高中化学选修6教案
钠的化合物很多，本节教材在初中已介绍过的氢氧化钠和氯化钠等的基础上，主要介绍过氧化钠、碳酸钠和碳酸氢钠。
对于过氧化钠，重点介绍它与水的反应，及与二氧化碳的反应。同时，还简单介绍了过氧化钠的用途。其中过氧化钠与二氧化碳的反应是本节的难点。
对于碳酸钠和碳酸氢钠，重点介绍它们与盐酸的反应，以及它们的热稳定性。同时，通过对它们的热稳定性不同的介绍，使学生进一步了解碳酸钠和碳酸氢钠的鉴别方法。碳酸钠和碳酸氢钠的性质及其鉴别方法，同时也是本节的重点。
本节教材与第一节教材相类似，本节教材也很重视实验教学。例如，教材中对过氧化钠、碳酸钠和碳酸氢钠的介绍，都是先通过实验给学生以感性知识，然后再通过对实验现象的观察和分析，引导学生共同得出有关结论。这样编写方式有利于学生参与教学过程，使他们能主动学习。教材最后的家庭小实验，具有探索和设计实验的性质，有利于激发学生的学习兴趣和培养能力。
在介绍碳酸钠和碳酸氢钠与盐酸的反应及它们的热稳定性时，采用了对比的方法，这样编写，可使学生在比较中学习，对所学知识留下深刻的印象，有利于理解、记忆知识，也有利于他们掌握正确的学习方法。
教材也重视知识在实际中的运用及化学史的教育。引导学生运用所学知识来解决一些简单的化学问题。对学生进行化学史方面的教育及爱国主义教育。
教法建议
1.加强实验教学。可将一些演示实验做适当的改进，如〔实验2-5〕可改为边讲边做实验。可补充Na2O2与CO2反应的实验，把蘸有Na2O2的棉团放入盛有CO2的烧杯中，观察棉团的燃烧，使学生更好地理解这一反应及其应用。
还可以补充Na2O2漂白织物的实验，以说明Na2O2的强氧化性。
Na2O2 的性质也可运用滴水着火这一引人入胜的实验来引入。
2.运用对比的方法。对于Na2CO3和NaHCO3的性质，可在学生观察和实验的基础上，让学生填写表格。充分发挥学生的主动性，使他们积极参与。在活动中培养学生的自学能力及训练学生科学的方法。
3.紧密联系实际。
教学要尽可能地把性质和用途自然地联系起来。对NaHCO3的一些用途所依据的化学原理(如制玻璃、制皂)，可向学生说明在后面的课程里将会学到。
4.阅读材料“侯氏制碱法”是进行爱国主义教育的好素材。指导学生认真阅读，或参考有关我国纯碱工业发展的史料，宣扬侯德榜先生的爱国主义精神。也可指导学生查阅相关资料，利用综合实践活动课进行侯氏制碱法讲座。
教学设计示例
课题：钠的化合物
重点：碳酸钠与碳酸氢钠的性质及其鉴别方法
难点：过氧化钠与二氧化碳的反应
教学过程
[提问]钠与非金属反应，如Cl2、S、O2等分别生成什么物质?而引入新课
1.钠的氧化物
(1)展示Na2O、Na2O2样品，让学生观察后总结出二者的物理性质。
(2)演示课本第32页[实验2一5]把水滴入盛有Na2O2、Na2O固体的两只试管中，用带火星的木条放在试管口，检验生成气体(图2-6)。
演示[实验 2-6]用棉花包住约0.2g Na2O2粉末，放在石棉网上，在棉花上滴加几滴水(图2-7)。观察发生的现象。让学生通过观察现象分析出钠的氧化物的化学性质。
①Na2O、Na2O2与水反应
2Na2O2+2H2O=4NaOH + O2↑(放出氧气)
Na2O+H2O=2NaOH(不放出氧气)
②Na2O2、Na2O与CO2作用
