高二英语选修6 Unit3 教案

高二英语选修6 Unit3 教案（共5篇）

高二英语选修6 Unit3 教案 篇1

一、教材分析

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)

二、教学目标

1、语言知识

1)词汇(见教参)

2)句型：学习运用一些表示逻辑关系的句型

3)语法知识：复习被动语态

三、教学重点与难点

1、重点

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 …

语法：被动语态

2、难点：如何培养学生根据阅读材料提高写作能力

四、教学策略

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。

五、学习策略

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。

六、课时安排

Period 1：Warming-up and Listening

Period 2：Speaking

Period 3-Period 4：pre-reading, while-reading, post-reading

Period 5：Word study and Grammar

Period 6：Integrating skills.

高二英语选修6 Unit3 教案 篇2

Teaching plan

I. 单元教学目标：

1. Talk about art and galleries

2. Talk about likes and preferences

3. Learn words in families

4. Use the subjunctive mood

5. Write a letter to give suggestions

II. 目标语言

1. 功能句式。

Talk about likes and preference:

I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ would you rather…/ would you like…or…

2. 词汇

abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar…

3. 语法: the subjunctive mood

if I were you…./ I wish I could…

4. 重点句子

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.

IV.课型设计与课时安排

1st period Warming up and reading

2nd period Language study

3rd period Grammar

4th period Using language

分课时教案

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

Teaching methods

Skimming and scanning; individual, pair or group work; discussion

Teaching aids

A computer, a tape recorder and a projector.

Teaching procedures & ways

Step I Lead-in

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

Step II Warming-up

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.

Step III Reading

1. Comparison: Make a comparison of Western and Chinese painting and ask: Which do you think has a greater change? Why?

2. Scanning

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

3. Careful reading

Read the text carefully and find some detailed information.

The Middle Ages Features:

1. theme: religion

2. Artists were not interested in showing nature and people as…but interested in creating respect and love for God.

The Renaissance

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.

Impressionism

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?

Modern art

Two extremes

Style A. Abstract B. Realistic

Concentrate on Certain qualities

of the object What we see with our eyes

Presentation Color, line and shape photograph

Step IV Comprehending

Ask the students to read the passage again and deal with Exercises.

Step V Homework

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:

Explanation and practice

Teaching aids:

A computer and a projector, a blackboard

Teaching procedures & ways:

Step I Revision

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.

Step II Language points

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。

3. would rather宁愿，宁可

I would rather walk than take a bus.

She would rather die than lose her child.

would rather do sth.

would rather not do sth.

would rather do sth. rather than do sth.

prefer sth. to sth.

prefer to do sth. rather than do sth.

I always prefer starting early, rather than leaving everything to the last minute.

4. 认为，看待

Consider + n. + adj./ n. + to be/ n. + as /+that-clause/ it + adj. / + n.+ to do sth.

We consider that you are not to blame.

Do you consider it wise to interfere?

I consider you( to be )honest.

5. 比较suit, fit ,match

suit多指合乎需要、口味、性格、条件、地位等

fit多指大小、形状合适，引申为“吻合，协调”

match多指大小、色调，形状、性质等方面的搭配

1) No dish suits all tastes. 没有人人合口味的菜。

2) Try the new key and see if it 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。

6. attempt v.试图，企图，尝试

The prisoner attempted an escape / to escape.

She will attempt to beat the world record.

n. They made no attempt to escape.

比较 attempt: 表示未知结果的尝试或失败的尝试

manage: 表示成功的尝试

7.painting (油、水彩)画drawing(素描)图sketch草图 portrait肖像illustration 插图

A painting of sbA painting by sb

某人的画 ? 某人画的画?

8. abstract adj . n . V

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

Reading

10. belief 相信，看法

It’s my belief that he will win.

It was once a common belief that the earth is flat.

