模块二unit1教案

模块二unit1教案（推荐4篇）

模块二unit1教案 篇1

1.A cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed.

2. It is your job to look into any reports of cultural relics that have been found in China.

3. It is a rare Ming Dynasty vase.

4. The man who has it insists that it belongs to his family.

5. It feels as hard as stone, it easily melts when heated. Once it is heated, the amber can be made into any shape.

6. The design for the room was of the fancy style popular in those days.

7. It took a team of the country’s best artists ten years to make it (It takes sb st to do sth).

8. In return ,the Czar gave the King his best soldiers.

9. About four meter long, the room served as a small reception hall for important visitors.

10. She had the Amber Room moved to the palace where she spent her summers. (have sth done)

11. The room was completed the way she wanted it.

12. There was a time when the two countries were at war.

13. There is no doubt that the boxes were put on a train.

14. What happened to the Amber Room remains a mystery.

15. Following old photos, the new room has been made to look much like the old one.

16. The old man saw some Germans taking apart the Amber Room and moving it away.

17. In a trial, you must decide which eyewitnesses to believe and which not to believe.

18. The judge does not consider how each eyewitness looks or where that person lives or works.

19. The judge cares only whether the eyewitness has given useful information, which must be facts, rather than opinions.

20. For example, it can be proved that China has more people than any other country in the world.

21. I think highly of those who are searching for the Amber Room.

22. I don’t agree that they should return the treasure to Russia. Nor do I think they should give it to any government.

23. Besides, my father told me that any person who finds something can keep it.

练习

一 翻译下列单词或短语

1 调查 11 认为,考虑

2 作为报答 12 拆开

3 制成… 13 移走

4 属于 14 而不是

5 保持不变 15 在…流行

6 活着,继续存在 16 除了…之外还有

7 毫无疑问 17 寻找

8 高度评价 18 处于交战状态

9 证明 19 木制的

10问题的答案 20 点亮;点燃

二 用上面的词或短语填空

1. The new Harry Potter novel __________________ middle school students throughout the world.

2. The hungry boy rushed into the house _______________something to eat.

3. I will___________ the matter and then tell you the result.

4. China is a country __________________the developing country.

5. The door __________open all night long.

6. He didn’t know to do something ____________for her help.

7. People __________Lincoln as one of the greatest presidents in America.

8. His word________ to be right later.

9.The (木制家具) in the sitting room were borrowed from neighbors.

10.He (light)a candle and the (light) candle (light) the whole room.

三 完成句子

1 大火过后什么也没留下.

After the fire________________.

2 他们的年龄都一样.

They are________________________.

3 我在考虑再次去那里.

I _______________________________there again.

4 小孩子总喜欢把玩具拆散.

The children always____________________.

5 你会高度评价那些总帮助别人的人吗?

______________________those who always help others?

6 一旦被加热,琥珀可以制成各种形状.

___________________, the amber can ____________any shape.

7 当时中日双方正在打仗,因此交通变得极其困难.

At that time, _________________________-so traveling was extremely difficult.

8 从那以后琥珀屋的最终所归便成了一个谜.

After that, what really happened to the Amber Room______________.

9 他昨天买了一套家具.

He bought __________________yesterday.

10请把座位上的袋子拿开以便我能坐下.

Please ________________so that I can sit down.

四 翻译句子

1只有用这种方法你才能提高你的英语水平.(倒装语序)

2 我真的不想去,但他硬要我去. (insist)

3 他不可能把他的书带回家了,因为他所有的书都放在桌上. (情态动词+have done)

4 我拿不准这礼物是谁的? (belong to)

5 她给了我们食物和衣服,没要求任何回报. (in return)

6 毫无疑问,他将为他所做的受到惩罚. (doubt)

7 这是两国交战时期. (at war)

8 虽然他自己并没有觉得做了什么突出的事情,他的同事们却对他交口称赞.