2Na2O2+2CO2=2Na2CO3 + O2↑(放出氧气)
Na2O+CO2=Na2CO3(不放出氧气)
[讨论]
①Na2O2是否是碱性氧化物
②Na2O2是否是强氧化剂
学生根据所学知识可得出结论：
Na2O2与水作用除生成NaOH还有氧气生成，与二氧化碳反应除生成Na2CO3外也还有氧气，所以Na2O2不是碱性氧化物，由于与某些物质作用产生氧气，所以是强氧化剂。
[补充实验]Na2O2溶于水后
①作有色织物的漂白实验，有色织物褪色。
②将酚酞试液滴入该溶液，酚酞开始变红，又很快褪色。
[结论]过氧化钠有漂白作用，本质是发生了氧化还原反应。
(3)指导学生阅读课文了解Na2O2的用途
授课过程中始终要求对比的形式进行比较氧化物的联系与区别
2.钠的其他重要化合物
碳酸钠和碳酸氢钠
①展示Na2CO3 、NaHCO3样品，做溶解性实验。
演示实验第32页[实验2-7][实验2-8]
a.Na2CO3 、NaHCO3与盐酸反应，比较反应速率快慢
b.Na2CO3 、NaHCO3、CO的热稳定性实验
通过观察到的现象，将二者的性质总结列表。
②让学生回忆将过量CO2通入澄清石灰水时的反应现象及有关化学方程式：
CO2+CaCO3+H2O= Ca(HCO3)2
[提问]：当碳酸钠和碳酸氢钠外因条件变化时，二者可否相互转化?
提示Na2CO3也具有和CaCO3相似的性质：
Na2CO3+CO2+H2O= 2NaHCO3
碳酸氢钠也具有Ca(HCO3)2相似的性质：
③“侯氏制碱法”及碳酸钠、碳酸氢钠存在、制取用途等可由学生阅读课文后总结得出。
总结、扩展：
(1)总结
通过列表对比学习：钠的氧化物;碳酸钠和碳酸氢钠;以及连线法表示钠及其重要化合物的相互转化，可使学生更直观地掌握元素、化合物知识，及用对立统一的辩证唯物主义观点掌握物质之间的相互转化关系。
(2)扩展
根据Na2O2的性质可知Na2O2与CO2 、H2O反应，则可增加可燃烧气体(如CH4、H2、CO……)与Na2O2共存于密闭容器，电火花点燃时反应以及酸式碳酸盐与Na2O2共热时的反应，培养学生的发散思维能力。
根据Na2CO3和NaHCO3的相互转化，不仅可掌握碳酸盐、碳酸氢盐相互转化的一般规律，同时要指出Na2CO3和NaHCO3在固态时和溶液中要用不同的检验方法，在固态时，可用加热法，在溶液中则需选用BaCl2溶液和CaCl2溶液，而决不能用Ca(OH)2溶液或Ba(OH)2溶液。
布置作业：
1.补充作业
(1)向饱和Na2CO3溶液中通过量的CO2的现象及原因是什么?
(2)有一部分被氧化的钠块(氧化部分生成Na2O和Na2O2)5g，与水完全反应，生成气体1.12L(标准状况)，将这些气体引燃后冷却到标准状况，剩余气体为0.0336L，求钠块中单质钠、氧化钠、过氧化钠各多少克?
(3)由Na2CO3·nH2O与NaHCO3组成的混合物28.2g，放入坩埚中充分加热至质量不变时，将残留固体用足量的盐酸溶解可产生标准状况的气体3.36L;若将28.2g原混合物与盐酸反应则放出标准状况下气体4.48L，由此计算：①残留固体质量，②n值，③NaHCO3质量
(4)今向100g 8%的NaOH溶液中通入CO2，生成的盐的质量为13.7g时，通入多少克CO2?
