人教版选修6Unit1教案Word版
人教版高中英语选修6《Unit 1 Art》教案
人教版高中英语选修6《Unit 1 Art》教案人教版高中英语选修6《Unit 1 Art》教案【一】教学准备教学目标a. 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, focus on, a great deal, scores ofb. 重点句式There are so many ... that it would be impossible to ... P1People became focused more on ... and less on ... P2If the rules of perspective had not been discovered, people would not have been able to paint ... P2教学重难点a. 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, focus on, a great deal, scores ofb. 重点句式There are so many ... that it would be impossible to ... P1People became focused more on ... and less on ... P2If the rules of perspective had not been discovered, people would not have been able to paint ... P2教学过程Teaching procedures:【写一写】(Some pictures are given to the students to learn some about western paintings)写出所有相应关于作品的英语名称______________________________________________________________________________________________________________________ _______________________【想一想】Which style of paintings do you prefer, western or Chinese? Why?___________________________________________________________ __________________【skimming】Skim the text and complete the main idea of it.The text mainly tells us _____ of the major movements in ________ art over the centuries.绘制时间轴课文P3---exercise 1【判一判】1. Western art has changed very little over the last seventeen centuries.2. Painters in the Middle Ages did not use perspective.3. Impressionists painted landscapes.4. You cannot recognize any object in abstract modern art.5. In the Renaissance most artists painted indoors.6. Abstract art is still art style today.【选一选】Choose the best answer.1. According to the text, art is least influenced by________.A. social changesB. the way of lifeC. the development of agricultureD. beliefs of a people2. When did painters mainly focus more on people and less on religion?A. From 5th to 15th century AD.B. From 15th to 16th century.C. From late 19th to early 20th century.D. From 20th century to today.3. Who were the first to paint outdoors?A. Painters in the Middle Ages.B. Painters in the Renaissance.C. The Impressionists.D. Contemporary painters.【巩固训练】讲练通---P2 retelling课后习题【Homework】课时跟踪训练人教版高中英语选修6《Unit 1 Art》教案【二】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。
Unit1Reading教案--人教版高中英语选修六
Unit 1 Book 6教学设计稿The Second Period ReadingTeaching goals 教学目标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,fbcus on, a great deal, scores ofa.重点句式There are so many ... (hat it would be impossible to ... PlPeople became focused more on ... and less on ... P2If the rules of perspective had not been discovered, people would not have been able to paint... P21.Ability goals Enable the students to talk about (he short history of Western painting.2.Learning ability goals Help the students learn how to talk about the short history of Western painting. Teaching important & difficult pointsEnable the students to (alk about (heir opinions about different stylesof Western art.leaching methodsSkimming and scanning; individual, pair or group work; discussion.Teaching aidsA recorder, a computer, a projector and some famous paintings.Teaching procedures & ways 教学过程与方式Step I Lead-in Have you found any changes in our school? Step II Warming UpFirst, please match some new words in Column A with the correct English meanings in Column B. Show them on the screen.A Ba. realistic 1. accurate, minuteb. abstract 2. state or fact of existingc. existence 3. being in thought but having a physical or practical existenced. detailed 4. lifelike, true to lifee. religious 5. classical, of old beliefsf. traditional 6. sincere to believe in a god or godsI'd like you to look at the paintings in this unit, and then work in groups of 4 to discuss the questions in Warming Up.Step III Pre-reading Get the students to discuss the questions in Prc-rcading in pairs. Then check the answers with the whole class.1.Do you ever visit art galleries? What kind of paintings