高中英语教案(人教版选修6)
高中英语选修6:Unit+2+Poems+教案3+
Unit 2 Poems教学目标1.知识技能目标:掌握阅读的基本技巧,快速找出主题句。
2语言能力目标:学会鉴赏不同类型的英文诗歌,并进行简单的创作。
3.情感态度目标:培养学生欣赏英文诗歌,了解中英文诗歌的不通和中西方文化的差异;培养学生的合作精神和协作能力。
教学重点1.学会鉴赏英文诗歌,了解其表达的情感。
2.掌握几种不同诗歌的特点。
学时难点1.快速找出每段的中心句,掌握大意。
教学活动【导入】warming up1. students appreciate a chinese poem and listen to the song.2.guess the two English poems.(设计思路)通过熟悉的中文诗导入到大家非常熟悉的外国诗歌的名句,激发了学生继续探索的热情,引入到了本节课的主题。
【讲授】reading1.Fast reading.How many kinds of poems are mentioned in the text? what are they?(设计思路)让学生通过小标题迅速捕捉题目意图,找到这五种诗歌:分别是:nursery rhyme, list poems, sinquain, haiku, and tang poems.2.Careful reading.Find out the characteristics of each poem.(1)Nursery rhymes(A)Now listen to poem A carefully and find out the rhyming words. word-mockingbird sing-ring brass-Looking-glass broke- billy-goat away-today特点:The language is concrete but imaginative. They rhyme, have strong rhythm and a lot of repetition, easy to learn and recite.(设计思路) 听童谣,找出押韵的词,同时训练了学生的听力技巧(2)List poems (B and C)They have a flexible line length and repeated phrases. Some rhyme while others do not.(设计思路)诗歌B基本上逗乐没有什么实际意义,诗歌C运用了虚拟语气(3)Cinquain (D and E)Made up of five lines, convey a strong picture in just a few words. Students group work, analyse the characteristics.Line1: a noun that names the subject of the poem.Line2: two adjectives that describe the subject.Line3:three verbs ending with-ing that describe the subject's action. Line4, four words that give the writer's opinion of feeling about the subject.Line5: a word that gives another name for the subject.(设计思路):学生分组讨论,总结和分析五行诗的特点,培养学生的合作协同能力,让更多的学生参与到课堂活动中来。
高中英语教学设计方案
高中英语教学设计方案九江彭泽二中张胜杰
Blackboard design (板书设计)
Reflection after teaching(教学反思)
本节课我通过不同的任务设置,让学生在小组活动中通过合作和探究来完成各个任务,激发了学生的学习兴趣,培养了合作精神。
1.本堂课是阅读课,教师引导学生学会思考、分析、发现以及表达,
真正发挥学生的主体作用和教师的主导作用。
2.这节课采用的是多媒体教学,能调动学生的积极性,同时也实现了
信息技术与英语学科内容的整合。
3.以任务型教学原则,围绕学习者“学”的角度精心设计。
通过小组
讨论等培养学生探究能力。
4.不足之处:
A.课堂容量较大,没能为学生留出充足的发展空间。
B.学生的深层理解能力有待进一步提高。
C.学生英语语言层次较低,很难综合运用英语,今后我还得多下
功夫。
高中英语新人教版选修6精品教案(44页)
Unit 1 ArtTeaching planI. 单元教学目标:1.Talk about art and galleries2.Talk about likes and preferences3.Learn words in families4.Use the subjunctive mood5.Write a letter to give suggestionsII. 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 , schol ar…3. 语法: the subjunctive moodif 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 todescribe 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 nothave been able to paint such realistic pictures.4.at the time they were created, the impressionists’ painting werecontroversial but today they are accepted as the beginning of what wenow call “modern art”.5.it is amazing that so many great works of art from late-19th century to 21stcentury could be contained in the same museum.IV.课型设计与课时安排1st period Warming up and reading2nd period Language study3rd period Grammar4th period Using language分课时教案The First Period Warming up ReadingTeaching goals:1.To enable the students to have a knowledge of the short history of Westernpainting.2.To improve the students’ reading ability.Teaching important & difficult pointsEnable the Ss to talk about the short history of Western paintingTeaching methodsSkimming and scanning; individual, pair or group work; discussionTeaching aidsA computer, a tape recorder and a projector.Teaching procedures & waysStep I Lead-inTo 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 artStep II Warming-upShow 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)Wat er 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 Reading1. Comparison: Make a comparison of Western and Chinese painting and ask: Which do you think has a greater change? Why?2. ScanningRead 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 FeatureThe Middle Ages 5th to 15th century Giotto Di Bondone religious, realistic The Renaissance 15th to 16th century Massaccio perspective, realistic/detailed, ridiculous Impressionism Late 19th to early 20thcenturyModern art 20th century to today /Controversial,abstract, realistic3. Careful readingRead the text carefully and find some detailed information.The Middle Ages Features:1.theme: religion2.Artists were not interested in showing nature and people as…but interested in creating respect and love for God.The RenaissanceMasaccio:the first person to use perspective in painting1.Focused more on humans and less on religion.2.Two developments: a. Drawing things in perspectivesb. Oil painting.Impressionism1.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 artSte p IV ComprehendingAsk the students to read the passage again and deal with Exercises.Step V Homework1.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 StudyTeaching 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 suffixesTeaching methods:Explanation and practiceTeaching aids:A computer and a projector, a blackboardTeaching procedures & ways:Step I RevisionCheck the students’ homework and let one read their work.1.Ask Ss to speak out the time expressions they underlined as homework2.Ask a student to retell the short history of western painting3.Ask Ss to discuss the questions in Exercises 3 on page 3 in groups of4.Art is influenced by beliefs of the people, the way of life and so on.Step II Language points1.Painting is silent poetry, and poetry is a speaking picture.画是无言的诗, 诗是有声的画。
【精选】高中英语Unit1ArtSectionⅤWriting建议信教学案新人教版选修6
Unit 1 Art Section Ⅴ Writing 建议信本单元的写作任务是建议信。
建议信是英语中常见的一种应用文体,就是在你所写的信中发表你的建议与看法。
建议信除了遵循书信的格式之外,还要求在信中针对对方的问题,给出你的观点及解决办法。
一、基本结构建议信一般采取“三段式结构”。
首段:表明意图,陈述事由。
主体段落:应该首先肯定对方的优点,然后再写需要改进的地方或针对具体情况提出具体建议或忠告。
通常以firstly, secondly, thirdly或to begin/start with, then, later, last but not least等依次陈述建议。
结尾段:礼貌地总结或表示期盼回复。
二、注意事项1.注意结构。
通常以“三段式”结构行文。
2.客观地提出建议,针对对方的问题,给出你的观点。
3.语言要委婉、精炼,同时要简洁,表达清楚。
三、增分佳句(一)首段常用句式1.I'm glad to receive your letter asking for my suggestions about how to appreciate art well.很高兴收到你的来信,询问我如何很好地欣赏艺术。
2.I am sorry you are having difficulty with your physics classes.很遗憾你在物理学习方面有困难。
3.I have learned that you have some trouble in learning art and I would like to offer you the following tips.我知道你在艺术学习方面有困难,因此我想给你提如下一些建议。
(二)陈述建议句式1.If you feel that it is stopping you from doing your best then you should tell him.如果你觉得这阻止了你做得最好,那你应该告诉他。
人教版高中英语选修六全册教案(76页)
