高中英语人教版选修Unit教学设计正式版
高中英语人教版选择性必修第一册Unit1 Period1教案
Unit 1 People of Achievement Period 1 Reading and Thinking教学设计课题Period 1 TU YOU YOUAW ARDED NOBEL PRIZE 单元Unit 1 学科English 年级Senior1Class 3教材分析Reading and thinking is a news report.The passage mainly tells about “Tu Youyou Awarded Nobel Prize”,asks students to learn the Artemisinin research process,analyze and refine Tu Youyou’s excellent quality.教学目标与核心素养1.Knowledge objectives:To prediction of the content;To make the structure of the passage; To fully understand the whole article.2.Skill objectives: To get the main idea,paragraph meaning and some details by careful reading.3. Emotional objectives:To sum up and refine the greatness of Tu Youyou and the team;4. Thinking quality objectives: To describe the character of Tu you in the form of recommendation letter according to the content and feeling of the text;重点Summarizing and refining the greatness of Tu Youyou and the team.难点1.What kind of person makes great discoveries?2.What qualities do the research team possess according to the data?教学过程教学环节教师活动学生活动设计意图Step1. Lead in 1.describing some people tostudents,guess who they are accordingto the description;2.Give a picture of sweet warm woodand ask students to guess whodiscovered the artemisinin ;Students can guessthe people accordingto the description.To arousestudents’ interestand lead in thetopic;Step6: Homework 1. Memorize new words.2. Preview Language Points.。
新人教版高中英语选修一unit2教案
新人教版高中英语选修一unit2教案教案标题：新人教版高中英语选修一Unit 2教案教学目标：1. 通过本单元的学习，学生将能够掌握有关环境与保护的词汇和表达方式。
2. 培养学生的听、说、读、写的综合能力，提高他们的语言运用能力。
3. 培养学生的团队合作能力和创新思维。
教学重点：1. 学习环境与保护的相关词汇和表达方式。
2. 提高学生的听、说、读、写的能力。
教学难点：1. 如何运用所学知识表达自己的观点和意见。
2. 如何培养学生的创新思维和团队合作能力。
教学准备：教材、多媒体设备、PPT、录音机、图片、实物等。
教学过程：Step 1: 导入新课 (5分钟)1. 通过展示一些环境问题的图片或视频，引起学生对环境保护的关注。
2. 提问学生对环境保护的态度和看法，激发学生的思考和讨论。
Step 2: 听力训练 (15分钟)1. 听录音，让学生根据所听内容填写相关信息。
2. 分组讨论听到的内容，然后进行全班讨论，分享答案。
Step 3: 阅读理解 (20分钟)1. 学生阅读课文，了解文章大意和细节。
2. 学生回答一些与文章内容相关的问题，检查他们的理解和阅读能力。
3. 分组进行讨论，学生之间分享答案和观点。
Step 4: 语言运用 (15分钟)1. 学生根据所学词汇和句型，完成一些练习题，巩固所学知识。
2. 学生分组进行角色扮演，模拟在环境保护方面的对话，提高他们的口语表达能力。
Step 5: 创新思维与团队合作 (20分钟)1. 学生分组进行小组活动，设计一个环境保护项目，并展示给全班。
2. 学生可以运用课堂上所学知识，提出创新的解决方案，并展示他们的团队合作能力。
Step 6: 总结与评价 (10分钟)1. 教师对学生的表现进行评价和总结。
2. 学生进行自我评价，反思本节课的收获和不足。
Step 7: 作业布置 (5分钟)1. 布置相关的阅读和写作作业，巩固所学知识。
2. 鼓励学生积极参与环境保护活动，并写下自己的体会和感想。
新教材高二英语人教版(2021)选择性必修第一册 Unit 1-5 教案
Unit 1 People of AchievementReading and Thinking 教学设计科目：英语课题：Reading and Thinking 课时：1 课时教学目标与核心素养：知识目标：掌握与人物描述有关的词汇和表达能力目标：培养学生略读能力，以及按照逻辑顺序对文章进行总结的能力。
情感目标：通过了解屠呦呦这位杰出科学家的科研经历，学习如何面对困难和挑战，如何为实现目标而努力，从而为国家作贡献；树立尊重知识、尊重科学家的价值观。
教学重难点教学重点：掌握人物传记类阅读的问题特点教学难点：引导学生按一定的逻辑整理文章思路。
课前准备：多媒体，黑板，粉笔教学过程：一、Pre-reading1. Greeting2. Leading-in教师活动：Let students discuss following questions in groups.1. What kind of person makes great discoveries?2. Which is more important for making a great discovery, talent or effort?Examples:1 I think if a person is careful, hardworking, patient, persistent, committed or talented,he/she is bound to make great discoveries.2 In my opinion, effort is more important than talent for making a great discovery. Ittakes a long time for people to come to know things. If a person does not make effort,he does not have patience to carry on. Even if he is very talented, he will achievenothing.二、While- reading1. 教师活动：Explain the new words in the text, then let students scan the text andfind descriptive words about Tu Youyou.2. 学生活动：略读文本，完成以下问题，师生核对答案。
Unit2LookingintotheFutureUsingLanguage教学设计高中英语人教版选
语篇分析下的写作教学设计（人教版选必一Unit2）授课内容：人教版选择性必修一 Unit2 LOOKING INTO THE FUTURE (Using LanguageWele or reject future changes)授课课型：读写课语篇分析一、宏观组织结构1、语篇类型书面连续性文体，议论文体裁（驳论文）2、篇章结构第一段：以无人驾驶模式汽车撞车造成的事故为引，展示不同人对新科技的不同看法与态度。
第二段：展示在自然状态下简朴生活的群体，不依赖现代新科技。
第三段：展示新科技为人们带来的好处。
第四段：以作者个人经历和经验出发，佐证新科技的便利以及作者本人积极对待新科技。
3、语篇模式“主张反主张”模式二、微观组织结构（一）语法手段照应（1）第三人称代词A: “They”集中体现在文本第二段：They do not...; They have lived... and they will...等B: “It”集中体现在文本第三段和第四段：Moreover, the Internet has made it possible...; It has also made..., as it allows...等（2）比较词语better than; rather than; much easier等（二）词汇手段1、词的重复：new technology; driverless car; accept; change; advance; benefit；work2、同义词：ceaseresist; advocateaccept;3、反义词：opposeaccept; the natural environmentpolluted cities4、上下义词：the Internetnetworks\social media（三）连接手段连词、副词、词组and; that; since; as; when; nevertheless; hence; personally; of course; but; on the one hand... on the other hand...等三、主题内容不同的人对待新科技的不同态度四、主题意义深入思考新技术对个人、生活、社会的影响，新技术可能带来的问题和如何解决，多角度思考科技与人、与社会的关系。