have your ever seen?2.Can you speak out the names of some famous Western artists and tell me in which centuiy they lived? Step IV Reading Task I ScanningShow some questions on the screen.1.What were the artists interested in from 5lh(o 15th century AD?2.How did Masaccio paint his paintings?3.Why did the impressionists have to paint quickly?Task 2 SkimmingLet the students read the passage again and get (he main idea of it. Then complete lhe following charton their own. And check the answers with the whole class.Let's explain some sentences.1.There are so many ... that it would be impossible to...This sentence means that there are too many different styles of Western art to introduce in a short passage.2.People became focused more on humans and less on religion.It tells us that people began to pay more attention to humans than religion.3.If the rules of perspective had not been discovered, people would not have been able to paint...This sentence means that people discovered the rules of perspective, so that they painted such realistic pictures.4.During the Renaissance oil paints were also developed, which made colors look ...That is to say, during (he Renaissance oil paintings were so advanced that colors looked richer and deeper.5.At the time they were created, the impressionists' paintings were controversial but today they arc accepted as the beginning of what we now call “modern art''.When the impressionists started to paint in their own way, some people did not accept their paintings. However, nowadays people consider them as the beginning of （he Modern Art.Step V Comprehending Let the students read the passage again and deal with the Exercises I & 2 in Comprehending. Step VI.课文重点难点解析There are so many different styles of Western art that it would be impossible to describe all of them in a short text. Plso ... that...如此以致于；so之后可接形容词、副词或加修饰语的名伺：e.g. This isso interesting a book that we all like to read it.He had so many falls that he was black and blue all over.a.当不定式、动名词、从句等结构用作主语时，为了避免“头重脚轻"，往往用it作形式主语而把真正的主语放在句子末尾。
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。
最新人教版高中英语选修6全册教案
最新人教版高中英语选修6全册教案Unit 1 ArtThe First Period ReadingTeaching 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 painting Teaching 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 ofthe 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 them to 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 orpractical existenced. 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.Step Ⅳ ReadingTask 1 SkimmingShow some questions on the screen.1.What were the artists interested in from 5th to 15the century AD?2.How did Masaccio3.paint his paintings?4.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.Task 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.Blackboard designUnit1 ArtA short history of western painting1.Ask the Ss to match some new words with the correct English meanings.A Ba. realistic 1. accurateb. abstract 2. state of fact of existingc. existence 3. being in thought but having a physical orpractical existenced. detailed 4. lifelike, true to lifee. religious 5. classical, of old belieff. traditional 6. sincere to believe in a god or gods2.Task 1 Skimming(1)What were the artists interested in from 5th to 15the century AD?(2)How did Masaccio(3) paint his paintings?(4)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.The Second Period Extensive ReadingTeaching aimsEnable the students to know something about the art galleries.Key sentences1. Many art lovers consider this to be the best small art gallery in New York.2. Henry Clay Frick, a rich New Yorker, died in 1919, leaving his house, furniture and art collection to the American People.3. The best way to see the paintings is to start from the top floor and walk down to the bottom.4.It is amazing that so many great works of art from the late-19th century to the 21st century could be contained in the same museum．