英语选修6教案

英语选修6教案。

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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.