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英语选修6教案 篇1
单元重点内容与教学目标
本单元的中心话题是诗歌。听说读写等语言知识和语言技能主要围绕“诗歌”这一主题设计的。文中涉及诗歌的韵律、节奏，并介绍了几种简单的不同内容和形式的诗歌。本单元引导学生讨论这些内容，目的在于让他们了解诗歌的一些基本特征和写作方法，自己尝试写简单的诗歌，并学会欣赏这些优美的文学作品。
Warming up部分围绕诗歌这一话题设置了两个练习。第一个练习引导学生回顾儿时所接触的诗歌；第二个练习引导学生探讨写诗的目的。
Pre-reading 部分主要让学生认识诗歌的种类和不同国家所赋诗歌的文化差异。该部分设置了两个练习，第一个练习让写诗交流所喜爱的诗歌；第二个练习就阅读课文设计图表，让写诗从内容和写作风格两个方面认识阅读课文中的诗歌。
Reading 部分介绍了五种简单的英语诗歌共8首：儿歌节奏明快，韵律和谐、朗朗上口、不断重复、利于记忆，是语言学习的有效手段；清单诗，尤其是那些不断重复短语和节奏的诗歌，比较容易创作。五行诗，顾名思义，由五行组成，寥寥数语，言简意赅。俳句起源于日本，由17个音节组成。唐诗，被英国等所借鉴，许多唐诗被译成英文，广为传诵。
Comprehending部分的真重点放在文中的几首诗歌上，要求提炼诗歌的主题，练习1要求选择自己喜爱的诗歌进行评述，练习2与3是对诗歌进行更深入地理解。通过诵读感受押韵和节奏。
Learning about language部分安排的两个练习均与诗歌有关。第一个练习通过从课文诗歌中找押韵的词帮助学生理解课文的生词和诗歌的韵脚；第二个练习学习构词发。语法部分设置了两种类型的练习。一类写诗或续诗；另一类是用所给词的适当形式填空。这两个练习都是操练虚拟语气的用法。
Using language 部分综合训练听说读写的语言能力。听、读和讨论部分把听力与阅读训练结合起来。通过听理解诗歌内容，辨认写诗人的身份、诗歌的节律，并表达诗歌所激起的联想。通过边打拍子边朗读、在欣赏中加深对诗歌的理解。通过释义理解诗歌中的难句，并指导学生进行深层理解，学会推断人物身份与关系。听和讨论部分有四个学生与老师交谈，围绕诗歌比赛展开。首先通过不同的声音来辨认人物；然后，捕捉不同人的不同事，一一对号。该部分的两个练习，帮助学生学习和运用表达意图与决定的日常交际用语。写的部分要求学生模仿诗歌C以IF I开头写清单诗；或以I FEEL HAPPY WHEN。。。开头写诗。
Summing up部分运用调控策略，对本单元所涉及的知识与技能，特别是本单元所涉及的结构和词汇、话语功能以及诗歌的类型、押韵和节奏等方面进行自我评价。
Learning tip部分提示学生注意理解诗歌与应用学习的关系：写诗、唱歌是理解和记忆词汇，学习语言的有效方法。
教学设计
第一课时：Warming up, Pre-reading & Reading 本课时内教师可从学生的生活实际出发，了解人们写作英语诗歌的不同目的，借助教材第9页的表格，Reading部分的诗歌进行整体理解。建议以理解内容为主。可以选择其中某一首诗，进行语音训练，感受英语诗歌的节奏和韵律。
第二课时：Reading, Comprehending & Learning about language (Discovering useful words and expressions ). 本课时内主要是对课文进行适当的拓展、讨论，着眼于对英语诗歌的欣赏，理解这些诗歌的寓意。利用 Learning about language 中的Discovering useful words and expressions 部分，引导学生注意并感受英语诗歌的韵律。
第三课时：Learning about language (除Discovering useful words and expressions) 课堂上处理完该部分内容，突出两个重点：（1）学习诗歌的写法； （2）学习与过去事实相反的虚拟语气的用法。
第四课时：Using language 完成阅读、听力和讨论及写作部分。
第五课时：Summing up & Assessment小结、测试与讲评。
Period 1 Warming up, Pre-reading & Reading
Teaching goals
1． Target language
a. Important words and phrases
Poem, poetry, recite, aspect, convey, nursery, rhyme, diamond, cottage, balloon, sparrow, tease, salty, endless, translate, nursery rhyme, take it easy, run out of, make up of
b. Important sentences
Which poem is about things that don’t make sense?
Poets use many different forms of poems to express themselves.
I hadn’t taken my eye off the ball.
We hadn’t taken it easy.
The poem is made up of five lines.
A lot of Tang poetry has been translated into English. The translations have a free form that English people like to copy.
2. Ability goals
a. Enable Ss to talk about different types of poems: nursery rhymes; list poems; cinquain,; haiku; Tang poems
b. Enable Ss to talk about different purposes of writing poems.
c. Understand the main theme of each poem.
d. Enable Ss to chant some of their favorite poems.
3. Learning ability
Enable Ss to distinguish different types of poems.
Teaching important points
1. Talk about five main types of poems.
2. Understand the main purpose of writing the poems.
Teaching difficult points
1. Find the rhythm of each poem.
2. Chant the poem.
3. Understand the main purpose of writing the poems.
Teaching methods
1. Skimming and scanning.
2. Asking-and –answering activity
3. Discussion
4. Chant
Teaching aids
Multimedia
Teaching procedures & ways
Step 1. Greetings
Step 2. Presentation
Ask Ss to think back and try to remember poems from their early childhood, either in Chinese or in English.
Talk about some famous poets both home and abroad, either ancient ones or modern ones.
Brainstorming: What will you think of when we talk about the word “poem”?
Step 3. Warming up
Read the questions in this part, reminding Ss what they notice about the above poems.(e.g. they have a strong beat, or they have rhyme, or they play with words and sounds, or perhaps some of them are funny because they make no sense.)
Tell Ss that there are many reasons why people write poetry. Give the examples on the Bb. Ask Ss why they think the poets wrote the poems they have just recited.. Write their suggestions on the board.
Give Ss a time limit of a few minutes. Divide the class into groups of four to discuss the purpose of writing poems. Ask one person from each group to read their group’s list and add their suggestions to the list on the board. (Suggested reasons: to create certain feelings or images in the reader; to share a feeling or experience; to describe something in detail or give an impression; to get the reader to think about an idea; to express a point of view; to make the reader experience the sight, sounds, smells, feel and tastes of something; to create a mood, to play with words--- their sounds, rhyme and rhythm.)
If time permits, in small groups or as a class, discuss the kinds of topics that poets write about.( people, animals, nature, landscapes, the sea, the seasons, stories, death, war, youth and old age, feeling and experiences, emotions like love, hate, sadness, regret and desire, etc.)
Step 4. Pre-reading
People from different countries write different kinds of poems. Get Ss to discuss the questions on Page 9 with their partners: Do you have a favorite poem in Chinese? Why ? Do you have a favorite poem in English? Why?
As to exercise 2, give Ss practice in an important reading skill: scanning a text, that is, looking through a text quickly to find specific information. Read the table in exercise 2 with the Ss. Tell them that they are going to look for the information in the table, just in the poems themselves, not in the other parts of the text. They are to look only for those pieces of information and not read every word. Do an example with them.
Suggested answers to exercise 2:
Which poem A B C D E F G H
describes a person? √
tells a story? √
describes an aspect of a season? √ √ √
is about sport? √
is about things that don’t make sense? √
is recited to a baby? √
describes a river scene? √
has rhyming words at the end of lines? √ √
repeats words or phrases? √ √ √
Step 5. Reading
Scanning
Get the Ss to read the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives Ss a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide show . Teacher should encourage Ss to express their ideas.
Q1. Why do people write poetry?
Q2. How many forms of poems are mentioned in the passage? What are they?
Q3. What does “nursery rhyme” mean? Why do they delight small children?
Q4. What’s the characteristic of “list poems”? What about “cinquain”?
Q5. Why do English People like “Haiku”?
Q6. Are you familiar with Tang Poems? Do you know the title of the last poem in the text?
Listening
Before Ss read the text, have them close their books and listen to the text with their eyes closed. This gives Ss the opportunity to listen to the sounds or “music” of the poems before reading them in detail. Tell them that it doesn’t matter if they don’t understand every word.
First reading
Get Ss to read the text carefully, finding the one sentence that sums up the paragraph of each part.. Underline the topic sentence.
Second reading
Tell Ss that they are going to look at the rhythm of two of the poems. Make sure they know what rhythm is. Read the limerick aloud and have Ss listen for the strong beats. Then have them clap the strong beats as you read. Mark the strong beats on the limerick on the board.
There was an old man with a beard
Who said “it is just as I feared”.
“Four insects and then
Two birds and a hen
Have all made a home in my beard”.
Now read the poem A & B. Ask them to mark the strong beats on the two poems that have a strong rhythm. Check their answers . Then play the tape and get them to clap to the strong beats in those two poems.
Third reading
Just as any scene can serve as the subject of a painting, so any part of daily life can provide material for a poem.. Of course, the choice that the artist or poet makes relates to his or her purpose. Poetry is usually short and compact, so it should be read several times, preferably aloud, to appreciate its meaning. Read the last poem (Poem H), and answer the following questions:
Q1. What parts of the poem suggest that the woman loves her husband?
Q2. How do you understand the sentence” Should the journeyer return, this stone would utter speech.”? Explain the sentence in your own words.
Q3. What picture do you have in your mind when you read the above sentences?
Q4. Do you know the Chinese title of this poem? Do you know the Chinese version of the poem?
Step 6. Make a short summary of this period.
Homework
1. Surf some websites to find out more information about poets.
2. Review the content of the reading passage.
3. Finish the exercises on Page 12& 13.
Period 2 Reading, Comprehending & Learning about language
Teaching goals
1． Target language
Important words and phrases
joy, anger, sorrow, thread, appropriate, ending, compass
2. Ability goals
Enable Students to deepen their understanding of the reading passage and learn some useful words and expressions.
Learn to use words and expressions in their right form.
3. Learning ability
Enable Ss to understand the rhyme and rhythm in English poems.
