高中英語人教版選修6Unit1教學設(shè)計正式版

1、Unit1Art教學設(shè)計I. 單元教學目標：1Talkaboutartandgalleries2Talkaboutlikesandpreferences3Learnwordsinfamilies4Usethesubjunctivemood5WritealettertogivesuggestionsII. 目標語言1功能句式。Talkaboutlikesandpreference:I'preferI/'ratherI/'like-Whichwouldyouprefer1/reallyprefer/wouldyourather/wouldyoulikeor2. 詞匯abst

2、ract,sculpture,gallery,consequently,belief,consequent,convince,shadow,ridiculous,controversial,nowadays,attempt,predict,aggressive,scholar3. 語法:thesubjunctivemoodifIwereyou./IwishIcould4. 重點句子1. therearesomanydifferentstylesofwesternartitwouldbeimpossibletodescribealloftheminashorttext.2. peoplebeca

3、mefocusedmoreonhumanandlessonreligion.3. iftherulesofperspectivehadnotbeendiscovered,peoplewouldnothavebeenabletopaintsuchrealisticpictures.4. atthetimetheywerecreated,theimpressionistspa'intingwerecontroversialbuttodaytheyareacceptedasthebeginningofwhatwenowcall“modernart”.5. itisamazingthatsom

4、anygreatworksofartfromlate-19thcenturyto21stcenturycouldbecontainedinthesamemuseum.III. 教材分析本單元以ART為主題，主要介紹了西方繪畫簡史，描寫了曼哈頓最好的藝術(shù)長廊。幫助學生了解更多的有關(guān)美術(shù)的背景知識，分析中西藝術(shù)史上各大流派的特點，指出其代表性的畫家和作品，并對中西方的繪畫藝術(shù)進行比較。1. Warmingup部分要求學生運用相關(guān)目標語言對自己喜歡的藝術(shù)形式和流派展開討論，并說明喜歡的原因。2Pre-reading讓學生討論有關(guān)畫展或書中的藝術(shù)作品以及西方不同時期的著名畫家。3Reading介紹了西

5、方繪畫監(jiān)視，不同的藝術(shù)流派，藝術(shù)特點及其代表性的畫家和作品。4. Comprehending要求學生在理解課文的基礎(chǔ)上，寫出三件有關(guān)西方藝術(shù)史的事并西方藝術(shù)分割變化大的原因。5. Usinglanguage是由reading,listening,discussingandwriting四部分組成，要求學生在了解藝術(shù)長廊相關(guān)知識的基礎(chǔ)上，為當?shù)嘏e辦的一場畫展提出合理化的建議IV. 課型設(shè)計與課時安排1stperiodWarmingupandreading2ndperiodLanguagestudy3rdperiodGrammar4thperiodListeningandtalking5thper

6、iodUsingIanguage6thperiodReading,speakingandwriting分課時教案TheFirstPeriodWarmingupReadingTeachinggoals1. ToenablethestudentstohaveaknowledgeoftheshorthistoryofWesternpainting.2. Toimprovethestudents'readingability.Teachingimportant&difficultpointsEnabletheSstotalkabouttheshorthistoryofWesternpa

7、intingTeachingmethodsSkimmingandscanning;individual,pairorgroupwork;discussionTeachingaidsAcomputer,ataperecorderandaprojector.Teachingprocedures&waysStepILead-inToleadinsuchatopicbymentioningthesculpturesorpaintingsaroundthestudents.forexample,sculpturesonthecampus,famouspaintingshangingonthewa

8、llsofthecorridoroftheschoolbuilding,etc.AskSstofigureouttheirfunctionsandthegeneraltermtocallthem-theworksofartStepIIWarming-upShowsomefamouspaintingsandask:DoyouknowthefollowingfamouspaintingsandpaintersMonaLisaSmileLeonardoDaVinci(alian,1452-1519)Sunflowers&starrynightVincentvanGogh(Dutdh|9l0)

9、53WaterLiliesClaudeMonet(French,-1826)Dream&SeatedwomanPabloPicasso(Spanish,-8973)Ask:CanyoutelltheagesofthepaintingsSay:Todaywe'learnabouttheshorthistoryofwesternpainting.StepIIIReading1. Comparison:MakeacomparisonofWesternandChinesepaintingandask:WhichdoyouthinkhasagreaterchangeWhy2. Scann

