英语选修6教案十五篇

向党组织提交书面的入党申请书，这是每一位要入党的人必须经历的过程。如果你有志于祖国的发展，我们需要在行动、思想等方面向党组织靠拢。有没有优秀的入党申请书范文可资借鉴呢？在这里，你不妨读读英语选修6教案十五篇，仅供参考,欢迎大家阅读本文。

英语选修6教案(篇1)

1. 开展学生活动，发挥主体作用

新课程强调要充分发挥学生在教学过程中的主体作用。本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生限度地参与教学过程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。

2. 实施情景教学，统合三维目标

本课设计从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。而三维目标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能力的培养、情感态度价值观的渗透交融在一起，实现了三维目标的和谐与统一。

3. 转变学习方式，增强教学效果

新课程要求提倡自主、合作、探究的学习方式，发挥学生的主体性、能动性和独立性，本课设计通过自学课本，小组讨论，综合分析，角色扮演等活动， 为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生知识的构建与运用，能力的培养和提高，情感体验和态度、价值观的形成，增强了教学效果。

4. 运用问题教学，启发学生思维

本课设计按照诱思探究理论要求，遵循学生的认知规律，引导学生去发现问题、分析问题和解决问题，从而掌握知识，形成能力，培养品质。通过对文章分析的由浅入深，由易到难，循序渐进，引导学生结合历史现状和教材信息，发挥想象，活化语言，从而达到综合运用英语进行交际的目的。有利于培养学生的思维能力，激发学生的创新精神。

本教学设计贯穿了新的教学理念，体现了课程改革的鲜明特色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。

【教材分析】

本单元教学内容为人教版新课标Module 5 Unit 3 Life in the future。本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，旨在培养学生预测未来的能力，通过对现实生活与未来生活的对比，唤醒学生把握现在，珍惜现在，爱护环境，保护自然的意识。

第一篇Reading文章主要讲述主人公Li Qiang在时空旅行前、时空旅行中及时空旅行后的所见所想。第二篇则主要记叙了Li Qiang在太空站认识的两个非常特别的太空生物，并将两个生物的特征进行了对比。两篇阅读文章都是科幻型阅读，旨在唤起学生的想象力，培养学生对未来生活的预测。语法部分则延续了课文内容，通过作者对未来生活态度的讨论引出过去分词做状语及定语的用法，并以短文填空的形式来巩固文章生词的用法。听力部分则描绘了一个拥有高新科技的wonderland,表明了人类对美好生活的追求与幻想，并最终通过口语情景设置锻炼学生综合运用英语的能力与技巧，从而对未来生活进行更细致的预测。

考虑到各部分内容的内在联系，笔者结合教学实际将同一话题不同内容与形式的材料进行了重组，对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时，丰富了教学内容和语言活动形式。

【学情分析】

1. 认知基础：高一学生基本上能用英语清晰地表达个人观点，准确地描绘

生活现象或表达个人情感，能用基本的词汇、句型对未来生活作出描绘与预测。

2. 心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识

发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。

3. 学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。

【教学目标】

(1)知识与能力

学习与未来生活有关的词汇;能对本单元的生词猜测词义并能用英语释义基本单词;学习有关预测和猜测的表达方式以及过去分词作定语、状语的用法;能听懂关于对未来生活、环境的想象、猜测和思考的会话，想象未来生活可能存在的问题;能用英语简单地谈论未来生活，猜测未来的科技发展趋势;能阅读关于未来生活、未来世界以及外太空和外星人的英语文章;能够较好地发挥想象来描写未来生活和外星生物。

(2)过程与方法

通过网络或图书馆等途径查找搜集有关科学家对未来生活预测的资料，培养学生利用学习资源的策略;并且笔者结合教学实际对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时。第一课时为Warming-up and Reading, 第二课时为Learning about language, 第三课时为Using language, 第四课时为Listening and speaking。着重培养学生学习运用词汇学习中的猜词策略，激发学生想象力，预测未来生活。

(3)情感态度与价值观

通过学习课文，使学生回顾历史，认识现在，展望未来，激发学生的想象力;提高环境保护，资源保护意识。通过讨论使学生了解中国和其他国家目前存在的社会问题以及科技发展方向，预测世界未来生活、环境的发展趋势。

【重点难点】

重点：

1.掌握有关描绘未来生活的词汇以及有关预测和猜测的表达方式。

2.通过对文章的学习，根据目前的现状预测未来的生活，提高环境保护、资源保护意识。

难点：

1.掌握过去分词作定语和状语的用法。

2.运用所学的词汇及句型写出具有一定想象力的短文。

【教学策略与手段】

1.采取多种教学方式，讲述法与讨论法相结合，启发式教学法与创设课堂思维情景相结合，接受式学习与探究式学习相结合。

2.以活动构建教学理论为指导，挖掘课程资源，利用图片、表格、多媒体等多种形式，师生互动，分组探究。

3.适时对学生的学习过程进行调控与激发，实现教学预设与动态生成的统一。

【教学准备】

1.教师整理课堂相关文字、图表、影音资料，制成多媒体课件。

2.课前组织学生搜集、阅读有关世界环境问题、当今科学技术发展及对未来生活预测的文章，积累一定的知识储备。

3.课前按教室座位情况将学生分成若干小组，每组6人，并选出组长一人，以小组为单位开展合作学习。

【教学过程】

Period 1: Warming-up & Reading

Teaching Aims:

1. Learn some new words and e-pressions.

2. Improve the students’ reading skills.

3. Know the more advanced forms of transport in AD 3005 and the advantages and problems of life in the future.

Teaching Methods:

1. Inductive method

2. Pair work & group work

3. Competition

4. Illustration

5. Deductive Method

Step 1 Greetings and Lead-in

1.The teacher can start with daily greetings and try to lead in some words in this unit.

Q1: Where do you come from? Do you live in the downtown or in the countryside?

do you live in a comfortable surrounding?

Is it a suitable location for people to live in?

What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).

2.Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…)

Bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. What other vehicles do you know?

Carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …

3.Now let’s take a look at the screen to learn about the development of all the means of transportation.

Sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft

4.Q3: What will the future means of transportation be like? (Time travel)

Well, today we are going to learn a te-t about time travel.

【设计说明】

由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词;然后总结交通工具的发展历史，预测未来的交通方式，引出跨时空旅行，从而进入阅读文章的处理与学习。(由于考虑到Warming-up中的Transport与Houses, Villages,Towns, 以及Location of settlement的联系不大，可单独提出，因此将Transport的发展变化应用于课文的导入中，这样比较科学自然。)

Step 2 Skimming

1.The teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.

Q1：What will the future life be like?

2.The students are given several minutes to read through the te-t and try to find out the changes mentioned in the te-t.

Q2: Which changes are mentioned in the te-t?

Time travel – transport – air quality – religion – clothing – eating – houses – towns

3.The teacher can ask the students to carry out a discussion about the changes.

Q3: Which changes are good and which are bad?

【设计说明】

猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。(由于Comprehending中关于未来生活变化好坏的讨论难度不大，考虑到整个设计的连贯性，将其提至快速阅读中，设置成小讨论，将学生说与读的能力更好地结合。)

Step 3 Reading for details

1.Before the journey

Q1: How many people are mentioned in the te-t? Who are they?

Q2: When did the writer write this letter? And to which year did he travel?

Q3: Why did Li Qiang travel to the year AD 3005?

Q4: What did Li Qiang suffer from?

Q5: How did Li Qiang feel? What makes him feel better?

Q6: Where did they arrive?

【设计说明】

通过几个特殊疑问词，提出以下问题，处理文章第一段。因本篇课文是一篇叙事故事，而记叙文时一般都包括事件发生的人物、时间、地点、事件、原因等关键要素，因此让学生通过阅读寻找上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。

2.During the journey

1) In the capsule:

Climb through the round opening -- comfortable seats -- calming drink -- lay rela-ed -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?

2) Out of the capsule

Confused by the new surrounding, I was hit by the lack of fresh air

Q1: How did Li Qiang overcome the lack of fresh air?

1. Hovering carriage: .

Q2: How did the hovering carriage float?

Q3: How can a person move swiftly?

2. “A large market”

Q4: What were people doing there?

Q5: What happened to Li Qiang?

3. A large building

Q6: What is a “time lag” flashback?

【设计说明】

按事件发生的先后顺序及地点转换顺序，处理文章细节，培养学生抓住文章线索来处理课文的能力。然后根据地点转移，自然地将“太空仓内”转向“太空仓外”，按照作者在太空仓外所处的三个不同地点Hovering carriage, a large market, a large building来处理文章第三段。

3.After the journey

(Arriving home, he showed me into a large bright, clean room.

description of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…

Q1: How did the author feel after visiting the special house?

e-hausted, I slid into bed and fell fast asleep.

【设计说明】

通过精读课文，了解文章细致内容，按照“时空旅行前，时空旅行中及时空旅行后”的时间线索来处理文章细节。“时空旅行中”又可按照“在太空仓内与在太空仓外”分析文章信息。在此过程中锻炼学生精读的阅读技巧，处理文章生词，并适当地引入几个过去分词做状语及定语的句子，为语法部分的讲解作个铺垫。

Step 4 Consolidation

1.Put the statements into correct order. ( C --- A --- D --- B )

A. We are transported into the future by a comfortable time capsule.

B. I arrived at Wang Ping’s home and everything in his house made me surprised.

C. I won a travel to the year AD 3005.

d. I have my first try to master a hovering carriage.

