高中英语选修6教案：Unit+1+Artperiod2
2019-2020年新人教版高中英语选修六unit 1《art》period 2 language study教案.doc
Period 2Language Study整体设计教学内容分析The emphasis of this period will be placed on the important new words，phrases and sentence patterns in Warming Up，Pre－reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language.There are altogether 50 new words and phrases in these five parts.21 of them are marked with triangles，which shows that the students needn't learn them by heart.It is enough to recognize them when meeting them while reading the passage.The other 29 should all be remembered，among which the following 9 words and expressions are even more important：aim，adopt，possess，attempt，a great deal，typical，predict，specific，on the other hand.They are all very useful and important.So are the sen tence patterns “Among the painters who broke away from the traditional style of painting were the Impressionists，who lived and worked in Paris.” and “There are scores of modern art styles，but without the Impressionists，many of these painting styles might n ot exist.” We ought to pay more attention to them.三维目标设计Knowledge and skills1．To get the students to learn to use the following important new words and phrases freely：aim，adopt，possess，attempt，a great deal，typical，predict，specific，on the other hand.2．To get the students to understand and use the following important and useful sentence patterns：(1)Among_the_painters who broke away from the traditional style of painting were_the_Impressionists，who lived and worked in Paris.(2)There are scores of modern art styles，but without the Impressionists，many of these painting styles might_not_exist.Process and methods1．To help the students to understand the meanings of the above useful newwords and expressions in the context，and then give some explanations about them，and at last offer some exercises to make students master their usages.2．To ask the students to make up their own sentences by imitating the above sentence patterns.3．At the end of the class，make students do more exercises for consolidation.In doing so，they can learn，grasp and use these important language points well.Emotion，attitude and value1．To stimulate students' interest in learning English.2．To develop students' sense of cooperation and teamwork.教学重、难点1．Important new words and expressions：aim，adopt，possess，attempt，a great deal，typical，predict，specific，on the other hand.2．Important and useful sentence patterns：(1)The inverted sentences beginning with a prepositional phrase.(2)The subjunctive mood with a prepositional phrase “without...” in place of the “if” clause.3．Some difficult and long sentences in the text.教学过程Revision1．Check the homework exercises.2．Ask some students to tell the styles of Western art.Reading and findingGet students to read through Warming Up，Pre－reading，Reading，Comprehending and Learning about Language to underline all the new words and useful expressions or collocations in these parts.Read them aloud and copy them down in the exercise book.Practice for useful words and expressions1．Turn to Page 4.Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.2．Give students several minutes to finish the exercises.They first do themindividually，and then discuss and check them with their partners.3．Check the answers with the whole class and explain the problems they meet where necessary.Vocabulary studyⅠ.简单知识扫描1．typical(P2)【原句再现】A typical picture at this time was full of religious symbols，which created a feeling of respect and love for God.那个时期的典型的绘画充满了宗教特征，体现出了对上帝的爱戴与敬重。
英语选修六教案
Unit 1 Art1. 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。
帮助学生了解更多有关美术的背景知识，分析中西方艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方绘画艺术进行比较。
最后要求学生为当地举办的一场别开生面的画展提出合理化建议。
Warming Up部分要求学生运用相关的目标语言对自己所喜欢的艺术形式和艺术流派展开讨论，并说明喜欢的原因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历史时期的著名画家。
Reading介绍了西方绘画简史上不同历史时期的艺术流派、艺术特点及其代表性的画家和作品等。
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指出西方艺术风格变化大的原因。
Learning about Language由Discovering useful words and expressions 和Discovering useful structures两部分组成。
要求学生对课文进行概括和总结，找出所提供单词的词根，并学习虚拟语气在条件状语从句中的运用。
Using Language是由Reading, Listening and speaking 和Writing三部分组成，通过对学生听说读写综合能力的培养，要求学生在了解艺术长廊相关知识的基础上，为当地举办的一场别开生面的画展提出合理化建议。
一．教学目标1．语言知识目标：1)能够正确读写及运用以下单词：abstract, faith, conventional, typical, possess, superb, technique, coincidence, shadow, ridiculous, controversial, predict2)掌握下列词组的意思并能熟练运用：aim at, adopt to, a great deal, attempt to do sth, on the other hand,2．语言技能目标：1)强化略读、查读等阅读技能，训练通过寻找关键词，主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络。
人教版高中英语选修6教案Unit1 Art
人教版高中英语选修6教案Unit1 Art 教学目标•熟悉并掌握本课的核心词汇和短语•理解并运用本课的重点语法知识•能够在日常生活中运用所学知识进行交流和表达•培养学生对艺术的鉴赏和欣赏能力教学重点•学习并运用本课的核心词汇和短语•理解并运用本课的重点语法知识教学难点•运用所学知识进行交流和表达•培养对艺术的鉴赏和欣赏能力教学准备•多媒体设备•教材和教具•板书工具教学过程步骤一：导入新课内容（10分钟）1.教师向学生介绍本节课的主题——艺术。
2.让学生进行小组讨论，谈一谈自己对艺术的理解，以及喜欢的艺术作品和艺术家。
步骤二：学习核心词汇与短语（20分钟）1.教师出示幻灯片，呈现本节课的核心词汇和短语，并分别解释含义。
2.通过例句和练习，帮助学生掌握并巩固所学词汇和短语。
步骤三：学习重点语法知识（30分钟）1.教师出示幻灯片，介绍本节课的重点语法知识——介词短语的使用。
2.通过例句和练习，帮助学生理解并熟练运用介词短语。
3.引导学生以所学的介词短语描述一幅艺术作品，鼓励他们进行口语表达练习。
