摘要：
高中英语选修六电子课本请到这里:下载【外研版高中英语必修1--选修11单词表】请到这里下载:【高中英语外研版课本文本(1,3,4,7册).doxc】链接:密码:eu4w请到这里... 高中英语选修六电子课本
请到这里:下载【外研版高中英语必修1--选修11单词表】请到这里下载:【高中英语外研版课本文本(1,3,4,7册).doxc】链接:密码:eu4w请到这里下载:【外研版高中英语电子书（二、五、六册）】链接:密码:naup
请到这里:下载【外研版高中英语课文及单词录音必修1--选修8】链接:密码:9631请到这里下载:【高中英语外研版课本文本(1,3,4,7册).doxc】链接:密码:eu4w请到这里下载:【外研版高中英语电子书（二、五、六册）】链接:密码:naup
只有必修一到选修八的,后面两册的没有.即使有,也没有多大用处.前几届的高考,外研版都只考到必修6,我们这里连必修8的书从来都没有发过.听说从16年高考起,到考到选修八.【外研版高中英语必修1--选修8课文及单词录音.rar】的下载地址如下：链接:密码:e5su注：zip/rar都是压缩文件，需解压成mp3格式才能播放。
1.高一下册化学说课稿
我说课的题目是人教社高中化学必修2第一章第二节《元素周期律》(第二课时)。下面我从六个方面说一说这节课的整体设计。
一、说教材
1、教材的地位与作用
元素周期律是学习化学的一个重要理论工具。在学生已经学习Na、Mg、Al、Fe、Cu等金属元素的单质及化合物的性质，初步了解了原子结构的基础上引导学生探究元素性质与原子结构的关系，归纳总结出元素周期律，是符合学生的学习心理和认知规律的。一方面可以丰富学生对元素的学习，另一方面可以引导他们在今后的学习中关注元素性质间的联系与区别，对他们今后元素化合物的知识学习具有很好的指导作用。因此，本节内容在教材中起到了承上启下的作用。
2、教学重点:
(1)元素周期律的涵义和实质。
(2)元素性质与原子结构的关系。
教学难点:
元素性质与原子结构的关系。
二、教学目标
知识和技能：
1、使学生初步掌握原子核外电子排布、原子半径和元素主要化合价的周期性变化。
2、认识元素性质周期性变化是元素原子核外电子周期性排布的结果，从而理解元素周期律的实质。
过程与方法:
1、通过元素周期律的初探，使学生学会利用图表分析处理数据和培养他们归纳的科学方法。
2、体验科学推测，实验探究的科学方法。
情感、态度、价值观:
1、在元素周期律的归纳过程中，重视发现意识、让学生在发现中寻找结论，在合作中享受成功。
2、结合元素周期律的学习，使学生树立量变到质变以及客观事物相互联系的规律
4、教具准备
教学媒体、课件;有关实验试剂和仪器
三、说教法
课前发放预习学案，让学生在课下利用教材提供的数据画图表，然后在课堂展示。引导学生运用图表来分析总结原子核外电子排布、原子半径和元素主要化合价的周期性变化规律。通过发挥图表作用和学生的合作交流，以达到难点的突破。
为了让学生理解元素性质与原子结构的关系，提出元素得失电子能力的探究，采用理论推理假设，试验验证的方法突破。
2.高一下册化学说课稿
各位评委大家好，我的说课题目是：苏教版高中化学必修1，专题3第二单元《铁、铜的获取及应用》中的“铁、铜及其化合物的应用”〔打开课件〕
一、教材的地位和作用〔说的同时打开课件这个按钮〕
“铁、铜及其化合物的应用”知识是本专题的重点之一,通过这部分内容的学习,可以加深巩固“从自然界获取铁和铜”的知识,并为下一节“钢铁的腐蚀”的学习奠定基础,故本节教材具有承上启下的作用；本部分知识体系打破了以往元素化合物知识学习中的“结构—性质—制备—用途”的模式，而是从熟悉的这些元素及其化合物在生产生活中的应用事例着手，引发学生对“他们在自然界如何存在？人类如何获取这些物质”的思考，进而产生探究的X望。这样安排的目的，是为了使学生在更广阔的视野下，认识在生产生活中有广泛应用的元素及其化合物的相关知识，了解化学在资源的利用和保护中的意义和作用，认识化学与人类生活的密切关系，培养学生运用化学知识解释与解决与化学有关的社会问题的能力，形成正确的情感态度和价值观，增强社会责任感。并且通过“铁三角”的学习还能进一步巩固氧化还原反应的知识。
二、教学目标的确定〔说这句话的同时打开相应按钮〕
【知识目标】
1、了解铁、铜的物理性质及用途
2、掌握铁、铜及其重要化合物的主要性质及应用
3、掌握的Fe2+、Fe3+的检验方法
【能力目标】
1、通过铁、铜制品及课堂表述，使学生初步学会运用归纳、概括等方法对获取的信息进行加工，并能准确表述有关信息，培养学生分析问题的方法，提高综合运用知识的能力；
2、在“实验—反思—再实验—再反思”的过程中体验实验探究的方法技能。
3、通过实验设计和实验操作，使实验能力、水平得到提高。
【情感目标】
1、通过问题讨论的过程，培养学生善于合作的精神。
2、通过实验现象的观察和总结，培养学生事实求是的科学精神。
三、教学重难点〔说这名话时打开课件对应的按钮〕
重点:铁、铜的化学性质、Fe2+与Fe3+的相互转化.