10、ingReadPara.1,andanswerthequestion.NamesofAgesTimeTheMiddleAges5thto15thcenturyTheRenaissanee15thto16thcenturyArtistFeatureGiottoDiBondonereligious,realisticMassaccioperspective,realisticScanPara2-5,andfindtherepresentativeartistsandthefeaturesoftheirpaintings.ImpressionismLate19thtoearly20thcentury

11、/detailed,ridiculousModernart20thcenturytotoday/Controversial,abstract,realistic3. CarefulreadingReadthetextcarefullyandfindsomedetailedinformation.TheMiddleAgesFeatures:1. theme:religion2. ArtistswerenotinterestedinshowingnatureandpeopleasbutinterestedincreatingrespectandloveforGod.TheRenaissaneeMa

12、saccio：thefirstpersontouseperspectiveinpainting1. Focusedmoreonhumansandlessonreligion.2. Twodevelopments:a.Drawingthingsinperspectivesb.Oilpainting.Impressionism1. Whatchangesledtothechangeinpaintingstyles2. Lookatthesepaintings,whatdidtheypaint3. WhydidtheimpressionisthavetopaintquicklyModernartTw

13、oextremesStyleA.AbstractB.RealisticConcentrateonCertainqualitiesoftheobjectWhatweseewithoureyesPresentationColor,lineandshapephotographStepIVComprehendingAskthestudentstoreadthepassageagainanddealwithExercises.StepVHomework1. Underlinetheusefulexpressionsandthetimeexpressionsinthereadingpassage.2. R

14、etellthepassagewiththehelpofthechartaboutthetext.TheSecondPeriodLanguageStudyTeachinggoals:Toenablethestudentstolearntheusefulexpressions.Tohelpthestudentsleanhowtojudgethepartsofspeechaccordingtothesuffixesanddeterminetheirfunctionsinthesentences.Teachingimportant&difficultpoints:GettheSstolear

15、nwordformationbyaddingsuffixesTeachingmethods:ExplanationandpracticeTeachingaids:Acomputerandaprojector,ablackboardTeachingprocedures&ways:StepIRevisionCheckthestudents'homeworkandletonereadtheirwork.1. AskSstospeakoutthetimeexpressionstheyunderlinedashomework2. Askastudenttoretelltheshorthi

16、storyofwesternpainting3. AskSstodiscussthequestionsinExercises3onpage3ingroupsof4.Artisinflueneedbybeliefsofthepeople,thewayoflifeandsoon.StepIILanguagepoints1. Paintingissilentpoetry,andpoetryisaspeakingpicture.畫是無言的詩，詩是有聲的畫。2. Goodpaintingislikegoodcooking;itcanbetasted,butnotexplained好的畫猶如佳肴，可以品其

17、美味，卻無法解釋。3. wouldrather寧愿，寧可Iwouldratherwalkthantakeabus.Shewouldratherdiethanloseherchild.wouldratherdosth.wouldrathernotdosth.wouldratherdosth.ratherthandosth.-prefersth.tosth.-prefertodosth.ratherthandosth.Ialwayspreferstartingearly,ratherthanleavingeverythingtothelastminute.4. 認為，看待Consider+n.+a

18、dj./n.+tobe/n.+as/+that-clause/it+adj./+n.+todosth.Weconsiderthatyouarenottoblame.DoyouconsideritwisetointerfereIconsideryou(tobe)honest.5. 比較suit,fit,matchsuit多指合乎需要、口味、性格、條件、地位等fit多指大小、形狀合適，引申為吻合，協(xié)調(diào)”match多指大小、色調(diào)，形狀、性質(zhì)等方面的搭配1) Nodishsuitsalltastes.沒有人人合口味的菜。2) Trythenewkeyandseeifitfitsthekeyhole.試

19、試新配的鑰匙，看看與鎖眼是否吻合。3) Thepeople'GreatHallandtheHistoricalMuseummatchtheTianAnMenbeautifully.人民大會堂和歷史博物館與天安門陪襯得極為優(yōu)美。6. attemptv.試圖，企圖，嘗試Theprisonerattemptedanescape/toescape.Shewillattempttobeattheworldrecord.madenoattempttoescape.比較attempt:表示未知結(jié)果的嘗試或失敗的嘗試manage:表示成功的嘗試（油、水彩）畫drawing（素描）圖sketch草圖po