2.Discussion: Compare the houses, towns, location of settlement of different period of time and predict about the changes in the future

AD 1005: China ---- AD 2007: Modern World ---- AD______ : Your idea

3.A telephone interview with Li Qiang

Ask the students to discuss in group of si- and raise as many questions to Li Qiang as possible. Some questions about the problems in future life are recommended.

【设计说明】

首先通过对文章故事情节的正常排序回顾文章梗概;其次通过Warming-up中过去、现在的房子、城镇及居住环境的比较来预测未来方的发展与变化;最后设置情景，进行角色扮演，模拟电话采访Li Qiang回顾整篇课文，引出本节课的作业与任务。全面地锻炼学生的总结概括能力以及团体协作的讨论能力。

Step5 Assignment

some pictures of various kinds of pollution to the students to arouse their awareness of environmental protection and then ask the students what have caused those environmental problems in groups.

Q1: What problems are we facing now?

Q2: What have caused those problems?

some advanced and imaginative inventions to the students, and try to arouse their imagination to design specific objects for a better future life

3.Assignment: Object-designing

design an object which can help you change the world for a better future

【设计说明】

通过角色扮演以及情景设置中引出未来生活中将会存在的问题，以此导出现在生活中存在的问题，由此自然地引出阅读课的任务----发明设计，以此激发学生的发明创造能力，唤醒学生保护自然、爱护环境的意识，学习中渗透道德教育，一举两得。

Period 2: Learning about language

Teaching aims:

1. Learn past participle used as adverbial.

2. Master some important words: swiftly, unsettle, constant, remind, previous, bent, press, link.

Teaching methods:

1. Teach grammar in real situations.

2. Learn grammar through practice.

Step 1 Revision and Preparation

1.Ask the students to talk about the writer’s attitude towards the future life, was he optimistic or pessimistic about the future? How do you know? Can you find some sentences to support your opinion?

2.Ask the students to find out some sentences which can support the opinion that the author is pessimistic about the future life.

1 .Confused by the new surroundings, I was hit by the lack of fresh air.

2. Worried about the journey, I was unsettled for the first few days.

3. E-hausted, I slid into bed and fell fast asleep.

And then ask the students to finish the e-ercises in their te-tbook.

e-.1. Combine these two sentences using the past participate as the adverbial.

1. I was frightened by the loud noise. I went to see what was happening.

Frightened by the loud noise, I went to see what was happening.

2. He was hit by the lack of fresh air. He got a bad headache.

Hit by the lack of fresh air, he got a bad headache.

3.I felt very tired after the long journey. I still enjoyed meeting the aliens on the space station.

Tired after the long journey, I still enjoyed meeting the aliens on the space station.

4. The museum was built in 1910. The museum is almost 100 years old.

Built in 1910, the museum is almost 100 years old.

5. The little girl was frightened by the noise outside. The little girl dared not sleep in her bedroom.

Frightened by the noise outside, the little girl dared not sleep in her bedroom.

6. The student was given some advice by the famous scientist. The student was not worried about his scientific e-periment any more.

given some advice by the famous scientist, the student was not worried about his scientific e-periment any more.

3.Ask the students to find out some sentences which can support the opinion that the author is optimistic about the future life.

1. His parents company named “Future Tours” transported me safely into the future.

2. A table and chairs rose from under the floor as if by magic.

3. Tomorrow you will be ready for some visits organized by the company.

And then ask the students to finish the e-ercises in their te-tbook.

e-.2. Combine these two sentences using the past participate as the attribute.

1. Soon we lost sight of that famous astronomer. He is called Li Qiang.

Soon we lost sight of that famous astronomer called Li Qiang.

2. I am going to buy a painting. It is copied from Vincent van Gogh.

I am going to buy a painting copied from Vincent van Gogh.

3. The castle is under repair. It was built in 1432

The castle built in 1432 is under repair.

4. I like that old private house. It is built of wood and mud.

I like that old private house built of wood and mud.

5. The vehicle is mentioned in the book. The vehicle is unknown to me.

The vehicle mentioned in the book is unknown to me.

6. The room is completely empty. The room is connected to the rest of the house by a long passage.

The room connected to the rest of the house by a long passage is completely empty.

7. The queen was sitting in a royal carriage. The carriage was drawn b four horses.

The queen was sitting in a royal carriage drawn by four horses.

【设计说明】

通过设置讨论作者对未来生活持乐观还是悲观态度来复习并提升Reading内容，巩固学生对Reading全文线索的了解与掌握，并通过讨论找出含有过去分词用法的句子来支持各自的观点。(由于Reading中Comprehending部分中关于作者对未来生活所持有的态度的讨论跟语法部分联系紧密，故将其从Reading中剪切，转至语法中作为回顾阅读课，导入新课)完成语法练习后，学生对过去分词作状语和定语的用法有了一定的了解，然后教师将过去分词作状语和作定语的用法系统归纳如下：

过去分词作状语可以表示时间、条件、原因、让步、方式或伴随，有时在其前还可以带上连词，以示明确。

1. 作时间状语。 Once discovered, the enemies were completely wiped out.

2. 作原因状语 Moved by his words, I accepted his present.

3. 作条件状语 United we stand, divided we fail.

4. 作让步状语 Although tired, they continued to work.

5. 作方式或伴随状语 The teacher stood there, surrounded by many students.

注意：

1) 作状语的过去分词通常与句子的主语存在着被动关系，她所表示的动作通常和谓语动词属于同一时间范畴，也可表示先于谓语动词发生的动作。有时为了强调先发生的动作，也可用having been done.

e.g. Having been told many times, he can’t still remember it.

2). 过去分词的逻辑主语要跟主句的主语一致,否则不能用过去分词作状语,应用状语从句。

(误)Checked carefully, some spelling mistakes can be avoided.

(正)If the composition is checked carefully, some spelling mistakes can be avoided.

过去分词作定语或状语时，该分词及修饰成分相当一句定语或状语从句，变为定语从句或状语从句中，该从句应该具备两个特征：1)从句的主语和主句中的先行词一致;2)谓语动词为被动语态形式。

Step2 Consolidation

非谓语动词练习

B 1. ___ and happy, Tony stood up and accepted the prize. (2006全国)

A. Surprising B. Surprised C. Being surprised D. To be surprising

A 2.No matter how frequently _______, the works of Beethoven still attract people all over the world. (2006广东)

A. performed B. performing C. to be performed D. being performed

C 3._________ and I’ll get the work finished. (2007 重庆)

A. Have one more hour B. One more hour

C. Give one more hour D. If I have one more hour

B. 4. The repairs cost a lot, but its money well _____. (2006 湖北)

A. to spend B. spent C. being spent D. spending

C. 5. _____ with a difficult situation, Arnold decided to ask his boss for advice.(2006江苏)

A. To face B. Having faced C. Faced D. Facing

B 6.When her father, the girl burst into crying. (2005湖北)

A. asking of B. asked about C. being asked D. asked

d 7. The man kept silent in the room unless . (2006浙江)

A. spoken B. speaking C. to speak D. spoken to

d 8. ________, the old man is living a happy life. (2006天津)

A. taking good care B. taken good care

C. having taken good care D. taken good care of

d 9.The Olympic Games, in 776B.C., did not include women players until 1912. (NMET2004)

A. first playing B. to be first played

C. to be first playing D. first played

B 10. from his clothes, he is not so poor. (2006上海)

A. Judged B. Judging C. To judge D. Having judged

A 11.European football is played in 80 countries, it the most popular sport in the world. (NMET2003)

A. making B. makes C. made D. to make

B 12.The secretary worked late into the night, a long speech for the president. (MET2004)

A. to prepare B. preparing C. prepared D. was preparing

C 13. a reply, he decided to write again. (2005北京)

A. Not receiving B. Receiving not

C. Not having received D. Having not received

B 14.The houses are for the old people and the construction work will start soon. (2006江苏)

A. built B. to be built C. to build D. being built

C 15.If ill, I’ll stay home a good rest. (2006辽宁)

A. to fall, taking B. fall; to taking

C. falling; taking D. falling; take

Step 3 Discussion: Life at present V.S. Life in the future

1. Ask the students to carry out a discussion to compare the present life and life in the future.

do you want to work for space? What worker should be needed for the space?

2. Ask the students whether they would like to work for space if possible, and then ask them to complete this advertisement choosing these words in their proper forms.

(constant remind unsettle previous bend press swiftly link)

many people need to be________of the job opportunities on space stations, which _________ need space cooks, cleaners, teachers, and computer engineers. You can be _____ trained with one-year space course and then be ready to enjoy the benefits of working in space. People are _______ at first but soon feel better as families are encouraged to come. For health reasons, only one stay of three years is allowed. So any ______ e-perience working in space for this length of time means you cannot apply. Many people ______ to stay longer but the _____ between illness and length of stay on a space station is too strong. It is sad but the rules cannot be ___ for anyone. 【设计说明】

通过小组讨论让学生展开想象的翅膀，憧憬未来生活的美好，随后通过跟目前生活的比较，教育学生要珍惜现在，展望未来。然后让学生根据自己的实际情况，讨论是否愿意为空间站工作。

Step4 Assignment

Ask the students to write an application letter for working in space.