Learning ability goalsFoster the students' ability in skimming and looking up information in references books and improve the students' reading ability.Teaching important pointsFinish the exercises in post-reading by using the knowledge we have learned.Teaching aidsA recorder, a projector, and a computerTeaching procedureStep1 Revision1. Check the answers of the exercises and explain the difficult ones.2. Ask a few students to read aloud their passages "If I were a millionaire, I would..."Step2 Lead inT: Imagine your class is going to Beijing Arts and Crafts Gallery, and you are the guide; tell them what they will see in the museum.Step3 Pre reading1. Do you know any western art galleries?2. Have you ever been to any western galleries before? If so, describe your visit.Step4 Fast readingSlide showSkim the text, and answer the following questions.1. What's the main idea of this passage?2. Where might you see such a passage?3. Who do you think the text was written for?Keys:1. The passage introduces some best art galleries of Manhattan.2. Possibly in a guide book.3. Tourists and art gallery visitors.T: Listen to the tape, and match the numbers on the map with the museums. Step5 Careful readingRead the passage more carefully and complete the chart below.nameaddressWhich centuries?What countries?Whitney Museum of American Art945 Madison Avenue(near 75th St.)Contemporary(mainly art by living artists)AmericaMuseum of Modern Art53th St. (between 5th and 6th Avenues)late 19th century to the 21st centuryWestern countriesMetropolitan Museum of Art5th Avenue & 82nd StreetFrom ancient to modern timesall over the worldGuggenheim Museum5th Avenue & 88th StreetModern (from late 19th century onwards)Western countriesThe Frick Collection5th and Madison Avenuespre-twentieth centuryWestern countriesStep6 DiscussionEnjoy the following pictures and discuss.Which of the five galleries would you choose to visit? Why? Guggenheim MuseumWhitney Museum of American ArtMetropolitan Museum of ArtMuseum of Modern ArtThe Frick CollectionStep7 Language pointsT: Now I'm going to explain some language points to you...Slide show1. Many art lovers consider this to be the best small art gallery in New York. consider大致有两种含义。
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.。
最新人教新课标高中英语选修6 Unit1精品教学设计unit 1 全单元教案1
Unit 1 Art教材分析I．教学内容分析本单元的中心话题是西方绘画艺术的历史、中西方各种艺术形式与风格，各时代的著名画家以及他们的作品。
听说读写等语言知识和语言技能主要围绕“绘画艺术”这一主题设计的。
本单元引导学生讨论这些问题，目的在于让他们了解绘画艺术及其各个历史发展时期的不同风格，培养他们对艺术的兴趣。
Warming up部分共有四个问题，引导学生讨论本单元出现的所有绘画，包括宗教绘画、文艺复兴时期的绘画、印象派风景画和抽象画等。
通过为教室选张贴画、为家居选布置画、谈个人对绘画等艺术的喜好等活动，让学生交流对绘画等艺术形式的认识，并在此过程中学习本单元即将出现的生词。
Pre-reading部分有三个问题，引导学生回顾在画廊或书本上见过的绘画。
尤其要学生回顾所见的西洋绘画和著名的画家，这和“热身”部分的讨论有机地联系起来，帮助学生认识国画和西洋画的不同特征、代表性作品及画家。
Reading部分主要介绍西方绘画史。
文章开头阐述导致艺术发展的因素：生活方式和人们的信仰，并由此得出结论：西方艺术不断变化发展，而中国艺术相对保持稳定。
随后文章从四个方面介绍了主要的西方艺术绘画流派。
中世纪的绘画主题主要与宗教有关，这个时期的作品充满了宗教符号，表达作者对上帝的崇敬和热爱。
直到13世纪，意大利画家乔托（Giotto）才开始描绘现实的宗教活动。
文艺复兴时，人们的思想和价值观发生了根本性的变化，绘画主题从宗教转向人与自然，绘画手法更为现实。
意大利画家马萨乔（Masaccio）采用透视法绘画，开创了现实主义绘画的新纪元。
19世纪晚期，欧洲的工业化导致了巨大的社会变革，也使绘画风格产生了变化。
在法国的巴黎出现了印象派艺术画家，他们走出家门，捕捉瞬间作用于物体的光线。
印象派绘画一段时间引起了争议，但如今被公认为现代艺术的开端。
无论是抽象画还是现实画，都得益于印象派艺术的启发。
阅读文章中有四幅图，分别为：1.亚博拉罕接待天使（大圣母教堂侧壁）432—440 ——中世纪 2.巴۰卡斯蒂利昂伯爵像（拉斐尔）1515 ——文艺复兴3. 日出（莫奈）1872-1873——印象主义4.海边人物形象（斯塔尔）1952——现代艺术Comprehending部分设置了四个练习。
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 Unit1 Art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1pssess/n/have 2 tehnique/tehnlg 3 shad/shade 词形变化1 nsequene n结果nsequent ad 作为结果的,nsequentl adv 从而, 因此2 pssess v 占有, 拥有pssessin n 拥有, 占有, 所有3faith n 信任, 信念,faithful ad 守信的, 忠实的, faithfull adv 忠诚地, 如实地4 tehnique n 技术, 技巧, 方法,tehniian n 技术员, 技师tehnlg n 工艺, 科技, 技术aggressive ad 敢作敢为的, 侵略性的aggress v 攻击, 侵犯aggressin n 进攻, 侵略重点单词1 faith n信仰；信任；信心2 ai n 目标；目的；瞄准vi≈vt瞄准（向某方向）努力3 tpial ad 典型的, 象征性的4 adpt vt 采用, 收养nvine vt 使确信；使信服6 attept n 努力；尝试；企图vt尝试；企图7 predit vt预言；预告；预测重点词组a great deal大量b inidene巧合地n the ther hand另一方面in the flesh活着的；本人in (the) pssessin f拥有（属于）in nsequene因此，结果appeal t（对某人）有吸引力；重点句子1 But it as evident that ideas ere hanging in the 13th entur hen painters lie Gitt di Bndne began t paint religius senes in a re realisti a2 the tried t paint peple and nature as the reall ere3 ang the painters h bre aa fr the traditinal stle f painting ere theIpressinists重点语法虚拟语气（I）(见语法专题)II 词语辨析(旨在提供完形填空所需材料) 1) pssess/n/have vt占有, 拥有,【解释】pssess较为正式，强调对目前拥有或占有的东西可以控制或支配。