20、rtrait肖像illustration插圖ApaintingofsbApaintingbysb某人的畫某人畫的畫8.abstractadj.n.Vanabstractpainting抽象畫intheabstract抽象地abstract-from從中提取adj./n.detailedinformationindetail詳細地Reading10. belief相信，看法It'smybeliefthathewillwin.Itwasonceacommonbeliefthattheearthisflat.TheirbeliefsinGodareveryfirm.信仰，信條Therumor

21、isbeyondbelief.beyondbelie儺以置信n-v:belief-believelife-liveproof-provesafe-savethief-thieve11. whileSomepeoplerespecthim,whileotherslookdownuponhim.（表對比）v.n.Theweatherinsummerinfluencesthericecrops.Hehasnoinfluenceoverhischildren.搭配：Haveaninflueneeon/upon對有影響Undertheinflueneeof受的影響，被左右Influentialadj.有

22、影響的;有勢力的TheMiddleAges（5thto）n.v.WhatisyouraiminlifeHeaimedthegunatabird.搭配：achieveone'aim達到目的missonesaim未擊中目標withoutaim無目的的theplaceof=replace“pleasetakeyourplace,everyone,”saidJohnSmith.”FromnowonIwilltaketheplaceofaschairmanofthemeeting.vt.Vi.focuson集中于Alleyeswerefocusedonthespeaker.16.possessi

23、onn.所有，占有;（pl）所有物，財產(chǎn)personalpossessionsCompare：inpossessionof（主動）/inthepossessionof（被動）v.possessn.possessorvt使確信，使信服Imanagedtoconvincethemthatthestorywastrue.搭配：convincesbofsth=convincesbthat使相信beconvincedofsth=beconvincedthat相信Translation：我怎樣才能讓你相信她的誠實呢HowcanIconvinceyouofherhonesty她說的話使我認識的我錯了。Wha

24、tshesaidconvincedmethatIwasmistaken.Impressionism（late19thto）18.修飾不可數(shù)名詞：agreat/gooddealof/agreatamountof修飾可數(shù)名詞：alarge/greatnumberof;large/greatnumbersof;agreat/goodmanydozensof/scoresof修飾不可數(shù)名詞或不可數(shù)名詞：alotof/lotsof;alargequantityof/largequantitiesofpientyofadv.(=mainlylargely大部分的，主要的Theyaremostlystude

25、nts.mostpron.adj.advThisisthemostIcandoforyou.Petermadethemostmistakesofalltheclass.Whatinterestedyoumost(最)Moststudentssaythatitisamostinterestingbook,butitisn'hemostinterestingtheyhaveread,andthattheyreadsuchbooksmostlyonweekends.toTheheavyrainleadstoseriousfloods.Leadto/lieinHardworkleadstosu

26、ccessandfailureoftenliesinlaziness.(resultin/resultfrom)n.Thewillow'sshadowfallsonthelake.shadow(陰影、影子-指一個平面)shade(樹陰、陰影-指一個立體空間)Stayintheshade-tscooler.(陰涼處)TheshadowsofthetreesgrewIongerastheafternoonwenton.隨著下午時光的延續(xù)，樹影會越來越長。StepIIISuffixationLetSslearnsomeusesofsuffixesAskSswhatsuffixis(Asuff

27、ixisaparticle,whichisaddedtotheendofaroot.Suffixesusuallydonotchangethemeaningoftheroot,butcanchangeitspartofspeech.Forexample:lead(v.)-leadership(n.);ill(adj.)-illness(n.)Butsometime,somesuffixesaddnewmeaningtothenewlyformedwords.Forexample:meaning-meaningless;think-thinker1. Suffixesusedasanounsig

28、nifierVerbAdjectiveSuffixNounread-erreaderact-oractortrain-eetraineebuild-ingbuildingattend-anceattendancepunish-mentpunishmentinvent-tioninventionsick-nesssicknessspecial-istspecialisttrue-thtruth2.SuffixesusedasanadjectivesignifierNounVerbSuffixAdjectivewind-ywindyadventure-ousadventuroushope-fulh

29、opefulhero-ic,(-ical)heroicnation-alnationalcare-lesscarelesstrouble-sometroublesomedepend-ent/-antdependentcomfort-able/-iblecomfortableact/imagine-ive/-tive-ative/-itiveactiveimaginativesecond-arysecondarychange-ablechangeableannoy-ingannoyingexcite-edexcited3.SuffixesusedasanadjectivesignifierAdj

