物理选修教案范文四篇。
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物理选修教案 篇1
物理选修教案
一、教学目标：
1. 培养学生对物理学的兴趣和热爱，提高学生的科学素养和物理学习能力；
2. 激发学生的创新思维和实践能力，培养学生的科学研究和探索精神；
3. 增加学生对物理学的深入了解，为将来的学术研究和职业发展打下坚实基础；
4. 引导学生关注物理学的前沿领域和应用，并将其应用到日常生活和社会实践中。
二、教学内容：
1. 选修内容1：量子力学与原子物理
主题范文：量子力学与生活中的应用
量子力学是现代物理学的重要分支，它解释了微观领域中的物质和能量的行为。让学生了解量子力学的基本原理，以及与生活中的一些应用相结合，能够增强学生对量子力学的兴趣和认识。
范文主题：1. 量子力学简介
量子力学是描述微观领域中物质和能量行为的理论。通过学习量子力学，我们可以了解微观领域中的奇妙现象和规律。
2. 量子力学原理
学习量子力学的基本原理，例如波粒二象性、不确定性原理等，让学生了解量子力学的基本概念和原理。
3. 量子力学的应用
介绍量子力学在生活中的一些具体应用，如量子力学在电子设备中的应用、量子力学在通信和加密领域的应用等。帮助学生了解量子力学的实际应用和意义。
4. 学习小结与思考
总结学习内容，引导学生思考量子力学对我们生活和科技发展的意义，激发学生对科学研究的兴趣和追求。
2. 选修内容2：相对论与宇宙物理
主题范文：从相对论看时间和空间
相对论是现代物理学的重要理论之一，它对时间和空间的认识给人类的思想和科学研究带来了颠覆性的影响。让学生了解相对论的基本原理，探讨时间和空间的奇妙性质，培养学生的思辨和创新能力。
范文主题：1. 相对论简介
介绍相对论的基本概念，包括狭义相对论和广义相对论的区别，以及相对论对我们认识时间和空间的影响。
2. 相对论的基本原理
学习相对论的基本原理，包括相对性原理、等效原理和引力场方程等，让学生了解相对论的基本概念和原理。
3. 时间和空间的相对性
探讨相对论对时间和空间的相对性的影响，如时间膨胀、长度收缩等奇妙现象，引导学生思考时间和空间的真实面貌。
4. 学习小结与思考
总结学习内容，引导学生思考相对论对我们对宇宙和人类的认识带来了哪些重要的启示和影响。
三、教学方法：
1. 探究式教学：通过实验、观察和讨论等方式，培养学生的实践能力和研究思维；
2. 互动式教学：组织学生小组讨论、学生展示、问题解答等互动形式，激发学生的思考和创新能力；
3. 多媒体教学：利用多媒体辅助教学，展示相关实验、图表和视频，增加学生对物理学内容的理解和兴趣；
4. 社区实践教学：组织学生走进社区、企业或科研机构，参观和交流，将所学的物理知识与实际应用结合起来，增加学生的动手能力和应用能力。
四、教学评估：（277433.coM 正能量句子）
1. 日常学习表现：包括上课积极性、作业完成情况、实验操作能力等；
2. 课堂表现：包括课堂回答问题、参与讨论、展示报告等；
3. 实践能力：包括实验操作、实践报告写作、科研项目等；
4. 总结能力：包括课程总结、主题范文撰写、学习思考等。
五、教学资源：
1. 教材：选择一本适合选修内容的物理教材，确保学生能够系统学习和理解相关知识；
2. 实验设备和材料：根据教学内容的要求，准备相应的实验设备和材料，保证学生能够进行实验操作；
3. 多媒体资源：准备多媒体设备，收集相关实验视频、图表等资源，辅助教学；
4. 社区和企业合作资源：与社区、企业或科研机构合作，获得实践教学的资源支持，提供学生实践的机会。
通过以上的教学目标、内容、方法和评估，我希望能够引导学生建立对物理学的兴趣和热爱，提高他们的科学素养和物理学习能力，并激发他们的创新思维和实践能力，为他们的将来的学术研究和职业发展打下坚实基础。
物理选修教案 篇2
物理选修教案
一、主题：光学
1. 反射和折射
2. 光的干涉与衍射
3. 光的偏振
二、主题：电磁学
1. 静电场
2. 电场中的电荷运动
3. 磁场
4. 电磁感应
三、主题：原子和核
1. 原子的结构和性质
2. 放射性和核能
3. 核反应和核技术
四、主题：力学
1. 运动学
2. 动力学
3. 能量和功
4. 牛顿运动定律
五、主题：热学
1. 热力学基础
2. 热传导和热辐射
3. 热力学第一定律和第二定律
六、主题：量子物理
1. 量子物理基础概念
2. 波粒二象性与不确定原理
3. 量子力学基本方程
七、主题：宇宙学
1. 天体运动学
2. 星系和星云
3. 宇宙大爆炸和宇宙演化
八、主题：现代物理学
1. 相对论
2. 量子力学基本方程及其应用
3. 粒子物理学
以上是几个物理选修的主题，每个主题都有相关的内容，包括理论知识和实验操作，旨在深入学习和理解物理学的基础理论和应用技术。通过精心设计的教案，可以帮助学生掌握相应的知识和技能，具备基本的物理思维和实验能力，拓展视野和思维，为未来深入物理学研究打好基础。
物理选修教案 篇3
《电容器、电容》是高考的热点，是电场一章的重点和难点，在教材中占有重要地位。
它是学完匀强电场后的一个重要应用，也是后面学习交流电路（电感和电容对交流电的影响）和电子线路（电磁振荡）的预备知识，在教材中起承上启下的作用。
从知识上要求学生了解电容器的构造、作用，明确电容器的两种工作方式，掌握电容的概念，并会用它们解决简单的问题。培养观察、分析、推理、空间想象、动手、语言表达等多种能力
根据教学大纲、教学参考书确定电容公式的建立、理解与应用为本节的重点。根据所教学生的实际情况及所用的教材确定冲、放电的过程的建立为难点。
新教材中《电容器、电容》一节把电容器的概念和平行板电容器两部分内容编排在一起，形成两个重点，课堂容量大，难点集中，考虑到学生的实际情况（基础差、能力低、空间想象能力差、注意力不集中的特点）在尊重教材，又不拘泥于教材的原则下，大胆进行改革，把教材的地二部分内容《平行板电容器》放到了下一节进行，从而使本节内容紧凑、容量适中、难点分散重点突出。
对电容器带电量与两极间电压成正比这一结论，教材是直接硬灌给学生的，不宜于学生接受，我从网上下载了冲放电模拟演示实验，弥补了教材的不足，让学生通过描点，画线，亲自探索出电量与电压的关系，顺其自然引入电容的概念，从而掌握比值法定义物理量的方法，不仅易于消化，而且调动了学生的积极性，巩固了重点突破了难点。
对电容器的冲放电过程教材说的过于简单，加上内容抽象，微观运动又无法演示，学生接受困难；而这部分内容又是后面学习电磁振荡的基础，为突破难点，不仅用实物演示，还采用了计算机模拟，让学生亲眼看到了电子的运动过程为后面教学铺平了道路。
对电容器的构造教学，让学生亲手扒开电容器，使学生感到可信，通过动手实验，本来不易于接受的较为陌生的电容器构造，一下变清楚了，使学生认识到就是前面讲过的两块平行金属板，使学生认识到物理知识与生活的密切关系，激发学习兴趣
整节课始终以学生为主体、教师为主导、实验为主线，计算机多媒体的应用使动态的微观世界真的'动了起来，与传统的教学方式形成了鲜明的对比。
为突出重点、分散难点，根据教育心理理论，我在教学中采用了以下两种教学方法：
1>动静结合。利用演示实验和计算机模拟来调动学生，使学生主动学习，在愉快的气氛中获取知识，即为“动态”。教师适时设疑使学生静心思考，即为“静态”。整节课始终处于一种动静交替的节奏之中。
2>教学方法采用了教师启发点拨与学生探索分析想结合。主导与主体相结合。对电容器电容公式的推导，让学生自己探索电量与电压的关系，教师引导得出电容器的公式，体现教师主导、学生主体的原则。
沿用了自制教具、洛仑兹力演示仪传统教学手段，又用了计算机、投影仪等现代化教学手段，两种教学手段并用，既激发了兴趣，又增大了课堂容量，又提高了课堂效率。
通过演示感应起电机演示，使学生观察到两种不同的放电情况，教师顺势指出：“出现这两种情况与这两个大瓶子有关，它们是什么？有什么作用呢？”“其实它就是莱顿瓶，是一种存储电荷的装置，现在叫电容器”这正是学生脑海中想问的问题，教师顺其自然导入新课。为激发学生的求知遇，用洗衣机电机教具展示有无电容器电机启动情况的不同（无电容器电动机不转，只有用手推才可转动，而电容器加上后动机可以自动转动），使学生明确电容器的重要作用，为新课教学作好铺垫。
1）首先，学生动手实验，把开电容器展示电容器的构造，
2）演示电容器的作用，引导学生得出“电容器可以充当电源。”从而建立电容器具有存储电荷的作用。
3）根据上面讲过的实验，指出“使电容器带电这一过程叫充电，使电容器失去电荷的过程叫放电”，接着利用模拟实验演示充电、放电过程，从而建立起电容器的两种工作方式的模型。从而突破教学难点。
4）电容器的电容概念的建立，我利用计算机模拟实验演示电容器的带电量与电压的关系，让学亲自画出它们的关系曲线，
引导学生得出电容定义式，为巩固这一概念，又进行了电容器与水容器的对比说明，从而巩固了电容与电量、电压无关的结论
物理选修教案 篇4
物理选修教案
一、引言
物理学作为自然科学的重要分支，旨在研究自然界中的物质和能量、它们之间的相互作用关系及规律。在当今科学高速发展的时代，物理学的发展也是不断地向前推进。作为广大学生的选修课程，物理学可以帮助学生成为具有理性思维和科学方法的人才，锻炼学生的实践能力和科研能力。为此，我们为高中物理选修课程制定了相关教案，以期能够为学生提供更为实用、更富有启发性的物理学知识。
二、教学目标
1.掌握物理学的基础知识及一定的应用能力；
2.理解物理学与日常生活的联系，培养学生的观察能力与实验探究精神；
3.使学生养成科学态度，锻炼创新思维能力；
4.能够适应高校物理教学和未来科学研究工作的需求。
三、教学安排
本教案主要涵盖以下主题：
1.力学与热力学
2.电学与磁学
3.波动光学与量子物理
三、主题讲解
1.力学与热力学
力学是物理学的基础，是一门研究物体在运动和静止状态下受力及其规律的学科。力学的研究内容广泛，它涉及陀螺、天体力学、太阳能、力学波、悬挂等等，是物理学不可或缺的一部分。
热力学是研究物质热力学性质和它们的相互关系的一门学科，其独特的“物质热力学定律”被广泛应用于工业、化学、核能等领域。在本主题中，我们将主要涵盖以下知识点：
（1）力学基础概念：万有引力定律，牛顿第二定律，动量守恒定律，机械能守恒定律等；
（2）热力学的基本概念：热力学系统，热力学变化等；
（3）热力学定律：热力学第一定律、热力学第二定律和热力学第三定律；
（4）热力学的基本关系式：熵的增加定律，热力学公式等。
2.电学与磁学
电学和磁学是物理学的重要分支，有着广泛的应用领域，如电子学、电气工程等。它们构成了现代物理学的基础，对当代科学技术的发展做出了重要贡献，是我们开发电子信息技术的基石。本主题将主要涵盖以下知识点：
（1）静电学：库仑定律、高斯定理、电场线等；
（2）电动力学：法拉第电磁感应定律、楞次定律、电磁波等；
（3）电磁场理论：位移电流、磁介质等；
（4）电子学：场效应管、二极管等。
3.波动光学与量子物理
波动光学和量子物理是现代物理学研究的前沿课题，也是目前物理学研究的热点和难点。在这一主题中，我们将主要涵盖以下知识点：
（1）光的本质：光的波粒二象性、波长、频率、相速度、群速度等；
（2）光的成像：透镜成像、望远镜等；
（3）量子力学：德布罗意波、波函数、量子力学叠加原理等；
（4）原子物理：李普希茨模型、泡利不相容原理等。
四、教学方法
1.理论课程教学：讲义、课件、教材等教学物料，重点讲解物理学的基本理论和实际应用。
2.实验教学：通过实验演示物理学原理，培养学生实际动手操作的能力和实验设计的能力。
3.讨论式教学：通过小组讨论、研究型学习或是分组研究等方法，鼓励学生自主学习与交流，挖掘和发掘学生的创造能力和创新潜力。
五、教学评估
教师对于学生的学习情况要进行认真评估。其中包括日常学习表现、平时小测验、期中期末考试等环节的评分，通过这些，可以了解学生在知识掌握、理解情况、实践应用等方面的情况，以此评估教学效果，进而调整和完善教学计划。
六、总结
综上所述，在物理选修教案中，我们通过制定科学、严谨的教学计划，让学生掌握物理学的基本知识，并通过多样化的教学方式培养学生的实践能力和创新精神，以适应未来的科学与技术发展。相信通过本课程的学习，学生们一定能够更好地掌握物理学的知识，培养科学思维方式，进而更好地为祖国的未来发展做出自己的贡献。
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英语选修6教案 篇1
昨天在太原实验中学上了一节阅读课，针对顺序选修阶段的课文教学如何进行教学，做了一个展示。 学生很配合，非常感谢他们，也真的希望他们学到了文学欣赏的'一些方法，尤其是移情之于理解的帮助。 NSE-SH 7 Module 3 Oliver asks for more Kwesting Lu Beijing Institute, Central China Normal University Have you read the news about Guo Jingming and Wang Meng? Do you love literature? Have you ever experienced literary writing? When did you write your first line of poem or your first sentence of story? What sense did you experience at that time? My experience Your experience? New experience Oliver asks for more Pre-reading Look at the picture and express your sense, feeling, recognition. Present what you know about Charles Dickens and Oliver Twist. Present your sense of seeing the name Oliver. Present your sense of saying the name Twist. Any particular popular Chinese words for Twist? First reading Read the story and check your prediction. Find the best summary. Second reading Read the text again and check how thoroughly you can understand the story. Check the meaning of some words and sentences. Do the inversed sentences help you understand the feeling of the author? Preparing for acting out The module task is acting out the story. Watch the clip of the film and learn to act the story out. Which action made you sad? Why? Rehearsing in groups Choice 1: Imagine what the tall boy said to other boys. Act it out. Choice 2: Imagine what the boys said in their meeting. Act it out. Choice 3: Act out Oliver’s section. Acting it out Extending I want some more … (of what?) Oliver: I want some more food… Li Shiming: I wand some more years… Romeo: I want some more love… You: I want some more… Try to use inversion when necessary. Acting it out Acting out your creation. You can act it out by yourself or in groups. You can do it at your school’s English festival or English club or your next English class. DO remember: I want some more! Try more after class.
英语选修6教案 篇2
Module 7 知识点罗列：
Useful phrases:
1. drop off 让…下车 （数量）减低，逐渐消失 2. choke off阻；阻止
3. line up连接；会合 4. function…as用作
5. accelerate the pace of 加快…的步伐 6. go sightseeing 去观光
7. permit /allow sb. to do允许某人做某事 8. at a discount打折
9. rely on依赖，依靠 10. end with以…结束
11. in the hope of / in hops of 怀着…的希望；
with the purpose of 带着…目的； for the purpose of 为了…目的
1) She went there in ______ of finding a good job.
2) She went there in ______ _______ of finding a good job.
3) She went there, _________ to find a good job.
4) She went there in the hope _______ she could find a good job.
12. take notice of注意到= take note of take notes of做笔记
take no notice of 不注意；不理踩 = ignore; pass by
13. make better use of = make the best of = make the most of 更好地利用
make use of利用 == take advantage of
14. make up for 补尝；弥补 (recover sth. recover from)
15. news flash简明新闻 16. wash away冲掉（走）
17. under repair在修理中 ~ discussion在讨论中 ~ examination在考试中
~ review 在复习中 ~ study在研究中 ~ consideration在考虑中
~ construction在兴建中 ~ investigation在调查中 ~ control在控制中
18. by ferry渡船 by boat / by ship / by sea / by bike (plane; train; car; bus)
19. in addition to除…之外 = apart from ; other than; except (for)
20. arise from 由……引起 = result from; as a result of
21. be aimed at目的是 be meant to do aim at sth.瞄准
aim at doing sth.目的是/力争达到 aim to be 立志成为
22. traffic jam 交通堵塞；塞车 23. a couple of 两个；两三个
24. May day五一 25. cause damage to 使……受到损害
26. accelerate the pack of 加快 27. in use 使用中
28. be powered by 由…提供能量. 29. the increased number of 急速增加的…数量
30. lead to 导致 31. it is decided that 决定 32. beneath the surface 在地面下.
33. pull through 摆脱,度过难关. 34. under the authority of 在…的管理下.
35. In honor of 为记念…. 36. why not….? 为何不….
37. travel cards 乘车卡. 38. bomb shelters 防空避难所
Important sentences:
1. They have done so in the hope that people will take notice of the problems caused by
poisonous smoke and gas from cars.
2. This notice is aimed at increasing people’s awareness of the problem because it has
become quite extreme.
3. Another cause of accident is that bicycles are not kept in good condition.
1) permit sb. to do permit doing (allow; forbid) permit n. 执照
2) undertake undertake a project承担项目 undertake to do sth.同意某人做某事
have the distinction(=reputation) of doing sth.享有做某事的荣誉（盛名）
gain / win / obtain / attain distinction（=fame）出名 = become famous
without distinction (= difference)没有区别
make a distinction between A and B = make a difference between A and B 区别A和B
= distinguish A from B (between A and B)
4. arise vt. 出现,发生,升起 arose arisen
How did this quarrel arise?这场争吵是怎么发生的?
The sun rises in the east. The river has risen.河水上涨了. Prices have risen.物价上涨了.
~ one’s hand ~ a family ~ cattle ~ price ~ one’s voice ~ a question ~ money
~ sb. from sleep唤醒某人 ~ attention引起注意
take /run a risk冒风险 at risk有风险 at the risk of doing冒着…危险
risk doing sth.冒着做某事的危险 risk one’s life冒着生命危险
6. It is up to sb. to do sth.由某人负责做某事
It is up to him to get us together.
He has been up for an hour.
What is he up to?
He is up to the horrible snake.
Exercises:
1. Mary wanted to travel around the world all by herself, but her parents didn’t ____ her to do so. A. forbid B. allow C. follow D. ask
2. The students were not ____ to leave the classroom without an adequate reason.
A. permitted B. admitted C. hoped D. allow
3. The thirty-storey building is one of the most challenging projects they have ever ____.
A. undergone B. overtaken C. understood D. undertaken
4. Most of the projects ____ by the young engineer on his own.
A. are undertaking B. are undertaken C. undertaking D. undertakes
5. There are the highest ____ that have ever been given by the government
A. distinction B. acquisition C. expansion D. connection
6. Many difficulties have ____ as a result of change over a new type of fuel.
A. risen B. arisen C. raised D. aroused
7. A completely new situation will ____ when examination system comes into existence.
A. arise B. rise C. raise D. arouse
8. He got well-prepared for the job interview, for he couldn’t risk ___ the good opportunity.
A. to lose B. losing C. to be lost D. being lost
9. Marie Curie took little notice ___ the honors that were given to her in her later years.
10. The temple is not open to visitors as part of it is ____.
A. in repair B. repairing C. on repairing D. under repair
11. He aimed ____ a good teacher.
A. at becoming B. for becoming C. in becoming D. be coming
12. ____ improving your knowledge, reading can make you wise.
A. In addition to B. As C. Because D. Although
13. The sofa in my room is so big that it can ____ as a bed.
A. regard B. consider C. function D. use
14. With more forests being destroyed, huge quantities of good earth ____ each year.
A. is washing away B. is being washed away
C. are washing away D. are being washed away
15. I’m writing to you ____ you will support me in the project.
A. in the hope to B. in order to C. in the hope that D. so as to
16. According to the recent research, heavy coffee drinking and heart attack is necessarily
____ and effect. A. reason B. impact C. fact D. cause
17. ---Shall we go to the art exhibition right away? ---____.
A. It’s your opinion B. I don’t mind C. It’s all up to you D. That’s your decision
18. There have been several new events ____ to the program for the Beijing Olympic
Games. A. add B. to add C. adding D. added
19. Whenever he was asked why he was late for class, he would answer carelessly, always
____ the same thing. A. saying B. said C. to say D. having said
20. _____ and happy, Tony stood up and accepted the prize.
A. Surprising B. Surprised C. Being surprised D. To be surprising
完成句子:
1. Last night, the accident________________ (损坏得非常厉害) to that expensive car.
2. During the war, when London was bombed, many underground stations________(充当了防空
3. I bought a________ (打折票) and rode the underground three times, which made me happy.
4. The storms _____(冲走) soil along the road and part of the road is still_____(修理中)
5. The number of road accidents and the deaths_______ (由…引发的)those accidents has
increased greatly over the past year.
6. The union of the different lines makes traveling________(极其不方便)
7. I will show you________ (像册) I took in London when I come back..
8. Could you buy me _________(单程票), my sister wants to go to Nan Jin.
9. He sat beside the window, watching ________(落叶) floating in the air.
10. _____(发展了多年后), the underground system is now able to transport millions of people effectively.
1. She went to the bookstore and bought _____.
A. dozen books B. dozens books C. dozen of books D. dozens of books
2. After the trainer was sure that the whale could look after itself, he ____ it into the sea.
A. transported B. unloaded C. released D. handed
3. This new model of car is so expensive that it is _____ the reach of those with average incomes. A. over B. within C. beyond D. below
4. ---Can he take charge of the computer company? ---I’m afraid it’s ____ his ability.
5. They entered the area without ______.
A. permit B. permitting C. permits D. permission
6. We will go skating this afternoon, weather ____.
A. permit B. permitting C. permits D. permission
7. Would you please _____ me to offer you some advice.
A. permit B. permitting C. permits D. permission
8. I have been doing some _____ research.
A. history B. historic C. historical D. historian
9. Today is a ______ occasion for our country.
A. history B. historic C. historical D. historian
10. The girl ______ becoming an actress.
A. is aim B. is aiming at C. aims at D. is aimed at
11. According to the recent research, heavy offer during and heart attack is not necessarily ____ and effect. A. reason B. impact C. fact D. cause
12. The bridge has been built to support very heavy ____.
A. goods B. loads C. challenge D. weight
13. Without new concept, our school leaders prefer _____ teachers and students with heavy burden to add to their fame and profits
A. load B. to load C. loading D. being loaded
14. It is difficult _____ exact distinctions between all the meanings of a word.
A. to drawing B. to making C. make D. drew
15. The new ____ of the country were fixed after the war.
A. egde B. border C. boundaries D. sides
16. You can _____ goods from one place to another by train, or by lorry, ship and areroplane.
A. carry B. transportation C. ship D. transport
17. It snows all the year round in that _____ little village.
A. far away B. faraway C. distant D. distance
18. The sewage pipes were _____ up with rubbish.
A. choked B. choking C. to choke D. blocked
完成句子：
The two organizations ______ _____ to hold a charity event for the poor children.
2. 这些新的挖掘方法加快了伦敦地铁的发展步伐。（accelerate the pace of）
These new ways of digging __________ _____ ______ ______the London underground’s development.
3. 一般说来，人们喜欢买各种各样的减价商品。（discount）
_________ _____ , people like to buy all kinds of things _____ ____ ________.
4. 因缺乏交流而引发的家庭问题越来越多。（arise from）
There are more and more family problems ______ ____ _____ _____ ____communication.
5. 由于不知道坐哪路车，她向我们求助。（not knowing）
Not knowing which bus to take, she ______ ____ _____ _____ ______.
1-5 BADBA 6-10 BABAD 11-15 AACDC 16-20 DCDAB
1．did a lot of damage 2．functioned as bomb shelters 3． ticket at a discount
4． washed away ; under repair 5．arising from 6．much more inconvenient
7．photo album 8．one-way ticket 9．falling leaves 10． Having been developed for any years,
1-10 DCCAD BACBC 11-20 DBCBC DCA
1. linked up 2. accelerated the pace of 3. Generally speaking; at a discount
4. arising from the lack of 5. turns to us for help
1-5 BADBA 6-10 BABAD 11-15 AACDC 16-20 DCDAB
1．did a lot of damage 2．functioned as bomb shelters 3． ticket at a discount
4． washed away ; under repair 5．arising from 6．much more inconvenient
7．photo album 8．one-way ticket 9．falling leaves 10． Having been developed for any years,
1-10 DCCAD BACBC 11-20 DBCBC DCA
1. linked up 2. accelerated the pace of 3. Generally speaking; at a discount
4. arising from the lack of 5. turns to us for help
1-5 BADBA 6-10 BABAD 11-15 AACDC 16-20 DCDAB
1．did a lot of damage 2．functioned as bomb shelters 3． ticket at a discount
4． washed away ; under repair 5．arising from 6．much more inconvenient
7．photo album 8．one-way ticket 9．falling leaves 10． Having been developed for any years,
1-10 DCCAD BACBC 11-20 DBCBC DCA
1. linked up 2. accelerated the pace of 3. Generally speaking; at a discount
4. arising from the lack of 5. turns to us for help
1-5 BADBA 6-10 BABAD 11-15 AACDC 16-20 DCDAB
1．did a lot of damage 2．functioned as bomb shelters 3． ticket at a discount
4． washed away ; under repair 5．arising from 6．much more inconvenient
7．photo album 8．one-way ticket 9．falling leaves 10． Having been developed for any years,
1-10 DCCAD BACBC 11-20 DBCBC DCA
1. linked up 2. accelerated the pace of 3. Generally speaking; at a discount
4. arising from the lack of 5. turns to us for help
1-5 BADBA 6-10 BABAD 11-15 AACDC 16-20 DCDAB
1．did a lot of damage 2．functioned as bomb shelters 3． ticket at a discount
4． washed away ; under repair 5．arising from 6．much more inconvenient
7．photo album 8．one-way ticket 9．falling leaves 10． Having been developed for any years,
1-10 DCCAD BACBC 11-20 DBCBC DCA
1. linked up 2. accelerated the pace of 3. Generally speaking; at a discount
4. arising from the lack of 5. turns to us for help
1-5 BADBA 6-10 BABAD 11-15 AACDC 16-20 DCDAB
1．did a lot of damage 2．functioned as bomb shelters 3． ticket at a discount
4． washed away ; under repair 5．arising from 6．much more inconvenient
7．photo album 8．one-way ticket 9．falling leaves 10． Having been developed for any years,
1-10 DCCAD BACBC 11-20 DBCBC DCA
1. linked up 2. accelerated the pace of 3. Generally speaking; at a discount
4. arising from the lack of 5. turns to us for help
1-5 BADBA 6-10 BABAD 11-15 AACDC 16-20 DCDAB
1．did a lot of damage 2．functioned as bomb shelters 3． ticket at a discount
4． washed away ; under repair 5．arising from 6．much more inconvenient
7．photo album 8．one-way ticket 9．falling leaves 10． Having been developed for any years,
1-10 DCCAD BACBC 11-20 DBCBC DCA
1. linked up 2. accelerated the pace of 3. Generally speaking; at a discount
4. arising from the lack of 5. turns to us for help
1-5 BADBA 6-10 BABAD 11-15 AACDC 16-20 DCDAB
1．did a lot of damage 2．functioned as bomb shelters 3． ticket at a discount
4． washed away ; under repair 5．arising from 6．much more inconvenient
7．photo album 8．one-way ticket 9．falling leaves 10． Having been developed for any years,
1-10 DCCAD BACBC 11-20 DBCBC DCA
1. linked up 2. accelerated the pace of 3. Generally speaking; at a discount
4. arising from the lack of 5. turns to us for help
1-5 BADBA 6-10 BABAD 11-15 AACDC 16-20 DCDAB
1．did a lot of damage 2．functioned as bomb shelters 3． ticket at a discount
4． washed away ; under repair 5．arising from 6．much more inconvenient
7．photo album 8．one-way ticket 9．falling leaves 10． Having been developed for any years,
1-10 DCCAD BACBC 11-20 DBCBC DCA
1. linked up 2. accelerated the pace of 3. Generally speaking; at a discount
4. arising from the lack of 5. turns to us for help
1-5 BADBA 6-10 BABAD 11-15 AACDC 16-20 DCDAB
1．did a lot of damage 2．functioned as bomb shelters 3． ticket at a discount
4． washed away ; under repair 5．arising from 6．much more inconvenient
7．photo album 8．one-way ticket 9．falling leaves 10． Having been developed for any years,
1-10 DCCAD BACBC 11-20 DBCBC DCA
1. linked up 2. accelerated the pace of 3. Generally speaking; at a discount
4. arising from the lack of 5. turns to us for help
英语选修6教案 篇3
Teaching goals:
1. Talk about water and the ocean
2. Practice communicative skills
4. Write an explanation paragraph
1st period: Warming-up and Reading (1)
3rd period: post-reading and Listening (SB)
4th period: Integrating Skills (SB)
6th period: Grammar and Language Study
Period 1 Warming up & Reading (I)
Teaching goals:
1. To get the Ss to understand the main properties of water by connecting them with some common phenomena and learning to explain the phenomena.