【教材分析】单元伊始，六幅配文图画和三个问题，激活了学生已有的和单元话题相关的知识。图文并茂，学生兴趣昂然。传统教学处理这一部分，教师填鸭式灌输，十分钟便可让学生中英文互译，直接跳入Reading版块的学习。这样处理，看似高效，实际上则再次转入“师讲生记”的老路，与新课程所倡导的“着重培养学生具有基本的英语语言素养，让学生在“做中学英语（do to learn English）”，通过听、说、读、写活动将话题、功能、任务、结构有机地结合起来”这一理念相悖。所以不应该把它只设计成为Reading版块的导入环节，还应该把它独立为一个课时，通过教师对学生言语交际能力的设计、组织和训练，即以“会话交际”为形式，以“能力发展”为宗旨，紧紧围绕同一个单元话题，通过多种讨论形式（pair work、group work或class work）和交际环境，让每一个学生在开放式任务型语言课堂教学（task-based teaching）活动里大胆实践，边学边用，反复循环，逐步深化，全面获取外语习得技能（receptive skills）、互动技能（interactive skills）和表达技能（productive skills），从而完成交际任务，发展沟通能力，调整学习策略，增强进取意识。
【教学设计】基于这样的一个教学理念，我展开了细致的教学计划：书本、教参和网络资源就是我的工具。英国优秀教师科林.帕德盖特说：“一个好的课堂，绝不会像一潭湖水，平静无波。它应该是一汪汩汩喷涌的清泉，充满活力。”所以要正确深入地理解教材，做到去粗取精，知其义，明其理，把教材读“活”，做到教材为我所用，为学生所用。
Step 1:Brainstorming.
1) Greet Ss with different ways, such as‘Hi’, ‘Hello’, ‘Hi there’, or‘what’s up?’ (informal ways)
2) Greet Ss with formal ways.For instance, ‘How are you?’‘How do you do?’‘How have you been?’
3) Greet Ss in Chinese ways, ‘Have you had your breakfast?’‘Where are you going?’
4) Greet Ss in body language:shake hands;wave;hug;bow;smile;etc.
【说明】四个步骤的操作，教师走到学生中间，随机和学生进行语言交流和肢体接触。这样设计一方面是为了唤醒学生已有的知识储备；另一方面，是为了营造宽松和活跃的课堂气氛，为过渡到新知自然铺垫。同时训练了学生的听力和口语。
Step 2:Presentation.
Guessing Game—Ask Ss to look at the screen (PPT展示) , then guess the answer‘In which countries do people greet each other in each picture?’
【说明】这部分的图片是从网上搜集的，虽然与Welcome图片不完全符合，但都是反映了六个国家的问候方式。这样设计不仅检测了学生的预习效果；而且让课堂活起来，色彩鲜明图片的视觉冲击一下子就抓住了学生的眼球。若结合小组竞赛猜测更使课堂生动活泼。同时这个环节扩充了学生的词汇，使学生掌握一些国家名称的认知，比如Thailand, Dutch.
Step 3:Sharing information.Let’s do it!———1) Make sure that Ss understand the caption of each picture.
2) Teacher say the caption, ask the whole class to act out with their parter.
3) Ask some groups to present the greetings in these countries. (some Ss read caption)
4) Some Ss give the instructions (that is key words from the captions) , then select some students to act out in body language)
【说明】这部分的设计主要是让学生在“动中学”, 通过对说明性文字的学习，全体学生的集体巩固，小组学生的个别展示，争取让学生当堂便掌握六个国家的问候方式。设计步步跟进，要求逐级增加，学生在活动中夯实了背景知识，适当学习了新句型新单词，练习了口语。
Step 4:Discussion.
1.Do you know of any other waysof greeting that people around the world use?
2.Can you think of any other customs that are different in different parts of the world?
3.The teacher give Ss some supplement, such as different meanings of traffic rules in different countries.
【说明】这两个问题都属于参照性问题（参照性问题是指老师不知道问题的答案，且乐于听到不同学生答案的问题，通常这类问题没有固定答案。Long&Sato, 1983），它能促进学生的语言实践，达到语言交流，启发学生发散性思维的目的。在此基础上，教师适时补充一些课外内容，丰富学生的文化背景知识。
Step 5:Consolidation.
1.Language points:below;following;touch
2.Words of bank:Thailand;South America;the Middle East;the USA;Dutch.