人教版高中英语选修6 优质教案全套Unit 1 ArtVocabulary and Useful ExpressionsTeaching Goals:1.To enable Ss to master some new words and expressions2.To get Ss to have knowledge of this grammar point: the subjective moodTeaching Procedures:Step 1. Free talkIf you have a special chance to become a poet, what kind of poems will you write to people?And why?Step 2. Word studyPurpose: To consolidate the words and phrases in the text.1.Find a word in the poems that rhymes with each of the words below. Then add other words that rhyme. The first one has been done for you.(1)dead lead red thread fed said bed(2)high(3)sing(4)today(5)lace(6)trueSuggested Answers:(2)high sky pie my fly shy lie(3)sing ring wing thing king fling string(4)today away say play lay tray may(5)lace race face case chase place space(6)true too new flew few shoe canoeplete the passage using the words below in the correct form.c o t t a g e r u n o u t o f n u r s e r y r h y t h m r e c i t e r h y m eWhen I was a baby, my mother used to read me rhymes, I loved their and the way the words at the end of the lines. By the time I was two years old, I could at least ten of them. When we new nursery rhymes, my mother would go to the store to buy another nursery rhyme book. In fact, my family loved reading so much that the living room in our was full of books.Suggested Answers:nursery; rhythm; rhyme; recite; run out of; cottage.3.In English we sometimes add –ful to a noun to make an adjective. For example, wonder becomes wonderful. This means full of wonder. Now make adjectives form these nouns. Then add four other pairs you know.(1)beauty (5) dread (9)(2)joy (6) hope (10)(3)sorrow (7) peace (11)(4)delight (8) power (12).Suggested Answers:(1) beautiful (2) joyful (3) sorrowful (4) delightful (5) dreadful(6) hopeful (7) peaceful (8) powerful (9) thankful (10) successful (11) painful (12) usefulplete the table with the correct nouns, verbs, adjectives or adverbs.Noun VerbAdjectiveAdverbangrydarkenimpressiverepetitivetransformationaltranslationwarmenjoyexpressivelyinspireSuggested Answers:Noun VerbAdjectiveAdverbanger anger angry Angrilydark darken dark darklyimpression impress impressive impressively repetition repeat repetitive repetitively transformation transform transformational \translation translate translated \warmth warm warm wrmlyenjoyment enjoy enjoyable enjoyably expression express expressive expressively inspiration inspire inspirational inspirationallyplete each sentence using the correct word from the table you have just completed. (1)While you were reciting the poem, I think you moved your body very . It made the performance much more interesting.(2)Ad I lay in the , the words of a new poem came into my head.(3)The teacher doesn’t think that the of the Tang poem is very good.(4)Songs are often easy to remember because they a lot of poetry.(5)Your talk was so that I want to go and write lots of poetry.(6)I loved the strong images you used in your poem to convey feelings of .(7)We were very by the students’ performance of their poetry.(8)We passed the afternoon very reading poetry together under the trees.(9)Mr. Tanner’s love of poetry has the students’ feelings towards the subject.(10)Even though it is cold, your poem about summer has made me feel really . Answers:(1) expressively (2) darkness (3) translation (4) repeat (5) inspirational (6) anger (7) impressed (8) enjoyably (9) transformed (10) warm Step 3. Grammar1.PresentationPurpose: To revise the usage of the subjunctive mood with Ss.所述情况从句主句与现在事实相反If+主语+动词过去式(be 动词用were)主语+ would/could/might/should+ 动词原形与过去事实相反If+主语+动词过去完成式主语+ would/could/might/should+have + 过去分词与将来事实相反①if+主语+动词过去式② if+主语+were to + 动词原形③if+主语+should+动词原形主语+ would/could/might/should+ 动词原形此表中需要注意几点:(1) be 动词在表示与现在事实相反的从句中一般用were.在非正式情况先,第一、第三人称后偶尔也用was. 如:If he were you, he would go at once.(2) 主句中的should 通常用于第一人称,would,could 以及might 可以用于各种人称。
人教版 新课标 英语选修6 教案
Unit1ArtI.Words&expressions1.faith n. 信任;信念;信心keep faith with sb. 守信于某人lose faith in 不再信任 have faith in 相信; 信任After repeated failure, he lost faith in himself.不断的失败之后,他对自己失去了信心。
Faith can remove mountains. 信仰能移山。
Never break faith, or you will lose all your friends.不要背信弃义,否则你将失去所有的朋友。
2.aim n. 目标;目的 vi.&vt. 瞄准;(向某方向)努力What is your aim in life? 你生活的目标是什么?take aim (at) 瞄准…… aim high 胸怀大志;心气很高aim at 向…… 瞄准;旨在,针对He aimed the gun at the enemy officer.他用枪瞄准了敌人的军官。
Our factory must aim at developing new models of machines.我们的工厂必须致力于研制新型机械。
3.adopt vt.1. 采取;采纳;吸收After much deliberation, the president decided to adopt her suggestion.总经理再三考虑之后 ,决定采纳她的建议。
2. 过继,收养[(+as)]Mr. Kern adopted the orphan as his own son.克恩先生将那孤儿收养为自己的儿子。
4.possession n. (尤作复数)所有;财产in possession of sth. 拥有/占有某物in the possession of/in one ’s possession 被… …拥有take/gain/get/have possession of sth. 拥有某物When his father died, he came into possession of a large fortune.父亲死后,他拥有了一大笔遗产。
高中英语人教版选修6Unit5thepowerofnaturereading教案(系列五)
Unit 5 The power of natureReading教案Teaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语volcano, erupt, compare with, hurricane, adventure, bored, excite, evaluate, unfortunately, burn to the ground, eruption, fountain, absolutely, fantastic, made one’s way, potential, impressiveb. 重点句式P341. Having collected and evaluated the information, I help other scientists to predict where lava from the volcano will flow next and how fast. P342. I was about to go back to sleep when suddenly my bedroom became as bright as day. P343. However, the most important thing about my job is that I help protect ordinary people from one of the most powerful natural forces on earth — the volcano. P342. Ability goals 能力目标Enable the students to learn about the powerful natural force — volcano and the work of an volcanologist.3. Learning ability goals 学能目标Help the students learn how to analyze the way the writer describes his exciting job.Teaching important points 教学重点Read the text and answer the questions in Comprehending Exercise 2.Teaching difficult points 教学难点Retell the writer’s first sight of Mount Kilauea eruption.Teaching methods 教学方法Discussion, reading, speaking and cooperative learning.Teaching aids 教具准备A projector and some slides.Teaching procedures && ways 教学过程与方式Step ⅠWarming UpLead the students to the topic by telling them a story. Then get the students to describe a volcano eruption according to the diagram. After they are familiar with the topic, let them list some other powerful natural forcesand discuss the ways human beings protect themselves from the natural forces.T: Listen to me carefully. I will tell you a story about a strange city. The strange city named Pompeii is a dead city. No one has lived there for nearly two thousand years, yet every year thousands of people travel from distant countries to visit it. It died suddenly in a terrible rain of fire and ash. Tons of hot ash fell on Pompeii, hiding it from sight. For three days the sun didn’t break through the clouds of ash in the sk y. Then the whole city shook and