英语选修教案。
在老师日常工作中，教案课件也是其中一种，不过教案课件里知识点要设计好。教案是为加强教育教学团队建设和职业发展提供的有效支持。出于您的需求我搜集了以下信息：“英语选修6教案”供您参考，敬请您阅读并收藏本文！
英语选修6教案 篇1
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2
Aims and demands 1. Enable the Ss know sth about the style of the western art and some famous artists .
2. Learn some new words and expressions.
3. Comprehend the reading passage.
Main points Warming up and Reading compreheding
Difficult points Comprehend the reading passage
Teaching procedures Step One warming up
1.?Show the Ss some works of some famous artists;
ask them to say something they know about the pictures.
2.?The Ss discuss the questions in warming up in groups and walk along to listen and offer them help if needed.
3.?Ask some students to answer the following questions:
1. What do we call these things like sculptures and paintings which can make our school more beautiful?
2. If you could have three of these paintings on the walls of your classroom or your home, which would you choose? Give the reasons.
3. Would you rather have Chinese or Western-style paintings in your home?Give your reasons.
4. Have you ever wished you would paint as well as a professional artist? If you were an artist, what kind pictures would you paint?
5. What would you rather do--- paint pictures, make sculptures, or design buildings? Why?
4.燬ay anything they like about the artists and the works.
5.Ask some more students to say more about the pictures and the choices .
1.?The Ss discuss the questions in pre-reading.
1.Do you ever visit art galleries?
2.What kind of paintings have you seen in galleries or in books?
3.What are the names of some famous Western artists?Do you know in which century they lived ?
the students some pictures of some famous gallerirs in the world and say sth.about them.
1.?Fast reading. Let the Ss go over passage as fast as possible and try to find the hard words, expressions and sentences they have and try to decide which statement is true or false.
2.燙hoose some Ss to read the sentences and tell others about their answers.
3. Listen to the tape of the text and fill in the chart.
Name of Ages Time Artist Feature
4. Extensive reading. Ask the Ss to read the passage more carefully and then try to get the main idea of each paragraph
5.?Ask the Ss to report their idea, choose the best one.
Notes:focus on,a great deal,scores of,attempt to .
Read the passage again and finish the first Ex1 by wrting down their opinion.
Go over Learning about language and finish the exercises by themselves first.
Period Two learning about language
Aims and demands 1. Discover the useful words and expressions.
2. Learn and improve the use of useful words and expressions.
Main points Learn to use the words and expressions that the Ss discover.
Difficult points Improve the use of the words and expressions.
Teaching procedures Step One Learning about language
1.?Discover the useful words and expressions in this unit in groups of four.
2.?Ask the Ss to show their results to the class.
3.?Ask them to find out some of the time expressions and underline all those time expressions in the reading passage.
4.?Ss have a discussion and do the exercise2.
5.?Check their answers.
6.?Say sth. about the word-formation and try to find out the root of the words below.
plete the sentences with the words in the passages.
Step two Using words and expressions
1. Review the rules of changing the forms of the words:verb-noun-adjective .
2.?Let the Ss discuss the questions below:
1. What part of speech are the words ending in-ion?Are there any exceptions to this?
2.For most words,is the verb,noun or adjective the shortest word?
3.What endings do the adjectives have?Can you think of other common endings for adjectives?
plete the sentences with the words above.
5.?Do the translations. Ss discuss the sentences and the translate them into English, using the words and phrases in brackets.
1. Ask the Ss to talk about the word-formation.
2.?Ask them to work in groups to find some words with the prefixes and suffixes and study their meanings.
3.?Ask them to show their results to the class.
4.?Walk around the class to give them help if needed.
Step four Talking.
1.?Ask the Ss to discuss the questions:
1.Who are your favourite artists,both from China and from other countries?
2.燱hat kind of art do you prefer:traditional or modern,abstract or figurative,painting or photography,two-dimensiional or
three-dimensional?
Write down the translation in the exercice book.
Period Three learning about language
Aims and demands 1. Discover the useful structure.
2. Learn the grammar of subjunctive mood.
3. Enable the Ss to use the subjunctive mood.
Difficult points Subjunctive mood
Teaching procedures Step One revision
Review the ellipsis and inversion together first .
Step Two learning the useful structure
Ask the Ss to find out more sentences in the passage with the same structure of the following sentence:
If you were an artist,what kind of pictures would you paint?
Ask some Ss to write down what they found on the blackboard.