高中英语人教版选修6Unit1教学设计正式版
Unit 1 Art教学设计I.单元教学目标：1．Talk about art and 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⋯ / Iwhich’d wouldlike⋯/you prefer⋯./ I really preferwould you rather⋯/ would you like⋯or⋯2. 词汇abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar3. 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 impossibleto describe all of them in a short text.2.people became focused more on human and less on religion.3.if the rules of perspective had not been discovered, people would 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-19 th century to 21st century could be contained in the same museum.III.教材分析本单元以 ART 为主题，主要介绍了西方绘画简史，描写了曼哈顿最好的艺术长廊。
人教版高中英语选修6教案：Unit+1+Artperiod1.doc
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。
想象力是翅膀，客观实际是空气，只有两方面紧密结合，才能取得显着成绩。
2、想停下来深情地沉湎一番，怎奈行驶的船却没有铁锚;想回过头去重温旧梦，怎奈身后早已没有了归途。
因为时间的钟摆一刻也不曾停顿过，所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。
3、真正痛苦的人，却在笑脸的背后，流着别人无法知道的眼泪，生活中我们笑得比谁都开心，可是当所有的人潮散去的时候，我们比谁都落寂。
4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。
5、幸福，是一种人生的感悟，一种个人的体验。
也许，幸福是你风尘仆仆走进家门时亲切的笑脸;也许，幸福是你卧病床上百无聊赖时温馨的问候;也许，幸福是你屡遭挫折心灰意冷时劝慰的话语;也许，幸福是你历经艰辛获得成功时赞赏的掌声。
关键的是，你要有一副热爱生活的心肠，要有一个积极奋进的目标，要有一种矢志不渝的追求。
这样，你才能感受到幸福。
6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。
7、淡淡素笺，浓浓墨韵，典雅的文字，浸染尘世情怀;悠悠岁月，袅袅茶香，别致的杯盏，盛满诗样芳华;云淡风轻，捧茗品文，灵动的音符，吟唱温馨暖语;春花秋月，红尘阡陌，放飞的思绪，漫过四季如歌。
读一段美文，品一盏香茗，听一曲琴音，拾一抹心情。
8、尘缘飞花，人去楼空，梦里花落为谁痛?顾眸流盼，几许痴缠。
把自己揉入了轮回里，忆起，在曾相逢的梦里;别离，在泪眼迷朦的花落间;心碎，在指尖的苍白中;淡落，在亘古的残梦中。
在夜莺凄凉的叹息里，让片片细腻的柔情，哽咽失语在暗夜的诗句里。
9、用不朽的“人”字支撑起来的美好风景，既有“虽体解吾犹未变兮”的执着吟哦，也有“我辈岂是蓬蒿人”的跌宕胸怀;既有“我以我血荐轩辕”的崇高追求，也有“敢教日月换新天”的豪放气魄。
33 我是一只蜜蜂，在祖国的花园里，飞来飞去，不知疲倦地为祖国酿制甘甜的蜂蜜;我是一只紫燕，在祖国的蓝天上，穿越千家万户，向祖国向人民报告春的信息;我是一滴雨点，在祖国的原野上，从天而降，滋润干渴的禾苗;我是一株青松，在祖国的边疆，傲然屹立，显示出庄严的身姿。
最新人教新课标高中英语选修6 Unit1精品教学设计Unit1 Vocabulary and Useful Expressions教案
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 canoe2. Complete the passage using the words below in the correct form.When 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) useful4. Complete the table with the correct nouns, verbs, adjectives or adverbs.。
高中英语人教版选修六教案Unit 1单元教案(word版)
Unit 1 ArtPeriod1 Vocabulary 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.Verb AdverbNoun AdjectiveangrydarkenimpressiverepetitivetransformationaltranslationwarmenjoyexpressivelyinspireSuggested Answers:Verb AdverbNoun Adjectiveanger 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. Tanne r’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+动词过去式主语+ would/could/might/should+ （be 动词用were）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+动词过去式主语+ would/could/might/should+②if+主语+were to + 动词原形动词原形③if+主语+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。
【公开课教案】选修6 Unit 1 Reading：A Short History of Western Painting 教学设计
选修6第一单元Reading：A Short History of Western Painting教学设计一、教材依据人教版选修6 第一单元 Reading：A Short History of Western Painting二、设计思想（一）教材分析：课文主要介绍了西方绘画简史，帮助学生了解更多有关美术的背景知识，分析中西方各大流派的特点，指出其代表性的画家的作品，并对中西方绘画艺术进行比较。
1、Warming up 部分要求学生运用相关目标语言对自己喜欢的艺术形式和流派展开讨论，并说明喜欢的原因。
2、Pre-reading 让学生有关画展或书中的艺术作品以及西方不同时期的著名画家。
3、Reading 介绍了西方绘画监视，不同的艺术流派，艺术特点及其代表性的画家和作品。
4、Comprehending要求学生在理解课文的基础上，写出三件有关西方艺术史的事并西方艺术分割变化大的原因。
（二）学生分析：1、学生在美术课，历史课及政治课上都有学过中西方艺术，并不陌生。
2、班上有一些美术生，对绘画有着较深的理解，比较容易在课堂上讨论。
3、已具有一定的合作、交流、探究能力。