Their beliefs in God are very firm. 信仰，信条

The rumor is beyond belief. beyond belief难以置信

n---v: belief--- believe life --- live proof--- prove safe--- save thief --- thieve

11. while

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

Influential adj. 有影响的; 有势力的

The Middle Ages (5th to …)

13.aim n. v.What is your aim in life ? He aimed the gun 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

14.take the place of = replace

“ please take your place , everyone ,” said John Smith .”

From now on I will take the place of Mr.George as chairman of the meeting .

15.focus vt. Vi . focus on 集中于 All eyes were focused on 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)

v. possess n . possessor

17.convince vt 使确信，使信服

I managed to convince them that the story was true.

搭配：convince sb of sth = convince sb that … 使… 相信

be convinced of sth = be convinced that …相信…

Translation :

我怎样才能让你相信她的诚实呢?How can I convince you of her honesty?

她说的话使我认识的我错了。What she said convinced me that I was mistaken .

Impressionism (late 19th to…)

18. 修饰不可数名词：a great /good deal of / a great amount of

修饰可数名词: a large /great number of ;large/great numbers of ;a great /good many

dozens of / scores of

修饰不可数名词或不可数名词: a lot of / lots of ; a large quantity of /large quantities of

plenty of

19.mostly adv . ( =mainly , largely )大部分的，主要的

They are mostly students.

most pron . adj . adv

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.

20.lead to

The heavy rain leads to serious floods.

Lead to / lie in

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 .

shadow (阴影、影子---指一个平面)

shade (树阴、阴影---指一个立体空间)

Stay in the shade ------it’s cooler . (阴凉处)

The shadows of the trees grew longer as the afternoon went on.

随着下午时光的延续，树影会越来越长。

Step III Suffixation

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

Verb Adjective Suffix Noun

read -er reader

act -or actor

train -ee trainee

build -ing building

attend -ance attendance

punish -ment punishment

invent -tion invention

sick -ness sickness

special -ist specialist

true -th truth

2. Suffixes used as an adjective signifier

Noun Verb Suffix Adjective

wind -y windy

adventure -ous adventurous

hope -ful hopeful

hero -ic,(-ical) heroic

nation -al national

care -less careless

trouble -some troublesome

depend -ent/-ant dependent

comfort -able/-ible comfortable

act/imagine -ive/-tive -ative/-itive active

imaginative

second -ary secondary

change -able changeable

annoy -ing annoying

excite -ed excited

3. Suffixes used as an adjective signifier

Adjective Noun Suffix Verb

broad fright -en broaden, frighten

simple -fy simplify

modern -ize(-ise) modernize

Step IV Practice

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.

Step V Homework

Prepare to learn the grammar of the subjunctive mood.

Period 3 Grammar

Teaching aims

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.

Teaching methods

Summarizing, comparative method; practicing activities

Teaching procedures:

Step I Presentation

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.

Ⅰ.“If” clause---, main clause

Time Verb Main Clause

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)

were to do

should do

Ⅱ.虚拟语气特殊句型

1. Subject +wish+ Object Clause

Time Verb Objective clause

now wish would do / could do / were /did

past wished had been / done

future wish would do/ could do / were / did

2. would rather (that) 现在：过去时

过去：过去完成时

将来：过去时

3. as if /though + Clause 虚拟 从句动作与主句动作同时发生用过去时

从句动作先于主句动作发生用过去完成时

4.It’s (about/high) time +(that)…过去时 /should +V. (Should不可省略)

5.表示要求，命令，建议的虚拟语气 宾语从句。常见动词： 一个坚持，两个命令，三个建议，四个要求。即:1. insist 2. order, command 3. advise, suggest, propose 4. demand , require, request, desire 这些动词后面的宾语从句要使用虚拟语气。即从句中的动词 使用should + 动词原形，或者将should省略。

6.without和but for 构成虚拟. but for(要不是)

7. If only …要是就好了

If only I knew his 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!