buildings fell down. When everything was calm, Pompeii was buried deep. A city disappeared and people there lost their lives too. Can you guess what had happened to the city?S1: There must have been a terrible earthquake. After the terrible quake, everything was destroyed.T: Yes. It’s one kind of the causes. Any different ideas?S2: Maybe a volcano erupted and a terrible rain of fire and ash fell on the city.T: You got it! Mount Vesuvius, which had slept quietly for centuries, erupted suddenly. It destroyed the city Pompeii. How terrible! Have you ever seen a volcano erupting? Please turn to page 33. Look at the diagram. Describe a volcano erupting using the diagram and the given words.S3: When boiling rock erupts from the volcano, the red hot lava rushes hundreds of metres into the air and a cloud of ash goes straight up into the air. Ash cloud forms. Rocks, fire, ash fall onto the ground. The lava flows slowly down the mountain. It buries everything in its path under the molten rock.S4: Sometimes, volcano erupting can cause some other disasters like earthquakes, fire and ground sea.T: How powerful the nature is! The lava can buries everything in its path. A volcano erupting can damage a city. A flood can carry everything in its path, while a fire will damage everything it meets. It seems that we human beings are powerless in front of these natural forces. What can we do to protect ourselves from powerful natural forces? Please work in groups of four to list some other natural forces and discuss the ways that human beings protect ourselves.A few minutes later.T: Who would like to share your opinion with the class?S5: I’d like to talk about volcano. Sometimes, the volcano gives warnings in the form of many small earthq uakes. And scientists can provide warnings of possible volcano explosions with the help of equipment. So the government can help people who live near the volcano leave their homes before erupting.S6: We are more familiar with fire. In fact, it can be avoided most of the time, if we are careful in our daily life. I know a way of controlling the fire. Firefighters burn the trees which are in the path of the fire, so there is nothing to burn when the fire arrives.S7: Flood always happens in the south of our country. Predication is very important. Scientist keep observing thelevel of the water during the summer. People strengthen the bank and move to higher land.S8: We have learned more about earthquakes. People have learned many ways to protect themselves. For example, earthquake happens, if you are in bed, stay where you are and protect your head with a pillow. If you are outdoors, find a clear spot away from buildings, trees and streetlights.S9: I think the best way is to move to a safer place where fire, earthquake, flood and hurricane will never happen.Step ⅡPre-readingGet the students to answer the six questions on page 33 to find out whether they will enjoy working as a volcanologist. And then get them to talk about the occupation according to the questions.T: I see. Prediction is very important. We can say scientists play an important part in protecting people from natural forces. Would you like to study volcanoes? And do you want to be a volcanologist?Ss: Yes.T: Let’s test whether you are suitable for this job or not. Answer “yes” or “no” to these que stions on page 33.The students answer the questions to see if they are suitable to be a volcanologist.T: Are you suitable for the job? Who can tell us what kind of person can be a volcanologist?S1: First he must be brave enough because he must climb into a live volcano to take the temperature of the boiling rock inside.S2: I think interest is the most important. He should show great interest in studying rocks and volcanoes.S3: He should be interested in travelling to unusual places and like adventure in his life.S4: If you want to be a volcanologist, you should enjoy working outside because a lot of work need to be done outdoors.Step ⅢWhile-readingScanningGet the students to read the passage quickly and accurately. Give them a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask them some detailed questions about the text.T: What do es a volcanologist do? Is the work interesting? Let’s read a passage written by a volcanologist. The volcanologist enjoys his job very much. He described his exciting job. And he wrote down his first sight of an eruption. Now let’s read the text quickly an d find out the answers to these questions Comprehending Exercise 1 on page 35 .Several minutes later.Check the answer..SkimmingIn this part, the students will read the text quickly to get the general idea of the passage. Check the answers with the whole class, then explain some sentences or words that the students may find hard to understand.T: Now please read the text again and try to get the main idea of the passage in groups of four.Three or four minutes later.T: Have you got the general idea of the text?It wasn’t very easy to walk in these clothes, and we slowly made our way to the edge of the crater and looked down into the red, boiling center. Though I was a little afraid, I wanted to climb down into the crater to collect some lava. But this being my first experience, I could only stayed at the top and watched the two scientists. At that time I determined to be a volcanologist forever.DiscussionT: In the writer’s opinion, his job is the greatest one. Do you like this occupation? Why or why not? Discuss in groups of four.S2: I would not like to be a volcanologist. I prefer to work in an office to do some research work. It’s a waste of time and energy to spend so much time traveling.S3: I hope to be a vocanologist. You’ll be proud of yourse lf when people escape before volcano erupting because of your work. Also, I am interested in the rocks and other things that make up the surface of the earth. I want to know the secret of the earth.S4: It is not my ideal occupation. I like traveling to unusual places, studying different cultures, talking with interesting people and collecting interesting things. But I’m not brave enough to climb into a live volcano to take the temperature of the boiling rock inside.S5: I don’t like this job. It’s too dang erous. If the volcano erupts suddenly when you are collecting the lava, maybe you will lose your life.T: Well, if you meet the writer, what kind of questions would you ask him?S6: Aren’t you afraid when you walk towards the volcano? It’s so hot and the v olcano may erupt again.S7: What should you do if you get lost on your way to the volcano?S8: When did you begin to be