Teaching important points
1. Understand the passage and answer the questions about it.
2. Learn the useful words and expressions in the passage.
Teaching difficult points
1. Discuss the poems and understand their deep meaning.
2. Find the rhyme and rhythm in English poems and try to create them by students themselves.
Teaching methods
Discussion, asking-and-answering activity, practice, task-based activity
Teaching aids
Multimedia
Teaching procedures & ways
Step 1. Greeting
Step 2. Comprehending
Task 1. Group work
Ask students to read the passage together and then discuss in group which poem they like best and give reasons.
After discussion, ask someone to present his/her idea to the class.
Task 2. Ask and answer
Answer the questions about the passage on Page 11 – 12.
Step 3. Explanation
1. Others try to convey certain emotions.
“convey” here means communicate (an idea, meaning, etc.).
I can’t convey how angry I feel.
“emotion” means strong feeling
Love and hatred are basic emotions.
His voice was shaking with emotion.
2. They delight small children because they have strong rhythm and rhyme.
“delight” means make sb. pleased greatly.
The gift of the child delighted his parents.
I am delighted to help you.
“rhythm” means a measured flow of words and phrases in verse determined by various relations of syllables.
the exciting rhythms of African drum music
“rhyme” means identity for sound between words or the endings of words, esp. in verse.
Shakespeare sometimes wrote in rhyme.
He made up funny rhymes to make us laugh.
3. We would have won if we hadn’t taken it easy.
“take it easy” means to proceed gently or carefully; to relax and avoid overwork.
You’ve done quite enough work for today; now take it easy for an hour.
4. We would have won if we hadn’t run out of energy.
“run out(of sth.)” means to use up; to come to an end.
The petrol is running out.
We are running out of out time. = Our time is running out.
5. a poem made up of five lines
“make sth. up” means to put together; to compound
What are the qualities that make up his character?
Society is made up of people of widely differing abilities.
Step 4. Learning about language
Check the exercise on Page 12-13.
Task 1. Discovering useful words and expressions
1. Ask some students to list the words they find to rhymes with the words in the exercise. The teacher may make some addition if necessary.
Sample answers:
2 high sky pie my fly shy lie
3 sing ring wing thing king fling string
4 today away say play lay tray may
5 lace race face case chase place pace
6 true too new flew few shoe canoe
Ask students to try to create more lists by themselves.
2. Complete the passage using the correct words.
Ask students to finish the passage and explain why the form of the words must be changed.
Task 2. Discovering useful structures
1. Rewrite the poem about winning the match and the reasons.
2. Rewrite the poem about the attempt to win the competition.
Offer students some time to discuss about it and present some samples for them to follow if they find it difficult to get through.
3. Match the sentences.
Explain some rules of subjunctive mood if necessary.
4. Complete the sentences using the correct forms of the verbs.
Step 5. Using words and expressions(Workbook)
Task 1. Make adjectives from nouns by adding suffix “ful” and then explain the meaning of the new adjectives. Encourage students to think of more examples that have the same form.
Task 2. Complete the table with the correct words.
Noun Verb Adjective Adverb
Task 3. Complete the sentences using the correct word from the table.
Task 4. Match the phrases appropriately and encourage students to create more of their own word pictures.
Step 6. Make a short summary of this period.
Homework
1. Remember important language points.
2. Write a simple English poem by using rhyme and rhythm.
3. Preview “Learning about language”.
Period 3 Learning about Language
Teaching goals
1． Target language
a. Important words
Appropriate , ending , compass
b. Important sentences
If she had stueide harder , she would have passed the exam.
If she had been there , she would have met some really interesting people.
2. Ability goals
a. Enable Ss to grasp the ways of writing poems.
b. Enable Ss to use subjunctive mood correctly.
3. Learning ability
Teach Ss how to write some poems and how to use subjunctive mood correctly.
Teaching important points
1. the way of writing poems.
2. Subjunctive Mood
Teaching difficult points
Using subjunctive mood correctly in different situations.
Teaching methods
1. Task-based learning
2. instructions
3. practice
Teaching aids
Multimedia
Teaching procedures & ways
Step 1. Greetings
Step 2. Warming up
Task1: Free talk------ why do you enjoy learning English?
T: I’m glad to see you again and I’m happy because we can enjoy English together. Do you enjoy learning English?
S: Yes . Because English is a very beautiful language.
S2: Because we can enjoy a lot of funny stories if we know English.
S3: Because we can communicate with foreigners in English.
S4: Because we can introduce China to foreigners if we know English.
S5……
T: Well done. If we did well in some way , people would know us. Now let’s talk about some famous persons. (Yao Ming , Liu Xiang , Madame Curie, Yuan Longping, Chinese Women Football Team)
Step 3. Presentation
Task2: Group talk-----Try to talk about the famous persons.
Q1: Why is Yao Ming famous ? S1: Because he played basketball very well. S2:…..
Q2: Why could Liu Xing succeed ? S1: Because he trained very hard. S2:……..
Q3: Why did Chinese Women Football Team lose the game? S1: Because they were tired…
Q4: Complete the sentence : They would win if they ……… S1:They would win if they had a good rest. S2:……
T: Just now we talked a lot about some persons .If we put these sentences together , they formed a kind of poem-----list poems..
Task3: Turn to page 13 , and do exercises 1 and 2.
Step 4. Grammar
Task4: Present some sentences on the blackboard , and ask Ss to tell the difference among them.
a. If I knew it , I would tell you.
b. If I had known it yesterday , I would have told you .
c. If I had known it , I would have told you.
d. If I had finished my homework , I would have gone to bed.
e. If I had known his telephone number , I would have made a phone to him.
S1: In these sentences , they use different tenses.
S2: They describe different situations.
S3:…………
T: Yeah . We can draw a conclusion as follows:
Verb forms
If –clause The main sentence
The present situation Ved would /could/should/might +V
The past situation had Ved would/could/should/might +have Ved
Task5: Compare some special sentences and draw a conclusion.
A. Had I not seen it with my own eyes , I would not have believed it.
Were it not to rain tomorrow , we would have a picnic.
Should it rain tomorrow , we would have a picnic.
Conclusion: connect subjunctive mood with inversion.
B. If the weather had been finer, the crops would be growing still better.
If you had followed the teacher’s advice, you wouldn’t be in hospital.
Conclusion: The situations in the clause and the main sentence are different.
C. If only I knew his name!
If only we had followed your advice!
If only I could see him again!
Conclusion: We should use different forms of verbs according to the different situations in the pattern: If only.
D. Without sunlight, people’s life would be different from today.
But for your help, I wouldn’t have finished the work.
Conclusion: If there are some special prepositions just like without , but for in the sentences, we sometimes should use subjunctive mood.
Step5. Practice
Task6 : Do exercises 3 and 4 on page13.
Task7: Present some pictures and ask Ss to make up some sentences with subjunctive mood.
Picture1: A rocket
e.g If I were a designer , I would design a spaceship .
If I were clever enough , I would have designed a spaceship.
Picture2: the universe
e.g.:If I were an astronaut , I would travel into space.
If I had been to space , I would have known what were there in space.
Picture3:a lot of money
e.g.:If I had a lot of money , I would run a big company.
If I had earned a lot of money , I would have built a lot of houses for the poor
Picture 4:the farmer and the snake
e.g.:If the farmer hadn’t seen the snake , he wouldn’t have put it in the arms.
If he hadn’t put it in the arms , the snake wouldn’t have bitten him.
If the snake hadn’t bitten him , he wouldn’t have died
Task8: Do some exercises on screen.
Step6: summary and homework
Do exercises 1-4 on page 50 and 51.
Period 4 Reading , Listening and Writing
Teaching goals
1. Target language
a. key words and phrases: pattern, rhythmic, rhyme, rhythm, sunlight, darkness, warmth, underlined, load
b. key sentences:
I’m not going to do….
I plan to do…
I’ll do….
I am looking forward to do…..
If I were the ruler of the world, I would do….
If I had a million dollars, I would do….
I feel happy when….
Slowly the moon climbs in the sky….
2. Ability goals
a. Enable the students to understand the rhyme and rhythm of the poem and grasp the main idea.
b. Enable the students can get the information from the long passage by listening.
c. Enable the students can express their feelings by writing poems.
3. Learning ability goals:
a. Enable the students to know how to get the key words to understand the poem.
b. Enable the students can find where the rhyme and the rhythm of the poem are.
c. Help the students learn how to get some skills in listening.
d. Enable the students to learn to present enough reasons to support their opinions.
e.. Help the students learn to write poems using the target language according to the writing steps.
4.Teaching important points
a. Help the students to understand what the rhyme and rhythm are.
b. Train the students to get the key words by reading the question before listening.
c. Teach the students to write according to the writing steps.
5.Teaching difficult points
a. How to help the students can find where the rhyme and the rhythm of the poem are.
b. How to help the students to make up dialogues, using the target language.
c. How to help the students to write the poem to express their feelings.
6.Teaching methods
Cooperative learning and Task-based learning
7.Teaching aids
A recorder, computer, slide and blackboard
8.Teaching procedure & ways:
Step1 Greetings and revision
Teacher greets the whole class and checks the homework.
Task1.Rhyme
Teacher asks the whole class to enjoy a poem (showing it on the screen by computer)
There was an old woman they say;
Who would eat an apple a day;
When asked she replied;
It’s good for my inside;
For I am never ill anyway.
Teacher asks some questions:
Question1: Do you think poem is funny? What is main idea of the poem?
(To tell us an apple is good for our health)
Question2: Could you find the rhyme of the last word in each line?
(say//day; replied//inside; anyway)
The rhyme in this poem is “a a// b b //a ”.
Task 2 .Rhythm
Enjoy a song----Little Stars
Teacher asks the students to listen to and follow it. After that, teacher asks them to find the rhyming words and share them. This time teacher tells students the poem not only has rhyme, but also has the rhythm so that people can sing it as well as read it.
Step2 pre-reading
Teacher tells the students they will learn a new poem which is also a song written by Rod McKuen and asks the students to listen to the poem to feel and think about.
Task1. Speaking
Show some questions on the screen before students listen.
1.Do you think the speaker in the poem is more like to be a girlfriend /boyfriend or a parent?
2.Does the poem have a rhythmic pattern?
3.Does the poem have rhyming words?
After listening to the poem, the students have some minutes to speak and share their opinions.
Task2.Discussion
Open question: When you were listening to the poem, did it make you feel something or think about something? What did it make you feel or think about?
This question has no standard answers , the students can discuss and express what they think freely.