步骤四：语言实践与交流（20分钟）1.将学生分成小组，让他们互相展示自己喜欢的艺术作品，并用所学的词汇和短语进行介绍。
2.鼓励学生之间进行交流和提问，培养他们的表达和倾听能力。
步骤五：课堂总结与小结（10分钟）1.教师总结本课所学的核心词汇和短语，并强调其重要性。
2.引导学生思考本节课所学的语法知识在实际生活中的应用价值。
3.鼓励学生在日常生活中运用所学知识进行表达和交流。
课后作业1.用英语写一篇短文，讲述你对一幅艺术作品的理解和感受。
2.阅读一篇关于艺术的文章，收集其中的关键词和短语。
3.查找一些关于艺术的图片，并用英语描述它们。
教学反思本节课通过导入新课内容、学习核心词汇与短语、学习重点语法知识、语言实践与交流以及课堂总结与小结等环节，帮助学生全面理解和运用所学知识。
通过小组讨论和展示，学生的表达和倾听能力得到了提升。
人教版高中英语选修六+unit+1+art+教案2.doc
Unit 1 Art教学目标1.Target language目标语言a.Students will get to learn the useful new words in this part. Realistic,abstract,nature detailed,traditional,line,rich religious unfinished,modern,color,shape.Sculpture,galleryb.Talk about likes and preferences:I’d prefer...I’d rather...I’d like...Which would you prefer...?If I were an artist,I would...I would rather paint pictures because...2.Ability goals能力目标Students will get to know the characteristics of the Chinese paintings and Western paintings.Students'spoken English will be developed and they will be encouraged to talk about their own preferences.3.Emotion goals情感目标Students will be interested in learning ArtStudents will know the differences between Chinese paintings and Western paintings.Cultivate students'sense of loving their great country,China and her treasures.Develop students'sense of cooperative learning.教学重点How do the students describe different styles of the paintings by using some proper expressions?学时难点The students will get to know the differences between Chinese paintings and Western paintings.Students'oral English will be practiced and they will talk about their preferences.教学活动【导入】Step1lead inPlay the tape and advise the students to listen carefully and read the new words.Give them a hand if necessarystudents'activity:Let students listen to the tape and read the new word one by one.purpose:Let the students get familiar with the new words【讲授】step 2Step2.BrainstormingShare some nice pictures with students and let students summarize what field art involvesstudents'activity:let students have a brainstorming to represent what field art involvespurpose:Arouse students'interest in the topic of the first unit.Step3 warming-upTask 1 Give students two minutes to think about one question:What kind of paintings do you know?Firstly,let students think about this question and then check their answers.(purpose:To check how much students know about the kinds of the painting).Task2 Show some Chinese paintings to the students and ask them to discuss the characteristics of the Chinese paintings.Students need to observe the paintings carefully and then discuss with their desk mates.several minutes later,let the students say something about Chinese paintings(purpose:let students get to know the characteristics of the Chinese paintings and Chinese painters and their typical works)Task 3 Discuss questions:Which Chinese painters do you know?Who is your favorite painter?Say something about their works.Get them to answer the questions in pairs and then check the answers with the whole class.Let the students talk about their favourite Chinese painters(purpose:practice students'oral English.)Step4 Pre-reading1.Show some Western paintings to the students and let the students get to describe the painting by using the useful adjectives in this part.At first,students need to discuss in their partners and try to describe the Western paintings one by one.(To teach the new words in this part by describe the Western paintings.) 2Think about four questions:Where can you see these Western paintings?Have you ever been there?What else can you see in it?Which Western painters do you recognize?Let the students say something about the gallery and Western painters (To cultivate students to speak English as much as they can)【活动】step5.DiscussionDivide the class into some groups and then let students discuss in groups.Here are questions:Would you rather have Chinese or Western-style paintings in your home? Have you ever wished you could paint as well as a professional artist?If you were an artist,what kind of pictures would you paint?students'activity:Give students several minutes to discuss in groups andcollect information of their groups and then give a short report in class. purpose:let students say something about their preferencesto cultivate their ability of appreciating the paintingsTo develop students'sense of cooperation.parisonCompare Chinese paintings and Western paintings and strive to summarize the main differences.students'activity:Let students talk about their own opinions about two kind s of paintings.purpose:To stimulate students to use proper English to express their own ideas.And give thestudents chances to show themselves.【活动】step6Step 6 SummaryWhat have you learned in this class?Students share their owning feelings about this class with others.To consolidate what the students have learned in class【练习】step7Step 7 Homework1Surf the Internet and find our more information about the Chines paintings and Western paintings.2.Preview the reading materials and read the passage and find out some words,expressions and sentence structures that seem difficult to you.3 Finish exercises 1&3 on P3students'activity:Review what they have learned in class.Enlarge the students'knowledge about art on the Internet.(To cultivate good habits of learning English.)品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。