9 父母进来时他假装睡着了. (pretend)

10大量的证据证实他是清白的. (prove)

五.完型填空：每小题1.5分，共22.5分

Dear Classmates,

As young people, we don’t always want to think about the past. 1 we often hear our grandfathers and grandmothers talk about cultural relics. They say we 2 protect some of these relics because they are important to our culture. 3 also say that these relics are important to us because they help us remember the 4 of our ancestors and respect what they have done. I’m sure you will 5 . After all, someday we will be 6 ourselves and will want our own children to protect them. So I have a plan for 7 the painting in the old temple, which is a fine cultural relic 8 in our hometown. It should be protected because it was painted by a 9 artist of the early Qing Dynasty. My plan is to get students to take a 10 to see it on a Saturday next month and then 11 some important people to join us. 12 , we can also write an 13 about it for the town newspaper. Later, when others begin to 14 their help, perhaps we can 15 enough money to help the museum buy it. If you like my plan, please give me a note to your teacher. Thank you.

Yours.

1. A. However B. Yet C. Therefore D. And

2. A. can B. must C. will D. need

3. A. Some B. We C. They D. Others

4. A. days B. dreams C. lives D. styles

5. A. refuse B. allow C. doubt D. agree

6. A. greater B. stronger C. richer D. older

7. A. surviving B. remaining C. saving D. removing

8. A. there B. here C. where D. anywhere

9. A. famous B. rare C. gifted D. skillful

10. A. trip B. look C. bus D. rest

11. A. take B. order C. beg D. ask

12. A. In a word B. Besides C. First of all D. By the way

13. A. poem B. passage C. article D. diary

14. A. prove B. offer C. supply D. provide

15. A. make B. earn C. raise D. give

改错

1. What the king said is remained a mystery.

2. This strange vegetable belongs potato family.

3. There is some doubt that he will come tomorrow.

4. The man insisted that he not steal the money and that he should not say sorry.

答案：

look into make into in return belong to remain survive have no doubt think highly of prove the answer to the question consider

take apart remove rather than be popular among/ with besides in search of

be at war wooden light

is popular with/ among ; in search of ; look into; belonging to; remained; consider; proved; wooden furniture; lit/lighted, lighted, lit/lighted

1 nothing remained

2 of the same age

3. am considering going

4 like taking the toys apart

5. Do you think highly of

6 Once (it is) heated; be made into

7. China and Japan were at war

8. remains a mystery

9. a set of furniture;

10. remove your bag from the seat

1. Only in this way can you improve your English.

2 I didn’t really want to go but he insisted.

3. He can’t have taken his books home for all of them are lying on the table.

4. I am not quite sure who/ whom the gift belongs to.

5. She gave us food and clothes and asked for nothing in return.

6. There’s no doubt that he will be punished for what he has done.

7. This was a time when the countries were at war.

8. His colleagues thought highly of him though he himself didn’t think he had done anything special.

9. He pretended to be asleep when his parents came in.

10. A great deal of evidence proved him innocent.

人教版新课标高二Unit1教案 篇2

Class

Date

project Great scientists

Period One

Aims and demands 1. Enable the Ss know sth about great scientists.

2. Learn some new words and expressions.

3. How to examine a new scientific idea.

4. Comprehend the reading passage.

Main points Warming up and Reading passage

Difficult points Comprehend the reading passage

Teaching procedures Step One warming up

1. Show the Ss some pictures of great scientists; ask them to talk about them.

2. The Ss discuss the quiz questions in groups and walk along to offer them help if needed.

3. Work out their answers by themselves.

4. Check their answers to see who knows the most.

Step Two pre-reading

1. The Ss discuss the stages in examining a new scientific idea in pairs by asking the questions in the pre-reading.

2. Ask the Ss to put them in order and get their answers.

Step Three Reading passage

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.

2. Explain the difficulties they have.

3. Extensive reading. Ask the Ss to read the passage more carefully and then try to complete the chart in the comprehending by discussing in groups.

4. Choose some Ss to answer the questions in the comprehending.

5. Ask the Ss to choose one of the paragraphs to read aloud fluently.

Notes: steam engine, physical characteristics, put forward a theory, draw a conclusion, expose to, be to blame, in addition (to), be linked to, know about, absorb into.

It seemed the water was to blame.