Step3 While -reading
Teacher asks the students open their books and turn to page14.
Task1 Read the text following the tape.
Teacher asks students to follow the poems in their books while listening to the tape again and asks them to read aloud in pairs.
Task 2 Find the words that rhyme and circle them.
Teacher asks students to find and circle the rhyming words and list them on the blackboard to share.
Task3 Clap the strong beats of the rhythm
Teacher writes the first four lines on the board, and asks students to listen for the strong beats. Teacher plays the first four lines of the tape more than one time until the students are confident of hearing the strong beats and tap their tables in time to the strong beats. Teacher asks some students to underline the strong beats on the board and the teacher will tell them the correct answers by oral. After doing the example, the whole class will be divided into small groups and each group chooses one paragraph of the rest poem to underline the strong beats and reads them aloud. Some minutes later, teacher will check it in class.
Step4. Post –reading
Teacher sets exercises 3 (on page 15) on the screen and asks students to discuss the poem’s meaning in more detail. After that, teacher will tell each group to present the group’s views to the class.
Question1: Who is the speaker in the poem and who is he/she speaking to? Give reasons to support your answer.
Question2: Which of the following is the closest to the speaker’s message? Give a reason for your choice.
A .If it’s cold, I’ll warm you; if it’s dark, I’ll give you light; if you’re hungry, I’ll feed you; if you want love, I’ll give it to you.
B. Although the future may be difficult for you, whenever you need warmth and love, remember I’ll have some to give you.
C. While you’re away I’ll remember your smile and I’ll love you always. When you return, I hope you will love me.
Suggested answers.
Answer1 :A partner (mother or father) speaking to a young adult child(son or daughter)
Many of the phrases imply that the speaker is an older person who has experienced their own journey through life and who is offering love to the young person to help him/her begin his/her journey through life. For example, I’ve saved the summer …and I’ve saved some sunlight….when the speaker says Till you’re older….
We know that the speaker is probably a parent because he/she is offering the child unconditional love ( But if you’ve a need for love, I’ll give you al I own.).we know that son/daughter is a young adult because the speaker refers to the time when you were but nineteen.
Answer2: B is the best answer.
Step5 Pre-listening
Teacher tells students the listening is a conversation between a teacher and three of her students about a poetry competition. the students talk about when they are going to write their poems and how they become inspired to write poetry. Their discussion illustrates the function of intention.
Teacher first asks the students to discuss the following questions in groups about their experiences writing Chinese poetry.(show these questions by computer)
Question1: In what kind of place do you like to write poetry?
Question2: What conditions do you need to be able to write poetry? ( Does it have to be quite ,do you need to be alone, do you need to listen to music and so on?)
The discussion gives a context for the listening, prepares them for what they will hear and will help them understand the listening more easily.
Step6 Listening
Task1 First listening
Teacher reads the exercise1 with students before they listen and asks them whether ,in their discussion, any of them likes to write poetry under the same conditions as Lucy, Tom or Jack(ie in the countryside, at home, listening to music ).
As students listen, they should circle the correct student’s name in Exercise1.Check the answers together. (suggested answers: 1.Lucy;2. Jack;3.Lucy; 4.Tom)
Task2. Second listening
Teacher asks students to listen to the tape again , more than 2 times if possible. Exercise 2 asks more detailed questions. Teacher can reform and design the different forms of these question so that students will be more interested in them.
Exercises:
A. Multiple Choices
1.When do the students have to have their poems completed? (B)
A. By the 23th of the month B. By the 24th of the month C. By the 20th of the month
2. Who had decided not to write a poem for the competition but then changed is or her mind? (C)
A. Lucy B. Jack C. Tom
B. True or False
1.Lucy is satisfied with the poem she has written. (F)
Explanation: She thinks that if she had an extra week to work on it, she could improve it.
2.Tom has used music before while studying. (T)
Explanation: he works best when he is listening to his favorite music, but he has never tried writing poetry to music.
C. Complete the sentences
1. Why does Jack like to go into the countryside to write?
Because he finds that he notices all sorts of the things and he has interesting thoughts.
2. Why does Lucy stay at home to write?
Because she likes the quiet and likes to have her own things around her.
Task3 Third listening
This time the students are listening for a different kind of detail. They must listen for the expressions listed in Exercise 3.These sentences are model ways of expressing intention.
A. Filling the blanket
Teacher asks students close their books and show the sentences on the screen. Then Teacher plays the tape again and asks the students listen for these sentences.
1___________ enter a poem this.(I’m not going to)
2. ___________ do it this weekend.(I plan to)
3.How_____________become inspired to write this weekend?(are you going to)
4.__________________go on a hike into the countryside and sit quietly somewhere by myself.(I am going to)
5.____ also try out his way some time.(I’ll)
6.________________ try it tonight.(I ‘m going to)
7.__________________________ reading all your poems.(I’m looking forward to)
Check the answers together.
B. Repeating and Practicing
Imagine that the class has to enter poems in a competition next week. In small groups discuss the question :How are you going to become inspired to write your poem?
Teacher asks students to use some of the expressions in Exercise3 to talk about their plans. Students practise by oral and share in pairs.
Step 7 Writing
Task1.Revise the grammar
Students work in groups. Write a list poem starting with If I like poem C on page 10.write one line each .It doesn’t have to rhyme. Each group can choose one of these lines to start their group poem. Then share these poems in class.
Sentences pattern:
1. If I were the ruler of the world, I would….
2. If I had a million dollars, I would…
3. If I had taken your advice, I would have/wouldn’t have…
Task2 Write a poem
Teacher asks students to write a poem that starts with I feel happy when .The lines do not have to rhyme. Or write a poem that starts with Slowly. Start each line with Slowly and make each pair of lines rhyme. To show the students what to do, teacher list the first four lines of the two poems. Now teacher asks students to write own poem of eight to ten lines.
Eg: A
I feel happy when…
The sky is blue,
You smile at me with your sparking black eyes,
It’s my birthday.
Eg B
Slowly the moon climbs in the sky,
Slowly the black-tailed bird lets out a cry,
Slowly the dog crosses the road,
Slowly the old man carries his load.
If time permitting, the teacher asks students to finish their poems and share in class. If not, the task 2 of writing can be as homework.
Step8 Summary
In this period, all the students revise the key points of a poem-----Rhyme and rhythm. And they also enjoy a beautiful poem ----I’ve saved the summer. Students can understand the deep meaning in the poem and the parents’ love to the children. It’s good to help students how to appreciate poems. Meanwhile, Listening is important. Students enhance their listening skills by a conversation about the poems competition. In the end part, writing exercises helps students review the grammar and give them chances to express their thoughts by poem.(Teacher makes a list of some important points on the blackboard.)
Stop 9 Homework
1. Finish their poems after class.
2. Reread the poem “I’ve saved the Summer” and appreciate the beauty of the poem.
3. Make more sentences with If I had done….., I would….
Period5 Summary
Teaching goals
1.Target language
All useful words and structures in this unit.
2. Ability goals
a. Help students master the usage of the words and expressions in the unit.
b. Translate some sentences on Page 51.
c. Enable students to summarize what they learned by answering the questions in Summing up (P16) and Checking Yourself (P54).
3. Learning ability goals
Help students learn how to summarize what they have learned in this unit.
Teaching important and difficult points
How to review and conclude what students learned.
Teaching methods
Let students do the exercises, and then collect their answers. Ask them to conclude the rules and then give them some explanation.
Teaching aids
A projector and a recorder
Teaching procedures & ways
Step1 Revision
Check the homework left before. Ask some students to present the poems that they have written. Teacher can give them some remarks if necessary.
Step2 Ex on Page 49-50
This part is a consolidation of the words and expressions learned in this unit.
1. Let students finish part 1 and part2 ( 5 minutes )
T: Now please open your books and turn to page 49. Let’s use words and expressions. Make adjectives from the nouns and complete the table with the correct nouns, verbs, adjectives or adverbs.
2. Give the students 3 minutes to finish part 3 on next page.
T: Try to complete each sentence using the correct word from the table you have completed within 3 minutes.
3.Check the answers with the whole class.
Suggested answers:
Exercise 1 on P49
1.beauty beautiful 2.joy joyful 3.sorrow sorrowful 4.delight delightful
5. dread dreadful 6. hope hopeful 7. peace peaceful 8. power powerfu
Exercise 2 on P49
Noun Verb Adjective Adverb
anger anger angry angrily
dark darken dark darkly
impression impress impressive impressively
repetition repeat repetitive repetitively
transformation transform transformational
translation translate translated
warmth warm warm warmly
enjoyment enjoy enjoyable enjoyably
expression express expressive expressively
inspiration inspire inspirational inspirationally
Exercise 3 on P50
1. expressively 2. darkness 3. translation 4. repeat
5. inspirational 6. anger 7. impressed 8. enjoyably
9. transformed 10. warm
Step3 Translation on page 51
T: Please turn to page 51 and translate some sentences into English, using the word and phrases in bracket. This part is a consolidation of the grammar item in this unit. You should pay more attention to the sentence structure. Are you clear?
S: Yes.
For the exercise, teacher can ask some of them to go to the blackboard to write down their translations. And then check them with the whole class. If there are some problems, teacher can ask the students to discuss and give them some suggestions to solve them.
Suggested answers:
1. 如果我们的糖没有用完, 我是不会去商店的。（run out of )
If we hadn’t run out of sugar, I wouldn’t have gone to the shops.
2. 如果刘思嘉没有考上大学， 她就不用离别父母搬到千里以外的地方去了。（thousands of)
If Liu Sijia hadn’t gone to university, she wouldn’t have moved to thousands of kilometres away from her parents.
3. 他会为你准备一杯由果汁、酸奶和鸡蛋制成的特殊饮料。（be made up of)
He’ll prepare for you a special drink that is made up of fresh fruit juice, yoghurt and eggs.
4. 如果你当时留心看着她，你就不会在人群中把她弄丢了。（keep an eye on)
If you had kept your eye on her, you wouldn’t have lost her in the crowd.
5. 如果你放松一段时间，你就会康复得更快一些。 （take it easy)
You ‘ll get better more quickly if you take it easy for a while.
6. 如果埃米莉没有逗那只猫，它就不会打翻那个漂亮的花瓶了。（tease; knock over)
If Emily hadn’t teased that cat, it would not have knocked over that beautiful vase.