2. To enable them to be aware of the importance of water, making good use of water in a proper way and protecting water resources.
Important points in teaching:
Words: benefit, available, pure, mass, float, absorb, release, stable, bottom, habitat,
dissolve, property.
Phrases: benefit from, range from… to …., all the way, be made up of, that is,
freezing point, break down, mix with, be measured in, take advantage of,
keep…steady, manage to, be sensitive to, up to.
Structures: whatever…., ….., that is,…..
Teaching procedures:
Read a short poem and guess its name: A letter from _______. (Water)
Dear User,
Shame to you all, the Ignorant,
Surely, all forms of life will wither away
Have you ever imagined,
Life without me?
I tell you, it will be unbearable
For every drop counts...
Qs: 1) What does “Dear user” here refer to?
2) What does it talk to its users?
3) On which planet does it exist? －On the earth, which is also called the water planet.
4) Do you know why it is called “The water planet”?
－Because about three quarters of the earth is covered by water.
Step2: Pair work: Collect as many words as possible related to water. Qs:
How much do you know about water?
Is all water fresh or salty?
Step3: Talk about the properties of water.
T: Water is around us and inside us. We can’t go without water. Qs:
Why is water so important to living things?
Can you point out some of its properties or characteristics?
Suggested vocabulary:
It's colorless, tasteless, odorless and universal dissolvent.
It feels wet;
It exists in three forms: liquid, solid, gas, and is cycled through the water cycle;
It can absorb a large amount of heat;
It sticks together into beads or drops;
It's part of every living organism on the planet; etc.
Learn more about water’s properties by doing some simple experiments and learn to describe an experiment.
What property of water does each of the four experiments illustrate?
What causes this phenomenon?
What’s this phenomenon related to?
① Experiment 1 shows how air pressure causes a piece of thick paper to cling to an upturned glass of water.
② Experiment 2 illustrates how substances with different density behave when placed in the same container.
③ Experiment 3 is an example of how water dissolves substances and objects.
④ Experiment 4 illustrates some of the differences between salt water and fresh water.
3. T: What other properties of water do you know about?
What causes the following phenomena? Can you explain?
①We can get a lot of nutrients by drinking water and having soup.
②Wood floats on water while iron sinks.
③The coastal areas are often neither too hot nor too cold.
④Why can some living things live at the bottom of the ocean where there is no sunshine?
(If these questions are too difficult) Try asking questions about the properties of water and then give answers to them.
Look at the titles in the text below. Do not read the whole text. Pick out the subject of each paragraph. Use the structures below to make six questions related to the subjects.
What is/ are ________?
What does _________ look like?
What are different parts of ______?
What can ________ be compared to?
How does _______ work?
What are some examples of ________?
1. Skim to find the words and phrases which describe the properties of water in the reading text.
2. Scan to Find out some basic facts about life in the oceans.
Life on earth began in the oceans about three billion years ago;
99% of the living space on earth is in the oceans;
There are about five million (known) species in the oceans;
Life in the oceans ranges from tiny plankton to giant whales.
1． Read the text carefully and find out the detailed information about water properties.
2． Think as many examples as possible to illustrate water properties.
Teaching steps:
T: Yesterday you were required to ask more questions about water’s properties and find out the detailed information about water properties as well. So now let’s have a little quiz about the properties of water.
True of false questions:
1) Water is a liquid at room temperature, and it has a relatively high freezing point.
2) The reason why water can dissolve most substances on earth is that water has high heat capacity.
3) Like all the other substances, water gets smaller (contract) when it freezes.
4) Pure water has a higher freezing point and lighter than salt water.
5) The salinity of the earth’s oceans is about 3.5%.
6) When water freezes, its density increases.
7) Other recourses such as oil, gas, gold etc is as precious as a drop of rain.
1. As we all know, Charles Darwin is famous for his “The Origin of Species”. (According to his theory of evolution)
Qs: 1) Was there any life on the earth billions of years ago?
2) If any, what was the original life like at that time?
3) Where did it live? －In the deep blue seas.
4) How does the world take its shape, which is quite different from what it used to be, especially those various organisms? －Billions of years’ natural selection.
2．It is said that 99% of the living space on earth is in the oceans.
Qs: 1) What does this fact result in? －Marine life is incredibly rich and varied.
2) Can you give some specific numbers or examples?
－There are about five million species in the oceans. They range from the tiniest plants all the way up to giants (e.g. sharks and whales).
3) What does this fact imply? Do you agree?
－Water is an excellent medium for life.
4) Why do you agree that water is an excellent medium for life? (Based on common knowledge)
Water is a liquid at room temperature and has a relatively high freezing point;
All living creatures need food to survive, but on many occasions the nutrients become available to living things only when they are dissolved by water.
3．So we know that one of water’s properties is its dissolvability(溶解性).
Qs: 1) Do you know what gives water such a unique property?
－The chemical structure of water.
2) What does the water molecule look like?
－A water molecule consists of two hydrogen atoms and one oxygen atom. The two hydrogen atoms are bonded to one oxygen atom to form a 'V' shape. The two hydrogen atoms form a polar molecule, that is, one with a slightly positive end and one with a slightly negative end.
3) Can you give some other examples which are also resulted from water’s unique chemical structure?
－Plants can pull water up their roots via a capillary(毛细管) process;
－We can get a lot of nutrients by drinking soup.
That’s water’s another property－dissolvability.
4. Since water is such a universal solvent, it can dissolve just about anything including many gases and solids. As a result, there is sea water.
Qs: 1) Do you know the salinity of the earth’s oceans? －about 3.5%.
2) What does it mean?
3) Have you ever noticed such a phenomenon that in winter water in some containers or small rivers often freezes while that in seas not? Can you explain it?
－The salinity of sea water can affect the freezing point of water. Sea water has a lower a freezing point, so even when the temperature of sea water falls below 0℃, sea water is still liquid.
5. However, no matter whether it is sea water or pure water, “wood floats on water while iron sinks” always works. How do you explain that? What property of water is this?
－If a substance has a lower density than water does, it will float on water; Otherwise, it will sink.
Qs: 1) What is density? And what’s the density of pure water?
－Density is the relationship between mass and volume and is measured in kilos per cubic meter (kg/m3). The density of water is 1,000kg/m3.
2) Does it also go for the phenomenon that Ice looks larger than water of equal mass?
－Yes. Water’s density decreases when it turns to ice, so its volume increases.
3) Does all the water in the same river or ocean have equal density? Tell your reasons.
-No. Changes in salinity and temperature affect water’s density. Cold water of high salinity usually is most dense and will tend to sink to the bottom of the ocean.
6. Qs: 1) What do different densities in the ocean result in?
－Dense water sinks and less dense water is pushed to the surface. Thus water in the ocean is always moving.
2) What phenomena can this result help us explain? Please give examples. (If necessary, give students some hints such as showing a picture etc.)
Ocean motion helps move nutrients around and adds energy to the marine ecosystems.
Different marine creatures live in different levels of the ocean. (Because of the foods they need, sunshine etc.)
7. Read following statement and think what conclusion you can draw? Or what property does it refer to?
It is said that a man of 60kg loses about 1L water through breath and skin evaporation (皮肤蒸发) every day. In other words, 539kcal heat is released in these two ways. If so much heat were kept in human body, it would raise body temperature by 9℃. Can you imagine the result?
－Water has a relatively high heat capacity and can accommodate the climate automatically. It can absorb and release a lot of heat without big changes in its temperature, thus creating a stable environment.
8. Here are some more familiar phenomena.
What property of water is each of them related to?
The coastal areas are often neither too hot nor too cold. (Water’s high heat capacity)
When the sea water in a container is evaporated (蒸发), there will be some salt left. (Dissolvability)
Irrigate in winter can help raise the soil temperature. (Water’s high heat capacity)
People swimming in the Dead Sea float; they can even read a paper while lying on their back in the water. (salinity and density)
1. Try to think as many examples as possible to show that water is made use of to bring benefit to human beings.
Period 3 Post-reading & Listening
Teaching goals:
1. To get students have a better understanding of water.
2. To learn some new words and sentence structures.
Teaching procedures:
I. Better understand the properties of water
1. “Where there is water, there is life!” Can you use some facts to illustrate it?
－Water is a medium for life.
So far as we know, life only exists on earth, because there is water. Etc.
2. Our planet is a water planet of which two thirds of its surface is covered by water. What’s more, our body is also mainly composed of water. Do you know following figures which show how much water there is in parts of our body? 60%, 70%, 82%, 90%
Up to _____ of the human body is water.
______ of the brain is composed of water.
______ blood is made up of water.
The lungs are nearly _____ water.
3. Water is the source of life. That’s why water is an excellent medium for life. And you know all this is because of water’s unique properties.
II. Revision on the properties of water
1. What are the properties of water?
Water is polar.
Water is liquid at room temperature.
Water has a relatively high freezing point.
Water has density 1,000 kg/m3.
Water has high heat capacity.
…
2. What causes water to have such unique properties?
－It’s molecule form / chemical structure.
3. What is water molecule like?
Chemical structure: two hydrogen atoms and one oxygen atom.
Different parts of it: a slightly positive end and a slightly negative end, so it is polar.
The function of it: it causes water to be able to dissolve both solids and gases, and that’s why water can break down nutrients quickly.
4. Do pure water and salt water have the same chemical structure? Does pure water have salinity?
2) What is sea / salt water? － A mixture of pure water, dissolved gases and solids.
3) How does salinity affect water?
4) How does it affect water’s weight and freezing point?
－ The higher salinity water has, the heavier the water is.
The higher salinity is, the lower the freezing point of water is.
5. Salinity also has something to do with the density of water. The higher salinity is, the higher density of water is.
2) How is density measured?
3) Which is denser, water or oil?
4) What will happen when water and oil are in the same container? What does this phenomenon illustrate?
－Oil floats on water. A less dense substance floats on a denser substance.
5) Does water in the same ocean have the same density?
－No. Denser water sinks and pushes less dense water to the surface.
6. That’s why the ocean water will never stop moving. Ocean motion
Qs: 1) What does ocean motion mean?
2) How does ocean motion work?
－Denser water sinks and pushes less dense water to the surface.
Ocean motion helps move nutrients around and adds energy to the marine ecosystems.
3) What causes ocean motion?
－Changes in salinity and temperature.
7. The temperature of the ocean water always keeps steady, making the ocean a safe and comfortable habitat. Do you know why?
－Water has a relatively high heat capacity.
Qs: 1) What is heat capacity?
2) What’s the function of heat capacity?
－It determines how a substance absorbs and releases heat;
It keeps water temperature steady;
It keeps the earth’s temperature steady.
1. There is a close relationship between some properties of water, for example, salinity, density and ocean motion. How do they affect each other?
2. Suppose you are one of the main properties of water (resolvability, salinity, density …). You think you are the most important and have the greatest effect on life. Try to persuade others by describing: 1) What you are.
2) What affects you.
3) What you are made the most of by human beings.
Give a very brief introduction of The Rime of the Ancient Mariner and its author Samuel Taylor Coleridge. Here rime is the variant of rhyme.
1. Listen to the story (Part 1) and find the information about it. (When, where, who, what?)
When: 18th century? (No, not mentioned)
What: One of the sailors kills a bird that brings good luck to the ship, by doing which he has brought bad luck and death to the sailors.
2. Listen to part 1 for the second time and finish the following true or false questions.
1) This poem was written by a British poet Samuel Taylor Coleridge in the 1700s.
2) In the poem, one of the sailors kills a fish under the ship.
3) It is believed that the animal he kills is one that brings good luck to the ship.
4) Other sailors are so frightened and angry that they kill the sailor.
5) The sailors are extremely thirsty but they can’t drink the water in the sea, because it is too dirty.
3. Listen to part 1 for the third time and answer the following questions:
1) Who tells the story in the poem?
2) What does one of the sailors do?
3) What do you think will happen next?
4) Why are the other sailors frightened?
4. Listen to part 2 and complete the following sentences.
1) Finally they decide that he must die －_______ the mariner who _______ the bird.
2) He must _____ _______ it all and will ______ by having to tell the story…
3) _____ ______ on the ship, _________ on the ocean, the mariner suffers from __________ and ______.
4) His story _____, the ________ mariner says _________ and asks them to learn from his ___________.
Keys: 1) except, shot; 2) live through, pay 3) Left alone, drifting, loneliness, fear; 4) told, ancient, farewell, sufferings
5. Listen to part 2 again and answer the following questions:
1) What happens to the sailors?
2) What happens to the mariner?
3) Why is the person telling the story?
4) Who is the person actually?
1. Reflection: What do you learn from this story?
－Everything existing in the world has their own certain values, we should understand and respect them.
Work with partner and try to come up with a good, scary story like the one about the mariner.
1. Preview Integrating Skills “Nature’s Nursery: Estuaries” on page 22
Teaching goals:
1. To get students to know what estuaries are and their functions
2. To learn to write an explanation paragraph
Teaching procedures:
Look at the map of China, answer these questions:
1. Can you name the three cities marked on the map? Where are they? (Chongqing, Shanghai, Dalian )I
2. How much do you know about them? Is the economy there well-developed or not?
3. Which city is the most developed? Why?
Now let’s look at this map and then answer the following questions:
1. Can you tell what map it is? Where is it?
2. Is the water here salty or fresh?
3. What’s the place called where river and the ocean meet?
1) Find out the definition of estuary.
(An estuary is the body of water where a river meets the ocean. Salt water from the ocean and fresh water from the river mix together in an estuary. This mixing of fresh and salt water creates a unique environment filled with life of all kinds---- a zone between the land and sea.)
2) What functions of estuaries have been mentioned in the passage?
(Great places for nature’s young animals clean our water by absorbing nutrients and pollutants from water coming from inland sources; provide both recreation and education for human beings.)
3) Discussion.
What living conditions do you think are needed for nature’s young ones?
Do estuaries have such conditions for them?
What living conditions do you think are needed for nature’s young ones?
Do estuaries have such conditions for them?
3. Scan the passage and answer the following questions.
Why are estuaries such good places for nature’s young ones?
What does “density” mean in this passage?
How do estuaries affect the water that passes through them?
Why are estuaries more sensitive to pollution than other areas?
Why are estuaries important to human beings?
(Answer to question 1) In estuaries, animals can enjoy all the benefits of the oceans without having to face many of its dangers. Tides provide energy for the ecosystems, but estuaries are protected from waves and storms by islands, mud or sand. Nutrients from both the land and the ocean arrive in estuaries.
(Answer to question 2) It means the degree to which an area is filled with things or people.
(Answer to question 3) They absorb nutrients and pollutants from water coming inland sources, thus cleaning our water.
(Answer to question 4) Because estuaries act as filters(过滤器), many pollutants end up in them.
(Answer to question 5) Estuaries provide both recreation and education for human beings. For example, people can fish, swim and have fun on the beach; scientists and students have endless opportunities to study a variety of life in the habitat. Estuaries also contribute to the economy through tourism and fishing.
4. Finish the following passage with words from the text.
Estuaries are bodies of water along coasts that are ________ (形成) when fresh water from rivers ________ with salt water from the ocean. In estuaries, the fresh river water is blocked from streaming into the open ocean by either surrounding mainland, or islands. This mixing of fresh and salt water _______ a unique environment ______ with life of all kinds -- a zone between the land and sea known as an estuary. The estuary gathers and holds a ______ of life--giving nutrients from the land and from the ocean, forming an ecosystem that contains more creatures than any other ________ on the earth. Estuaries are also important for human beings. They protect water quality by ________ pollutants from water coming from inland sources. They are centers for _______(娱乐) and education. Estuaries, in short, are treasures.
(formed, mixes, creates, filled, variety, habitat, absorbing, entertainment)
As we learn from this passage, many cities which are built around estuaries, like Shanghai, Guangzhou, Ningbo, Shenzhen are very developed. Can you explain why?
( They are near Yangtze River Delta, Pearl River Delta…)
(Convenient transportation, rich resources…)
Do you still remember what we learn about the properties of water? In that passage, the writer introduces the chemical structure and several properties of water to us, such as salinity, density, heat capacity. So from this we know when we are explaining what something is or how things happen, it is important that our explanations should be well organized and easy to understand.
If we are describing a process，we’d better explain each step in the order it happens. Tell the readers about the causes and effects and use words like first, second, then, etc to show the order of the steps.
First…
Second…
Third/ Then…
If we are writing about something that has several parts, we should describe each part and explain its function and structure.
The following questions may help:
What is it? How many parts is it made up of?
What’s the structure of each part? How does it work?
Imagine that your science teacher ask you to explain one of the following questions:
Why does an ice cube float?
What will happen to a piece of metal if you put it in water?
Why do so many species live in estuaries?
Why have so many cities been built by estuaries?
Choose one of the questions and write a passage, using what you know about nature and science and what you have learned from this unit.
Teaching aim:
1. Get students to talk about the main use of water in our life and their effects.
2. Draw students’ attention to the importance of using, saving and protecting our water as well.
Teaching procedures:
1) Can you use your own words to tell us the general idea of the two reading passages?
2) What do you learn from our previous classes?
－ Water is necessary / a must to life. Without water, life, as we all know, would not exist.
1) Do you agree with the saying “Without water, life would not exist.”?
2) So not only you and I agree with this opinion, but also the United Nations hold the same view. And that’s why we have World Water Day.
Q: Is there anyone who knows when it is? － Mar. 22
3) Brief background information about World Water Day: World Day for Water is established by the United Nations General Assembly's resolution 47/193 of 22 December 1992. It is a unique occasion to remind everybody that concrete efforts to provide clean drinking water and increase awareness world-wide of the problems and of the solutions, can help make the difference.
4) Last year we witnessed some great disasters such as the typhoon “Yunna” and the tsunami in the India Ocean. What a coincidence that the theme for World Water Day was “Water and Disaster”. World Water Day will be guided by the upcoming water decade's theme “Water for Life”. It will be the starting day for this International Decade for Action, “Water for Life”.
1) To some extent, the existence of World Water Day also implies that human beings cannot live without water. Why? Can you tell how water is being used in our life? Give some examples.
－electricity, agriculture, home use, industry, transport, entertainment, etc.
2) Look at the first picture (“electricity”) in the textbook and talk about it.
The water is being used to generate electricity. Building up behind a high dam, water accumulates potential energy (势能). This is transformed into mechanical energy when the water rushes down. It is a good way to use water because water is renewable green energy. It will never run out if only we use it properly and generating electricity by using water is a better way to protect the environment than others. However, it takes a great sum of money and a long period of time to build a dam and prepare all the required equipment. Since nowadays electricity has already been an indispensable part of our life, most people benefit from using water in this way.
3) Group work. Divide students into several groups with six in each. Each one takes charge of one picture. When discussing each picture, please think about the following questions:
How is water being used?
What property of water enables it to be used in this way?
Why do we use water in this way?
Who benefits from using water in this way?
Is this a good way to use water?
What are some disadvantages of using water in this way?
4) Pair work. Each six-member group can be divided into three smaller ones with two in each. Make a dialogue on the basis of the results about your topics we reach, using following useful expressions:
The water is being used to / for … We should / could …
What will we do if …? If we …, we can …
It would be better to … Can you think of a better way?
1) Just now we’ve talked about six main ways of using water and their disadvantages as well as advantages. Here I have something more for you.
① Read following short passage by yourself.
No matter who we are, where we are, or what we do, we are all dependent on water. It is the source of all life and we need it every day. But with the world's growing population and fast developing economies, the earth's water reserves are drying up fast.
As many as 7 billion people throughout the world could face a water shortage by 2050 if the present situation continues. By then, the global population is expected to reach 9.3 billion. Many big cities, including Beijing, Shanghai and Tianjin, will suffer severe water shortages.
This alarming situation was shown in a United Nations (UN) report just ahead of World Water Day, which falls on March 22.
② Watch a flash “A prediction for water”
2) Q: What information have you got from the passage and flash?
－Water is very important to each of us. We must try our best to save and protect our precious water; otherwise, we will suffer a lot and even bring disasters upon ourselves.
3) Q: How can we save and protect water in our daily life?
Take home use for example,
Reduce faucet flow. Avoid letting the water run when brushing teeth, washing dishes, and shaving etc.
Reduce shower flow. Install a water-efficient shower head and spend 2 minutes less in the shower.
Replace aging toilets and clothes washers with high efficiency models. Take advantage of City rebates offered for low-flow and Wash Wise models.
Repair leaks. Find and fix faucet and toilet leaks.
Use natural lawn & garden care practices. Dig compost into soil to increase water retention and apply mulch around plants to avoid evaporation.
Reduce outdoor water use. Use a commercial car wash that recycles water. Sweep the driveway instead of hosing it off.
We ourselves should have a strong sense of preserving water and tell others to protect it too.
Start from the little things right under our noses. For example, don’t litter or pour rubbish into rivers at will.
Avoid cutting down trees especially where the source of river lies.
…
4) Enjoy a flash about saving water. For the second time, we may turn off the sound and let students dub it in English if possible.
Read the requirements in Talking (P.96) and finish it in the form of report.
Teaching Goals:
◆ To review Modal verbs.
◆ To make students get more familiar with the Modal and practise using them in different situations.
◆ To enable students to master some new words and expressions.
Teaching Procedures:
We have talked about the properties of water and we know that water can be used in many ways due to these properties. So please answer the following questions.
1) What are these properties of water?
2) Can you give some more examples that show we can benefit from these properties of water?
According to the above discussion, we know that these properties of water are very important and help us a lot. Just because of these properties of water, water can meet people’s needs of living on the earth. We can say that water is the “life food” of the earth. It is a necessity of human beings and all the other living things. However, have you ever imagined the following situations?
3) Without ocean motion, what would the earth be like?
(Without ocean motion, the earth would…)
4) If the density of ice were larger than that of water, what would the seabed be like?
(If the density of ice were larger than that of water, the seabed would…)
5) Suppose water had a much lower freezing point, what would the world be like?
(Suppose water had a much lower freezing point, the world would…)
III. Try to list some modal verbs according to their functions.
IV. More situations given to practice using Modal Verbs.
Situation one:
As many as 7 billion people throughout the world could face a water shortage by 2050 if the present situation continues. By then, the global population is expected to reach 9.3 billion. Many big cities, including Beijing, Shanghai and Tianjin, will suffer severe water shortages.
1) If it is true, what may happen in the future?
2) What can our country do with this problem?
3) What should we do in our daily life?
Situation two:
Three Gorges Project is the largest water conservancy project ever built in the water. It is said that the whole project will be completed in the year as planned. So try to discuss the following questions:
1) If the project is completed in the year 2009, what advantages will it bring to us?
2) If the project is completed in the year 2009, what problems may it cause? How can we deal with these problems? What should we do to solve these problems?
1. Fill in the blanks with the proper modal verbs.
will would can could must should may might
Dear John,
Thank you for your letter. I don’t think I ________ give you any advice. I don’t think the manager ______ trust you. It sounds as if he has decided that you ______ be the thief. Do you have to continue working at this company? Maybe you ______ find another job where the people are more friendly. I think that you ________ enjoy that more.
If you stay at the meat factory, you __________ not be able to be happy. Besides, if you stay, the thief _______ do something bad to you. I don’t think that _______ be very pleasant. If he played a bad trick on you, the manage __________ say you were the thief and call in the police. That _________ have serious results. I think the best thing you _________ do now is to look for another job and hope that it __________ turn out better.
2. Finish all the grammar exercises on SB & WB.
I. The letters of the following words have been mixed up. Try to put the letters in the correct order.
II. Try to find words in this unit according to the explanations
1. ____________ （of things）that can be used or obtained.
2. ____________ not mixed with any other substance.
3. ____________ special quality or characteristic of a substance, etc.
4. ____________ change a solid into liquid.
5. ____________ stay on or at the surface of a liquid and not sink.
6. ____________ ability to hold or contain sth.
7. ____________ affected greatly or easily by sth.
8. ___________ natural environment of an animal or a plant; home.
9. ____________ (means of ) refreshing or entertaining oneself after work; relaxation.
10. ____________ the relationship between mass and volume and is measured in kilos per cubic.
III. Fill in the blanks with the proper words. The first letter has been given. Some words are used more than once.
1) The water molecule is made up of two h__________ atoms and one o__________ atom.
2) Water is a l________ at room temperature, but it turns into a s________ when the temperature drops below 0C and into a g____ when heated above 100C.
3) An a________ is the smallest part of any living or nonliving thing.
4) Places by the sea often have a s___________ climate that is never too hot or too cold, because water can a________ and release a lot of heat.
5) Soil can a________ water, so it helps keep water from flowing away.
6) Marine scientists study the r___________ between living creatures and their habitat in the ocean.
7) Salt water has a lower f_________ point and is heavier than fresh water.
8) Oil has a density lower than 1,000 kg/m3, so it will f__________ on water.
9) Heat d________ the candle into a pool of wax in a few minutes.
10) Now nobody can be sure any longer that the air in the countryside is p________ and healthy.
IV. Complete the following sentences with the proper forms of the following phrases.
1. Temperature here__________10°C to 30°C.
2. A volleyball team consists of Six players while a football team ______eleven players.
3. He is a hero, so you will ___________ his good example.
4. You can ___________ her offer to drive you home.
5. The talks between those two big companies ____________ so the two managers had to look for another trade partner respectively.
6. The engine of the ship was out of order and the bad weather ___________ the helplessness of the crew at sea.
7. It’s now twenty minutes past four, _________, the doctor has gone for two hours.
8. Uncle Smith followed him _______ down the street.
9. The powder is then ________ water and other things, and made into different kinds of food.
10. The chairman encouraged everyone to __________ the discussion.
1. Finish all the grammar exercises on SB&WB.
2. Review the whole unit.
英语选修6教案 篇4
本单元的中心话题是“自由战士”(freedom fighters)，听、说、读、写始终围绕这一主题展开。语言知识和语言技能部分主要是围绕“freedom fighters)这一中心话题进行设计的。课文讲述了美国黑人争取自由的历史，从而说明自由、平等的重要性。同时也表达了对那些为自由和平等权利而献身的勇士们的敬仰。
“热身”(Warming up)部分设计了三个讨论题，使人们对马丁·路德·金和曼德拉这两位为黑人自由和平等权利而斗争的领袖人物的人生经历有所了解，通过讨论，增强对他们国家目前现状的了解。
“听力”(Listening)部分是在“热身”活动的基础上，以听力训练形式进一步帮助学生了解马丁·路德·金，听力中节选了的“I HAVE A DREAM”的部分句子。练习包括四个项目，设计多样，生动有趣。第四题有利于培养学生用英语进行总结概括自己思想的能力。
“口语”(Speaking)部分设计了两个问题，第一题以三人小组的活动形式，组织学生谈论约翰·布朗(John Brown)和哈丽特·塔布曼(Harriet Tubman)的人生经历，引人深思，使学生能用英语阐述自己的意见。第二题以诗歌形式出现，有利于寓教于乐，激发学生学习英语的兴趣。
“读前”(Pre-reading)设计了三道题，为进入正文学习做准备。第一题分别描述了三个国家的人民为争取自由而进行斗争的情形，有利于培养学生的.观察能力和语言表达能力。第二题假设一个情景，要求学生描述受到不公平待遇时的具体感受，有利于培养学生的想象能力与表达能力。第三题要求扫读文章，对下面内容的正确性做出判断，目的是引起学生对文章内容的思考，以便提高学生学习的自主性，同时也能训练学生快速阅读的技能。
“阅读”(Reading)部分讲述了马丁·路德·金为黑人争取平等权利的过程。教材设计的目的是在训练学生阅读技能的基础上，让他们认识到马丁·路德·金为黑人争取自由和平等权利而付出的艰辛苦努力。文章的主题有利于培养学生坚强的意志，树立正确的人生观与世界观。
“读后”(Post-reading)部分是在阅读的基础上，要求学生完成五道题目，问答题的设计由表及里、层层深入，从而帮助学生逐步加深对课文的理解。
“语言学习”(Language study)部分分词汇和语法两部分，词汇部分第一题要求学生用课文中的词填空。第二题要求学生区分各种词类的具体用法。语法部分是复习被动语态的用法，练习紧密联系课文，能加深学生对教材的理解。
“综合技能”(Integrating skills)的阅读文不仅谈论人类为自由、平等而斗争，还谈到了动植物、海洋、地球，甚至机器和机器人的权利。在阅读和讨论的基础上，要求学生写出自己的看法。这是一个任务型的学习活动，练习生动有趣，能够引起学生的兴趣。同时让学生在实践中体验“自由”的内涵，有助于提高他们的语言概括能力。(摘自教参)
重点词和词组：freedom, civil, revolution, slavery, abolish, put…into prison, racial, discrimination, join hands, set an example to , regardless of , at first sight, etc.