Check together.
Ask the Ss to complete the sentences by discussion.
David isn抰 thirsty.If he___(be),he _____(drink) the lemonade they offered.
Sally is not an aggressive person.If she ___(be),she____(be)a more successful business women.
Fill in the chart using the subjunctive mood to present the wishes of the people.
Wish:I wish I were beautiful.
Check their answers.
Ask the Ss to think of other wishes that can抰 be realized so easily.
plete the sentences using the subjunctive mood.
Write down Ex.3 in the workbook in the exercise book.
Period Four using language Listening
Aims and demands 1.牋?Improve the Ss?listening skills.
2.牋?Know more about the art.
Main points Listening and speaking
Difficult points Get to know the information of listening materials.
Teaching procedures Step One Listening and speaking
1.牋?Listen to the tape and answer the questions.
1.Who first suggested they visit art galleries?
2.Who is the least interested in visiting art galleries?
3.Why is GaoYan interested in visiting the Metropolitan Museum?
4.Does Susan prefer large or small galleries?
5.Why doesn抰 Susan want to go to the Museum of Modern Art?
6.What kind of art does Susan dislike?
7.Which two galleries do they decide to vistit on Friday and which two galleries on Saturday?
1.Think about your own school environment.
Step Three Listening and talking
1.牋 Play the tape for the Ss to listen and finish the exercises in the workbook , pause from time to time if needed.
2.牋 After listening,ask the Ss to decide which centuries the works belonged to.
3. Before they listen to the tape again,discuss these questions with a partner and then listen and check.
1.牋?Play the tape for the Ss to get the information of the listening task.
2.牋?Check their answers.
Prepare the reading task.
Period Five Reading and reading task
Aims and demands Improve the Ss reading skills and their talent in getting the information.
Main points Reading and reading task
Difficult points Finding more information about the art
Teaching procedures Step one Revision
Revise the subjunctive mood :
If I ran into a dinosaur in the forest,I would __________________.
If I met Pavarotti in the flesh,Iwould_______________.
1.?Ss read the passage as fast as they can and then fill in the chart by themselves
Asking for __________and _______________
Reason __________________________
2.?Ask the Ss to report their answers to the class.
3.?Ss read the passage again and find more information as they can.
4.?Choose some Ss to share their ideas to the class.
plete the chart after reading passage
2.燫ead the passage again and match the names to the museum.
3.?Ss work in groups.
Write a short passage about your favourite artists.
Aims and demands 1. Try to write a letter .
Main points Write a letter to the headmaster of the school asking for permission.
Difficult points Write the letter.
Teaching procedures Step one Writing
1.Ask the Ss to read the letter on page 45 again and:
1.find out the problem.
2.how to solve it.
3.begin to write.
2. Plan to write the letter .
1.Ss work in groups to make up a plan of writing. They can follow the example in the book on P45.
2.Ask the Ss to read their plans.
3.Write their passages in groups, when finished,ask the Ss to read in class.
Write a letter to the art gallery committee,giving your suggestions and reasons for starting this new art gallery.
1. Ask the Ss to discuss first to find out more problems and the choose the one that they think is the most serious and the most important.
2. Make a plan ,try to solve it peacefully.List all the ways.
3. Ask them to write down the letter and ask them to pay more attention to finish the letter politely.
4. Read their letters.
Ask the Ss to sum up all the new words and expressions that have learned in this unit.
The grammmer.
Sth about the art.
Complete the letter and write down on the exercise book.
英语选修6教案 篇3
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?
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.
英语选修6教案 篇4
Teaching aims:
1. Develop the students’abilities of listening,speaking and reading
2. Learn the new words and phrases
Teaching aids: a tape recorder,some slides for shows,
Teaching Procedures:
Greet the students by saying“Good morning,class! Welcome back to school!”
Then say to each of them “Good morning! What’s your name? How are you?”
Get the students to greet each other.
Say “Good Morning,class.Welcome back to school! Teach this dialogue :
Play the first dialogue. Students listen and repeat
Teach the dates and repeat the days of the week
Play the tape and ask the students to find the answer
Ask : What day is September 10th ?
Ask the students to make a Teachers’ Day card for their teacher
1. welcome back to school 2. have fun doing sth.