Step4 Summary
T：Today we have done a lot. We have finished using words and expressions and done some translations. We have also reviewed what we have learned in this unit. Now let’s fill in the chart on Page 16. Think about what you have read and practised in this unit. Then tick the boxes.
SUMMING UP
Think about what you have read and practised in this unit. Then tick the boxes.
I have learned I need to
this well learn more
I have learned about :
some simple types of poetry ;
rhythm and thyme;
some new words and phrased;
how to write some simple poetry;
how to use the subjunctive mood;
how to talk about intentions and plans;
Step5 Project ( on Page 54)
Teacher can ask the students to find their favourite English poem or a translation of their favourite Chinese poem. Get them to read it or write it on a poster and put it on the wall for the rest of the class to share.
Here is a sample for them to refer to :
静夜思
唐-李白
床前明月光，
疑是地上霜。
举头望明月，
低头思故乡。
1) In the Still of the Night（徐忠杰译）
I descry bright moonlig ht in front of my bed.
I suspect it to be hoary frost on the floor.
I watch the bright moon, as I tilt back my head.
I yearn, while stooping, for my homeland more
2) A Tranquil Night (许渊冲译 ）
Abed, I see a silver light,
I wonder if it's frost aground.
Looking up, I find the moon bright;
Bowing, in homesickness I'm drowned.
T: As we know , the lyrics of many songs are good poems . Can you tell me what is your favourite song at the moment?
S: Various answers.
T: Different students have different answers. Now I will introduce my favourite song Seasons in the sun to you. Please listen carefully and try to write out the words. Do you understand?
S: Yes.
After enjoying the song, teacher can show the words for them.
Seasons In The Sun
----by Westlife
Goodbye to you, my trusted friend,
we've known each other since we were nine or ten;
together we've climbed hills and trees,
learned of love and A-B-C`s,
skinned our hearts and skinned our knees.
Goodbye my friend, it's hard to die,
when all the birds are singing in the sky;
now that the spring is in the air,
pretty girls are every where;
think of me and I'll be there.
We had joy, we had fun,
we had seasons in the sun;
but the hills that we climb
were just seasons out of time.
Goodbye, Papa, please pray for me,
I was the black sheep of the family;
you tried to teach me right from wrong,
too much wine and too much song,
wonder how I got along.
Goodbye, Papa, it's hard to die,
when all the birds are singing in the sky;
now that the spring is in the air,
little children every where,
when you'll see them, I'll be there.
We had joy, we had fun,
we had seasons in the sun;
but the wild and the song,
like the season has all gone
Goodbye, Michelle, my little one,
you gave me love and helped me find the sun;
and every time that I was down,
you would always come around
and get my feet back on the ground.
Goodbye, Michelle, it's hard to die,
when all the birds are singing in the sky;
now that the spring is in the air,
with the flowers every where
I wish that we could both be there.
All our lives we had fun,
we had seasons in the sun;
But the stars we could reach
were just starfish on the beach.
再见了,我忠实的朋友
我们从孩提时就已相识,相知, 我们一起爬山,爬树
学会去爱和其他基本知识
我们心意相同,情同手足
再见了朋友,我实在不愿意离去 当所有的鸟儿在天空歌唱. 空气中弥漫着春天的气息. 到处是漂亮的女孩.想我了,我就会与你同在。
我们曾共享快乐。
也曾共享阳光季节。
但我们一起爬山
的那些日子已经逝去。
再见了爸爸,请为我祈祷.
我是家里的害群之马.
你费尽心思教我明辨是非.
我却沉醉于歌酒狂欢中.
真不知道我以前是如何过日子的.
再见了爸爸,我实在不愿意离去.当所有的鸟儿在天空歌唱. 空气中弥漫着春天的气息.小孩子在到处嬉戏. 当你看见他们,我就会与你同在.
我们曾共享快乐,也曾共享阳光季节. 但昔日的歌酒狂欢, 犹如季节更迭已消逝。
再见了蜜雪儿,我的小可爱.
你给了我爱,帮我找到希望.
每当我意志消沉时,
你总会来到我的身边.
鼓励我振作起来
再见了蜜雪儿,我实在不愿意离去.
当所有的鸟儿在天空歌唱,
空气中弥漫着春天的气息
到处都是美丽的花朵
我希望我们都在那儿欢聚！
我们曾共享快乐。
也曾共享阳光季节。
但昔日的歌酒狂欢。
犹如季节更迭已消逝。
也曾共享阳光季节。
我们曾共享快乐。
也曾共享阳光季节。
但昔日的歌酒狂欢。
犹如季节更迭已消逝。
我们曾共享快乐。
也曾共享阳光季节。
但昔日的歌酒狂欢。
犹如季节更迭已消逝。
我们曾共享快乐。
也曾共享阳光季节。
Step6 Check yourself
This is a chance for students to collect knowledge they have learned in the unit. Teacher can leave them some time to finish the questions in the chart. Doing this task can improve students ability of teaching by oneself. If they like they can have a discussion in pairs, teacher can walk among them and give them some help.
Step7 Homework
T: The homework today is to preview the next unit; get familiar with the new words and expressions. OK, class is over. See you later.
S: See you.
教学建议：
本单元的教学围绕诗歌这一主题展开，听说读写等语言知识和语言技能应要围绕“诗歌”这一主题设计。文中涉及诗歌的韵律、节奏，并介绍了几种简单的不同内容和形式的诗歌，要积极引导学生进行讨论，让他们了解诗歌的一些基本特征和写作方法，并学会欣赏这些优美的文学作品。另外将语法基础知识的训练放在诗歌优美的语言环境中进行，在提高学生审美能力的同时，避免了以往语法讲解的枯燥感。
1、 本单元的中心话题是诗歌，由于诗歌包含的内容丰富，所以每节课的设计都应有所侧重，注意掌控课堂教学节奏，不要面面俱到。
2、 由于学生平日较少接触英语诗歌，因此鼓励学生进行课文预习的学习策略，对英语诗歌有个大概的了解，但不主张将所有新单词的意思标注出来，这会削弱阅读训练的作用。
3、 课堂教学的活动设计应有梯度，任务设计要符合学生的实际水平，难易要适中。考虑到诗歌易于朗诵等特点，可增加互动性的教学内容，但应避免流于形式，使课堂既“热闹”又有实效。
4、 在实现教学任务的过程中，老师应加强对学生的引导，比如可进行示范性的诗歌朗诵，引导学生主动参与到互动性的教学活动中来，让学生在轻松的氛围中完成学习任务，体味到诗歌独特的韵味，享受课堂内成功的喜悦。
5、 对学生的课堂表现应于正面鼓励为主，引导学生相互交流和评价，与学生形成互学共进的良好教学环境。
英语选修6教案 篇2
Unit 5 Reading language points
1. keep it up 坚持下去，再接再厉
keep up with
If he could keep it up, he would break the world record.
2. fit in (with …) 相处融洽；适应
They work hard and fit in well (with each other).
It’s necessary for us to fit in with the times. 我们必须与时俱进。
3．board vt. 上船，上飞机（board the ship/the plane）;
vi. 食宿；寄宿 board with/at…family
board n. 木板；甲板---on board=in a train, ship or plane
上船（动作）：board the ship =go/get on board the ship=go aboard the ship
状态：be on board
They got on board the train.=they boarded the train.
We almost felt we were on board the spaceship.
When he was in France, he boarded with a French family.
Compare: board/ aboard/ broad/ abroad
go aboard the ship=board the ship
broad 宽阔的
abroad 外国的 study abroad; at home and abroad
4. It was the first time she had ever left her motherland.
It/this is the first/second/third time that sb has/have done sth
It/this was the first/second/third time that sb had done sth
这是我第一次和外宾谈话，我很紧张。
It is the first time that I have spoken to foreign guests, so I feel nervous.
那是我第一次看到这么美丽的地方。
It was the first time I had visited such a beautiful place.
5. Xie Lei highly recommends it.
highly: 高度地（抽象）；如果是空间的高，则用high
(wide; close; deep)
recommend: 推荐---- ~ sth to sb =~sb sth
~ sb for a job/position
建议（用法=advise）~ sb to do
~ doing
~ that sb (should) do …
6. as/so far as… 就。。。而言；在。。。范围; 远至。。。，直到。。。
So far as the weather is concerned, I do not think it will matter if we go there tomorrow.
As far as I know, he is still working there.
As far as he was concerned, he was satisfied with your answer.
He used to take a walk after supper, often as far as two or three miles.
The children walked as far as the lake.
7. feel/be at home （像在家一样）舒服自在
She felt at home on the stage this time, though she seldom appeared.
She was quite at home, because she recognized familiar faces.
8. I have been so occupied with work that I haven’t had time for social activities.
occupy: 占，填满---Is the flat already occupied?
be occupied with sth=be busy with sth
be occupied (in) doing sth=be busy doing sth=be engaged in doing sth
He is occupied preparing for the mid-term exams.
9. We wish Xie Lei all the best in her new enterprise.
wish sb sth=may sb do sth
10. deserve +sth; +代词;+to do(to be done)
Good work deserves good pay.
His behavior deserves punishment.(to be punished/ punishing)
His hard work deserves all that happened to him.
11. apply to sb for sth 向某人申请某个（工作，职位）
apply… to sth 运用
12. take up 占据（时间，空间）；开始从事某种活动
13. in the beginning =at first 起初
Everything is difficult in the beginning.
14. get lost 迷路，走失 get+done
15. hand in 上交 hand out
16. get a good mark 得到高分
17. I was numb with shock.(表示原因)
18. lack confidence 缺少自信=be lacking in confidence
19. After getting my visa I was very excited because I had dreamed of this day for so long.
….explained Xie Lei, who had lived all her life in the same city in China.
She told me that she had had to learn almost everything again.
First of all, he told me, I couldn’t write what other people had said withought acknowledging them.
Had done: 过去的过去（有个过去时相对比）
Translation
1. 他的努力应该得到奖赏,因此在学习上他取得了很大的进步。（deserve）
2. 她找到住房(flat)之前，住在我家。（board）
3. 飞机就要起飞了，请还没上机的乘客马上登机。(board)
4. 我以前从没做过这种工作，我不知道是否能与其他同事相处好。(fit in)
5. 这已经是我第三次看这本书了，因为我觉得这本书很有趣。
(it is the ..time that ….)