三、教学目标1、知识与技能：Enable the students learn how to talk about the short history of Western painting.Help the students to talk about the short history of Western painting.2、过程与方法：Skimming and Scanning; individual, pair or group work; discussion.3、态度情感与价值观：Improve the sense of beauty. Love Chinese paintings. Love China.四、教学重点Enable the students to know the different styles of Western art.五、教学难点Enable the students to talk about their opinions about different styles of Western art.六、教学准备A computer and a projector, a recorder, and some famous paintings.七、教学过程StepⅠ Warming Up1. Show some paintings to students to put forward the topic ---paintings2. let students discuss some familiar Chinese painters and their paintings and a famous painting of Leonardo da vinci.3. Match some new words in column A with the correct English meanings in ColumnB.1.accurate2tate or fact of existing3being in thought but having a physical or practical existence4lifelike,true to life5classical,of old beliefs6sincere to believe in a god or godsA Bb. abstractc .existenced. detailede. religiousf .traditionalStep II : readingTask1. scanning :Read the passage as quickly as you can to find out the answers to the questions on the screen1What were the artists interested in from 5th to 15th century AD?2How did Masaccio paint his paintings?3Why did the impressionists have to paint quickly?Task2. SkimmingLet the students read the passage again and get the main idea of it. Then complete the following chart on their own. And check the answers with the whole class.Show the chart with blanks on the screen. A few minutes later, check the answers. Sample answers:Names of AgesTimesArtistsFeatureThe middle of ages5th to 15th century ADGiotto di BondoneReligious, realisticThe renaissances15th to 16th centuryMasaccioPerspective, realisticImpressionismLate 19th century to early 20th centuryDetailed, ridiculousModern art20th century to todayControversial, sial, abstract, realisticTask3 Explanation(1) Consequently, this text will describe only a few of the main styles. 因此，本文仅介绍其中主要的几种风格。
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.。
人教高中英语选修六：Unit1+教案.doc
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. abstract adj.抽象的，深奥的n.摘要（of）v.摘录，提取，分离（from）(perfect adj./v increase 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-live proof-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 he will win. 我确信他会赢。
新人教版高中英语选修6Unit1 Art--The Sixth Period教案
Unit 1 ArtThe Sixth Period Reading, speaking and writingTeaching goals:1. To enable the Ss to talk about environment.2. To help the Ss to write a letter to ask for permissions.Teaching procedures:StepⅠReading TaskHere is a letter on page 45 from a group of students who would like to make their school more attractive.1.Fast reading1Why do they bee worried?2What do they hope the headmaster will do for their project?2. Careful reading: suppose you were the president of the high school council and you received the letter. prepare to make notes for a report about the letter, filling the blanks on page 46❖Some tips about how to make notesJust write down some key wordsUse words or phrasesOmit the small words like prepositionsLetter from____________________________Asking for______________and____________Reason ______________________________Their plan:1___________________________2___________________________3___________________________Work will be done by :___________________StepⅡSpeaking taskAsk the Ss to discuss how to improve the environment of our school in fours, then speak out.❖A: planting more trees, grass and flowers, a beautiful garden, not pick the flowers and stamp the grass❖B: not throw litter,pick the rubbish, throw it into a dustbin, collect waste paper and bottles for recycling.❖C: keep the schoolyard or classroom clean, not draw pictures on walls, not carve names on the trees or desks and chairs❖D: make our school a non-smoking placeIn all,if everyone makes contribution to protecting the environment,the world will bee much more beautiful.If all Chinese care about the environment,I ’m sure China will bee one of the most beautifulcountries in the worldStepⅢWriting taskWrite a letter to the headmaster of the school asking for permission to improve the environment of the school. While writing, refer to the instructions in WRITING TASK.Step IV Summing upSum up what the students have learnt in this unit.Step V Learning TipGo through the learning tip with the students about how to get a generalidea of a text.StepⅥ Homework:Revise the whole unit and finish all the exercises in this unit.。