人教版高二英语选修6教案：Unit1+Art+period2.doc
石泉中学课时教案科目：授课时间：第周星期年月精美句子1、善思则能“从无字句处读书”。
读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。
读大海，读出了它气势磅礴的豪情。
读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。
幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。
幸福是“零落成泥碾作尘，只有香如故”的圣洁。
幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。
幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。
幸福是“人生自古谁无死，留取丹心照汗青”的气节。
3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。
4、成功与失败种子，如果害怕埋没，那它永远不能发芽。
鲜花，如果害怕凋谢，那它永远不能开放。
矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。
蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。
航船，如果害怕风浪，那它永远不能到达彼岸。
5、墙角的花，当你孤芳自赏时，天地便小了。
井底的蛙，当你自我欢唱时，视野便窄了。
笼中的鸟，当你安于供养时，自由便没了。
山中的石！当你背靠群峰时，意志就坚了。
水中的萍！当你随波逐流后，根基就没了。
空中的鸟！当你展翅蓝天中，宇宙就大了。
空中的雁！当你离开队伍时，危险就大了。
地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。
朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。
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.。
人教版高二英语选修6Unit1Art全单元教案
The First PeriodReadingTeaching goals 教学目标1. Target language目标语言：重点词汇和短语Realistic, abstract, religion, religious, sculpture, gallery, belief, consequent, consequently, aim, symbol, value, focus, possession, convince, impressionism, impressionist, shadow, ridiculous, nowadays, attempt, predict, the Renaissance, focus on, a great deal , scores ofThere are so many… that it would be impossible to …People became more focused on… and less on…If the rules of perspective had not been discovered, people would not have been able to paint …2. Ability goals能力目标Enable the students to talk about the short history of Western painting3. Learning ability goals 学能目标Help the students learn how to talk about the short history of Western paintingTeaching important & difficult points教学重难点Enable the Ss to talk about the short history of Western paintingTeaching methods教学方法Skimming and scanning; individual, pair or group work; discussionTeaching aids教具准备A computer, a tape recorder and a projector.Teaching procedures & ways教学过程与方法Step 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-upAsk the Ss to match some new words with the correct English meanings. Then ask them to look at the paintings in this unit and discuss the questions in Warming Up in groups of 4. Next, get themto answer the other questions in pairs. At last , check the answers with the whole class.Show them on the Screen.A Ba. realistic 1. accurateb. abstract 2. state of fact of existingc. existence 3. being in thought but having a physical or practicalexistenced. detailed 4. lifelike, true to lifee. religious 5. classical, of old belieff. traditional 6. sincere to believe in a god or godsT hen ask Ss to give their opinions to fill the task listed in the Warming-upStep III Pre-readingGet the Ss to discuss the questions in pre-reading in pairs. Then check the answer with the whole class, if they have no idea, use the materials previously prepared to let the Ss have some acquaintance with the knowledge of art and artists.Ste pⅣReadingTask 1 ScanningShow some questions on the screen.1.What were the artists interested in from 5th to 15the century AD2.How did Masaccio3.paint his paintings4.Why did the impressionists have to paint quickly.Task 2 ScanningLet the Ss red the passage again and get the main idea of it. Then complete the following chart no their own.Names of Ages Time Artist FeatureThe Middle Ages 5th to 15th century Giotto Di Bondone religious, realisticThe Renaissance 15th to 16th century Massaccio perspective, realistic Impressionism Late 19th to early 20thdetailed, ridiculouscenturyModern art 20th century to today Controversial,abstract, realisticTask 3 ExplanationThere are so many… that it would be impossible to …The sentence means that there are too many different styles of /western art to introduce in a short passage.People became more focused on… and less on…It tell us that people pay more attention to humans than religionIf the rules of perspective had not been discovered, people would not have been able to paint The sentence means that people discovered the rules of perspective, so that they painted such realistic pictures.Step V ComprehendingAsk the students to read the passage again and deal with Exercises.Step V Homework1.Underline the time expression in the reading passage.2.Retell the passage with the help of the chart about the text.3.Discuss the question in Exercise 3 on page 3.The Second Period Language StudyTeaching goals 教学目标1. Target language目标语言：Influenced, symbolic, shadowy, attemptable, valuable, aimless, prediction, believable, European, ridiculousI would love to visit FranceI like religious art better than realistic art because it makes you see2. Ability goals能力目标Enable the students to learn the use of word family3. Learning ability goals 学能目标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教学重难点Get