To prevent this from happening again, John Snow suggested that …be found. (suggest sb do sth)

Step Four homework

Read the passage again and go over Learning about language.

Teaching plan for Unit One

Class

Date

project Great scientists

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 study the words and expressions in Exx.1

4. Ss have a discussion and do the exercise.

5. Check their answers.

6. Change the verbs into nouns and make sentences by using “make a …”

Step two Using words and expressions

1. Make sure the Ss know the words and expressions.

2. Let the Ss work in groups to complete the blank in Exx.1.

3. The teacher walks around the offer them help.

4. Check their answers. The possible answers are: exposed to, linked to, connect to, blame, examine, test, rejected, defeated.

5. Do the translations. Ss discuss the sentences and the translate them into English, using the words and phrases in brackets.

Step three words learning

1. Show the Ss a list of prefixes. Ask the to talk about them.

2. Ask them to work in groups to find some words with the prefixes 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 study the use and meanings of suggest.

1. Study the meaning of suggest by looking the dictionary entry.

2. Match the meanings with the sentences on the right in Ex.4.

3. Check their answers.

Step five Homework

Write down the translation Exx.2, 4, 6 and 7 in the exercice book.

Teaching plan for Unit One

Class

Date

project Great scientists

Period Three learning about language

Aims and demands 1. Discover the useful structure.

2. Learn to use the grammar of past participle.

3. Enable the Ss understand the past participle using as attribute and predicative.

Main points Learn the usage of the past participle using as attribute and predicative.

Difficult points Use the useful structure.

Teaching procedures Step One revision

Review the past participle of some verbs.

Step Two

1. look at the chart and study the phrases.

Past participle as the attribute Past participle as the predicative

1.terrified people

2.reserved seats

3.polluted water

4.a crowded room

5.a pleased winner

6.

7.

8.

9.

10. 1.

2.

3.

4.

5.

6.children who look astonished

7.a vase that is broken

8.a door that is closed

9.the audience who feel tired

10.an animal that is trapped

3. Ask the Ss the following questions:

1)What kind of words before the past participles?

2)What kind of words after the past participles?

1)1pp.+noun; *2noun+pp phrase

2)link verb +pp

4.Ask the Ss find the sentences using the past participle in the reading passage.

5.Ss have a discussion and complete the chart with the same meaning of the phrases above.

6. Ss show their results to the class.

7. Complete the sentences in Ex.3.

Step Three using structure

1. Make sure the Ss know the words and the discuss in groups to finish the sentences using past participle.(Ex.1)

2. Rewrite the sentences into one sentence using the past participle as the attribute or predicative.

3. Check their answers.

Step four Homework

Write down 1)3)5)7) of Ex.2 in the exercise book.

Teaching plan for Unit One

Class

Date

project Great scientists

Period Four using language Listening

Aims and demands 1. Improve the Ss listening skills.

2. Know more about great scientists.

Main points Listening and speaking

Difficult points Get to know the information of listening materials.

Teaching procedures Step One Listening and speaking

1. Listen to the tape and answer the questions.

1What did Qian Xuesen study first?

2What experience did he get in America that was very useful for China?

3What was Qian Xuesen’s achievement when he returned to China from America?

4How has he been honoured in China?

5How did Steve honour him?

Step Two speaking

1. Ss discuss what scientific job they will do in the future in pair by using the questions and expressions on Page6.

2. Choose some Ss to talk in class.

Step Three Listening and talking

1. Play the tape for the Ss to listen and finish the exercises in the workbook , pause from time to time if needed.

2. Check their answers.

3. Work in pair. Imagine you are going to meet a specialist about a newly-found flower by using the useful sentences on Page42.

Step Four listening task

1. Play the tape for the Ss to get the information of the listening task.

2. Check their answers.

Step Five Homework

Prepare the reading task.

Teaching plan for Unit One

Class

Date

project Great scientists

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 the Euler path

Teaching procedures Step one Revision

Revise the past participle used as the attribute and predicative.

