⑴ 高二英語roys,story教案
藝術。西方的藝術風經歷了多次變革，而中國藝術所經歷的變革則比較少。藝術受到人民生活方式和信仰的影響，而中國，和歐洲不同，它的生活方式在很長時期里都是相近的。西方藝術風多種多樣，在短短的一篇課文里不可能進行全面的描述。因此，本文只談從公元以來少數幾種主要的藝術風。中（公元到1）。在中，畫家的主要任務是把宗教的主題表現出來。藝術家們無意於如實地展現自然和人物，卻著意體現對上帝的愛戴與敬重，因此，這段時期的繪畫充滿著宗教的信條。哦 還有就是，目前我在學的ABC天卞口語的導師和我們說過，若想征服英語是不難的..絕對要擁有一個適宜的學習環境跟練習口語對象 這取決於外教資質 發音純正很重要 持續經常口語溝通，1對1個性化學習才能有最.好.的進步幅度~課後記得重復復習課程錄音音頻，來進一步深化知識。然後要是真的無口語交談的人，只能去可可或BBC得到課外教材閱讀，多說多問迅速的語感就培養起來，學習成長是必定達成目標的；到1時，情況已經開始發生變化，像喬托這樣的畫家們開始以一種比較現實的風來畫宗教場景。文藝復興時期（1到1）。在文藝復興時期，新的思想和介值觀取代了中的思想和介值觀。人們開始更多地關注人而非宗教。畫家們回到了羅馬、希臘的古典藝術理念上。他們力爭如實地畫出人物和自然。富人們想為自己的宮殿和豪宅收集藝術品，他們高介聘請著名藝術家來為自己畫相，畫自己的房屋和其它財物，以及他們的活動和成就。在此期間，最重要的發現之一就是如何用透視法來畫出事物。第一個在繪畫中使用透視法的人是馬薩喬，那是在1年。當人們第一次看到他的畫時，還以為是透過牆上的小洞來觀看真實的場景，並對此深信不疑。如果沒有發現透視法，人們就不可能畫出如此逼真的畫。在文藝復興對期，油畫也得到了發展，它使得色彩看上去更豐富、更深沉。印象派時期（1後期到0初期）。1後期，歐洲發生了巨大的變化，從以農業為主的社會變成了以工業為主的社會。許多人從農村遷入到新。有著許多新發明，還有許多社會變革。這些變革也自然而然地導致了繪畫風上的變化。在那些突破傳統畫法的畫家中有生活和工作在法國巴黎的印象派畫家。印象派畫家是第一批室外寫景的藝術家。他們想把一天中不同時間投射到物體上的光網和陰影呈現出來。由於自然光的變化很快，所以印象派畫家們必須很快地作畫，因此，他們的畫就不像以前那些畫家的畫那樣細致了。起初，多數人都討厭這種新式畫法，甚至還怒不可遏。他們說這些畫家作畫時漫不經心、粗枝大葉，而他們的作品更是荒謬可笑。現代藝術（加至今）。在印象派作品的創建初期，它們是存在著爭議的，但是如今已被人們接受而成為現在所說的"現代藝術"的始祖了。如今，現代藝術風已經有好幾十種，然而如果沒有印象派，那麼這許多不同的風就不可能存在。印象派畫家幫助藝術家甩新的方渙來觀察環境與藝術。有些現代藝術養砷象的，《祖就是說,；畫家並不打算把我們眼睛看到的東西如實地畫出來，而是集中展現物體的某些品質特性，用色彩、網條和形狀把它們呈現出來。而另一方面，有些現代派的藝術作品卻是太現實了，它看上去就像是一張照片。預言將來繪畫藝術的風倒是饒有興趣的一件事。
⑵ 高二英語謂語和非謂語的區別教案 百度文庫
寫教案的具體內容包括以下十項：
一．課題（說明本課名稱）
二．教學目的（或回稱教學要求答，或稱教學目標，說明本課所要完成的教學任務）
三．課型（說明屬新授課，還是復習課）
四．課時（說明屬第幾課時）
五．教學重點（說明本課所必須解決的關鍵性問題）
六．教學難點（說明本課的學習時易產生困難和障礙的知識點）
七．教學過程（或稱課堂結構，說明教學進行的內容、方法步驟）
九．板書設計（說明上課時准備寫在黑板上的內容）
十．教具（或稱教具准備，說明輔助教學手段使用的工具）
在教案書寫過程中，教學過程是關鍵，它包括以下幾個步驟：
（一）導入新課
1．設計新穎活潑，精當概括。
3．提問那些學生，需用多少時間等。
（二）講授新課
1．針對不同教學內容，選擇不同的教學方法．。
（三）鞏固練習
1．練習設計精巧，有層次、有坡度、有密度。
（四）歸納小結
（五）作業安排
布置那些內容，要考慮知識拓展性、能力性。
⑶ 蘇教版高一英語教材
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⑷ 高二英語必修五第三單元教案
我有譯林牛津版高二英語必修五第三單元教案，希望可以幫到你。
Unit3 Science versus nature
Welcome to the unit
Teaching objectives:
1. To arouse students』 interest in the unit topic
2. To help students kwon more about cloning technology
3. To encourage students to participate in the discussion relevant to cloning
Teaching focus and difficulties:
1. Make sure that students can have the basic knowledge about cloning.
2. Make sure that each student can hold their own opinions towards cloning.
Teaching aids:
The multimedia
Brief teaching proceres:
Step1 Brainstorming
1. Ask students to read the title of the unit Science versus nature. Draw students』 attention to the word 『versus』. Tell them that 『versus』 is usually used when discussing sports competitions or the law, which means that two teams or sides are against each other.
Encourage students to think why 『versus』 is used here. Ask students the following questions:
Do you think there is conflict between science and nature?