interested in volcanoes?S9: How will you escape if the volcano erupts suddenly?S10: Are there any living things in volcanoes?S11: Why do people live near the volcanoes since they may lose their homes or even lives?Writing characteristicsT: Good! If you are interested in this occupation, you can get more information on the Internet. Now who can summarize the writing style and techniques of this text?The teacher can ask the students to have a discussion in pairs or groups, and then ask some of them to show their ideas.Sample answers:This passage was written by a volcanologist. He uses the first person to describe his exciting job and his experience and express his true love for his job. The words are vivid and the description is natural, which makes the readers feel as if they were watching the volcano eruption and begin to like the occupation. For example, he uses “like a railway train passing outside my window”, “suddenly my bedroom became as bright as day” and “red hot lava was fountaining hundreds of metres into the sky” to describe the big noise and fantastic sight of volcano eruption. To tell readers that his job is intere sting, the writer uses several “sometimes”, which makes the readers feel the job is extremely interesting and want to be a vocanologist. The writer talks about the volcano objectively. He points out the damages of volcano but he praises its fantastic sight at the same time.T: What can we learn from the text?S: The key word of the text is “exciting”, which is the focus of the passage. By telling the readers his everyday work, the importance of his job, his first sight of volcano eruption and his sincere love for his job, the author proves it’s his chief enjoyment to be a volcanologist. And I appreciate the writer’s attitude towards nature. We should love nature and we can do something to minimize the damage caused by natural forces.Step ⅤHomeworkT: No w it’s time for homework. Today you have two tasks to finish after class. The first task is to finish exercises in Discovering useful words and expressions on page 35. These exercises will help you practice the words and expressions we’ve just learned. The second one is to retell the text. That’s all for today. See you tomorrow.。
人教版高中英语选修六全册教案
人教版高中英语选修六全册教案人教版高中英语选修六全册教案Unit 1 ArtPart 1 Introduction to ArtObjectives:1. Understand the concept of art and appreciate the beauty of art.2. Develop the ability to use adjectives to describe paintings and sculptures.3. Analyze the significance and cultural value of art.4. Learn how to express opinions and justify views.Teaching Procedures:Step 1. Lead-inIntroduce the concept of art and ask students to share their understanding and appreciation of art.Step 2. ReadingRead the text "What is Art?" and answer the accompanying questions.Step 3. VocabularyPresent new vocabulary related to art and ask students to use them in sentences.Step 4. AnalysisAnalyze paintings and sculptures and use adjectives to describe them.Step 5. Cultural ValueDiscuss the cultural value of art and how it reflects society.Step 6. Opinion SharingEncourage students to express their opinions on art and justify their views.Part 2 Artistic StylesObjectives:1. Understand the differences and similarities between various artistic styles.2. Analyze how the social, political, andcultural context affects the development of artistic styles.3. Develop the ability to use conjunctions to connect ideas and opinions.Teaching Procedures:Step 1. Lead-inAsk students to name some artistic styles they are familiar with and discuss the differences and similarities between them.Step 2. ReadingRead the text "Artistic Styles" and answer the accompanying questions.Step 3. VocabularyPresent new vocabulary related to artistic stylesand ask students to use them in sentences.Step 4. AnalysisAnalyze how the social, political, and cultural context affects the development of artistic styles.Step 5. Opinion SharingEncourage students to express their opinions on artistic styles and justify their views using conjunctions.Part 3 The Arts and SocietyObjectives:1. Analyze the role of art in society.2. Understand the significance of art in various social contexts.3. Develop the ability to use modal verbs to express probability and possibility.Teaching Procedures:Step 1. Lead-inAsk students to think of various social contexts where art plays a significant role.Step 2. ReadingRead the text "The Arts and Society" and answer the accompanying questions.Step 3. VocabularyPresent new vocabulary related to the role of art in society and ask students to use them in sentences.Step 4. AnalysisAnalyze the role of art in society and discussits significance in various social contexts.Step 5. Probability and PossibilityUse modal verbs to express probability and possibility of art playing a role in certain social contexts.Unit 2 Film and TheatrePart 1 Introduction to FilmObjectives:1. Understand the basics of film theory and film analysis.2. Analyze the social, cultural, and political context of various films.3. Develop the ability to use prepositions oftime to describe movie plots.4. Appreciate the artistry of film and the roleof film in society.Teaching Procedures:Step 1. Lead-inAsk students to share their experience ofwatching movies and what they look for in a good movie.Step 2. Film TheoryIntroduce the basics of film theory and film analysis, including framing, composition, lighting, editing and sound, and ask students to analyze various film clips.Step 3. Cultural ContextAnalyze the social, cultural, and politicalcontext of various films.Step 4. VocabularyPresent new vocabulary related to film analysis and ask students to use them in sentences.Step 5. Plot SummaryUse prepositions of time to describe movie plots.Step 6. AppreciationEncourage students to appreciate the artistry of film and the role of film in society.Part 2 Introduction to TheatreObjectives:1. Understand the history and basic elements of theatre.2. Analyze the differences between theatre and film.3. Develop the ability to use verbs of communication to describe dialogue and acting.4. Appreciate the artistry of theatre and therole of theatre in society.Teaching Procedures:Step 1. Lead-inAsk students to share their experience of watching or participating in theatre performances.Step 2. History and ElementsIntroduce the history and basic elements of theatre, including stage, sets, costumes, lighting, and sound, and ask students to analyze various theatreperformances.Step 3. Differences with FilmAnalyze the differences between theatre and film, including the use of