30、ectiveNounSuffixVerbbroadfright-enbroaden,frightensimple-fysimplifymodern-ize(-ise)modernizeStepIVPracticeGettheSstoreviewtheusesofverbs,nounsandadjectives.PartsofSpeechNounsVerbAdjectiveSubjectObjectPredicatePredicativeObjectiveComplementAttributeThenpracticeExercises2,3&4onpage42.StepVHomework

31、Preparetolearnthegrammarofthesubjunctivemood.Period3GrammarTeachingaims1. ToenablethestudentstousetheSubjunctivemoodcorrectlyindifferentsituations.TeachingimportantanddifficultpointsToenablethestudentstousethecorrectformofofthesubjunctivemood.TeachingmethodsSummarizing,comparativemethod;practicingac

32、tivitiesTeachingprocedures:StepIPresentationAtfirst,givethestudentsanexampletopresentwhatthesubjunctivemoodisandinwhatsituationweshouldusethesubjunctivemood.Then,showthemthesentencestructureofthesubjunctivemood.AskSstolistentothefollowingexample:SupposeImabasketballfan.YaoMingiscomingheretoplayabask

33、etballgamethisevening.Butunfortunately,Ihaven'gotaticketforit.IfeelsorryaboutthatandwhatshouldIsayinthissituationIwillsay:IwishIwatchedthebasketballgame./IfIhadgotaticket,Iwouldgotowatchthebasketballgame.HaveyoueverheardsuchkindofsentencesTheyusesubjunctivemood.Thesubjunctivemoodisusedwhenwewant

34、toexpressawish,request,recommendationorreportofacommand.Alsothesubjunctivemoodisusedtoexpresssomethingthatiscontrarytothefact,highlyunlikelyordoubtful.Wecanusethefollowingtowsentencestructurestoexpressourregretting.I .If”clause-,mainclauseTimeVerbMainClauseNowwere/didwould/could/should/might+V（原）Pas

35、thaddonewould/could/should/might+have+.Futurewere/didwould/could/should/might+V（原）weretodoshoulddon.虛擬語氣特殊句型1.Subject+wish+ObjectClauseTimeVerbObjectiveclausenowwishwoulddo/coulddo/were/didpastwishedhadbeen/donefuturewishwoulddo/coulddo/were/did2.wouldrather(that)現(xiàn)在：過去時過去：過去完成時將來：過去時3. asif/though+C

36、lause虛擬從句動作與主句動作同時發(fā)生用過去時從句動作先于主句動作發(fā)生用過去完成時's(about/high)time+(that)過去時/should+V.(Should不可省略)5.表示要求，命令，建議的虛擬語氣賓語從句。常見動詞：一個堅持，兩個命令，三個建議，四個要求。即：1.insist2.order,command3.advise,suggest,propose4.demand,require,request,desire這些動詞后面的賓語從句要使用虛擬語氣。即從句中的動詞使用should+動詞原形，或者將should省略。和butfor構(gòu)成虛擬.butfor(要不是)7.

37、 Ifonly要是就好了IfonlyIknewhisname!Ifonlywehadfollowedyouradvice!IfonlyIcouldseehimagain!8. It'snecessary/strange/natural/important+-ClOuse從句中的動詞要用虛擬，即(should)+動詞原形9. 某些簡單句的固定句型：Heavenhelphim!Godblessyou!Mayyousucceed!LonglivethePeople'sRepublicofChina!三：虛擬語氣假設(shè)條件句型注意點：假設(shè)條件從句謂語動詞發(fā)生的時間與主句所假設(shè)的謂語動詞不

38、一致，這種條件句叫做混合條件句。主句和從句的謂語動詞要依照假設(shè)的時間而定。(“各歸各”的原則)Iftheweatherhadbeenfiner,thecropswouldbegrowingbetter.Ifyouhadfollowedtheteacher'sadvice,youwouldn'tbeinthehospital.2. 虛擬條件句倒裝。條件從句中有should，were，had三個助動詞可以把if省略，并將這三個詞提至句首。StepIIPracticeExercisesfortheSubjunctivemood.StepIIIConsolidationAsktheSs