the Ss to learn word formation by adding suffixesTeaching methods教学方法Explanation and practiceTeaching aids教具准备A computer and a projector, a blackboardTeaching procedures & ways教学过程与方法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 SuffixationLet Ss learn some uses of suffixesAsk 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--- thinker1.Suffixes used as a noun signifierVerb Adjective Suffix Nounread -er readeract -or actortrain -ee traineebuild -ing building attend -ance attendance punish -ment punishment invent -tion inventionsick -ness sicknessspecial -ist specialisttrue -th truth2.Suffixes used as an adjective signifierNoun Verb Suffix Adjective wind -y windy adventure -ous adventurous hope -ful hopeful hero -ic,(-ical) heroic nation -al national care -less careless trouble -some troublesomedepend -ent/-ant dependentcomfort -able/-ible comfortableact/imagine -ive/-tive-ative/-itive active imaginativesecond -ary secondarychange -able changeableannoy -ing annoyingexcite -ed excited3.Suffixes used as an adjective signifierAdjective Noun Suffix Verbbroad fright -en broaden, frighten simple -fy simplifymodern -ize(-ise) modernizeStep III PracticeGet the Ss to review the uses of verbs, nouns and adjectives.Parts of Speech Nouns Ver Adjective Subject ☆Object ☆Predicate ☆Predicative ☆☆☆Objective Complement ☆☆Attribute ☆Then practice Exercises 2, 3 &4 on page 42.Step V HomeworkPrepare to learn the grammar of the subjunctive mood.Period 3 GrammarTeaching aims1.Enable the students to use the Subjunctive mood correctly in different situations Teaching important and difficult pointsTeaching methodsAnalysis and have some discussions.Teaching proceduresStep 1 PresentationAt 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.got a ticket for it. I feel sorry about that and what should I say in this But unfortunately, I haven’t’situation I will say: I wish I watched the basketball game. / If I had got a ticket, I would go towatch the basketball game. Have you ever heard such kind of sentencesThey 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.1. Subject +wish+ Object ClauseTime Verb Objective clausenow wish would do / could do / were /didpast wished had been / donefuture wish would do/ could do / were / did2.“If” clause---, main clauseTime Verb Main ClauseNow were/ did would/could/should/might +V（原）Past had done would/could/should/might+have+p.p. Futrue were /did would/could/should/might +V（原）were to doshould doStep 2 PracticeFirst, show the Ss some more situations. Then raise some questions and ask them to discuss in groups of 4 the according to the situations using the subjunctive mood. At last, get them to show their sentencesShow the on the screen.1.Helen has been living with AIDS for many years. Now she is celebrating her birthday with herfriends. If you were Helen., what kind of wishes would you make2.It is said that a falling star can let your dreams come ture. If you saw a falling star, what kindof wishes would you make3.Besides a falling star, a magic lamp can also let your dreams come true. If you had a magiclamp, what would you ask it to do for youStep 3 ConsolidationAsk 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 4 HomeworkPrepare for the Listening and Talking on page 41.The Fourth Period Listening and SpeakingTeaching goals 教学目标1. Target language目标语言：重点词汇和短语Traditional, abstract, figurative, photography, dimensional, sculpture, pottery, wood carving, clay figures ,paper cutting重点句子Talk about likes and preferences:I’d prefer…I’d rather…I’d like…Which would you prefer…I really prefer…Would you rather…Would you lik e…2. Ability goals能力目标Enable the Ss to express their likes and preference3. Learning ability goals 学能目标Help the Ss learn how to express their likes and preferenceTeaching important & difficult points教学重难点Teach the Ss how to express their likes and preferenceTeaching methods教学方法Speaking; making conversation; comparative methodTeaching aids教具准备A computer, a recorder and some slidesTeaching procedures & ways教学过程与方法Step I Listening1.Do some listening practice on page 41.At first, ask the Ss to listen to the tape for the first time and number the presents 1-4. Next, listento it again to fill in the form. Then listen again and answer the questions in Exercise 3. At last,check the answers with the whole class.2.Do some listening practice on page 44.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 TalkingAsk the Ss to discuss the questions in Talking in pairs.“So far, we have learned some knowledge about the art. Today let’s talk about how to express likes and preferences. Now I’ll show you some sentence structures. Please discuss the questions on page 41 in pairs and make up a dialogue.