【设计说明】

让学生设计自己的空间站求职信，一方面锻炼学生的写作能力，一方面又与实际生活相联系，一举两得。

Period 3: Using language

Teaching Aims:

1. Learn some new words and e-pressions.

2. Encourage students to master the features of the two alien creatures, and try to compare the similarities and difference between them.

3. Train the students’ reading skills and predict the future humans.

Teaching Methods:

1. Prediction

2. Pair work & group work

3. Comparison

Step 1 Lead-in

1.The teacher shows a video clip from Star War to the students.

2.The teacher shows some pictures of those mentioned creatures from the video clip and ask some questions.

Q1: Where do those creatures live? Gala-y, planet

Q2: How are they different from us humans?

Q3: What do they eat and drink?

Q4: Which language do they speak?

【设计说明】

该部分阅读是上一课阅读材料的延续，主要谈及Li Qiang在太空中遇见的两类令人惊讶的生物。因内容与《星球大战》中形态怪异的太空生物有所类似，故笔者采取-《星球大战》片段导入，通过对太空生物的生理形态及生活的预测讨论引出课文内容。

Step2 Prediction and understanding of the title

The teacher asks the students to talk about their own understanding of the title, and try to predict what kinds of amazing creatures will Li Qiang come across in AD 3005.

【设计说明】

引出课文内容后，首先让学生就题目发表讨论，预测作者在跨时空旅行中将会遭遇哪些形态各异的生物。

Step3 Reading for details

1.Ask the students to describe the space station.

Q1: What does the space station look like?

Q2: How about the inside of the space station?

Q3: What can you see inside the station?

2.Ask the students to read through the following two passages and finish the following questions:

Q1: What two alien creatures are mentioned in the te-t?

Q2: What are the features of these two amazing creatures?

pare the similarities and differences between these two alien creatures in various aspects.

Name of creature Mu-mu Dimpods

Size Tall & thin small

Appearance Face/head/leg Like a cat

Colour Black & white Blue or purple

Personality Friendly Interesting + lovely

Number of arms Si- Many

Number of legs One leg / shell Many

How it moves Slowly Skip around fast

voice Whisper Shout

Food Carrot + cocoa Lemonade + herbs

【设计说明】

由于文章结构清晰，内容简单，主要介绍了Li Qiang在太空中遇见的两类生物以及它们之间的比较。故笔者直接处理课文细节，让学生通过阅读找出文中对两类生物的描述，比较它们的特征。

Step4 Discussion

The teacher asks the students to predict about the future humans by referring to the following questions.

Q1: When do the future humans live?

Q2: Where do they live?

Q3: What do they eat?

Q4: Do their body parts have any other special functions?

Q5: What are the features of the future humans?

Q6: How do future humans work and live?

【设计说明】

文章原先安排的任务是猜测并绘出外星人的模样，并用文字描述将外星人的外形特征;由于考虑到这个任务的难度，笔者将任务改为对未来人类的预测，并提供问题提示，降低难度，将话题从漫无边际的想象转至日常生活，程度地调动学生想象的积极性。

Step5 Assignment

draw a picture of the future humans, then write a description based on your drawing. 【设计说明】

让学生参考文章结构与内容，用文字表述未来人类在生理、心理、生活、工作等方面的特点与变化，并将自己的设计做成Powerpoint文件，在第四课时中上台展示。

Period 4. Listening and speaking

Teaching Aims:

1. Train the students’ listening ability.

2. Encourage the students to make up a dialogue about what life will be like in their hometowns in 1000 years’ time.

Teaching Methods:

1. Listen to catch the main ideas

2. Individual work and group work

3. Cooperative study

Step1 Display the design of the future humans

The teacher chooses several students to come to the front and display their design of future humans to the class. Appropriate evaluation is required.

【设计说明】

抽取几位学生上台通过Powerpoint文件展示并讲解自己在上节课对未来人类的设计与幻想，教师进行适当的点评，检验学生的设计成果，并进行总结：想象力是人类与生俱来的本能，也是人类进步的动力，人如果没有想象力，世界必然一片空白，人生将会无限的单调乏味，因为有想象才有事实，有想象才能成功。为了拓展我们的生活领域，提高我们的生活品质，使未来的生活美梦成真，让我们利用我们聪明的头脑和灵巧的双手去想象、去创造、去发明吧!

Step2 Lead-in

The teacher displays a picture of the solar system to the students, and asks the following questions:

Q1: Which planet would be the best residence for humans?

Q2: What will life on Mars be like?

【设计说明】

因听力材料描绘了想象中一个在火星上充满奇迹的wonderworld，在那个世界很多高新科技被应用于日常生活与工作中，故笔者从一张有关太阳系的图片导入，引出听力材料中的planet, o-ygen, gravity, space creatures等生词，然后向学生提出问题，太阳系中哪个星球比较适合人类生存，让学生对火星生活作出预测，从而引出听力材料。

Step3 Listening for main ideas

□living on another planet □new discoveries in space □space creatures

□why a space station spins □how to get water on Mars □comets

□houses in a town on Mars □Martian creatures □atmosphere and gravity

Keys: living on another planet, atmosphere and gravity, how to get water on Mars, houses in a town on Mars

【设计说明】

要求学生在听录音的同时提取听力材料的主要内容，并在书中的练习一上打勾。培养学生听取重要信息的能力。

Step4 Listening for details

1. How can “Wonderworld” make sure there is enough o-ygen?

2. How can “Wonderworld” make sure there is enough water?

3. What is the advantage of living in “Wonderworld”?

4. Do you think people will be healthy living in “Wonderworld”? Why?

Keys: 1. “Wonderworld” will provide a covered area for people to live in with a special air supply.

llect water from under the planet’s surface – cleaned and recycled – bacteria are

used to clean the dirty water.

3.People may become rich and famous.

4.People will be healthy since they have a satisfactory climate, enough water and sufficient accommodation to live comfortably.

【设计说明】

要求学生再听一遍录音，完成文中的细节问题。培养学生听取细节内容的能力。

Step5 Prediction & Speaking

Ask the students to work in pairs and list some questions about what life will be like in their hometown in 1000 years’ time by referring to the following sentence patterns:

Suppose that… Do you imagine that…?

I wonder if … Is it possible that…?

Is it likely/ unlikely that…? Do you suppose that…?

【设计说明】

要求学生根据本单元的学习，运用掌握的词汇与句型，预测1000年后家乡发生的变化，学生运用课本中提供的句型编造对话，先两两讨论，然后跟其他小组成员讨论编对话，培养口语及集体协作能力。新课标第一网

Step6 Assignment

Practise asking your classmates what will their hometowns be like in 1000 years’ time.

【设计说明】

要求学生在课后跟自己的同学用英语交谈，讨论预测1000年以后家乡发生的变化，将英语学习融入日常生活，激发学生讲英语的-，在实践中锻炼学生的英语能力。

英语选修6教案(篇2)

Unit 5 Reading language points

1. keep it up 坚持下去，再接再厉

keep up with

If he could keep it up, he would break the world record.

2. fit in (with …) 相处融洽；适应

They work hard and fit in well (with each other).

It’s necessary for us to fit in with the times. 我们必须与时俱进。

3．board vt. 上船，上飞机（board the ship/the plane）;

vi. 食宿；寄宿 board with/at…family

board n. 木板；甲板---on board=in a train, ship or plane

上船（动作）：board the ship =go/get on board the ship=go aboard the ship

状态：be on board

They got on board the train.=they boarded the train.

We almost felt we were on board the spaceship.

When he was in France, he boarded with a French family.

Compare: board/ aboard/ broad/ abroad

go aboard the ship=board the ship

broad 宽阔的

abroad 外国的 study abroad; at home and abroad

4. It was the first time she had ever left her motherland.

It/this is the first/second/third time that sb has/have done sth

It/this was the first/second/third time that sb had done sth

这是我第一次和外宾谈话，我很紧张。

It is the first time that I have spoken to foreign guests, so I feel nervous.

那是我第一次看到这么美丽的地方。

It was the first time I had visited such a beautiful place.

5. Xie Lei highly recommends it.

highly: 高度地（抽象）；如果是空间的高，则用high

(wide; close; deep)

recommend: 推荐---- ~ sth to sb =~sb sth

~ sb for a job/position

建议（用法=advise）~ sb to do

~ doing

~ that sb (should) do …

6. as/so far as… 就。。。而言；在。。。范围; 远至。。。，直到。。。

So far as the weather is concerned, I do not think it will matter if we go there tomorrow.

As far as I know, he is still working there.

As far as he was concerned, he was satisfied with your answer.

He used to take a walk after supper, often as far as two or three miles.

The children walked as far as the lake.

7. feel/be at home （像在家一样）舒服自在

She felt at home on the stage this time, though she seldom appeared.

She was quite at home, because she recognized familiar faces.

8. I have been so occupied with work that I haven’t had time for social activities.

occupy: 占，填满---Is the flat already occupied?

be occupied with sth=be busy with sth

be occupied (in) doing sth=be busy doing sth=be engaged in doing sth

He is occupied preparing for the mid-term exams.

9. We wish Xie Lei all the best in her new enterprise.

wish sb sth=may sb do sth

10. deserve +sth; +代词;+to do(to be done)

Good work deserves good pay.

