高中英语人教版选修6Unit1 教学设计正式版

Unit 1 Art

教学设计

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.

III. 教材分析

本单元以ART 为主题，主要介绍了西方绘画简史，描写了曼哈顿最好的艺术长廊。帮助学生了解更多的有关美术的背景知识，分析中西艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方的绘画艺术进行比较。

1.Warming up 部分要求学生运用相关目标语言对自己喜欢的艺术形式和流

派展开讨论，并说明喜欢的原因。

2．Pre-reading 让学生讨论有关画展或书中的艺术作品以及西方不同时期的著名画家。

3．Reading 介绍了西方绘画监视，不同的艺术流派，艺术特点及其代表性的画家和作品。

4．Comprehending要求学生在理解课文的基础上，写出三件有关西方艺术史的事并西方艺术分割变化大的原因。

5．Using language 是由reading, listening, discussing and writing 四部分组成，要求学生在了解艺术长廊相关知识的基础上，为当地举办的一场画展提出

合理化的建议。

IV．课型设计与课时安排

1st periodWarming up and reading

2nd period Language study

3rd period Grammar

4th period Listening and talking

5th period Using language

6th period Reading,speaking and writing

分课时教案

The First Period Warming up Reading

Teaching goals：

1.To enable the students to have a knowledge ofthe 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 IIIReading

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.

3. Careful reading

Read the text carefully and find some detailed information.

The Middle AgesFeatures:

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 humansand 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

Ste p 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 theirfunctions 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.

StepII 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 fitsthe 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 HistoricalMuseummatch 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. attemptv.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 sb A 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 st h = 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 theyhaveread , and that they read such books mostly onweekends.

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 IIISuffixation

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

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 differentsituations. 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.

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 IIPractice

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 Fourth Period Listening and Talking Teaching goals：

1. To help the students improve listening skills.

2. To enable the Ss to express their likes and preference.

Teaching procedures:

Step I Listening

ⅰ.Do some listening practice on page 41.

1. Pre-listening

Question: Can you name the objects in the picture? What are they?

A book, a vase, wall hangings and paints and brushes.

2. Listening

At first, ask the Ss to listen to the tape for the first time to get the general idea and answer the question: What present will the students get?

Let the students to listen again and get some detailed information and answer the questions in Exercise 3.

At last, check the answers with the whole class.

ⅱ.Do some listening practice on page 44. (Skip it if it is too difficult for your students) Before listening, ask the Ss to look at the paintings and discuss in what period of Chinese history they were created. Then, listen to the tape the first time and number the pictures. Next, listen to it again to write the names of historical periods they were painted. At last, listen again and list the features.

Step II Talking

Ask the Ss to discuss the questions in Talking in pairs.

“So far, we have learned a lot about the art. Today let’s talk about our favourite artists and forms of art. Please discuss the questions on page 41 in pairs and make up a

dialogue. Now the following sentence structures may help you.

Show the following on the screen.

I’d prefer…

I’d rather…

I’d like…

Which would you prefer…?

I really prefer…

Would you rather…?

Would you lik e…or?

After a few minutes, ask Ss to present their dialogues.

Step III Homework

1.Ask Ss to introduce the galleries the have ever been to.

2.Prepare for Using Language on Page5 and 6, and finish the exercises from Page 6 to 7.

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 Franceand 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.

3.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.

2.Prepare for the Reading task on page 45.

The Sixth Period Reading, speaking and writing Teaching goals:

1. To enable the Ss to talk about environment.

2. To help the Ss to write a letter to ask for permissions.

Teaching procedures:

StepⅠReading Task

Here is a letter on page 45 from a group of students who would like to make their school more attractive.

1.Fast reading

1Why do they become worried?

2What do they hope the headmaster will do for their project?

2. Careful reading: suppose you were the president of the high school council and you received the letter. prepare to make notes for a report about the letter, filling the blanks on page 46

Some tips about how to make notes

Just write down some key words

Use words or phrases

Omit the small words like prepositions

Letter from____________________________

Asking for______________and____________

Reason ______________________________

Their plan:1___________________________

2___________________________

3___________________________

Work will be done by :___________________

StepⅡSpeaking task

Ask the Ss to discuss how to improve the environment of our school in fours, then speak out.

A: planting more trees, grass and flowers, a beautiful garden, not pick the flowers and stamp the grass

B: not throw litter,pick the rubbish, throw it into a dustbin, collect waste paper and bottles for recycling.

C: keep the schoolyard or classroom clean, not draw pictures on walls, not carve

names on the trees or desks and chairs

D: make our school a non-smoking place

In all,if everyone makes contribution to protecting the environment,the world will become much more beautiful.If all Chinese care about the environment,I ’m sure China will become one of the most beautifulcountries in the world

StepⅢWriting task

Write a letter to the headmaster of the school asking for permission to improve the environment of the school. While writing, refer to the instructions in WRITING TASK.

Step IV Summing up

Sum up what the students have learnt in this unit.

Step V Learning Tip

Go through the learning tip with the students about how to get a general idea of a text. StepⅥ Homework:

Revise the whole unit and finish all the exercises in this unit.

高中英语必修一教案

高中英语必修一教案Unit 1 Friendship

1.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition

(完整版)新课标人教版高中英语选修6单词-中文

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