⑴ 高二英语roys,story教案
艺术。西方的艺术风经历了多次变革，而中国艺术所经历的变革则比较少。艺术受到人民生活方式和信仰的影响，而中国，和欧洲不同，它的生活方式在很长时期里都是相近的。西方艺术风多种多样，在短短的一篇课文里不可能进行全面的描述。因此，本文只谈从公元以来少数几种主要的艺术风。中（公元到1）。在中，画家的主要任务是把宗教的主题表现出来。艺术家们无意于如实地展现自然和人物，却着意体现对上帝的爱戴与敬重，因此，这段时期的绘画充满着宗教的信条。哦 还有就是，目前我在学的ABC天卞口语的导师和我们说过，若想征服英语是不难的..绝对要拥有一个适宜的学习环境跟练习口语对象 这取决于外教资质 发音纯正很重要 持续经常口语沟通，1对1个性化学习才能有最.好.的进步幅度~课后记得重复复习课程录音音频，来进一步深化知识。然后要是真的无口语交谈的人，只能去可可或BBC得到课外教材阅读，多说多问迅速的语感就培养起来，学习成长是必定达成目标的；到1时，情况已经开始发生变化，像乔托这样的画家们开始以一种比较现实的风来画宗教场景。文艺复兴时期（1到1）。在文艺复兴时期，新的思想和介值观取代了中的思想和介值观。人们开始更多地关注人而非宗教。画家们回到了罗马、希腊的古典艺术理念上。他们力争如实地画出人物和自然。富人们想为自己的宫殿和豪宅收集艺术品，他们高介聘请著名艺术家来为自己画相，画自己的房屋和其它财物，以及他们的活动和成就。在此期间，最重要的发现之一就是如何用透视法来画出事物。第一个在绘画中使用透视法的人是马萨乔，那是在1年。当人们第一次看到他的画时，还以为是透过墙上的小洞来观看真实的场景，并对此深信不疑。如果没有发现透视法，人们就不可能画出如此逼真的画。在文艺复兴对期，油画也得到了发展，它使得色彩看上去更丰富、更深沉。印象派时期（1后期到0初期）。1后期，欧洲发生了巨大的变化，从以农业为主的社会变成了以工业为主的社会。许多人从农村迁入到新。有着许多新发明，还有许多社会变革。这些变革也自然而然地导致了绘画风上的变化。在那些突破传统画法的画家中有生活和工作在法国巴黎的印象派画家。印象派画家是第一批室外写景的艺术家。他们想把一天中不同时间投射到物体上的光网和阴影呈现出来。由于自然光的变化很快，所以印象派画家们必须很快地作画，因此，他们的画就不像以前那些画家的画那样细致了。起初，多数人都讨厌这种新式画法，甚至还怒不可遏。他们说这些画家作画时漫不经心、粗枝大叶，而他们的作品更是荒谬可笑。现代艺术（加至今）。在印象派作品的创建初期，它们是存在着争议的，但是如今已被人们接受而成为现在所说的"现代艺术"的始祖了。如今，现代艺术风已经有好几十种，然而如果没有印象派，那么这许多不同的风就不可能存在。印象派画家帮助艺术家甩新的方涣来观察环境与艺术。有些现代艺术养砷象的，《祖就是说,；画家并不打算把我们眼睛看到的东西如实地画出来，而是集中展现物体的某些品质特性，用色彩、网条和形状把它们呈现出来。而另一方面，有些现代派的艺术作品却是太现实了，它看上去就像是一张照片。预言将来绘画艺术的风倒是饶有兴趣的一件事。
⑵ 高二英语谓语和非谓语的区别教案 百度文库
写教案的具体内容包括以下十项：
一．课题（说明本课名称）
二．教学目的（或回称教学要求答，或称教学目标，说明本课所要完成的教学任务）
三．课型（说明属新授课，还是复习课）
四．课时（说明属第几课时）
五．教学重点（说明本课所必须解决的关键性问题）
六．教学难点（说明本课的学习时易产生困难和障碍的知识点）
七．教学过程（或称课堂结构，说明教学进行的内容、方法步骤）
九．板书设计（说明上课时准备写在黑板上的内容）
十．教具（或称教具准备，说明辅助教学手段使用的工具）
在教案书写过程中，教学过程是关键，它包括以下几个步骤：
（一）导入新课
1．设计新颖活泼，精当概括。
3．提问那些学生，需用多少时间等。
（二）讲授新课
1．针对不同教学内容，选择不同的教学方法．。
（三）巩固练习
1．练习设计精巧，有层次、有坡度、有密度。
（四）归纳小结
（五）作业安排
布置那些内容，要考虑知识拓展性、能力性。
⑶ 苏教版高一英语教材
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⑷ 高二英语必修五第三单元教案
我有译林牛津版高二英语必修五第三单元教案，希望可以帮到你。
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