句型：What happened first was that …
What happened as a result of …
You could expect …because…
That led to …
One of the reasons why … is …
… is often followed by …
教师应从学生的生活经验和兴趣出发，在课堂教学中应设计任务型教学活动，体现以学生为主体的教学活动，让学生在完成各项任务的过程中自主学习语言。
在认知策略培养方面，引导学生进一步了解史实和具体事件，加深对种族及种族歧视、不同国家、不同历史年代人物与事件等的认识和理解。另外，课前、课后鼓励学生利用网络和图书馆搜集相关资料，善于获得学习资源，充分利用学习资源，如：进入美国歌曲Glory, Glory, Hallelujah; Blowing In The Wind; We Shall Overcome及文化背景网页、斯坦福大学网页等获得有关马丁-路德演说录音和部分黑人运动歌曲。在另一方面，着重培养情感策略，激励学生热爱民主、平等、和平、自由、守法，积极上进、奋斗创新。
Period 1：Warming-up and Listening
Period 3-Period 4：pre-reading, while-reading, post-reading
Period 1 Warming-up & Listening
英语选修6教案 篇5
Aims and demands 1. Enable the Ss know sth about the style of the western art and some famous artists .
2. Learn some new words and expressions.
3. Comprehend the reading passage.
Main points Warming up and Reading compreheding
Difficult points Comprehend the reading passage
Teaching procedures Step One warming up
1.?Show the Ss some works of some famous artists;
ask them to say something they know about the pictures.
2.?The Ss discuss the questions in warming up in groups and walk along to listen and offer them help if needed.
3.?Ask some students to answer the following questions:
1. What do we call these things like sculptures and paintings which can make our school more beautiful?
2. If you could have three of these paintings on the walls of your classroom or your home, which would you choose? Give the reasons.
3. Would you rather have Chinese or Western-style paintings in your home?Give your reasons.
4. Have you ever wished you would paint as well as a professional artist? If you were an artist, what kind pictures would you paint?
5. What would you rather do--- paint pictures, make sculptures, or design buildings? Why?
4.燬ay anything they like about the artists and the works.
5.Ask some more students to say more about the pictures and the choices .
1.?The Ss discuss the questions in pre-reading.
1.Do you ever visit art galleries?
2.What kind of paintings have you seen in galleries or in books?
3.What are the names of some famous Western artists?Do you know in which century they lived ?
the students some pictures of some famous gallerirs in the world and say sth.about them.
1.?Fast reading. Let the Ss go over passage as fast as possible and try to find the hard words, expressions and sentences they have and try to decide which statement is true or false.
2.燙hoose some Ss to read the sentences and tell others about their answers.
3. Listen to the tape of the text and fill in the chart.
Name of Ages Time Artist Feature
4. Extensive reading. Ask the Ss to read the passage more carefully and then try to get the main idea of each paragraph
5.?Ask the Ss to report their idea, choose the best one.
Notes:focus on,a great deal,scores of,attempt to .
Read the passage again and finish the first Ex1 by wrting down their opinion.
Go over Learning about language and finish the exercises by themselves first.
Period Two learning about language
Aims and demands 1. Discover the useful words and expressions.
2. Learn and improve the use of useful words and expressions.
Main points Learn to use the words and expressions that the Ss discover.
Difficult points Improve the use of the words and expressions.
Teaching procedures Step One Learning about language
1.?Discover the useful words and expressions in this unit in groups of four.
2.?Ask the Ss to show their results to the class.
3.?Ask them to find out some of the time expressions and underline all those time expressions in the reading passage.
4.?Ss have a discussion and do the exercise2.
5.?Check their answers.
6.?Say sth. about the word-formation and try to find out the root of the words below.
plete the sentences with the words in the passages.
Step two Using words and expressions
1. Review the rules of changing the forms of the words:verb-noun-adjective .
2.?Let the Ss discuss the questions below:
1. What part of speech are the words ending in-ion?Are there any exceptions to this?
2.For most words,is the verb,noun or adjective the shortest word?
3.What endings do the adjectives have?Can you think of other common endings for adjectives?
plete the sentences with the words above.
5.?Do the translations. Ss discuss the sentences and the translate them into English, using the words and phrases in brackets.
1. Ask the Ss to talk about the word-formation.
2.?Ask them to work in groups to find some words with the prefixes and suffixes and study their meanings.
3.?Ask them to show their results to the class.
4.?Walk around the class to give them help if needed.
Step four Talking.
1.?Ask the Ss to discuss the questions:
1.Who are your favourite artists,both from China and from other countries?
2.燱hat kind of art do you prefer:traditional or modern,abstract or figurative,painting or photography,two-dimensiional or
three-dimensional?
Write down the translation in the exercice book.
Period Three learning about language
Aims and demands 1. Discover the useful structure.
2. Learn the grammar of subjunctive mood.
3. Enable the Ss to use the subjunctive mood.
Difficult points Subjunctive mood
Teaching procedures Step One revision
Review the ellipsis and inversion together first .
Step Two learning the useful structure
Ask the Ss to find out more sentences in the passage with the same structure of the following sentence:
If you were an artist,what kind of pictures would you paint?
Ask some Ss to write down what they found on the blackboard.
Check together.
Ask the Ss to complete the sentences by discussion.
David isn抰 thirsty.If he___(be),he _____(drink) the lemonade they offered.
Sally is not an aggressive person.If she ___(be),she____(be)a more successful business women.
Fill in the chart using the subjunctive mood to present the wishes of the people.
Wish:I wish I were beautiful.
Check their answers.
Ask the Ss to think of other wishes that can抰 be realized so easily.
plete the sentences using the subjunctive mood.
Write down Ex.3 in the workbook in the exercise book.
Period Four using language Listening
Aims and demands 1.牋?Improve the Ss?listening skills.
2.牋?Know more about the art.
Main points Listening and speaking
Difficult points Get to know the information of listening materials.
Teaching procedures Step One Listening and speaking
1.牋?Listen to the tape and answer the questions.
1.Who first suggested they visit art galleries?
2.Who is the least interested in visiting art galleries?
3.Why is GaoYan interested in visiting the Metropolitan Museum?
4.Does Susan prefer large or small galleries?
5.Why doesn抰 Susan want to go to the Museum of Modern Art?
6.What kind of art does Susan dislike?
7.Which two galleries do they decide to vistit on Friday and which two galleries on Saturday?
1.Think about your own school environment.
Step Three Listening and talking
1.牋 Play the tape for the Ss to listen and finish the exercises in the workbook , pause from time to time if needed.
2.牋 After listening,ask the Ss to decide which centuries the works belonged to.
3. Before they listen to the tape again,discuss these questions with a partner and then listen and check.
1.牋?Play the tape for the Ss to get the information of the listening task.
2.牋?Check their answers.
Prepare the reading task.
Period Five Reading and reading task
Aims and demands Improve the Ss reading skills and their talent in getting the information.
Main points Reading and reading task
Difficult points Finding more information about the art
Teaching procedures Step one Revision
Revise the subjunctive mood :
If I ran into a dinosaur in the forest,I would __________________.
If I met Pavarotti in the flesh,Iwould_______________.
1.?Ss read the passage as fast as they can and then fill in the chart by themselves
Asking for __________and _______________
Reason __________________________
2.?Ask the Ss to report their answers to the class.
3.?Ss read the passage again and find more information as they can.
4.?Choose some Ss to share their ideas to the class.
plete the chart after reading passage
2.燫ead the passage again and match the names to the museum.
3.?Ss work in groups.
Write a short passage about your favourite artists.
Aims and demands 1. Try to write a letter .
Main points Write a letter to the headmaster of the school asking for permission.
Difficult points Write the letter.
Teaching procedures Step one Writing
1.Ask the Ss to read the letter on page 45 again and:
1.find out the problem.
2.how to solve it.
3.begin to write.
2. Plan to write the letter .
1.Ss work in groups to make up a plan of writing. They can follow the example in the book on P45.
2.Ask the Ss to read their plans.
3.Write their passages in groups, when finished,ask the Ss to read in class.
Write a letter to the art gallery committee,giving your suggestions and reasons for starting this new art gallery.
1. Ask the Ss to discuss first to find out more problems and the choose the one that they think is the most serious and the most important.
2. Make a plan ,try to solve it peacefully.List all the ways.
3. Ask them to write down the letter and ask them to pay more attention to finish the letter politely.
4. Read their letters.
Ask the Ss to sum up all the new words and expressions that have learned in this unit.
The grammmer.
Sth about the art.
Complete the letter and write down on the exercise book.
英语选修6教案 篇6
有的学生对小学英语比较重视，学得很好;但有的学生或学校不重视，学得很不好，还有几个甚至完全没有学过。有的学生笔试不错，但语音、语调、书写都有待加强。因此，整个班级的英语水平很不平衡，给日常教学带来诸多的不便，提高了难度。
学生刚刚从小学进入初中，处于一个衔接的阶段，学习任务加重，学习的习惯不是很好，没有形成一定的适合自己的方法，都有待改善。
总之，既要避免好生吃不饱的现象，又要努力把目前英语有欠缺的学生拉上去，激发他们的兴趣和信心，赶上中上的水平学生。在今后的教学中应该注重培养、激发兴趣，教给学生学习的方法，从学生的学习兴趣、学习能力、生活经验和认知水平出发，倡导体验、实践、参与与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言的学习过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成学生自主学习能力的过程，这是新课标和新目标英语的要求。
The goal:
The goal of Go for it is to make language a step-by-step progression that builds confidence and leads to open-ended activities where students can actively relate learning to their personal lives.
Go For It! 是以《英语课程标准》为依据，以学生的英语语言综合运用能力为目标。不仅以语言知识、语言技能为重点，而且更注重学生的学习策略、情感态度和文化意识。教学内容的处理和取舍灵活开放， 只要教师从学生的实际水平和语言能力出发，任何教学内容的调整或取舍，任何教学步骤的安排都是可行的。“I sometimes go to the last to do the group work first…It depends on the teachers’ knowledge of the students actual language ability…”(David Nunan);提倡教师结合学生实际，充分利用学生、教师本身和环境中一切可以利用的资源，丰富教学内容，创造运用英语的机会，注意多渠道开发教学资源。 “Don’t use just the textbook. Anything in real life that connect and appropriate to the lesson can be used as teaching resources.”(David Nunan);提倡任务型语言教学，教学进度整体把握，教学形式不拘一格;课堂以学生为主体，以任务为主线，重视体验参与，课后访谈调查，读写扎记，重视语言运用;正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。
The key points of each unit:
U 1 Making new friends Introduce yourself
Ask for and give telephone numbers Present tense to be
Prossessive adjectives:my,your,his,her
Identify ownerships Demonstratives:this,that
What questions and Yes/No questions
How do you spell pen?
Identify people Demonstratives:these,those
U4 Things around the house Talk about where things are Where questions and Yes/No questions
U5 Spending time with friends Ask and answer questions about ownership
Make suggestions Present tense to have
Yes/No questions and short answers: let’s
Food Talk about likes and dislikes Present tense to like
Yes/No questions and short answers
Affirmative and negative statements
Thank someone Demonstratives:this,that,these,those
Dates Talk about dates When questions
Prossessive “s”
Make plans Present tense to want
Yes/No questions and short answers:
U10 Joining a club Talk about abilities Modal verb can
Yes/No questions and short answers:
Affirmative and negative statements
U11 Daily routines Talk about daily routines
Ask about and say times When questions
What time is it?
U 12 School subjects Talk about preferences
英语选修6教案 篇7
I Teaching Objectives:
1. Develop the ss’ ability of reading sub-skills----------scanning.
2. Develop the ss’ writing skills.
III Key Points and Difficult Points:
Key Points: Check the exercises, solidate their knowledge about this unit and fulfill the task of fast reading.
Difficult Points: Enable the students to understand the three funtions of art and to use them.
V Teaching Procedures:
Step1. Check the answers.
Activity1. continue to check exercises of vocabulary.
Exercise3: explain the words above first and ask the whole class to read them twice and ask on group to give me their answers and then ask their classmates on the same row to translate them.
Exercise4: explain the words in bold first and ask the students to read them twice and then ask on group to translate them.
Exercise5: leave it to the end of the class.
Activity2. check the exercises of Grammar.
Exercise1: read the example first and explain it briefly, then ask one group to give me their answers. Also mention some phrases: fix one’s bike, 修理自行车, take one’s temperature, 量体温, mend, 修补.
Exercise2: ask one group to give me their answers.
Step2. Reading---the function of art
Activity1. Scanning---find out the three functions of art in society.
T: well, just now. we have finished our exercises on vocabulary and grammar, now let’s do some reading. Please look at page99, the function of art 艺术的功能, function means 功能 We say the function of eyes is to see. If the eyes can’t see, will we call them eyes?
T: so if the art has no functions ,it can’t be called art. so what functions does art have? Please scan the whole passage carefully and find three functions of art, 3 minutes, quickly.
t: have you found them?
S: first of all,….., another function……, finally,……
T: good. There are indicative words, so you can find them easily. Ok, now, let’s see each of the function together.
Activity2. Explain each function.
T: the first funtion is to decorate. It means art can make our environment more beautiful. For example, if we put something on the walls, we are decorating our room. So this is the function of decoration. And the function of enriching our life means art can help people to learn to think creatively. Art objectives are sometimes funny and we can hardly tell what they are. Art is also a way of instruction
Activity3. do exercise4 on page 100
T: now turn to page 100, let’s see exercise 4. what’s the main function of each art works?
T: now we know the functions of art. It is to decorate, to enrich our life and to instruct. In the first lesson you said our classroom is not beautiful, so why don’t you use art works to decorate it, to enrich our life? I think you must have many ideas. Now let’s have a discussion. How to decorate our classroom? Here are some questions to help you.
(slide1. explain the questions briefly)
T; Now discuss with your partner, I will give you 4 minutes.
T: ok, time is up. What’s your plans? Any volunteers?
Step4. Writing.
T: well, you have good ideas indeed. It is a pity that we don’t use them. This time I want you to write them down as a letter. You give this letter to me and suggest me accept your plans on how to decorate our classroom. Do you remember how to write an English letter?
(slide2. explain briefly on how to write a letter and what they can write in the letter)
T: ok. This is our writing work this unit. Now, let’s see the translation exercise on page 97. Please check it carefully.
T: ok, time is up. Today’s homework is to write a letter. Remember that tomorrow we will have a dictation. See you tomorrow.
S; see you.
Slide1.
Discussion: Decorating our classroom.
Questions to help:
1. Shall we have something on the wall?
Posters? Photos? Maps? Paintings? Calligraphy(书法)? And what functions do they have?
2. How can we get them?
Buy some from the shops? Ask for some from our art teachers? Make them by ourselves? And why?
3. Where shall we put them?
On the left/right of the blackboard at the front/back?
On the wall that is beside the door?
On the wall that is between the windows?
4. Shall we put something in the corner(角落)? And why?
5. Shall we have something on the ceiling(天花板)? And why?
What other spaces do you think can be decorated and how to decorated them?
A letter to Mrs Cai about decorating our classroom:
Although all of our classmates feel very happy in our classroom, I think the classroom will be more beautiful if more decorations are made.
Our walls are all white. I think we should put something on the wall. For example, a calligraphy of “Knowledge is power.” Can encourage us to learn more. We can put it on the wall that is between the windows, so that as soon as we open the door of our classroom we can see it. And we need not buy it. We can have some student write it. I know…..writes very well. Besides, we can put some flowers in the corner because it can enrich our lives and make our classroom more lively.
Yours sincerely/faithfully,
╳ ╳ ╳
slide3:
Workbook; page 97; exercise 5; translation.
1. This building is designed so that it looks like a bird’s nest. Most people who have seen it would agree that it is an interesting design.
2. This cup of tea tastes special. Yes, I know. There’s a taste of honey in it.
3. The ship from Dalian to Shanghai is sailing in ten minutes. The sailors are pulling up the sail.
4. The Spring Festival was coming. Mum wanted the doors painted, so Dad bought the best paint.
英语选修6教案 篇8
I. 单元教学目标：
2． Talk about likes and preferences
5． Write a letter to give suggestions
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…
abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar…
if I were you…./ I wish I could…
1. there are so many different styles of western art it would be 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, people would not have been able to paint such realistic pictures.
4. at the time they were created, the impressionists’ painting were controversial but today they are accepted as the beginning of what we now call “modern art”.
5. it is amazing that so many great works of art from late-19th century to 21st century could be contained in the same museum.
1st period Warming up and reading
The First Period Warming up Reading
Teaching goals：
1. To enable the students to have a knowledge of the short history of Western painting.
2. To improve the students’ reading ability.
Teaching important & difficult points
Enable the Ss to talk about the short history of Western painting
Skimming and scanning; individual, pair or group work; discussion
A computer, a tape recorder and a projector.
To 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 art
Show 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.
1. Comparison: Make a comparison of Western and Chinese painting and ask: Which do you think has a greater change? Why?
Read Para. 1, and answer the question.
Scan Para2-5, and find the representative artists and the features of their paintings.
Names of Ages Time Artist Feature
The Middle Ages 5th to 15th century Giotto Di Bondone religious, realistic
The Renaissance 15th to 16th century Massaccio perspective, realistic
Impressionism Late 19th to early 20th century ／ detailed, ridiculous
Modern art 20th century to today ／ Controversial, abstract, realistic
Read the text carefully and find some detailed information.
The Middle Ages Features:
2. Artists were not interested in showing nature and people as…but interested in creating respect and love for God.
Masaccio：the first person to use perspective in painting
1. Focused more on humans and less on religion.
2. Two developments: a. Drawing things in perspectives
b. Oil painting.
1. 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?
Concentrate on Certain qualities
of the object What we see with our eyes
Presentation Color, line and shape photograph
Ask the students to read the passage again and deal with Exercises.
1. 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 Study
Teaching goals:
To enable the students to learn the useful expressions.
To help the students lean how to judge the parts of speech according to the suffixes and determine their functions in the sentences.
Teaching important & difficult points:
Get the Ss to learn word formation by adding suffixes
Teaching methods:
Teaching aids:
A computer and a projector, a blackboard
Teaching procedures & ways:
Check the students’ homework and let one read their work.
1. Ask Ss to speak out the time expressions they underlined as homework
2. Ask a student to retell the short history of western painting
3. Ask Ss to discuss the questions in Exercises 3 on page 3 in groups of 4.
Art is influenced by beliefs of the people, the way of life and so on.
1. 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 not explained
好的画犹如佳肴，可以品其美味，却无法解释。
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 the last minute.
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 interfere?
I consider you( to be )honest.
fit多指大小、形状合适，引申为“吻合，协调”
1) No dish suits all tastes. 没有人人合口味的菜。
2) Try the new key and see if it fits the 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 Historical Museum match the Tian An Men beautifully.
人民大会堂和历史博物馆与天安门陪衬得极为优美。
The prisoner attempted an escape / to escape.
She will attempt to beat the world record.
n. They made no attempt to escape.
7.painting (油、水彩）画drawing（素描）图sketch草图 portrait肖像illustration 插图
A painting of sbA painting by sb
某人的画 ？ 某人画的画？
an 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
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 --- thieve
Some 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
13.aim n. v.What is your aim in life ? He aimed the gun at a 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
“ 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 the speaker .
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）
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 .
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 many
修饰不可数名词或不可数名词: a lot of / lots of ; a large quantity of /large quantities of
19.mostly adv . ( =mainly , largely )大部分的，主要的
They are mostly students.
This 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 they have read , and that they read such books mostly on weekends.
The heavy rain leads to serious floods.
Hard work leads to success and failure often lies in laziness. (result in / result from)
21. shadow n.
The willow’s shadow falls on the lake .
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。
Let Ss learn some uses of suffixes
Ask Ss what suffix is ( A suffix is a particle, which is added to the end 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.); ill(adj.)---illness(n.) But sometime, some suffixes add new meaning to the newly formed words. For example: meaning---meaningless; think--- thinker
1. Suffixes used as a noun signifier
2. Suffixes used as an adjective signifier
act/imagine -ive/-tive -ative/-itive active
3. Suffixes used as an adjective signifier
broad fright -en broaden, frighten
Get the Ss to review the uses of verbs, nouns and adjectives.
Parts of Speech Nouns Verb Adjective
Subject ☆
Object ☆
Predicate ☆
Predicative ☆ ☆ ☆
Objective Complement ☆ ☆
Attribute ☆
Then practice Exercises 2, 3 &4 on page 42.
Prepare to learn the grammar of the subjunctive mood.
1. To enable the students to use the Subjunctive mood correctly in different situations.
Teaching important and difficult points
To enable the students to use the correct form o f of the subjunctive mood.
Summarizing, comparative method; practicing activities
Teaching procedures:
At 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 sentences?
They 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.
Now were/ did would/could/should/might +V（原）
Past had done would/could/should/might+have+p.p.
Futrue were /did would/could/should/might +V（原）
now wish would do / could do / were /did
future wish would do/ could do / were / did
3. as if /though + Clause 虚拟 从句动作与主句动作同时发生用过去时
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)
If only I knew his name!
If only we had followed your advice!
If only I could see him again!
8. 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 him!
God bless you!
May you succeed!
Long live the People’s Republic of China!
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。
Exercises for the Subjunctive mood.
Ask 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.
Prepare for the Listening and Talking on page 41.
Teaching 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:
Show 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 France and so on.
1. 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 there?
2. Careful reading:
Detailed reading to check Exercises 1& 2 below
After 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.
Answer the following questions:
1. What do you think the purpose of this text is?
To 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 for?
Tourists, art gallery visitors.
3. Where might you see such a text?
Possibly in guide book.
Step III Discussing and listening (P7)
ⅰ.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? Why?
Ask 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 page7
At 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.
First, 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.
英语选修6教案 篇9
新目标任务型教学的特色理念：《新目标英语》是以任务为基础的语言教学，在教材的设计上，遵循了自然言语、情境真实性、语言形式为交流功能性服务、层层深入阶梯型发展语言能力、在做中学等最新教学原则和理念，注重引导学生体会文化差异，培养学生自主学习能力，完全符合教育部的《义务教育阶段英语课程标准》的要求。本教材的教学理念：“知识用于行动”，强调“语言应用”，培养“创新、实践能力”，发展“学习策略”。
人教社《新目标英语》教材的几大特色：
A. 图文并茂。一幅副充满情趣，幽默生动的画面，令你眼睛一亮。它不仅版面设计充满新意，而且在内容和结构方面更富有创意 更具时代感，更有现代气息，更加贴近学生的生活。学生一拿到课本后都爱不释手，迫不及待地翻阅。
B. 实用性强。每个单元的选材都来源于学生的学习和生活。紧紧地与学生的年龄特征、认知结构、生活经验联系在一起。如第一册的十四个话题：认识新朋友、教室里的物品、家庭成员、食品、购物、电影、参加社团、生活习惯、学习科目、国家与语言。第二册的十二个话题：邻居、动物、足球、职业、周末活动、音乐、人物性格与外貌、天气、节日、度假与休闲、流行文化、规章制度与日常生活。由于这些都是学生熟悉的话题，生活中经常碰到的事情，所以学生容易接受，学习热情自然也高。使教学活动由“要我学”转变为“我要学”。
C.注重交际。针对中国学生学英语普遍存在的“聋哑病”，教材设计了大量的听说读写材料。每个单元都有语言活动，且内容不同，形式多样，学生对这些活动充满兴趣，所以大家都能情绪高昂地参加pair work, group work, games等活动。学生们充满了自信，开心地练习说英语，教室里常常充满了欢歌笑语。同学们都喜欢上英语课，他们能为学以致用而感到兴奋，同时也体验到了学习语言的快乐。
D.词汇量大。第一册有词汇700个左右，第二册约450个，第三册约450个，第四册约400个， 第五册约500个，合计2500个。这一点正好达到《英语课程标准》5级的要求。大大丰富了学生的词汇量，让学生能更好地表达自己的所思所想。同时也要求学生必须采取有效的记忆单词的方法，就会事半功倍，否则难以适应教材的要求。这时学生特别需要教师的指导 .。
a.言语、情境真实性原则 (The authenticity principle)
任务的设计要提供给学习者明确、真实的语言信息。语言情境、语言形式等要符合交际的功能和规律。使学习者在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。
b.形式-功能性原则 (The form-function principle)
任务的设计注重语言形式和语言功能的结合。形式-功能性原则，旨在使学习者掌握语言形式的同时，培养其自我把握语言功能的能力;每一阶段任务的设计都具有一定的导入性，学生在学习语言形式的基础上，通过系列任务的训练，能够自己进行推理和演绎，从而理解语言的功能，并在交际中进行真实运用。
c.阶梯型任务原则 (The task dependency principle)
学习单元中任务的设计由简到繁，由易到难，层层深入，并形成由初级任务到高级任务并由高级任务涵盖初级任务的循环。在语言技能方面，遵循先听、读，后说、写的设计顺序，使教学阶梯式地层层递进。
自始至终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验。
英语选修6教案 篇10
Listening practice in student’s book
I The introduction to the poet:
Samuel.Taylor Coleridge (1772-1834), English poet, critic, and philosopher (哲学家), who was a leader of the romantic movement. Coleridge was born in Ottery Saint Mary on October21, 1772, the son of a clergyman (牧师). From 1791 until 1794 he attended Jesus College, University of Cambridge, except for a brief period when he was deeply in debt and entered the army. At the university he absorbed political and theological (神学的) ideas and left Cambridge without a degree.
The previous year Coleridge had met and begun what was to be a lifelong friendship with the poet William Wordsworth and his sister Dorothy. The two men published a joint volume of poetry, Lyrical Ballads (抒情诗) in 1798, which became a landmark (里程碑) in English poetry; it contained the first great works of the romantic school (学派) , such as the famous “The Rime of the Ancient Mariner”.
II The introduction to the poem:
From the title, “The Rime of the Ancient Mariner” can be read as a tale of horror in which a mariner is hounded（追逼）by disaster after murdering an albatross (信天翁). In fact, his main theme is that all things that inhabit the natural world have an inherent (内在的) value and beauty, and that it is necessary for humanity to recognize and respect these qualities. “The Rime of the Ancient Mariner” is an excellent example of Romantic poetry and is often read to understand the characteristics of this poetic genre (流派).