stage vs. screen, live performance vs. recording, and acting techniques.Step 4. VocabularyPresent new vocabulary related to theatre and ask students to use them in sentences.Step 5. Dialogue and ActingUse verbs of communication to describe dialogue and acting in theatre performances.Step 6. AppreciationEncourage students to appreciate the artistry of theatre and the role of theatre in society.Part 3 Film and Theatre in SocietyObjectives:1. Analyze the role of film and theatre in society.2. Understand the significance of film and theatre in various social contexts.3. Develop the ability to use adverbs of degree to express opinions.Teaching Procedures:Step 1. Lead-inAsk students to think of various social contexts where film and theatre play a significant role.Step 2. Role in SocietyAnalyze the role of film and theatre in society and discuss its significance in various social contexts.Step 3. VocabularyPresent new vocabulary related to film and theatre in society and ask students to use them in sentences.Step 4. Opinion SharingEncourage students to express their opinions on the role of film and theatre in society and justify their views using adverbs of degree.Unit 3 MusicPart 1 Introduction to MusicObjectives:1. Understand the basics of music theory and music analysis.2. Analyze the cultural and historical context of various music genres.3. Develop the ability to use adjectives and adverbs of manner to describe music.4. Appreciate the artistry and emotions of music and the role of music in society.Teaching Procedures:Step 1. Lead-inAsk students to share their experience and preference of listening to music.Step 2. Music TheoryIntroduce the basics of music theory and music analysis, including melody, harmony, rhythm, and form, and ask students to analyze various music pieces.Step 3. Cultural and Historical ContextAnalyze the cultural and historical context of various music genres, including classical, folk, pop, and rock.Step 4. VocabularyPresent new vocabulary related to music and music analysis and ask students to use them in sentences.Step 5. Adjectives and Adverbs of MannerUse adjectives and adverbs of manner to describe music and the emotions it evokes.Step 6. AppreciationEncourage students to appreciate the artistry and emotions of music and the role of music in society.Part 2 Music PerformancesObjectives:1. Understand the elements and techniques of music performances.2. Analyze the differences between various music performances.3. Develop the ability to use relative pronounsto connect ideas.4. Appreciate the skill and artistry of music performers.Teaching Procedures:Step 1. Lead-inAsk students to share their experience ofwatching or participating in music performances.Step 2. Elements and TechniquesIntroduce the elements and techniques of music performances, including pitch, tone, dynamics, rhythm, and phrasing, and ask students to analyze variousmusic performances.Step 3. Differences between PerformancesAnalyze the differences between various music performances, including solo vs. ensemble, acoustic vs. electronic, and live vs. recorded.Step 4. VocabularyPresent new vocabulary related to music performances and ask students to use them in sentences.Step 5. Relative PronounsUse relative pronouns to connect ideas and describe music performances.Step 6. AppreciationEncourage students to appreciate the skill and artistry of music performers.Part 3 Music in SocietyObjectives:1. Analyze the role of music in society.2. Understand the significance of music invarious social contexts.3. Develop the ability to use discourse markersto connect ideas.Teaching Procedures:Step 1. Lead-inAsk students to think of various social contexts where music plays a significant role.Step 2. Role in SocietyAnalyze the role of music in society and discussits significance in various social contexts.Step 3. VocabularyPresent new vocabulary related to music insociety and ask students to use them in sentences.Step 4. Discourse MarkersUse discourse markers to connect ideas and structure arguments about the role of music in society.Step 5. Opinion SharingEncourage students to express their opinions onthe role of music in society and justify their views.。
人教版高中英语选修6 Unit3__单元整体教案
Unit3 单元整体教案Section Ⅰ Warming Up & Reading (Ⅰ)一、教学目标:让学生通过本节课的学习远离有损健康的活动,养成良好的生活习惯。
教学重点:训练学生的阅读速度教学难点:学生阅读能力的提高二、预习导学Ⅰ.词义匹配1.abuse A.give up, stop; leave2.ban B.to become stronger or make something stronger3.quit C.feeling shame because of something you have done4.strengthen D.to decide or say officially that something is not allowed5.desperate E.arising from despair or loss of hope6.ashamed F.the use of something in a wrong or harmful way; to treat in a cruel or violent way答案:1~6FDABECⅡ.写出下列句中黑体短语的汉语意义1.Her success is due to her great efforts.由于2.Nowdays, many children are addicted to TV.对……有瘾3.I don't feel like talking with him.想要4.He was accustomed to a life of luxury.习惯于5.Have you decided on a date for your wedding?对……作出决定三、问题引领,知识探究(Ⅰ)Skim the text and match the paragraphs 1~5 with their main ideas A~E.A.The writer leads to the topic of the letter by talking about James' problem of smoking.B.Introducing some different ways of becoming addicted.C.Telling the writer's hope for his grandson and advice on stopping smoking.D.Telling the harmful effects of smoking.E.From the life the writer is leading now, we can know the importance of healthy life.答案:1~5EABDC(Ⅱ)Read the text again and choose the best choice.1.What about James' grandfather?A.He is ill now.B.He still smokes.C.He is healthy. D.He has lung disease.2.Why did James' grandfather write to James?A.Because he wanted to tell James his experience.B.Because he wanted to tell James the harmful effects of smoking.C.Because he wanted to help James give up smoking.D.Because he wanted to help James get some information.3.In his girlfriend's eyes, what kind of person he was?A.He was very handsome and neat.B.He had bad habit of smoking and smelt terrible.C.He was warm-hearted and polite.D.He was healthy and strong.4.What made James' grandfather quit smoking?A.His yellow fingers.B.His smelly clothes and breath.C.His girlfriend's advice.D.His illness.5.Which of the following is TRUE?A.Smoking does little to lungs and heart.B.Smoking couples cannot easily become pregnant.C.Middle-aged men can smoke sometimes, without any effect.D.Students can only smoke one cigarette in a week.答案:1~5CCBDB(Ⅲ)Read the text carefully and then fill in the chart with the information in the text.。
高二英语选修6教案
高二英语选修6教案高二英语选修6教案教案是教材及大纲与课堂教学的纽带和桥梁,教案是教学活动的依据, 有利于教学水平的提高,整理了高二英语选修6的教案设计。