人教版高中英语选修六全册教案
人教版高中英语选修六全册教案人教版高中英语选修六全册教案Unit 1 ArtPart 1 Introduction to ArtObjectives:1. Understand the concept of art and appreciate the beauty of art.2. Develop the ability to use adjectives to describe paintings and sculptures.3. Analyze the significance and cultural value of art.4. Learn how to express opinions and justify views.Teaching Procedures:Step 1. Lead-inIntroduce the concept of art and ask students to share their understanding and appreciation of art.Step 2. ReadingRead the text "What is Art?" and answer the accompanying questions.Step 3. VocabularyPresent new vocabulary related to art and ask students to use them in sentences.Step 4. AnalysisAnalyze paintings and sculptures and use adjectives to describe them.Step 5. Cultural ValueDiscuss the cultural value of art and how it reflects society.Step 6. Opinion SharingEncourage students to express their opinions on art and justify their views.Part 2 Artistic StylesObjectives:1. Understand the differences and similarities between various artistic styles.2. Analyze how the social, political, andcultural context affects the development of artistic styles.3. Develop the ability to use conjunctions to connect ideas and opinions.Teaching Procedures:Step 1. Lead-inAsk students to name some artistic styles they are familiar with and discuss the differences and similarities between them.Step 2. ReadingRead the text "Artistic Styles" and answer the accompanying questions.Step 3. VocabularyPresent new vocabulary related to artistic stylesand ask students to use them in sentences.Step 4. AnalysisAnalyze how the social, political, and cultural context affects the development of artistic styles.Step 5. Opinion SharingEncourage students to express their opinions on artistic styles and justify their views using conjunctions.Part 3 The Arts and SocietyObjectives:1. Analyze the role of art in society.2. Understand the significance of art in various social contexts.3. Develop the ability to use modal verbs to express probability and possibility.Teaching Procedures:Step 1. Lead-inAsk students to think of various social contexts where art plays a significant role.Step 2. ReadingRead the text "The Arts and Society" and answer the accompanying questions.Step 3. VocabularyPresent new vocabulary related to the role of art in society and ask students to use them in sentences.Step 4. AnalysisAnalyze the role of art in society and discussits significance in various social contexts.Step 5. Probability and PossibilityUse modal verbs to express probability and possibility of art playing a role in certain social contexts.Unit 2 Film and TheatrePart 1 Introduction to FilmObjectives:1. Understand the basics of film theory and film analysis.2. Analyze the social, cultural, and political context of various films.3. Develop the ability to use prepositions oftime to describe movie plots.4. Appreciate the artistry of film and the roleof film in society.Teaching Procedures:Step 1. Lead-inAsk students to share their experience ofwatching movies and what they look for in a good movie.Step 2. Film TheoryIntroduce the basics of film theory and film analysis, including framing, composition, lighting, editing and sound, and ask students to analyze various film clips.Step 3. Cultural ContextAnalyze the social, cultural, and politicalcontext of various films.Step 4. VocabularyPresent new vocabulary related to film analysis and ask students to use them in sentences.Step 5. Plot SummaryUse prepositions of time to describe movie plots.Step 6. AppreciationEncourage students to appreciate the artistry of film and the role of film in society.Part 2 Introduction to TheatreObjectives:1. Understand the history and basic elements of theatre.2. Analyze the differences between theatre and film.3. Develop the ability to use verbs of communication to describe dialogue and acting.4. Appreciate the artistry of theatre and therole of theatre in society.Teaching Procedures:Step 1. Lead-inAsk students to share their experience of watching or participating in theatre performances.Step 2. History and ElementsIntroduce the history and basic elements of theatre, including stage, sets, costumes, lighting, and sound, and ask students to analyze various theatreperformances.Step 3. Differences with FilmAnalyze the differences between theatre and film, including the use of stage vs. screen, live performance vs. recording, and acting