Step two Reading

1. Ss read the passage as fast as they can and then draw the two theories of the universe in groups.

2. Ask the Ss to show their pictures to the class.

3. Ss read the passage again and find the problems they have.

4. Solve the Ss’ problems.

Notes: lead to (All roads lead to Rome.)

Make sense (1.Here, read the sentence. It doesn’t seem to make sense.2.Your story doesn’t make sense to me.)

Only (1. Only by shouting and waving his hand could he be noticed. 2. Only if I get a job can I have enough money to continue my studies at college. Only phrase … could he …. Only if I … can I …)

5. Discuss in pairs. If you were Nicolaus Copernicus, would you have hidden your theory for so many years? Why?

6. Choose some Ss to share their ideas to the class.

Step three Reading task

1. Ss read the passage and answer the following questions.

1What is odd point? 2What is even point? 3What rule did Euler find?

2. Ss discuss in groups and try to find the answers.

3. Teacher walks around to offer them help.

Notes: If a figure has more than two odd points, you cannot go over it without lifting your pencil from the page or going over a line twice.

4. Use the rule to see if you can go over the diagram, not missing any points or going over any line twice.( See figures on page 46)

5. Ss work in groups.

Step four Homework

Write a short passage about Copernicus.

Teaching plan for Unit One

Class

Date

project Great scientists

Period Six

Aims and demands 1. Try to write sth persuasive.

2. Learn to write a report about people.

Main points Make a plan in discussion.

Difficult points Write a passage / a report.

Teaching procedures Step one Writing

1.Ask the Ss to read the passage again and gather some information about Copernicus. For example:

He believes his new theory is true.

There are problems with his present theory.

He has done many years of observation to prove his new theory is true.

Science cannot develop unless people publish their ideas.

Time will show if his theory is true or not.

2. Plan to write a letter.

1Ss work in groups to make up a plan of writing the letter. They can follow the plan in the book on P8.

2Ask the Ss to read their plans.

3Write their letters in groups, when finished,ask the Ss to read in class.

Step two Writing task

Write a report about your scientist, his/her life, achievements and the key to his/her success.

1. Before you begin to write, remember to put your information under three headings: life, achievements and key to success.

2. Plan your report like the one on P47.

3. Ask them to read their plans.

4. Begin to write the report.

Step three Homework

模块二教案 篇3

1.能听懂,会说新单词a sign, mobile phone, a cinema, mean, exit, staff only

2.能听懂,会说本课会话

3.会用“what does that sign mean?” “it means …”询问及解释公共场所一些指示牌的含义

二、教学重点及难点

1.重点

会用“what does that sign mean?” “it means …”询问及解释公共场所一些指示牌的含义

2.难点

能理解句子“lingling and mingming are going to the cinema.”

三、教学准备

手机一部,自制指示牌若干,单词卡片,教学挂图,教学磁带等.

四、教学步骤

step 1 warming up

1.师生问候

2.唱英语歌曲“come and help me”

step 2 presentation and drill

1.出示自制指示牌“no talking”

t: have you seen this before?

where can you see it?

what does it mean?

先引导学生用动作表达含义,再鼓励他们大胆尝试用中文或英文进行解释说明.板书句子“it means ‘please keep quiet.’”,并带读.

2.用同样的方式解释说明指示牌

3.带读以上单词，让学生们分组练读.这时手机响了(故意设计)

step 3 practice

1.听录音，看挂图，理解课文大意

2.听录音，模仿跟读

3.教师解释…are going to…在文中表示正要去做某事

4.有感情的大声朗读，并配以动作

5.同桌分角色表演

step 4 consolidation

1.创设情景，自由会话.根据人一指示牌自由设计情景，表演小品.