欢迎参考!一.教材分析本单元以A healthy life为话题,通过谈论人们最关心的健康问题,使学生认识到吸烟、喝酒、吸毒、不良饮食等对健康的危害,了解吸烟的危害及怎样戒烟;通过阅读一篇有关艾滋病的宣传文章了解一些艾滋病的常识及如何预防艾滋病;并学会如何就健康问题给别人提供一些建议;功能句式要求学生学会如何表达聚会中的礼仪和禁忌。
通过单元学习,要求学生意识到健康的重要性,养成良好的生活习惯,并学会帮助别人解决一些健康问题。
1.1 Warming Up列举了一些年轻人所关心的.健康问题,由此引出单元话题。
要求学生列举出更多类似的健康问题,然后在小组和班级范围内进行比较,说出哪个问题是最重要的,并列举出5个有关这个问题人们应该了解的知识。
1.2 Pre-reading要求学生讨论5个与吸烟有关的问题,为后面的Reading做铺垫。
1.3 Reading是一封爷爷写给James的建议信,信中谈到了吸烟为什么会上瘾、吸烟对健康的危害并附上了一篇如何戒烟的文章来帮助James戒烟。
1.4 Comprehending要求学生讨论几个与Reading内容有关的问题,并根据Reading的内容完成表格。
另外还要求学生用自己的语言简要概述一下advice on how to stop smoking。
1.5 Learning about Language包括两部分:Discovering useful words and expressions是两个关于Reading中的一些词汇的练习;Discovering useful structures 是关于it structure的用法介绍和练习。
1.6 Using Language是一篇关于HIV / AIDS的宣传材料,介绍了一些有关艾滋病病毒和艾滋病的基本知识以及在生活中如何进行预防。
人教版高中英语选修6全册教案
Unit1Art Unit2Poems Unit3Ahealthylife Unit4Globalwarming Unit5Thepowerofnature 选修六 Unit1Art 一、语言要点 I 单元要点预览(旨在让同学整体了解本单元要点) 词汇 部分词语 辨析 1.possess/own/have2.technique/technology3.shadow/shade 词形 变化 1.consequencen.结果 consequentadj.作为结果的,consequentlyadv.从而,因 此 2.possessv.占有,拥有 possessionn.拥有,占有,所有 3.faithn.信任,信念,faithfuladj.守信的,忠实的,faithfullyadv.忠诚地,如实地 4.techniquen.技术,技巧,方法,techniciann.技术员,技师 technologyn.工艺,科技, 技术 5.aggressiveadj.敢作敢为的,侵略性的 aggressv.攻击,侵犯 aggressionn.进任;信心 2.aimn.目标;目的;瞄准 vi.&vt.瞄准(向某方向)努力 3.typicaladj.典型的,象征性的 4.adoptvt.采用,收养 5.convincevt.使确信;使信服 6.attemptn.努力;尝试;企图 vt.尝试;企图 7.predictvt.预言;预告;预测 重点 词组 agreatdeal 大量 bycoincidence 巧合地 ontheotherhand 另一方面 intheflesh 活着的;本人 in(the)possessionof 拥有(属于) inconsequence 因此,结果 appealto(对某人)有吸引力;
高中英语人教版选修六英语Unit 3 A healthy Life 教案
优质资料---欢迎下载Vocabulary studyⅠ.简单知识扫描1.abuse(P17)【观察探究】(1)The government has set up a working party to look into the problem of drug abuse.政府已成立工作组调查滥用毒品事件。
(2)His political reputation was tainted by his abuse of the power.他因滥用职权而破坏了政治声誉。
(3)He greeted me with a stream of abuse.他见到我就连声辱骂。
(4)Several of the children had been physically abused.其中几个儿童身体受到了虐待。
(5)Don't abuse your friends.不要辱骂你的朋友。
【归纳总结】abuse n./v. 滥用;辱骂;虐待2.quit(P18)【原句再现】When I was taken off the school football team because I was unfit,I knew it was time to quit smoking.当我因为不健康而被校足球队除名之后,我才知道该是我戒烟的时候了。
【观察探究】(1)I've quit my job.我已辞职。
(2)You must quit smoking.Most important of all,you should start taking exercise.你必须戒烟,更重要的是,你该开始运动。
【归纳总结】quit vt.& vi. 停止;辞职;离开;退出quit(doing)sth.“停止做某事”,注意quit后须用动名词(而不能用动词不定式)作宾语。
【知识链接】辨析:quit,abandon和desert都含有“放弃”“遗弃”的意思。
高中英语选修6:Unit+2+Poems+教案5+
Unit 2 Poems教学目标【语言知识】学生能从韵律和形式上感知英文诗歌的美。
【语言技能】学生能写出基本押韵,有意象美,主题鲜明,富有正能量的英文诗歌。
【情感态度】学生能培养对英文诗歌的基本审美能力,学会英文思维。
学情分析(1)学生已经学完本单元,能够熟练说出课本介绍的五种英诗形式,并能进行一定的模仿创作。
(2)高二学生阅读兴趣广泛,课堂上通过老师的介绍和推荐,会主动收集摘抄一些通俗易懂的英文诗歌。
(3)学生再创造语言的能力有限,必须设置有效的情景,给与一定的提示性语言,以期达到课堂生成的目的。
重点难点教学重点:学生能从韵律和形式上感知英文诗歌的美。
教学难点:学生能写出基本押韵,有意象美,主题鲜明,富有正能量的英文诗歌。
4教学过程(一)自主学习1集体朗读高考中曾出现过的诗歌My Teacher Mr. MooreThere's a teacher Mr. Moore,Who is lovely and thirty-four.Always encouraging us to try,He leads us to a world of "why”.We all love him more and more.2快速浏览导学案附页中的学生习作,挑选出你最喜欢的一首诗,并进行朗读。
(学生习作在附两首)To Ms. English----by项阳 from Class3, Senior2You are a woman who is beautifulWhichever lesson is meaningfulWhatever you say is helpfulEach class is wonderfulSo my life is colourfulInside my heart is gratefulAnd my future is sure to be successfulTo All Teachers ----by 王欣 from Class3 Senior2You say that this class won’t be delayed(拖堂)But we have a shorter time for the breakYou say that your today’s homework is littleBut we have to stay up very lateThis is why I am scaredWhen you say the coming exam is simple【设计目的】:学生课前以描写科任教师或学校生活为主题,进行了练笔,习作中出现了一批形式规范的诗歌,同时也有几首形式灵活的诗歌,挑选出一些呈现在导学案上,让学生进行对比学习,快速带领学生进入诗歌世界,很好地激起了学生的学习热情。
高中英语优秀教案范例
高中英语优秀教案范例【篇一:高中英语教学设计】第三届全国中小学“教学中的互联网搜索”优秀教案评选教学设计教学过程step1 lead-int: “good morning, boys and girls! have you had your breakfast? s: yes/not: if you did not have your breakfast, what’s your feeling now? are you feeling hungry now?【设计意图】首先通过自由交流的方式,老师提问学生回答的方式,进行导入和热身活动,减轻学生上课伊始的紧张感,快速地融入课堂,成为课堂教学活动的主体。
today i will show you some pictures, and please tell me whatis happening to these people.they are facing the problem of hunger.what do they need most?maybe a bowl of rice or noodles is their best choice.【设计意图】首先给学生展示一些有关非洲饱受饥饿折磨的儿童图片,让学生从直观上先受到触动,从心底里同情这些遭受饥饿的孩子,使学生在浏览图片事受到心灵上的震撼并激起他们对本课话题的兴趣。
do you know how to get rice?show them some pictures about the procedures of rice planting.plowing the fieldgrowing young plantsinserting young plants into the fieldfertilizinggrowing harvestingfinally we get rice.【设计意图】由于地处北方地区,大多数学生不了解水稻等生产,故而设置问题do you know how to get rice? 同时该问题的提出,让学生的思维巧妙地过渡到课文中。
高中英语 第一单元(第一课时)教案 新人教版选修6
第一单元〔第一课时〕教案BOOK6 Unit 1ArtI、Teaching Aims:1.Learn and master the following words and phrases:religious Consequently,abstract,symbol,medium,relatively, Unlike ,pure, relationship ,values, convince,,bottom,scholar, traditionalattempt to do sth.a great deal, focus on take the place of ,in place of ,be absorbed in2.Improve the students’ reading ability.3.Enable the students to enjoy the beauty of different arts.II、Teaching Important Points:1.Improve the students’ reading ability.2.Master the following phrases:attempt to do sth.a great deal, focus on take the place of ,in place of ,be absorbed inIII、Teaching Difficult Point:Make the students understand the reading passage better.and admire the beauty of different arts.IV、Teaching Methods:1.Discussion before reading to make the students interested in what they will learn.2.Fast reading to get a general idea of the text.3.Discussion after reading to make students understand what they’ve learned better.4.Careful reading to get the detailed information in the text.V、Teaching Aids:1.Some pictures2.the multimediaVI、Teaching Procedures:Step 1 Greetings and Revision(Greet the whole class as usual.)T:In Book5, we have learnt something about first aid.Now who can tell me what is first aid?S1:First aid is a kind of help that is given to someone who hurt himself T:OK,can you tell me the reason why it is important?S2:First aid can be used to save some one’s life .T:Anything else?S3:I know something about first aid.It can give us a better relationship T:Very goodStep 2Pre-reading and ReadingT:OK.Thank you for your answers to my questions.As is known to us,we can’t live without help .But who can tell me what makes us feel better besides giving help to others?Ss:No,we don’t know.T:Maybe we can get the answer to the question after reading the article for today.Before you read,first let’s learn the new words and phrases in the passage.(Teacher deals with the new words with the whole class.)T:Now please read the passage quickly to get the general idea and try to use the words in the to plete the following blanks:〔Teacher let several students plete the blanks,and then…….〕T:Well done.Who can tell me the general idea of the text?S4:The passage mainly tells us the changes of the arts in different period of timeT:Good work.Next,let’s read the passage carefully to get more information about arts.While you are reading,try to understand the following phraseson the blackboard.:attempt to do sth.a great deal, focus on take the place of ,in place ofbe absorbed inStep 3 Post ReadingLet Ss listen to the tape and at the same time, get the answers to the following passageStep 4 HomeworkSuppose you knowa famous painter, write a letter to him and ask him how you can bee a paiter, telling him something about yourself.。