techniques.Step 4. VocabularyPresent new vocabulary related to theatre and ask students to use them in sentences.Step 5. Dialogue and ActingUse verbs of communication to describe dialogue and acting in theatre performances.Step 6. AppreciationEncourage students to appreciate the artistry of theatre and the role of theatre in society.Part 3 Film and Theatre in SocietyObjectives:1. Analyze the role of film and theatre in society.2. Understand the significance of film and theatre in various social contexts.3. Develop the ability to use adverbs of degree to express opinions.Teaching Procedures:Step 1. Lead-inAsk students to think of various social contexts where film and theatre play a significant role.Step 2. Role in SocietyAnalyze the role of film and theatre in society and discuss its significance in various social contexts.Step 3. VocabularyPresent new vocabulary related to film and theatre in society and ask students to use them in sentences.Step 4. Opinion SharingEncourage students to express their opinions on the role of film and theatre in society and justify their views using adverbs of degree.Unit 3 MusicPart 1 Introduction to MusicObjectives:1. Understand the basics of music theory and music analysis.2. Analyze the cultural and historical context of various music genres.3. Develop the ability to use adjectives and adverbs of manner to describe music.4. Appreciate the artistry and emotions of music and the role of music in society.Teaching Procedures:Step 1. Lead-inAsk students to share their experience and preference of listening to music.Step 2. Music TheoryIntroduce the basics of music theory and music analysis, including melody, harmony, rhythm, and form, and ask students to analyze various music pieces.Step 3. Cultural and Historical ContextAnalyze the cultural and historical context of various music genres, including classical, folk, pop, and rock.Step 4. VocabularyPresent new vocabulary related to music and music analysis and ask students to use them in sentences.Step 5. Adjectives and Adverbs of MannerUse adjectives and adverbs of manner to describe music and the emotions it evokes.Step 6. AppreciationEncourage students to appreciate the artistry and emotions of music and the role of music in society.Part 2 Music PerformancesObjectives:1. Understand the elements and techniques of music performances.2. Analyze the differences between various music performances.3. Develop the ability to use relative pronounsto connect ideas.4. Appreciate the skill and artistry of music performers.Teaching Procedures:Step 1. Lead-inAsk students to share their experience ofwatching or participating in music performances.Step 2. Elements and TechniquesIntroduce the elements and techniques of music performances, including pitch, tone, dynamics, rhythm, and phrasing, and ask students to analyze variousmusic performances.Step 3. Differences between PerformancesAnalyze the differences between various music performances, including solo vs. ensemble, acoustic vs. electronic, and live vs. recorded.Step 4. VocabularyPresent new vocabulary related to music performances and ask students to use them in sentences.Step 5. Relative PronounsUse relative pronouns to connect ideas and describe music performances.Step 6. AppreciationEncourage students to appreciate the skill and artistry of music performers.Part 3 Music in SocietyObjectives:1. Analyze the role of music in society.2. Understand the significance of music invarious social contexts.3. Develop the ability to use discourse markersto connect ideas.Teaching Procedures:Step 1. Lead-inAsk students to think of various social contexts where music plays a significant role.Step 2. Role in SocietyAnalyze the role of music in society and discussits significance in various social contexts.Step 3. VocabularyPresent new vocabulary related to music insociety and ask students to use them in sentences.Step 4. Discourse MarkersUse discourse markers to connect ideas and structure arguments about the role of music in society.Step 5. Opinion SharingEncourage students to express their opinions onthe role of music in society and justify their views.。
Unit1ArtReadingandThinking教学设计高中英语人教版选择性
人教版（2019）选择性必修第三册Unit 1 ArtReading and ThinkingTeaching Plans教材分析：本节课的教材为人教版（2019）选择性必修第三册Unit 1 Art Reading and Thinking。
该课程主要介绍了西方绘画艺术的变化和发展，并结合不同时期的绘画作品进行分析和探讨。
教学目标：1. 学生能够识别语篇中有关“变化”的各种显性和隐形的描述语言，积累相关表达方式。
2. 学生能够根据文本信息挖掘影响和推动西方绘画艺术变化发展的多重因素，拓展知识的深度和广度。