What might the conflict be?
2. Show a picture of the first cloned mammal, Dolly. Give some introction about the creation of Dolly. Tell students this new technology is called 『cloning』, which proces an exact of an animal or a plant from its own cells.
3. Lead students to learn the unit while thinking about the relationship between the title of the unit Science versus nature and cloning technology.
Step2 Sharing information
1. Show the following five pictures one by one, each of which shows a successfully cloned animal. As to the five pictures, we conct the following activities.
(Picture2) Tell students that the mule in the picture is the world』s first cloned mule. It was born on 4 May 2003. His name is Idaho Gem and his brother, Taz, was a racing mule that has won many competitions.
(Picture3) Tell students that the kitten in the picture is called Cc. Its name is from 『Copycat』. Scientists in the USA created it with a cell taken from its mother, Rainbow. It was born in December 2002.
(Picture4) The five little pigs』 names are Noel, Angel, Star, Joy and Mary.
(Picture5) The pair of calves were born on 5 July 1998 in Ishikawa, Japan. They were two years younger than Dolly, being the second alt animal clones in the world.
(Picture6) The name of the cloned monkey is ANDi. It is from 『inserted DNA』 spelt backwards. It is the first genetically modified monkey. The technology is different from that used for Dolly.
2. Get students to form groups of four or six to discuss the further questions:
From just these pictures, can you identify the differences between the cloned animals and normal ones?
In your opinion, what might be the differences between these cloned animals and normal ones? Can these animals lead a normal life as normal animals?
Ask several groups to report their answers to the class. Allow different opinions and encourage further discussion.
3. Have students hold a debate about whether it would be a good idea to clone humans some day. Divide students into two groups. One group represents anti-cloning views while the other represents pro-cloning views. Encourage students to provide as many reasons as they can to support their ideas.
Step3 Homework
Assign students to surf the Internet or refer to other sources for further information relevant to cloning technology, so as to finish the first two questions below the pictures. Ask students to make as many notes as possible.
Reading (1)
Teaching objectives:
1.To reinforce students』 comprehension of the text and improve their other skills by participating in all the activities.
2.To help students know the widespread discussion about cloning and hold their own attitudes towards it.
3.To enable students to master the reading strategy and become more competent in reading articles related to science.