2017-2018学年高中英语Unit3AhealthylifeSectionⅠWarmingamp;ReadingPre_reading教学案新人教版选修6
Unit 3 A healthy lifeNearly a million American youngsters, some as young as 6,rely on personal trainers to shape up塑身,lose weight orimprove in sports. Many parents, worried about their children'sweight and fitness, say that working with a trainer motivates激发build confidence. So they arewilling to spend the D|S40 to D|S60 an hour that trainers generally charge.,The Bostonbased group's latest figures, from 2005,show that 824,000 children between the ages of 6 and 17 use trainers. With many high school students not getting exercise at school,more parents are turning to trainers to help their children stay fit. More than onethird of American children are overweight andexperts warn of future health problems ahead f糖尿病to heart disease.,Kathleen Ballew said that her 7yearold son,Jordan Sims, who would begin second grade in the fall, couldbenefit from some oneonone time with a fitness professional.She had noticed that he needed help with balance and coordination协调能力空手道did not want to do things that kids normally did, like climbing on park equipment. After Jordan had begun working out at BaylorTom Landry Fitness Center in Dallas with a trainer about a year before, he moved more naturally and confidently. His trainer,Lauren Jacobson, works with about half a dozen kids under 18.She said she noticed that training helped build confidence and a sense of accomplishment, along with helping kids get in better shape.Section_ⅠWarming Up & Reading — Prereading[原文呈现],[读文清障]ADVICE FROM GRANDADDear James ,It is a beautiful day here and I am sittingunder the big tree at the end of ① the garden. I have just returned from a long bike ride to an old castle. It seems amazing that ② at my age I am still fit enough to cycle 20 kilometres in an afternoon. It's my birthday in two weeks' time and I'll be 82 years old! I think my long and active life must be due to ③ the healthy life I live. This brings me to the real reason for my letter, my dear grandson. Your mother tells me that you started smoking some time ago andnow you are finding it difficult to give itup ④. Believe me, I know how easy it is to beginsmoking and how tough ⑤ it is to stop. You see,during adolescence ⑥ I also smoked and becameaddicted to ⑦ cigarettes.①at the end of 在……的尽头/末端 ②在It seems amazing that ...中, that 引导主语从句,it 是形式主语。
高中英语选修六module6-reading-and-practice教案
Book6 Module 6Winston Churchill’s Speeches〔教案〕Teaching Aims:1.Help the students learn more about Winston Churchill.2.Have a deep understanding of the significance of speech3.Improve the students’ reading comprehension ability.4.Arouse students’ love for speechesType of Lesson:A reading comprehensive lessonTeaching Aids: MultimediaTeaching Methods: Task-based methodTeaching procedures:Step Ⅰ. Lead-in1.Arouse students’ interest by introducing the hand gesture V2.Show several pictures of Winston Churchill.Step Ⅱ. Pre-readingHow much do you know about Winston Churchill?Step Ⅲ. While-reading1.Fast reading: 1) Get a general understanding of the passage.2) Find out the time of the five speeches delivered by Winston Churchill.Step Ⅳ: Post-readingWhich one impress you most? Why ?Step Ⅴ: Homework1.Words and Expressions:1.做演讲2.在交战3.遭受失败4.撤退到5.出发6.从…接回7.短暂的失败8.使某人注意9.少数,少量10.空军11.被迫做12.不再13.归功于14.在战场上失利15.鼓励某人做16.面对2.Sentence pattern:Never in the field of human conflict was so much owed by so many to so few.3.Winston Churchill Quotes:1.Courage is going from failure to failure without losing enthusiasm.2.Attitude is a little thing that makes a big difference.3.A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty.4.I never worry about action, but only about inaction.5.There is nothing wrong with change, if it is in the right direction.6.Kites rise highest against the wind, not with it.7.Success is not final, failure is not fatal. It is the courage to continue that counts.。
2019_2020学年高中英语unit1artperiodfourgrammar_subjunctivemood1教案含解析新人教版选修6
Period Four Grammar—Subjunctive Mood (1)感知以下课文原句,补全方框下的小题1.在虚拟条件句中,谓语动词用一般过去时(be动词常用were)表示与现在事实相反的情况,主句谓语则用“would/should/could/might+动词原形”表示。
(如句1、2、4和5)2.在虚拟条件句中,谓语动词一般用过去完成时表示与过去事实可能不符的情况,主句则用“would/should/could/might+have+过去分词”表示。
(如句3)虚拟语气是英语考查的重点之一。
虚拟语气用来表示说话人所说的话并不是事实,而是一种假设、愿望、怀疑或推测。
其使用情况如下:一、虚拟语气在if条件从句中的用法注意:1.虚拟条件句中有had,should,were时,可将if去掉,把had,should,were提到主语之前,即倒装结构,如:Were theyherenow,they couldhelp us.如果现在他们在这里,他们就能帮助我们。
HadIworked harderatschool,I’dhavegot abetterjob.如果我在学校学习更努力的话,就会找到一份更好的工作。
Shouldheagree togothere,we wouldsend himthere.要是他答应去的话,我们就派他去。
2.有时条件从句表示的动作和主句表示的动作发生的时间不一致,这类句子称为错综时间条件句。
此时主、从句动词的形式应根据各自所表示的时间进行调整。
Ifhe hadtaken myadvicethen,he wouldn’tbe introublenow. 如果那时他听取了我的建议,现在他就不会有麻烦了。
Ifshe wereto leave,I wouldhaveheard aboutit.如果她要走,我会听说的。
3.某些介词或介词短语,如butfor,without,副词或连词,如otherwise,however,or,but等也可以表达一个暗含的虚拟的条件,这种情况下要仔细阅读上下文的语境。
高中英语人教版选修6《Unit 1 Art》教案
高中英语人教版选修6《Unit 1 Art》教案高中英语人教版选修6《Unit 1 Art》教案新课程要求提倡自主、合作、探究的学习方式,发挥学生的主体性、能动性和独立性,本课设计通过自学课本,小组讨论,综合分析,角色扮演等活动,为学生自主学习、合作学习、探究学习提供了空间,使学生体验了自主之乐,合作之趣,探究之悦,促进了学生知识的构建与运用,能力的培养和提高,情感体验和态度、价值观的形成,增强了教学效果。
下面就和本文库一起看看有关高中英语人教版选修6《Unit 1 Art》教案。
人教版高中英语选修6《Unit 1 Art》教案1教学准备教学目标1. 知识与技能目标(1)通过阅读有关曼哈顿著名的艺术博物馆加深对博物馆的了解和认识。
提高阅读能力同时学习有关介绍博物馆的相关词汇和表达,并能在特定语境中合理运用。
(2)通过扮演导游对感兴趣的博物馆进行介绍,提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。
(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告,提高学生的英语写作能力。
2. 过程与方法目标(1)通过展现曼哈顿以及曼哈顿五个著名艺术馆的相关图片激发学生的学习兴趣,并激发学生头脑中相关的背景知识为节课做热身。
(2)通过阅读课文利用Skimming 和 Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息,提高分析处理英文信息的能力。
通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力,同时为下一个扮演导游介绍艺术馆的活动做铺垫,提供相关的语言词汇铺垫。
(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告,提高学生的英语写作能力。
3. 情感、态度、价值观目标通过学习,使学生了解世界著名的艺术馆,培养学生的文化意识和对艺术的兴趣。
同时激发学生对家乡的自豪感和热爱之情。