难点:Fe2+与Fe3+的相互转化.
四、教法和学法〔说这句话时按课件对应的按钮（教法按一次，学法接着再按一次）〕
教法：关于本部分内容的教学，我采用学生分组实验探究法，从实验现象中分析得出结论。先引导学生从生活常识发现两者在性质上的差异，然后通过结论总结铁、铜应具有的性质，培养学生科学的学习态度及方法。
学法：学生在本节课中主要用实验,观察,对比,归纳等方法,模拟发现过程，通过推测、设计探究实验以及学生自主实验探究认识Fe2+、Fe3+的区别和转化。最后由学生总结归纳三方面的结论要点，尝试用简洁的图示方法自主构建“铁三角”关系。这样不但使学生掌握知识和技能，而且达到发展学生智能的目的，同时让学生逐步掌握研究化学的科学方法,培养学生实事求是的科学态度和学风。
五、教学的程序〔按教学的程序的按钮，以下按顺序点击〕
第一部分：情景引入
1、创设情景，引导学生以极高的兴趣进入课堂，采用图片引入法。
铁、铜是我们日常生活中经常接触到的金属材料，它们的用途特别广泛（展示图片：江阴长江大桥、火锅、门锁、电线等）你能根据图片说出它们的物理性质吗？学生回答，教师幻灯片投影总结
2、交流与讨论对于铁、铜参加的一些反应，在初中我们已经了解了一些。请你写出下列（课本72页）反应的化学方程式或离子方程式，若是氧化还原反应指出氧化剂、还原剂。你还知道有铁、铜参加的其他反应吗？由学生分组讨论完成，比一比哪组既快又正确。
第二部分：实验探究活动
1、活动与探究----Fe2+、Fe3+的性质及互相转化
先告诉学生Fe2+、Fe3+的性质及检验方法，其次介绍Fe2+、Fe3+可以相互转化，让学生设计实验方案并完成探究实验，最后由学生得出Fe2+、Fe3+转化的条件，尝试构建“铁三角”关系。
告诉大家：Fe2+、Fe3+的检验：
⑴观察法：含Fe2+的溶液颜色为浅绿色；含Fe3+的溶液颜色为黄色色
⑵显色法：Fe3+遇KSCN溶液显血红色；Fe2+遇KSCN溶液不显血红色
【分组实验】现有下列试剂：铁粉、·L-1FeCl3溶液、·L-1FeCl2溶液、KSCN溶液、新制氯水（双氧水）、其它试剂和仪器。怎样设计实验来证实Fe2+和Fe3+之间的转化？
【归纳】能否用简洁的图例表示（归纳）Fe、Fe2+、Fe3+转化的关系？
2、活动与探究----Cu、Cu2+的性质及互相转化
这个实验由老师做，让学生观察实验现象并分析原因
第三部分：创新应用
创新应用一：
实验室中配制氯化亚铁溶液，试剂瓶中为何要放一枚光亮的铁钉？
创新应用二：
如何设计实验证明Fe2+和Cu2+的氧化性强弱。
第四部分：布置作业
3.高一下册化学说课稿
各位评委老师上午好，我是化学_____号，我今天说课的题目是__________（板书：课题、作者），下面我将从说教材、说教法和学法、说教学过程、说板书设计四个方面来对本课进行说明。
一、说教材
《XX》是鲁科版XX年级必修X（或选修X）第#单元的第#节第#课时，本节是化学教学中一个十分重要的概念，它贯穿与高中化学的始终，本节是在学生学习的基础上，介绍为今后学习打下重要的基础，本节内容在整个高中化学的教学中起着承上启下的作用。
结合单元教学要求和本节课特点，依据新课标中要求，我将本课的教学目标确定为：
1.知识目标：通过，学生掌握、了解。
2.能力目标：通过的教学，培养学生分析、推理、归纳总结的能力。
3.情感目标：通过本节的教学，形成相信科学、尊重科学、依靠科学的思想。养成学习自然科学的兴趣及不断进取，创新的优良品质。
二、说教法和学法
科学合理的教学方法能使教学效果事半功倍，达到教与学的和谐完美统一。基于此，我准备采用的教法是导学法、讲授法、点拨法。讲授法与导学法相结合可以系统的传授知识，充分体现教师主导、学生主体。
学法上，我贯彻的指导思想是把“学习的主动权还给学生”，倡导“自主、合作、探究”的学习方式，具体的学法是讨论法、实验探究法和导学法，让学生养成自主合作探究的良好习惯。
三、说教学过程
为了完成教学目标，解决教学重点突破教学难点，课堂教学我准备按以下五个环节展开。
环节1创设情境、引入新课，我设计的XX是（）此XX以师生对话的方式展开，消除了学生上课伊始的紧张感，激发学生的阅读兴趣。
环节2落实基础，整体感知让学生结合导学稿中（回顾与思考）环节进行自学释疑，培养学生自主学习的能力
环节3提出问题、实验探究化学是一门以实验为基础的学科，教师请学生先分组讨论。学生积极主动的思维和讨论中，加深理解和体验，有所感悟和思考，进而解决教学难点。
环节4课堂矫正、拓展延伸
拓展学生的知识面和阅读范围，满足学生的......等等之类
环节5课堂小结、巩固迁移
在学习本节教学内容后进行简单的总结，让学生对所学的内容有系统的认识，并通过练习在巩固所学的知识。
四、说板书设计
好的板书就像一份微型教案，此板书力图全面而简明的将授课内容传递给学生，清晰直观，便于学生理解和记忆，理清文章脉络。
4.高一下册化学说课稿
一、说教材
(一)、教材简析(简要说明本说课的内容来自哪一学科、哪一册书、哪一章节)
(二)、本说课内容在学科知识体系中所处地位和作用通过对教材的分析我确定了本节课的教学目标和教学重、难点。
(三)、教学目标
按照《高中化学新课程标准》的要求，同时为贯彻实施《****教学法》，结合校学生实际学情确立如下三维目标：(或者这样衔接：根据教学大纲和本节教材的特点，我设立了以下教学目标：)(或者这样衔接：依据教改的精神、课程标准的要求及学生的实际情况确立如下教学目标：)
1、知识与技能
2、过程与方法
3、情感态度与价值观
(四)、教学重点和难点
1、重点：本节课的重点内容
2、难点：本节课的难点
3、确立依据
二、说教法
古希腊生物家普罗塔弋说过这样一句话：“头脑不是一个要被填满的容器，而是一把需被点燃的火把。”我觉得，我们在教学时必须特别注意这一点，即不能将学生当作容器来对待，在确定教学方法时，必须遵守叶圣陶先生“教是为了不教”的训令，结合教材及学生的实际准备采取以下教学方法：(或这样衔接：教学方法是教与学的双边活动，必须充分发挥学生的主体作用和教师的主导作用，使之相互促进，协调发展。根据这一基本原理，我采用如下教学方法：)
(一)、教学方法
俗话说，“授之以鱼”不如“授之以渔”。本节课我通过启发学生发现问题。根据本节课的内容及学生的实际水平，我采取启发-掌握式教学方法并充分发挥电脑多媒体的辅助教学作用。
(二)、教学手段
(三)、教学媒体的运用
(根据教学内容和采取的教学方法及手段，教给学生一些学习方法，做到授之于渔)
三、说学法
(一)、学习方法
(二)、能力培养
四、说教学程序
俗话说，“教学有法、教无定法”，结合化学新教材的编写特点，我在教学过程中进行了如下尝试：
(或者这样衔接：依照教材的安排和特点，结合学生的实际水平，在教学中应以让学生掌握有关氧化还原反应的基本概念和常见反应为主，不宜把问题向纵深引申。我对本节课的安排如下：)
(或者这样衔接：教与学有机结合而对立统一。良好的教学设想，必须通过教学实践来体现，教师必须善于驾驭教法，指导学法，完成教学目标，从而使学生愉快地、顺利地、认真地、
科学地接受知识。本节课教学设计、意图如下：)
(一)、新课导入
熟话说：“兴趣是的老师”，因此在教学过程中密切联系实际，呈现给学生感兴趣的学习素材，这将能在很大程度上激发学生的学习热情;
(二)、新知识的学习
(三)、检测训练
(四)、总结巩固
五、说板书设计
板书设计时要体现出程序性、概括性、指导性、艺术性)说课要坚持从实际出发，不能搞一刀切。应因材、因时、因地、因人(学生、教师)的不同采取不同的说课方式和方法，提高说课的科学性和可行性。
5.高一下册化学说课稿
1、知识与技能
(1）知道原子是由原子核和核外电子构成的。
（2）初步认识物质结构学习中的模型方法。
2、过程与方法
了解原子结构模型建立的历程，理解模型化方法在科学研究中的作用。
3、情感态度和价值观
（1）树立物质无限可分的观点。
（2）了解人类对原子结构的探索。
二、教学重难点
知道原子的结构，建立物质无限可分的观点。
三、预学设计
在预习的基础上对下列问题进行思考并形成自己的观点：
（1）以"我想象中的原子结构"为题，提出自己的假设。
（2）预习"联想与启示",试着对实验现象进行解释
四、教学过程设计
教师活动学生活动设计意图引入：化学反应的过程就是参加反应的物质的原子重新组合生成新的物质的过程。那么不同的原子（如氢原子和氧原子）有什么差异呢？上述问题的答案要从原子的内部去寻找，这就涉及到又一个新的问题：微粒—原子能不能分成更小的微粒？以"我想象中的原子结构"为题，提出你的假设。
思考假设：我想：原子是一个实心球。原子象一个乒乓球。原子象一个气球。原子是一个空心球。
创设问题情境激发学生对原子结构的求知欲讲述：在大家心目中的原子是一个没有内部结构的圆球。但是，经过20世纪整整一个世纪的努力，科学家们不但打开了原子的大门，而且发现小小的原子内部结构复杂，构成原子的基本粒子已经发现了很多种，至今仍然在探索中。人类对原子内部结构的认识是一部壮丽的史诗——1897年汤姆生发现电子，说明原子并不是构成物质的最小粒子。1911年卢瑟福发现原子核。结合联想和启示，播放α粒子轰击金箔的动画。你能试着对上述实验现象进行解释吗？
交流讨论：大多数的α粒子能穿透金箔，说明金原子内部有很大的空间，α粒子一穿而过。一小部分粒子改变了原来的运动路线，发生了偏转。说明原子内部有带正电荷的粒子存在。有极少部分粒子反弹回去，说明运动中遇到了坚硬的不可穿透的质点，这说明原子中有一个很小的核，因为核很小，所以只有极少数α粒子被反弹回去。了解原子结构模型建立的历程，理解模型化方法在科学研究中的作用提问：金属是否带电？构成金属的原子是否带电？为什么原子不带电呢？
思考回答阅读：P67—P68及拓展视野多媒体演示：原子内部结构
交流讨论：原子的结构结论：在原子中，核电荷数=质子数=核外电子数利用模型学习物质结构总结：
盘点收获回忆、总结、发言形成原子的结构练习：看屏幕，做练习学以致用