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…orAfter a few minutes, ask Ss to present their dialogues.Step III Homework1.Ask Ss to introduce the galleries the have ever been to.The Fifth Integrating SkillsTeaching goals 教学目标1. Target language目标语言：重点词汇和短语Avenue, mansion, exhibition, metropolitan, Manhattan, civilization, contemporary, permanent, district, tip重点句子Henry Clay Click, … died in 1919, leaving his house … to the American people. The garden of this … is also well worth a visit.Its art collection covers … civilization from … , including …能力目标Enable the students to talk about art galleries and write a letter giving suggestions3. Learning ability goals 学能目标Help the students to learn to how to talk about art galleries and write a letter giving suggestionsTeaching important & difficult points教学重难点Teach the Ss how to write a letter giving suggestionsTeaching methods教学方法Fast reading, close reading, discussionTeaching aids教具准备A computer and a projector, a recorderTeaching procedures & ways教学过程与方法Step I Revision and Lead-inT: “H ave you ever been to any galleries before Do you think visiting galleries in interesting Now works in groups of 4 and I’ll give you a few minutes to talk about the galleries you have beento. And then I’d like to ask some of you to introduce the galleries to the class.Ask one or two Ss to give a short speech.Step II ReadingAsk Ss to read the passage about art galleries on page 5.General reading for the main idea of the passage, & detail reading to finish Exercises 1& 2 belowAfter that, ask the Ss to listen to the recording and answer the questions in Part 3.Play the tape for three times and after that, check the answers.Step III Listening (P7)Ask the Ss to do some listening practice on page7At 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 DiscussionFirst ask the Ss to read the passage “The Best of Manhattan’s Art Galleries” again by them And then show them some expressions about likes and preferences, and ask them to tell the groupmembers which galleries being introduced they prefer in groups of 4. At last, discuss how theywill spend the day. A few minutes later, ask several groups to show their discussions and reporttheir decisions.Show some expressions on the screen.I’d prefer…I’d rather…I’d like…Which would you prefer…I really prefer…Would you rather…Would you like…orA few minutes later, ask several groups to show their discussions.Step V WritingFirst, ask the Ss t discuss the questions in Exercise 1 on page 8 in groups of 4, giving their ownsuggestions and reason./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 Integrating Skills (Ⅱ)Teaching goals 教学目标1. Target language目标语言：Environment, council, attractive, permission, imagination, cross outWe would like to tur n…int o…When we have finished the work, we hope …will join us in …so that…2. Ability goals能力目标Enable the Ss to talk about environment aEnable the Ss to write letter to ask for permissions3. Learning ability goals 学能目标Help the Ss to write letter to ask for permissionsTeaching important & difficult points教学重难点Help the Ss to write letter to ask for permissionsTeaching methods教学方法Task-based method, discussion and practiceTeaching aids教具准备A computer and a projectorTeaching procedures & ways教学过程与方法Step I Reading TaskTask1 Fast reading.Questions:1.Why do they become worried2.what do they hope the headmaster to do for their projectAnswers:tely their class has become worried about the environment at the back of the school andthey would like to do something to make their school more attractive.2.They hope their headmaster will give them permission for their valuable plan and help themdonate500 dollars.Task2 Careful Reading1.Just write down some key words.e words or phrases.3.Omit the small words like prepositions.Step II Speaking TaskAsk the Ss to discuss how to improve the environment of their school in groups of 4. Then ask some of them to speak out some proposals to make their school more attractive.StepⅢ WritingAsk the Ss to write a letter to the headmaster of the school. Tell them while writing, they can refer to the while writing they can refer to the instructions in Writing Task.。
高中英语人教版选修6Unit1ArtGrammar教案(系列二)
unit 1 ArtGrammar虚拟语气Subjunctive Mood教案一：分类1在英语中有三种语气，陈述语气，祈使语气和虚拟语气2 虚拟语气表示说话的人的一种愿望、意见、命令、要求，有时候是一种非真实的假设、料想或者是不可能实现的与事实相反的愿望。
二、形式虚拟语气经常用在if引导的条件状语从句中，在条件句中做出和事实不相符的一种假设。
a.和现在事实相反的假设如：If I were you, I would study hard.If he had enough money, he would buy a puter.b.和过去事实相反的假设如：If you had e five minutes earlier, you would have met him.If they had been treated in time, they would not have died.c.和将来事实相反的假设如：If I were to do it, I would do it in another day.If it rained tom orrow, we wouldn’t be able to go on piic.d.混合条件句混合条件句是指条件句是对过去事实相反的假设，而主句则表示现在的某种情况。
三、注意事项①如果从句中有were、had或者should时，则可以省略if，并将were、had或者should提前至句首，构成部分倒装，但如果是否定句，则否定词not不提前。
如：Were I to be young again, I would study medicine.=If I were to be young again, I would study medicine.Had you not left so early, you might have missed the train.=If you had not left so early, you might have missed the train.②用介词短语代替条件状语从句，常用的介词有with, without, but for.如：Without your help, we couldn’t have finished the work ahead of time.=But for your help, we couldn’t have finished the work ahead of time.=If it had not been for your help, we couldn’t have finished the work ahead of time.=Had it not been for your help, we couldn’t have finished the work ahead of time.③在句中出现了表示转折的连词，如or, or else, otherwise等，如果句意和事实不符也要用虚拟语气。