3. 学生能够结合不同时期西方绘画艺术的风格特点，对不同的绘画作品进行分析，辨别其创作时期和创作风格。
4. 学生能够谈论自己喜爱的西方绘画艺术风格，交流和分享自己对于艺术内涵与价值的理解。
教学重点：1. 了解西方绘画艺术的变化和发展历程。
2. 学习相关的专业术语和表达方式。
3. 分析不同时期的绘画作品。
教学难点：1. 理解并识别语篇中的隐性描述语言。
2. 结合文本信息进行绘画作品解读。
学情分析：学生为高二年级学生，英语基础较好，阅读理解能力较强。
但对于艺术类话题的了解可能相对有限，需引导学生拓展知识。
教学策略：1. 创设合作学习环境，鼓励学生思考和讨论。
2. 利用多媒体资源，呈现相关绘画作品和艺术发展历程。
3. 设计学习任务，激发学生的兴趣和动机。
4. 提供练习和反馈机会，帮助学生巩固所学内容。
教学方法：1. 阅读分析法：引导学生阅读文本，分析文本中的描述语言和绘画作品。
2. 小组讨论法：组织学生进行小组讨论，分享彼此对于艺术风格和绘画作品的理解。
3. 图文对比法：通过对比不同时期的绘画作品，帮助学生分辨其创作时期和创作风格。
4. 情境教学法：通过情境设置，激发学生跨文化交流与思考，培养学生对艺术内涵与价值的理解能力。
以上是本节课的教材分析、教学目标、教学重点、教学难点、学情分析、教学策略和教学方法。
高中英语人教版选修Unit教学设计正式版
Unit 1 Art教学设计I.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 ; scholar…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 wouldbe impossible to describe 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; peoplewould not have been able to paint such realistic pictures.4.at the time they were created; the impressionists’ paintingwere controversial but today they are accepted as thebeginning of what we now call “modern art”.5.it is amazing that so many great works of art from late-19thcentury to 21st century could be contained in the same museum. III. 教材分析本单元以ART 为主题;主要介绍了西方绘画简史;描写了曼哈顿最好的艺术长廊..帮助学生了解更多的有关美术的背景知识;分析中西艺术史上各大流派的特点;指出其代表性的画家和作品;并对中西方的绘画艺术进行比较..1.Warming up 部分要求学生运用相关目标语言对自己喜欢的艺术形式和流派展开讨论;并说明喜欢的原因..2．Pre-reading 让学生讨论有关画展或书中的艺术作品以及西方不同时期的着名画家..3．Reading 介绍了西方绘画监视;不同的艺术流派;艺术特点及其代表性的画家和作品..4．Comprehending要求学生在理解课文的基础上;写出三件有关西方艺术史的事并西方艺术分割变化大的原因..5．Using language 是由reading; listening; discussing and writing 四部分组成;要求学生在了解艺术长廊相关知识的基础上;为当地举办的一场画展提出合理化的建议..IV．课型设计与课时安排1st periodWarming up and reading2nd period Language study3rd period Grammar4th period Listening and talking5th period Using language6th period Reading;speaking and writing分课时教案The First Period Warming up ReadingTeaching goals：1.To enable the students to have a knowledge ofthe short historyof Western painting.2.To improve the students’ reading ability.Teaching important & difficult pointsEnable the Ss to talk about the short history of Western painting Teaching methodsSkimming and scanning; individual; pair or group work; discussion Teaching 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 paintersMona Lisa Smile → Leonardo Da Vinci Italian; 1452-1519 Sunflowers & starry night → Vincent van Gogh Dutch; 1853-1890 Water Lilies → Claude Monet French; 1840-1926Dream & Seated woman → Pablo Picasso Spanish; 1881-1973Ask: Can you tell the ages of the paintingsSay : Today we’ll learn about the short history of western painting. Step IIIReading1. Comparison: Make a comparison of Western and Chinese painting and ask: Which do you think has a greater change Why2. ScanningRead Para. 1; and answer the question.Scan Para2-5; and find the representative artists and the featuresRead the text carefully and find some detailed information.The Middle AgesFeatures:1.theme: religion2.Artists were not interested in showing nature and people as…butinterested in creating respect and love for God.The RenaissanceMasaccio：the first person to use perspective in painting1.Focused more on humansand less on religion.2.Two developments: a. Drawing things in perspectivesb. Oil painting.Impressionism1.What changes led to the change in painting styles2.Look at these paintings; what did they paint3.Why did the impressionist have to paint quicklyModern artAsk the students to read the passage again and deal with Exercises. Step V Homework1.Underline the useful expressions and the time expressions in thereading 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 theirfunctions 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 groupsof 4.Art is influenced by beliefs of the people; the way of life and so on.StepII Language points1.Painting is silent poetry; and poetry is a speaking picture.画是无言的诗; 诗是有声的画..2. Good painting is like good cooking; it can be tasted; but notexplained好的画犹如佳肴;可以品其美味;却无法解释..3. would rather宁愿;宁可I would rather walk than take a bus.She would rather die than lose her child.would rather do sth.would rather not do sth.would rather do sth. rather than do sth.prefer sth. to sth.prefer to do sth. rather than do sth.I always prefer starting early; rather than leaving everything to thelast minute.4. 认为;看待Consider+n. + adj./ n. + to be/ n. + as /+that-clause/ it + adj. / + n.+ to do sth.We consider that you are not to blame.Do you consider it wise to interfereI consider you to be honest.5. 