五、反思本节内容比较抽象，为使学生更好地认识和理解原子的构成，我主要采用了：阅读前人的实验现象——发现问题——分析——提出假设——验证的方法，通过课堂的表现来看，这种方法还是可行的。学生的积极性较高，并且大多数学生能投入思考，提出自己的假设。但也看出部分学生探究意识还不够，仅停留在面上，未作深入的思考。
高中英语选修六课本电子版
请到这里:下载【外研版高中英语必修1--选修11单词表】请到这里下载:【高中英语外研版课本文本(1,3,4,7册).doxc】链接:密码:eu4w请到这里下载:【外研版高中英语电子书（二、五、六册）】链接:密码:naup
太长。。发不完~~是这个吗？选修6 Unit 1 Art-ReadingA SHORT HISTORY OF WESTERN PAINTING Art is influenced by the customs and faith of a people. Styles in Western art have changed many times. As there are so many different styles of Western art, it would be impossible to describe all of them in such a short text. Consequently, this text will describe only the most important ones, starting from the sixth century AD. The Middle Ages (5th to the 15th century AD) During the Middle Ages, the main aim of painters was to represent religious themes. A conventional artist of this period was not interested in showing nature and people as they really were. A typical picture at this time was full of religious symbols, which created feeling of respect and love for God. But it was evident that ideas were changing in the 13th century when painters like Giotto di Bondone began to paint religious scenes in a more realistic way. The Renaissance (15th to 16th century) During the Renaissance, new ideas and values graduallv replaced those held in the Middle began to concentrate less on religious themes and adopt a more humanistic attitude to life. At the same time painters returned to classical Roman and Greek ideas about art. They tried to paint people and nature as they really were. Rich people wanted to possess their own paintings, so they could decorate their superb palaces and great houses. They paid famous artists to paint pictures of themselves, their houses and possessions as well as their activities and achievements. One of the most important discoveries during this period was how to draw things in perspective. This technique was first used by Masaccio in 1428. When people first saw his paintings, they were convinced that they were looking through a hole in a wall at a real scene. If the roles of perspective had not been discovered, no one would have been able to paint such realistic pictures. By coincidence, oil paints were also developed at this time, which made the colours used in paintings look richer and deeper. Without the new paints and the new technique, we would not be able to see the many great masterpieces for which this period is famous. Impressionism (late 19th to early 20th century) In the late 19th century, Europe changed a great deal. from a mostly agricultural society to a mostly industrial one. Many people moved from the countryside to the new cities. There were many new inventions and social changes. Naturally, these changes also led to new painting styles. Among the painters who broke away from the traditional style of painting were the Impressionists, who lived and worked in Paris. The Impressionists were the first painters to work outdoors. They were eager to show how light and shadow fell on objects at different times of day. However, because natural light changes so quickly, the Impressionists had to paint quickly. Their paintings were not as detailed as those of earlier painters. At first, many people disliked this style of painting and became very angr about it. They said that the painters were careless and their paintings were ridiculous. Modern Art (20th century to today) At the time they were created, the Impressionist paintings were controversial, but today they are accepted as the beginning of what we call "modem art". This is because the Impressionists encouraged artists to look at their environment in new ways. There are scores of modern art styles, but without the Impressionists, many of these painting styles might not exist. On the one hand, some modem art is abstract; that is, the painter does not attempt to paint objects as we see them with our eyes, but instead concentrates on certain qualities of the object, using colour, line and shape to represent them. On the other hand, some paintings of modern art are so realistic that they look like photographs. These styles are so different. Who can predict what painting styles there will be in the future?THE BEST OF MANHATTAN’S ART GALLERIES The Frick Collection (5th Avenue and Street) Many art lovers