2. 评价

3.练习

模块二unit1教案 篇4

知识目标：掌握发质的的判定标准。

能力目标：熟练掌握客舱服务员常见发行的塑造方法。思想道德目标：掌握盘发发型的设计技巧及成型步骤。教学重、难点：熟练掌握客舱服务员常见发行的塑造方法。任务一：学会护理头发

一、导入新课：请同学们简述大家在日常生活中如何清洗护理头发----如何洗头、洗头的顺序

二、进入新课：

1、头发的概念：皮质层、髓质层、角质层。

2、头发的作用：

1）、美容、保护、感觉、形象作用。

2）保护作用：能使头部免受外界机械性和细菌的损害。3）感觉作用：有头发传递到大脑，从而采取多种防护措施。

3、头发的特性：

1）硬发

有弹性、密度大、头发含水量多，有光泽感。

2）软发

发质细软，毛干直径小，弹性差，不易造型，或造型后不能保持。3）油发

颜色黑亮，有脂量高，抵抗力强，造型较难，4）沙发

含水量少，缺少油脂，干枯、蓬松、不易造型。

4、发质的分类及护理： 1）、中性发质

特征：不油腻，不干燥；柔软顺滑，有光泽，油脂分泌正常，只有少量头皮屑。如果没有经过烫发或染发，保持原来的发型，总能风姿长存。

护理：中性头发是所有发质里最理想的，对于这种发质的人只需要注意彻底清洁，减少烫染即可维系头发的健康状态。

2）、干性发质

特点：油脂少，头发干枯、无光泽；缠绕、容易打结；松散，头皮干燥、容易有头皮屑。特别在浸湿的情况下难于梳理，通常头发根部颇稠密，但至发梢则变得稀薄，有时发梢还开叉，干枯，易断，弹性较低，其弹性伸展长度往往小于25%。

护理：a.用营养丰富的洗发水，；建议使用再出发植物养护系列干性洗发水。弱酸性的配方给与头发温和的滋养。b.每星期做两次营养焗油效果更佳；c.避免暴晒在阳光下，可以带戴帽子进行遮挡。

3）、油性发质

特点：发丝油腻，洗发过后的第二天，发根部分就会出现油垢，头皮如厚鳞片般积聚在发根，容易头痒。

护理：1.油性发质的人最好少吃带油辣的。尽量多吃一点水果和蔬菜，而且要比一般人多喝水，这样会有助减少皮脂腺分泌。2.不要用过热的水来洗发，洗发时水温30度到40度左右，以免刺激头部皮肤的油脂分泌。3.要经常洗发，注意清洁头皮，油性头发容易粘上灰尘等脏物，过多的油脂分泌也容易堵塞头部皮肤的毛孔，产生头痒头屑。

4）、混合性发质

特征：头皮油但头发干，是一种靠近头皮1厘米左右以内的发很多油，越往发梢越干燥甚至开叉的混合状态。过度进行烫发或染发，又护理不当，也会造成发丝干燥但头皮仍油腻的发质。

5）、受损发质

特征：头发干燥,触摸有粗糙感,缺乏光泽,颜色枯黄.发尾分叉,不易造型。混合性发质和受损发质的护理：应选择富含大量滋养成分的洗发产品，但此产品清洁能力有限，建议夏季还应一周深层清洁一至两次。

3、正确的梳头方法 正确的梳理头发：

首先，梳开散乱的发梢，遇到打结的地方，可以用梳子轻贴发梢，慢慢旋转着梳理，用力一定要均匀，因为用力过猛很容易会刺伤头皮，这样，打结的地方更不容易梳开；

然后，再由头发的中段梳向发尾，梳一会再从发根轻轻刺激头皮，慢慢梳向发梢。梳发时用力要轻柔，切忌用力拉扯；

最后，从左、右耳的上部分别向各自相反的方向进行梳理，梳完之后让头发向头的四周披散开来再梳理一次就好了。

4、洗发、护发常见误区 误区1：洗发前不梳头

其实头发湿透了的时候会比平时更加脆弱，更容易受到伤害。而在洗发过程中，往往会出现头发容易打结的问题，洗发前用宽齿梳子将头发理顺就可以避免这样的问题了。

误区2：梳头发只梳发尾

一般来说，梳头发从头顶向发尾梳去，能将头皮分泌的天然油脂带到发梢上来，这是对头发最好的保护层。每天早晨起床，用气垫梳子来按摩头皮，还能刺激头发生长。

误区3：每天洗头

这里所说的每天洗头其实是指不要每天用洗发露洗头，因为洗发露中含有的清洁成分会过多地带走头皮分泌的油脂，这会让你的头发缺少生气。但如果你习惯每天都洗头，不妨用清水来洗发，避免每天使用洗发露即可。