比较suit; fit ;matchsuit多指合乎需要、口味、性格、条件、地位等fit多指大小、形状合适;引申为“吻合;协调”match多指大小、色调;形状、性质等方面的搭配1 No dish suits all tastes. 没有人人合口味的菜..2 Try the new key and see if it fitsthe keyhole.试试新配的钥匙;看看与锁眼是否吻合..3 The people’s Great Hall and the HistoricalMuseummatch the Tian AnMen beautifully.人民大会堂和历史博物馆与天安门陪衬得极为优美..6. attemptv.试图;企图;尝试The prisoner attempted an escape / to escape.She will attempt to beat the world record.n.They made no attempt to escape.比较 attempt: 表示未知结果的尝试或失败的尝试manage: 表示成功的尝试7.painting 油、水彩画drawing素描图sketch草图 portrait肖像illustration 插图A painting of sb A painting by sb某人的画某人画的画8. abstract adj . n . Van abstract painting 抽象画in the abstract 抽象地abstract …from…从…中提取9.detailed adj./n. detailed information in detail 详细地Reading10. belief 相信;看法It’s my belief that he will win.It was once a common belief that the earth is flat.Their beliefs in God are very firm. 信仰;信条The rumor is beyond belief. beyond belief难以置信n---v: belief--- believe life --- live proof--- prove safe--- save thief --- thieve11. whileSome people respect him; while others look down upon him . 表对比12.influence v. n.The weather in summer influences the rice crops .He has no influence over his children .搭配：Have an influence on /upon …对…有影响Under the influence of …受….的影响 ;被…左右Influential adj. 有影响的; 有势力的The Middle Ages 5th to …13.aim n. v. What is your aim in life He aimed the gun ata bird .搭配：:achieve one’s aim达到目的 miss one’s aim未击中目标without aim 无目的的14.take the place of = replace“ please take your place ; everyone ;” said John Smith .”From now on I will take the place of Mr.George as chairman of the meeting .15.focus vt. Vi .focus on 集中于 All eyes were focused on thespeaker .16. possession n.所有;占有; pl 所有物;财产personal possessions Compare:in possession of 主动 / in the possession of 被动v. possess n . possessor17.convince vt 使确信;使信服I managed to convince them that the story was true.搭配：convince sb of sth = convince sb that … 使… 相信be convinced of sth = be convinced that …相信…Translation :我怎样才能让你相信她的诚实呢 How can I convince you of her honesty 她说的话使我认识的我错了..What she said convinced me that I was mistaken .Impressionism late 19th to…18. 修饰不可数名词：a great /good deal of / a great amount of修饰可数名词: a large /great number of ;large/great numbers of ;a great /good manydozens of / scores of修饰不可数名词或不可数名词: a lot of / lots of ; a large quantity of /large quantities ofplenty of19.mostly adv . =mainly ; largely 大部分的;主要的They are mostly students.most pron . adj . advThis is the most I can do for you.Peter made the most mistakes of all the class.What interested you most 最Most students say that it is a most interesting book; but it isn’t the most interesting theyhaveread ; and that they read such books mostly onweekends.20.lead toThe heavy rain leads to serious floods.Lead to / lie inHard work leads to success and failure often lies in laziness. result in / result from21.shadow n.The willow’s shadow falls on the lake .shadow 阴影、影子---指一个平面shade 树阴、阴影---指一个立体空间Stay in the shade ------it’s cooler . 阴凉处The shadows of the trees grew longer as the afternoon went on.随着下午时光的延续;树影会越来越长..Step IIISuffixationLet Ss learn some uses of suffixesAsk Ss what suffix is A suffix is a particle; which is added to theend of a root.Suffixes usually do not change the meaning of the root; but can change its part of speech. For example: lead v.---leadership n.; illadj.---illnessn. But sometime; some suffixes add new meaning to the newly formed words. For example: meaning---meaningless; think--- thinkerThen practice Exercises 2; 3 &4 on page 42.Step V HomeworkPrepare to learn the grammar of the subjunctive mood.Period 3 GrammarTeaching aims1. To enable the students to use the Subjunctive mood correctly indifferentsituations.Teaching important and difficult pointsTo enable the students to use the correct form o f of the subjunctive mood.Teaching methodsSummarizing; comparative method; practicing activitiesTeaching procedures:Step I PresentationAt first; give the students an example to present what the subjunctive mood is and in what situation we should use the subjunctive mood. Then; show them the sentence structure of the subjunctive mood.Ask Ss to listen to the following example:Suppose I’m a basketball fan. Yao Ming is coming here to play a basketball game this evening. But unfortunately; I haven’t’ got a ticket for it. I feel sorry about that and what should I say in this situation I will say: I wish I watched the basketball game. / If I had got a ticket; I would go to watch the basketball game. Have you ever heard such kind of sentencesThey use subjunctive mood. The subjunctive mood is used when we want to express a wish; request; recommendation or report of a command. Also the subjunctive mood is used to express something that is contrary to the fact; highly unlikely or doubtful.We can use the following tow sentence structures to express our regretting.