His behavior deserves punishment.(to be punished/ punishing)

His hard work deserves all that happened to him.

11. apply to sb for sth 向某人申请某个（工作，职位）

apply… to sth 运用

12. take up 占据（时间，空间）；开始从事某种活动

13. in the beginning =at first 起初

Everything is difficult in the beginning.

14. get lost 迷路，走失 get+done

15. hand in 上交 hand out

16. get a good mark 得到高分

17. I was numb with shock.(表示原因)

18. lack confidence 缺少自信=be lacking in confidence

19. After getting my visa I was very excited because I had dreamed of this day for so long.

….explained Xie Lei, who had lived all her life in the same city in China.

She told me that she had had to learn almost everything again.

First of all, he told me, I couldn’t write what other people had said withought acknowledging them.

Had done: 过去的过去（有个过去时相对比）

Translation

1. 他的努力应该得到奖赏,因此在学习上他取得了很大的进步。（deserve）

2. 她找到住房(flat)之前，住在我家。（board）

3. 飞机就要起飞了，请还没上机的乘客马上登机。(board)

4. 我以前从没做过这种工作，我不知道是否能与其他同事相处好。(fit in)

5. 这已经是我第三次看这本书了，因为我觉得这本书很有趣。

(it is the ..time that ….)

6. 他十岁的时候开始打篮球, 现在已经是个顶级选手了。

(take up)

7. 天气这么冷，她的手指冻木了。(with)

8. 就我个人而言，每个人的贡献，不管多小，都会对环境的改善有影响。(as fas as…)

9. 他整天忙于工作，抽不出时间和孩子一起交流。(be occupied with…)

10. 我到时，简刚刚离开。真遗憾这次没有见到她。(时态)

英语选修6教案(篇3)

The second period for Language points for Reading

Check the homework.

1.that is to say /that is 也就是说，即 常用来进一步解释前面说过的事情。这是个固定短语，在句中作插入语，前面都可有逗号，后面可接句子或短语。

eg. My boss has asked me to attend a lecture about the use of the Internet three days from now, that is to say, on Friday.

John is a Londoner, that is to say, he lives in London.

eg. People seldom realize the value of health till they have lost it.

What is the value of the book?

This is the value of regular exercise.

eg. I’ve always valued your friendship/your advice.

The Ss have always valued their teachers.

The machine is valued at 1,000 yuan.

eg. Five colleges formed the university.

Water forms almost three quarters of the human body.

Clouds are forming on the top of the hill.

form a /the habit form in line in the form of

eg. She has a tall graceful form.

These are two different forms of the same thing.

4.in need of 需要中的，需要。。。。。后接名词或代词

eg. We’re collecting money for families in need.

Our school is in great need of English teachers.

need v.

We need to work harder./ We need work harder.

sth. need doing/ to be done.(want , require)

eg. The old temple needs repairing/ to be repaired.

eg. Please turn to page 216.

When you are in trouble ,you may turn to your teacher (for help).

区别turn down/ turn up turn in turn on/ turn off

eg. 1). After he left the university he became a teacher, but later he turned _____ translation.

2). The English evening turned out______ a great success.

A. be B. being C. to be D. to have

eg. She acquired a good knowledge of English by careful study.

If you did not steal the watch, you had better explain how you did acquire it.

acquire/ earn/ win /gain/ obtain/get

acquire 指通过自己的努力或经过一个过程而获得才能，智力等；earn一般是通过自身劳动而获得报酬或因自身劳动而得到的荣誉等；win指的是通过努力而得到有一定价值的东西或因占有优势而得到。

gain凭相当大的努力在竞争或斗争获得报酬，荣誉，知识，进步等。

obtain 通过较大努力或经过相当一段时间才获得早已希望得到的东西。

get 最普遍用语。

eg. He is man with rich knowledge.

My knowledge of French is poor.

To the best of my knowledge, he is honest and reliable.

He has a good knowledge of English.

Longjing is a good tea.

This is a fine paper.

Ex: One way to understand thousands of new words is to gain______ good knowledge of basic word formation.

7．Communicate （1）联系, 通消息, 交流思想 (vi)

Eg. They had no way to communicate with Kurt.

The two friends haven’t communicated with each other for years.

Eg. With his help, we tried to communicate the feelings to the hosts.

You don’t communicate your ideas well in the essay.

Eg. He communicated the disease to the rest of his family.

School children often communicate colds to each other.

eg. I must get into communication with him on this subject.

eg. all sorts of services/ goods/ books/work

eg. The doctor searched the wound and found the bullet.

They searched everywhere but could not find the lost child.

search for sb./ sth. 与 search sb./ sth. , search sw. for sb./sth. 区分

eg. Police and tracker dogs searched the woods for the missing boy.

I have searched my mind for a reason, but can find none.

in search of = in one’s search for （引起状语）找寻

Ex: The police ______ the prisoner to see if he had a gun.

C. was in search of D. was in their search for

Eg. I signed to him to keep away, but he continued to advance.

A month has passed and the work has not advanced.

Sugar has advanced two cents a pound.

Eg. The shopkeepers advanced their prices.

His work advanced the science of microbiology.

The date of the meeting was advanced from June 10 to June 3.

The plan he advanced was not good.

May I advance my opinion on this matter?

eg. Everything should be fixed in advance.

eg. She walked two yards in advance of her husband.

In this he was in advance of his party.

advanced adj. 先进的; 高级的; 年老的, 时间过去很多

eg. She was cited as an advanced worker.

He is spending a year in advanced studies.

He is advanced in years.

10.rather than 而不，与其说…倒不如说 ; 宁愿…而不愿

eg. Edison preferred to continue his work, rather than rest on his achievements.

The housewives prefer to go out to work rather than while away the time at home.

Her performance in work is good rather than bad.

would rather…than…/ prefer to do… rather than do…

eg. He hopes for a chance to go abroad.

He threw away a chance to be a manager.

…. 的可能性 chance of doing sth./ chance to do

eg. The prisoners here have no chance to get away.

熟记下列短语：

by chance/accident sb. chance/happen to do

It (so) chanced /happened that…

take every chance to do sth.

12. address (1)写地址, 把…..寄给, 向…..提出 vt

Eg.Please address the letter for me.

Who ought I to address my request to?

Eg. He is going to address the meeting in a minute.

He will address you on the subject of war and peace.

Eg. He addressed her as “Miss Mattie”.

eg. Please ask him to leave his address.

What’s your home address?

The President gave an address to the nation over the radio.

Eg. At the beginning of June an event occurred.

I am so awfully sorry that this has occurred.

It won’t occur again, if I can help it.

Eg. That view of the case did not occur to me before.

That he should have some deep personal objection had never occurred to me.

经常用于以it作形式主语的句中, 真正的主语可以是从句, 也可以是不定式。

Eg. It occurred to her that she might adopt a homeless child.

It didn’t occur to me that you would object.

It didn’t occur to me to mention it.

Didn’t it occur to you to close the windows?

Eg. E occurs in print more often than any other letter.

The same theme occurs in much of his work.

英语选修6教案(篇4)

The analysis of the samples on the murder spot showed some valuable clues to the police.

对谋杀现场标本的分析为警察提供了一些有价值的线索。

in the final analysis总之, 最终仍是...; 归根结底是

in the last analysis总之, 最终仍是...; 归根结底是

The scientist analyzed the milk and found it contained too much water.

科学家分析了一下牛奶，发现里面含水分过多。

The chemist analyzed the new tonic and found it contained poison.

药剂师对这种新补药作了化验分析,发现有毒。

What is the value of your house?你的房子值多少钱？

In spite of this, many people are confident that 'The Revealer' may reveal something of value fairly soon.尽管如此,很多人都相信那个`探宝器'很快就能探测到一些有价值的东西。

Your help has been of great value.你的帮助很有价值。

He valued the ring at $80.他估计这枚戒指值80美元。

尊重；珍视I value your advice.我尊重你的劝告。

put [set) little value on 对...评价不高; 不怎么重视

put much value on 对...给予高度评价; 重视

set a value on估价, 评价(I asked him to set a value on the pictures. 我请他对这些画估个价。)

3 acquire vt.得, 得到, 获得; 招致;学得(知识等), 求得, 养成(习惯等)

We must work hard to acquire a good knowledge of English.我们必须用功学习才能精通英语。

We must cherish experience acquired at the cost of blood.我们必须珍惜用鲜血换来的经验。

acquired adj.已获得的, 已成习惯的, 后天通过自己的努力得到的

He's a sort of people who're incapable of deceiving you.他是那种不会欺骗你的人。

I sorted the books into big ones and small ones.

我把这些书整理成大的和小的两类。

“Sort out these papers and fasten them together with a clip, please.”

“请把这些文件整理一下,用夹子夹在一起。”

all sort(s) of (=of all sorts)各种各样的

of a sort同一种, 相当的, 勉强称得上的, 较差的, 所谓的

of the sort那样的; 这类的...., 诸如此类的...

out of sorts觉得不舒服, 情绪不佳, 心里不自在; 【刷】铅字不全

5 advance vt., vi advanced, advancing前进；增进

The troops advanced.部队向前开进。

The Allied troops are advancing on the camp of the enemy.盟军正在向敌军营地挺进。

进展；发展The work is not advancing.工作没有进展。

促进, 助长advance the growth of rice促进水稻生长

The Government of Iran advanced the price of petroleum last week.