【说明】学生喜欢热闹的课堂，但“喧嚣过后总要归于平静”，学生也需要踏实地掌握一些基础知识，传统教学的这个光荣传统不能摈弃，所以，针对性地结合PPT总结语言点，让学生记在笔记上，培养学生良好的学习习惯。
【教后反思】通过这节牛津高中英语教学welcome版块的实录，笔者希望广大同仁能够充分利用这套新教材的出新之处。苏霍姆林斯基认为：教师的教学活动绝不是不动感情的脑力劳动，而是想方设法使学生产生情绪高昂和智力振奋的内心状态。激情课堂不仅给学生带来收获，而且也给我们自己带来快乐的情感体验。让我们从新教材的welcome单元导入，让激情插上翅膀，让新课程理念在实践中成长，为学生服务。
参考文献
[1]高中课程方案教师读本
[2]李志坤.新版高中英语教材的特点与使用建议.中学外语教与学, 2005.11
[3]Brock, C.A. (1986) .The effects of referential questions on ESL classroom discourse.TESOL Quarterly, 20, 47-59.
Teaching plan
I. 单元教学目标：
1. Talk about art and galleries
2. Talk about likes and preferences
3. Learn words in families
4. Use the subjunctive mood
5. Write a letter to give suggestions
II. 目标语言
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…
2. 词汇
abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar…
3. 语法: the subjunctive mood
if I were you…./ I wish I could…
4. 重点句子
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.
IV.课型设计与课时安排
1st period Warming up and reading
2nd period Language study
3rd period Grammar
4th period Using language
分课时教案
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
Teaching methods
Skimming and scanning; individual, pair or group work; discussion
Teaching aids
A computer, a tape recorder and a projector.
Teaching procedures & ways
Step I Lead-in
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
Step II Warming-up
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.
Step III Reading
1. Comparison: Make a comparison of Western and Chinese painting and ask: Which do you think has a greater change? Why?
2. Scanning
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
3. Careful reading
Read the text carefully and find some detailed information.
The Middle Ages Features:
1. theme: religion
2. Artists were not interested in showing nature and people as…but interested in creating respect and love for God.
The Renaissance
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.
Impressionism
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?
Modern art
Two extremes
Style A. Abstract B. Realistic
Concentrate on Certain qualities
of the object What we see with our eyes
Presentation Color, line and shape photograph
Step IV Comprehending
Ask the students to read the passage again and deal with Exercises.
Step V Homework
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:
Explanation and practice
Teaching aids:
A computer and a projector, a blackboard
Teaching procedures & ways:
Step I Revision
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.
Step II Language points
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。
3. would rather宁愿，宁可
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.
4. 认为，看待
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.
5. 比较suit, fit ,match
suit多指合乎需要、口味、性格、条件、地位等
fit多指大小、形状合适，引申为“吻合，协调”
match多指大小、色调，形状、性质等方面的搭配
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。
6. attempt v.试图，企图，尝试
The prisoner attempted an escape / to escape.
She will attempt to beat the world record.
n. They made no attempt to escape.
比较 attempt: 表示未知结果的尝试或失败的尝试
manage: 表示成功的尝试
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?
8. abstract adj . n . V
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
Reading
10. belief 相信，看法
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
11. while
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
Influential adj. 有影响的; 有势力的
The Middle Ages (5th to …)
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
14.take the place of = replace
“ 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)
v. possess n . possessor
17.convince vt 使确信，使信服
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 .
Impressionism (late 19th to…)
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
dozens of / scores of
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
plenty of
19.mostly adv . ( =mainly , largely )大部分的，主要的
They are mostly students.
most pron . adj . adv
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.
20.lead to
The heavy rain leads to serious floods.