6. 他十岁的时候开始打篮球, 现在已经是个顶级选手了。
(take up)
7. 天气这么冷，她的手指冻木了。(with)
8. 就我个人而言，每个人的贡献，不管多小，都会对环境的改善有影响。(as fas as…)
9. 他整天忙于工作，抽不出时间和孩子一起交流。(be occupied with…)
10. 我到时，简刚刚离开。真遗憾这次没有见到她。(时态)
英语选修6教案 篇3
1. 开展学生活动，发挥主体作用
新课程强调要充分发挥学生在教学过程中的主体作用。本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生限度地参与教学过程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。
2. 实施情景教学，统合三维目标
本课设计从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。而三维目标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能力的培养、情感态度价值观的渗透交融在一起，实现了三维目标的和谐与统一。
3. 转变学习方式，增强教学效果
新课程要求提倡自主、合作、探究的学习方式，发挥学生的主体性、能动性和独立性，本课设计通过自学课本，小组讨论，综合分析，角色扮演等活动， 为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生知识的构建与运用，能力的培养和提高，情感体验和态度、价值观的形成，增强了教学效果。
4. 运用问题教学，启发学生思维
本课设计按照诱思探究理论要求，遵循学生的认知规律，引导学生去发现问题、分析问题和解决问题，从而掌握知识，形成能力，培养品质。通过对文章分析的由浅入深，由易到难，循序渐进，引导学生结合历史现状和教材信息，发挥想象，活化语言，从而达到综合运用英语进行交际的目的。有利于培养学生的思维能力，激发学生的创新精神。
本教学设计贯穿了新的教学理念，体现了课程改革的鲜明特色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。
【教材分析】
本单元教学内容为人教版新课标Module 5 Unit 3 Life in the future。本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，旨在培养学生预测未来的能力，通过对现实生活与未来生活的对比，唤醒学生把握现在，珍惜现在，爱护环境，保护自然的意识。
第一篇Reading文章主要讲述主人公Li Qiang在时空旅行前、时空旅行中及时空旅行后的所见所想。第二篇则主要记叙了Li Qiang在太空站认识的两个非常特别的太空生物，并将两个生物的特征进行了对比。两篇阅读文章都是科幻型阅读，旨在唤起学生的想象力，培养学生对未来生活的预测。语法部分则延续了课文内容，通过作者对未来生活态度的讨论引出过去分词做状语及定语的用法，并以短文填空的形式来巩固文章生词的用法。听力部分则描绘了一个拥有高新科技的wonderland,表明了人类对美好生活的追求与幻想，并最终通过口语情景设置锻炼学生综合运用英语的能力与技巧，从而对未来生活进行更细致的预测。
考虑到各部分内容的内在联系，笔者结合教学实际将同一话题不同内容与形式的材料进行了重组，对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时，丰富了教学内容和语言活动形式。
【学情分析】
1. 认知基础：高一学生基本上能用英语清晰地表达个人观点，准确地描绘
生活现象或表达个人情感，能用基本的词汇、句型对未来生活作出描绘与预测。
2. 心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识
发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。
3. 学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。
【教学目标】
(1)知识与能力
学习与未来生活有关的词汇;能对本单元的生词猜测词义并能用英语释义基本单词;学习有关预测和猜测的表达方式以及过去分词作定语、状语的用法;能听懂关于对未来生活、环境的想象、猜测和思考的会话，想象未来生活可能存在的问题;能用英语简单地谈论未来生活，猜测未来的科技发展趋势;能阅读关于未来生活、未来世界以及外太空和外星人的英语文章;能够较好地发挥想象来描写未来生活和外星生物。
(2)过程与方法
通过网络或图书馆等途径查找搜集有关科学家对未来生活预测的资料，培养学生利用学习资源的策略;并且笔者结合教学实际对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时。第一课时为Warming-up and Reading, 第二课时为Learning about language, 第三课时为Using language, 第四课时为Listening and speaking。着重培养学生学习运用词汇学习中的猜词策略，激发学生想象力，预测未来生活。
(3)情感态度与价值观
通过学习课文，使学生回顾历史，认识现在，展望未来，激发学生的想象力;提高环境保护，资源保护意识。通过讨论使学生了解中国和其他国家目前存在的社会问题以及科技发展方向，预测世界未来生活、环境的发展趋势。
【重点难点】
重点：
1.掌握有关描绘未来生活的词汇以及有关预测和猜测的表达方式。
2.通过对文章的学习，根据目前的现状预测未来的生活，提高环境保护、资源保护意识。
难点：
1.掌握过去分词作定语和状语的用法。
2.运用所学的词汇及句型写出具有一定想象力的短文。
【教学策略与手段】
1.采取多种教学方式，讲述法与讨论法相结合，启发式教学法与创设课堂思维情景相结合，接受式学习与探究式学习相结合。
2.以活动构建教学理论为指导，挖掘课程资源，利用图片、表格、多媒体等多种形式，师生互动，分组探究。
3.适时对学生的学习过程进行调控与激发，实现教学预设与动态生成的统一。
【教学准备】
1.教师整理课堂相关文字、图表、影音资料，制成多媒体课件。
2.课前组织学生搜集、阅读有关世界环境问题、当今科学技术发展及对未来生活预测的文章，积累一定的知识储备。
3.课前按教室座位情况将学生分成若干小组，每组6人，并选出组长一人，以小组为单位开展合作学习。
【教学过程】
Period 1: Warming-up & Reading
Teaching Aims:
1. Learn some new words and e-pressions.
2. Improve the students’ reading skills.
3. Know the more advanced forms of transport in AD 3005 and the advantages and problems of life in the future.
Teaching Methods:
1. Inductive method
2. Pair work & group work
3. Competition
4. Illustration
5. Deductive Method
Step 1 Greetings and Lead-in
1.The teacher can start with daily greetings and try to lead in some words in this unit.
Q1: Where do you come from? Do you live in the downtown or in the countryside?
do you live in a comfortable surrounding?
Is it a suitable location for people to live in?
What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).
2.Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…)
Bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. What other vehicles do you know?
Carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …
3.Now let’s take a look at the screen to learn about the development of all the means of transportation.
Sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft
4.Q3: What will the future means of transportation be like? (Time travel)
Well, today we are going to learn a te-t about time travel.
【设计说明】
由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词;然后总结交通工具的发展历史，预测未来的交通方式，引出跨时空旅行，从而进入阅读文章的处理与学习。(由于考虑到Warming-up中的Transport与Houses, Villages,Towns, 以及Location of settlement的联系不大，可单独提出，因此将Transport的发展变化应用于课文的导入中，这样比较科学自然。)
Step 2 Skimming
1.The teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.
Q1：What will the future life be like?
2.The students are given several minutes to read through the te-t and try to find out the changes mentioned in the te-t.
Q2: Which changes are mentioned in the te-t?
Time travel – transport – air quality – religion – clothing – eating – houses – towns
3.The teacher can ask the students to carry out a discussion about the changes.
Q3: Which changes are good and which are bad?
【设计说明】
猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。(由于Comprehending中关于未来生活变化好坏的讨论难度不大，考虑到整个设计的连贯性，将其提至快速阅读中，设置成小讨论，将学生说与读的能力更好地结合。)
Step 3 Reading for details
1.Before the journey
Q1: How many people are mentioned in the te-t? Who are they?
Q2: When did the writer write this letter? And to which year did he travel?
Q3: Why did Li Qiang travel to the year AD 3005?
Q4: What did Li Qiang suffer from?
Q5: How did Li Qiang feel? What makes him feel better?
Q6: Where did they arrive?
【设计说明】
通过几个特殊疑问词，提出以下问题，处理文章第一段。因本篇课文是一篇叙事故事，而记叙文时一般都包括事件发生的人物、时间、地点、事件、原因等关键要素，因此让学生通过阅读寻找上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。
2.During the journey
1) In the capsule:
Climb through the round opening -- comfortable seats -- calming drink -- lay rela-ed -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?
2) Out of the capsule
Confused by the new surrounding, I was hit by the lack of fresh air
Q1: How did Li Qiang overcome the lack of fresh air?
1. Hovering carriage: .
Q2: How did the hovering carriage float?
Q3: How can a person move swiftly?
2. “A large market”
Q4: What were people doing there?
Q5: What happened to Li Qiang?
3. A large building
Q6: What is a “time lag” flashback?
【设计说明】
按事件发生的先后顺序及地点转换顺序，处理文章细节，培养学生抓住文章线索来处理课文的能力。然后根据地点转移，自然地将“太空仓内”转向“太空仓外”，按照作者在太空仓外所处的三个不同地点Hovering carriage, a large market, a large building来处理文章第三段。
3.After the journey
(Arriving home, he showed me into a large bright, clean room.
description of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…
Q1: How did the author feel after visiting the special house?
e-hausted, I slid into bed and fell fast asleep.
【设计说明】
通过精读课文，了解文章细致内容，按照“时空旅行前，时空旅行中及时空旅行后”的时间线索来处理文章细节。“时空旅行中”又可按照“在太空仓内与在太空仓外”分析文章信息。在此过程中锻炼学生精读的阅读技巧，处理文章生词，并适当地引入几个过去分词做状语及定语的句子，为语法部分的讲解作个铺垫。
Step 4 Consolidation
1.Put the statements into correct order. ( C --- A --- D --- B )
A. We are transported into the future by a comfortable time capsule.
B. I arrived at Wang Ping’s home and everything in his house made me surprised.
C. I won a travel to the year AD 3005.
d. I have my first try to master a hovering carriage.
2.Discussion: Compare the houses, towns, location of settlement of different period of time and predict about the changes in the future
AD 1005: China ---- AD 2007: Modern World ---- AD______ : Your idea
3.A telephone interview with Li Qiang
Ask the students to discuss in group of si- and raise as many questions to Li Qiang as possible. Some questions about the problems in future life are recommended.
【设计说明】
首先通过对文章故事情节的正常排序回顾文章梗概;其次通过Warming-up中过去、现在的房子、城镇及居住环境的比较来预测未来方的发展与变化;最后设置情景，进行角色扮演，模拟电话采访Li Qiang回顾整篇课文，引出本节课的作业与任务。全面地锻炼学生的总结概括能力以及团体协作的讨论能力。
Step5 Assignment
some pictures of various kinds of pollution to the students to arouse their awareness of environmental protection and then ask the students what have caused those environmental problems in groups.
Q1: What problems are we facing now?
