worked hard, he would have passed the exam.① A. Shirley liked to write poems, so she practiced every day.B. _____________________________________________.② A. She didn’t know how to convey her feelings effectively in a poem and her older brother often laugh at her.B. _____________________________________________.③ A. She read many beautiful poems and gradually her writing skills improved.B. ____________________________________________.④ A. She was so satisfied with her improvement that she entered a poem in a poetry competition.B. ___________________________________________.⑤ A. The poem she entered did not have an appropriate ending and she did not win first prize.B. ____________________________________________.⑥ A. However, because she won an encouragement award, she felt very pleased with herself.B. ___________________________________________.Suggested Answers:① If Shirley hadn’t like d to write poems, she wouldn’t have practiced every day.② If she had known how to convey her feelings effectively in a poem, her brother wouldn’t have often laughed at her.③ If she hadn’t read many beautiful poems, her writing wouldn’t have gradually improved.④ If she hadn’t been so satisfied with her improvement, she wouldn’t have entered a poem in a poetry competition.⑤ If the poem she entered had had an appropriate ending, she would have won the first prize.⑥ If she hadn’t won an encouragement award, she wouldn’t felt pleased with herself.Step 4. Using structuresPurpose: To get Ss to consolidate what we have learned in the class.Match the beginning of each sentence with the correct ending.Suggested Answers:1. D2. A3. E4. B5. CStep 5. Homework.1. Review the new words and phrases.2. Master all the language points we have learnt in the class. Warming Up, Pre-reading and ReadingStep 1 Lead inShow a picture and ask:1.Who was she? Mona Lisa2.Who painted her? Leonardo da Vinci (1452-1519)3.How long did it take him to paint it? Four years (1503-1506)Step 2 Discussion1.Are there any paintings in your home? Whose? Which style?2.Who are your favorite painters, from China and from other countries?3.Do you know some famous painters and their works? List some. (China-- Xu Beihong, Qi Baishi, Zhang Daqian, Fu Baoshi…Leonardo Da Vinci, Picasso , Vincent Van Gogh, Henri Matisse, Giotto di Bondone…)4.What do you think of the differences and similarities between Chinese and Western paintings? Chinese paintings: realistic detailed traditional natural line rich colorfulWestern paintings: abstract natural religious impressionist ridiculous modern colorful Step 3 Some painters’ information1.Leonardo da Vinci (1452-1519) Mona Lisa朝见圣子2.Giotto di Bondone (The Middle Ages ) 乔托·迪·邦多纳Giotto was recognized as the first genius of art in the Italian Renaissance. He painted religious scenes in a more realistic style. Escape to Egypt3.Monet 莫奈(1840-1926) ( Impressionism )A French painter who helped to start the Impressionist movement. he is best known for his paintings of the countryside in which he tried to show the affects of light by painting the same picture at different times of day or in different types of weather.花园中的女人吹笛少年4.Van Gogh凡高(1853-1890) A Dutch painter who went to live in southern France and helped to developed the style of Post-impressionism. His paintings typically use bright colors and have thick lines. One of the most famous ones is Sunflowers .He is also known for being mentally ill and for cutting off one of his ears and later killing himself. Poor as he was during his life, his paintings are now extremely valuable and sold for very high prices.5.Pablo Picasso (1881-1973) 毕加索( Modern art ) He was born on October 25, 1881 in Malaga, Spain, as the son of an art and drawing teacher. Picasso was the greatest art genius of the twentieth century.毕加索的作品，最著名的是和平鸽，格尔尼卡，以及无数长着三只眼睛，几个乳房的怪人画，使他成为二十世纪最具争议，也最有影响的艺术家。

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