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Unit 1 Living wellTeaching aims（教学目标）三维目标知识目标Knowledge aims:1.Key words and phrases in this unit: abstract(抽象的)，sculpture(雕塑)，gallery(画廊)，faith(信念)，aim(目标)，conventional(传统的)，typical(典型的，有代表性的)，evident(明显的)，adopt(采用)，possess(拥有)，superb(卓越的，杰出的)，possession(财产)，technique(技术)，by coincidence(巧合地)，a great deal(大量)，shadow(阴影)，ridiculous(可笑的)，controversial(争议的)，attempt(尝试；企图)，on the other hand(另一方面)，predict(预测)．2．To learn about some major movements in Western art and how art has changed stylistically over the centuries.3．To learn how the information is organized.4．To develop the students' reading ability by skimming and scanning the passage. 5．To develop the students' speaking ability by talking about Western paintings. 6．To get the students to understand and use the following important and useful sentence patterns：If you could have three of these paintings on the walls of your classrooms，which would you choose?If you were an artist，what kind of pictures would you paint?Grammar in this unit: 虚拟语气(Subjunctive Mood)能力目标Ability aims:1.To learn about some major movements in Western art and how art has changed stylistically over the centuries.2.To guess what will be talked about in the listening materials.3.To improve their reading skills.4. Develop students’ reading ability and let them learn different reading skills.情感目标1．To stimulate students' sense of beauty and the ability of understanding，enjoying and creating beauty.2．To develop students' sense of cooperative learning.3. Activate the students’interest of learning English by using many kinds ofclassroom activities.Important points（教学重点）1. How to gain the ability to use the key words and expressions from the context.2.Get students to know about Western painting and Chinese art，famous artists and works of art.3．Enable students to grasp and use the expressions of preference.4．Let students learn the new grammar item：the subjunctive mood(1)．5．Develop students' listening，speaking，reading and writing ability.2. Understanding the listening materials.Difficult points（教学难点）1. Get students to learn different reading skills.2.Enable students to master the use of the subjunctive mood.3．Let students learn to write a letter of suggestion.Teaching methods（教学方法）1. Task-based teaching and learning2. Cooperative learning and practice3.Asking-and-answering activity to check the students’ answers of the exercises；individual，pair or group work to finish each task.4. Fast and careful reading.5. Discussion.Teaching aids（教具）（1）a tape recorder（2）a projector（3）the blackboard、whiteboard and other normal teaching tools学法指导合作探究对话推理教材分析本单元的中心话题是西方绘画艺术的历史、中西方各种艺术形式与风格，各时代的著名画家以及他们的作品。
听说读写等语言知识和语言技能主要围绕“绘画艺术”这一主题设计的。
东西方艺术根植与不同的文化之中，虽有相似，也不乏差异。
了解自己的文化有助于学习其他文化,因而在学习西方绘画艺术之前，可以先让学生了解一下中国绘画艺术。
国画图案所表现的主题具有名族特征，有的与读音有关，有的与民族有关，也有的出自典故。
学情分析本单元引导学生讨论“绘画艺术”问题，目的在于让他们了解绘画艺术以及各个历史发展时期的不同风格，同时让学生了解西方绘画艺术的历史、中西方各种艺术形式与风格，各时代的著名画家以及他们的作品，培养他们对艺术的兴趣。
课件设计PPT实验器材做练习和测试一次教学过程Teaching procedures（教学过程）Period 1 Warming up & reading学情分析：Important points（教学重点）1. How to gain the ability to use the key words and expressions from the context.2.Get students to know about Western painting and Chinese art，famous artists and works of art.3．Enable students to grasp and use the expressions of preference.4．Let students learn the new grammar item：the subjunctive mood(1)．5．Develop students' listening，speaking，reading and writing ability.2. Understanding the listening materials.Difficult points（教学难点）1. Get students to learn different reading skills.2.Enable students to master the use of the subjunctive mood.3．Let students learn to write a letter of suggestion.Step 1Warming up1．