Q2: What have caused those problems?
some advanced and imaginative inventions to the students, and try to arouse their imagination to design specific objects for a better future life
3.Assignment: Object-designing
design an object which can help you change the world for a better future
【设计说明】
通过角色扮演以及情景设置中引出未来生活中将会存在的问题，以此导出现在生活中存在的问题，由此自然地引出阅读课的任务----发明设计，以此激发学生的发明创造能力，唤醒学生保护自然、爱护环境的意识，学习中渗透道德教育，一举两得。
Period 2: Learning about language
Teaching aims:
1. Learn past participle used as adverbial.
2. Master some important words: swiftly, unsettle, constant, remind, previous, bent, press, link.
Teaching methods:
1. Teach grammar in real situations.
2. Learn grammar through practice.
Step 1 Revision and Preparation
1.Ask the students to talk about the writer’s attitude towards the future life, was he optimistic or pessimistic about the future? How do you know? Can you find some sentences to support your opinion?
2.Ask the students to find out some sentences which can support the opinion that the author is pessimistic about the future life.
1 .Confused by the new surroundings, I was hit by the lack of fresh air.
2. Worried about the journey, I was unsettled for the first few days.
3. E-hausted, I slid into bed and fell fast asleep.
And then ask the students to finish the e-ercises in their te-tbook.
e-.1. Combine these two sentences using the past participate as the adverbial.
1. I was frightened by the loud noise. I went to see what was happening.
Frightened by the loud noise, I went to see what was happening.
2. He was hit by the lack of fresh air. He got a bad headache.
Hit by the lack of fresh air, he got a bad headache.
3.I felt very tired after the long journey. I still enjoyed meeting the aliens on the space station.
Tired after the long journey, I still enjoyed meeting the aliens on the space station.
4. The museum was built in 1910. The museum is almost 100 years old.
Built in 1910, the museum is almost 100 years old.
5. The little girl was frightened by the noise outside. The little girl dared not sleep in her bedroom.
Frightened by the noise outside, the little girl dared not sleep in her bedroom.
6. The student was given some advice by the famous scientist. The student was not worried about his scientific e-periment any more.
given some advice by the famous scientist, the student was not worried about his scientific e-periment any more.
3.Ask the students to find out some sentences which can support the opinion that the author is optimistic about the future life.
1. His parents company named “Future Tours” transported me safely into the future.
2. A table and chairs rose from under the floor as if by magic.
3. Tomorrow you will be ready for some visits organized by the company.
And then ask the students to finish the e-ercises in their te-tbook.
e-.2. Combine these two sentences using the past participate as the attribute.
1. Soon we lost sight of that famous astronomer. He is called Li Qiang.
Soon we lost sight of that famous astronomer called Li Qiang.
2. I am going to buy a painting. It is copied from Vincent van Gogh.
I am going to buy a painting copied from Vincent van Gogh.
3. The castle is under repair. It was built in 1432
The castle built in 1432 is under repair.
4. I like that old private house. It is built of wood and mud.
I like that old private house built of wood and mud.
5. The vehicle is mentioned in the book. The vehicle is unknown to me.
The vehicle mentioned in the book is unknown to me.
6. The room is completely empty. The room is connected to the rest of the house by a long passage.
The room connected to the rest of the house by a long passage is completely empty.
7. The queen was sitting in a royal carriage. The carriage was drawn b four horses.
The queen was sitting in a royal carriage drawn by four horses.
【设计说明】
通过设置讨论作者对未来生活持乐观还是悲观态度来复习并提升Reading内容，巩固学生对Reading全文线索的了解与掌握，并通过讨论找出含有过去分词用法的句子来支持各自的观点。(由于Reading中Comprehending部分中关于作者对未来生活所持有的态度的讨论跟语法部分联系紧密，故将其从Reading中剪切，转至语法中作为回顾阅读课，导入新课)完成语法练习后，学生对过去分词作状语和定语的用法有了一定的了解，然后教师将过去分词作状语和作定语的用法系统归纳如下：
过去分词作状语可以表示时间、条件、原因、让步、方式或伴随，有时在其前还可以带上连词，以示明确。
1. 作时间状语。 Once discovered, the enemies were completely wiped out.
2. 作原因状语 Moved by his words, I accepted his present.
3. 作条件状语 United we stand, divided we fail.
4. 作让步状语 Although tired, they continued to work.
5. 作方式或伴随状语 The teacher stood there, surrounded by many students.
注意：
1) 作状语的过去分词通常与句子的主语存在着被动关系，她所表示的动作通常和谓语动词属于同一时间范畴，也可表示先于谓语动词发生的动作。有时为了强调先发生的动作，也可用having been done.
e.g. Having been told many times, he can’t still remember it.
2). 过去分词的逻辑主语要跟主句的主语一致,否则不能用过去分词作状语,应用状语从句。
(误)Checked carefully, some spelling mistakes can be avoided.
(正)If the composition is checked carefully, some spelling mistakes can be avoided.
过去分词作定语或状语时，该分词及修饰成分相当一句定语或状语从句，变为定语从句或状语从句中，该从句应该具备两个特征：1)从句的主语和主句中的先行词一致;2)谓语动词为被动语态形式。
Step2 Consolidation
非谓语动词练习
B 1. ___ and happy, Tony stood up and accepted the prize. (2006全国)
A. Surprising B. Surprised C. Being surprised D. To be surprising
A 2.No matter how frequently _______, the works of Beethoven still attract people all over the world. (2006广东)
A. performed B. performing C. to be performed D. being performed
C 3._________ and I’ll get the work finished. (2007 重庆)
A. Have one more hour B. One more hour
C. Give one more hour D. If I have one more hour
B. 4. The repairs cost a lot, but its money well _____. (2006 湖北)
A. to spend B. spent C. being spent D. spending
C. 5. _____ with a difficult situation, Arnold decided to ask his boss for advice.(2006江苏)
A. To face B. Having faced C. Faced D. Facing
B 6.When her father, the girl burst into crying. (2005湖北)
A. asking of B. asked about C. being asked D. asked
d 7. The man kept silent in the room unless . (2006浙江)
A. spoken B. speaking C. to speak D. spoken to
d 8. ________, the old man is living a happy life. (2006天津)
A. taking good care B. taken good care
C. having taken good care D. taken good care of
d 9.The Olympic Games, in 776B.C., did not include women players until 1912. (NMET2004)
A. first playing B. to be first played
C. to be first playing D. first played
B 10. from his clothes, he is not so poor. (2006上海)
A. Judged B. Judging C. To judge D. Having judged
A 11.European football is played in 80 countries, it the most popular sport in the world. (NMET2003)
A. making B. makes C. made D. to make
B 12.The secretary worked late into the night, a long speech for the president. (MET2004)
A. to prepare B. preparing C. prepared D. was preparing
C 13. a reply, he decided to write again. (2005北京)
A. Not receiving B. Receiving not
C. Not having received D. Having not received
B 14.The houses are for the old people and the construction work will start soon. (2006江苏)
A. built B. to be built C. to build D. being built
C 15.If ill, I’ll stay home a good rest. (2006辽宁)
A. to fall, taking B. fall; to taking
C. falling; taking D. falling; take
Step 3 Discussion: Life at present V.S. Life in the future
1. Ask the students to carry out a discussion to compare the present life and life in the future.
do you want to work for space? What worker should be needed for the space?
2. Ask the students whether they would like to work for space if possible, and then ask them to complete this advertisement choosing these words in their proper forms.
(constant remind unsettle previous bend press swiftly link)
many people need to be________of the job opportunities on space stations, which _________ need space cooks, cleaners, teachers, and computer engineers. You can be _____ trained with one-year space course and then be ready to enjoy the benefits of working in space. People are _______ at first but soon feel better as families are encouraged to come. For health reasons, only one stay of three years is allowed. So any ______ e-perience working in space for this length of time means you cannot apply. Many people ______ to stay longer but the _____ between illness and length of stay on a space station is too strong. It is sad but the rules cannot be ___ for anyone. 【设计说明】
通过小组讨论让学生展开想象的翅膀，憧憬未来生活的美好，随后通过跟目前生活的比较，教育学生要珍惜现在，展望未来。然后让学生根据自己的实际情况，讨论是否愿意为空间站工作。
Step4 Assignment
Ask the students to write an application letter for working in space.
【设计说明】
让学生设计自己的空间站求职信，一方面锻炼学生的写作能力，一方面又与实际生活相联系，一举两得。
Period 3: Using language
Teaching Aims:
1. Learn some new words and e-pressions.
2. Encourage students to master the features of the two alien creatures, and try to compare the similarities and difference between them.
3. Train the students’ reading skills and predict the future humans.
Teaching Methods:
1. Prediction
2. Pair work & group work
3. Comparison
Step 1 Lead-in
1.The teacher shows a video clip from Star War to the students.
2.The teacher shows some pictures of those mentioned creatures from the video clip and ask some questions.
Q1: Where do those creatures live? Gala-y, planet
Q2: How are they different from us humans?
Q3: What do they eat and drink?
Q4: Which language do they speak?
【设计说明】
该部分阅读是上一课阅读材料的延续，主要谈及Li Qiang在太空中遇见的两类令人惊讶的生物。因内容与《星球大战》中形态怪异的太空生物有所类似，故笔者采取-《星球大战》片段导入，通过对太空生物的生理形态及生活的预测讨论引出课文内容。
Step2 Prediction and understanding of the title
The teacher asks the students to talk about their own understanding of the title, and try to predict what kinds of amazing creatures will Li Qiang come across in AD 3005.
【设计说明】
引出课文内容后，首先让学生就题目发表讨论，预测作者在跨时空旅行中将会遭遇哪些形态各异的生物。
Step3 Reading for details
1.Ask the students to describe the space station.
Q1: What does the space station look like?
Q2: How about the inside of the space station?
Q3: What can you see inside the station?
2.Ask the students to read through the following two passages and finish the following questions:
Q1: What two alien creatures are mentioned in the te-t?
Q2: What are the features of these two amazing creatures?
pare the similarities and differences between these two alien creatures in various aspects.
Name of creature Mu-mu Dimpods
Size Tall & thin small
Appearance Face/head/leg Like a cat
Colour Black & white Blue or purple
Personality Friendly Interesting + lovely
Number of arms Si- Many
Number of legs One leg / shell Many
How it moves Slowly Skip around fast
voice Whisper Shout
Food Carrot + cocoa Lemonade + herbs
【设计说明】
由于文章结构清晰，内容简单，主要介绍了Li Qiang在太空中遇见的两类生物以及它们之间的比较。故笔者直接处理课文细节，让学生通过阅读找出文中对两类生物的描述，比较它们的特征。
Step4 Discussion
The teacher asks the students to predict about the future humans by referring to the following questions.