三： 虚拟语气假设条件句型注意点：

假设条件从句谓语动词发生的时间与主句所假设的谓语动词不一致，这种条件句叫做混合条件句。主句和从句的谓语动词要依照假设的时间而定。(“各归各” 的原则)

If the weather had been finer, the crops would be growing better.

If you had followed the teacher’s advice, you wouldn’t be in the hospital.

2. 虚拟条件句倒装。 条件从句中有should， were， had三个助动词可以把if省略，并将这三个词提至句首。

Step II Practice

Exercises for the Subjunctive mood.

Step III Consolidation

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.

Step Ⅵ4 Homework

Prepare for the Listening and Talking on page 41.

The Fifth Period Using Language

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:

Step I Lead-in

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.

Step II Reading

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.

1. Post-reading

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.

Step IV Writing

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.

高二英语选修6 Unit3 教案 篇3

Teaching aims:

Learn how to make an inversion and in what cases inversion is used.

Teaching Important and difficult point:

When and how to use an inversion.

Teaching procedures:

英语的正常语序是“主语 + 谓语”。 即主语在前，谓语在后。 有时有于句子结构的需要或表示强调，就要采去倒装形式。将谓语动词完全移到主语之前称为完全倒装;只将助动词或情态动词放到主语之前，称为部分倒装。如：.

The teacher came in. (正常语序)

In came the teacher. ( 完全倒装)

I have never seen a film so moving before. (正常语序)

Never before have I seen a film so moving.(部分倒装)

倒装结构通常用于下列情况：

㈠ 完全倒装

1. 用于there be句型。

如：There are many students in the classroom.

2. 用于“here (there, now, then) +vi +主语”的句型中，或以out, in, up, down, away 等副词开头的句子，以示强调。

如：Here comes the bus. There goes the bell.

Now comes your turn. Out went the children.

请看试题：

①--can you tell me where my uncle is?

--Yes, of course,________.

A. here your uncle comes B. here comes your uncle.

C. comes your uncle here D. your uncle here comes

注意： 代词作主语时，主谓语序不变。如：Here it is . In he comes.

请看试题：

② --Where is the report?

--________.

A. There is it B. There it is

C. There the report is D. Is there the report

3. 有时为了生动，或为了强调表语或状语，或使句子平衡而倒装。

如：

1) At the head of the queue was an old woman.

2) On the ground lay an old sick goat.

3) Also present will be a person who thinks up an idea for an advertisement.

4) Gone are the days when they could do what they liked to the Chinese people.

5) Among the goods are Christmas trees, flowers, candles and toys.

请看试题： ③In each room _____.

A. are ten students B. ten students are C. ten students there are D. ten are students

4. 用于so, nor, neither开头的句子，表示重复前句部分内容。原句的谓语应与前句谓语的时态、形式相一致。

如： He has been to Beijing. So have I.

Li Wei can’t answer the question. Neither can I.

请看试题：

④ --I’d met Philip several times before. -- ________.

A. So did I B. So had I C. I did, either D. I met, also

⑤ --Are you going there with us? --If Mary wants to go, ______.

A. I also go B. so do I C. so I will D. so will I

⑥ --Do you know Jim quarreled with his brother? -- I don’t know, _____.

A. nor don’t I care B. nor do I care C. I don’t care neither D. I don’t care also

注意：如果so 不含“也”的意思，即使打头，也不倒装。如：

---- It was cold yesterday. --- So it was.(天确实冷)

㈡ 部分倒装

1. Only修饰的状语提前时。

如： Only then did I begin to know her.

Only in this way can you learn English well.

请看试题：

④Only when he started to explain ____ the reason for this.

A. she realized B. did she realize C. she had realized D. had she realized

2. 某些表示否定意义的词,如: never, hardly, seldom, little, few, at no time, by no means, nowhere, not a bit等在句首时。

如:

1) Seldom in all my life have I met such a determined person.

2) Never shall I forget it.

3) Hardly can I believe that.