1. Who tells the story in the poem?
2. What does one of the sailors do?
3. Why are the other sailors frightened?
4. What do you think will happen next?
2. Second listening (Listening Text)
Many great poets have written about the ________ and ________ of the seas and oceans. In the 18th century, the English ________ Samuel Taylor Coleridge wrote a ________ called “The Rime of the Ancient Mariner”. In the poem, a __________ guest tells a ________ story to the people at a ________. He begins his story by ________ how a ship sets out to sea. One day, one of the ________, or mariners, shoots a bird that flies above the ship. When the other mariners see what he has done, they are ________ and ________. The bird he has killed is a bird that ________ good ________ to the ship. By killing the bird, the mariner has ________ bad luck and ________ to the sailors. Soon, things turn bad. The wind dies down and the sailors are ________ and ________. There is ________ all around them, but they can’t drink it because it is too ________. “Water, water everywhere, nor any drop to drink.” The mariners are so thirsty, hungry, and frightened that they begin to ________things: they think they see ________ walking on the water.
argue: express disagreement in words, often with strong feeling
deck: a floor built across a ship
drift: float or be driven along by wind or waves
1) From the second part can you tell us who is the “mysterious guest”?
2) What happens to the sailors?
3) What happens to the mariner? Why?
4) Why is the person telling the story?
Work with your partners and see whether you can make up a story by using your imagination. Then try to share the stories in class.
1. Tick the things which the speaker talks about.
2. Fill in the information on the diagram.
3. Answer the questions in your workbook.
1. Victoria is a diving ________ at the Water Sport Club.
2. She teaches people the skills they need in order to enjoy ________ diving.
3. Diving isn’t really a ________ sports, but it is important to understand that ________ is very important.
4.Most diving accidents happen to ________ ________.
5.If you don’t have enough ________, you mustn’t dive deeper or longer than what you are used to.
6. Never dive alone and don’t hold your ________.
7. The outside may become so great that it may ________ ________ serious lung injuries.
2. Complete the chart with the information from the tape.
Know your limits. Diving deeper or longer than what you are
used to can be dangerous.
英语选修七教案收藏
教案课件既关系到教学步骤，也关系到教学的课程标准，认真规划好自己教案课件是每个老师每天都要做的事情。 构建出色的教案和课件是教学任务的重中之重。在下文中您将会了解关于英语选修七教案的知识点，或许你能从中找到需要的内容！
英语选修七教案 篇1
英语：Unit1 《Art》教案（新人教版选修6） Warming-up Lead-in: In order to decorate our classroom, we have several paintings to choose from. Now I’d like you to look at the paintings in this unit. (p2 and p44) Which would you like to put up on the walls of our classroom? And why? What kind of the style for each painting? Important points: 1. include v. including prep. E.g. Thirty people, including six children, went to visit the factory. == Thirty people, six children included, went to visit the factory. (介词短语including six children可用独立主格结构six children included替换， 即including sb.=sb. included) 2. painting n.(油，水彩) 画 paint v.（用颜料）画 drawing n.(素描) 画 draw v.（用线条）勾画 3.abstract adj.抽象的，深奥的 n.摘要（of） v.摘录，提取，分离（from） (perfect adj./v increase v./n. conduct v./n.) an abstract painting 抽象画 abstract noun 抽象名词 abstract…from…从…中提取 in the abstract 抽象地，一般性地 e.g. Beauty is abstract but a house is not. e.g. Salt can be abstracted from sea water. e.g. I like dogs in the abstract, but I can’t bear this one. 4.What would you rather do … 你更愿意做什么… Pre-reading (说课p94)Reading Scanning: What were the artists interested in from 5 th to 15 th century AD? They are interested in creating respect and love for God. How did Masaccio paint his paintings? He drew things in perspective(透视画法), which make picture very realistic. Why did the impressionists have to paint quickly? Because natural light changes quickly, they had to paint quickly. Skimming Name of Ages Time Artist Feature The Middle Ages 5th to 15th century AD Giotto di Bondone religious, realistic The Renaissance 15th to16th century AD Masaccio perspective, realistic Impressionism late 19th to early 20th centurydetailed, ridiculous Modern Art 20th century to todaycontroversial, absreact, realistic Important points: influence v.& n. 影响（力）；有影响（之人或物） have an influence on/upon… 对…有影响 have influence over/with… 对…有影响力 under the influence of 受…所影响，受…所左右 e.g. The weather in summer influences the rice crops. e.g. He has no influence over his children. belief n.相信；信念；信仰；信心 believe v. belief-believe life-live proof-prove safe-save thief-thieve beyond believe 难以置信 have belief in… 对…有信心 It’s one’s belief that- 某人相信 to the best of one’s belief （某人）深信 e.g. My belief is that he will win. 我确信他会赢。 e.g. Her belief in God is very firm. 她对上帝的信仰很坚定。 consequently adv. 所以；因而(as a result) consequent adj. 作为结果的；随之发生的；由..引起（on） consequence n.结果；后果；重要性 as a consequence of 作为…的结果 in consequence of 作为…的结果 be of no consequence to sb. 对…无关紧要 take/bear/suffer the consequence of one’s action 承担行动的后果 e.g. As a/In consequence of your laziness and rudeness, I am forced to dismiss you. 由于你的懒惰和粗野，我不得不辞退你。 e.g. It’s of no consequence to me. e.g. You made the wrong decision, and now you must take the consequences. e.g. Severe flooding was consequent on the heavy rain. 大洪水是由大雨所致。 …starting from the 5th century AD. 分词短语做方式状语 e.g. Please translate the following sentences, using the words and phrases you have learnt. …the main aim of painters was to represent religious themes.(不定式作表语) aim n.目标；目的；瞄准 v.瞄准；努力 aimless adj. 没有目标 take aim at 瞄准 achieve one’s aim 达到某人的目标 aim to do sth. 意欲/力求做某事 aim (sth.) at sb./sth. （用某物）瞄准某人/某物 be aimed at 目标是；目的是 e.g. What’s your aim in life? 你人生的'目标是什么？ e.g. He aimed the gun at a bird. 他用枪瞄准鸟。 …by the 13th century by prep. 在…之前，不迟于… （“by+过去时间”常与过去完成时连用；“by+将来时间”常与将来完成时连用） e.g. I had learnt eight thousand words by the end of last month. e.g. By the time this letter reaches you I will have left the country. value n.价值；（pl.）价值观 v.给…估价 be of great(some, little, no) value to… 对…有很大（一些，几乎没有，没有）价值 put great value on sth. 认为某事十分有益 go up/rise/increase in value 升值 go down/fall/drop in value 贬值 cultural/social/moral values 文化/社会/道德观念 valuable adj. 有价值的；重要的 valueless adj. (worthless) invaluable adj. (priceless) take the place of 替代，取代（replace） take one’s place 入座，就位（当one与主语指同一人时）；代替某人的职位 in the place of 代替；取代（instead of） take place 发生；被举行（无变动） e.g. Please take your place. From now on I will take the place of Mr. Li as chairman of the meeting. focus v. 使聚焦；使集中 n. 焦点 focus sth. on sth. 聚焦于；集中于 in focus 焦点对准的；清晰的 out of focus 焦点未对准的； 模糊不清的 e.g. All our eyes were focused on the speaker. 大家的目光都集中在发言人身上。 possession n. 所有；占有；（pl.）所有物；财产 possess v.占有；拥有 possessor n. 所有人；持有人 personal possessions 个人财产 in possession of 占有；拥有；持有 (主语是人，拥有某物) in sb’s possession/in the possession of sb. 为某人所有； 在某人的控制下(主语是物，为某人所有) come into possession of sth. / take possession of sth. 占有某物 e.g. He was found in possession of some dangerous drugs. == Some dangerous drugs were found in the possession of him / in his possession. e.g. The soldiers took possession of the enemy’s base. in perspective 用透视画法 perspective n. 透视画法；透视图；观点 convince vt 使确信；使信服 convince sb. to do sth. 说服某人做某事 convince sb. of sth. / that- 使某人相信 be convinced. of sth. / that- 相信 e.g. It took many hours to convince John of his wife’s mistake. e.g. We convinced Anne to go by train rather than plane. e.g. It’s hard to convince my family that we can’t afford a new car e.g. I am convinced that he is telling the truth. If the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures. (if条件句中表过去情况的虚拟语气) a great deal 大量；很多（a lot, much） 修饰不’ 修饰可’ 修饰可’+不’ much a large/great number of a lot of/lots of a great/good deal of large/great numbers of a large quantity of a great amount of a great/good many large quantities of dozens of(几十) plenty of scores of(几十) mostly adv. 大部分地；主要地（mainly, largely） most n.大部分；最大程度（作主，宾） adj. 大多数的（表） adv. 最，极其，非常（状） e.g. Most students say that it is a most (a very) interesting book, but it isn’t the most (最高级)interesting they’ve read, and that they read such books mostly on weekends. . be accepted as… 被认为是… nowadays adv 现今；如今 Nowadays many people travel by air scores of 许多的；大量的；几十的（修饰复数名词时，不与数词连用） e.g. I have been there scores of times. score n. （比赛）比分；（测试）分数；二十 three score (of) years 六十年 (表示“二十”时与数词连用，不加s) scores of years 许多年 与dozen用法类似 …but without the impressionists many of these painting styles would not exist…. without the impressionist介词短语相当于一虚拟条件句 if there were not the impressionists… attempt vt.& n. 尝试；努力；企图 (attempt比try更正式,且attempt 暗含不成功) attempt a difficult problem 试着解答难题 attempt to do sth 试图做某事 make an attempt to do/at doing sth. 试图做某事 …using colour, line and shape to represent them. (现在分词作伴随或方式状语) e.g. He often went running to school. on the other hand 另一方面，反过来说（状） on (the) one hand 一方面 on hand 现有的，手头上的，即将发生的 Comprehending Learning about language 1. historical&nb
英语选修七教案 篇2
选修6 Module5 Period 1 主备人 授课时间及班级 Studying aims 1. Read part of the words and phrases 2. Read the passage on P58 and do some related exercises Importances of teaching understand the passage exactly Difficulties of teaching how to analyse the taxt and grasp the main idea of the text Teaching procedures Step1 Step2 Step3 step4 Vocabulary 1.Read through the words in the book with the whole class on P151-152. 2.Ask them to complete the activity individually with the help of using their dictionaries. Reading 1. Ask the student’s to open the book and read the passage Frankenstein’s Monster. 2.After reading ,let the students deal with the questions in this part ,especially pay attention to the important words and phrases. 3.Ask students to read the passage carefully and choose the correct answer ,then call back the answers from the whole class as complete sentences 1. terrify ; terrifying ; terrified 2. 强调句的格式及例句 3. make +宾语+宾补 4. throw oneself on 5. beneficial 6. contrast with 7. Exercises 1. choose the best meaning for the expressions from the passage. 2. call back the answers from the whole class as complete sentences. Summary and homework Summarize the studying aims read the words three times and master more vocabulary in class Pay attention to the words and phrases Read the passage individually .If necessary ,the teacher should give them futher explanation. Call back the answers from the whole class ,having one student read the original sentences . keep the words and phases in mind 选修6 Module5 Period 2 主备人 授课时间及班级 Studying aims 1.Read through the last words and phrases 2.Read the passage on P64 and do some related exercises Importances of teaching Improve student’s skill of reading Difficulties of teaching Master more vocabulary and get the main idea Teaching procedures Step1 Step2 Step3 Step4 Step5 Revision Vocabulary 1.Review the important words and phrases together 2. Read through the words in the book with the whole class on P151―152. reading practice 1.Ask the students to open the book and read the passage Cloning and DNA on page 64 . 2.let the students deal with the questions in this part on P65(1-5) A C D D A 1. It is /was +…… that … 2. 主语从句 3. rely on 4. restrict 5. spit Reading practice 1.look at the title of the passge and the words in the box and decide one’s you are likely to see. 2.Read the text again and answer the questions.After reading ,find the paragraph which describe. Exercises 1.finish the words excises one by one 2.Do some reading exercises Summary and homework 1.Summarize the studying aims 2.Hand out exercises after class Master more vocabulary and read them fluently Improve student’s skill of reading and master the useful sentences. Read the passage individually . finish the questions in the text. Complete the activity individually 选修6 Module5 Period 3 主备人 授课时间及班级 Studying aims 1.review all th eimportant words and phrases 2.Read the passage on P67 and 69 and do some related exercises Importances of teaching how to undersand the rading material exactly Difficulties of teaching train the students’ integrating skills especially reading Teaching procedures Step1 Step2 Step3 Step4 Step5 Revision .Review the important words and phrases together reading practice 1.Ask the students to open the book and read the passage on page 67 . 2 .choose the best main idea.the passage is about B 3. decide who the writer is B 4..choose the best answer on P68. AABAC Reading practice 1. read the passage in Cultural Corner individually. 2. answer the questions : what are the most important feature of described in Brave New World Exercises 1.finish the words excises one by one 2.Do some reading exercises Summary and homework 1.Summarize the studying aims 2. recite all the language points Master more vocabulary and read them fluently loudly enable the students to use the function ,and improve the students’ abilities Read the passage individually . Complete the activity individually and check the answers with the whole class 选修6 Module5 Period 4 主备人 授课时间及班级 Studying aims Master the Grammar: the Subjunctive Mood Importances of teaching Help students to learn and master the sentence pattern: If I were you… Difficulties of teaching How to help the students complete the activities about the Grammar Teaching procedures Step1 Step2 Step3 Step4 Vocabulary Review the words in the book with the whole class on P151-152. Grammar P62 Look at the sentences from the listening passage. Choose the correct answers. (1) Ask the students to do this individually, and then check with a partner. (2) Call back the answers from the whole class as complete sentences. Answers: 1.a 2.b 3.a 4.b Explanation 虚拟语气在条件句中的用法 英语中有两种条件句：真实条件句和非真实条件句。真实条件句表示突出的`假设完全可以成为现实，谓语动词用陈述语气。非真实条件句表示所提出的假设实现的可能性极小或与事实相反，谓语动词用虚拟语气。虚拟语气也可以表示愿望、请求及建议等。 1.对现在的假设：表示现在实际上并不存在的情况。If+主语+were/v-ed…, 主语+should/would/could/might+动词原形 2.对将来的假设：表示将来实现可能性非常小的情况。If+主语+should/were to +动词原形，主语+ should/would/could/might+动词原形 3.对过去的假设：表示过去并不存在的情况。 If+主语+had+过去分词，主语+should/would/could/might+have+过去分词 Summary and homework Summarize the studying aims Review the words in oral and master more vocabulary Listen to the tape carefully Pay attention to the usage of Subjunctive Mood Do the exercise on page 62 individually 选修6 Module5 Period 5 主备人 授课时间及班级 Studying aims 1.Review the words and phrases 2.Master
英语选修七教案 篇3
新目标任务型教学的特色理念：《新目标英语》是以任务为基础的语言教学，在教材的设计上，遵循了自然言语、情境真实性、语言形式为交流功能性服务、层层深入阶梯型发展语言能力、在做中学等最新教学原则和理念，注重引导学生体会文化差异，培养学生自主学习能力，完全符合教育部的《义务教育阶段英语课程标准》的要求。本教材的教学理念：“知识用于行动”，强调“语言应用”，培养“创新、实践能力”，发展“学习策略”。
人教社《新目标英语》教材的几大特色：
A. 图文并茂。一幅副充满情趣，幽默生动的画面，令你眼睛一亮。它不仅版面设计充满新意，而且在内容和结构方面更富有创意 更具时代感，更有现代气息，更加贴近学生的生活。学生一拿到课本后都爱不释手，迫不及待地翻阅。
B. 实用性强。每个单元的选材都来源于学生的学习和生活。紧紧地与学生的年龄特征、认知结构、生活经验联系在一起。如第一册的十四个话题：认识新朋友、教室里的物品、家庭成员、食品、购物、电影、参加社团、生活习惯、学习科目、国家与语言。第二册的十二个话题：邻居、动物、足球、职业、周末活动、音乐、人物性格与外貌、天气、节日、度假与休闲、流行文化、规章制度与日常生活。由于这些都是学生熟悉的话题，生活中经常碰到的事情，所以学生容易接受，学习热情自然也高。使教学活动由“要我学”转变为“我要学”。
C.注重交际。针对中国学生学英语普遍存在的“聋哑病”，教材设计了大量的听说读写材料。每个单元都有语言活动，且内容不同，形式多样，学生对这些活动充满兴趣，所以大家都能情绪高昂地参加pair work, group work, games等活动。学生们充满了自信，开心地练习说英语，教室里常常充满了欢歌笑语。同学们都喜欢上英语课，他们能为学以致用而感到兴奋，同时也体验到了学习语言的快乐。
D.词汇量大。第一册有词汇700个左右，第二册约450个，第三册约450个，第四册约400个， 第五册约500个，合计2500个。这一点正好达到《英语课程标准》5级的要求。大大丰富了学生的词汇量，让学生能更好地表达自己的所思所想。同时也要求学生必须采取有效的记忆单词的方法，就会事半功倍，否则难以适应教材的要求。这时学生特别需要教师的指导 .。
a.言语、情境真实性原则 (The authenticity principle)
任务的设计要提供给学习者明确、真实的语言信息。语言情境、语言形式等要符合交际的功能和规律。使学习者在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。
b.形式-功能性原则 (The form-function principle)
任务的设计注重语言形式和语言功能的结合。形式-功能性原则，旨在使学习者掌握语言形式的同时，培养其自我把握语言功能的能力;每一阶段任务的设计都具有一定的导入性，学生在学习语言形式的基础上，通过系列任务的训练，能够自己进行推理和演绎，从而理解语言的功能，并在交际中进行真实运用。
c.阶梯型任务原则 (The task dependency principle)
学习单元中任务的设计由简到繁，由易到难，层层深入，并形成由初级任务到高级任务并由高级任务涵盖初级任务的循环。在语言技能方面，遵循先听、读，后说、写的设计顺序，使教学阶梯式地层层递进。
自始至终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验。
英语选修七教案 篇4
It will be a product of AI(artificial intelligence) and it can do so many things for me,including helping me with all of my housework,especially cleaning the floor which i hate to do most.It could cook the meals anytime for my family.It could send me to school and fetch me from school instead of my parents.added up to all,it could also be my teachers,teaching me English and Math!What an assume robot it will be!With the breakthrough of technology,i strongly believe that my dream will come true oneday.
这将是一个产品的AI(人工智能)，它可以为我做很多事情，包括帮助我与我所有的家务，特别是清洁，我最恨做地板。它可以做饭都为我的家人。可以送我去学校接我，这也可能是我的老师，教我英语和数学!什么是机器人将承担!随着技术的突破，我坚信我的梦想会成真的一天。
He is a magical robot,he can chat with me,but also play many songs that I like to listen .But his most special is that he can paint a picture,and the paintings are particularly good.Because I also learn to draw,so this was especially pleased.
他是一个神奇的机器人，他可以和我聊天，还能放我喜欢听的歌曲。但他最特别的是他会画画，而且画的特别好。因为我也在学画画，所以这是特别高兴。
Sometimes,when I can not draw the human body and landscape,he would teach me how to draw this shape,how to use color,how to draw eyes and mouth,and so on.He solved many problems for me.For that,My painting levels increased a lot .
有时，当我不能画人体和风景，他会教我如何画这个形状，如何运用色彩，如何画眼睛和嘴巴，等等。他为我解决了很多问题。因此，我的绘画水平提高了很多。
英语选修七教案 篇5
I. Brief statements Based on the Unit 2
Integrating skills (WB) listening (WB) 7
TEACHING PLAN FOR UNIT 18 (Book 2B)
I. Brief statements Based on the Unit
This unit mainly talks about inventions and what qualities we should have to create new things.. All the activities, including Warming up, Listening, Speaking, Reading and Writing, focus on this topic. Through this topic, the students not only get more information about inventions, but also learn what to do to develop creativity.
In addition, the students can learn some useful language points through the materials provided in each part, especially a lot of words and phrases, which are very helpful for the students to build up vocabulary about inventions. The Grammar-the attributive clause is also important. The given materials and exercises give the students an opportunity to learn grammar by using it. It not only helps the students learn to give definitions to new things, but also reviews this part of the grammar as a whole.
All of the activities are helpful for the students to improve their knowledge about language and their skills to use language.
1. Talk about inventions.
2. Practise describing inventions.
3. Review the Attributive Clause.
4. Write a process essay..
Period 1&2: warming up and reading
Period4: integrating skills (WB) and listening (WB)
GOALS:
To learn some basic knowledge about inventions in the 20th century which have changed our modern life so much..
Get the students to grasp the main idea of the passage and help them to understand the passage better.
Help the students to learn to be more creative.
Learn some useful words and expressions.
Show pictures of four great inventions of ancient China.
Say: Talking of inventions, we couldn’t help thinking of four great inventions of ancient China. Can you mention them? What are they?
China has a history of 5000 years. In history, four great inventions stand out in the hall of glory, which we are most proud of. They are the compass, paper, printing and gunpower. It shows that China led the world for centuries in science and technology in ancient times.
Show pictures of inventions in the 20th century which have changed our modern life so much.
Say: What inventions can you think of which are invented in the last century?
In the first twenty years:
In the 1940s and50s:
In the 1960s to 80s:
In the last ten years of the century:
3.Discussion:
Q1: What are the functions of the inventions?
Q2: Are there any disadvantages of these inventions? If so, what are they?
Q3: Do you like all these inventions? Why or why not?
Q4: Have you ever heard of any inventors? Who are they?
4.Warming-up:
Individual work: Is there anything you would like to invent? If so, what and why?
Practice: Match each picture with the correct description below.
5. Discussion:
1) Which of these “inventions” do you think would be useful? Why?
2) Are there any disadvantages in them? If so, what and why?
3) What can we do to improve them?
4) What can we do after inventing new things?
1) What do you think “high tech” means?
2) What do you think “state of the art” means?
Which one in the three pictures “is state of art”?
3) Can you think of any other “state of art”?
4 ) How did people make them? Did people make them by accident?
1) Are some people born creative, or is it be possible to be creative?
2) Do you have to be very intelligent to be an inventor?
3) How do people come up with ideas for new inventions? How many ways are mentioned?
Get the students to read the passage more carefully to carry out the following tasks:
1) Find out the meaning of each way.
2) Do some exercises, according to each way.
Think outside the box:
A plane crashed. Why nobody in the plane was injured?
When we cut a corner from a square-shaped desk with four corners, how many corners are left?
Why can a frog jump higher than a tree?
Take another look at it: Analyze some pictures.
Make connections: Some inventions made with connections
Keep trying: Some famous scientists that kept trying and succeeded.
3 True or False.
4 Deal with language points.
1) be born+ adj./n.
He was born blind.
She was born a singer.
Can scientists come up with ways of predicting tsunami（海啸）？
We must allow for the bus being late.
The car got stuck in the mud.
Taiwan is part of China. It can’t break away from China.
Are you aware of your mistake?
She became aware that something was burning.
1 The following examples have been fixed up. Can you place them in the right titles of the passage?
1) According to Leonardo da Vinci, problems which had seemed impossible could be solved if he changed the way he described the problem.
2) Thomas Edison made a rule saying that he had to make an invention every ten days.
3) Mozart, who lived in Austria, wrote more than 600 pieces of music.
4) Einstein, who changed the world of physics forever with his Theory of Relativity, preferred
images of numbers.
3) Samuel Moorse, the man who invented the telegraph, got his idea by watching a rider exchange a tired horse for a new one.
2 How do you understand the title of the passage?
3 What other rules should you have if you want to be creative?
4 Of all the rules above, which one do you think is the most important? Why?
Write a passage to tell what rules you should have if you want to be creative, which one is the
most important and explain the reasons.
GOALS:
To enable students to know how to protect the patent rights and what an invention should be like..
Improve the speaking ability.
Practise supporting an opinion.
Have a better understanding of intellectual property rights.
Teaching Procedures:
1. Pre-listening: Go through the questions in Part1 and ask Ss what we should do to protect our patent rights
2. While-listening: Listen to the tape and finish exercises in Part1&2.
Check the answers at last.
What should a new thing be like in order to be given a patent?
1.With the development of the technology, our society has greatly changed. Have a discussion:
1). What advantages have cars brought us?
(convenient, travel fast, supply more posts, …)
2). What benefits have we got from computers?
(get more information, make communication easier, develop economy …)
2. What do you think of the inventor?
(Make the Ss aware of the importance of knowledge and try to learn harder.
3. Suppose you have invented an inflatable bike, what should you do?
State Intellectual Property Office (SIPO) (国家知识产权保护局)
pay attention to the time limit of a patent
1. The patent officer will ask you some questions. Think over what questions will be asked?
1) How does you invention work?
2) Why are they useful?
3) What does it look like?
4) How much does it cost?
5) How do people use it?
… …
2. Now you are in the patent office and want to apply for a patent. Look at P38. Suppose you are one of the inventors, make a dialogue with a partner. One is the inventor and the other is the patent officer.
Model:
( I-inventor; P --- Patent officer)
P: Now, please explain how your inventions work and why they are useful. Your invention is a car that uses water instead of petrol, isn’t it?
P: What does it look like?
A: It looks like an ordinary car. Here’s the picture. Please have a look.
P: Oh, it looks beautiful. What’s it made of?
A: It’s made of a new kind of alloy, which is much lighter.
A:A little bit. But it can save much more energy, so lots of money is saved. Besides, there is something even more important. It is good for our environment. It doesn’t pollute the air.
P: Sounds great. Thank you.
1. Discuss: What qualities should one have to be an inventor to create new things.
2. Preview the integrating skills WB
3. Learn the new words of this unit by heart.
Integrating skills (WB) listening (WB)
GOALS:
Learn a reading passage to improve the students’ reading ability.
Listening practice to improve the students’ listening ability
Teaching Procedures:
Say : What are the Four Great Inventions of ancient
China?
As modern men, we are so used to so many inventions that we do not realize how much they have changed our lives. Eyeglasses and sewing machine are two examples. Another, and perhaps more obvious, example is television, which has so altered our way of life that we just cannot imagine what our life would be like without it.
What kind of modern invention do you know?
Reading the passage in your WB, Then discuss with your group members to complete the chart below with the information from the text
Invisible paint 1,interesting clothes
2,Help doctors see through the skin/hide things
Tiny robot help doctors operate on people in a safer and less painful way
Say: In our reading text, it describes new inventions and ideas. Some already exist and others may be come reality within 20 ,I will show you more inventions
Conclusion:
Every invention can be of great value .But it is an easy thing to make an invention.Everybody, I think have the answer. Before an invention, inventor must have an idea, then make experiments again and again .perhaps making many errors and at last gain success. Remember success comes from failure. Any invention also experiences many hardships.
Discuss: What qualities should one have to be an inventor?
George Stephenson ,a famous British inventors, made the first train, using a steam engine in 1825
Step 2 Listen to part1 of the tape .choose the best answers.
Step 3 Most great inventors often meet with a lot of trouble in their work. Listen to part 2
Homework:
1. Revise the Attributive Clause, including the Restrictive Clause and the Non-restrictive Clause.
2. Revise the use of relative pronouns and relative adverbs.
3. Tell the differences between the restrictive and non-restrictive attributive clauses, the attributive clause & the emphasis structure, and the attributive clause & the appositive clause
Teaching Important Point:
The usage of relative pronouns and adverbs
Teaching Difficult Point:
Help the students to master the way of choosing a relative pronoun or a elative adverb correctly, telling the differences between the restrictive and non-restrictive attributive clauses, the attributive clause & the emphasis structure, and the attributive clause & the appositive clause
Teaching Procedures:
1) He is a famous scientist.
2) Who’s that girl in red?
3) I’ve read all the books that you lent me.
4) I have lost my pen, which I like very much.
T: Now look at the sentences on the screen. Pay special attention to the underlined parts. Is there anything in common between them?
S: Yes. They all identify the nouns, which are used with them. Each part tells us which thing or person the speaker is talking about.
T: That is to say, the function of each underlined part is the same. Each of them is used as an attributive to describe each noun. Well, are there any differences between them?
S: Yes. In he 1st sentence, the attribute is an adjective and put before the noun; the 2nd is a prepositional phrase put after the noun; the 3rd and 4th sentences are full sentences put after them.
T: You are right, what do we call the sentences put after them?
S: The Attributive Clause.
T: Quite right. In a complex sentence, the clause modifying a noun or a pronoun in the main clause is called an Attributive Clause. The noun or pronoun is called Antecedent. The word that/which introduces the clause (between the noun/pronoun and the clause) is called Relative Pronoun or Relative Adverb. The relative pronouns or adverbs do 2 jobs at once. They can be used as subjects, objects, attributes or adverbials in the clause; at the same time, they join clauses together. About the use of them, we’ll have particular revision after a while. The attributive clause the restrictive attributive clause
the non-restrictive attributive clause
The adjective clause noun/pronoun + the attributive clause
the antecedent (person/thing) the relative pronouns/adverbs + clause
Now look at the sentences on the screen. Do complete the sentences with suitable relatives.