would rather visit this small art gallery than any other in New York. Henry Clay Frick, a rich New Yorker, died in 1919, leaving his house, furniture and art collection to the American people. Frick had a preference for pre-twentieth century Western paintings, and these are well-represented in this excellent collection. You can also explore Frick's beautiful home and garden which are well worth a Visit. Guggenheim Museum(5th Avenue and 88th Street) This museum owns 5,000 superb modern paintings, sculptures and drawings. These art works are not all displayed at the same time. The exhibition is always changing. It will appeal to those who love Impressionist and Post-Impressionist paintings. The Guggenheim Museum building is also world-famous. When you walk into gallery, you feel as if youwere inside a fragile, white seashell. The best way to see the paintings is to start from the top floor and walk down to the bottom. There are no stairs just a circular path. The museum also has an excellent restaurant. Metropolitan Museum of Art (5th Avenue and 82nd Street) The reputation of this museum lies in the variety of its art collection. This covers more than 5,000 years of civilization from many parts of the world, including America, Europe, China, Egypt, other African countries and South America. The museum displays more than just the visual delights of art. It introduces you to ancient ways of living. You can visit an Egyptian temple, a fragrant Ming garden, a typical room in an 18th century French house and many other special exhibitions. Museum of Modern Art (53rd Street, between 5th and 6th Avenues) It is amazing that so many great works of art from the late 19th century to the 21st century are housed in the same museum. The collection of Western art includes paintings by such famous artists as Monet, Van Gogh, Picasso and Matisse. A few words of warning: the admission price is not cheap and the museum is often very crowded. Whitney Museum of American Art (945 Madison Avenue, near 75th Street) The Whitney holds an excellent collection of contemporary American painting and sculpture. There are no permanent displays in this museum and exhibitions change all the time. Every two years, the Whitney holds a special exhibition of new art by living artists. The museum also shows videos and films by contemporary video artists.选修6 Unit 2 Poems-Reading A FEW SIMPLE FORMS OF ENGLISH POEMS There are various reasons why people write poetry. Some poems tell a story or describe something in a way that will give the reader a strong impression. Others try to convey certain emotions. Poets use many different forms of poetry to express themselves. In this text, however, we will look at a few of the simpler forms. Some of the first poetry a young child learns in English is nursery rhymes. These rhymes like the one on the right (A) are still a common type of children's poetry. The language is concrete but imaginative, and they delight small children because they rhyme, have strong rhythm and a lot of repetition. The poems may not make sense and even seem contradictory, but they are easy to learn and recite. By playing with the words in nursery rhymes, children learn about Hush, little baby, don't say a word, Papa's going to buy you a mockingbird. If that mockingbird won't sing, Papa's going to buy you a diamond ring. If that diamond ring turns to brass, Papa's going to buy you a looking-glass. If that looking-glass gets broke, Papa's going to buy you a billy-goat. If that billy-goat runs away, Papa's going to buy you another today. One of the simplest kinds of poems are those like B and C that list things. List poems have a flexible line length and repeated phrases which give both a pattern and a rhythm to the poem. Some rhyme (like B) while others do not (like C).B I saw a fish-portal all on fire I saw a fish-pond all on fire, I saw a house bow to a squire, I saw a person twelve-feet high, I saw a cottage in the sky, I saw a balloon made of lead, I saw a coffin drop down dead, I saw two sparrows run a race, I saw two horses making lace, I saw g girl just like a cat, I saw a kitten wear a hat, I saw a man who saw these too, And said though strange they all were Our first football match We would have won ... if