请看试题：

⑦Little ___ about his own safety, though he was in great danger himself.

A. does he care B. did he care C. he cares D. he cared

⑧Not for a moment ____ the truth of your story.

A. did he made B. he made C. did he make D. he makes

3. 当not only … but also, not until, no sooner… than, hardly… when 在句首时，要倒 装。注意在这些句型中倒装的位置。

not only… but also…句型中，前一个分句倒装，后一个分句不倒装。

如：

Not only was he forcing to stay at home, but he was also forbidden to see his friends.

Not until … 句型中，复合句的前面从句不倒装，后面的主句倒装。

如：

Not until she saw the present did she feel happy.

Not until the teacher came did he finish his homework. 。

No sooner … than…, hardly…when的句型中，后面从句不倒装，前面主句倒装。

如：

No sooner had he finished the talk than a man stood up and put forward a question. Hardly had I enter the army when I felt very proud.

请看试题：

⑨Not until his father was out of prison ____ to school.

A. can John go B. John can go C. could John go D. John could go

⑩No sooner ____ asleep than she heard a knock at the door.

A. she had fallen B. had she fallen C. she fell D. did she fall

4. 以as 引导的让步从句，谓语动词以后的部分倒装(提前到as 之前)。

如：

1) Fine as it is, I shall not go out.

2) Hard as he worked, he made little progress.

3) Child as he is, he knows a lot.

5. 省略了if的条件句中，were, had 或 should 可提前句首构成部分倒装。

如：

Were I not so busy, I should go with you.

Had he been here yesterday, he would have come to watch the football match.

Should there be a flood, what should we do?

6. 在so…that(如此…以致于)句型中，若so…提前到句首构成部分倒装。

如：

So carelessly did he drive that he almost killed himself.

So loudly did he speak that people in the next room could hear him.

7. 用于某些表示祝愿的句子。

如：

1) May you succeed! 2) Long live China!

高二英语选修6 Unit3 教案 篇4

一、教学目标

1．语言知识目标：

1)学生能够正确读写及运用以下单词：

airmail; fortnight; roof; muddy; textbook; concept; weekly; relevant; remote; weed; rectangle;

rectangular; adjust; platform; broom; tin; jar; sniff; participate; interpreter; grill; otherwise; privilege

2)学生掌握下列词组的意思并能在句子中熟练运用：

hear from; (be)dying to;the other day;dry out;dry up

2．语言技能目标：

1)强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络的技能。

2)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。

3．语言能力目标：

增强阅读理解能力；发展借助图片、表格等非语言信息进行语言输出的能力。

4．情感态度与文化意识目标：

1）帮助学生理解志愿者工作的意义，培养学生在日常生活中帮助他人、扶贫救困的爱心。

2）在小组合作互动中，增强学生的团队合作精神与分享意识。

二、重点难点

1、教学重点：a. 获取巴布亚新几内亚共和国各部落生活状况和风俗习惯的信息；

b.阅读能力的培养和阅读技巧的训练，如精读课文完成表格填空等。

2、教学难点：a.理解作者志愿者工作的意义，从而树立正确的价值观；

b.训练用英语获取信息、处理信息、分析问题和解决问题的能力。

三、课前准备

1．学生的学习准备

查找关于巴布亚新几内亚共和国的信息。学生可以通过上网等形式搜集信息，并且把搜集到的信息编成问题或写成一段文字，在课堂上向其他同学汇报。这提高了学生的学习兴趣，把被动的学习变成主动的学习。

2．教师的教学准备

查找关于国内外关于帮助他人的个人和组织。

3．教学环境的设计与布置

在教室里张贴班级学生参加社团活动或志愿者活动和“献爱心”捐款的照片及资料。

4．教学用具的设计和准备

制作与阅读课文相关的多媒体课件。

四、教学过程

Step 1 Warming up

1.Show the sign of United Nations Volunteer in China.