39、todoExercise1&2inDiscoveringusefulstructuresonpage4andExercises1-4onpagechecktheanswers.StepW4HomeworkPreparefortheListeningandTalkingonpage41.TheFourthPeriodListeningandTalkingTeachinggoals：1. Tohelpthestudentsimprovelisteningskills.2. ToenabletheSstoexpresstheirlikesandpreference.Teachingproce

40、dures:StepIListeningi .Dosomelisteningpracticeonpage41.1. Pre-listeningQuestion:CanyounametheobjectsinthepictureWhataretheyAbook,avase,wallhangingsandpaintsandbrushes.2. ListeningAtfirst,asktheSstolistentothetapeforthefirsttimetogetthegeneralideaandanswerthequestion:WhatpresentwillthestudentsgetLett

41、hestudentstolistenagainandgetsomedetailedinformationandanswerthequestionsinExercise3.Atlast,checktheanswerswiththewholeclass.ii .Dosomelisteningpracticeonpage44.(Skipitifitistoodifficultforyourstudents)Beforelistening,asktheSstolookatthepaintingsanddiscussinwhatperiodofChinesehistorytheywerecreated.

42、Then,listentothetapethefirsttimeandnumberthepictures.Next,listentoitagaintowritethenamesofhistoricalperiodstheywerepainted.Atlast,listenagainandlistthefeatures.StepIITalkingAsktheSstodiscussthequestionsinTalkinginpairs.“Sofar,wehavelearnedalotabouttheart.Todaylet'stalkaboutourfavouriteartistsand

43、formsofart.Pleasediscussthequestionsonpage41inpairsandmakeupadialogue.Nowthefollowingsentencestructuresmayhelpyou.Showthefollowingonthescreen.I'preferIdratherIdlikeWhichwouldyoupreferIreallypreferWouldyouratherWouldyoulikeorAfterafewminutes,askSstopresenttheirdialogues.StepIIIHomework1. AskSstoi

44、ntroducethegalleriesthehaveeverbeento.2. PrepareforUsingLanguageonPage5and6,andfinishtheexercisesfromPage6to7.TheFifthPeriodUsingLanguageTeachinggoals:1. ToreadaboutthebestofManhattan'sartgalleriesanddevelopthestudents'interestinart.2. Tohelpthestudentsimprovelisteningskills.3. Toenablethest

45、udentstotalkaboutartgalleriesandwritealettergivingsuggestions.Teachingprocedures:StepILead-inShowpicturesofsomefamousartgalleriesaroundtheworld:ChineseArtGallery,TheFrickCollection,GuggenheimMuseum,MetropolitanMuseumOfArt,BritishMuseum,LouvreMuseuminFranceandsoon.StepIIReading1. Fastreading:AskSstor

46、eadthepassageaboutartgalleriesonpage5,andanswerthequestion:HowmanygalleriesmentionedinthistextWhataretheyWhatcanyouseethere2. Carefulreading:DetailedreadingtocheckExercises1&2belowAfterthat,asktheSstolistentotherecordingandanswerthequestionsinPart3.Playthetapeforthestudentstofollowandafterthat,c

47、hecktheanswers.3. Post-readingAnswerthefollowingquestions:1. WhatdoyouthinkthepurposeofthistextisTogivepeopleinformationaboutvariousartgalleriesinNewYorkandtoshowthemwheretheyare.2. WhodoyouthinkthetextwaswrittenforTourists,artgalleryvisitors.3. WheremightyouseesuchatextPossiblyinguidebook.StepIIIDi

48、scussingandlistening(P7)i.SupposeyouwerestayinginahotelinManhattanwithGaoYan,SusanandJohn.Nowifyouhaveachaneetovisitartgalleries,whichgalleriesdoyoupreferWhyAskthestudentstotellthegroupmemberswhichgalleriesintroducedtheypreferingroupsof4.ii.AsktheSstodosomelisteningpracticeonpage7Atfirst,askthemtoli

49、stentothetapeforthefirsttimeandnumberthegalleries.Next,listenagainandanswerthequestions.Atlast,checktheanswerswiththewholeclass.StepIVWritingFirst,asktheSstodiscussthequestionsinExercise1onpage8ingroupsof4,givingtheirownsuggestionsandreasonsandthenwritealettertogivetheiropinions.StepWHomework:1. Finishthewritingtask.2. Prepareforthe