过去：过去完成时将来：过去时3. as if /though + Clause 虚拟从句动作与主句动作同时发生用过去时从句动作先于主句动作发生用过去完成时4.It’s about/high time +that…过去时 /should +V.Should不可省略5.表示要求;命令;建议的虚拟语气宾语从句..常见动词：一个坚持;两个命令;三个建议;四个要求..即:1. insist 2. order; command 3. advise; suggest; propose 4. demand ; require; request; desire这些动词后面的宾语从句要使用虚拟语气..即从句中的动词使用should + 动词原形;或者将should省略..6.without和but for 构成虚拟. but for要不是7. If only …要是就好了If only I knew his nameIf only we had followed your adviceIf only I could see him again8. It’s necessary /strange/ natural/ important + that-Clause 从句中的动词要用虚拟;即should+动词原形9. 某些简单句的固定句型：Heaven help himGod bless youMay you succeedLong live the People’s Republic of China三：虚拟语气假设条件句型注意点：假设条件从句谓语动词发生的时间与主句所假设的谓语动词不一致;这种条件句叫做混合条件句..主句和从句的谓语动词要依照假设的时间而定..“各归各” 的原则If the weather had been finer; the crops would be growing better. If you had followed the teacher’s advice; you wouldn’t be in the hospital.2. 虚拟条件句倒装..条件从句中有should; were; had三个助动词可以把if省略;并将这三个词提至句首..Step IIPracticeExercises for the Subjunctive mood.Step III ConsolidationAsk the Ss to do Exercise 1 & 2 in Discovering useful structures on page 4 and Exercises 1-4 on page 43.Then check the answers.Step Ⅵ4 HomeworkPrepare for the Listening and Talking on page 41.The Fourth Period Listening and TalkingTeaching goals：1. To help the students improve listening skills.2. To enable the Ss to express their likes and preference. Teaching procedures:Step I Listeningⅰ.Do some listening practice on page 41.1. Pre-listeningQuestion: Can you name the objects in the picture What are theyA book; a vase; wall hangings and paints and brushes.2. ListeningAt first; ask the Ss to listen to the tape for the first time to get the general idea and answer the question: What present will the students getLet the students to listen again and get some detailed information and answer the questions in Exercise 3.At last; check the answers with the whole class.ⅱ.Do some listening practice on page 44. Skip it if it is too difficult for your studentsBefore listening; ask the Ss to look at the paintings and discuss in what period of Chinese history they were created. Then; listen to the tape the first time and number the pictures. Next; listen to it again to write the names of historical periods they were painted. At last; listen again and list the features.Step II TalkingAsk the Ss to discuss the questions in Talking in pairs.“So far; we have learned a lot about the art. Today let’s talk about our favourite artists and forms of art. Please discuss the questions on page 41 in pairs and make up a dialogue. Now the following sentence structures may help you.Show the following on the screen.I’d prefer…I’d rather…I’d like…Which would you prefer…I really prefer…Would you rather…Would you like…orAfter a few minutes; ask Ss to present their dialogues.Step III Homework1.Ask Ss to introduce the galleries the have ever been to.2.Prepare for Using Language on Page5 and 6; and finish the exercisesfrom Page 6 to 7.The Fifth Period Using LanguageTeaching goals:1. To read about the best of Manhattan’s art galleries and develop the students’ interest in art.2. To help the students improve listening skills.3. To enable the students to talk about art galleries and write a letter giving suggestions.Teaching procedures:Step I Lead-inShow pictures of some famous art galleries around the world: Chinese Art Gallery; The Frick Collection; Guggenheim Museum; Metropolitan Museum Of Art; British Museum; Louvre Museum in Franceand so on. Step II Reading1. Fast reading:Ask Ss to read the passage about art galleries on page 5; and answer the question: How many galleries mentioned in this text What are they What can you see there2. Careful reading:Detailed reading to check Exercises 1& 2 belowAfter that; ask the Ss to listen to the recording and answer the questions in Part 3.Play the tape for the students to follow and after that; check the answers.3.Post-readingAnswer the following questions:1.What do you think the purpose of this text isTo give people information about various art galleries in New York and to show them where they are.2.Who do you think the text was written forTourists; art gallery visitors.3. Where might you see such a textPossibly in guide book.Step III Discussing and listening P7ⅰ.Suppose you were staying in a hotel in Manhattan with Gao Yan; Susan and John. Now if you have a chance to visit art galleries; which galleries do you prefer WhyAsk the students to tell the group members which galleries introduced they prefer in groups of 4.