Jack had scored that goal, if we'd had just a few more minutes, if we had trained harder, if Ben had passed the ball to Joe, if we'd had thousands of fans screaming, if I hadn't taken my eye off the ball, if we hadn't stayed up so late the night before, if we hadn't taken it easy, if we hadn't run out of energy. We would have won ... if we'd been better! Another simple form of poem that students can easily write is the cinquain, a poem made up of five lines. With these, students can convey a strong picture in just a few words. Look at the examples (D and E) on the top of the next Brother Beautiful, athletic Teasing, shouting, laughing Friend and enemy too MineE Summer Sleepy, salty Drying, drooping, dreading Week in, week out EndlessF A fallen blossom Is coming back to the branch. Look, a butterfly! ( by Moritake)G Snow having melted, The whole village is brimful Of happy children. (by Issa) Haiku is a Japanese form of poetry that is made up of 17 syllables. It is not a traditional form of English poetry, but is very popular with English writers. It is easy to write and, like the cinquain , can give a clear picture and create a special feeling using the minimum of words. The two haiku poems (F and G) above are translations from the Japanese. H Where she awaits her husband On and on the river flows. Never looking back,Transformed into by day upon the mountain top,wind and rain the traveller return,this stone would utter speech., (by Wang Jian) Did you know that English speakers also enjoy other forms of Asian poetry - Tang poems from China in particular? A lot of Tang poetry has been translated into English. This Tang poem (H) is a translation from the Chinese. With so many different forms of poetry to choose from, students may eventually want to write poems of their own. It is easier than you might think and certainly worth a try! I'VE SAVED THE SUMMERI've saved the summer And I give it all to you To hold on winter mornings When the snow is new. I've saved some sunlightIf you should ever need A place away from darkness Where your mind can for myself I've kept your smile When you were but nineteen,Till you're older you'll not knowWhat brave young smiles can mean. I know no answers To help you on your way The answers lie somewhere At the bottom of the day. But if you've a need for loveI'll give you all l ownIt might help you down the roadTill you've found your own. (by Rod McKuen)
*****************************************【别人的借鉴的】***********************************************12位20几岁的漂亮女子，精彩亮相之后站在各种古代乐器前。她们初试身手，就已经清楚表明女子十二月坊已经成为该国最受欢迎的音乐团队。由于她们创造了东西方音乐的桥梁，女子十二月坊吸引了世界上很多国家和人民的青睐。女子十二月坊是 全亚洲最红的，他们的身影遍及亚洲的娱乐场和舞台。现在他们的身影还出现在了美洲。在2004年，她们到达美国的音乐剧院，在200唱片的比尔榜单中名列第62位。这是亚洲乐坛的最好成绩。在日本，女子十二乐坊已经成为超级乐队，已经销售了200多万张唱片，并且成为巧克力手机的电视广告代言。女子十二乐方现场音乐会的日语DVD已经销售了20多万张，她们的现场表演在全世界的电视播放中都能看到。在2004年，她们在日本的金唱片奖仪式中被命名为年度国际艺人。利用中华民族1500多年的音乐历史，女子十二乐坊把中国丰富的古典音乐、民族音乐和现代音乐完美的融合在一起。该乐队12名成员的选择在各个方面都极具象征性，例如，中华民族八卦学的一年分12个月，在古代神话中的12金钗。灵感还来源于乐坊一词，乐坊是唐朝时代在皇家表演的女性演奏乐队的乐室。女子十二乐坊的每个成员都受到古典文化的培养和熏陶，包括中国音乐学院，中国国家乐队和中央音乐学院。她们都精通多种中国传统乐器，包括古筝、扬琴、二胡、萧和笛子。她们的音乐创造了一种繁荣，为观众展示了一种来自爱尔兰和东欧的音乐风光。女子十二乐坊的表演吸引的观众非常广泛，包括儿童、青少年、成年人以及老年人。美国的批评家们发现莫扎特和贝多芬的交响乐作品和爵士融合演奏类似于Dave Brubeck’s Take Five，或者以一种深受喜爱的古典形式演奏像Simon and Garfunkel’s El Condor Pasa. 女子十二乐坊的成员尊重她们音乐遗产，并且表现了一种对所有音乐的真正热爱，从复杂的古典音乐作品到永远的流行音乐。*****************************************【别人的借鉴的】***********************************************
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高中英语课本电子版选修六
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教学准备
教学目标
1. Knowledge objectives
Know that the -ing form can be used as various kinds of adverbials
Understand the differences among “doing”, “having done”, “being done” and “having been done”
2. Ability objectives
Master the usage of the -ing form as adverbials and properly use it in writing
Polish one’s writing with the -ing form as adverbials
3. Emotional objectives
Cultivate teamwork and confidence
Feel free to use English grammar in daily life
教学重难点
教学重点 Understanding four -ing forms used as adverbials and five tips on how to use the -ing form as adverbials
教学难点 Master the usage of the -ing form as adverbials and properly use it in writing
教学过程
Lead-in: Song appreciation
(1) Play the song Take me to your heart before class.