3. With one’s best wishes 4.Thank you for doing sth.
date指日期，即“几月几日”。如：--What's the date today?--It's October 15.--今天是几号？--10月15号。day指24小时的一整天；也单指白天，与night相对；也表示“星期几”；还可表示重要的日子。如；--What day is today?--It's Tuesday.--今天星期几？--星期二。They worked hard day and night.他们日夜辛勤劳动。Children's Day儿童节。
Make a dialogue asking for and giving directions.
welcome back to school have fun doing sth.
Call one’s name It doesn’t matter
Teachers’ Day Happy Teachers’ Day
With one’s best wishes Thank you for doing sth.
英语选修6教案 篇5
I. 单元教学目标：
2． Talk about likes and preferences
5． Write a letter to give suggestions
1． 功能句式。
Talk about likes and preference:
I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ would you rather…/ would you like…or…
abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar…
if I were you…./ I wish I could…
1. there are so many different styles of western art it would be impossible to describe all of them in a short text.
2. people became focused more on human and less on religion.
3. if the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures.
4. at the time they were created, the impressionists’ painting were controversial but today they are accepted as the beginning of what we now call “modern art”.
5. it is amazing that so many great works of art from late-19th century to 21st century could be contained in the same museum.
1st period Warming up and reading
The First Period Warming up Reading
Teaching goals：
1. To enable the students to have a knowledge of the short history of Western painting.
2. To improve the students’ reading ability.
Teaching important & difficult points
Enable the Ss to talk about the short history of Western painting
Skimming and scanning; individual, pair or group work; discussion
A computer, a tape recorder and a projector.
To lead in such a topic by mentioning the sculptures or paintings around the students, for example, sculptures on the campus, famous paintings hanging on the walls of the corridor of the school building, etc. Ask Ss to figure out their functions and the general term to call them---the works of art
Show some famous paintings and ask : Do you know the following famous paintings and painters?
Mona Lisa Smile → Leonardo Da Vinci (Italian, 1452-1519)
Sunflowers & starry night → Vincent van Gogh (Dutch, 1853-1890)
Water Lilies → Claude Monet (French, 1840-1926)
Dream & Seated woman → Pablo Picasso (Spanish, 1881-1973)
Ask: Can you tell the ages of the paintings?
Say : Today we’ll learn about the short history of western painting.
1. Comparison: Make a comparison of Western and Chinese painting and ask: Which do you think has a greater change? Why?
Read Para. 1, and answer the question.
Scan Para2-5, and find the representative artists and the features of their paintings.
Names of Ages Time Artist Feature
The Middle Ages 5th to 15th century Giotto Di Bondone religious, realistic
The Renaissance 15th to 16th century Massaccio perspective, realistic
Impressionism Late 19th to early 20th century ／ detailed, ridiculous
Modern art 20th century to today ／ Controversial, abstract, realistic
Read the text carefully and find some detailed information.
The Middle Ages Features:
2. Artists were not interested in showing nature and people as…but interested in creating respect and love for God.
Masaccio：the first person to use perspective in painting
1. Focused more on humans and less on religion.
2. Two developments: a. Drawing things in perspectives
b. Oil painting.
1. What changes led to the change in painting styles?
2. Look at these paintings, what did they paint?
3. Why did the impressionist have to paint quickly?
Concentrate on Certain qualities
of the object What we see with our eyes
Presentation Color, line and shape photograph
Ask the students to read the passage again and deal with Exercises.
1. Underline the useful expressions and the time expressions in the reading passage.
2. Retell the passage with the help of the chart about the text.
The Second Period Language Study
Teaching goals:
To enable the students to learn the useful expressions.
To help the students lean how to judge the parts of speech according to the suffixes and determine their functions in the sentences.
Teaching important & difficult points:
Get the Ss to learn word formation by adding suffixes
Teaching methods:
Teaching aids:
A computer and a projector, a blackboard
Teaching procedures & ways:
Check the students’ homework and let one read their work.
1. Ask Ss to speak out the time expressions they underlined as homework
2. Ask a student to retell the short history of western painting
3. Ask Ss to discuss the questions in Exercises 3 on page 3 in groups of 4.
Art is influenced by beliefs of the people, the way of life and so on.
1. Painting is silent poetry, and poetry is a speaking picture.
画是无言的诗, 诗是有声的画。
2. Good painting is like good cooking; it can be tasted, but not explained
好的画犹如佳肴，可以品其美味，却无法解释。
I would rather walk than take a bus.
She would rather die than lose her child.
would rather do sth.
would rather not do sth.
would rather do sth. rather than do sth.
prefer sth. to sth.
prefer to do sth. rather than do sth.