2. What does the word “volunteer” mean? In groups, discuss who can be called volunteers.

(People who help others in their community or outside their community would be called volunteers. However, they would not be called volunteers if they help their parents, other relatives or friends.)

[设计说明]通过中国青年志愿者的标志导入，因为标志中有一个手的图形，提醒学生：志愿者常常伸出手帮助别人。然后分组讨论“什么样的人才被称为志愿者？”。经过讨论，学生统一了认识，知道了志愿者是指帮助与自己没有直接关联的人。这一点对于理解课文也非常重要。

Step 2 Pre-reading

1. Show the title and a map to the Ss and introduce some information about Papua New Guinea.

( T: Now, let’s read a passage about a volunteer works in Papua New Guinea--- A Letter Home)

(Introduction: Papua New Guinea is situated in the Pacific Ocean, to the north of Australia.It is a poor country with a population of 5.7 million, around 80% of Papua New Guineans living in rural areas with few or no facilities such as running water and electricity. Engligh is the official language. Because of the poverty,not all children go to school. Around 85% of children start school but about 60% of these reach Year 5.)

2. Show some pictures to the Ss and make them get some background information.

[设计说明]由于学生对于巴布亚新几内亚独立国的情况了解不多，教师有必要在阅读课文之前介绍一些这个国家的信息，也可以布置学生在课前上网查找这个国家的资料，上课时由学生用英语汇报，或者采用“头脑风暴”或分组竞赛抢答的形式，使学生在较短的时间里掌握足够的背景资料。随后展示一些图片，既加深学生对于这个国家落后的经济、教育状况的印象，也有助于之后阅读活动的展开。

Step 3 Scanning

Divide the passage into 4 parts and find out the main idea of each paragraph.

Part.1(Para 1). Opening of the letter and introduction to what will be talked about in the passage.

Part.2(Paras2-3) The school where Jo worked and Jo’s work at school.

Part.3(Paras4-8) Jo and Jenny visited Tombe’s home in the village.

Part.4(Para 9) End of the letter.

[设计说明]快速阅读后要求学生分段，再找出每段的大意。如果是阅读理解能力普遍较弱的班级，教师可以把这项任务改为把各段与段落大意相搭配，如下所示：

Part.1(Para 1). End of the letter.

Part.2(Paras2-3) Opening of the letter and introduction to what will be talked about in the passage.

Part.3(Paras4-8) The school where Jo worked and Jo’s work at school.

Part.4(Para 9) Jo and Jenny visited Tombe’s home in the village.

Step 4 Skimming

Skim the passage and finish the following tasks:

Task 1. Answer the following questions:

(1) Why did Jo send Rosemary some photos?

(It is difficult for Rosemary to imagine how life was hard.)

(2) Why was Science the most challenging subject for Jo?

(Her students have no concept of doing experiments and there was no equipment.)

(3) Why did the boys start jumping out the windows?

(The boys never came across anything like the bubbling mixture.)

(4) Why should it take Jo and Jenny two and a half hours to get to the village?

(They had to climb up a mountain to a ridge first and then down a steep slope to the village below.)

Task 2. What have you learned about the customs and lives of the people in Tombe’s village? Read Paras 4-8 carefully and complete the table below.

Type of houses Diet

Family relationships Possessions

Cooking methods Agriculture

Sleeping arrangements Beliefs

附答案：

Type of houses small,round,madeof bamboo,grass roofs;men’s huts have grass sticking out of the top of the roof,no windows; small doorway; floor covered with fresh grass Diet Sweet potato, corn, greens

Family relationships (large extended families)Everyone seems to be a relative of Tombe’s. Possessions Not many-one broom, a few tin plates and cups, a couple of pots

Cooking methods Hot stones are placed in an oil drum,then vegetables are placed in the drum,covered with banana leaves and steamed. Agriculture Tools are very basic,e.g. a digging stick(There is no machinery.)