Lead to / lie in
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 .
shadow (阴影、影子---指一个平面)
shade (树阴、阴影---指一个立体空间)
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。
Step III Suffixation
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
Verb Adjective Suffix Noun
read -er reader
act -or actor
train -ee trainee
build -ing building
attend -ance attendance
punish -ment punishment
invent -tion invention
sick -ness sickness
special -ist specialist
true -th truth
2. Suffixes used as an adjective signifier
Noun Verb Suffix Adjective
wind -y windy
adventure -ous adventurous
hope -ful hopeful
hero -ic,(-ical) heroic
nation -al national
care -less careless
trouble -some troublesome
depend -ent/-ant dependent
comfort -able/-ible comfortable
act/imagine -ive/-tive -ative/-itive active
imaginative
second -ary secondary
change -able changeable
annoy -ing annoying
excite -ed excited
3. Suffixes used as an adjective signifier
Adjective Noun Suffix Verb
broad fright -en broaden, frighten
simple -fy simplify
modern -ize(-ise) modernize
Step IV Practice
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.
Step V Homework
Prepare to learn the grammar of the subjunctive mood.
Period 3 Grammar
Teaching aims
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.
Teaching methods
Summarizing, comparative method; practicing activities
Teaching procedures:
Step I Presentation
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.
Ⅰ.“If” clause---, main clause
Time Verb Main Clause
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)
were to do
should do
Ⅱ.虚拟语气特殊句型
1. Subject +wish+ Object Clause
Time Verb Objective clause
now wish would do / could do / were /did
past wished had been / done
future wish would do/ could do / were / did
2. would rather (that) 现在：过去时
过去：过去完成时
将来：过去时
3. as if /though + Clause 虚拟 从句动作与主句动作同时发生用过去时
从句动作先于主句动作发生用过去完成时
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)
7. If only …要是就好了
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!
三： 虚拟语气假设条件句型注意点：
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。
Step II Practice
Exercises for the Subjunctive mood.
Step III Consolidation
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.
Step Ⅵ4 Homework
Prepare for the Listening and Talking on page 41.
The Fifth Period Using Language
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:
Step I Lead-in
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.
Step II Reading
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.
1. Post-reading