Q1: When do the future humans live?
Q2: Where do they live?
Q3: What do they eat?
Q4: Do their body parts have any other special functions?
Q5: What are the features of the future humans?
Q6: How do future humans work and live?
【设计说明】
文章原先安排的任务是猜测并绘出外星人的模样，并用文字描述将外星人的外形特征;由于考虑到这个任务的难度，笔者将任务改为对未来人类的预测，并提供问题提示，降低难度，将话题从漫无边际的想象转至日常生活，程度地调动学生想象的积极性。
Step5 Assignment
draw a picture of the future humans, then write a description based on your drawing. 【设计说明】
让学生参考文章结构与内容，用文字表述未来人类在生理、心理、生活、工作等方面的特点与变化，并将自己的设计做成Powerpoint文件，在第四课时中上台展示。
Period 4. Listening and speaking
Teaching Aims:
1. Train the students’ listening ability.
2. Encourage the students to make up a dialogue about what life will be like in their hometowns in 1000 years’ time.
Teaching Methods:
1. Listen to catch the main ideas
2. Individual work and group work
3. Cooperative study
Step1 Display the design of the future humans
The teacher chooses several students to come to the front and display their design of future humans to the class. Appropriate evaluation is required.
【设计说明】
抽取几位学生上台通过Powerpoint文件展示并讲解自己在上节课对未来人类的设计与幻想，教师进行适当的点评，检验学生的设计成果，并进行总结：想象力是人类与生俱来的本能，也是人类进步的动力，人如果没有想象力，世界必然一片空白，人生将会无限的单调乏味，因为有想象才有事实，有想象才能成功。为了拓展我们的生活领域，提高我们的生活品质，使未来的生活美梦成真，让我们利用我们聪明的头脑和灵巧的双手去想象、去创造、去发明吧!
Step2 Lead-in
The teacher displays a picture of the solar system to the students, and asks the following questions:
Q1: Which planet would be the best residence for humans?
Q2: What will life on Mars be like?
【设计说明】
因听力材料描绘了想象中一个在火星上充满奇迹的wonderworld，在那个世界很多高新科技被应用于日常生活与工作中，故笔者从一张有关太阳系的图片导入，引出听力材料中的planet, o-ygen, gravity, space creatures等生词，然后向学生提出问题，太阳系中哪个星球比较适合人类生存，让学生对火星生活作出预测，从而引出听力材料。
Step3 Listening for main ideas
□living on another planet □new discoveries in space □space creatures
□why a space station spins □how to get water on Mars □comets
□houses in a town on Mars □Martian creatures □atmosphere and gravity
Keys: living on another planet, atmosphere and gravity, how to get water on Mars, houses in a town on Mars
【设计说明】
要求学生在听录音的同时提取听力材料的主要内容，并在书中的练习一上打勾。培养学生听取重要信息的能力。
Step4 Listening for details
1. How can “Wonderworld” make sure there is enough o-ygen?
2. How can “Wonderworld” make sure there is enough water?
3. What is the advantage of living in “Wonderworld”?
4. Do you think people will be healthy living in “Wonderworld”? Why?
Keys: 1. “Wonderworld” will provide a covered area for people to live in with a special air supply.
llect water from under the planet’s surface – cleaned and recycled – bacteria are
used to clean the dirty water.
3.People may become rich and famous.
4.People will be healthy since they have a satisfactory climate, enough water and sufficient accommodation to live comfortably.
【设计说明】
要求学生再听一遍录音，完成文中的细节问题。培养学生听取细节内容的能力。
Step5 Prediction & Speaking
Ask the students to work in pairs and list some questions about what life will be like in their hometown in 1000 years’ time by referring to the following sentence patterns:
Suppose that… Do you imagine that…?
I wonder if … Is it possible that…?
Is it likely/ unlikely that…? Do you suppose that…?
【设计说明】
要求学生根据本单元的学习，运用掌握的词汇与句型，预测1000年后家乡发生的变化，学生运用课本中提供的句型编造对话，先两两讨论，然后跟其他小组成员讨论编对话，培养口语及集体协作能力。新课标第一网
Step6 Assignment
Practise asking your classmates what will their hometowns be like in 1000 years’ time.
【设计说明】
要求学生在课后跟自己的同学用英语交谈，讨论预测1000年以后家乡发生的变化，将英语学习融入日常生活，激发学生讲英语的-，在实践中锻炼学生的英语能力。
英语选修6教案 篇4
Unit 4 of Module 6 Language points
班级 姓名 学号 时间 评价
Learning Aims:
1. To learn some language points in this text to enlarge the vocabulary
2. To use the language points when doing the exercises.
Learning Important and Difficult Points:
1. Learn to analyze some long and complicated sentences.
Learning Methods:
1. Learn some phrases by heart.
2. Learn the usage of some words and phrases through self-study and practice.
Learning Procedures:
第一部分：自主探究
Ⅰ. 识记短语
1. feel honored 感到荣耀 2.be made up of 由……组成
3. human rights 人权 4. be based on 以……基础
5. be involved in 参与 6. in addition 此外
7. child labour 童工 8. with the help of 在……的帮助下
9. work on the projects 致力于项目 10. increase one’s awareness 提升意识
11.draw one’s attention 吸引某人的注意力 12. per day 每一天
13. add… to… 向……增加 14. under the umbrella of 在……的保护下
15. across the world 在全世界 16. lack of 缺少
17. agree to do 同意做某事 18. be available to 可得到的
19. look up 查阅 20. primary education 小学教育
21. meet goals 实现目标 22. worthy organizations可敬的组织
II. 重点单词、词组或句子用法探究
1.［原句回放］I am pleased to have this chance today to talk to you about the United Nations or the UN, as it is more often referred to. 句中as意为 _像，正如_，词性是__连词___ ，引导__方状_从句。refer to 意为 谈到__，其中to 是__介词__ （词性）；refer to还有_查阅___ ， __指的是___ 的意思。
［拓展］refer to … as 把……当作……；reference n. 提到，谈及；指的是；参考；查阅；reference book 参考书 小试牛刀
1)他喜欢科学，就像他父亲一样。(as)
___He likes science, as his father does.__________________________________________
2) This exam is vital because the score will be ______ by the school you apply to. (B级)
A. looked up B. referred to C. added to D. turned on
3) The book ______ by Mr. Wu is written by my English teacher.
A. referring to B. referred to C. referred D. to refer
2.［原句回放］The UN is an international group made up of countries that want to increase peace, and I’m very happy to have been chosen to be a Goodwill Ambassador for them. 句中made up of 意为 ___由…组成____ ， 作 __后置定语__（成分）。它的反义词组是 ____make up____， 该词组还有 __化妆____、__编造____、___弥补___ 等含义。to have been chosen 是动词不定式的 ___完成____ 时态， 表示动作 ______已经______ 发生。
［拓展］be made up of = consist of 由……组成 be made from/of 由……制成
be made into 被制成 小试牛刀！
1）我很荣幸被邀请参加你们的婚礼。
I feel honored to be invited to attend your wedding. __________________________________
2）所有动物身体都是由细胞构成的吗？。
Are all animals bodies made up of cells? _____________________________________
3）As we all know, the world is ______ seven continents and four oceans. (B级)
A. consisted of B. made in C. made out of D. made up of
4) Women ______ 40 per cent of the workforce. (C级)
A. make out B. make for C. make up D. make into
3.［原句回放］With the help of these armies and other worthy organizations the UN assists the victims of wars and disasters. 句中worthy是 __adj.___ （词性），作 定语____ （成分），意为 ___可敬的____ 。除此之外，worthy 还有 ___值得__ 的意思。assist 意为 帮助___ ，可构成词组 assist sb. _to do_/__with sth _/_in doing_____________。
［拓展］be worthy of +n be worthy of being done be worthy to be done be worth doing/n It is worthwhile to do/ doing 小试牛刀！
用worth，worthy和worthwhile 填空
1) The book he bought is worth_ 100 yuan.
2) His advice is worth considering/consideration.
3) I think the advice is worthy of being considered.
4) I think the city is worthy to be visited.
5) I think it is worthwhile to visit the city.
6) The problem is ______. Which is wrong?
A. worth paying attention to B. worthy to be paid attention to
C. worthy of being paid attention to D. worthy being paid attention to
7) The novel is ______ worth reading.
A. very B. so C. well D. much
4.［原句回放］Watch any TV report on places where there is a war, and you will see soldiers wearing blue berets. 该句是由一个 祈使句 + and + 陈述句 组成。Where there is a war 是一个 定语 从句， where 是 关系副词 (词性)。 see soldiers wearing blue berets中wearing blue berets 是 宾补 （成分）。小试牛刀！
努力学习，你会实现梦想的。
Work hard, and you will realize your dreams.______________________________________
快点，否则你就会迟到的。
Hurry up , or you will be late.____________________________________________________
1）Do more speaking, I think, ______ you’ll improve your spoken English.
A. then B. and C. so D. or
5.［原句回放］In addition, my visits will encourage people working on the projects and draw local people’s attention to the situation. 句中in addition意为 另外 ，在句中相当于besides，表示 递进_ 关系。working on the projects在句中充当 后置定语_（成分）。draw one’s attention to 意为 把注意力吸引到…… ， to 是 介词（词性），后接 n/v-ing/pron（词性）。
［拓展］attract/ call/ catch one’s attention 吸引某人注意力 pay one’s attention to 注意，留心 fix /focus one’s attention on 集中注意力于 小试牛刀！
1）Don’t let your students play computer games any more; you should ______ their attention to their study.
A. pay B. turn C. change D. draw （B级）
2）他招手以引起服务员的注意。
He waved to attract the attention of the waiter.
6.［原句回放］There are lots of such promgrammes and funds under the umbrella of the UN, and these have helped millions of people across the world. 句中under the umbrella of 意为在…的管理、保护下 。across the world 意为 在全世界 。
［拓展］ under the leadership of 在……的领导下， under the control of 受……控制， 在进行中 under way , 在建设中 under construction , 在修理中 under repair , 在讨论中 under discussion 。 小试牛刀！
1) The flowers grow well ______ the green house.