ⅱ.Ask the Ss to do some listening practice on page7At first; ask them to listen to the tape for the first time and number the galleries.Next; listen again and answer the questions.At last; check the answers with the whole class.Step IV WritingFirst; ask the Ss to discuss the questions in Exercise 1 on page 8 in groups of 4; giving their own suggestions and reasons and then write a letter to give their opinions.StepⅥ Homework:1.Finish the writing task.2.Prepare for the Reading task on page 45.The Sixth Period Reading; speaking and writingTeaching goals:1. To enable the Ss to talk about environment.2. To help the Ss to write a letter to ask for permissions. Teaching procedures:StepⅠReading TaskHere is a letter on page 45 from a group of students who would like to make their school more attractive.1.Fast reading1Why do they become worried2What do they hope the headmaster will do for their project2. Careful reading: suppose you were the president of the high school council and you received the letter. prepare to make notes for a report about the letter; filling the blanks on page 46Some tips about how to make notesJust write down some key wordsUse words or phrasesOmit the small words like prepositionsLetter from____________________________Asking for______________and____________Reason ______________________________Their plan:1___________________________2___________________________3___________________________Work will be done by :___________________StepⅡSpeaking taskAsk the Ss to discuss how to improve the environment of our school in fours; then speak out.A: planting more trees; grass and flowers; a beautiful garden;not pick the flowers and stamp the grassB: not throw litter;pick the rubbish; throw it into a dustbin;collect waste paper and bottles for recycling.C: keep the schoolyard or classroom clean; not draw pictures on walls; not carve names on the trees or desks and chairsD: make our school a non-smoking placeIn all;if everyone makes contribution to protecting the environment;the world will become much more beautiful.If all Chinese care about the environment;I ’m sure China will become one of the most beautifulcountries in the worldStepⅢWriting taskWrite a letter to the headmaster of the school asking for permission to improve the environment of the school. While writing;refer to the instructions in WRITING TASK.Step IV Summing upSum up what the students have learnt in this unit.Step V Learning TipGo through the learning tip with the students about how to get a general idea of a text.StepⅥ Homework:Revise the whole unit and finish all the exercises in this unit.。
人教版高中英语选修一unit1教案
人教版高中英语选修一unit1教案教案标题：人教版高中英语选修一 Unit 1 教案教案目标：1. 通过本单元的学习，学生能够掌握有关文化差异和交流的基本词汇和表达方式。
2. 培养学生的跨文化交流能力，提高他们的跨文化意识和理解能力。
3. 培养学生的听、说、读、写的综合语言运用能力。
教学重点：1. 学习并掌握本单元的重点词汇和短语。
2. 学习并运用本单元的重点语法结构。
3. 进行听力和口语训练，培养学生的听说能力。
4. 阅读和写作训练，提高学生的阅读和写作能力。
教学难点：1. 学会运用跨文化交际中的重点表达方式。
2. 通过阅读理解文章，提高学生的阅读理解能力。
3. 培养学生的写作能力，能够撰写有关文化差异和交流的文章。
教学准备：1. 教材：人教版高中英语选修一 Unit 12. 多媒体设备3. 课堂练习和活动的相关资料教学过程：Step 1: 导入1. 创设情境，引入本单元的话题：文化差异和交流。
2. 通过图片、视频等多媒体展示不同国家和地区的文化特点，激发学生的兴趣。
Step 2: 词汇和短语学习1. 呈现本单元的重点词汇和短语，并进行发音和词义解释。
2. 进行词汇和短语的操练，包括课堂练习和小组活动。
Step 3: 语法学习1. 介绍本单元的重点语法结构，如虚拟语气、宾语从句等。
2. 通过例句和练习，让学生掌握并运用这些语法结构。
Step 4: 听说训练1. 进行听力训练，包括听力材料的播放和相关问题的回答。
2. 进行口语训练，让学生进行对话练习，讨论和表达自己的观点。
Step 5: 阅读理解1. 分发阅读材料，让学生独立阅读并回答相关问题。
2. 进行小组讨论，分享自己的理解和观点。
Step 6: 写作训练1. 引导学生撰写一篇关于文化差异和交流的短文。
2. 鼓励学生运用本单元学到的词汇、短语和语法结构。
Step 7: 总结和复习1. 对本节课的内容进行总结，并复习重点词汇、短语和语法结构。
人教版高中英语选修全册教案