1) I know the reason why he came late.
2) Do you know the woman, whose son went to college last year?
3) The house whose color is red is John’s.
4) This is the best film that I’ve ever seen.
5) That’s the town where he worked in 1987.
6) I have 2 brothers, who are both soldiers.
7) Next week, which you’ll spend in your hometown, is coming.
8) I’ve tried 2 pairs of shoes, neither of which fits me well.
Step 3: Summarize the Use of the relative pronouns and relative adverbs.
The use of the relative pronouns
Form 1:
The relative pronouns Referring to Function in the clause
That Person(s)/thing(s) Subject/object
Whose Person(s)/thing(s) (of whom/which) attributive
The relative adverbs Referring to Function in the clause
When (=at/in/on which) Time Adverbial of time
Where (=in/at which) Place Adverbial of place
Why (=for which) Reason Adverbial of reason
Notice:
1) Pay more attention to the agreement between the verb and the antecedent in person and number in the attributive clause, and then complete the sentences:
⑴ Those who want to go to the cinema must be at the school gate by 3:30 p.m. (want)
⑵ Te who doesn’t reach the great wall is not a true man. (not reach)
⑶ The is the only one of the girls who has been to Beijing. (have)
⑷ He is one of the boys who have seen the film. (have)
Conclusion 1:
1） When a relative pronoun is used as a subject in the clause, the verb must agree with the antecedent in person and number.
2） When the antecedent is the structure “one of +n. (pl.)”, the verb in the clause must be plural, agrees with the plural form. However, if there is “the” or “the only very” before “one”, the verb in the clause must be singular, agrees with the word “one”.
2) Practice: complete the following sentences with suitable relatives:
(1) The time when/that I went to Tokyo is in 1982.
(2) I’ll never forget the time which/that I spent at college.
(3) The shop which/that I bought the book in is big.
(4) The shop where/in which I bought the book is big.
Conclusion 2: when the antecedent is a noun for time or place “when “or “where” is not always used to introduce the clause. It depends on the function of the relative word in the clause.
3) The difference between “that” and “which”.
Complete the following sentences with “that” or “which”.
(1) This is the 2nd article that I have written in English.
(2) It is the best film that he has ever seen.
(3) This is the very book that I want to read.
(4) All that they told me surprised me.
(5) They talked about the teachers and schools that they had visited.
(6) Who is the comrade that was there?
(7) There is a bed in the room that is still vacant.
(8) Our village is no longer the place that it used to be.
(9) He paid the boy $10 for washing the windows, most of which hadn’t been cleaned at least a year.
(10) The weather turned out to be very good, which was more than we could expect.
(11) The clever boy made a hole in the wall, through which he could see what was going on inside the house.
Conclusion 3:
1)when the antecedent refers to thing(s), “that” is often used in the following cases:
(1) after ordinal number and superlatives
(2) after the following words: all, only, little, few, much, very, none, last, just, any(thing), every(thing), some(thing), no(thing).
(3) after two or more antecedents, referring to both person(s) and thing(s).
(4) after interrogative pronouns “which” or “who”.
(5) When the relative pronoun is used as a predictive in the clause.
(6) When the main clause begins with “there be “.
2) In the following cases, “which” is always used.
②to introduce a non-restrictive attributive clause.
③The whole main sentence is the “antecedent” of the relative clause, and there is always a comma.
More exercises:
Fill in the blanks with suitable relatives to complete the following sentences.
1) Tell me the reason why you were late for class.
2) Who is the girl that is speaking there?
3) This is Mr. Smith, who has something interesting to tell you.
4) The computer whose CPU doesn’t work has to be repaired.
5) This kind of computer, which is well-known, is out of date.
6) This is just the place that I’ve been longing to visit for years.
7) His mother is an engineer, which makes him very proud.
8) The old man has 4 sons, three of whom are doctors
Step 4: The attributive clause and the appositive clause
同位语从句前面的名词只能是idea, fact, news, hope, belief, suggestion. proposal, word, thought, doubt, truth, possibility, promise, order等表示抽象意义的名词。而定语从句的先行词可以是名词、代词、主句的一部分或整个主句。如：
We are looking into the question whether he is worth trusting.
Word came that he had gone abroad.
The doctor whom you are looking for is in the room.
你找的那位医生在房间里面。（定语从句，名词the doctor作先行词）
Our team has won the game, which makes us very happy.
His mother did all she could to help him with his study.
他妈妈尽最大努力帮他学习。
定语从句是从句对其先行词的修饰或限制，属于形容词性从句的范畴；而同位语从句是从句对前面抽象名词的进一步说明和解释，属于名词性从句的范畴。如：
The news that our team has won the game is true.
我们队赢了那场比赛的消息是真的。
The news (that) he told me yesterday is true.
昨天他告诉我的那个消息是真的。(定语从句，that 从句作定语修饰news)
I made a promise that if anyone set me free, I would make him very rich.
我许诺如果谁让我自由，我就让他非常富有。(同位语从句，补充说明promise)
The mother made a promise that pleased all her children.
妈妈做出了一个令她的孩子们高兴的许诺。（定语从句，that从句作定语修饰promise。）
三、从引导词及其在句子中的成份上区别有些引导词如how, whether, what可以引导同位语从句，但不能引导定语从句。如：
That question whether we need it has not been considered.
I have no idea what has happened to him.
引导词that引导定语从句时，在从句中一般作主语或宾语（指物时还可以用which代替），并且作宾语时常常省略。That在同位语从句中仅起连接作用，不充当任何成份，并且不能省略，也不能用which来代替。
The order that we (should) send a few people to help the other groups was received yesterday.
我们应派几个人去帮助别的几个小组的命令昨天已收到了。（同位语从句，是对order的具体解释，that虽不作成份，但不能省略）
The order (that) we received yesterday was that we (should) send a few people to help the other groups.
我们昨天收到的命令是我们应该派几个人去帮助别的几个小组。（定语从句，是名词order的修饰语，that在从句中作received的宾语，可以省略）
Step 5: The attributive clause and the emphasis structure
强调句型的句式结构为：“It is/was + 被强调部分 + that/who从句”。在强调时间、地点、原因或方式状语时，一律用that，而不用when, why或how；在强调主语和宾语时，如果主语和宾语指代人，则可用who和whom来代替that, 但是从句中的人称和数要与被强调的主语和宾语保持一致。这些都容易与定语从句混淆。
定语从句和强调句型的判断方法：若将句中的“It is/was”和“that/who”去掉，而句子不缺成分，结构完整，说明原句是强调句型；若句子结构不完整，则说明原句为定语从句。
1) It was not until 1920 ____ regular radio broadcasts began. (1995高考卷)
A. while B. which C. that D. since
2) ____ was his kindness that everyone praised him.
3) It is the ability to do the job ____ matters not where you come from or what you are. (高考卷) A. one B. that C. what D. it
4) It was ____ he came to Macao ____ he knew what kind of place it was.
A. that; when B. until; that C. not until; when D. not until; that
5) ____ is a fact that English is being accepted as an international language.
6) It was not until we came back from outside ____ out of his bed.
A. did he get B. when he got C. that he got D. then he got
7) When was it ____ you met him in the library?
A. where B. that C. in which D. which
8) It was near the place ____ there is a bomb ____ we found the dead man.
A. where; where B. where; that C. that; where D. that; that
Keys: 1)C; 2)A; 3)B; 4)D; 5)D; 6)C; 7)B; 8)B;
Review the Attributive Clause and finish all the grammar exercises in the workbook.
GOALS:
Learn a reading passage to improve the students’ reading ability.
英语选修七教案 篇6
I Teaching Objectives:
1. Develop the ss’ ability of reading sub-skills----------scanning.
2. Develop the ss’ writing skills.
III Key Points and Difficult Points:
Key Points: Check the exercises, solidate their knowledge about this unit and fulfill the task of fast reading.
Difficult Points: Enable the students to understand the three funtions of art and to use them.
V Teaching Procedures:
Step1. Check the answers.
Activity1. continue to check exercises of vocabulary.
Exercise3: explain the words above first and ask the whole class to read them twice and ask on group to give me their answers and then ask their classmates on the same row to translate them.
Exercise4: explain the words in bold first and ask the students to read them twice and then ask on group to translate them.
Exercise5: leave it to the end of the class.
Activity2. check the exercises of Grammar.
Exercise1: read the example first and explain it briefly, then ask one group to give me their answers. Also mention some phrases: fix one’s bike, 修理自行车, take one’s temperature, 量体温, mend, 修补.
Exercise2: ask one group to give me their answers.
Step2. Reading---the function of art
Activity1. Scanning---find out the three functions of art in society.
T: well, just now. we have finished our exercises on vocabulary and grammar, now let’s do some reading. Please look at page99, the function of art 艺术的功能, function means 功能 We say the function of eyes is to see. If the eyes can’t see, will we call them eyes?
T: so if the art has no functions ,it can’t be called art. so what functions does art have? Please scan the whole passage carefully and find three functions of art, 3 minutes, quickly.
t: have you found them?
S: first of all,….., another function……, finally,……
T: good. There are indicative words, so you can find them easily. Ok, now, let’s see each of the function together.
Activity2. Explain each function.
T: the first funtion is to decorate. It means art can make our environment more beautiful. For example, if we put something on the walls, we are decorating our room. So this is the function of decoration. And the function of enriching our life means art can help people to learn to think creatively. Art objectives are sometimes funny and we can hardly tell what they are. Art is also a way of instruction
Activity3. do exercise4 on page 100
T: now turn to page 100, let’s see exercise 4. what’s the main function of each art works?
T: now we know the functions of art. It is to decorate, to enrich our life and to instruct. In the first lesson you said our classroom is not beautiful, so why don’t you use art works to decorate it, to enrich our life? I think you must have many ideas. Now let’s have a discussion. How to decorate our classroom? Here are some questions to help you.
(slide1. explain the questions briefly)
T; Now discuss with your partner, I will give you 4 minutes.
T: ok, time is up. What’s your plans? Any volunteers?
Step4. Writing.
T: well, you have good ideas indeed. It is a pity that we don’t use them. This time I want you to write them down as a letter. You give this letter to me and suggest me accept your plans on how to decorate our classroom. Do you remember how to write an English letter?
(slide2. explain briefly on how to write a letter and what they can write in the letter)
T: ok. This is our writing work this unit. Now, let’s see the translation exercise on page 97. Please check it carefully.
T: ok, time is up. Today’s homework is to write a letter. Remember that tomorrow we will have a dictation. See you tomorrow.
S; see you.
Slide1.
Discussion: Decorating our classroom.
Questions to help:
1. Shall we have something on the wall?
Posters? Photos? Maps? Paintings? Calligraphy(书法)? And what functions do they have?
2. How can we get them?
Buy some from the shops? Ask for some from our art teachers? Make them by ourselves? And why?
3. Where shall we put them?
On the left/right of the blackboard at the front/back?
On the wall that is beside the door?
On the wall that is between the windows?
4. Shall we put something in the corner(角落)? And why?
5. Shall we have something on the ceiling(天花板)? And why?
What other spaces do you think can be decorated and how to decorated them?
A letter to Mrs Cai about decorating our classroom:
Although all of our classmates feel very happy in our classroom, I think the classroom will be more beautiful if more decorations are made.
Our walls are all white. I think we should put something on the wall. For example, a calligraphy of “Knowledge is power.” Can encourage us to learn more. We can put it on the wall that is between the windows, so that as soon as we open the door of our classroom we can see it. And we need not buy it. We can have some student write it. I know…..writes very well. Besides, we can put some flowers in the corner because it can enrich our lives and make our classroom more lively.
Yours sincerely/faithfully,
╳ ╳ ╳
slide3:
Workbook; page 97; exercise 5; translation.
1. This building is designed so that it looks like a bird’s nest. Most people who have seen it would agree that it is an interesting design.
2. This cup of tea tastes special. Yes, I know. There’s a taste of honey in it.
3. The ship from Dalian to Shanghai is sailing in ten minutes. The sailors are pulling up the sail.
4. The Spring Festival was coming. Mum wanted the doors painted, so Dad bought the best paint.
英语选修七教案 篇7
I. 单元教学目标：
2． Talk about likes and preferences
5． Write a letter to give suggestions
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…
abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar…
if I were you…./ I wish I could…
1. there are so many different styles of western art it would be 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, people would not have been able to paint such realistic pictures.
4. at the time they were created, the impressionists’ painting were controversial but today they are accepted as the beginning of what we now call “modern art”.
5. it is amazing that so many great works of art from late-19th century to 21st century could be contained in the same museum.
1st period Warming up and reading
The First Period Warming up Reading
Teaching goals：
1. To enable the students to have a knowledge of the short history of Western painting.
2. To improve the students’ reading ability.
Teaching important & difficult points
Enable the Ss to talk about the short history of Western painting
Skimming and scanning; individual, pair or group work; discussion
A computer, a tape recorder and a projector.
To 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 art
Show 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.
1. Comparison: Make a comparison of Western and Chinese painting and ask: Which do you think has a greater change? Why?
Read Para. 1, and answer the question.
Scan Para2-5, and find the representative artists and the features of their paintings.
Names of Ages Time Artist Feature
The Middle Ages 5th to 15th century Giotto Di Bondone religious, realistic
The Renaissance 15th to 16th century Massaccio perspective, realistic
Impressionism Late 19th to early 20th century ／ detailed, ridiculous
Modern art 20th century to today ／ Controversial, abstract, realistic
Read the text carefully and find some detailed information.
The Middle Ages Features:
2. Artists were not interested in showing nature and people as…but interested in creating respect and love for God.
Masaccio：the first person to use perspective in painting
1. Focused more on humans and less on religion.
2. Two developments: a. Drawing things in perspectives
b. Oil painting.
1. 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?
Concentrate on Certain qualities
of the object What we see with our eyes
Presentation Color, line and shape photograph
Ask the students to read the passage again and deal with Exercises.
1. 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 Study
Teaching goals:
To enable the students to learn the useful expressions.
To help the students lean how to judge the parts of speech according to the suffixes and determine their functions in the sentences.
Teaching important & difficult points:
Get the Ss to learn word formation by adding suffixes
Teaching methods:
Teaching aids:
A computer and a projector, a blackboard
Teaching procedures & ways:
Check the students’ homework and let one read their work.
1. Ask Ss to speak out the time expressions they underlined as homework
2. Ask a student to retell the short history of western painting
3. Ask Ss to discuss the questions in Exercises 3 on page 3 in groups of 4.
Art is influenced by beliefs of the people, the way of life and so on.
1. 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 not explained
好的画犹如佳肴，可以品其美味，却无法解释。
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 the last minute.
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 interfere?
I consider you( to be )honest.
fit多指大小、形状合适，引申为“吻合，协调”
1) No dish suits all tastes. 没有人人合口味的菜。
2) Try the new key and see if it fits the 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 Historical Museum match the Tian An Men beautifully.
人民大会堂和历史博物馆与天安门陪衬得极为优美。
The prisoner attempted an escape / to escape.
She will attempt to beat the world record.
n. They made no attempt to escape.
7.painting (油、水彩）画drawing（素描）图sketch草图 portrait肖像illustration 插图
A painting of sbA painting by sb
某人的画 ？ 某人画的画？
an 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
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 --- thieve
Some 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
13.aim n. v.What is your aim in life ? He aimed the gun at a 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
“ 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 the speaker .
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）
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 .
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 many
修饰不可数名词或不可数名词: a lot of / lots of ; a large quantity of /large quantities of
19.mostly adv . ( =mainly , largely )大部分的，主要的
They are mostly students.
This 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 they have read , and that they read such books mostly on weekends.
The heavy rain leads to serious floods.
Hard work leads to success and failure often lies in laziness. (result in / result from)
21. shadow n.
The willow’s shadow falls on the lake .
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。
Let Ss learn some uses of suffixes
Ask Ss what suffix is ( A suffix is a particle, which is added to the end 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.); ill(adj.)---illness(n.) But sometime, some suffixes add new meaning to the newly formed words. For example: meaning---meaningless; think--- thinker
1. Suffixes used as a noun signifier
2. Suffixes used as an adjective signifier
act/imagine -ive/-tive -ative/-itive active
3. Suffixes used as an adjective signifier
broad fright -en broaden, frighten
Get the Ss to review the uses of verbs, nouns and adjectives.
Parts of Speech Nouns Verb Adjective
Subject ☆
Object ☆
Predicate ☆
Predicative ☆ ☆ ☆
Objective Complement ☆ ☆
Attribute ☆
Then practice Exercises 2, 3 &4 on page 42.
Prepare to learn the grammar of the subjunctive mood.
1. To enable the students to use the Subjunctive mood correctly in different situations.
Teaching important and difficult points
To enable the students to use the correct form o f of the subjunctive mood.
Summarizing, comparative method; practicing activities
Teaching procedures:
At 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 sentences?
They 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.
Now were/ did would/could/should/might +V（原）
Past had done would/could/should/might+have+p.p.
Futrue were /did would/could/should/might +V（原）
now wish would do / could do / were /did
future wish would do/ could do / were / did
3. as if /though + Clause 虚拟 从句动作与主句动作同时发生用过去时
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)
If only I knew his name!
If only we had followed your advice!
If only I could see him again!
8. 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 him!
God bless you!
May you succeed!
Long live the People’s Republic of China!
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。
Exercises for the Subjunctive mood.
Ask 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.
Prepare for the Listening and Talking on page 41.
Teaching 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:
Show 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 France and so on.
1. 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 there?
2. Careful reading:
Detailed reading to check Exercises 1& 2 below
After 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.
Answer the following questions:
1. What do you think the purpose of this text is?
To 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 for?
Tourists, art gallery visitors.
3. Where might you see such a text?
Possibly in guide book.
Step III Discussing and listening (P7)
ⅰ.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? Why?
Ask 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 page7
At 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.
First, 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.
英语选修七教案 篇8
一、火眼金睛找不同的一项。5分。
()4. A. Maths B. English C. television
()5. A. hamburger B. sandwich C. traditional
1、在机场_______ 2、讲英语_______ 3、在三周时间内_______
4、在晚上_______ 5、在办公室_______ 6、在中国的北部_______
7、试穿这一个______ 8、对、、、很容易_______ 9、在书架C上______
( )1.—_____ did you come back? —We came back last Sunday
( )2. —Whose dress is this? —It’s ____.
( )3. Do you want to be_____ our football team?
( )4. —Can you control the ball? —________________.
A. Thank you B. Very badly, sorry C. You are welcome
( )5. She didn’t _____ an ice cream yesterday .
( )6. I can’t swim _____.
( )7. —______ does school start? —At nine o’clock .
( )8. These chicks can’t______.
( )9. This girl is deaf. She can’t _______.
( )10. Lingling is very good ___ basketball.
( )1.Did you learn music? A.It’me .
( )2.Who is going to go to the airport? B.She had hamburgers.
( )3.How did you go ? C.At ten o’clock.
( )4.What did she have for lunch? D.By bus .
( )5.When are you going to go there ? E.Yes,I,did.
1. you for trip Are ready your (?)
_________________________________________
___________________________________________
__________________________________________
4. you are go going to Where (?)
_________________________________________
5. you, thinking about, what, are, ( ? )
_________________________________________
六、趣味阅读，共20分。
This morning my father bought some milk for us . My sister doesn’t likemilk , and she gave her milk to me . I didn’t drink them . I will drink themtonight .
My sister is a very good girl . We are good friends . She studies very hard. And all of us like her very much . She wants to be a teacher .
( )1.Father bought us some milk .
( )2.I gave my milk to my sister .
( )3.I drank my milk .
( )4.My sister studies very hard .
( )5.My sister wants to be a doctor .
2.阅读短文，选择正确的答案。
Ms Smart and Amy went to a department store last week. Ms Smart wanted tobuy a coat for Amy. They looked at a blue coat. Blue is Amy’s favorite colour.The coat was nice. But it was too big for Amy. The sales assistant took a smallone. But it was white. Amy tried it. That was lovely. Amy liked it very much. Sothey took it.
( ) 1. Where did Ms Smart and Amy go last week?
A. A department store. B. A supermarket. C. Amy’s school.
( ) 2. Ms Smart wanted to buy a ____ for Amy.
( ) 3. What is Amy’s favorite colour?
A. Black. B. White. C. Blue.
( ) 4. The blue coat was too ___ for Amy.
( ) 5. Ms Smart and Amy took the ____ coat.
七、作文，10分。
暑假就要到了，你准备去哪里旅游呢?请把你需要的物品列个清单，(例如：衣服、鞋子、票、等，并把你打算要做的事情介绍两三件如：游泳、参观名胜。看望朋友或远方亲人等。(不少于8句话)
英语选修七教案 篇9
The analysis of the samples on the murder spot showed some valuable clues to the police.
对谋杀现场标本的分析为警察提供了一些有价值的线索。
in the final analysis总之, 最终仍是...; 归根结底是
in the last analysis总之, 最终仍是...; 归根结底是
The scientist analyzed the milk and found it contained too much water.
科学家分析了一下牛奶，发现里面含水分过多。
The chemist analyzed the new tonic and found it contained poison.
药剂师对这种新补药作了化验分析,发现有毒。
What is the value of your house?你的房子值多少钱？
In spite of this, many people are confident that 'The Revealer' may reveal something of value fairly soon.尽管如此,很多人都相信那个`探宝器'很快就能探测到一些有价值的东西。
Your help has been of great value.你的帮助很有价值。
He valued the ring at $80.他估计这枚戒指值80美元。
尊重；珍视I value your advice.我尊重你的劝告。
put [set) little value on 对...评价不高; 不怎么重视
put much value on 对...给予高度评价; 重视
set a value on估价, 评价(I asked him to set a value on the pictures. 我请他对这些画估个价。)
3 acquire vt.得, 得到, 获得; 招致;学得(知识等), 求得, 养成(习惯等)
We must work hard to acquire a good knowledge of English.我们必须用功学习才能精通英语。
We must cherish experience acquired at the cost of blood.我们必须珍惜用鲜血换来的经验。
acquired adj.已获得的, 已成习惯的, 后天通过自己的努力得到的
He's a sort of people who're incapable of deceiving you.他是那种不会欺骗你的人。
I sorted the books into big ones and small ones.
我把这些书整理成大的和小的两类。
“Sort out these papers and fasten them together with a clip, please.”
“请把这些文件整理一下,用夹子夹在一起。”
all sort(s) of (=of all sorts)各种各样的
of a sort同一种, 相当的, 勉强称得上的, 较差的, 所谓的
of the sort那样的; 这类的...., 诸如此类的...
out of sorts觉得不舒服, 情绪不佳, 心里不自在; 【刷】铅字不全
5 advance vt., vi advanced, advancing前进；增进
The troops advanced.部队向前开进。
The Allied troops are advancing on the camp of the enemy.盟军正在向敌军营地挺进。
进展；发展The work is not advancing.工作没有进展。
促进, 助长advance the growth of rice促进水稻生长
The Government of Iran advanced the price of petroleum last week.
上星期伊朗政府提高了石油价格。
in advance预先You must pay for the book in advance.你必须预先付书的钱。
6 moreover adv.而且；此外=What’s more=besides=in addition
“The price is too high, and moreover, the house isn't in a suitable position.”
“房价太高,而且房屋的地点也不太合适。”
enjoy general popularity享盛名, 受欢迎, 得众望
Mary speaks good English, but she has an advantage because her mother is English.
玛丽英语说得好，因为她有一个有利条件，她妈妈是英国人。
Many women think this is an advantage for men.许多妇女认为这是男人的优越之处。
Is there any advantage in getting there early?早到那里是否值得?
give sb. an advantage over使某人处于更有利的地位
take advantage of乘机利用;利用别人的弱点占便宜
to advantage有利地; 有效地;
to sb.'s advantage(=to the advantage sb.)对...有利
turn out to sb.'s advantage变得对某人有利
turn sth. to advantage使转化为有利, 利用某事物
win an advantage (over)取得(对...的优势)
put sb. at a disadvantage使某人处于不利地位
take sb. at a disadvantage乘隙攻击某人, 攻其不备
to sb.'s disadvantage对某人不利, 使某人吃亏
The accident occurred at five o'clock.事故发生在五点钟。
An idea occurred to me.我想到一个主意。
if anything should occur, ...如果发生什么事情的话,
It occurred to me that ...我刚刚想到...
10 course n.过程, 进程, 路线, 课程,
a river in its course to the sea流向大海的河
The ship was blown off course.那船被吹离航线。
a matter of course理所当然的事， 自然地， 势所必然
He quickly gained experience.他很快就有经验了。
Only after ten years in the country did she gain her citizenship.
她在这个国家住了十年后才取得了公民身份。
He gained weight after his illness.病后他的体重增加了。
Please turn the television down a bit.请把电视机音量关小点。
We are to turn out 100,000 586 computers next year to meet the market requirements.
我们计划明年生产十万台586计算机以满足市场需要。
Things turned out to be exactly as the professor had foreseen.事情正如教授所预见的那样。
The plan turned out a failure.这项计划结果归于失败。
turn over (使)翻过来; (使)翻倒, (使)打滚；交给, 移交；熟思, 再三考虑
turn up找到；发现；被找到；（将底边折起）把（衣服）改短出现；来临；露面；把声音开大；把力量加大；发生（意想不到的事）
英语选修七教案 篇10
~ for ...
the recipe for cookies / living long
He thinks the only recipe for success lies in hard work.
他认为成功的唯一诀窍在于勤奋。
physical adj. 身体的, 物质的, 自然的, 物理的
Barking dogs seldom bite. 吠犬不咬人。（真人不露相）
His bark is worse than his bite. 刀子嘴豆腐心。
Dogs always bark at strangers. 狗总是对着陌生人吠。
The officer barked out an order. 那军官大声发出命令。
4. acid n. 酸 adj. 酸的, 讽刺的, 刻薄的
She succeeded in the examination on her third trial. 在她第三次尝试时
The man was on trial for killing a person. 此人因杀人而受审。
They let me have / take the computer on trial for thirty days. 把......拿去试用
by / through trial and error 通过反复试验, 不断摸索
Only by trial and error will you find out what flowers grow best.
standard n. 标准, 规格 adj. 标准的, 权威的, 第一流的
the standard of living / living standards 生活水平
Mr. Li sets high standards of behavior for his students. 对学生的行为提出高标准的要求
His work is below / not up to the required standards. 不合格的，没有达到标准的
standard English pronunciation 标准的英语发音
a standard reference work 一部权威性参考书
War and disease thinned (down) the population. 战争与疾病使人口减少。
Thin a general word; someone has little fat on their body. It is usually (but not always) disapproving
Slim / slender means thin in an attractive way
Skinny means thin in an unattractive way
Lean means thin and looking strong and fit
Trees blocked my view. 树挡住了我的视线。
It's three blocks to the store from here.
a length of cloth / rope 一段布料/一根绳子
a length / depth / width... of 3 metres
The river is 500 metres long / in length.
12. contemporary n. 同时代的人 adj. 当代的, 同时代的
Shelley and Keats were contemporaries. / Shelley was contemporary with Keats.
Longman Dictionary of Contemporary English
contemporary trends in design 现代（派）设计倾向
请注意这张账单必须在10天之内付清。
Please note that this bill must be paid within 10 days.
The pupil noted (down) what the teacher said. 学生记下了老师的话。
The newspaper does not note what happened next. 这家报纸没有说明随后发生的事情。
他在讲座上着重提到了这一问题的重要性。
He noted the importance of the problem in his lecture.
make / take a note of ...
Lily has a nice voice but she had trouble hitting the high notes.
leave sb. a note / leave a note for sb.
the application of new scientific discoveries to industrial production methods
apply vt.
apply to the consul for a visa 向领事申请签证
apply a theory to practice 把理论应用于实践
15. transparent adj. 透明的，显然的，明晰的
a boy of transparent honesty 一个非常诚实的孩子
name the child after both grandparents 以孩子祖父母的名字给他取名
Can you name all the plants and trees in this garden?