高中英语选修六人教版：Unit+1+Art+词汇教学案2.doc
Unit1 Art （词汇教学案）【学习目标】1.让学生掌握并学会运用本单元重点词汇的用法。
2.让学生掌握并学会运用本文重点词组及句型、语法用法。
【重点难点】重点：词组及句型的知识点。
难点：词组及句型的运用，了解虚拟语气的应用。
【学情分析】单元重点词汇的运用，结合高考的高频考点让学生学习掌握，讨论解决以及及时反馈。
【导学流程】【回忆旧识】1.复习“10个虚拟语气”动词的用法。
“一坚持”_________“二命令”_________ _______“三建议”_________________________“四要求”______________________________________Step1 1 (warming-up&speaking)【课前预习】英汉互译(Refer to the dictionary or book)1. __________ (n.) 信任，信念__________(adj.)忠实的，守信的______________(adv.) 忠实地2. __________ (v.) 拥有，具有_____________ (n.)（尤作复数）所有，财产3. __________ (v.) 预言__________ (n.) 预言__________ (v.) 预言者4. prefer(v.)_____________ _____________(n.) 喜爱，偏爱5. 大量_____________6. 尝试_____________7. 有代表性的______________8. 目标____________9. 采用；收养____________10. 抽象的___________11. 明显的___________12. 确切的___________13. 巧合地________________Step 2Translate the reading passage.(小组合作学习)1.aim n._______ vi./vt._________⑴take_______at...瞄准；对准_______the ____of...目的是...achieve one’s _______ 达到某人的目的⑵aim ____/be _____ at doing sth瞄准；对准；目标在于aim ___ ____ ___ =___________ 旨在做某事2.attempt n.______ v.________⑴attempt ___ do sth.=__________试图做某事⑵at _____ _____ _____某人第一次尝试in an ________to do sth.试图做某事3.appeal⑴______to sb. for...为...向某人呼吁appeal _____ sb. ____ _____ 恳求、呼吁某人做某事⑵________ n.上诉▲__________________▲__________________4.wish 虚拟语气的讲解（3种时态）⑴与现在事实相反E.g.___________________________⑵与过去事实相反e.g. ____________________________⑶与将来事实相反E.g._____________________________Step 3【课后延伸】用所给词的正确形式填空。
高中英语Unit1Art学案新人教版选修6
12.___________(adj.)representativeUnit 1 Art典型的，有代表性的13__________(adj.) 荒唐的，可笑的第一，二（adv. ）therefore因课时导教案此，所以( Warming up,II.Phrases:pre-reading and reading )I. 要点单词1. 偶然地，巧合_____________/______________/_____1._________(adj.) 现实（主义）的，逼____________ 真的反义词 ________(adj) 抽象的，深奥的2. 很多，大批（只修饰不行数名词）_________________/________________2.________ （ n. ）相信，信心，信念_______________(adv.) 忠实地（只修饰可数名词）3.._________(vt.) 拥有，拥有，支配______________/__________________/ ________________(n.) 全部，财富______________-4 ． __________(adj.) 显然的，理解的（既修饰可数又修饰不行数）(obvious) ________________(n.)凭证______________/____________/______ ________5.___________(n.) 塑像3. 集中精力于，关注6._____________(n.). 画廊，美术陈设室_____________/______________4. 另一方面 ___________________5.打7.____________(n.) 目标，目的算，试图做某事 _____________ （vi/vt. ）对准，向某方向努力8.___________(vt.)6. 很多______________ 二十个采用，采用，收养9.___________(n.)________________ 杰作，名著10.___________(n/vt)7. 在十九世纪末 ___________________ 努力，试试，企11._________(n.) 8. 对瞄准，打算图技术，方法，____________________ 技术9.占有，拥有_____________________/____________ ____________III.依据提示，达成以下句子。
高二英语新人教版选修6教案unit1artthesecondperiod.doc
Unit 1 ArtThe second periodThe analysis of teaching materials (教材分析):Basic sentence patterns and phrases are foundations in the whole English learning. If stude nts can have a good comma nd of sentence patter ns and important phrases ,they can improve their En glish reading and writing ability efficie ntly . So a review of sen tence patter ns and phrases will defi nitely has a positive influe nee on their En glish lear ning .The analysis of students (学情分析)：In our school , the students〃English foundation is in a relatively low level.They have learnt something about sentences and phrases before , but still a majority of them can not remember them clearly .So review this sentence patter ns and phrases is a must for poor En glish lear ners ・Teaching goals (教学目标)：1.Knowledge*To get the students remember the following five sentences :(1)These new settlers enriched the English Ianguage and especially its vocabulary・(2)Finally by the 19th century the Ianguage was settled ・⑶....*To get the students remember the following phrases:because of; come up ; at present; make use of; such as ; play/take a part in ;even if; the same・・・as・・・2.AbilityTo en able the students know how to use the importa nt phrases and sentence patter ns ・3.Emotion:*To arouse the students7 interests in English・*To st re ngthe n the students7 self-c on fidence in English lear ningTeaching important and difficult points(教学重难点)：To get the students master the usage of the following phrases from Unit Two : because of; come up ; at present; make use of; such as ; play/take a part in ;even if; the same ... as ・•・Teaching procedures (教学流程)：Step One Review the following sentences:(1)These new settlers enriched the English language and especially its vocabulary・(2)Finally by the 19th century the Ianguage was settled.(3)English now is also spoken as a foreign or second Ianguage in South Asia.(4)Today the number of people learning English in China is increasing rapidly.(5)Believe it or not, there is no such thing as standard English・Step Two Review the following phrases and its usage:1.because of由于；因为拓展：due to因为；由于；thanks to幸亏；由于on account of因为；由于owing to因为；由于【即时应用】The open —— air celebration has been put off ______ the bad weather. (C 类)A. in case ofB. in spite ofC. in stead ofD. because of【解析】由句意可知空格后部分表示原因，故选D； in case of以防，万一；in spite of尽管；instead of相反，代替。
高二英语人教版选修6教案+Unit1ArtPeriod2.doc