A. under the help of B. with the permission of
C. under the leadship of D. under the umbrella of
7.［原句回放］Apart from the urgent problems caused by wars and conflicts, the UN helps countries with other problems such as lack of education, lack of food, poverty, disasters and disease. 句中apart from 意为 除…之外 ，相当于besides（ besides/ except）。lack of 意为 缺乏 ， lack是n.（词性），另外lack 还有 vt.（vt./ vi.）。
［拓展］ be lack of 缺乏 no lack of 不缺乏 for the lack of 由于缺乏 be lacking in 缺乏 小试牛刀！
1）Though ______ money, his parents managed to send him to college （C级）
A. lacked B. lacking of C. lacking D. lacked in
2） The exporer got a disease in blood for the ______ of fresh vegetable and fruit.
A. sake B. lack C. safe D. result （C级）
第二部分：达标测评
I. 根据要求将下列句子翻译成英文
1. 他很高兴被提供了一个出国的机会。(be happy to )
He is happy to have been offered a chance to go abroad.______________________________
2. 如果操作不当，机器就会很快坏掉。(operate )
If operated improperly, the machine will break down soon.____________________________
3. 除了恶劣的天气之外，我们还经常遇到野兽。(apart from )
Apart from the bad weather, we also meet with wild animals frequently.__________________
4. 缺水是这个地区最大的难题。(lack )
Lack of water is the biggest problem in this area.____________________________________
II. 单项填空
1. It is really dangerous. One more step ______ the baby will fall into the well.
A. or B. so C. but D. and
2. If the tickets are still ______ to us, I want to buy one.
A. able B. available C. acceptable D.enjoyable
3. Most of us know we should cut down on fat, but knowing such things isn’t much help when it ______ shopping and eating.
A.refers to B. speaks of C. focuses on D. comes to
4. He ______ so much work that he couldn’t really do it efficiently.
A. put on B. took on C. took in D. took over
5. Much attention should be paid to ______ people destroying the rain forest.
A. stop B. stopping C. keep D. keeping
6. Most people don’t realize the amount of effort that is _______ in writing.
A. involved B. involving C. contained D. called
7. ______ these arrangements, extra ambulances will be on duty until midnight.
A. In addition B. In addition to C. except D. what’s more
8. Health problems are closely connected with bad eating habits and a ______ of exercise.
A. limit B. lack C. need D. demand
英语选修6教案 篇5
一、单元考点提示
1.单词
Advertise,comment,satisfaction,blame,tense,fragile,split,sincerely,product,
Seek,sort,technigque,environment,recycle.
2.短语
Bring in 引入;增加 hand in hand 并进;联合
Try out 试验 think up 想出
At the last moment 在最后一刻 get rid of 处理;去掉
Break up分解;腐蚀 break down出毛病;不运转;分解
At one time(以前)有过一段时期
A mountain of/mountains of (一)大堆;大量的
Shut down (放下)关上;关闭(企业等)
3.句型
(1)Since production in creases,the price can be reduced.
(2)Also present will be a person who thinks up an idea for an advertise
-ment.
(3)There have been major changes in advertising in the past si-ty years.
(4)No matter how much you want to bathe(in the sea),it just isn’t safe.
(5)I suppose it is better to be safe than sick.
(6)It will be many years before the chemicals start to escape from the containers.
4.语法
(1)复习过去分词。
(2)复习第一至第五单元出现过的重点语法项目。
二、考点精析与拓展
1.I think it would be a good idea to(do sth.)
“我想，干某事是个好主意”(是委婉地提出建议的交际英语)。
A：I’m afraid I’m putting on weight.
B:I think it would be a good idea to keep on doing moning e-ercises.
2.Do you think so?
①“so”用于避免重复前面所说过的内容，等于代替肯定的名词性从句，可与believe,do,e-pect,fear,guess,hope,say,speak,suppose,
Think等及It appear…,It seems和I’m afraid连用。
“Will they go to see him?”
“I believe so.(I believe[that]they will go to see him.)”
②表示否定时，用not代替so,但在believe,suppose,think等动词之后，如I don’t think(believe,suppose)so等，通常仍可与so连用。
③不能和表示确信、疑问的词语连用。
I doubt about it.(√)
I doubt so.(×)
3.agree with同意……，(气候，食物等)适合于某人;和……相一致(常用于否定句)。
The climate here doesn’t agree with me.
Agree to …赞成……
Agree on 就……取得一致意见或看法
4.persuade sb.to do sth.
说明某人做……
Persuade sb.into doing sth.
“persuade”只有劝服了的情况下才可以直接使用，没有劝服，则用：
Try to persuade sb.to do sth.
Advise sb.to do sth
①We try to persuade him to stop smoking,but he still smokes now.
②He persuaded me into lending him all my savings.
N.Persuade sb.out of 说明(人)停止，劝阻
doing
His parents persuaded him out of his foolish action.
5.e-press one’s satisfaction with对……表示满意
Be satisfied with对……感到满意
The officials e-pressed their satisfaction with the preparation for the e-hibition.
6.at the top of在……的顶部，上方
At the top of a mountain在山顶
She is (at)the top of her class in French.
At the top of one’s voice高声地，尖声地
7.bring in 把……拿进来;收获;赚入……;获利
They bring in one million dollars a year from their new company.
8.carry out 搬出;进行
①Would you please carry the chairs out?
②The plan should be carried out at once.
9.ask for 要求，请求
Ask sb.for sth.向(某人)请求 (要求)……
She asked for some advice on how to learn English well.
10.It is a waste of time/money to do sth.干……浪费时间(钱)
It’s a waste of time to fi- this watch.
11.instead of,prep.代替……，而不是
I don’t like beer;Please give me cola instead.
12.would say总是会说……
Would有过去、常常……之意，但它与used to 的用法不相同的。
①表示过去持续的状态或感情总是used to 而不是would。因此,would不与表示状态的动词连用。
There used to be a hospital/here.(√)
这里过去有一所医院。
There would be…(×)
②used to 和would都可以表示过去规则的行为，但通常would是在过去不大规则的行为时，或主语的关心、感慨等主观因素较强时使用，而used to 则在客观地陈述相当期间的规则行为时使用。
“I’ll leave this job for a better one”,he would say when he was scolded by his boss.
③“would”常与“often,sometimes,for hours”等表示时间的副词(短语)连用。
④与现在或将来比较而表示“以前经常……”的意思时，用used to。
He will not have the money to spend on books as he used to.
13.think up 想出，想起(办法等)
The students try to think up an idea to play football without being seen.
Think over熟虑;think out 想出，想透(问题等)
Think of考虑，认为，想起think about 考虑，想出
Think aloud自言自语
14.in the past si-ty years在过去的60年里(常与现在完成时连用)
great changes have taken place in the past few years.
15.start with 以……开始
Today’s class starts with a question.
16.at the last moment在最后关头
At the moment 此刻;正在那时 for a moment片刻;一会儿for the moment 目前，暂时in a moment立刻，马上
17.point out 指出(to+n.)
The teacher pointed out my mistakes to me.
Point+(n.)+at/to/toward+n.
指向，对着……;显示
He quietly pointed his gun at the deer.
18.be crowded with 挤满……
Crowded 还可作adj.
The bus was crowded with people.
A crowded train(street)
(交通拥挤是heavy[busy]traffic,不能说crowded traffic)
19.admire sb.for…佩服某人的……
We admire him for the boy’s courage.
Be shocked
20. be astonished at sth.(to do,从句)
Be surprised
这三个词用法基本相同，只是“惊讶”的程度不同，shock>astonish>surprised。
21.search+n.搜查，搜身，意思是经过搜查之后想找到自己要的东西。
Search for:look for寻找
The police searched the room for the thief.
22.remind sb.+than-clause.使人想起(某事)，提醒
remind sb.to do sth.使(某人)想起做(某事);提醒某人做(某事)
I reminded him to work hard.
23.It looks as if…看起来好象……
It seems as if…似乎……It seems that…It appears as if/that…
It looks as if it’s going to snow.
24.no matter how 无论怎样……引导让步状语从句。
类似的no matter who,no matter what,no matter when,no matter where…ect.
No matter what he says,I won’t believe him.
25.suppose+that-clause 以为，假如
Suppose vt.以为，猜想，假定
Suppose sb.+(to be)+adj./n
以为(某人)是……，假定……为……
①I supposed that she was an English teacher.
②All the students supposed him to be the headmaster.
26.not+adj./adv.+enough+不定式 不够……，(以致)不能……
大体相当于 too…to …
He is not old enough to go to school.
(=He is too young to go to school.)
27.deal with 对付，处理(常与疑问代词how连用)
do with处理(常与疑问副词what)
She knows well how to deal with her parents.
28.get rid of 除去，除掉，摆脱(疾病等麻烦事物)
How can I get rid of the pain in the chest?
29.break up驱散;分散，破坏(关系)
Break down毁坏;分体;故障
The police used teargas to break up the demonstration.
30.against the law违反法律
Be against反对，违反
Be for赞成，支持
Abraham Lincoln was strongly against slavery.
31.at the bottom of 在……底部，下端
At the bottom of a hill在山脚下
She is always at the bottom of the class.
32.at one time 往昔;曾有一时
At one time there wer not so many cars on the streets.
33.set up建立，设立，创设
A new government was set up after the civilwar.
34.fight against(with)与……战斗
Fight for 为……战
Fight against与……搏斗
35.seek to 尝试，试图
Seek(sought,sought,seeking),vt./vi.寻求，探求
Seek for(after)+n.找寻
Seek+n./going寻找，征求，设法得到
We must seek (for)a solution to the problem.
36.be active in在……方面很积极
Take an active part in积极参加
①He was active in helping others.
②He takes an active part in all kinds of sports.
37.multiply A by B A乘以4。
mulitiply 3 by 4.3乘以4。
4 multiplied by 2 is 8.
38.take out去除(污点等)(本课的用法)
还有“把(人)带去，把(物)拿去，获得(权利许可等)”。
my parents are taking me out to a show tonight.
You will have to have the tooth taken out.
39.shut down关闭……;停止营业
①This factory has shut down.
②Shut down the window.
Shut off 关掉
40.be disappointed with(at,about)对……失望
I was disappinted at (in,with)the result.
Be disappointed to do做……而感到失望
His uncle was disappointed to hear the news.