Sleeping arrangements A new sleeping platform for the guests, Kiak usually slept in her own hut. Beliefs The villagers believe in evil spirits.They believe that leftover food attracts evil spirits so they dry it out in a can over the fire. Then the can is thrown out of the hut.

[设计说明]仔细阅读是快速阅读的延续。通过阅读，查找到巴布亚新几内亚独立国里各部落居民的生活状况和风俗习惯。这也是这篇课文的重点之一。如果学生感觉难度较大，可以给出句子，只留在一些关键词汇的空格让学生填写，如空出答案中的下划线的单词。

Step 5 Reading aloud

Read the passage aloud and underline the important phrases and difficult sentences.

[设计说明]边读课文边划出重点词组和难句，加深对于课文内容的理解。而且，在程度较好的班级，时间允许的情况下，教师可以在朗读课文结束后插入一些词汇和句型的讲解。也可以根据情况，把词组和难句放在下一节课中专门讲和练。

Step 6 Discussion

1. Why do you think Jo become a volunteer in PNG?

2. Would you like to work as a volunteer in a poor area? Give reasons.

[设计说明]通过讨论Jo作为志愿者的原因，可以使学生更好地了解这个单元的主题：帮助他人、分享合作。通过第二个问题，教师可以进一步了解学生对于志愿者工作和帮助他人的看法，有利于教师进行德育教育，帮助学生树立正确的价值观。

Homework:

Write a passage about 100 words to introduce the village and life in the village according to the photos and the table of Ex.1.

高二英语选修6 Unit3 教案 篇5

一、教学目标

1. 语言知识目标：掌握本单元的重点词汇的用法，限制性定语从句的特征和关系词的使用

2. 语言能力目标：灵活运用本单元的重点词汇，并能够运用限制性定语从句

3. 情感态度与文化意识目标：通过讨论，明白助人的意义，帮助自己树立正确的人生观

二、重点难点

1. 教学重点：能够正确地运用重点词汇和限制性定语从句造句，并且完成语篇输出

2. 教学难点：运用重点词汇和限制性定语从句进行语篇输出

三、教学准备

1.学生的学习准备：a.复习课文内容、重点词汇和语法项目(限制性定语从句);

b.再次修改自己的关于巴布亚新几内亚生活状况和风俗习惯的习作。

2.教师的教学准备：准备各种类型的练习，以检查学生对于本单元的掌握。

3.教学用具的设计和准备：多媒体课件。

四、教学过程

Step 1 Revise the passage

1. Retell the passage with the help of some key phrases:

hear from; be dying to; a bush school; Science;

a low bamboo hut with grass sticking out of the roof;

platform; leftover food; privilege

1. Answer some questions about the passage:

1) What’s the letter mainly about?

2) Why did the writer send Rosemary some photos?

3) Why was the high school called a bush school?

4) Were the boys and villagers friendly to Jo? How do you know?

5) Why was Science the most challenging subject for Jo?

6) What do you think impressed the writer most when she paid a visit to her student Tombe’s home?

7) What do you think are the positive and negative things about living in a village in Papua New Guinea?

2. Get the Ss to exchange their composition with their partners and correct them.

Read several good compositions aloud in class if time permits.

[设计说明] 前两个练习(根据关键词复述课文和回答问题)可以任选一个，作为对课文内容的回顾。第三个练习是学生互相批改同伴的作文(在阅读课后作为回家作业布置的：用100词左右写写村落的生活状况和风俗习惯)，同样可以起到复习课文内容，加深理解的作用。

Step 2 Words and useful expressions

1. 句型转换：

1) On my way to the market, I happily met my old friend by chance, whom I hadn’t seen for many years.

On my way to the market, I happily ___ ___ my old friend, whom I hadn’t seen for many years.

2) He is very worried as he haven’t received any letter from his girlfriend for a long time.

He is very worried because he haven’t ______ _______ his girlfriend for a long time.