教学设计Period 2Language Study整体设计教学内容分析The emphasis of this period will be placed on the important new words，phrases and sentence patterns in Warming Up，Pre－reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language.There are altogether 50 new words and phrases in these five parts.21 of them are marked with triangles，which shows that the students needn't learn them by heart.It is enough to recognize them when meeting them while reading the passage.The other 29 should all be remembered，among which the following 9 words and expressions are even more important：aim，adopt，possess，attempt，a great deal，typical，predict，specific，on the other hand.They are all very useful and important.So are the sentence patterns “Among the painters who broke away from the traditional style of painting were the Impressionists，who lived and worked in Paris.”and “There are scores of modern art styles，but without the Impressionists，many of these painting styles might not exist.” We ought to pay more attention to them.三维目标设计Knowledge and skills1．To get the students to learn to use the following important new words and phrases freely：aim，adopt，possess，attempt，a great deal，typical，predict，specific，on the other hand.2．To get the students to understand and use the following important and useful sentence patterns：(1)Among_the_painters who broke away from the traditional style of painting were_the_Impressionists，who lived and worked in Paris.(2)There are scores of modern art styles，but without the Impressionists，many of these painting styles might_not_exist.Process and methods1．To help the students to understand the meanings of the above useful new words andexpressions in the context，and then give some explanations about them，and at last offer some exercises to make students master their usages.2．To ask the students to make up their own sentences by imitating the above sentence patterns.3．At the end of the class，make students do more exercises for consolidation.In doing so，they can learn，grasp and use these important language points well.Emotion，attitude and value1．To stimulate students' interest in learning English.2．To develop students' sense of cooperation and teamwork.教学重、难点1．Important new words and expressions：aim，adopt，possess，attempt，a great deal，typical，predict，specific，on the other hand.2．Important and useful sentence patterns：(1)The inverted sentences beginning with a prepositional phrase.(2)The subjunctive mood with a prepositional phrase “without...” in place of the “if” clause.3．Some difficult and long sentences in the text.教学过程Revision1．Check the homework exercises.2．Ask some students to tell the styles of Western art.Reading and findingGet students to read through Warming Up，Pre－reading，Reading，Comprehending and Learning about Language to underline all the new words and useful expressions or collocations in these parts.Read them aloud and copy them down in the exercise book.Practice for useful words and expressions1．Turn to Page 4.Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.2．Give students several minutes to finish the exercises.They first do them individually，and then discuss and check them with their partners.3．Check the answers with the whole class and explain the problems they meet wherenecessary.Vocabulary studyⅠ.简单知识扫描1．typical(P2)【原句再现】A typical picture at this time was full of religious symbols，which created a feeling of respect and love for God.那个时期的典型的绘画充满了宗教特征，体现出了对上帝的爱戴与敬重。
新人教版高中英语选修6Unit1 Art--The Second Period教案
Unit 1 ArtThe 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。
高中英语选修六人教版：Unit+1+Art(2)教学案.doc
选修6 Unit 1 Art【学习目标】学习并掌握虚拟语气句的用法:【重点难点】1. 重点：虚拟语气句的用法:2. 难点：虚拟语气句的灵活运用【学情分析】自主学习了解英语动词表示的三种语气，合作学习if虚拟语气的三种用法。
【导学流程】自主学习内容一．回顾旧知：回忆上节课的知识二．基础知识感知：预习英语教材P86，填空。
1. 英语的动词一般可带三种不同的语气:________语气,__________语气和__________语气.不同的语气用动词的不同形式或句法形式来表示。
2. 陈述语气(The indicative Mood)用来_______________, 或_____________, 有________，否定，________或感叹等形式。
3. 祈使语气(The Imperative Mood)用来表示_______，邀请，__________，警告或劝告等.4. 虚拟语气(The Subjunctive Mood)表示说话人所说的话____________,而是____________,愿望，怀疑或________。
虚拟语气主要用于if条件状语从句,也可用于名词性从句等.三、探究问题:判断以下句子是什么语气。
（独立完成）1. I am not interested in what you said. ________语气2. If I were you,I would not leave her alone. ________语气3. Let’s have a talk. ________语气四、基础知识拓展与迁移：请及时记录自主学习过程中的疑难：五、小组讨论问题预设: 虚拟语气在‘if ’条件句中的用法(合作探究)请观察下列几组句子，特别要注意其中谓语动词的不同形式，完成小结部分。
1.表示与现在事实相反的情况。
1 If I were you，I would take an umbrella.2 He doesn’t study hard any more. If he studied harder，he might pass the exam.3 If there were no air or water，there would be no living things on the earth.小结：从上面的句中可以看出，主句用____________时态，从句用的____________。
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。
人教版高二英语选修6教案：Unit1+Art+period2(补充).doc