你能叫得出这个花园里所有花草树木的名称吗？
Please name the day for our wedding. 请你决定我们结婚的日子。
name sb./sth. (as) ...
The film was named best foreign film.
Michael has been named as the new chairman. 迈克尔被任命为新的董事长。
a boy by the name of ... / named...
under the name (of) 用...名字(指化名, 假名, 笔名等)
chemicals used to purify the water
pure adj. 纯的；纯粹的；纯净的；无垢的；纯洁的；完美的
pure silk / cotton / wool / gold / water / chocolate / English
18. quantity n.
buy sth. in (large / small) quantities
large/small quantities of + n. 谓语动词用复数
a large/small quantity of + n. 谓语动词单复数由名词决定
Large quantities of goods / food have been stored for the winter.
A large quantity of beer has been sold.
A large quantity of books have been sold.
a mass of / masses of + n. / 许多，大量
Before the rain, there were masses of dark clouds in the sky.
下雨前，天空有大片大片的乌云。
The sun makes up 99.9% of the mass of our solar system.
mass education / media 大众教育；大众传媒
20. powerful adj. 权力强大的，有势力的；有效的，作用大的；有影响的
a powerful drug / man / speech 强效的药/权力大的人物/有感染力的演讲
powerful reasons/arguments 有说服力的推理/论证
powerless adj.
the Seven Wonders of the World 世界七大奇观
It's a wonder (that) no one got hurt. 难得
It’s no wonder (that) you've got a headache, the amount you drank last night.
I wonder at his rudeness / his allowing you to do that.
我对他的粗鲁/他允许你做那样的事感到奇怪。
I was wondering if / whether you'd like to come to dinner.
I wonder if I'll recognize Philip after all these years.
-- Is she serious?
-- I wonder. 我看不一定吧。
22. relief n. 解脱的感觉，安慰；(痛苦等的)减轻；(债务等的)免除；救助，救济
give a patient relief from pain / pain relief 使病人减轻痛苦
provide relief for refugees 救济难民
To our great relief, the children all arrived home safely.
The doctor said it was just the flu. What a relief! 谢天谢地
relieve vt.
Drugs helped to relieve the pain.
He rose and relieved her of her bags.
relieve sb. of their post / duties / command etc. 免除职务/职责/指挥权
23. fundamental adj. 基础的，基本的；重要的，必要的
a fundamental difference in opinion 看法的根本区别
Water is fundamental to survival. 水对于生存是必不可少的。
英语选修七教案 篇11
an official record of the accident事故的正式记录
make a recording of录制……
练练吧!
1. the score in a notebook.
A. kept a record B. kept the record C. recorded D. kept the record of
2.The police keep record of all the traffic accidents.(改错)
3.She (保持着世界记录) for the 100 meters.
4.You should (记录) how much you spend.
5.I’m fond of listening to r of famous singers ,such as CoCo Lee’s and Sun Yanzi’s.
6.She took her Sony tape r out of her bag and placed it down.
7.It all began in 1877 when Thomas Edison made the first r of a human voice.
二. contribute to 捐献……
练练吧!
1.所有的孩子把空余时间花听音乐会上了.
2.充足的新鲜空气有助于健康.
3.他的粗心大意是造成事故的原因.
三.It is certain/uncertain that … ……(不)确定(certain/uncertain不能用sure/unsure替换)
uncertainly adv.拿不准地 uncertainty n. 忧郁; 拿不准的事
练练吧!
1. 我们俩都不确定该怎么办.
2. I told him what I thought of him (直言不讳地).
3. I’m (不确定他会不会赢) in the round.
4. It’s what his role in the company will be, and he is a bit anxious about it at moment. A. certain B. uncertain C. sure D. unsure
5. They smiled at one another.
A. uncertain B. uncertainty C. uncertainly D. in uncertain terms
四. be superior to …超过… … ; 比… … 优越
be inferior to…劣于… …
练练吧!
1.这家公司比我三年前工作地那公司好.
2.我认为,手工做的裤子比机器做的好.
3.They are superior us numbers.
A. to ; in B. over ; to C. to ; by D. over ; by
4. He is my superior in knowledge .
He in knowledge.
练练吧!
1.这所房子是昨天才投放到市场出售的.
2. 在一个新产品上市前有许多事情要做.
六. wind ( wound wound )vt.上发条;缠;绕
练练吧!
1.你的表上发条了吗?
2.这条河蜿蜒流向大海.
3. This year has been too busy for me; I need a holiday .
A. winding up B. to wind up C. winding down D. to wind down
4. The wind is too strong; please wind the window .
apply to (sb /sth )(与某人/某物)有关; 有效; 适用于……
apply oneself to (doing) sth集中精力做某事
练练吧!
1.你应该立即申请,亲自去也好,写信也好.
2.这项新技术很快就用在了实践中.
3.我将去那家公司申请那项工作.
4.考试前每个学生都在集中精力学习.
5.这件事与你无关.
by popular demands由于许多人的要求,由于普遍要求
meet /satisfy one’s demands /needs满足某人的需求
demand sth要求, 需求……
demand to do sth要求做……
demand that 从句( 谓语为should+动词原形, should 可省略) 要求……
练练吧!
1.The key to the problem is to the demands by the customers.
A. solve; meet ; made B. solving ; meet ; made
C. solve ; met ; make D. solving ; meeting ; made
2.It is demanded that the play for another week.
A. runs B. will run C. run D. shall run
3.Good workers are always demand in the factory.
4.The workers demanded immediately.
A. being replied B. replying C. to be replied D. to reply
九.spring vi. (sprang sprung ) 跳,跳跃,弹起
练练吧!
1.Doubts have began to spring in my mind.
2.I have to spring this you at such short notice.
3.全镇各地很快盖起了新房子.
十. assume vt. 假设,设想,以为 .assumed adj. 假设的,假定的
assume that 从句 认为……, 假定……
练练吧!
1.I hope to go to college next year, always that I pass my exams.
A. assume B. to assume C. assuming D. assumed
2. (普遍认为) stress is caused by too much work.
3认为经济将继续好转是有道理的.
Key :
一.1.C 2.keep 后加 a 3. holds the world record 4. record /keep a record of
二. 1.All the children contributed their free time to the concert.
2. Plenty of fresh air contributes to good health.
3.His carelessness contributed to the accident.
三. 1.We’re both uncertain about what to do. 2.in no uncertain terms 3. uncertain of his winning / uncertain whether he will win 4.B 5. C
四.1. This company is superior to the one I worked at three years ago.
2. In my opinion, trousers made by hand are superior to those by machines
五. 1. This house only came onto the market yesterday.
2.Many things need to be done before a new product comes onto the market.
六.1. Have you wound your watch?
2. The river winds down to the sea. 3. D 4. C
七. 1. You should apply immediately, in person or in letter.
2. The new technology was soon applied in practice.
3.I will apply to the company for the work.
4.Every student applies themselves to studying before the exams.
5.This case does not apply to you.
九1.C 2 .B 3.New houses were springing up all over the town.
十.1.C. 2.It is generally assumed that
3.It is reasonable to assume that the economy will continue to improve.
1 familiar adj.
be familiar with ------ 对 ------ 熟悉
Complete the following sentences:
我对这个城市很熟悉。
I am _______ __________the city.
= The city is ______ _______ me.
2 up to-----
It is up to sb. to do --------
sb be up to (doing) sth.
单项填空：
(1) -- Shall we eat out or stay in ?
-- ________.
A. It’s up to you B.It depends on you.
C. Well, I’m looking forward to it D. Good idea.
(2 ) – What have you been _____ these days?
-- Preparing for my daughter’s wedding party.
1 measure vt /vi. n.
measure sb./sth. Against sb./ sth.
measure up ---
take measures to do----
单项填空：
The main bedroom _________ 12ft by 15ft.
C. measures D. is being measured
__________________________________.
2 suitable adj.
sb is suitable to do sth.
Sth. is suitable for sb.
单项填空：
The dress is not suitable ________ for the party.
3 倍数的常见句型：
---- times as adj. as -----
---- times＋比较级+ than----
---- times the + n. ( size, length, width, depth,etc,) of ----
单项填空：
(1) At a rough estimate, Nigeria is _______ Great Britain.
A. three times the size as B. the size three times of
C. three times as the size of D. three times as the size of
(2) – Is this stick long enough?
-- No, I need one ________.
A. twice so long B. so long twice
C twice as long D. as long twice
1 be based on-----
at the base of-----
单项填空：
(1) We need actual facts _____ our thinking.
A. on which to base B. which to base on
C. on which to be based D. which to be based on
______________________________________.
2. expose vt.
expose ----- to-----
单项填空：
(1) He smiled suddenly, __________ a set of amazing white teeth.
A. exposed B. exposing C, to expose D. being exposed
(2) _______ to sunlight for too much time will do harm to one’s skin.
C. Being exposed D. After being exposed
3 equal adj. / vt.
be equal to-----
完成句子：
He _______ ( 不能胜任) his position.
Mary _________(与---一样) Bill in brains.
4. associate --- with---
与---联系在一起” ,“和---来往” ,“和---公事”
Eg. We naturally associated the name of Darwin with the doctrine of evolution.
完成句子：
我真的不想和他们交往了， 我不喜欢他们的想法。
I really do not want to __________ ; I don’t like the ideas.
5. have faith in---
Lose faith in---
单项填空：
(1) I ___ you-I know you’ll do well. ( which of the following is wrong.)
A. have faith in B. believe in C. trust D. believe
(2) We have a great faith _______ we will realize our dream in time.
A. that B. which C. whether D. what
9一个住在英国的美国人An American living in the US
15在某种程度上to some /a certain degree
26某人忙于某事sb.be up to sth.
1.在我看来,手工制作的玩具要比机器加工的要好的多.
In my opinion ,toys made by hand are____ _____those made by machine.
2.这项研究成果将应用于癌症的治疗.
The result of this research will be ____ ____ the treatment of cancer.
3.她要求把一切告诉她.
She _____ that she should___ ____ everything .
4.在母亲的陪伴下,他来到了这个陌生的城市.
______ ____ his mother , he came to the strange city.
5.八月份那里的天气可能会很冷.
It ___ _____ ___ be cold in August there.
6.这种油漆能经受各种各样的天气.
This kind of paint can ___ ______ _____all kinds of the weather.
7.总体上说,女性的体力不及男性.
On the whole, women are not ____ ____ men in physical strength.
8.正如老师说的,男生们都喜欢科幻小说.
____ the teacher has said ,detective story are ____ ____boy students.
9.人门总是把苏格兰和威士忌联系在一起.
Whisky ___ usually _____ _____ Scotland.
10.虽然她有很多缺点,我还是很信任她.
I still have _____ _____ her____her shortcomings.
完成句子的答案:
(1.superior to 2,applied to 3,demanded be told 4, accompanied by
5,is likely to 6,be exposed to 7, equal to 8,As popular among
9,is associated with 10 faith in despite)
1.We’ve invited 50 people a____________.
2.I like listening to r__________ of famous singers.
3.Plenty of fresh air c______________ to good health.
4.The kind of machine is protected by p___________ so only this factory has the right to produce it.
5.I’m very nervous ,so I must ask you to a_________me to the police station.
6.It’s said that there will be a live b__________ of a baseball game on TV next Tuesday.
7.When a__________ for a job,your should offer your detailed information.
8.Can you give me the a_________ figures,not an estimate or a guess.
9.They drove along with all the car windows w_________ up.
10.No one lived in the old house for many years ,weeds were s________ up every where.
11.I m_______ asked his name and address .
12.We have provided seats for the c________ of our customers.
13.He smiled suddenly ,e_________ a set of amazingly white teeth.
14.John gave me a g_________ that it wound never happen again.
15.Drugs should not be taken without c_________
16.One kilogram is e_________ to 1000 grams.
17.He is my s___________ in knowledge. He often helps me.
18.Scientists have recently supplies us with some (令人担心的)findings.
19They would not __________(承认) that cancer is associated with smoking .
20 It took more than two ____________(十年) for colour broad casts to begin in the USA .
21.the salesperson showed us a new___________(便携的)cassette tape player.
22.I________(假定)him to be an honest man..
23.There are (种类) of patterns to choose from .
24 The ______(利润) in this business are not large .
25 It’s hard to ________(估计)his ability when we haven’t seen his work .
26 Mp3 is especially __________(适合)for those who travel a not.
27 Do you have _________(令人信服的) reasons for your absence .
28 Plastics often slowly and can easily be ____________(成型) while they are soft .
29 The aim of university should be the ________(促进) of learning.
30 _______(先前的) to this , scientific experiments didn’t show a definite link.
KEY: 1_5 altogether records contributes portable accompany
6_10 broadcast applying actual wound springing
11_15 merely convenience exposing guarantee caution
16_20 equal superior worrying acknowledge decades
21_25 portable assumed varieties profits measure
26-30 suitable valid (convincing) shaped advancement previous
英语选修6教案收藏
每位教师都需要在上课之前准备完整的教案课件，只要在课前将教案课件准备好即可。教案是促进学校有机更新的有效工具。今天本篇文章的主题是“英语选修6教案”，小编为大家整理了相关内容，供大家阅读参考并请收藏！
英语选修6教案【篇1】
1.Ability goals:
Enable the Ss.to describe cloning:
What is the advantages of cloning?
What is the problems or dangers of cloning?
What is your opinion of cloning?
2.Learning ability goals:
Help the Ss.learn how to describe cloning.
How to describe cloning.
(2)Teaching difficult points.
Help the Ss. analyze the writing techniques of the article.
Skimming,task-based method and debate method
A recorder, a projector ,multi-media.
T:Do you know what is cloning?
Let the Ss. look at pictures:
Which ones are natural clones and which ones are man-made.
Explain how they differ.
What benefits can humans gain from cloning？
What problems may arise when humans are cloned？
What’s the text mainly about?
How do gardeners clone plants?
What two major uses do cloning have?
How many femal sheep participate in the cloning of a new sheep.
What problems do Dolly have?
What the effect of Dolly?
Main idea:
(1)give the order of procedure.
What is your opinion of cloning?Give reason.
1． Firstly ,gardeners use it all the time to produce commercial quantities of plants.
quantities of 许多，大量的。既可修饰可数名词又可修饰不可数名词。
拓展：a large /good/great number of+可数名词复数
2.cloning scientists were cast down to find that Dolly’s illnesses ……
be cast down:feel discourged 灰心，沮丧
词汇：cast about/around for 到处寻找，试图找到
3.On the other hand,Dolly’s appearance raised a storm of objections and …….
have an objection to (doing) sth. 反对干某事
raise /voice an objection 提出反对意见
object to sth./doing sth.反对做…
4．It suddenly opened everybody’s eyes to the possiblility…..
open one’s eyes to sth.使某人明了，对…开了眼界。
5.The fact that she seemed to develop normally……
that 引导同位语从句，说明fact 的内容，that不做成分。
6．Then came the disturbing news that Dolly had become seriously ill.
倒装句型：表方位或方式的副词或介词短语，如：here,there
,now,then,up,down,in,away,off,out,in the room,on the wall等，置于句首时，句子倒装。
将下列各句变为倒装句。
1． The plane flew away.
2． Thousands of Ss.waited in the lecture hall.
3． Your turn to recite the passage comes now.
本课是阅读课，在阅读中主要采取skimming, scanning, timing reading 等阅读方法。阅读前的讨论是围绕即将阅读的材料提出话题或问题，通过讨论唤起学生的背景知识和阅读兴趣，使学生对所要阅读的材料有一定的心理准备，然后带着目的去阅读。阅读后的讨论一是为了检查学生对文章的理解情况，并进行交流，让学生充分发挥想象力。教学过程中以学生为中心，突出学生的主体作用。在课堂上，每个学生都是课堂教学的中心。讨论式教学能为学生提供运用语言的语境与机会能协助学生在语言实践中把语言知识和技能主动转化为交流能力。并且学生在讨论中思维活跃，发言积极。
陈秀君老师在教学过程中谈笑风生，时常与学生开展对话讨论，表现了良好的师生关系，表现了她良好的教学组织能力和灵活机智。
本课主要亮点：执教者能结合新课标理念、结合高考要求、结合学生实际水平，传统教学手段和现代多媒体教学手段相结合，恰当合理呈现本课内容。
英语选修6教案【篇2】
patent n./adj/.v.
The patent runs out in three years’ time. 这项专利为期三年。
Try some of this new patent medicine. 试试这种专利药品吧。
If you don’t patent your invention, someone else will steal the idea. 如果你不为这个发明申请专利，别人可能会剽窃其构思的。
call up =ring up 打电话给…/ bring back回忆/ 征召入伍
I called you up yeasterday but noone answered the phone.
I was called up three months after the war broke out.战争爆发三年后我被征召入伍。
The music called up my memory of the childhood. 音乐引起我对童年的回忆。
其他短语：
call for 需要，要求 去接某人或取某物 call on 号召，拜访 call in 收回 call off 取消
call at 拜访某地 call sb’s name 叫某人的名字 call sb names骂某人 call out 大叫
ex. The football match was called off because of the bad weather.
I called on Mr. Green this morning.
The president called on the whole nation to work hard to make the country stronger.
Let’s go to the meeting together and I wil call for you. 我们一起去开会，倒是我来接你。
This problem calls for careful thinking.
now and then = at times/ sometimes/ from time to time/ once in a while/ occasionally 有时，偶尔
I wrote to him now and then but not often. 我时不时给他写信，但不经常。
Speech distinguishes man from the animals. 语言使人区别于动物。
A person with good eyesight can distinguish distant objects. 视力好的人可以看清远处的物体。
You should be able to distinguish between right and wrong. 你应该能够明辨是非。
Lang Lang has already distinguished himself as a pianist.作为钢琴家，郎朗已享有盛名。
distinguish A from B. 使…有别于….
distinguish between A and B 分辨….的不同
be distinguished for…=be famous for…
beg for mercy乞求怜悯、宽恕 have/show mercy on…对….表示同情
at the mercy of… 任…摆布 without mercy 毫不留情地
Sympathy 指同情心或恻隐之心，强调共同分担，或引起共鸣等
It is a pity that such a talented man should be killed by the car.
He was moved with sympathy.
The criminal pleaded with the jury for mercy.
product-production n.---produce v./n. ---producer n.
set about (doing sth) 开始、着手 = set out to do sth
set down 记下，放下 set down to sth 开始做某事
set up 成立 set off （for） 出发 （=set out 出发）； 引爆
set aside 放在一边、节省 set fire to 点火
convenient-convenience---inconvenience n.方便，便捷
It/sth. is convenient to/ for sb. 对某人方便
It is convenient for sb to do sth.某人做某事方便
This is a convenient tool for hair-cutting.这是一种便利的理发工具。
Come and see me whenever it is convenient to you. 方便的话就来看我。
Our home is convenient to the shop. 在…附近
The shop is at a convenient distance from our home.
expectation n. 期待，期望；所希望的东西；前程；希望
in the expectation that… 预料着，指望着
in expectation of 预料着，指望着 beyong one’s expectation
against / contrary to all expectations 与预料相反
meet/live up to/come up to the expectation 不负众望
seize sb by the arm 抓住某人的手臂 seize power/ cotrol 夺取权利或控制权
注意：seize 不用suddenly修饰也不用再加by force
file letters/ an application/ complaint
bear a heavy burden / a loss 负重荷、承担损失
bear a person/ hardship/ pain 忍受某人/忍受艰难困苦/痛苦
bear love for …/deep feelings 怀有爱慕之情/怀有深厚感情
bear the sign/ an expression of….具有标记/ 带着…的表情
注意：表示忍受时，可以和can、could的否定式连用，
过去分词borne 可以表示生育，且多用于完成体的主动态；born主要用于形容词，作表语或定语，解释为“出生”；“天生的”
He is born in 1790/ into a poor family/ of French parents/with a good memory
他出生于1790年/在一个贫穷的家庭/父母都是法国人/生来记忆力好。
She has borne 6 children.
All the costs of the repairs will be borne by our company. 我们公司负担所有修理费。
jam n./ v.
jam in/ into/ with 挤进/ 使…挤满 I jammed my clothes into a small suitcase.
jam up 把事情搞糟、搞乱 The accident jammed up the traffic for half an hour.
英语选修6教案汇总七篇
教案课件是老师上课的重要部分，因此教案课件不是随便写写就可以的。只有写好教案课件，才能充分实现教学意图。那好的教案课件应该包含哪些内容？或许你需要"英语选修6教案汇总七篇"这样的内容,欢迎大家阅读收藏，分享给身边的人！
英语选修6教案(篇1)
M7U4 Reading(II) Language points
1. distinction (Line 2) n. 分类区别，不同之处，差别，荣誉
2. boundary n. -- the edge (Line5) 边界，分界线
这座山成为两国间的国界线。
____________________________________________________________
篱笆作为两个建筑物之间的分界。
____________________________________________________________
3. historic: adj. -- having importance in or influence on history (Line 6)
19是具历史性的一天，因为它代表一战的结束。
____________________________________________________________
你能告诉我两位伟大领导之间的历史性会议是什么时候举行的？
____________________________________________________________
卡罗尔未经允许就借了汽车被他的父亲斥责了一顿。
____________________________________________________________
During the rush hours the roads are usually _____ up with traffic.
A. chocked B. crowded C. blocked D. checked
5. link up (Line21): to form a connection, especially in order to work or operate together: 联系,连接
两条公路在这里衔接起来。
____________________________________________________________
这个组织的目的是将全国遭受疾病的人们联系起来。
____________________________________________________________
____________________________________________________________
我的起居室还用作书房。
____________________________________________________________
这片美丽的叶子当作书签来使用。
____________________________________________________________
7. honor (Line50) n. a quality that combines respect, pride and honesty:
我们为祖国的荣誉而战。
____________________________________________________________
in honor of sb./ sth. in order to celebrate or show great respect for someone or sth.为了纪念
纪念总统的宴会________________________________
去年十月，为了纪念五十周年校庆，我们学校举办了一次庆典活动。
____________________________________________________________
____________________________________________________________
My sister was against my suggestion while my brother was ______ it. (陕西)
A. in favor of B. in memory of C. in honour of D. in search of
A collection of some phrases beginning with “in”:
in honour of in need of in memory of
in search of in favor of in charge of
8. permit (Line57) v. -tt- to allow sth.:
1). + ing/ n.
地铁车厢里不允许抽烟。
____________________________________________________________
我想他们不会准许这事。
____________________________________________________________
2). ~ sb. to do sth.
警察允许他在那里停车。
____________________________________________________________
没有正确的密码安全系统是不会允许你进入的。
____________________________________________________________
____________________________________________________________
情势刻不容缓。
____________________________________________________________
1. 城市的远郊 ____________________________________
2. 对……造成损失 ____________________________________
3. 古建筑 ____________________________________
4. 阻塞交通 ____________________________________;
5. 加快……的速度 ____________________________________
6. 对……负责 ____________________________________
7. 售票处 ____________________________________
8. 旅行卡 ____________________________________
II. Fill in the blanks with proper words according to the text.
1. Welcome to the London Underground, or as it is ________ known, The Tube. (common)
2. This problem with traffic led to the ________ of the underground system. (develop)
3. It has the ________ of being the oldest and most complex underground system in the world. (distinct)
4. However, most trains into London only went to the ________ (distance) boundary of the city because building railway tracks into the city would have caused damage to many ________ (history) buildings.
5.Passengers were transported in carriages without windows, which were pulled through ________ narrow tunnels by steam engines. (compare)
6. As more ________ ways of digging tunnels were developed, the first railway tunnel under the River Thames was dug in 1884. (advance)
7. Over the next twenty-five years, six ________ deep underground lines were made.(depend)
8. Travelling on these lines was ________, though, as each line was separately owned and many were very far from each other. (convenience)
9. After his ________ of the lines, each one was given a name and most of the names are still used today. (acquire)
10. Between 1918 and 1938, there was much ________ as new connections were built between train lines, and new stations were built. (expand)
11. The last line added was the Jubilee Line in 1977 in honour of the twenty-fifth ________ of Queen Elizabeth’s crowning. (annual)
12. The London underground system is working to transport millions of people ________ as it has done for many years. (effect)
III. Rewrite the following sentences with the phrases and expressions in this article
1. During the rush hours the increased number of vehicles often block Ganjiang Road.
During the rush hours the increased number of vehicles often ________ Ganjiang Road.
2. The last line added was the Jubilee Line in 1977 in honour of the twenty-fifth anniversary of Queen Elizabeth’s crowning.
The last line ________ added was the Jubilee Line in 1977 in order to ________ the twenty-fifth anniversary of Queen Elizabeth’s crowning.
3. Do you know who is in charge of the design for the Three Gorges Dam Project?
Do you know who is ________ the Three Gorges Dam Project?
4. This new sofa can also serve as a bed.
This new sofa can also ________ a bed.
5. The government held this conference to speed up the pace of educational reforms.
The government held this conference to ________ educational reforms.
英语选修6教案(篇2)
1. (P34, L2) pro-前缀，常与名词和形容词连用“亲，支持，赞成”
a pro-environment governor一位支持环保的州长
pro-American亲美pro-democracy赞成民主，推崇民主 pro-European支持欧洲的 pro-slavery赞成奴隶制的
be of little /no / great/ much value = be (not) valuable没有/很有价值的
e.g.: Your help has been of great value.
value….as…重视/ 珍视….为….
value sth at….估价为……
e.g.: He valued the house for me at $80000.
那所房子他给我估价80000美元。
My parents always value honesty as the most important.
我父母总是认为诚信是最重要的。
I have always valued your friendship.
拓展： valuable adj.有价值的 valueless adj.没有价值的 'priceless adj.无价的 worthless adj.不值的
value指内在价值 the value of American dollar美元的内在价值
e.g.: He is in need of help.
Experienced workers are in great need.急需熟练工人。
A friend in need is a friend indeed.
e.g.: We’ll contribute to students in need.我们向贫困学生捐款。
◆There is no need for sb. to do sth.
need作为实义动词时，通常用法是：
人＋need ＋to do We need to tell him the truth.
物＋need ＋doing The flowers need watering.
物＋need ＋to be done The flowers need to be watered.
in want of, in honor of, in favor of, in memory of, in the hope of, in place of, in praise of, in exchange for
4. (P34, L9)turn to向某人(某事物)寻求帮助、指教
e.g.: They always turn to me when they are in trouble. (向某人寻求帮助)
It would have taken hours to work the sum out, so I turned to my electronic calculator. （查阅某书，求助于）
5. (P34, L12)sort n.种类,类别 all sorts of 各种各样的
e.g.: What sort of shampoo do you use?
this/ that kind/ sort of + n. 这种的，那种的
n. + of this/ that kind/ sort这种的，那种的
e.g.: I sort of like him, but I don’t know why.
----Were you disappointed?
----Well, yes, sort of. But it didn’t really matter.
sort……into……把….分类成…
e.g.: Sort these cards according to their colors.
把这些卡片按颜色分类。
sort out from把……从……挑出来out of sorts身体不适
6. (P34, L14)skeptical/ skeptical 怀疑的
be skeptical of/ about sth对….不肯相信的，怀疑的
e.g.: I’m rather skeptical about their views.
我对他们的观点持怀疑态度。
He remained skeptical of my decision.
他对我的决定仍然怀疑。
There is no doubt that…毫无疑问….
7. (P34, L14)useless adj．无用的，无益的
It is useless for sb．to do sth.(人)做……是没用的
It’s no use doing sth.
e.g.: All these books are useless to me.
It’s useless to talk with him.
7. (P34, L18) common adj. 共同的, 普通的, 通常的
e.g.: Rabbits and foxes are common in Britain．
兔子与狐狸在英国十分常见。
Britain and America share a common language.
英国和美国使用共同的语言。
common sense 常识 have sth. in common 有共通之处
Have you any common sense? 你有常识么?
I have nothing in common with my father.
我和我爸爸一点共通之处都没有。
In common with many people, he prefers classical music to pop. 和许多人一样，他喜爱古典音乐多过流行音乐。
比较：common，usual，regular与ordinary
usual通常的；习惯的；经常发生的事，如自然发生的事、根据社会或个人习惯所做的事情
ordinary普通的；平凡的；强调普通；寻常以及缺乏优越的性质
e.g.: China is advancing rapidly in industry.
中国在工业上发展很快。
We are advancing along the socialist road.