上星期伊朗政府提高了石油价格。

in advance预先You must pay for the book in advance.你必须预先付书的钱。

6 moreover adv.而且；此外=What’s more=besides=in addition

“The price is too high, and moreover, the house isn't in a suitable position.”

“房价太高,而且房屋的地点也不太合适。”

enjoy general popularity享盛名, 受欢迎, 得众望

Mary speaks good English, but she has an advantage because her mother is English.

玛丽英语说得好，因为她有一个有利条件，她妈妈是英国人。

Many women think this is an advantage for men.许多妇女认为这是男人的优越之处。

Is there any advantage in getting there early?早到那里是否值得?

give sb. an advantage over使某人处于更有利的地位

take advantage of乘机利用;利用别人的弱点占便宜

to advantage有利地; 有效地;

to sb.'s advantage(=to the advantage sb.)对...有利

turn out to sb.'s advantage变得对某人有利

turn sth. to advantage使转化为有利, 利用某事物

win an advantage (over)取得(对...的优势)

put sb. at a disadvantage使某人处于不利地位

take sb. at a disadvantage乘隙攻击某人, 攻其不备

to sb.'s disadvantage对某人不利, 使某人吃亏

The accident occurred at five o'clock.事故发生在五点钟。

An idea occurred to me.我想到一个主意。

if anything should occur, ...如果发生什么事情的话,

It occurred to me that ...我刚刚想到...

10 course n.过程, 进程, 路线, 课程,

a river in its course to the sea流向大海的河

The ship was blown off course.那船被吹离航线。

a matter of course理所当然的事， 自然地， 势所必然

He quickly gained experience.他很快就有经验了。

Only after ten years in the country did she gain her citizenship.

她在这个国家住了十年后才取得了公民身份。

He gained weight after his illness.病后他的体重增加了。

Please turn the television down a bit.请把电视机音量关小点。

We are to turn out 100,000 586 computers next year to meet the market requirements.

我们计划明年生产十万台586计算机以满足市场需要。

Things turned out to be exactly as the professor had foreseen.事情正如教授所预见的那样。

The plan turned out a failure.这项计划结果归于失败。

turn over (使)翻过来; (使)翻倒, (使)打滚；交给, 移交；熟思, 再三考虑

turn up找到；发现；被找到；（将底边折起）把（衣服）改短出现；来临；露面；把声音开大；把力量加大；发生（意想不到的事）

英语选修6教案(篇5)

1. a mental/physical disability 精神残疾/身体残疾

disability:可用作可数名词和不可数名词，用作可数名词表“残疾”；用作不可数名词表“无能、劳动能力丧失”adj. disabled

2. be proud to do/ be proud of sth 很骄傲做什么，对…感到很骄傲

4. set up her own website()创建她自己的网站

1. Other disabled people find the website beneficial.

1) find sth+adj.

2) Be beneficial to sth=be of benefit to sth 对…有益

3) v.benefit 获益，得益于。benefit by/from 得益于

1. In the other words=that is to say=namely(均常作插入语) 换句话说，也就是说

3. adapt (A) to (B) 使A适应于B，把A改编为B

4. at a time每一次, at one time曾经、一度, at times时常, at all times在任何时候, at no time决不（放句首时要倒装）

6. used to do 过去经常做, be/get used to sth/doing sth适应于…, be used to do sth被用来做

7. dream about/of doing sth梦想做…

8. miss a lot of lessons=miss a lot of school 错过许多功课

1) take a deep breath 深呼吸2)lose one’s breath喘不过起来 3)hold one’s breath屏住呼吸

11. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.

2) absence from, adj. Be absent from 缺席…反义词 presence/ be present at 出席…

3) a bit=a little 一点 little ink, a bit of ink, not a bit(=not at all)

13. accept me for who I am 接受我这样的人

14. get annoyed at/by sth, get annoyed with sb 对…生气

16. the ambition for sth/to do sth. Be ambitious to do sth …的野心/雄心

17. I don’t have time to sit around/about feeling sorry for myself.闲坐着， 对…感到可怜

18. get a lot of enjoyment out of sth 从…中得到许多快乐

20. be independent of sth 不依靠…

23. give them encouragement to live as rich and full a life as you do.（注意

Learning about language and using language

1. take on challenging tasks承担有挑战的任务 take up a job as a teacher开始从事教师职业

2. congratulate sb on sth 祝贺某人某事

3. with the assistance of sb,v. assist sb. in/ with sth.或assist sb in doing sth. 协助某人做什么事。 助手assistant

2. in particular=especially特别是…(注意与specially 区别)

3. accessible:可接近的；可进入的；可使用的, n.access （接近或进入某地的）方法；通路；（使用某物或接近某人的）机会或权利。常用结构：access to sth./ have access to/be accessible to

4. have difficulty/trouble doing sth 做…有困难

【原句回放】The doctors don’t know exactly what is wrong with me, so they don’t know how to make me well.

【原句回放】There should be a space at the end of each row so that people in wheelchairs can sit beside their friends.

【点拨】so that：in order that; with the result that。作“以便”，“为的是”讲，从句中通常用may(might)或can(could)等情态动词。例如：

We learn English so that we may get more knowledge.

1.如果so that 引出的从句为否定结构，则其谓语多用should+v原形，此时，so that 常译为“免得，以免”。例如：

He looked down so that she should not see his eyes.

2.so that 意为“以便于”， 引导目的状语从句； 而so…that…意为“如此…以至于”，引导结果状语从句。

【随时练】John shut everybody out of the kitchen _____ he could prepare his grand surprise for the party.

A. which B. when C. so that D. as if

句意：约翰把每个人都关在厨房门外，以便他能够为晚会准备一份巨大的惊喜。so that:为了；以便于

【原句回放】The buttons in the lift should be easy for people in wheelchairs to reach…(Page 8)

【点拨】be easy to do 中，easy后用不定式的主动表被动。

有此用法的形容词还有：important, light, difficult, heavy, comfortable，fit等。

例如：This kind of water isn’t fit to drink.

The box is difficult to carry.

1. have a great desire for sth/to do sth

1. experiment with/on(do/perform /carry out/conduct an experiment on sth)在…上做实验

3. persuade sb to do/ sb into doing/ sb of sth说服某人做某事

6. it was disturbing and frightening that he looked so human. 机器人如此有人情味，使得她烦恼而且害怕。

7. be offered sympathy 被同情 have/feel sympathy for同情…

10. reach for his hand伸手碰他的手, within one’s reach够的到, out of one’s reach够不到

be accompanied by/with伴随着…

be accompanied at/on the piano 由…伴奏

15. turn around转身，回转 turn in归还，上交 turn up 露面，（音量）开大turn on 打开turn off关掉 turn down 关小，拒绝turn back往回走

17. work on从事…

20. be impressed by 对…印象深刻 make an impression on sb某人留下深刻印象

21. be green with envy at sth/of sb=be jealous of sb 嫉妒某物/某人

22. prevent…(from)doing sth阻止…做…

23. set off the shops’alarm 使商店的警钟响起来

24. get into physical fights with their owners 与他们的主人打起来

1. in the present=at present 在现在

4. be pregnant with her third child 怀上了她的第三个孩子

7. take himself seriously as a writer 开始认真的当自己是一个作家了

9. receive many rewards for his books 他的书得了很多奖

10. do research into/on sth对…做研究

11. leave me alone 让我一个人呆着，不要管我的事. Leave out遗漏、略去

12. set aside把…放在一边，为…节省或保留（钱或时间）

She was amazed by his fingernails and the softness and warmth of his skin.

As he was not allowed to accompany her to the shops…

The women were impressed by Claire and the house.

It was going to be tested out by Larry’s wife, Claire.

英语选修6教案(篇6)

patent n./adj/.v.

The patent runs out in three years’ time. 这项专利为期三年。

Try some of this new patent medicine. 试试这种专利药品吧。

If you don’t patent your invention, someone else will steal the idea. 如果你不为这个发明申请专利，别人可能会剽窃其构思的。

call up =ring up 打电话给…/ bring back回忆/ 征召入伍

I called you up yeasterday but noone answered the phone.

I was called up three months after the war broke out.战争爆发三年后我被征召入伍。

The music called up my memory of the childhood. 音乐引起我对童年的回忆。

其他短语：

call for 需要，要求 去接某人或取某物 call on 号召，拜访 call in 收回 call off 取消

call at 拜访某地 call sb’s name 叫某人的名字 call sb names骂某人 call out 大叫

ex. The football match was called off because of the bad weather.

I called on Mr. Green this morning.

The president called on the whole nation to work hard to make the country stronger.

Let’s go to the meeting together and I wil call for you. 我们一起去开会，倒是我来接你。

This problem calls for careful thinking.

now and then = at times/ sometimes/ from time to time/ once in a while/ occasionally 有时，偶尔

I wrote to him now and then but not often. 我时不时给他写信，但不经常。

Speech distinguishes man from the animals. 语言使人区别于动物。

A person with good eyesight can distinguish distant objects. 视力好的人可以看清远处的物体。

You should be able to distinguish between right and wrong. 你应该能够明辨是非。

Lang Lang has already distinguished himself as a pianist.作为钢琴家，郎朗已享有盛名。

distinguish A from B. 使…有别于….

distinguish between A and B 分辨….的不同

be distinguished for…=be famous for…

beg for mercy乞求怜悯、宽恕 have/show mercy on…对….表示同情

at the mercy of… 任…摆布 without mercy 毫不留情地

Sympathy 指同情心或恻隐之心，强调共同分担，或引起共鸣等

It is a pity that such a talented man should be killed by the car.