Teaching focus and difficulties:
1. Students can work out the meaning of difficult or unfamiliar scientific terms with reading strategy.
2. Students can hold their own opinions on the base of reading the article.
Teaching aids:
The multimedia
Brief teaching proceres:
Step1 Lead- in
Check the homework. Encourage students to share their sources relevant to cloning technology with the whole class. Tell students that cloning has been the subject of scientific experiments for years. The recent success in cloning animals has resulted in fierce debates between scientists, politicians and public.
Step2 Reading strategy
Get students to go through the reading strategy, and make sure that everyone of them understands how to work out the meaning of these scientific terms.
Step1
Begin by reading the first and last paragraphs for an idea of what the article is about.
Step2
Circle any words you do not now. Question things you do not understand or that do not appear to make sense.
Step3
Read through the article a few times, and make sense of the scientific terms upon further readings.
Step3 First reading—Main idea
Ask students to refer to the reading passage and find out the main idea.
(The reading passage is made up of a newspaper article about cloning and two readers』 letters. We will be given information about how cloning is being researched and the different attitudes towards it.)
Step4 Second reading—Understanding scientific terms
Ask students to circle the unfamiliar words or things they do not understand while second reading. (For example: embryo, tissues and organs, interfere with nature, etc)
Step5 Third reading—Detailed information
Ask students to read only the article carefully, and finish the following exercises:
1. What are the different attitudes towards the success of cloning a human embryo?
On the one hand (valuable tissues and organs can be proced and be used to save human lives)
On the other hand (human beings may be on the way to procing a real-life monster)
Some people consider that (cloning human embryos with the intention to destroy them shows no respect for human life.)
2. Who are the persons in the article related to cloning?
persons
introctions
relations to cloning
Ian Wilumt
a Scottish scientist who created Dolly, the first mammal to be cloned successfully from an alt cell
He was shocked when hearing some scientists were considering cloning human beings. He never intends to create copies of humans. Instead, he thinks the efforts of scientists should be directed towards creating new cells and organs that could be used to cure diseases like cancer.
Faye Wilson
a woman of 41 years old who cannot have a baby.
She is desperate to have a baby of her own, a child that is genetically related to her.
Severino Antinori
an Italian doctor, who is one of the leaders in the cloning research
He has declared that he wants to be the first to clone a human being.
Chinese scientists
who have focused their efforts on cloning animals and stem cells to be used in medical research
China has succeeded in procing clones of cows and goats, and continues to research the ways in which cloning can benefit mankind.
Ask students to read the two letters carefully, and judge whether the statements are true or false:
Pauline Carter thinks:
1. the nature will pay back if we interfere with nature. ( T )
2. we should clone fewer babies to rece Earth』s population. ( F )
3. the lady who cannot have a baby can adopt an orphan, but not have a cloned baby. ( T )
Coline Jake thinks:
1. the news that the first human embryo has be cloned successfully is very terrible. ( F )
2. scientists have succeeded in challenging questions of morality. ( F )
3. human cloning is a good way to save her daughter who has died. ( F )
Step6 Further discussion
Understanding the scientific terms and reinforcing the comprehension of the text, students are got to form groups of four or six to discuss the further questions:
1. Find the reasons why people are pro- or anti-cloning in the article and letters and write them in the table below
Pro-cloning
Anti-cloning
1. proce valuable tissues and organs that could be used to save human lives
1. may proce a real-life Frankenshtein』s monster
2. cure disease like cancer
2. create more disease in the animal world
3. help those who are unable to have children
3. cloning shows no respect for human life
4. help those who want to clone their dead children
4. human life would no longer be unique
5. we should be having fewer babies in order to rece Earth』s population, not cloning more
2. Do you think it would be easy for the cloned baby to accept his/ her social identity as a 『cloned』 human being?
3. What would the person that had the original cell feel about the cloned baby?
4. Think about the relationship between the title of the unit Science versus nature and cloning technology.
Step7 Homework
Think about the difficult scientific terms underlined before up on the text learning