我们正沿着社会主义道路前进。
This will further advance the friendly relations between the two countries. 这将进一步发展 (促进)两国的友好关系。
The date of the meeting has been advanced from Friday to Wednesday. 会议日期已从星期五提前到星期三。
make great advances (progress) 取得进步
e.g.: They have made great advances.
Nothing could stop the advance of the soldiers.
什么也不能阻止士兵们的前进。
○3in advance (事先，提前) 和 in advance of (在…前面)
e.g.: If you want to get the book, you must pay for it in advance. 如果你要买这本书，你得先付款
He walked in advance of his wife. 他走在他妻子的前面.
○4 其过去分词 advanced可用作形容词，意为“高级的”、“高级的”、“程度高的”、“年老的”等。主要用作定语（偶尔用作表语)：
advanced ideas (experience, deeds, workers, elements)先进思想 (经验，事迹，工人，分子)
Some of our products have reached advanced world levels. 我们有的产品已达到了世界先进水平。
9. (P34, Line23)build social ties建立社会联系
tie n. 绳子；领带; 联系,纽带; 束缚人的东西;平局, 不分胜负 (均为可数)
We have established trade ties with these regions.我们和这些地区建立了贸易关系。
He was wearing a black tie. (领带)
There are many ties of friendship between the two countries.
Mothers often find their small children a tie.
The result of the competition was a tie.
tie to 把…栓在 tie sth with sth用…捆….
He tied his horse to the tree. 他把马栓在树上.
The package had been tied with strong green string.那包东西是用结实的绿色绳子捆起来的。
tie sb’s shoelaces/ tie a knot/bow系鞋带/打蝴蝶结
○2把…..联系在一起 vt be tied to联系在一起，依附于
10. (P34, L24)rather than的用法：可接各种语法结构，但一定要注意rather than前后的结构要一致
He is a writer rather than a teacher．
John, rather than his roommates, is to blame.
The job will take months rather than weeks.
You, rather than she, are my guest.
We are to blame rather than they.
It ought to be you rather than me that sign the letter.
The color seems green rather than blue.
It was made shorter rather than longer.
The ship sank quickly rather than slowly.
He usually gets up early rather than late.
He loves her rather than likes her.
She left rather than stayed at home.
Rather than cause trouble, he went away.
Rather than have the radio repaired, he’d like to buy a new one.
I'd prefer to read in the library rather than at home.
I'd prefer to do it in this way rather than in that way.
He went to the park in the evening rather than in the morning.
She likes dancing rather than singing.
Rather than regretting for the failure, why not try again?
It is snowing rather than raining outside.
She is laughing rather than crying.
He had the house rebuilt rather than repaired.
We should help him rather than he should help us.
It was what he meant rather than what he said.
e.g.: It is what you do rather than what you say___ matters.
A. that B. what C. which D. this
11. (P34, L26)moreover adv.而且，此外，常用作插入语，表示递进关系
e.g.: They knew the painting was a forgery. Moreover, they knew who had bought it.他们知道那幅画是赝品，而且知道是谁买下的。
同义词： besides, in addition, what’s more, furthermore
e.g.: I’ve heard it’s not a very good movie. Besides, I’d rather stay home.我听说这不是很好看的电影。再说，我宁愿待在家里。
……chance to do / of doing sth做某事的机会
e.g.: I had the chance of visiting Beijing.
I have no chance to see him.
It is a good chance to study/of studying English. 这是学习英语的好机会。
……chance of (doing) sth / that……做某事的可能性
He has a good chance (no chance, not much chance) of winning. 他很有希望(没有希望，没多大希望)获胜。
There is still chance that you will pass the exam. 你考试及格还是有希望的。
【注】在现代英语中，chance 表示“可能性”时，其后有时也可接不定式，但不如用 of doing sth 普通。
○3chance to do = happen to do碰巧做….
○4It (so) chanced / happened that….
take a chance/ take chances 冒险, 碰运气
leave things to chance 听天由命, 听其自然
e.g.: A few apples remained on the table.
This visit will always remain in my memory．
这次拜访将永远留在我的记忆之中。
○2 vi. 继续呆在某处，继续存在，留下(特指在他人走后留下)
e.g.: They went，but I remained．他们走了，但我留了下来。
I shall remain here all the winter．整个冬天我将留在这里。
What will you do with the money left?
=What will you do with the remaining money?
e.g.: The fact remained to be proved. 事实尚待证明。
One problem remains to be solved．有一个问题尚待解决。
That remains to be proved．那尚待证实。
Much remains to be done. 还有很多事要做。
“继续保持，仍然处于某种状态”
○1+ adj. / n.
e.g.: Language was，is and will remain the chief means of exchange of ideas．语言，过去、现在和将来依然是交流思想的主要工具。
In spite of their quarrel，they remained the best friends．他们尽管吵过架，却仍不失为最好的朋友
She remained calm.她保持镇静。
e.g.: The question remained unsolved.这个问题仍然没有解决。
Her beauty remained unchanged.她美丽依旧。
She remained standing for a good hour.
她一直站了整整一个钟头。
She remained standing though we repeatedly asked her to sit down．虽然我们三番五次地请她坐下，她还是站着。
e.g.: She remained under the care of Miss Janey.
她仍然由Janey小姐照料。
People here remain in deep poverty.
这儿的人们仍处于极度贫困之中。
14. (P35, Line34) address v. 写地址，对…做演讲，称呼
e.g.: He will address us on the subject of war and peace.
He addressed her as “Miss Martine”.
Address your application to the Personnel Manager.
address oneself to sth./doing sth.着手做某事
We must address ourselves to the problem of traffic pollution.
address sb. as 称呼某人为…
◆ The judge should be addressed as 'Your Honour'.
◆ In Britain, a surgeon is addressed as 'Mr' not 'Dr'.
~ sth to sb (formal) to say sth directly to sb:
◆ Any questions should be addressed to your teacher.
◆ The book is addressed to the general reader.
a public address on foreign policy (涉外政策的公众演说)
15. (P35, L35) occur (occurred, occurred)vi 发生；存在；想起；被想到出现在头脑中常与to连用
(especially of accidents and other unexpected events) to happen:
sth. occur to sb. = sth. come to sb. ……突然被想到
it occurs to somebody (that) = it occurs to somebody to do something 刚想到，突然想到
经常用于以it作形式主语的句中, 真正的主语可以是从句, 也可以是不定式。
It occurred to her that she might adopt a homeless child.
It didn’t occur to me that you would object.
It didn’t occur to me to mention it.
Didn’t it occur to you to close the windows?
16.(P35,L37)advantage n. 优势,有利条件
Richard has an advantage over you since he can speak German.
They took full advantage of the hotel's facilities.
There is little advantage in buying a dictionary if you can't read.不识字买字典没什么用
拓展：to one’s advantage/disadvantage对……有利/ 不利
take advantage of利用=use/make use of
have/gain/ win an advantage over优于，对…有优势
have the advantage of 有…. （方面的）好处
充分利用：take full advantage of, make full use of, make the best/ most of
○1if只引导宾语从句,但作介词宾语时一般用whether， 而whether可引导主语 、宾语、表语和同位语从句
e.g.: I don’t know if / whether it will rain today.
It all depends on whether they will come back.
Whether the meeting will be put off has not been decided yet.
The question is whether they have so much money.
e.g.: I haven’t decided whether to go or not.
e.g.: I don’t know whether or not he has arrived in Wuhan.
lie-lied-lied-lying 说谎，欺骗a white lie 善意的谎言
lay aside存，积蓄 lay down放下，交出；规定，主张，制定lay out设计，布置 lay up积蓄 lay stress/ emphasis on强调 lay a /the foundation of/ for为….奠定基础 a laid-off worker下岗工人
19. (P35, L48) such as & for example
such as列举同类人或物中的几个例子，总放例举之前。
使用such as举例，只能列举其中的一部分，不能全部举出。
for example列举同类人或物中的“一个”例子，作插入语，用逗号隔开，可置于句首，句中，句末。
e.g.: Heros, such as LeiFeng, Liu Hulan and Huang Jiguang are good examples for us to learn.
Things such as cotton, paper, clothes are easy to catch fire.
He knows four languages, namely Chinese, English, Japanese and French.
英语选修6教案(篇3)
Module 7 Community Unit 2 They can’t walk 第四课时 课文教学Unit 2 一、教学目标： 用can’t描述他人的能力，复习巩固Unit 1 所学句型。学说句子They can’t walk. Their mothers help them. 二、教学重点： 用can’t描述他人的能力。复习巩固Unit 1 所学句型。 三、教学难点： 第三人称单、复数后动词的变化。 四、教学过程： （一）Warming up: 1. Greetings. 2. Sing a song. 3. Listen and do. Walk, walk, I can walk. Walk, walk, he can’t walk. Eat, eat, I can eat. Eat, eat, she can’t eat. Swim, swim, I can swim. Swim, swim, he can’t swim. Stand up, stand up, I can stand up. Stand up, stand up, she can’t stand up. Sit down, sit down. I can sit down. Sit down, sit down, he can’t sit down. 4. Free talk. Can you walk? Can he walk? Can you swim? Can she swim? … Can you help him (her)? （二）New teaching: 1．复习导入：出示单词卡复习本模块单词，重点复习第二单元中sit, sit down ,chick.然后在《Chick,chick,run!》《小鸡快跑》的迪斯科音乐中，师生共同完成TPR活动。 Chick, chick, chick, I am a chick. Chick, chick, chick, I can’t talk. Chick,chick,chick, I can walk. Chick,chick,chick, I can’t sit. Chick,chick,chick, I can drink. Chick,chick,chick, I can’t eat. Stop! Sit down. 然后老师问学生，If the little chicks can’t eat, Who helps them?Please listen to the recorder, then tell me the answer. 听一遍课文录音，引导学生回答出：Their mother helps them. 2.教师出示挂图，要求学生看图再听录音，完成小黑板上的练习题。 听录音，选词填空。 father, mother, them, girl, walk, swim, eat, sit down. (1). This little girl can’t . Her helps her. (2). This old man can’t . A young helps him. (3). These chicks can’t . Their mother helps . (4). This little girl can’t . Her helps her. 3. 教师布置小组讨论。然后请四名学生下来根据小组讨论结果填空。教师点评。填对给予奖励。并要求学生注意观察发现规律，情态动词can及其否定形式can’t后面都要跟动词原型。主语是第三人称单数时，后面的动词要加“s”或“ es”。 4.学生再听录音。根据挂图和小黑板内容回答问题： （1）Why does her father help this little girl? (2) This old man can’t sit down. Who helps him? (3)Why does their mother help these chicks? (4)This little girl can’t swim. Who helps her? 5.小组讨论，找出正确答案。即课本上的四组句子。 6.教师分别请四组学生下来，每组两人。根据挂图和教师的描述进行表演。表演完后由他们说出他们的表演内容，实际上就是让学生说出每组两个句子的汉语意思。不要求字斟句酌，只要能说出大概意思即可。 7.再听录音（领读带）。学生跟读。然后教师领读，再请4名学生分别领读一段。最后再请两名学生整体领读两遍。 8.出示28页第2部分挂图。集体观察第一幅图，图上有什么人？他们在干什么？ 然后找学生回答。引导学生说出They can’t walk. Their mothers help them.教师在学生说的同时在小黑板下面板书，然后教师领读一遍，再要求学生观察这组句子跟上面四组句子有什么不同？引导学生能够说出mother后面多了个“ s”， help的后面少了个“ s”。然后教师指出：由于这个句子主语是第三人称的复数，所以后面的.动词不能加“ s”。接着教师布置以小组为单位，仿照黑板上的五组句子，讲述图片的内容。还是四人一组，两人讲述两人表演。要求是上节课讲述的这节课要表演，上节课表演的这节课要讲述。最后评出这节课的最佳播音和最佳表演奖。 (2) He can’t eat. A nurse helps him. (3)He can’t walk. A young girl helps him. (4) He can’t ride. A little boy helps him. 9. Game. 传话。把课本上Unit 2中8幅图制成简笔画。每组抽取一张扣在桌上，教师说明游戏规则：每组推选一名优生当传令员，当教师发出“start”开始指令后，每组传令员要迅速看好图片并用英语将图片内容告知每组第一名同学，然后依次后传，哪组最后一名同学第一个下来汇报并与图片内容相符哪组即获胜。奖励前三名。 （三）Summary. 集体朗读黑板上板书内容。 （四）Homework.听第二单元课文录音两遍。熟读课文。 第五课时 综合复习，完成活动课本。内容与前面老师大同小异，在此不再赘述。这里只强调两点，语音部分sh字母组合的读音要给学生点出来。最后综合复习时先要复习单词、短语以及重点句型，看看学生掌握程度，然后再完成活动课本练习题。谢谢大家。
英语选修6教案(篇4)
一、火眼金睛找不同的一项。5分。
()4. A. Maths B. English C. television
()5. A. hamburger B. sandwich C. traditional
1、在机场_______ 2、讲英语_______ 3、在三周时间内_______
4、在晚上_______ 5、在办公室_______ 6、在中国的北部_______
7、试穿这一个______ 8、对、、、很容易_______ 9、在书架C上______
( )1.—_____ did you come back? —We came back last Sunday
( )2. —Whose dress is this? —It’s ____.
( )3. Do you want to be_____ our football team?
( )4. —Can you control the ball? —________________.
A. Thank you B. Very badly, sorry C. You are welcome
( )5. She didn’t _____ an ice cream yesterday .
( )6. I can’t swim _____.
( )7. —______ does school start? —At nine o’clock .
( )8. These chicks can’t______.
( )9. This girl is deaf. She can’t _______.
( )10. Lingling is very good ___ basketball.
( )1.Did you learn music? A.It’me .
( )2.Who is going to go to the airport? B.She had hamburgers.
( )3.How did you go ? C.At ten o’clock.
( )4.What did she have for lunch? D.By bus .
( )5.When are you going to go there ? E.Yes,I,did.
1. you for trip Are ready your (?)
_________________________________________
___________________________________________
__________________________________________
4. you are go going to Where (?)
_________________________________________
5. you, thinking about, what, are, ( ? )
_________________________________________
六、趣味阅读，共20分。
This morning my father bought some milk for us . My sister doesn’t likemilk , and she gave her milk to me . I didn’t drink them . I will drink themtonight .
My sister is a very good girl . We are good friends . She studies very hard. And all of us like her very much . She wants to be a teacher .
( )1.Father bought us some milk .
( )2.I gave my milk to my sister .
( )3.I drank my milk .
( )4.My sister studies very hard .
( )5.My sister wants to be a doctor .
2.阅读短文，选择正确的答案。
Ms Smart and Amy went to a department store last week. Ms Smart wanted tobuy a coat for Amy. They looked at a blue coat. Blue is Amy’s favorite colour.The coat was nice. But it was too big for Amy. The sales assistant took a smallone. But it was white. Amy tried it. That was lovely. Amy liked it very much. Sothey took it.
( ) 1. Where did Ms Smart and Amy go last week?
A. A department store. B. A supermarket. C. Amy’s school.
( ) 2. Ms Smart wanted to buy a ____ for Amy.
( ) 3. What is Amy’s favorite colour?
A. Black. B. White. C. Blue.
( ) 4. The blue coat was too ___ for Amy.
( ) 5. Ms Smart and Amy took the ____ coat.
七、作文，10分。
暑假就要到了，你准备去哪里旅游呢?请把你需要的物品列个清单，(例如：衣服、鞋子、票、等，并把你打算要做的事情介绍两三件如：游泳、参观名胜。看望朋友或远方亲人等。(不少于8句话)
英语选修6教案(篇5)
It will be a product of AI(artificial intelligence) and it can do so many things for me,including helping me with all of my housework,especially cleaning the floor which i hate to do most.It could cook the meals anytime for my family.It could send me to school and fetch me from school instead of my parents.added up to all,it could also be my teachers,teaching me English and Math!What an assume robot it will be!With the breakthrough of technology,i strongly believe that my dream will come true oneday.
这将是一个产品的AI(人工智能)，它可以为我做很多事情，包括帮助我与我所有的家务，特别是清洁，我最恨做地板。它可以做饭都为我的家人。可以送我去学校接我，这也可能是我的老师，教我英语和数学!什么是机器人将承担!随着技术的突破，我坚信我的梦想会成真的一天。
He is a magical robot,he can chat with me,but also play many songs that I like to listen .But his most special is that he can paint a picture,and the paintings are particularly good.Because I also learn to draw,so this was especially pleased.
他是一个神奇的机器人，他可以和我聊天，还能放我喜欢听的歌曲。但他最特别的是他会画画，而且画的特别好。因为我也在学画画，所以这是特别高兴。
Sometimes,when I can not draw the human body and landscape,he would teach me how to draw this shape,how to use color,how to draw eyes and mouth,and so on.He solved many problems for me.For that,My painting levels increased a lot .
有时，当我不能画人体和风景，他会教我如何画这个形状，如何运用色彩，如何画眼睛和嘴巴，等等。他为我解决了很多问题。因此，我的绘画水平提高了很多。
英语选修6教案(篇6)
I. 单词拼写10%
1. He works day and night to earn enough money to p___________ a house.
2. She d____________ a large sum of money to the charity.
3. Would you like to work as a volunteer in a _____________(遥远的) poor village.
4. The Great Wall is one of the seven ____________(奇迹)in the world.
5. I’ve included some photos which will help you __________(描绘)the place I talk about.
II. 词组翻译60%
2. (河流等)干涸;(供应、思路) 枯竭 12.(使)变干，干透
II. 单项选择30%
1. Sue is good at .singing and her voice sounds _________.
A. soft B. softly C. sweetly D. well
2. Do you remember the chicken farm _____ we visited three months ago?
A. where B. when C. that D. what
3. I ______ my university professor in the supermarket near my house, which was out of my expectation.
A. came out B. came across C. came about D. came along
4. Students are encouraged to _________ the design competition for robots at the university.
A. take part B. operate C. join to D. participate in
5. After Yang Liwei succeeded in circling the earth, Chinese astronauts __________ walk in space.
A. anxious to do B. eager for C. are dying to D. are longing to
6. With the guide _______ the way, we finally got to the village which we were looking for.
A. led B. leading C. to lead D. had led
7. The reason ______ at the meeting for being late was not reasonable.
A. why he gave B. what he gave C. he gave D. on which he gave
8. I'll never forget the years ______ I lived in the country with the farmers, ______ has a great effect on my life.
A． that, which B． when, which C． which, that D．when, who
9. The plan has to be _______ to meet the real situation.
A. adjusted B. adapted C. produced D. refounded
10. The hill ________ is covered with trees is called Mang Hill.
A. of which top B. whose the top C. whose top D. top which.
英语选修6教案(篇7)
教学目标句型“What are you doing? I am ….”。
德育教学目标多关心别人。
教学重点句型“What are you doing? I am ….”，并能在情景中进行应用。
动词及动词短语的现在进行时的表达，即ing形式。
教学难点动词ing形式的读音。
一、自学本课单词，熟读，并会拼写。
二、搜集查询各种动词的ing形式，课堂展示给大家。
课前3分钟内容：
教师出示几幅进行时态的图片，让学生以小组竞赛的形式表述进行时态的句子，给小组加分。
教师播放歌曲What Are You Doing?的录音，师生共同演唱。
教师就学生所学过的内容，尤其是新学内容进行日常交际，目的在于运用语言。可以是学生自我介绍，也可以是学生间对话练习。如：
A: My English name is …. What's your English name?
B: M y English name is …. How do you do?
A: How do you do? Where are you from?
B: I'm waiting for my mom.
A: Nice to meet you. Good-bye.
教师出示第一课时所学动词短语的图片，找能力好的学生认读，其他同学跟读。
教师说动词短语，学生做动作，再次复习第一课时的短语。
学生边做动作边说单词。
鼓励学生说说前五册学生用书，特别是五年级上册第四单元已涉及到一些动词和动词短语，注意比较动词原形和动词ing形式，注意发音。
教师在黑板上写好两列词，让学生连线并进行问答练习。
让一名学生抽取一张单词卡片，然后躲在讲台后面。教师带领其他学生问：What are you doing?，抽取卡片的学生站起来边做相应的动作边回答I am…请五至六名学生轮流上台抽卡片，直到全班学生都初步会说句型What are you doing?再进行下面的活动。
学生同桌之间背对背，一边做动作一边用主要句型问答：What are you doing? I am ….
学生五人一组。教师问各组的第一名学生Hello. What are you doing?每组的第一名学生回答后转身问后面的学生：What areyou doing?，依此类推，每名学生的回答不能与同组前面学生的回答重复，看哪个小组最先完成游戏。
教师播放Let's try部分的录音，让学生完成听录音选图的练习。录音内容如下：
Hello.
Hi, Sarah. It's John.
Hi, John. What are you doing?
I am reading a book. What are you doing?
I'm doing the dishes.
----What is John doing?
----What is Sarah doing?
教师播放Let's talk部分的录音，学生跟读。
学生自己读对话内容。
教师出示Let's talk中的图片和道具电话，指导学生进行代换练习。
学生2人一组，练习对话。学生也根据自己情况，和准备好的图片、玩具或实物，改变对话内容，进行操练。
做小双簧的游戏：学生2人一组，一名学生在前面表演动作，如：画画，另一名学生藏在他的身后为前面的学生配音，如：I am drawingpictures.让学生两人一组操练后，请几组学生上台表演。
做Pair Work部分的活动。学生2人一组，每人在一张纸条上面写一个动词短语的ing形式，如：drawingpictures，然后2人交换纸条，分别将纸条卷起来做道具，根据各自手中纸条上的内容模拟打电话。
做“看口型，猜句子”的游戏：教师指着黑板上的句子说：Iam….，说到动词短语时只作相应的口型，不发出声音，让学生看口型猜短语把句子补充完整。
做Let's play的活动。请一名学生上来，背对其他学生站好。台下任意一名学生问：What are you doing?，站在前面的学生边做动作边回答Iam….，其他学生根据听到的回答在自己课本的表格里做好记录。然后换另一名学生上台，继续做游戏。示范几次后，让学生分小组做游戏。注意：教师里学生的活动范围受限制，所以如果条件允许，此活动可在室外完成5、Consolidationand extension (扩展活动)
教师问：What do you usually do at 9:00 p.m.?指导学生根据实际情况回答。
让学生展示Story time部分的挂图，手指挂图说“Look! Zip is calling Zoom. Who is he? Is thatZoom?，简单表述挂图内容。
引导学生听录音阅读故事。
教师根据故事内容向学生提问：What is Zip doing? What is Zoom doing? Is Zoom answering thephone? Is his father playing computer games?引导学生做回答。
请学生两人一组，分别扮演Zip和Zoom的爸爸表演故事。
教师再放一遍录音，请学生跟着录音读故事里的句子，教师指导学生的发音。
做本单元A Let's learn部分的活动手册P34配套练习。
教师指导学生理解题目要求，指导操作方法.。Listen and number是按所听内容表明序号，Ask and write是在同学问答的基础上填写单词和动词短语。
教师播放活动手册第34页的录音，学生完成Listen and number部分的练习。
学生彼此了解所作的事情，将伙伴的姓名和所作的事情填写在表格里。此环节，教师注意辅导学生规范书写。
Whatare you doing ?
I’m ...