选修8黎巨森、蒋茹、罗培芳、罗丽霞Unit 1 A land of diversityPeriod 1 ReadingTeaching goalsEnable the students to talk about things about the USA.Help the students learn the huge diversity of races and cultures in America, especially in California.Teaching important and difficult pointsLearn the huge diversity of races and cultures in California. Teaching methodsFast and careful reading; asking and answering activity; individual, pair or group work.Teaching aidsA map, a blackboard and a computerTeaching proceduresStep 1 Warming up.Ask the students to describe what they learn about the USA.Ask the students to tell things about California including its location, size, population, economy, history etc. What do you learn about CaliforniaShow the students some pictures and encourage students not only to say what each picture is about but how each one relates toCalifornia.Step 3 Fast readingRead through the passage and get the main idea.Reading comprehension.Ask the students the following questions:When you look at the title, what so you think of2) Why is the USA called a melting potStep 4 Detail readingBeside each cultural group , write the period in which they first came to California in large numbers.Step 5 After readingWhy is California in the 21st century such a multicultural community (Using 3 or 4 sentences to explain. )Step 6 HomeworkFinish “Learning about language” on page 4.Period 2 Extensive ReadingTeaching aims: 1. Improve Ss’ ability of reading2. 德育目标：了解美国多元文化，进一步培养学生跨文化交际意识，为终身学习奠定良好基础。
人教版高中英语选修二u1教案
人教版高中英语选修二第一单元的教案可以按照以下步骤进行设计：一、教学目标1. 知识目标：掌握与单元主题相关的词汇和短语，理解课文内容，了解单元主题的背景知识。
2. 能力目标：通过阅读、听力、口语等实践活动，提高学生的阅读理解能力、听力理解能力和口语表达能力。
3. 情感态度和价值观目标：培养学生的文化意识和跨文化交际能力，引导学生关注社会现象和问题，培养学生的社会责任感和公民意识。
二、教学内容1. 词汇和短语：掌握与单元主题相关的词汇和短语，如“pollution”、“environment”、“recycle”、“reduce”等。
2. 课文内容：阅读一篇与单元主题相关的文章，了解文章的主要内容和观点。
3. 听力材料：听一段与单元主题相关的听力材料，理解材料的主要内容和观点。
4. 口语活动：组织学生进行小组讨论或角色扮演等口语活动，培养学生的口语表达能力。
三、教学步骤1. 导入：通过展示一些与单元主题相关的图片或视频，引导学生进入单元主题。
2. 词汇和短语教学：通过讲解、示范、练习等方式，帮助学生掌握与单元主题相关的词汇和短语。
3. 课文教学：通过阅读课文、讲解重点词汇和短语、回答问题等方式，帮助学生理解课文内容。
4. 听力教学：通过播放听力材料、讲解重点词汇和短语、回答问题等方式，帮助学生理解听力材料的主要内容和观点。
5. 口语活动：组织学生进行小组讨论或角色扮演等口语活动，培养学生的口语表达能力。
6. 总结：对本节课所学内容进行总结，强调重点和难点，引导学生进行复习和巩固。
四、教学评价1. 课堂表现评价：观察学生在课堂上的表现，包括听讲、回答问题、参与讨论等方面，进行评价。
2. 作业评价：布置与单元主题相关的作业，如阅读理解、听力理解、口语表达等，对学生的作业进行评价。
3. 期末考试评价：通过期末考试的方式，对学生的知识掌握和能力水平进行评价。
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Unit 1 Art教学设计I.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 youprefer…./ 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 , scholar…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 wouldbe impossible to describe 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, peoplewould not have been able to paint such realistic pictures.4.at the time they were created, the impressionists’ paintingwere controversial but today they are accepted as thebeginning of what we now call “modern art”.5.it is amazing that so many great works of art from late-19thcentury to 21st century could be contained in the same museum. III. 教材分析本单元以ART 为主题，主要介绍了西方绘画简史，描写了曼哈顿最好的艺术长廊。
帮助学生了解更多的有关美术的背景知识，分析中西艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方的绘画艺术进行比较。
1.Warming up 部分要求学生运用相关目标语言对自己喜欢的艺术形式和流派展开讨论，并说明喜欢的原因。
2．Pre-reading 让学生讨论有关画展或书中的艺术作品以及西方不同时期的着名画家。
3．Reading 介绍了西方绘画监视，不同的艺术流派，艺术特点及其代表性的画家和作品。
4．Comprehending要求学生在理解课文的基础上，写出三件有关西方艺术史的事并西方艺术分割变化大的原因。
5．Using language 是由reading, listening, discussing and writing 四部分组成，要求学生在了解艺术长廊相关知识的基础上，为当地举办的一场画展提出合理化的建议。
IV．课型设计与课时安排1st periodWarming up and reading2nd period Language study3rd period Grammar4th period Listening and talking5th period Using language6th period Reading,speaking and writing分课时教案The First Period Warming up ReadingTeaching goals：1.To enable the students to have a knowledge ofthe short historyof Western painting.2.To improve the students’ reading ability.Teaching important & difficult pointsEnable the Ss to talk about the short history of Western painting Teaching methodsSkimming and scanning; individual, pair or group work; discussion Teaching 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) Water 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 IIIReading1. 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 featuresRead the text carefully and find some detailed information. The Middle AgesFeatures:1. theme: religion2. Artists were not interested inshowing nature and people as…but interested in creating respect and love for God.The RenaissanceMasaccio ：the first person to use perspective in painting 1. Focused more on humansand 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 artAsk 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 theirfunctions 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 groupsof 4.Art is influenced by beliefs of the people, the way of life and so on.StepII Language points1.Painting is silent poetry, and poetry is a speaking picture.画是无言的诗, 诗是有声的画。