石泉中学课时教案Step 1RevisionCheck the answers to the grammar exercises on Page 5 and explain the difficult ones.p 2Lead－inGive the students a specific situation for the students to think and talk about some famous galleries.You may begin like this “Imagine your class is going to Beijing Arts and Crafts Gallery，and you are the guide of the gallery.Please tell them what they will be able to see in the museum.”Pre－readingGive the students the following two questions for them to think about and answer.1．Do you know any Western art galleries?2．Have you ever been to any Western galleries before? If so，describe your visit.Fast reading1．(Slide show)？？？Suggested answers：(1)The passage introduces some best art galleries of Manhattan.(2)Possibly in a guide book.(3)Tourists and art gallery visitors.Detailed readingRead the passage more carefully and complete the chart below.Suggested answers：Step 6Language studyShow the students the following language points in the passage in a slide show.1．appeal to(P6)【原句再现】It will appeal_to those who love Impressionist and Post－Impressionist paintings.展览将吸引印象派和后印象派作品的爱好者。
(完整)高中英语选修6教案1
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 , scho lar…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 to describe all ofthem 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 topaint such realistic pictures.4.at the time they were created, the impressionists’ painting were controversial but todaythey 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 couldbe 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。
高中英语选修六学案：Unit+1+Art+Period+2+Language+Study(I)
aBook 6 Unit 1 Art Period 2 Language Study(I)学习目标1.熟练掌握下列词汇和短语的用法。
2. 能用所学的语言点造句并用于写作中。
自主合作探究1．Art is influenced by the customs and faith of a people.艺术受习俗和人的信仰的影响。
【品味经典】1）Faith can move mountains. [谚]精诚所至，金石为开。
2）In no case shall we lose faith in the future. 在任何情况下，我们都不该对未来失去信心。
【归纳总结】1) faith n．信任,信心；信仰faithful adj.忠实的faithfully ad v.忠实地2) have faith in sb./sth.对某人/某事有信心lose faith in不再信任；对……失去信心3) keep faith with忠于；守信be faithful to sb./ sth.忠实于某人/某事【语境活用】完成句子①我的老板非常信任我。
My boss ______________ me.②她一直忠于自己的祖国。
She is always __________ her country. 2．During the Middle Ages，the main aim of painters was to represent religious themes.在中世纪，画家的主要任务是把宗教的主题表现出来。
【品味经典】1) The visit was aimed at expanding the relation between the two countries.这次访问的目的在于扩展两国的关系。
2) I was aiming at the tree but hit the car by mistake. 我对准树射击，不料误中了汽车。
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To lead into the next step and arouse students’ interest in reading this passage.
To help students to get the general ideal of the passage by skimming the title and题 教学手段运用 教学资源选择
How to help students to use different reading techniques to have a better understanding of the passage.
Enable the students to understand and know how to enjoy art.
Reading mainly introduces the history of Western painting.There are four major movements in Western art.Social，political and cultural changes contribute to the changes in artistic styles.There are four pictures of paintings in the passage representing the four major movements.After a glance at the title of the text and the headlines within it we know that it is a historical report，in which there are many time expressions.Then we can know the topic of the text and how the information is organized—in the order of time，from the earliest to the present.
科目： 英语 教师 日
单元（章节）课题
本节课题
授课时间：第 周 星期 年 月
Reading（I）
Unit 1Art period 2
课标要求
Enable the students to use different reading techniques to have a better understanding of the passage. Knowledge goals:
Careful-reading Quiz
Show-time Homework
Ask students to read the passage carefully and finish Exercise 3 in Comprehending.
Fill in the chart.(第 14 期报纸第 1.2 版的内容)
Comprehending consists of four written or oral exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.
Emotional goals:
Help students to know how to help enjoy art in different way.
Pre－reading provides three questions to help students focus on the topic of the reading passage and leads the students to think about any personal experiences of Western art they may have，such as things about art galleries，paintings in galleries，some Western artists and paintings.
Scanning
Ask students to scan through the passage and finish Exercise 1 and Exercise 2 in Comprehending. To help the students develop the
reading skills.
PPT、练习册、学案 教 学 过程
Steps Revision
英语学习讲义
Contents and lesson steps
Aims
1. Read the new words and expressions together. To help the students check
2. Ask volunteers to present their homework their homework
英语学习讲义
只要坚持 梦想终会实现
3
To help students to get more detailed information
To help the students solid the understanding of the text.
Ask some students to show us their answers.
To help the students check if the students understand the text.
三维目标 学情分析
Enable the students to understand the main idea of the passage and finish
Exercise1-3 in Comprehending on Page2.
Ability goals:
Develop students’ reading ability by skimming, scanning and carefulreading.
Finish the exercises on Page (1-2)新新学案。
To help the students solid the understanding of the text.
只要坚持 梦想终会实现
2
预习内 容布置 Pick out the difficult words and sentences.
(finding more information about art).
and practice their speaking skills.
Pre-reading Skimming
Present the picture on page 2,and discuss the following questions: (1) Which art style would you rather see in your