教你写范文：高二地理选修教案精选
按照学校要求，教师都需要用到教案，撰写教案有利于教研活动的开展，用心编写教案才能促进我们的教学进一步发展，如何才能写好教案呢？这篇《教你写范文：高二地理选修教案精选》应该可以帮助到您。
【教学内容分析】
本节内容属于初中的地理知识，本节课属于复习课，教材中的内容因为属于初中的地理知识，在初中阶段只是识记简单的内容，但是面对高考，区域地理对学生的要求不仅仅是表面知识的识记，而是通过知识的学习，掌握各要素之间的相互关系，重在引导学生得出区域地理的学习方法以便于更好的学习之后的区域地理知识。本节课主要包括自然特征和人文特征的分析，由于时间的关系，本节课的内容主要是对于自然特征的因果分析，让学生梳理清楚各要素之间的相互关系。
日本是第一个分区地理东亚的重要国家，地位非常重要，无论是相关的内容还是学习的方法都是本节课的重点和难点。
地理学科的`学习需要学生具备四个核心素养：人地关系，区域认知，综合思维，地理实践力。区域地理的复习要重在体现这些素养的培养，通过对于日本这个区域的认知，问题设计层次深入，帮助学生梳理关系时对学生进行综合思维的培养，通过讨论问题的设计培养学生的地理实践力，提高学生学习地理的兴趣。
【学生分析】
由于与初中地理学习相隔的时间过长，再有文科普班的学生对于知识掌握的程度高低有别，对于相关知识的分析需要有侧重，考虑到学生的个体差别，问题设计多元，层次多样。
【教学目标】
1、能够掌握归纳区域特征的方法，能运用核心特征分析区域各要素之间的联系。
2、能根据地图和资料，分析说明日本的气候特点和成因。
3.通过本节的学习，学会分析一个区域的自然地理特征，通过对日本自然特征学习，分析日本资源状况及其对国家发展的影响，提高资源保护意识。
【教学重、难点】
1、 重点：日本位置特征的分析、描述
日本自然地理特征的分析
2、难点：日本自然地理特征的分析及其之间的相互关联性
【教学过程】
先引导学生分析出掌握区域地理的复习方法
在哪里：位置（经纬度、海陆、半球、相对位置等）
有什么：自然特征—气候、地形、河流、植被、资源等
人文特征—农业、工业、人口、交通、城市等
为什么：解释上述特点的形成和分布原因
如何做：提出区域可持续发展的方向
1、 读图明确日本的位置和范围
高二区域地理-日本(一）教学设计 高二区域地理-日本(一）教学设计
可以结合图总结位置特征，需要对学生强调海陆位置特征的描述方法，重在描述——岛国。
优质范文：物理教案范文
现在，很多教师需要用到教案，教案是保证教学质量的基本条件，在教案中总结好经验与教训，我们才能逐步成熟起来。好的教案都有哪些内容？小编为大家收集整理了优质范文：物理教案范文，希望能够帮助到您。
【教学目标】
知识与技能：
1、通过实验探究使学生会同时使用电压表和电流表测量一段导体两端的电压和通过它的电流。
2、会用滑动变阻器改变部分电路的电压。
3、通过实验探究电流、电压和电阻的关系。理解欧姆定理，并能进行简单的计算。
过程与方法：
1、通过实验探究电流与电压、电阻的关系，让学生经历科学探究的全过程。
2、通过实验探究，使学生进一步熟悉用“变量控制法”来研究物理问题的科学方法。
3、尝试用图象法对实验数据进行分析处理。
情感态度与价值观：
重视学生对物理规律的客观性、普遍性和科学性的认识，注意学生科学世界观的形成。
【教学重点】
理解欧姆定律的内容及其表达式、变换式的物理意义。
【教学难点】
实验探究中，用图像法分析实验数据和对实验结果的评估。
【教学准备】
电源（干电池）、开关、导线、定值电阻（5Ω、10Ω、15Ω）、滑动变阻器（20Ω、1Α）、电压表、电流表、学生实验报告单（课前发给学生）。
【教学方法】
实验探究教学法、分层启发式教学法、讨论教学法和类比教学法。
【课时安排】2课时
【教学过程】
一、复习提问及创设情景
1、播放多媒体课件放一段优美的音乐，教师调节声音的强弱。
2、[教师]：请同学们注意观察教师是通过什么方法改变声音的强弱的？
[学生]：老师是通过旋动音量开关改变声音的强弱的。
[教师]：你知道为什么通过旋动音量开关可以改变声音的强弱吗？
[学生]：可能是旋动音量开关改变电流的大小改变了声音的强弱。
[教师]：今天我们通过实验探究电流与哪些因素有关。
二、进行新课
（一）、实验探究：电流与哪些因素有关
[猜想与假设]
[教师]：请同学们先回忆电流是怎样产生的？电源的作用是什么？
[学生]：电流是电荷定向移动形成的，电源是提供持续电流的装置，电压是形成电流的原因。
[教师]：请同学们再回忆电阻的概念。
[学生]：电阻就是导体对电流的阻碍作用。
[教师]：请同学们对比水流的大小与落差和阻力的关系猜想电流与哪些因素有关？
[学生讨论交流]
[教师板书]猜想1：“电流大小可能与电压有关，可能是电压越大，电流越大。”
猜想2：“电流大小也可能与电阻有关，可能是电阻越小，电流越大。”
猜想3：“电流大小可能与电压和电阻都有关，可能是与电压成正比，与电阻成反比。”
[教师]：为了验证猜想是否正确，科学探究的下一个环节是什么？
[学生]：制定计划与设计实验。
教你写课件: 物理教案其四
每个老师上课需要准备的东西是教案课件，每位老师都要用心的考虑自己的教案课件。有了严谨的教案课件，这样可以避免很多因为准备不足导致的教学事故。好的教案课件需要注意哪些方面呢？下面是小编精心收集整理，为您带来的《教你写课件: 物理教案其四》，仅供参考，欢迎大家阅读。
教学目标：
1、科学概念：知道磁铁有磁性。
2、方法与过程目标：能够对具体事物和现象进行自主与合作探究活动，从而认识磁铁的磁性的特点。
3、情感态度价值观目标：在探究活动中体会合作与交流的快乐，乐于探究和发现周围事物的奥秘。
教学重难点：认识磁铁的基本性质。
教学准备：
观察演示用： 各种形状的磁铁、磁针等。
分组实验用：各种形状的磁铁、铜线、回形针、大头针、小铁钉、牙签、橡皮、玻璃珠、螺丝、硬币、铁丝等。
教学过程：
一、激趣导入：
1.同学们喜欢看魔术吗？今天老师在这里给大家表演一个魔术怎么样？（出示笔和钱）。我能用笔穿过这张钱以后，再修复它，您信吗？
2.现在老师就来给大家露一手。（老师演示）很神奇吧！同学们大胆地猜想一下，我是怎么做到的。
3.对了，其实魔术并不神奇，它都是在巧妙的利用一些科学知识来完成的。今天，就是磁铁帮了老师的大忙。这节课，咱们就来研究磁铁的秘密。（课件出示课题并板书：研究磁铁）
【兴趣是学生最好的老师，通过魔术导入，激发了学生的学习兴趣，学生在强烈好奇心的驱使下，不由自主就被老师设计的情境带入课堂。不同的方法引入能有事半功倍的效果，当然这支笔是我预先准备好的一支魔术笔。 】
二、认识磁铁的形状及用途
1、同学们都玩过磁铁吗？谁能说说你玩过的磁铁是什么形状的？
2、学生汇报。
3、刚才同学们说了这么多种形状的磁铁，我们把它归纳起来，可以分为这么几类。（课件出示各种形状的磁铁让学生辨认）
【学生在平日生活中所见到磁铁大多数是条形或环形，借助课件让学生多认识其他形状的磁铁，让学生体会到磁铁的形状多种多样，从而激发学生探究磁铁的兴趣。】
4、上面所出示的磁铁虽然形状各不相同，但它们都有相同之处，请同学们仔细观察一下，说说看。
【经过仔细观察，可发现图片上的磁铁上面都标有字母“N”和“S”，这里教师可不用先讲“N”和“S”的意义，为下面学习南北极作铺垫。】
4、这么多的磁铁，你知道它们在哪些地方有用到？用来干嘛？（让学生多说）如指南针、磁性玩具、磁盘等。
【知道磁铁与生活息息相关，了解科学就在身边，它来源于生活，并为生活服务】
三、探究活动
探究磁铁的基本性质
（一）磁性 实验活动一、指导学生用磁铁去吸各种不同的物体。老师为每个小组准备了一些各种不同的物品，动手前，教师要先说说活动规则及注意事项（幻灯片展示注意事项）组内同学先讨论讨论怎么来研究呢？实验时，大家要注意观察，并且及时做好实验记录，完成实验记录表。由组长上来领取实验材料。
通过实验可发现磁铁能吸引铁的物体，我们把磁铁的这一性质叫做磁性。（课件出示）
实验活动二、让吸起来的铁钉排成队。可发现----磁性能够传递，磁性越传越小。
【学生在平时的生活中应该懂磁铁会吸引铁的物体，所以在本节课准备时，多准备一些不同种类的东西，在课堂教学中，我充分发挥学生的主体性，采用小组合作方式，共同探究 “磁铁到底吸引哪些物体”让学生通过自己动手操作，去吸不同的物体，看看到底哪些物体能被吸引。再用玩游戏的方法，让吸起来的铁钉排成队。既锻炼了孩子们的动手能力，而且也让孩子们在玩中学到了知识。】
（二）磁极
先让学生讨论，磁铁各部分磁性强弱一样吗？该如何验证？
实验活动三：让学生用磁铁的各个部位去吸引小铁钉，观察哪个部位磁性最强？
用磁铁的不同部位去吸铁。可发现---------磁力最大的部位是磁极。
磁铁的磁极除了磁力大，还能指示南北极。教师演示分别把3块不同形状磁铁用细绳悬吊空中，等待静止。再和指南针进行比较，磁铁指向北的一端是北极，用“N”表示，指向南的一端是南极，用“S”表示。磁铁的S极总是指向地球南端、N极总是指向地球北端。因此，我们也把磁铁的S极称为南极，把磁铁的N极称为北极。（板书：指示南北）
[在这里要揭示前面提到的“S”和“N”，到底是什么意思了，并且让学生自己动手去进行实验，很快就能发现磁性最强的是两极。]
（三）同极相斥，异极相吸。
实验活动四：刚才我们研究时，只用到了一块磁铁，如果把两块条形磁铁放在一起会怎么样呢？大家动手实验，并且要把把观察到的现象及发现记录下来。组长领取一块条形磁铁。你试着让磁铁的相同磁极和不同磁极靠近，看看会有什么现象？
【教师在以上环节中，主要给学生充分自主探究的机会，学生在探究活动中，发现了磁铁间、磁铁与物体间奇妙而有趣的现象，激发了学生的探究欲望，增强了孩子们的探究能力。】
四、介绍司南和指南针
（1）师出示：指南针。（介绍指南针其实就是一块小磁铁，它总是一端指南，一端指北。指南的一端成为南极，用“S”表示，指
北的一端成为北极，用“N”表示。指南针是中国古代四大发明之一，战国时被称为司南。磁铁和指南针都有一样的性质。）
指南针也是利用了磁铁能指示南北极的性质。在军事或野外旅游、考察时用得较多。
五、磁铁在我们生活中的应用。（通过幻灯片展示）
磁铁在我们生活中应用非常广泛。如门吸、磁盘、带磁性的冰箱门。
师：1、课前我不小心将一根铁钉掉入装满水的水槽中，如果要求手不沾水，你有什么办法可以帮老师把铁钉取出来？生说办法并操作。
2、小华在玩耍时，不小心将铁钉倒在了大米里，请你想办法将铁钉和米分离开来？
【联系生活，学以致用。在探究得出磁铁的磁性后，我设计了这样的问题，孩子们会立即就会想到用磁铁。这样用学到的知识解决生活中的实际问题，正是我们学习科学的最终目的。】
六、拓展延伸
1、总结：通过这节课，我们发现了磁铁的许多性质，关于磁铁，你们还有什么问题吗？
2、延伸：利用磁铁的磁性我们可以设计很多玩具，要求每个同学回家制作一个磁性玩具，自己实在不会设计的可以仿造各种磁性玩具进行制作，下节课我们要比一比谁的设计最有创意，谁发现的问题最多。
2024教案: 高中化学选修4全册教案
每个老师为了上好课需要写教案课件，认真规划好自己教案课件是每个老师每天都要做的事情。只要写好教案课件，才能更加清楚教学的重点难点。我们需要从哪些角度来写教案课件呢？小编特别编辑了“2024教案: 高中化学选修4全册教案”，还请多多关注我们网站！
[三维目标]
知识与技能
1.从得氧和失氧的分类标准认识氧化还原反应的概念。
2.从化合价变化的分类标准认识氧化还原反应的特征。
3. 培养学生用概念去分析问题、解决问题的能力，培养学生的归纳能力、推理能力。
过程与方法
1.重视培养学生科学探究的基本方法，提高科学探究的能力。
2.培养学生的思维能力。
3.探究与活动，氧化还原反应概念的发展。
情感、态度与价值观
对学生进行对立统一等辩证唯物主义观点的教育，使学生形成勇于创新的习惯、培养创新能力。
[教学重点]
探究氧化还原反应的概念及其发展
[教学难点]
氧化还原反应的特征
[教学准备]
多媒体课件、投影仪
[教学过程]
新课导入:
人类的衣、食、住、行，生物体的产生、发展和消亡，化工生产约50%以上的化学反应等等都涉及氧化还原反应。氧化还原反应与我们的生活、生命、生产有着十分重要的关系，例如，研究燃烧中的化学反应、能量变化、燃烧效率及产物对环境的影响等问题与本节知识有密切关系。下面我们就讨论氧化还原反应这一问题。
师：初中学习的燃烧是指可燃物与空气中氧气发生的发光、放热的氧化反应，现在我们来进一步研究。请同学们举出氧化反应和还原反应的实例。
[板书]第三节 氧化还原反应
新课推进
师：引导学生思考交流(学生填写此表)。
引导学生讨论氧化反应和还原反应的概念。
氧化还原反应方程式
氧化反应
还原反应
分类标准
氧化反应和还原反应是否同时发生
CuO+H2====Cu+H2O
H2跟O2结合生成H2O的过程称为H2的氧化反应
CuO跟H2反应失去O的过程，称为CuO的还原反应
得氧、失氧的角度
是
Fe2O3+3CO====2Fe+3CO2
生：得出以下结论
[板书]根据反应中物质是否得到氧或失去氧，把化学反应分为氧化反应和还原反应。
分类标准：得失氧的情况。
氧化反应：得到氧的反应。
还原反应：失去氧的反应。
师：在复习化合价概念的基础上，请分析填写下列表格：
氧化还原反应方程式
反应前后化合价升高的元素
反应前后化合价降低的元素
是否属于氧化还原反应
氧化反应与化合价升降的关系
还原反应与化合价升降的关系
是否只有得氧、失氧的反应才是氧化还原反应
CuO+H2====Cu+H2O
2Mg+O2====2MgO
Fe2O3+3CO2====Fe+3CO2
2Al2O3====4Al+3O2↑
2H2O2====2H2O+O2↑
Mg+2HCl====MgCl2+H2↑
Mg+2H+====Mg2++H2↑
Fe+CuSO4====Cu+FeSO4
Fe+Cu2+====Cu+Fe2+
师：CuO+H2====Cu+H2O
1.在以上反应中，氧化铜发生氧化反应还是还原反应?依据是什么?
2.标出反应中各元素的化合价，从中分析三种元素化合价各有什么变化。
小结初中氧化反应、还原反应的知识后，引导学生把氧化还原反应跟化合价变化联系起来。
[合作探究]
2Na+Cl2====2NaCl
H2+Cl2====2HCl
这两个反应虽没有氧的得失，但是氧化还原反应，为什么?哪种物质发生氧化反应，哪种物质发生还原反应?为什么?
[课堂小结]
上述[合作探究]讨论后，得出：
物质所含元素的化合价发生变化的一类反应一定是氧化还原反应。所含元素的化合价升高的物质发生氧化反应;所含元素化合价降低的物质发生还原反应。
[板书设计]
第三节 氧化还原反应
一、氧化还原反应
1.定义：根据反应中物质是否得到氧或失去氧，把化学反应分为氧化反应和还原反应。
2.两类标准：
(1)得失氧的情况
氧化反应：得到氧的反应。
还原反应：失去氧的反应。
(2)化合价升降情况
所含元素的化合价升高的物质发生氧化反应;所含元素化合价降低的物质发生还原反应。
凡是有元素化合价升降的化学反应都是氧化还原反应。
[活动与探究]
下列反应中哪些是氧化还原反应?发生氧化、还原反应的各是什么物质?
2NaBr+Cl2====2NaCl+Br2
2NaOH+H2SO4====Na2SO4+2H2O
MnO2+4HCl====MnCl2+2H2O+Cl2↑
Ca(ClO)2+CO2+H2O====CaCO3↓+2HClO
[随堂练习]
1.下列各类反应中，全部是氧化还原反应的是( )
A.分解反应 B.化合反应
C.置换反应 D.复分解反应
2.下列各说法正确的是( )
A.在氧化还原反应中，某元素由化合态变为单质，此元素可能被还原，也可能被氧化
B.在氧化还原反应中，元素化合价升高的反应是还原反应
C.在氧化还原反应中，元素化合价降低的反应是氧化反应
D.化合物分解的产物有单质，则该分解反应必属于氧化还原反应
3.下列反应中属于氧化还原反应，但反应类型不属于四个基本反应类型的是…( )
A.Fe2O3+3H2SO4====Fe2(SO4)3+3H2O B.CuO+H2====Cu+H2O
C.Fe2O3+3CO2====Fe+3CO2 D.H2+ S====H2S
好范文推荐 物理教案：弹力(篇七)
按照惯例，老师必须撰写自己的教案，教案在我们的教学生活当中十分常见，要想在教学中不断提升自己，教案必不可少。有没有可以参考的教案呢？本站收集整理了一些“好范文推荐 物理教案：弹力(篇七)”，欢迎大家阅读，希望对大家有所帮助。
教学目标
知识目标
1、了解形变的概念，了解弹力是物体发生弹性形变时产生的.
2、能够正确判断弹力的有无和弹力的方向，正确画出物体受到的弹力.
3、掌握运用胡克定律计算弹簧弹力的方法.
能力目标
1、能够运用二力平衡条件确定弹力的大小.
2、针对实际问题确定弹力的大小方向，提高判断分析能力.
教学建议
一、基本知识技能：
(一)、基本概念：
1、弹力：发生形变的物体，由于要回复原状，对跟它接触的物体会产生力的作用，这种力叫做弹力.
2、弹性限度：如果形变超过一定限度，物体的形状将不能完全恢复，这个限度叫做弹性限度.
3、弹力的大小跟形变的大小有关，形变越大，弹力也越大.
4、形变有拉伸形变、弯曲形变、和扭转形变.
(二)、基本技能：
1、应用胡克定律求解弹簧等的产生弹力的大小.
2、根据不同接触面或点画出弹力的图示.
二、重点难点分析：
1、弹力是物体发生形变后产生的，了解弹力产生的原因、方向的判断和大小的确定是本节的教学重点.
2、弹力的有无和弹力方向的判断是教学中学生比较难掌握的知识点.
教法建议
一、关于讲解弹力的产生原因的教法建议
1、介绍弹力时，一定要把物体在外力作用时发生形状改变的事实演示好，可以演示椭圆形状玻璃瓶在用力握紧时的形状变化，也可以演示其它明显的形变实验，如矿泉水瓶的形变，握力器的形变，钢尺的形变，也可以借助媒体资料演示一些研究观察物体微小形变的方法.通过演示，介绍我们在做科学研究时，通常将微小变化“放大”以利于观察.
二、关于弹力方向讲解的教法建议
1、弹力的方向判断是本节的重点，可以将接触面的关系具体为“点——面(平面、曲面)”接触和“面——面”接触.举一些例子，将问题简单化.往往弹力的方向的判断以“面”或“面上接触点的切面”为准.
如所示的简单图示：
2、注意在分析两物体之间弹力的作用时，可以分别对一个物体进行受力分析，确切说明，是哪一个物体的形变对其产生弹力的作用.配合教材讲解绳子的拉力时，可以用具体的例子，画出示意图加以分析.
第三节 弹力
教学方法：实验法、讲解法
教学用具：演示形变用的钢尺、橡皮泥、弹簧、重物(钩码).
教学过程设计
(一)、复习提问
1、重力是的产生原因是什么?重力的方怎样?
2、复习初中内容：形变;弹性形变.
(二)、新课教学
由复习过渡到新课，并演示说明
1、演示实验1：捏橡皮泥，用力拉压弹簧，用力弯动钢尺，它们的形状都发生了改变，教师总结形变的概念.
形变：物体的形状或体积的变化叫做形变，形变的原因是物体受到了力的作用.针对橡皮泥形变之后形状改变总结出弹性形变的概念：能够恢复原来形状的形变叫做弹性形变.不能恢复原来形状的形变叫做塑性形变.
2、将钩码悬挂在弹簧上，弹簧另一端固定，弹簧被拉长，提问：
(1)钩码受哪些力?(重力、拉力、这二力平衡)
(2)拉力是谁加给钩码的?(弹簧)
(3)弹簧为什么对钩码产生拉力?(弹簧发生了弹性形变)
由此引出弹力的概念：
3、弹力：发生弹性形变的物体，会对跟它直接接触的'物体产生力的作用.这种力就叫弹力.
就上述实验继续提问：
(1)弹力产生的条件：物体直接接触并发生弹性形变.
(2)弹力的方向
提问：课本放在桌子上.书给桌子的压力和桌子对书的支持力属于什么性质的力?其受力物体、施力物体各是什么?方向如何?
与学生讨论，然后总结：
4、压力的方向总是垂直与支持面而指向受力物体(被压物体).
5、支持力的方向总是垂直与支持面而指向受力物体(被支持物体).
继续提问：电灯对电线产生的拉力和电线对电灯产生的拉力又是什么性质的力?
其受力物体、施力物体各是谁?方向如何?
分析讨论，总结.
6、绳的拉力是绳对所拉物体的弹力，方向总是沿着绳而指向绳收缩的方向.
7、胡克定律
弹力的大小与形变有关，同一物体，形变越大，弹力越大.弹簧的弹力，与 形变的关系为：
在弹性限度内，弹力的大小 跟弹簧的伸长(或缩短)的长度 成正比，即：
式中 叫弹簧的倔强系数，单位：N/m.它由弹簧本身所决定.不同弹簧的倔强系数一般不相同.这个规律是英国科学家胡克发现的，叫胡克定律. 胡克定律的适用条件：只适用于伸长或压缩形变.
8、练习使用胡克定律，注意强调 为形变量的大小.
弹力高中物理教学反思
本节课注意了对学生开放性、创新性思维的培养。开放性创新性思维的培养不是一句口号，而应该落到实处，这是基础教育课程改革的要求，也是在教学实际中很难落实的一个问题。
一般情况下，教师在组织学生学习塑性和弹性的时候，往往是通过举出生活中或者学生能够接触的弹性物体和非弹性物体若干实例，通过归纳的方法得出塑性和弹性。在这个问题的处理上并没有按照往常的方法，而是让学生对教师给出的若干物体进行分类，潜移默化的对学生进行了方法教育。分类的标准不同，分类结果也就不同，学生的兴奋点就非常多，都试图依照不同的分类标准进行分类，学生的思维随着分类的翅膀在飞翔。
从学生的生活出发，关注学生的体验。物理不是独立和抽象于生活之外的，尤其在初中阶段来看更是如此。在组织教学的时候没有过分关注基本的知识和概念，而是从学生生活中常见的橡皮筋、海绵、弹簧、减震等学生常见常听的事物出发，学生在对物体的弹性和塑性有充分的感性基础上，总结出什么是塑性和弹性。关注学生自己的体验，让两位同学在拉测力计的活动中体验拉力的不同，认识到弹力的大小与弹性形变的物体的形变大小有关的。学生亲自参与到了物理知识的建构中，认识当然是非常深刻的。师生关系融洽和谐，这也是本节课的一个闪光点。
主要缺点：
学生在进行分类的时候没有充分放开学生的思维。为什么学生的分类答案都是与本节内容是对应的?为什么没有学生按照物质的组成去分?为什么没有按照物质的导电性能或者密度大小去分?这是受到了思维定势的影响，既然本节学习弹性和塑性，当然就是这一种分类方法。在以后的教学中应该让学生在充分分类的基础上，从中挑出一组依照弹性和塑性分类的一组，让学生分析这一种分类的标准是什么，同样回到了环节的主题。
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教学目标
知识与技能：初步掌握根据化合价的变化分析及判断氧化还原反应的方法。
过程与方法：学习由表及里以及逻辑推理的抽象思维方法。
情感，态度，价值观：从氧化还原这一对典型的矛盾，领悟对立统一的辩证唯物主义观点。
2学情分析
1、学生学习本节课的基础： 学生已学习了初中的氧化还原反应的基本概念，已掌握了有关氧化还原反应中特殊例子，通过分初中概念的逐步分析，使学习能从初中的特殊例子转移到高中扩大的概念的实质了来。若能从理论上、其它概念的发展的类比上进行分析，学习对其实质的理解还是完全可以接受的。
2、学生学习本课内容的能力： 通过对本节课内容的深刻理解，一定会使学生对氧化还原反应有更深层次的认识，一定会理解许多反应的进行的实质，对电化学知识也一定会达到一定的理解程度。对知识的理解一定会使学生的能力提高，也使学生学习化学的理论水平有很大提高，对学生的今后元素化合物性质的学习会起到相当大的帮助作用。 3 学生学习本课内容的心理：新上高一的学生从心理上还未完全从初中的心理、思维方式上转变过来，理解能力还不十分强，但上高中后都有一种好奇心、好胜心，同时也都有一定的进取心，特别是考入重高的学生更是如此，因此，正确引导，逐步培养，是完全可以接受的，也是培养学生心理承受能力、逻辑思维能力的好时期。 3重点难点
本节课的教学重点是在理解初中氧化还原反应(特例)概念的基础是，理解高中氧化还原反应的本质及特征。
4教学过程 4.1 第一学时 评论(0) 教学目标
知识与技能：初步掌握根据化合价的变化分析及判断氧化还原反应的方法。
过程与方法：学习由表及里以及逻辑推理的抽象思维方法。
情感，态度，价值观：从氧化还原这一对典型的矛盾，领悟对立统一的辩证唯物主义观点。
评论(0) 教学重点
本节课的教学重点是在理解初中氧化还原反应(特例)概念的基础是，理解高中氧化还原反应的本质及特征。
评论(0) 学时难点
氧化还原的概念及特征
教学活动 活动1【导入】从分类引入氧化还原反应
同学们，今天我们将学习氧化还原反应 【板书】氧化还原反应 不知道大家看到氧化还原反应这几个字有 没有一种似曾相识燕归来的感觉呢?提到 反应，大家先来回忆一下，在初中我们学过 的基本反应类型有哪些，他们的分类依据是什么?
活动2【讲授】从得失氧角度认识氧化还原反应
【过渡】以氢气还原氧化铜为例，初中阶段我们认为它是还原反应。我们仔细思考，在反应中仅仅发生了还原反应吗?如果继续看，会发现氢气得到氧变为水。我们可以这样想，物质它不会消失，既然氧化铁失去了氧，必然有另一种物质得到氧，才能达到平衡。就好比商人，要卖出一件物品，是不是必然要有人来买?买和卖是同时进行的。同样的，得失氧也是同时进行的，换句话说，氧化和还原反应是同时进行的，我们给这种反应起了一个名字，叫做氧化还原反应。
【小结】有得失氧的反应称为氧化还原反应。 活动3【讲授】从化合价角度认识氧化还原反应
【思考与讨论】下列反应均为氧化还原反应，能否找出它们的共同点?
【学生活动】反应中均有化合价变化
【学生活动】通过对比观察，思考，归纳，交流，得出结论：这些氧化还原反应中都有某些元素化合价的升高与降低，进而逆推出凡是有化合价变化的反应都属于氧化还原反应。
【定义】有元素化合价升降的化学反应称为氧化还原反应。
活动4【讲授】从电子转移角度分析氧化还原反应
【思考与讨论】在氧化还原反应中，为什么会有化合价的变化?引导学生探究如下环节：
环节1：以金属钠与氯气反应为例，结合教材阅读，引导学生分析钠原子和氯原子的原子结构特点。教师结合教材中氯化钠形成过程示意图完善该反应中电子得失与化合价变化间联系的表达式。
【学生活动】阅读教材36-37页
环节2：分析氢原子和氯原子的原子结构特点及氯化氢形成示意图
3.从电子转移角度分析氧化还原反应
【结论】从NaCl和HCl的形成看化合价升降的根本原因是电子的得失或偏移,即氧化还原反应的实质是有电子的转移(得失或偏移) 。
活动5【讲授】分析氧化还原反
双线桥法：
(1)标出反应中化合价发生变化的元素的化合价，判断其升降。
(2)画箭头，箭头由反应物中化合价发生变化的元素指向生成物中同种元素。
(3)在桥上标明化合价升、降，电子得、失 ，被氧化、被还原，同时用a×b e-形式表示得、失电子数。
a—得、失电子的原子总数
b—每个原子得失电子数(a，b为1时可省略)
口诀：升 失 氧、降 得 还
【练习】双线桥法分析氧化还原反应
活动6【讲授】总结
氧化还原反应
1.特征、判断依据：化合价升降
2.本质：电子的得失与偏移
3.标双线桥口诀：升 失 氧、 降 得 还
活动7【作业】课后作业
完成学案上习题。
第三节氧化还原反应
课时设计 课堂实录
第三节氧化还原反应
1第一学时 教学目标
知识与技能：初步掌握根据化合价的变化分析及判断氧化还原反应的方法。
过程与方法：学习由表及里以及逻辑推理的抽象思维方法。
情感，态度，价值观：从氧化还原这一对典型的矛盾，领悟对立统一的辩证唯物主义观点。
教学重点
本节课的教学重点是在理解初中氧化还原反应(特例)概念的基础是，理解高中氧化还原反应的本质及特征。
学时难点
氧化还原的概念及特征
教学活动 活动1【导入】从分类引入氧化还原反应
同学们，今天我们将学习氧化还原反应 【板书】氧化还原反应 不知道大家看到氧化还原反应这几个字有 没有一种似曾相识燕归来的感觉呢?提到 反应，大家先来回忆一下，在初中我们学过 的基本反应类型有哪些，他们的分类依据是什么?
活动2【讲授】从得失氧角度认识氧化还原反应
【过渡】以氢气还原氧化铜为例，初中阶段我们认为它是还原反应。我们仔细思考，在反应中仅仅发生了还原反应吗?如果继续看，会发现氢气得到氧变为水。我们可以这样想，物质它不会消失，既然氧化铁失去了氧，必然有另一种物质得到氧，才能达到平衡。就好比商人，要卖出一件物品，是不是必然要有人来买?买和卖是同时进行的。同样的，得失氧也是同时进行的，换句话说，氧化和还原反应是同时进行的，我们给这种反应起了一个名字，叫做氧化还原反应。
【小结】有得失氧的反应称为氧化还原反应。 活动3【讲授】从化合价角度认识氧化还原反应
【思考与讨论】下列反应均为氧化还原反应，能否找出它们的共同点?
【学生活动】反应中均有化合价变化
【学生活动】通过对比观察，思考，归纳，交流，得出结论：这些氧化还原反应中都有某些元素化合价的升高与降低，进而逆推出凡是有化合价变化的反应都属于氧化还原反应。
【定义】有元素化合价升降的化学反应称为氧化还原反应。
活动4【讲授】从电子转移角度分析氧化还原反应
【思考与讨论】在氧化还原反应中，为什么会有化合价的变化?引导学生探究如下环节：
环节1：以金属钠与氯气反应为例，结合教材阅读，引导学生分析钠原子和氯原子的原子结构特点。教师结合教材中氯化钠形成过程示意图完善该反应中电子得失与化合价变化间联系的表达式。
【学生活动】阅读教材36-37页
环节2：分析氢原子和氯原子的原子结构特点及氯化氢形成示意图
3.从电子转移角度分析氧化还原反应
【结论】从NaCl和HCl的形成看化合价升降的根本原因是电子的得失或偏移,即氧化还原反应的实质是有电子的转移(得失或偏移) 。
活动5【讲授】分析氧化还原反
双线桥法：
(1)标出反应中化合价发生变化的元素的化合价，判断其升降。
(2)画箭头，箭头由反应物中化合价发生变化的元素指向生成物中同种元素。
(3)在桥上标明化合价升、降，电子得、失 ，被氧化、被还原，同时用a×b e-形式表示得、失电子数。
a—得、失电子的原子总数
b—每个原子得失电子数(a，b为1时可省略)
口诀：升 失 氧、降 得 还
【练习】双线桥法分析氧化还原反应
活动6【讲授】总结
氧化还原反应
1.特征、判断依据：化合价升降
2.本质：电子的得失与偏移
3.标双线桥口诀：升 失 氧、 降 得 还
活动7【作业】课后作业
完成学案上习题。
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