3) I’m eager to know the result of the final examination and even can’t eat and sleep well for that.

I’m ____ ____know the result of the final examination and even can’t eat and sleep well for that.

4) Don’t worry!I can take as many as four people in my car.

Don’t worry!I can take ______ ______ four people in my car.

Key: 1) came across 2) heard from 3) dying to 4) up to

2. 翻译句子:

1) 孩子们发现很难适应新的学校。(adjust to)

2) 他不会借钱给我，那是肯定的。(for sure)

3) 志愿者工作会给巴布亚新几内亚的人们带来不同吗?(make a differnece)

4) 我们将组织一些活动为了给困难中的孩子筹集一些钱。(in need)

5) 汤贝的父亲领我们走进他的家，一个屋顶上伸出一簇茅草的低矮的竹屋。(stick out)

6) 我们学校的许多学生都参加了志愿者活动。(participate in)

7) 跟汤贝一家度过一天，真是一种殊荣。(It is a privilege to…..)

Key:

1)Children found it difficult to adjust to the new school.

2) He will not lend you any money, and that’s for sure.

3) Haven’t the voluntary work made any differences to the people in PNG?

4)Some activities will be organized to collect money for children in need. /

We will orginaze some activities to collect money for children in need.

5)Tombe’s father led us to his house, a low bamboo hut with grass sticking out of the roof.

6)Many students in our school have participated in the volunteer activities.

7)It was such a privilege to have spent a day with Tombe’s family.

[设计说明]在语言知识复习部分，设计了两个练习(句型转换和翻译句子)，目的在于帮助学生掌握本单元一些重要词组的用法和使用语境。另外，还可以将翻译设计为以下形式：

1) 孩子们发现很难适应新的学校。

Children found it difficult to ________ _________the new school.

2) 他不会借钱给我，那是肯定的。

He will not lend you any money, and that’s _______ _________.

Step 3 Grammar

1. Make a chart of the relative pronoun and adverb.

限制性定语从句关系词一览表

先行词是物 先行词是人 先行词是人/物 先行词是地点名词 先行词是时间名词 先行词通常为reason

主 宾 主 宾 定 状 状 状

关系代词 which

that

who

whom

whose

关系副词 where

when

why

2. Fill in the proper relative pronoun or adverb:

1)Hangzhou is a city ________there is a beautiful lake.

2)Hangzhou is a city________has a beautiful lake.

3)Can you tell me the date______Lincoln was killed?

4)Can you tell me the date on______ Lincoln was killed?

5)The school________I studied had modern equipment.

6)The school_______was built last year had modern equipment.

7)This is the factory_______ he visited last year.

8)This is the factory_______he once worked.

9)I’ll never forget the day________we played together in the country.

10)I’ll never forget the days________we spent together in the country.

11)Do you know the reason________she was late?

12)This teacher, with _________ son I work, is liked by all the students.

Key: 1)where 2)which/that 3)when 4)which 5)where 6)which/that 7)which/that 8)where9)when 10)which/that 11)why 12)whose

[设计说明]如果学生程度教好，教师可以指导他们根据语法课上的表格自己编制，程度较弱，教师就给出表格框架，由学生填上五角星标注的部分，以此帮助学生复习限制性定语从句，之后再做“用合适的关系代词或关系副词填空”的练习，进一步巩固语法。

Step 4 Learning tip

1. Q: Why do the people do volunteer work?

(Volunteering gives people the chance to explore avenues that would not usually be open to them. This experience enables an exchange of cultural and social contact between volunteers and their host nationals. It enables people to learn new skills and languages, to develop and gain practical experience in the field, in sometimes demanding conditions, and to develop leadership and teamwork skills. In addition, personal development which is difficult to evaluate, is one of the greatest benefits to working and travelling among people from different cultures.)

T: We should help with each other, not only in life, but also in study.

2.Read Learning tip.

3.Fill in the form of “summing up”and collect the Ss’forms.