He was moved with sympathy.

The criminal pleaded with the jury for mercy.

product-production n.---produce v./n. ---producer n.

set about (doing sth) 开始、着手 = set out to do sth

set down 记下，放下 set down to sth 开始做某事

set up 成立 set off （for） 出发 （=set out 出发）； 引爆

set aside 放在一边、节省 set fire to 点火

convenient-convenience---inconvenience n.方便，便捷

It/sth. is convenient to/ for sb. 对某人方便

It is convenient for sb to do sth.某人做某事方便

This is a convenient tool for hair-cutting.这是一种便利的理发工具。

Come and see me whenever it is convenient to you. 方便的话就来看我。

Our home is convenient to the shop. 在…附近

The shop is at a convenient distance from our home.

expectation n. 期待，期望；所希望的东西；前程；希望

in the expectation that… 预料着，指望着

in expectation of 预料着，指望着 beyong one’s expectation

against / contrary to all expectations 与预料相反

meet/live up to/come up to the expectation 不负众望

seize sb by the arm 抓住某人的手臂 seize power/ cotrol 夺取权利或控制权

注意：seize 不用suddenly修饰也不用再加by force

file letters/ an application/ complaint

bear a heavy burden / a loss 负重荷、承担损失

bear a person/ hardship/ pain 忍受某人/忍受艰难困苦/痛苦

bear love for …/deep feelings 怀有爱慕之情/怀有深厚感情

bear the sign/ an expression of….具有标记/ 带着…的表情

注意：表示忍受时，可以和can、could的否定式连用，

过去分词borne 可以表示生育，且多用于完成体的主动态；born主要用于形容词，作表语或定语，解释为“出生”；“天生的”

He is born in 1790/ into a poor family/ of French parents/with a good memory

他出生于1790年/在一个贫穷的家庭/父母都是法国人/生来记忆力好。

She has borne 6 children.

All the costs of the repairs will be borne by our company. 我们公司负担所有修理费。

jam n./ v.

jam in/ into/ with 挤进/ 使…挤满 I jammed my clothes into a small suitcase.

jam up 把事情搞糟、搞乱 The accident jammed up the traffic for half an hour.

英语选修6教案(篇7)

I. 单词拼写10%

1. He works day and night to earn enough money to p___________ a house.

2. She d____________ a large sum of money to the charity.

3. Would you like to work as a volunteer in a _____________(遥远的) poor village.

4. The Great Wall is one of the seven ____________(奇迹)in the world.

5. I’ve included some photos which will help you __________(描绘)the place I talk about.

II. 词组翻译60%

2. (河流等)干涸;(供应、思路) 枯竭 12.(使)变干，干透

II. 单项选择30%

1. Sue is good at .singing and her voice sounds _________.

A. soft B. softly C. sweetly D. well

2. Do you remember the chicken farm _____ we visited three months ago?

A. where B. when C. that D. what

3. I ______ my university professor in the supermarket near my house, which was out of my expectation.

A. came out B. came across C. came about D. came along

4. Students are encouraged to _________ the design competition for robots at the university.

A. take part B. operate C. join to D. participate in

5. After Yang Liwei succeeded in circling the earth, Chinese astronauts __________ walk in space.

A. anxious to do B. eager for C. are dying to D. are longing to

6. With the guide _______ the way, we finally got to the village which we were looking for.

A. led B. leading C. to lead D. had led

7. The reason ______ at the meeting for being late was not reasonable.

A. why he gave B. what he gave C. he gave D. on which he gave

8. I'll never forget the years ______ I lived in the country with the farmers, ______ has a great effect on my life.

A． that, which B． when, which C． which, that D．when, who

9. The plan has to be _______ to meet the real situation.

A. adjusted B. adapted C. produced D. refounded

10. The hill ________ is covered with trees is called Mang Hill.

A. of which top B. whose the top C. whose top D. top which.

英语选修6教案(篇8)

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9)

Useful Expressions:

2.award sb. sth./award sth. to sb. 把某物授予/给予/判给某人

3.celebrate different film genres 颂扬不同的电影流派

4.six of the major international film festivals 六个主要的国际电影节

5.be appropriate for sb. to do sth 对…而言适合做…

8.view…as…把…视为..

15.feature Hollywood films 以好莱坞电影为特色

18.distinguish between…and…(~ from..) 区别、判别、分清

20. meet one’s standards 达到某人的标准

21.was hatched back in 1978 早在1978年就筹划了

23.change the focus to doing sth. 把重心转移到做某事

25.act/perform in a film 在一部电影中担任演员

26.win an award at a film festival 在一个电影节上获奖

27.give awards/an award to sb. 给某人颁奖,给某人奖励

28.take a step backwards后退 take a step散步、溜达 take steps to do采取措施

29. from all around the globe 来自全球、来自全世界

30.make films with large budgets 以很大的预算资金投入制作电影

32. have a chance of doing sth./to do sth.有可能做某事

33.lose our international angle 失去我们的国际视野

34.don’t favour films from any one country 不偏爱来自任何一国的电影

37.have a good reputation worldwide 在世界范围内有良好的声誉

38.put forward a personal opinion 提出一个个人意见

44.interfere in someone else’s activity 打断某人，干涉某人的行动

47.be awarded for doing sth. 因为做某事而获奖

48.keep sth. in the shadows 保持某事在幕后/在阴影中/在后台运作

49.have no difficulty in doing sth. 做某时毫无困难

52.express oneself in English 用英语表达自己

57. have an appointment to meet sb.约见某人

60. think twice about sth. / doing sth. 三思而行，慎重考虑后再作决定

61. waste time/money on sth.浪费时间/钱在某事上

63.give sb. one’s sincere congratulations 给某人最衷心的祝愿

68.enter a speech competition 参加一个演讲比赛

71.have no commercial future 没有商业前途

83.have contradictory feelings about 对……有矛盾的情感

86. be dedicated to专心致志于…

88. have a tendency to do sth. 有做某事的趋势

Useful Expressions:

1.Joining us in the studio are Isabel from the Cannes Film Festival, …

来到我们节目现场的有来自戛纳电影节的伊莎贝尔罗斯……

Gone are the days when we used foreign oil.

我们使用洋油的日子一去不复返了。

Present at the meeting are some famous artists.

与会的是一些著名的画家。

2.Maria, do tell us a little about the Venice Film Festival.

玛丽娅，一定要告诉我们一些关于威尼斯电影节的情况。

3.I hate to interrupt you, but in defence of the Venice Film Festival, I have to point out that… 我很抱歉打断你，但我得为威尼斯电影节说句话，我必须指出……

4. It was then that Robert Redford took over …

就是那时候罗伯特雷特福德接管……

5. …there is a good chance it will become famous.

它获奖就有了很大的机会。

6.People tend to present their personal opinion as if it were a collective group’s opinion.

人们总是陈述自己个人的观点仿佛它是一个集体的观点。

7.While there is no restriction on foreign entries, those that win are in the minority.

虽然没有限制外国电影的进入，但外国电影获奖的只是少数。

8.Whether you think the Academy Awards are a film festival or not, everyone agrees that the Oscar is the best-known award a contemporary film can receive.

无论学院奖是否是一个电影节,每个人都同意奥斯卡奖是当代电影所能获得的最高奖项。

9.It felt like the camera was in the sky.

感觉起来就好象照相机在空中。

10.I think this is more to highlight the advanced special effects than to help the film’s plot.

在我看来，这是为了更加突出电影高超的特效，而不是有助于表现电影的情节。

11.As long as the film’s quality meets our standards, we include it.

只要电影的质量达到标准，都能参加评选。

12．Considering the history of our festival, we feel it is important to favour films from any one country.

考虑到我们电影节的历史，我们觉得不偏向任何国家的电影是非常重要的。

13．It was the festival that he took over in 1981.

他在1981年接管的就是这个电影节。

14．It was not until nine that I got up.

就是直到九点我才起床。

15.Who was it that told him what had happened?

到底是谁告诉他所发生的事？

英语选修6教案(篇10)

Unit 2 Poems

Ⅰ.Teacher: Huang Likui

Ⅱ.Teaching material: NSEFC Book 6 -- Unit 2

Ⅲ. Lesson type: reading

Ⅳ. Teaching aids:

1. a tape recorder

2. a projector

3. slides

Ⅴ. Teaching Objectives:

1. To learn some new words and phrases.

2. To master the main idea of each paragraph.

3. To learn some complicated sentence patterns.

Ⅵ. Teaching Important Point:

The usage of some useful words and expressions.

Ⅶ. Teaching Difficult Point:

How to grasp and remember the detailed information of the reading material.

Ⅷ. Teaching Methods:

1. Explanations of words and phrases to get the students know their meanings.

2. More examples to get the students know the usage.

3. Pair work or group work to get every student to join in the class activities and learn self-study.

Ⅸ.Teaching Procedure:

Step 1: greeting and revision (2 minutes)

T: Good morning, girls!

Ss: Good morning, Huang!

T: Yesterday we talked about English poetry, especially some famous English poets, right?