(2) Start the class with a clip of the song sung by the teacher.
(3) Lead the Ss to notice the -ing form used as adverbials in the lyrics.
This is a warming-up step designed to arouse Ss’ enthusiasm and to come to the point.
Step 1: We Choose
Task 1: Observe the -ing form in each sentence and decide what it refers to.
(reason, result, concession, time, manner, condition)
1. Being very rich, he spends as much money as he likes. (reason)
2. Working hard, you’ll surely succeed. (condition)
3. They sat there, waiting for the beginning of the sports meeting. (manner)
4. Walking on the street, he came across a long-lost friend. (time)
5. The polar bear was not careful enough, falling on the icy ground. (result)
6. Not understanding what you are talking about, I still admire you. (concession)
It is intended to remind Ss that the -ing form can be used as various kinds of adverbials. Ask several Ss to answer and, if necessary, interpret the sentences for them with adverbial clauses.
Task 2: Check the words in red and decide their relation with the subject and the predicate. (A. active B. passive C. meanwhile D. before-after)
Laughing and jumping, he left school.
Having finished his homework, he left school.
Being talked about at that time, he left school.
Having been punished, he left school.
First, let Ss choose the correct relation between the -ing form and the subject and that between the -ing form and the predicate in each sentence. Then lead Ss to sum up the differences among “doing”, “having done”, “being done” and “having been done”.
Task 3: Read the sentences aloud and recall the tips.
When the reading is finished, ask Ss how to use the -ing form as adverbials.
It is intended as a transition from “what” to “how” and the second step is naturally introduced.
Step 2: We Change
Task 1: (Group work) Identify the mistakes in the following sentences and change the sentences into correct ones. Discuss your reason.
1. I had a wonderful childhood, travel around the world.
2. When crossed the road, you should be careful.
3. Having not finished his homework, he was punished by his parents.
4. Working hard, your dream will come true.
It is aimed to revise the usage of the -ing form as adverbials. By group discussion, Ss may find it easier to solve the problem. Matters such as non-predicate, relation, conjunction, negative words and logical subject are all involved.
Task 2: (Pair work) Orally change the adverbial clauses or compound sentences into the -ing form as adverbials.
. After we have been informed of Mr. Li’s birthday, we hurried to express our best wishes on the blackboard.
(Notice that only the clause part will be changed: predicate→non-predicate)
Having been informed of Mr. Li’s birthday, we hurried to……
1. Because we hoped to convey our concern for him, we asked Miss Zhu to bring him a card.
2. When we danced together, we felt very excited.
3. Although we had not met him before, we still treated him as an old friend.
4. If you think it over, you will have a good idea.
5. She stood on the stage and played with her hair.
6. He was so humorous that he made us burst into laughter.
It is designed for Ss to put into practice the tips mentioned in the previous task.
Step 3: We Chat
Task 1: Using the correct form of the given verbs, help me to complete the caption of my moment.
Last month, I led my students to join in the oral English competition.
(live) far away from the site, we had to get up early in the morning. (not eat) anything before, I felt hungry. As for the students, though tired, they were still enthusiastic about the coming challenge, (talk and laugh) on the bus. When (arrive) at the site, they were very excited.
(devote) to practicing before, they did a wonderful job in the competition, (bring) glory to our school. As far as I am concerned, (make) great efforts to practice, any of you can also stand out.
It is a revision of the tips mentioned. In addition, it sets an example of how to use the -ing form as adverbials in our daily life.
Task 2: Writing
o Choose a picture to post.
o Write the caption for it.
o Try to use the -ing form as adverbials. (3 minutes)
Ss are asked to choose a picture from five and write the caption for it by using the -ing form as adverbials in 3 minutes. This is to integrate what has been covered and put it into practice.
Task 3: Sharing
o Move around the classroom.
o Share your moment.
o Get “like” or “comment”.
(You may also leave your comment when discovering any grammatical mistake.)
An example is shown to clarify the instruction. Then Ss are given five minutes to share their moments with their classmates. This is a peer proof-reading activity.