误区4：粗暴地“搓”干头发

为了保证头发的健康，很多时候都会被建议用毛巾来将头发擦干，殊不知很多人都是简单粗暴地用毛巾将头发“搓”干的。这是一个很大的误区，因为这样做会损坏头发的毛鳞片，让头发变得毛糙和更容易断裂。正确的做法就是用毛巾轻轻地将头发多余的水分按压干。

误区5：吹风机靠得很近

这是个老生常谈的问题了，吹发时，最好是分区吹干，从内而外，从上而下地吹。吹风机不能离头发太近，否则温度过热会让发质受损严重。正确的做法应该是让吹风机保持15cm-30cm的距离来将头发吹干。

误区6：造型前用造型喷雾

定型/造型喷雾的主要成分都是酒精，在使用夹板、卷发棒甚至是吹风机做造型前，如果将这类产品喷在头发上，酒精遇上高温，这对头发的伤害是非常大的。

误区7：分叉头发能被完全修复

事实上，分叉受损的头发并不能被完全修复，大部分的发尾精油产品只能起到让分叉情况不再那么糟糕以及让头发减少毛糙度的作用而已。正确的做法应该是每4-6周就去修剪一次发尾，让头发健康生长。

误区8：使用热工具前，不做保护工作

高频率吹干头发、使用直板夹，或者卷发棒会对头发造成伤害。在使用之前应喷上热保护喷雾来给头发加一层保护膜。另外，吹干头发时，最好让头发尽量的自然干燥，将头发吹至微干即可。

任务二：设计航空职业发型 一：头型与脸型

1、头型的分类及一般发型常识

人的头型大至可以分为大、小、长、尖、圆等几种型状。

（1）头型大：头型大的人，不宜烫发，最好剪成中长或长的直发，也可以剪出层次，刘海不宜梳得过于太高，最好能盖住一部分前额；

（2）头型小：头发要做得蓬松一些，长发最好烫成蓬松的大花，但头发不宜留得过长；

（3）头型长：由于头型较长，故两边头发应吹得蓬松，头顶部不要吹得过高，应使发型横向发展；

（4）头型尖：头型的上部窄，下部宽，不宜剪平头，剪短发烫卷，顶部压平一点，两侧头发向后吹成卷曲状，使头型呈出椭圆形；

（5）头型圆：刘海处可以吹得高一点，两侧头发向前面吹，不要遮住面部；

2、脸型的分类

1．字形分类法（8种）（1）田字形脸型；（2）国字形脸型；（3）由字形脸型（4）用字形脸型；（5）目字形脸型；（6）甲字形脸型（7）风字形脸型；（8）申字形脸型。

2．亚洲人分类法（7种）（1）蛋形脸（或鹅蛋形）；（2）方形脸；（3）圆形脸；（4）长形脸；（5）倒三角形脸；（6）正三角形脸（或洋梨脸）；（7）钻石形脸(或菱形脸)。

3、正侧面脸型常见分类：（1）下凸形脸型；（2）中凸形脸型；（3）上凸形脸型；（4）直线形脸型；（5）中凹形脸型；（6）和谐形脸型。

4、脸型形象常见分类：

（1）内脸型（内脸型五官都朝中间集中。双眼两侧到脸廓的距离长，脸颊面积 也较宽大，会让人觉得脸蛮大的。）

（2）外脸型（外脸型五官都往外跑，感觉五官扁平，不够出色。）（3）上脸型（上脸型五官都集中在上半部，脸颊到下巴的距离很长。）

（4）下脸型（下脸型额头很高很宽，五官都往下半部集中。虽然长相可爱，但会给人有点婴儿肥的感觉，显得孩子气。）

（5）吊脸型（吊脸型眉毛、下眼尾、嘴角全部往上吊，所以会给人凶巴巴的感觉，显得有点俗气。）

（6）垂脸型（垂脸型眼睛和脸颊都往下掉，下嘴唇很厚，老是给人一脸倦态的感觉，而且看起来也比实际年龄大。）

5、脸型自我识别方法：把脸全部露出来拍张正面照，用笔在脸上的上下左右两侧对应地画些记号并连接起来，你便得到了一张自己的脸型图。

脸型1：蛋形脸（或鹅蛋形）

脸型2：方形脸

脸型3：圆形脸 脸型4：长形脸 脸型5：倒三角形脸 脸型6：正三角形脸（或洋梨脸）脸型7：钻石形脸(或菱形脸)