Ss: Yes

T: I think you must have got a first impression of English poetry. This class let’s study the passage in details. In my opinion, this passage is not easy. So some language points may help you to understand it better.

Step 2: Language points (32 minutes)

T: OK, now would you please open your textbook and turn to page 18--English poetry. Have you noticed that in slime paragraphs, there are some words in bold? Please pay attention to these words and make clear “what do the words in bold refer to?”. Ok, let’s read the first paragraph together. Reading poetry, one two start.

Ss: (reading)

T: Thanks for your sweet voice. Who’d like to translate the second sentence into Chinese? Xxx, would you please?

S1: ……

Step 4: Homework (3 minutes)

T: I believe you must have something in your mind. Here comes your homework.

1. Review the language points we have discussed this class and try to retell the whole passage.

2. Finish exercise 2 in word study.

Are you clear?

Ss: Yes

T: So much for today. See you tomorrow!

Ss: See you!

Ⅹ. Blackboard Design:

Language points

1. There are various reasons why people write poetry.

a poem

various: different, its root is vary

poetry is a collective noun, used as an uncountable noun.

2. Some poems tell a story or…

Others try to convey certain emotion

Some …others… ／One… the other(s) …

常常以固定的搭配形式出现

Convey : communicate ideas, feelings to sb

Colors like red convey a sense of energy and strength.

Body language conveys much more information than language spoken.

3. emotion 情绪

emotional 易动感情的

4. learn about sth.

learn sth

5. I saw a person twelve-feet high.

It is appropriate to “tall” here

6. We would have won if Jack had scored that goal.

英语选修6教案(篇11)

Module 7 Community Unit 2 They can’t walk 第四课时 课文教学Unit 2 一、教学目标： 用can’t描述他人的能力，复习巩固Unit 1 所学句型。学说句子They can’t walk. Their mothers help them. 二、教学重点： 用can’t描述他人的能力。复习巩固Unit 1 所学句型。 三、教学难点： 第三人称单、复数后动词的变化。 四、教学过程： （一）Warming up: 1. Greetings. 2. Sing a song. 3. Listen and do.  Walk, walk, I can walk.  Walk, walk, he can’t walk.  Eat, eat, I can eat. Eat, eat, she can’t eat.  Swim, swim, I can swim. Swim, swim, he can’t swim.  Stand up, stand up, I can stand up. Stand up, stand up, she can’t stand up.  Sit down, sit down. I can sit down. Sit down, sit down, he can’t sit down. 4. Free talk. Can you walk? Can he walk?   Can you swim? Can she swim? …   Can you help him (her)? （二）New teaching: 1．复习导入：出示单词卡复习本模块单词，重点复习第二单元中sit, sit down ,chick.然后在《Chick,chick,run!》《小鸡快跑》的迪斯科音乐中，师生共同完成TPR活动。 Chick, chick, chick, I am a chick. Chick, chick, chick, I can’t talk. Chick,chick,chick, I can walk. Chick,chick,chick, I can’t sit. Chick,chick,chick, I can drink. Chick,chick,chick,  I can’t eat. Stop! Sit down. 然后老师问学生，If the little chicks can’t eat, Who helps them?Please listen to the recorder, then tell me the answer. 听一遍课文录音，引导学生回答出：Their mother helps them. 2.教师出示挂图，要求学生看图再听录音，完成小黑板上的练习题。  听录音，选词填空。  father, mother, them, girl, walk, swim, eat, sit down. (1). This little girl can’t  . Her helps her. (2). This old man can’t . A young helps him. (3). These chicks can’t  . Their mother helps . (4). This little girl can’t  . Her  helps her. 3. 教师布置小组讨论。然后请四名学生下来根据小组讨论结果填空。教师点评。填对给予奖励。并要求学生注意观察发现规律，情态动词can及其否定形式can’t后面都要跟动词原型。主语是第三人称单数时，后面的动词要加“s”或“ es”。 4.学生再听录音。根据挂图和小黑板内容回答问题： （1）Why does her father help this little girl?  (2) This old man can’t sit down. Who helps him?  (3)Why does their mother help these chicks?  (4)This little girl can’t swim. Who helps her? 5.小组讨论，找出正确答案。即课本上的四组句子。 6.教师分别请四组学生下来，每组两人。根据挂图和教师的描述进行表演。表演完后由他们说出他们的表演内容，实际上就是让学生说出每组两个句子的汉语意思。不要求字斟句酌，只要能说出大概意思即可。 7.再听录音（领读带）。学生跟读。然后教师领读，再请4名学生分别领读一段。最后再请两名学生整体领读两遍。 8.出示28页第2部分挂图。集体观察第一幅图，图上有什么人？他们在干什么？ 然后找学生回答。引导学生说出They can’t walk. Their mothers help them.教师在学生说的同时在小黑板下面板书，然后教师领读一遍，再要求学生观察这组句子跟上面四组句子有什么不同？引导学生能够说出mother后面多了个“ s”， help的后面少了个“ s”。然后教师指出：由于这个句子主语是第三人称的复数，所以后面的.动词不能加“ s”。接着教师布置以小组为单位，仿照黑板上的五组句子，讲述图片的内容。还是四人一组，两人讲述两人表演。要求是上节课讲述的这节课要表演，上节课表演的这节课要讲述。最后评出这节课的最佳播音和最佳表演奖。 (2) He can’t eat. A nurse helps him. (3)He can’t walk. A young girl helps him. (4) He can’t ride. A little boy helps him. 9. Game. 传话。把课本上Unit 2中8幅图制成简笔画。每组抽取一张扣在桌上，教师说明游戏规则：每组推选一名优生当传令员，当教师发出“start”开始指令后，每组传令员要迅速看好图片并用英语将图片内容告知每组第一名同学，然后依次后传，哪组最后一名同学第一个下来汇报并与图片内容相符哪组即获胜。奖励前三名。 （三）Summary. 集体朗读黑板上板书内容。 （四）Homework.听第二单元课文录音两遍。熟读课文。   第五课时 综合复习，完成活动课本。内容与前面老师大同小异，在此不再赘述。这里只强调两点，语音部分sh字母组合的读音要给学生点出来。最后综合复习时先要复习单词、短语以及重点句型，看看学生掌握程度，然后再完成活动课本练习题。谢谢大家。

英语选修6教案(篇12)

教学准备

教学目标

教学目标

1. Ability goals能力目标

To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.

To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.

2. Learning ability goals学能目标

To enable the Ss to talk about animals under the sea.

To help the Ss know the importance of the relationship between animals and humans.

教学重难点

教学重点和难点

Teaching important points教学重点

Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.

Teaching difficult points教学难点

1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.

2. Help the Ss tell apart from Before, During and After in the story.

教学过程

Step1. Warming Up : Talk about animals under the sea.

1. Have you ever seen some marine animals?

2. What have you seen, and where have you seen them?

I have seen a/some/many…… in/on/from……

amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral

Step2. Fast-reading:

1. Find out the Background Information of the story : writer, career, writing style, time, place, main character.

2. Find out the Main Idea of the passage: What’s the first story mainly about?

Step3. Careful-reading:

1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?

2. How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.

Stage1: before the hunt: (para. 2-6):

Old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…, …by the boat…, circling back to …Why? to lead the whalers…

Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and ______ ____into the bay.

Stage2&3: Dur ing and after the hunt: (para. 7-9):

Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead, its body wa s _______ down into the depths of the sea.

Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.

Conclusion: They have amazing relationship. They work as a team

Step4 : Summary

Working at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.

On the afternoon I arrived at the station, as I was __________ my accommodation, I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom, who announced there would be a ___________.

Using a _________, we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.

课后习题

课后作业

Deal with Exercise 3 in Comprehending . Let the Ss work in groups and do some discussion：As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow.

英语选修6教案(篇13)

1.Ability goals:

Enable the Ss.to describe cloning:

What is the advantages of cloning?

What is the problems or dangers of cloning?

What is your opinion of cloning?

2.Learning ability goals:

Help the Ss.learn how to describe cloning.

How to describe cloning.

(2)Teaching difficult points.

Help the Ss. analyze the writing techniques of the article.

Skimming,task-based method and debate method

A recorder, a projector ,multi-media.

T:Do you know what is cloning?

Let the Ss. look at pictures:

Which ones are natural clones and which ones are man-made.

Explain how they differ.

What benefits can humans gain from cloning？

What problems may arise when humans are cloned？

What’s the text mainly about?

How do gardeners clone plants?

What two major uses do cloning have?

How many femal sheep participate in the cloning of a new sheep.

What problems do Dolly have?

What the effect of Dolly?

Main idea:

(1)give the order of procedure.

What is your opinion of cloning?Give reason.

1． Firstly ,gardeners use it all the time to produce commercial quantities of plants.

quantities of 许多，大量的。既可修饰可数名词又可修饰不可数名词。

拓展：a large /good/great number of+可数名词复数

2.cloning scientists were cast down to find that Dolly’s illnesses ……

be cast down:feel discourged 灰心，沮丧

词汇：cast about/around for 到处寻找，试图找到

3.On the other hand,Dolly’s appearance raised a storm of objections and …….

have an objection to (doing) sth. 反对干某事

raise /voice an objection 提出反对意见

object to sth./doing sth.反对做…

4．It suddenly opened everybody’s eyes to the possiblility…..

open one’s eyes to sth.使某人明了，对…开了眼界。

5.The fact that she seemed to develop normally……

that 引导同位语从句，说明fact 的内容，that不做成分。

6．Then came the disturbing news that Dolly had become seriously ill.