Task 4: Presenting
o How many“ likes” have you got?
o What about “comments”?
o Who would like to share with the whole class your moment or the comments you got?
This is for several volunteers to present their works and notice the common mistakes when using the -ing form as adverbials.
Step 4: Summary
Summarize what we have learnt today:
o 6 kinds of adverbials
o 4 forms of -ing
o 5 tips
This is to remind Ss of what they have learnt today.
课后习题
Homework
o Review the usage of the –ing form as adverbials.
(You may refer to a mini-lecture. )
o Polish your caption and share it with your friends.
o Finish exercise 3 - 5 on Page 64 of your exercise book.
The homework is intended to familiarize Ss with the rules of the -ing form used as adverbials and to develop their writing skills.
教学准备
教学目标
教学目标：
1 深入理解课文，分析文章长难句，培养快速阅读、整体理解和写作的能力。
2 通过合作探究，主动质疑，学会概括主旨，分析句子的方法。
3通过学习Sara的故事，培养学生在紧急情况下自救的意识和能力。
4以高度的热情投入学习，享受英语阅读的快乐,在原来基础上有所进步。
教学重难点
教学重点和难点
重点:
1. Let students read the passage and get the main idea and the structure of the passage.
2. Help the students get the detailed information.
2. Get students to discuss and learn how to protect ourselves from disasters.
难点:
1. Develop students’ reading and writing ability.
2. Enable students to learn to how to protect ourselves and keep away from danger.
教学过程
教学过程：
课前环节：Check the answers.
学生活动：核对预习学案答案，自我检查学生预习情况。
【设计意图】核对预习学案答案，检查学生预习情况,把课文中会影响学生阅读理解的绊脚石扫除，为下文深层次的理解打好铺垫。
课堂环节: a short video and let students know the danger of flood.
学生活动：关注问题What happened to the lady? 带着问题去观赏。
【设计意图】利用观看网络视频，引起学生自我保护、远离洪水的意识。用视频导入新课，能更好地激发学生学习英语的热情，也能让学生认识到洪水猛兽就在我们身边，加强自我保护意识非常必要，学习自我保护尝试非常重要。
Step1 Fast-reading ：Get main idea .
学生活动：快速整体阅读并找一人到黑板展示答案，每空1分。
The text is a story about______, the mother of James, who was_________ by the flood，although her husband, _______had called to remind her of the danger.
Step2 Get the structure of the text.
学生活动：一人到黑板展示答案，每空2分。Step1&2可以同时进行。
Before the flood: Para1-----
During the flood: Para -----
【设计意图】第一次阅读，让学生快速略读，提高迅速获取信息的技能，从总体上把握文章的主旨大意和篇章结构。
Step3 Careful Reading.
学生活动：仔细阅读，规范书写，小组交流，共同探究。每题3分。
told Sara to go to her mother’s house and why?
was in the house with Sara?
did Sara climb onto the roof of her car?
【设计意图】这三个问题属于细节理解问题，需要学生细致深入地详读课文，这能逐步培养学生的获取具体信息和提取具体信息的能力。通过再次细读文章，想让学生独立思考，小组交流，然后老师指正。老师设疑，学生质疑，通过师生共同探究，达到释疑的目的，同时也锻炼的学生的书面表达和概括能力。
Step4 Enjoy the sentences.
学生活动：合作探究，仔细分析，注重理解，背诵记忆，学以致用。每题5分。
1. If she went to her mother’s house, Tony wouldn’t get his present for days.
解析：if引导的是一个含有 _______ 的 ____ 状语从句
翻译：
2. Sara dressed baby James in warm clothes and collected the things that she would need for hom over the next few days.
分析：Sara发出两个动作：________和引导的是一个______从句，先行词是
__________,在从句中作need的_______语。dress sb in…意思是：__________________
翻译：
3. Using the car seat as a step, she climbed first onto the front of the car and then onto the roof.
“v-ing形式作状语”的情况在文章中(Para2、3、5、6)共出现了六次，你都找到了吗?
[高考连接]:
_________(see)that she was going to sleep,I asked if she’d like that little doll on the bed. (08北京)
Step5 Discussion
学生活动：集体讨论，小组合作，组长记录，信息共享，主动参与。20分。
you think Sara did the right thing? Is there anything wrong?
2. What should we do facing the flood?
【设计意图】本环节通过小组讨论合作学习，学生在加深对文中理解的同时，自己的语言表达能力也得到了很大的提升，而且学生相互学习，取长补短，对于加强自身的保护意识非常重要。
Step 6 Writing. 30分
学生活动：态度端正、认真打草、定好人称、选好时态、书写规范、卷面整洁、衔接连贯、过度自然、用好小词、句子通畅、高级句式适当运用、碰到难关学会迂回、认真书写、完美展现。
Use your imagination to invent an ending to the story.
1. 50---60 words.
2. Discuss with your teammates.
3. Write down your opinion.
4. Each group choose the best to show your writing.
【设计意图】本环节旨在通过写作，进一步巩固对文章的理解和运用，尤其是对文章中重点单词、短语和句式的针对训练，以此提高学生的写作能力和自我保护意识。
Step 7 评测练习.
学生活动：仔细审题、认真作答、人称时态、固定搭配、主谓一致。20分。
Sara’s husband Tony(1) _____to remind that she had better(2) _____a few things and go to her mother’s place, because it had been(3) ______heavily for weeks and the river was(4)_____ higher. He feared that the whole valley would be(5)________.