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Unit1 《Art》教案(新人教版选修6)Warming-upLead-in:In order to decorate our classroom, we have several paintings to choose from. Now I’d like you to look at the paintings in this unit.(p2 and p44)Which would you like to put up on the walls of our classroom? And why? What kind of the style for each painting? Important points:1. include v. including prep.E.g. Thirty people, including six children,went to visit the factory. == Thirty people, six children included, went to visit the factory.(介词短语including six children可用独立主格结构six children included替换,即including sb.=sb. included)2. painting n.(油,水彩)画paint v.(用颜料)画drawing n.(素描) 画draw v.(用线条)勾画3.abstractadj.抽象的,深奥的n.摘要(of)v.摘录,提取,分离(from)(perfect adj./vincrease v./n. conduct v./n.)an abstract painting 抽象画abstract noun 抽象名词abstract…from…从…中提取in the abstract 抽象地,一般性地e.g. Beauty is abstract but a house is not.e.g. Salt can be abstracted from sea water.e.g. I like dogs in the abstract, but I can’t bear this one.4.What would you rather do … 你更愿意做什么…Pre-reading (说课p94)ReadingScanning:1.What were the artists interested in from 5 th to 15 th century AD? They are interested in creating respect and love for God.2.How did Masaccio paint his paintings? He drew things in perspective(透视画法),which make picture very realistic.3.Why did the impressionists have to paint quickly? Because natural light changes quickly, they had to paint quickly. SkimmingImportant points:1.influence v.& n. 影响(力);有影响(之人或物)have an influence on/upon… 对…有影响have influence over/with… 对…有影响力under the influence of 受…所影响,受…所左右e.g. The weather in summer influences the rice crops.e.g. He has no influence over his children.2.belief n.相信;信念;信仰;信心believe v. belief-believe life-liveproof-prove safe-save thief-thievebeyond believe 难以置信have belief in… 对…有信心It’s one’s belief that- 某人相信to the best of one’s belief (某人)深信e.g. My belief is that hewill win. 我确信他会赢。
e.g. Her belief in God is very firm. 她对上帝的信仰很坚定。
3.consequently adv. 所以;因而(as a result) consequent adj. 作为结果的;随之发生的;由..引起(on)consequence n.结果;后果;重要性as a consequence of 作为…的结果in consequence of 作为…的结果be of no consequence to sb. 对…无关紧要take/bear/suffer the consequence of one’s action 承担行动的后果e.g. As a/In consequence of your laziness and rudeness, I am forced to dismiss you.由于你的懒惰和粗野,我不得不辞退你。
e.g. It’s of no consequence to me.e.g. You made the wrong decision, andnow you must take the consequences.e.g. Severe flooding was consequent on the heavy rain. 大洪水是由大雨所致。
4.…starting from the 5th century AD. 分词短语做方式状语e.g. Please translate the following sentences,using the words and phrases you have learnt.5.…the main aim of painters was to represent religious themes.(不定式作表语) aim n.目标;目的;瞄准v.瞄准;努力aimless adj. 没有目标take aim at 瞄准achieve one’s aim 达到某人的目标aim to do sth. 意欲/力求做某事aim (sth.) at sb./sth. (用某物)瞄准某人/某物be aimed at 目标是;目的是e.g. What’s your aim in life? 你人生的目标是什么?e.g. He aimed the gun at a bird. 他用枪瞄准鸟。
6.…by the 13th century by prep. 在…之前,不迟于…(“by+过去时间”常与过去完成时连用;“by+将来时间”常与将来完成时连用)e.g. I had learnt eight thousand words by the end of last month.e.g. By the time this letter reaches you I will have left the country. 7.value n.价值;(pl.)价值观v.给…估价be of great(some, little, no) value to… 对…有很大(一些,几乎没有,没有)价值put great value on sth. 认为某事十分有益go up/rise/increase in value 升值go down/fall/drop in value 贬值cultural/social/moral values 文化/社会/道德观念valuable adj. 有价值的;重要的valueless adj. (worthless) invaluable adj. (priceless)8.take the place of 替代,取代(replace)take one’s place 入座,就位(当one与主语指同一人时);代替某人的职位in the place of 代替;取代(instead of)take place 发生;被举行(无变动)e.g. Please take your place. From now on I will take the place of Mr. Li as chairman of the meeting.9.focus v. 使聚焦;使集中n. 焦点focus sth. on sth. 聚焦于;集中于in focus 焦点对准的;清晰的out of focus 焦点未对准的;模糊不清的e.g. All our eyes were focused on the speaker. 大家的目光都集中在发言人身上。
10.possession n. 所有;占有;(pl.)所有物;财产possess v.占有;拥有possessor n. 所有人;持有人personal possessions 个人财产in possession of 占有;拥有;持有(主语是人,拥有某物)in sb’s possession/in the possession of sb.为某人所有;在某人的控制下(主语是物,为某人所有)come into possession of sth. / take possession of sth. 占有某物e.g. He was found in possession of some dangerous drugs.== Some dangerousdrugs were found in the possession of him / in his possession.e.g. The soldiers took possession of the enemy’s base.11.in perspective 用透视画法perspective n. 透视画法;透视图;观点12.convince vt 使确信;使信服convince sb. to do sth. 说服某人做某事convince sb. of sth. / that- 使某人相信be convinced. of sth. / that- 相信e.g. It took many hours to convince John of his wife’s mistake.e.g. We convinced Anneto go by train rather than plane.e.g. It’s hard to convince my family that we can’t afford a new care.g. I am convinced that he is telling the truth.13.If the rules of perspective had notbeen discovered, people would not have been able to paint such realistic pictures. (if条件句中表过去情况的虚拟语气)14.a great deal 大量;很多(a lot, much)修饰不’ 修饰可’ 修饰可’+不’mucha large/great number of a lot of/lots ofa great/good deal of large/great numbers of a large quantity ofa great amount of a great/good many large quantities ofdozens of(几十)plenty ofscores of(几十)15.mostly adv. 大部分地;主要地(mainly, largely)most n.大部分;最大程度(作主,宾)adj. 大多数的(表)adv. 最,极其,非常(状)e.g. Most students saythat it is a most (a very) interesting book, but it isn’t the most (最高级)interesting they’ve read, and that they read such books mostly on weekends. .16.be accepted as… 被认为是…17.nowadays adv 现今;如今Nowadaysmany people travel by air18.scores of 许多的;大量的;几十的(修饰复数名词时,不与数词连用)e.g. I have been there scores of times.score n. (比赛)比分;(测试)分数;二十three score (of) years六十年(表示“二十”时与数词连用,不加s) scores of years 许多年与dozen用法类似19.…but without the impressionists many of these painting styles would not exist…. without the impressionist介词短语相当于一虚拟条件句if there were not the impressionists…20.attempt vt.& n. 尝试;努力;企图(attempt比try更正式,且attempt 暗含不成功)attempt a difficult problem 试着解答难题attempt to do sth 试图做某事make an attempt to do/at doing sth. 试图做某事21.…using colour, line and shape to represent them. (现在分词作伴随或方式状语)e.g. He often went running to school.22.on the other hand另一方面,反过来说(状)on (the) one hand 一方面on hand 现有的,手头上的,即将发生的ComprehendingLearning about language1. historical adj. 历史(上)的;史学的historic adj. 历史性的;具有历史意义的a historical event 历史事件 a historic event 历史性事件2. at (the) least 至少,最低限度at (the) most 至多,最多e.g. A child must sleepat least eight hours a day.e.g. I can give you 20 dollars at most.3.doubt n.& v.(作v.时,肯定句可用whether/if/that引导,否定句只用that引导)no doubt 很可能,无疑in doubt 怀疑,不肯定There is no doubt of&about sth./ that-- 毫无疑问…There is doubt whether-令人怀疑…e.g. There is no doubt that he is honest./of his honesty.e.g. He doubted whether they would be able tohelp. 他拿不准他们是否能够帮忙。