I always prefer starting early, rather than leaving everything to the last minute.
Consider + n. + adj./ n. + to be/ n. + as /+that-clause/ it + adj. / + n.+ to do sth.
We consider that you are not to blame.
Do you consider it wise to interfere?
I consider you( to be )honest.
fit多指大小、形状合适，引申为“吻合，协调”
1) No dish suits all tastes. 没有人人合口味的菜。
2) Try the new key and see if it fits the keyhole.
试试新配的钥匙，看看与锁眼是否吻合。
3) The people’s Great Hall and the Historical Museum match the Tian An Men beautifully.
人民大会堂和历史博物馆与天安门陪衬得极为优美。
The prisoner attempted an escape / to escape.
She will attempt to beat the world record.
n. They made no attempt to escape.
7.painting (油、水彩）画drawing（素描）图sketch草图 portrait肖像illustration 插图
A painting of sbA painting by sb
某人的画 ？ 某人画的画？
an abstract painting 抽象画 in the abstract 抽象地 abstract …from… 从…中提取
9.detailed adj./n. detailed information in detail 详细地
It’s my belief that he will win.
It was once a common belief that the earth is flat.
Their beliefs in God are very firm. 信仰，信条
The rumor is beyond belief. beyond belief难以置信
n---v: belief--- believe life --- live proof--- prove safe--- save thief --- thieve
Some people respect him, while others look down upon him . ( 表对比 )
12.influence v. n.
The weather in summer influences the rice crops .
He has no influence over his children .
搭配：Have an influence on /upon …对…有影响
Under the influence of … 受….的影响 ，被 …左右
13.aim n. v.What is your aim in life ? He aimed the gun at a bird .
搭配：:achieve one’s aim达到目的 miss one’s aim未击中目标without aim 无目的的
“ please take your place , everyone ,” said John Smith .”
From now on I will take the place of Mr.George as chairman of the meeting .
15.focus vt. Vi . focus on 集中于 All eyes were focused on the speaker .
16. possession n.所有，占有;（ pl ）所有物，财产personal possessions
Compare:
in possession of (主动） / in the possession of （被动）
I managed to convince them that the story was true.
搭配：convince sb of sth = convince sb that … 使… 相信
be convinced of sth = be convinced that …相信…
Translation :
我怎样才能让你相信她的诚实呢？How can I convince you of her honesty?
她说的话使我认识的我错了。What she said convinced me that I was mistaken .
18. 修饰不可数名词：a great /good deal of / a great amount of
修饰可数名词: a large /great number of ;large/great numbers of ;a great /good many
修饰不可数名词或不可数名词: a lot of / lots of ; a large quantity of /large quantities of
19.mostly adv . ( =mainly , largely )大部分的，主要的
They are mostly students.
This is the most I can do for you.
Peter made the most mistakes of all the class.
What interested you most? ( 最)
Most students say that it is a most interesting book, but it isn’t the most interesting they have read , and that they read such books mostly on weekends.
The heavy rain leads to serious floods.
Hard work leads to success and failure often lies in laziness. (result in / result from)
21. shadow n.
The willow’s shadow falls on the lake .
Stay in the shade ------it’s cooler . (阴凉处)
The shadows of the trees grew longer as the afternoon went on.
随着下午时光的延续，树影会越来越长。
Let Ss learn some uses of suffixes
Ask Ss what suffix is ( A suffix is a particle, which is added to the end of a root.
Suffixes usually do not change the meaning of the root, but can change its part of speech. For example: lead (v.)---leadership (n.); ill(adj.)---illness(n.) But sometime, some suffixes add new meaning to the newly formed words. For example: meaning---meaningless; think--- thinker
1. Suffixes used as a noun signifier
2. Suffixes used as an adjective signifier
act/imagine -ive/-tive -ative/-itive active
3. Suffixes used as an adjective signifier
broad fright -en broaden, frighten
Get the Ss to review the uses of verbs, nouns and adjectives.
Parts of Speech Nouns Verb Adjective
Subject ☆
Object ☆
Predicate ☆
Predicative ☆ ☆ ☆
Objective Complement ☆ ☆
Attribute ☆
Then practice Exercises 2, 3 &4 on page 42.
Prepare to learn the grammar of the subjunctive mood.
1. To enable the students to use the Subjunctive mood correctly in different situations.
Teaching important and difficult points
To enable the students to use the correct form o f of the subjunctive mood.