Tony’s birthday was coming, but he wouldn’t get his(6)_______ for days. Just as she was(7)_______ for the car keys, Sara heard the flood coming. She put her baby on to her backpack. With the help of the car, she(8)________to the roof of the house.
【设计意图】本环节旨在考察学生对课文具体细节信息的理解和重点词汇的运用，同时有意识地向高考题型靠拢，让学生感受语法填空的出题思路和解题技巧。
课后习题
评测练习
短文填空：(20分)
Sara’s husband Tony(1) _____to remind that she had better(2) _____a few things and go to her mother’s place, because it had been(3) ______heavily for weeks and the river was(4)_____ higher. He feared that the whole valley would be(5)________.
Tony’s birthday was coming, but he wouldn’t get his(6)_______ for days. Just as she was(7)_______ for the car keys, Sara heard the flood coming. She(8) her baby on to her backpack. (9) the help of the car, she(10)________to the roof of the house
评测结果：
通过核实答案，95%的学生得分在16分以上，取得了令人满意的成绩，但个别同学尚存问题。整体效果良好，目标达成度较高。
突出问题：时态问题.
(1)called误用成了call.
(3)rained 误用成了rain.
(4)rising误用成了rose.
(5)flooded误用成了flooding.
(7)reaching误用成了reached.
(10)climbed误用成了climb.
突破措施：
很显然，学生在做短文填空这个问题时，对于动词时态和语态的把握不准是导致出现失误的重要原因。所以我们在日常的教学活动中，要时刻引导学生关注动词的时态在具体语言环境中的运用，把时态和语态与短文填空、短文改错联系起来，甚至让学生相互出题，相互检测。我们教师也可选编部分针对时态和语态的问题，有针对性地进行练习。
请到这里:下载【外研版高中英语必修1--选修11单词表】请到这里下载:【高中英语外研版课本文本(1,3,4,7册).doxc】链接:密码:eu4w请到这里下载:【外研版高中英语电子书（二、五、六册）】链接:密码:naup
——/资源热下载站/教辅培训/学校类/高中/fb2405 外研社高中课件+音频MP3/
├──外研版高中必修二.zip
├──外研版高中必修三.zip
├──外研版高中必修四.zip
├──外研版高中必修五.zip
├──外研版高中必修一.zip
├──外研版高中选修六.zip
└──外研版高中选修七八.zip
地址：网页链接
高中选修一英语电子课本
合集里面有你需要的 苏教牛津译林版高中英语模块1电子课本提取码：1234
苏教牛津译林版高中英语模块1包含了多个单元和词汇表，以下是部分内容的介绍：
单词表：包括了各种日常生活中的高频词汇，这些词汇既涵盖了自然科学领域，也涵盖了人文社会科学领域。
Unit1 模块一第一单元是 "Becoming a global citizen"，这个单元主要介绍了全球化的概念和重要性，同时学习了如何用英语表达自己的观点和看法。
Unit2 模块一第二单元是 "What is your favourite festival?"，这个单元主要介绍了各种不同的节日以及它们的庆祝方式，同时学习了如何用英语描述节日的氛围和感受。
Unit3 模块一第三单元是 "The world of work"，这个单元主要介绍了各种职业以及它们的特点和要求，同时学习了如何用英语描述自己的职业规划和发展方向。
Unit4 模块一第四单元是 "Language and culture"，这个单元主要介绍了语言和文化的关系以及如何通过学习语言了解文化，同时学习了如何用英语描述其他国家和民族的文化。
整体而言，苏教牛津译林版高中英语模块1以培养学生综合运用英语的能力为目标，注重培养学生的语言运用能力。
合集里面有你需要的 译林版英语选修第一册
该课本包含多个单元，每个单元有不同的主题和重点内容。以下是部分内容的介绍：
第一单元主要介绍海洋深处的生活，包括海底生物的种类和生存环境等。
第二单元主要介绍一部小说的情节和人物，通过阅读和讨论，帮助学生提高文学鉴赏能力。
第三单元主要介绍旅游的话题，包括旅游的目的地、旅游的体验和旅游的意义等。
第四单元主要介绍澳大利亚的文化和风俗，包括澳大利亚的节日、文化习俗和传统手工艺等。
第五单元主要介绍英文广告的特点和写作技巧，包括广告的类型、写作方法和语言特点等。
第六单元主要介绍美国的自然景观，包括黄石公园、大峡谷和自由女神像等。
合集里面有你需要的 北师大英语选修第一册提取码：1234
本套高中英语课本是北京师范大学出版社出版的，由教育部2019审核通过的高中英语教材。其中必修教材分为第一册、第二册和第三册共3册，选择性必修教材分第一册、第二册、第三册和第四册共4册，选修教材分为第一册、第二册和第三册共3册。
高中英语课本电子版选修
建议去淘宝，快捷又优惠。
高中英语合集百度网盘下载
链接：
提取码：1234
简介：高中英语优质资料下载，包括：试题试卷、课件、教材、视频、各大名师网校合集。
自己到外研社电子书网站去查看。方法：
1.打开网站: , 出现如下界面:
2.打开"高中", 然后找到选修8；点击选修8课本，会提示你“请登录后再阅读本书”。
3. 如果你还没有帐号，就点“注册”，按照提示注册一个新的帐号。注册成功后，登录该帐号，就可以阅读该网站上的所有电子书， 但是不能下载。 若想下载，必须购买。
北师大版高中英语必修到选修十一电子课本（共11本） 密码: e9m5 你可以下载你想要的北师大版高中英语必修一课本。