6、缺陷脸形的发型选择

低额角：刘海必须让前面短，但决不能低于发线，发梢应离开前额向上梳。

高额角：做刘海或使头发呈波浪状，使头发遮住部分前额，发梢应向下梳。

窄额角：沿两鬓向后梳，刘海或波浪绝对不要让它延伸到太阳穴前边。

宽额角：发梢从两边向中间梳，用发卷、波浪遮盖住你的一部分额角。

阔额：在太阳穴两侧做发卷或波浪，额前梳高。

大鼻子：头发梳高或向后梳，避免中间分开，最好不要做发卷或刘海。

小鼻子：头发决不要向上梳，刘海下垂，遮盖发线即可，不要蓄得过长。

高颧骨：不要梳中分式，两鬓的头发向前梳，超过耳线，盖住颧骨，刘海可略长些。

低颧骨：两鬓的头发尽量向后梳，不要遮蔽耳线，两鬓可以做出发卷，从中间分开。

方颚：在比颚线高些两边应做发球、发卷或波浪，使方颚看起来不太尖锐。

二、发型的设计技巧

英国的明星造型沙龙John Frieda在接受《每日邮报》采访的时候说，一般给顾客们剪头发的时候，头发剪多长不是随便定的，而是有个明确的法则。这是在仔细观察过各种脸型和发型的关系后，造型师们总结出来的黄金法则，即5.5cm法则。

这是什么意思呢，就是说你的耳根到下巴的垂直距离究竟有没有超过5.5cm（2.25英寸），感兴趣的同学可以在家自己量一下。

其实就是区分偏长的脸型和偏短的脸型的一个分界嘛。如果正好在5.5cm附近的同学就偷笑吧，你们属于标准型。如果你耳根到下巴的举例短于5.5cm，你的脸就比较短，而这种片断的脸型更适合BOBO头之类比较短的发型。

亚洲姑娘这样的脸型不在少数，别泄气，历史上有不少名人也这样，最有名的是谁呢，就是奥黛丽赫本。

脸型与发型的关系是非常微妙的，不同的脸型适合的发型不同，演绎出来的同款发型也会产生不同的效果，而漂亮的女生懂得看脸型选发型，让自己变的与众不同而时尚靓丽。

心形脸选发型以一条中心划分了左右两边脸，因此选择中分发型会尤为的适合，容易将人们的视线引到脸部的中心，加长脸型。如右图所示，中分的发际线，正对两眉、鼻头、双唇、下巴的中心点，拉长了脸部，使得两颊轮廓更为精致可人。

方脸发型方脸的特色就是两颊非常的对称，可以尝试小中分发型，先在前额发处分出一个标准的中分发型，后面的头则在中间的位置划分停下来，将其倒梳刮蓬松往后梳，做出一点鼓鼓的小包，看起来，发量增多，也能留出一些刘海修饰脸型。如右图，先用前面的头发遮住脸颊两侧，方脸困扰就解决了。

长脸发型不适合选择中分发型，但是中分的波浪发型倒是能够修饰发型，特别是颧骨处的头卷发可起到非常不错的修饰效果，能够拉宽两颊，避免脸部太长过狭长。如右图，厚重的卷发盖过颧骨的位置，着重修饰脸颊，突出尖下巴，拉宽脸颊比例。

实际操作：班级同学两两互相对比对方的脸型

六、总结：

1、掌握发质的的判定标准；

2、熟练掌握客舱服务员常见发行的塑造方法；

3、掌握盘发发型的设计技巧及成型步骤。

七、作业：

1、为什么航空乘务人员要将发型设计成后梳发髻？