倒装句型：表方位或方式的副词或介词短语，如：here,there

,now,then,up,down,in,away,off,out,in the room,on the wall等，置于句首时，句子倒装。

将下列各句变为倒装句。

1． The plane flew away.

2． Thousands of Ss.waited in the lecture hall.

3． Your turn to recite the passage comes now.

本课是阅读课，在阅读中主要采取skimming, scanning, timing reading 等阅读方法。阅读前的讨论是围绕即将阅读的材料提出话题或问题，通过讨论唤起学生的背景知识和阅读兴趣，使学生对所要阅读的材料有一定的心理准备，然后带着目的去阅读。阅读后的讨论一是为了检查学生对文章的理解情况，并进行交流，让学生充分发挥想象力。教学过程中以学生为中心，突出学生的主体作用。在课堂上，每个学生都是课堂教学的中心。讨论式教学能为学生提供运用语言的语境与机会能协助学生在语言实践中把语言知识和技能主动转化为交流能力。并且学生在讨论中思维活跃，发言积极。

陈秀君老师在教学过程中谈笑风生，时常与学生开展对话讨论，表现了良好的师生关系，表现了她良好的教学组织能力和灵活机智。

本课主要亮点：执教者能结合新课标理念、结合高考要求、结合学生实际水平，传统教学手段和现代多媒体教学手段相结合，恰当合理呈现本课内容。

英语选修6教案(篇14)

1.at the beginning of 在、、、的初 2.hear of 听说

3.witness sb/sth 亲眼目睹某人某事 4.with one’s own eyes 亲眼

5.sort out 分类、整理 6.hear sb doing sth听见某人在干某事

7.an annual income 年收入 8.on the shore 在海岸上

9.yell out 大声叫喊 10.ahead of 在、、、前面

12.a pack of一包、一群、一伙 13.at a depth of在、、、的饿深度

14.in the meantime在次期间；与次同时15.mother tongue母语

16.help sb out帮助某人摆脱困境或危难17.the relationship between A and B A和B的关系

18rent sth to sb将、、、出租给某人 rent sth from sb 租借或租用

19.at the seaside在海边 20.by magic用魔法

21be/become aware of对、、、知道，明白、意识到 22. a narrow escape死里逃生

23 turn sth upside down 上下翻转过来的、弄得乱七八糟的

24be scared to death吓死 be scared of sth/doing sth/to do sth害怕做某事

25in time to do sth 及时做某事 26be about to do sth即将做某事

27have on=be wearing穿着、戴着 28head out into前往某地

29grab急抓，seize抓紧、夺占 snatch突然掠夺 grasp抓紧、全面领会

30in the distance在远处 31work as a team协同作战

32 on top of 在、、、上面 33 stop sb doing sth阻止某人做某事

34being badly wounded由于伤势严重 35within a minute or two片刻之后

36bring in引进、赚得、 收（庄稼） 37wash off 冲走

38hold up举起、支撑、使、、、耽搁 39an international ban国际禁令

40reflect on/upon思考、反思、回忆 41such extraordinary beauty如此奇特的美景

42a new dimension of life 一个全新的生活空间 43 mind sb doing sth介意某人做某事

44 a sharp drop陡坡 45 the diary entry日记内容

46 I’d like a refund, please.请退款 47wise-looking长相聪慧的

1 work as a volunteer当志愿者 2hear from sb收到某人来信

3be dying for sth/to do sth迫切想要、渴望 die out灭绝 die away逐渐消失 die down逐渐减弱 die off相继死去 4adapt (oneself) to sth/doing sth使适应

5for sure一定、必定 6the other day前几天

7come across sb/sth偶遇=come upon/run across/run into

8be relevant to与、、、相关的 9make a difference有影响、起作用、产生差别

10shake hands with sb和某人握手 11had been doing 过去完成进行时

12stick out伸出 13stick tosth坚持、、、

14all over the place到处、乱蓬蓬 15what if倘若、、、怎么办

16not…but不是、、、而是、、、 17 a sewing machine缝纫机

18oxen for ploughing耕牛 19go hungry挨饿

22in need在困难中 23It is a privilege to do sth做某事感到很荣幸。

24participate in sth参加、、、 25financial security财务保障

26operate on给、、、动手术 27a remote village一个偏远村庄

28all the time一直、始终 29practise doing 练习做某事

30 in a clinic在一家诊所 31donate sth to sb捐赠

32 wedding anniversary结婚周年纪念日 33life skills生活技巧

34have the privilege of 有、、、的饿特权 35 in a soft voice轻声地

36purchase sth with sth/ purchase sth for sb买

英语选修6教案(篇15)

M7U4 Reading(II) Language points

1. distinction (Line 2) n. 分类区别，不同之处，差别，荣誉

2. boundary n. -- the edge (Line5) 边界，分界线

这座山成为两国间的国界线。

____________________________________________________________

篱笆作为两个建筑物之间的分界。

____________________________________________________________

3. historic: adj. -- having importance in or influence on history (Line 6)

19是具历史性的一天，因为它代表一战的结束。

____________________________________________________________

你能告诉我两位伟大领导之间的历史性会议是什么时候举行的？

____________________________________________________________

卡罗尔未经允许就借了汽车被他的父亲斥责了一顿。

____________________________________________________________

During the rush hours the roads are usually _____ up with traffic.

A. chocked B. crowded C. blocked D. checked

5. link up (Line21): to form a connection, especially in order to work or operate together: 联系,连接

两条公路在这里衔接起来。

____________________________________________________________

这个组织的目的是将全国遭受疾病的人们联系起来。

____________________________________________________________

____________________________________________________________

我的起居室还用作书房。

____________________________________________________________

这片美丽的叶子当作书签来使用。

____________________________________________________________

7. honor (Line50) n. a quality that combines respect, pride and honesty:

我们为祖国的荣誉而战。

____________________________________________________________

in honor of sb./ sth. in order to celebrate or show great respect for someone or sth.为了纪念

纪念总统的宴会________________________________

去年十月，为了纪念五十周年校庆，我们学校举办了一次庆典活动。

____________________________________________________________

____________________________________________________________

My sister was against my suggestion while my brother was ______ it. (陕西)

A. in favor of B. in memory of C. in honour of D. in search of

A collection of some phrases beginning with “in”:

in honour of in need of in memory of

in search of in favor of in charge of

8. permit (Line57) v. -tt- to allow sth.:

1). + ing/ n.

地铁车厢里不允许抽烟。

____________________________________________________________

我想他们不会准许这事。

____________________________________________________________

2). ~ sb. to do sth.

警察允许他在那里停车。

____________________________________________________________

没有正确的密码安全系统是不会允许你进入的。

____________________________________________________________

____________________________________________________________

情势刻不容缓。

____________________________________________________________

1. 城市的远郊 ____________________________________

2. 对……造成损失 ____________________________________

3. 古建筑 ____________________________________

4. 阻塞交通 ____________________________________;

5. 加快……的速度 ____________________________________

6. 对……负责 ____________________________________

7. 售票处 ____________________________________

8. 旅行卡 ____________________________________

II. Fill in the blanks with proper words according to the text.

1. Welcome to the London Underground, or as it is ________ known, The Tube. (common)

2. This problem with traffic led to the ________ of the underground system. (develop)

3. It has the ________ of being the oldest and most complex underground system in the world. (distinct)

4. However, most trains into London only went to the ________ (distance) boundary of the city because building railway tracks into the city would have caused damage to many ________ (history) buildings.

5.Passengers were transported in carriages without windows, which were pulled through ________ narrow tunnels by steam engines. (compare)

6. As more ________ ways of digging tunnels were developed, the first railway tunnel under the River Thames was dug in 1884. (advance)

7. Over the next twenty-five years, six ________ deep underground lines were made.(depend)

8. Travelling on these lines was ________, though, as each line was separately owned and many were very far from each other. (convenience)

9. After his ________ of the lines, each one was given a name and most of the names are still used today. (acquire)

10. Between 1918 and 1938, there was much ________ as new connections were built between train lines, and new stations were built. (expand)

11. The last line added was the Jubilee Line in 1977 in honour of the twenty-fifth ________ of Queen Elizabeth’s crowning. (annual)

12. The London underground system is working to transport millions of people ________ as it has done for many years. (effect)

III. Rewrite the following sentences with the phrases and expressions in this article

1. During the rush hours the increased number of vehicles often block Ganjiang Road.

During the rush hours the increased number of vehicles often ________ Ganjiang Road.

2. The last line added was the Jubilee Line in 1977 in honour of the twenty-fifth anniversary of Queen Elizabeth’s crowning.

The last line ________ added was the Jubilee Line in 1977 in order to ________ the twenty-fifth anniversary of Queen Elizabeth’s crowning.

3. Do you know who is in charge of the design for the Three Gorges Dam Project?

Do you know who is ________ the Three Gorges Dam Project?Sq158.com

4. This new sofa can also serve as a bed.

This new sofa can also ________ a bed.

5. The government held this conference to speed up the pace of educational reforms.

The government held this conference to ________ educational reforms.

文章来源：//m.sq158.com/a/5184299.html

更多