Summarizing, comparative method; practicing activities
Teaching procedures:
At first, give the students an example to present what the subjunctive mood is and in what situation we should use the subjunctive mood. Then, show them the sentence structure of the subjunctive mood.
Ask Ss to listen to the following example:
Suppose I’m a basketball fan. Yao Ming is coming here to play a basketball game this evening. But unfortunately, I haven’t’ got a ticket for it. I feel sorry about that and what should I say in this situation? I will say: I wish I watched the basketball game. / If I had got a ticket, I would go to watch the basketball game. Have you ever heard such kind of sentences?
They use subjunctive mood. The subjunctive mood is used when we want to express a wish, request, recommendation or report of a command. Also the subjunctive mood is used to express something that is contrary to the fact, highly unlikely or doubtful.
We can use the following tow sentence structures to express our regretting.
Now were/ did would/could/should/might +V（原）
Past had done would/could/should/might+have+p.p.
Futrue were /did would/could/should/might +V（原）
now wish would do / could do / were /did
future wish would do/ could do / were / did
3. as if /though + Clause 虚拟 从句动作与主句动作同时发生用过去时
4.It’s (about/high) time +(that)…过去时 /should +V. (Should不可省略)
5.表示要求，命令，建议的虚拟语气 宾语从句。常见动词： 一个坚持，两个命令，三个建议，四个要求。即:1. insist 2. order, command 3. advise, suggest, propose 4. demand , require, request, desire 这些动词后面的宾语从句要使用虚拟语气。即从句中的动词 使用should + 动词原形，或者将should省略。
6.without和but for 构成虚拟. but for(要不是)
If only I knew his name!
If only we had followed your advice!
If only I could see him again!
8. It’s necessary /strange/ natural/ important + that-Clause 从句中的动词要用虚拟，即（should）+动词原形
9. 某些简单句的固定句型：
Heaven help him!
God bless you!
May you succeed!
Long live the People’s Republic of China!
假设条件从句谓语动词发生的时间与主句所假设的谓语动词不一致，这种条件句叫做混合条件句。主句和从句的谓语动词要依照假设的时间而定。(“各归各” 的原则）
If the weather had been finer, the crops would be growing better.
If you had followed the teacher’s advice, you wouldn’t be in the hospital.
2. 虚拟条件句倒装。 条件从句中有should， were， had三个助动词可以把if省略，并将这三个词提至句首。
Exercises for the Subjunctive mood.
Ask the Ss to do Exercise 1 & 2 in Discovering useful structures on page 4 and Exercises 1-4 on page 43.Then check the answers.
Prepare for the Listening and Talking on page 41.
Teaching goals:
1. To read about the best of Manhattan’s art galleries and develop the students’ interest in art.
2. To help the students improve listening skills.
3. To enable the students to talk about art galleries and write a letter giving suggestions.
Teaching procedures:
Show pictures of some famous art galleries around the world: Chinese Art Gallery, The Frick Collection, Guggenheim Museum, Metropolitan Museum Of Art, British Museum, Louvre Museum in France and so on.
1. Fast reading:
Ask Ss to read the passage about art galleries on page 5, and answer the question: How many galleries mentioned in this text? What are they? What can you see there?
2. Careful reading:
Detailed reading to check Exercises 1& 2 below
After that, ask the Ss to listen to the recording and answer the questions in Part 3.
Play the tape for the students to follow and after that, check the answers.
Answer the following questions:
1. What do you think the purpose of this text is?
To give people information about various art galleries in New York and to show them where they are.
2. Who do you think the text was written for?
Tourists, art gallery visitors.
3. Where might you see such a text?
Possibly in guide book.
Step III Discussing and listening (P7)
ⅰ.Suppose you were staying in a hotel in Manhattan with Gao Yan, Susan and John. Now if you have a chance to visit art galleries, which galleries do you prefer? Why?
Ask the students to tell the group members which galleries introduced they prefer in groups of 4.
ⅱ.Ask the Ss to do some listening practice on page7
At first, ask them to listen to the tape for the first time and number the galleries.
Next, listen again and answer the questions.
At last, check the answers with the whole class.
First, ask the Ss to discuss the questions in Exercise 1 on page 8 in groups of 4, giving their own suggestions and reasons and then write a letter to give their opinions.
StepⅥ Homework:
1. Finish the writing task.
2. Prepare for the Reading task on page 45.
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