高二英语教学设计：人教版 选修6 Unit 1 Art Using Language

Teaching Design for New Senior English for China
Student’s Book 6 Unit 1 Art
I. General idea of the design for this lesson
Listening, speaking, reading and writing are the four basic abilities in language leaning. However, owi ng to many reasons, teachers and students in Shaanxi province generally place less emphasis on listening.
This lesson is designed to develop the students’ listening ability by teaching them some skills. For inst ance, the students will learn to take notes in shorthand, that is, take notes as quickly as possible by using so me abbreviations and signs. Meanwhile, in the process of listening, the students will be guided to pay speci al attention to such difficult points as liaison (连读), loss of explosion (失去爆破) and reduction (弱读). II. Teaching Background Analysis
1. The analysis of teaching contents
The topic of this unit is Art, which is mainly about a short history of western painting as well as the be st of Manhattan’s art galleries. This lesson is the “listening and speaking” par. The listening material is abo ut three friends discussing the art galleries they would like to visit. The students will learn to talk about like s and preferences. They will also lean some basic listening skills, and taking notes in shorthand is one of th
e most important.
2. The analysis of the students
Having studied senior English for more than one year, the students have the ability of getting and proc essing information as well as reading and writing in English. But comparatively speaking, it is more difficu lt for many students to get the useful information from the listening materials than the reading materials. In this lesson, the teacher tries to develop the students’ basic abilities one step by one step.
On the other hand, according to the quality education requirements, the high quality talents are not only e quipped with knowledge, but also the good virtue and comprehensive moral. The students at this phase are at a point in forming their own outlook, and, the correct way to communicate with others is one important p art. The students will lean to compromise while communicating with others.
III. Goal Analysis
1. The students will be able to talk about likes and preferences, such as I would like to, I prefer…, I wou ld rather…, etc.
2. The students will lean some listening skills, especially writing down the information in shorthand.
3. The students will be able to realize the importance of compromise in a team work.
IV. Type of the lesson Listening and speaking.
V. Important point
Enable the students to listen and understand the listening materials.
VI. Difficult point：
The students can complete the five tasks by using related skills, especially the dictation part, for there are so many difficult points, such as liaison, loss of explosion and reduced sounds.
VII. Teaching Aid
computer, overhead projector
VIII. Teaching approaches
Task-based teaching approach and Audio-visual approach
IX. Learning Strategies
Global listening, extensive listening, cooperative and individual learning
X. Teaching Procedures:
教学过程Ⅰ Pre-listening
Lead the students to have a brief review of the five Manhattan’s galleries.
(1) The Frick Collection is the place where Henry Frick once lived and its collection is mainly about pre-twentieth century Western paintings.
(2) Guggenheim Museum appeals to those who love Impressionist and
Post-impressionist paintings.
(3) Metropolitan Museum of Art covers more than 5000 years of civilization from many parts of the world, including America, Europe, China, Egypt, other African countries and S outh America.
(4) Museum of Modern Art houses so many great works of art from the late 19th century to the 21st century.
(5) Whitney Museum of American Art holds an excellent collection of contemporary American painting and sculpture.
意图：复习上节课所学内容，重现五个博物馆的名称，为其后的听力扫清障碍。

Ⅱ Listening
教学过程1. Listen to the tape and answer the question: which galleries will they visit? 2. Listen to th
e tape again and fill in the form.
The galleries they want to visit and the reasons
意图：将课后问答题改为表格，更直观清楚，便于处理文章信息。

同时在这一环节对学生进行听力技巧（速记）的点拨。

Take down notes by using signs and abbreviations: →: go ←: come √: yes, pos itive ×: no, negative
figures: 0-9 F: Frick Collection G：Guggenheim museum
MA: Metropolitan Museum of Art MM: Museum of Modern Art W: Whitney Mu seum of American Art
3. Retell the materials by using preference expressions. would like to……
would rather…… be fond of…… want to……
意图：“听”为输入，“说”为输出，通过说来操练听力材料中表示“喜好”的句型。

4. Dictation
We’ve got two days.
if you’ve had enough by dinner time…… John and I can stay at the museum till it cl oses.
Sounds good to me!
意图：挑选的4个句子是听力材料中出现连读、失去爆破、弱读现象的句子，听写中很容易出错，让学生通过犯错去发现并感受这些语言现象，借此突破听力中的难点。

Ⅲ Post-listening
Difficult points in listening:
(1) 连读----辅音+元音或辅音+半元音例如：
a. I am an English boy.
b. It is an old book.
教学过程c. I called you half an hour ago. d. Please pick it up. e. What would you like?
(2)失去爆破爆破+爆破
a. This is an old picture of a big car.
b. The old doctor has a cat, too.
c. What would you like? Hot tea or black coffee?
(3) 弱读虚词即连词，介词，助动词等
Ⅳ Practicing
G: Perhaps we could go to _____________________________________ on Saturday. S: Oh, no. It’s too ________and________. And it’s _________.
J: Susan, would you rather do something else on our second day?
S: No, no. I’d like to see some art but ________________________________________. G: What’s the problem?
S: _________________________. A monkey could paint better pictures than some of thos e paintings. If it was up to me, ________________________________________.
J: Really? I don’t understand why you dislike modern art so much. But you know
that modern art _______________ the Impressionists, right?
S: I don’t know anything about the Impressionists.
G: It’s just she doesn’t know enough about it, John. Let’s go to _____________. They’ve wonderful Impressionists paintings there.
J: I agree, but we shou ldn’t miss the ___________________. Would you mind, Susan, if w e went there too?
S: _____________________________________________________________.
J: Do you think we’ve time to go to ___________first and then ___________? They’re __ ______.
G: Let’s try. Is that Ok with you, Susan? S: Yes, ________________________________.。