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.
Step IV Writing
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.
高二地理选修六难度系数相对较小，做好教案让学生从课堂中直接吸收考点更为重要。以下是要给大家介绍的高中地理选修6课件，欢迎各位的参考!
[教学目标]
1、使学生掌握以下概念：环境、环境问题、生态平衡。
2、了解并识记以下内容：环境要素，环境问题的具体表现，我国环境保护的有关法律名称;预防为主、防治结合、综合治理原则的核心。
3、理解并掌握以下知识;人类活动对环境产生着重大影响，环境问题的严惩危害。
能力目标
[教学重点]
环境问题及其危害。
青少年应自觉履行保护环境的义务。
[教学难点]
依法保护环境的重要性和紧迫性
1、环境问题是指人类过度开发利用资源和环境的情况下发生的环境破坏或环境退化，从而危害人类和其他生物生存和发展的所有问题。环境问题的本质：发展问题，是在发展过程中产生的，必须在发展的过程中解决。环境问题产生的主要原因有三个方面：①人口压力;②资源的不合理利用;③片面追求经济的增长;
按环境问题的性质可分以下四种：
环境污染问题：大气污染、水体污染、土壤污染、、噪声污染、固体废弃物污染等。
全球性环境问题：酸雨、全球变暖、臭氧层破坏等。
生态破坏问题：水土流失、森林砍伐、土地荒漠化、生物多样性减少等。
自然资源衰竭问题：森林、草原、矿产等资源的减少和破坏。
2、人类面临的主要环境问题： 部分资源趋于枯竭，人均资源拥有量减少;生态破坏，生物多样性受损;环境污染，人类生存环境质量下降。
[典型例题]
下图为某酒精厂清洁生产工艺流程示意图。读图回答1-2题。
1.与该厂废弃物有关的大气环境问题是 ( )
A.酸雨 B.大气保温(温室)效应
C.臭氧层空洞 D.扬尘
2.实施清洁生产后，该厂 ( )
A.实现了无废弃物排放 B.生产重点转向对废弃物的综合利用
C.隔断了与其他工厂的工业联系
D.从生产过程的每个环节减少对环境的污染
解析：第6题：意在使学生认识到工业生产排出的废气除产生一般意义的环境污染外，还会产生全球性的大气环境问题。学生如果掌握各种大气环境问题的成因，结合该厂排出的.废气，可顺利确定答案。第7题：意在通过实例加深考生对清洁生产的理解，尤其改变考生可能形成的“清洁生产是无污染生产”的认识。正确选项为D。
答案：5.B 6.D
3.读欧洲某年降水PH值等值线图，完成下列问题。
(1)目前人们一般把PH值小于5.6的雨水称为 。把PH值小于4.5的地区称为 区。
(2)酸雨的形成主要是由于燃烧煤、、等，不断向大气中排放 等酸性气体所致。
(3)下述各国中，酸雨环境问题比较严重的两个国家是(把选定的国家名称填在横线上)：
A.西班牙 B.意大利 C.冰岛 D.瑞典 E.爱尔兰 F.德国
(4)我国是一个以 为主要能源的国家，全国二氧化硫排放量90%来自 的燃烧，所以我国的酸雨主要是 型酸雨。
(5)酸雨环境问题对非生物界造成的主要危害是 。对生物资源造成的主要危害是 。
(6)防治酸雨，最根本的途径是减少人为 和 的排放。例如，我国政府已经采取措施发展洁净 技术，清洁 技术等措施来控制酸雨。
解析：本题主要考查由环境污染演化而来的环境问题-酸雨的形成、分类和危害，同时还考查了学生从图表中提取有效地理信息的能力。
答案：(1)酸雨 重酸雨
(2)石油 天然气 二氧化硫 氮氧化物 氧化氮
(3)瑞典 德国
(4)煤 煤 硫酸
(5)腐蚀建筑物，损毁文物古迹等 使植物营养体受损，导致植物(林木)死亡
课题：传感器的应用
（一）模块：3-2
知识改变命运，学习成就未来
（2）说明动圈式话筒的工作原理和工作过程。
（3）说明电容式话筒的工作原理和工作过程。这种话筒的优点是什么？（4）驻极体话筒的工作原理是什么？有何优点？
现象：不同的声波信号，荧光屏上显示的波形不同。说明话筒产生的电信号是由接收到的声波控制的。
3．温度传感器的应用——电熨斗
温度传感器是应用最广泛的传感器之一，它能把温度的高低转变成电信号，通常是利用物体的某一物理性质随温度的变化而改变的特性制成的．电熨斗就是靠温度传感器来控制温度的。
做实验，观察实验现象。
电熨斗就装有双金属片温度传感器。这种传感器的作用是控制电路的通断。投影：电熨斗结构图（如图所示）
思考与讨论：
（1）常温下，上、下触点应是接触的还是分离的？当温度过高时，双金属片将怎样起作用？
（2）熨烫棉麻衣物和熨烫丝绸衣物需要设定不同的温度，这是如何使用调温旋钮来实现的？
知识改变命运，学习成就未来
【实例探究】 力传感器的应用
【例1】用如图所示的装置可以测量汽车在水平路面上做匀加速直线运动的加速度．该装置是在矩形箱子的前、后壁上各安装一个由力敏电阻组成的压力传感器．用两根相同的轻弹簧夹着一个质量为2.0 kg的滑块可无摩擦滑动，两弹簧的另一端分别压在传感器a、b上，其压力大小可直接从传感器的液晶显示屏上读出．现将装置沿运动方向固定在汽车上，传感器b在前，传感器a在后．汽车静止时，传感器a、b在的示数均为 10 N（取g=10 m2／s）．
（1）若传感器a的示数为 14 N、b的示数为6.0 N，求此时汽车的加速度大小和方向．
（2）当汽车以怎样的加速度运动时，传感器a的示数为零．
温度传感器的应用
【例2】 在家用电热灭蚊器中，电热部分主要元件是PTC 元件，PTC元件是由钛酸钡等半导体材料制成的电阻器，其电阻率随温度t的变化关系如图所示，由于这种特性，PTC元件具有发热、保温双重功能．对此，以下判断正确的是（）
①通电后，其电功率先增大，后减小 ②通电后，其电功率先减小，后增大 ③当其产生的热量与散发的热量相等时，温度保持在t1不变 ④当其产生的热量与散发的热量相等时，温度保持在t1和t2之间的某一值不变
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