Warming up by looking and talkingShow the following paintings to the students and let them find out theirfavorites and give the reasons.Then help them find out the differences between the first three pictures and the next three ones.Sample expressions：If I were to choose paintings on the wall，I would choose the first one，because...If I were an artist，I would paint horses.Because...2．Warming up by reading the short passage below.The Chinese have for centuries seen painting as the highest form of art.Chinese paintings have an air of living nature，harmony and peace that is not always found in the art of other civilizations.It is entirely different from Western painting，but that difference is hard to grasp and express.The following are some different forms of art：Figure painting：It includes portraits，story painting and genre painting(风俗画)with figures as the main subject.Lines are the key point.Landscape painting：Chinese landscape paintings can be divided into blue－and－green landscape，gold－and－green landscape，light－purple－red landscape and water ink landscape according to the colors used in paintings.The one without outlines is called boneless landscape.Flower and bird painting：Flowers，rocks and birds are usually the main subjects of this kind of paintings.Technically，there are detailed style with colors and free style with ink.Court painting：It refers to the works done by those professional painters employed by the royal court，or imitations of their works by other painters.The passage above is about Chinese art forms.With this，the teacher can arouse students' interest to read the passage about Western painting.Step 2Pre－reading1．Match the paintings and their painters.Suggested answers: Painting 1：Picasso；Painting 2：Masaccio；Painting 3：Da Vinci；Painting 4：Van Gogh2．Encourage students to talk more about the paintings and the artists.Keys for reference：Leonardo da Vinci was born in 1452 in the village of Vinci.Leonardo began his career working for a master painter in Florence.His masterpiece is Mona Lisa.Leonardo was truly a “Renaissance Man” skilled in many fields.He was a scientist and an inventor as well as an artist.He made notes and drawings of everything he saw.Leonardo invented clever machines，and even designed imitation wings that he hoped would let a person fly like a bird.Step 3Reading and comprehending1．Fast－readingAsk students to skim the passage to get the key words and general idea of each paragraph and answer the following questions：(1)What's the main idea of the text?________________________________________________________________________(2)How many styles of Western art are mentioned in the text? What are they?________________________________________________________________________Suggested answers：(1)The style of Western art has changed a lot as time goes by.(2)Four.They are：the Middle Ages，the Renaissance，Impressionism and Modern art.2．Detailed－reading(1)Ask students to read the text carefully to get some specific information and fill in the chart below.(2)Ask students to scan the passage for detailed information and do the following multiple choices.①In the Renaissance，painters ______.A．painted religious scenes in a more realistic styleB．focused more on religion than on humansC．began to paint outdoorsD．returned to classical Roman and Greek ideas about art②______ discovered how to make paintings look more real by using perspective.A．Giotto di Bondone B．Masaccio C．Claude Monet D．Pablo Picasso③According to the text，art is influenced less likely by ______.A．social changes B．the way of lifeC．agriculture D．beliefs of people④When did people focus more on people and less on religion?A．From 5th to 15th century AD.B．From 15th to 16th century.C．From late 19th to early 20th century.D．From 20th century to today.⑤Most people hate the Impressionists' style of painting at first because they thought ______.A．their paintings were very abstractB．they broke away from the traditional style of paintingC．their paintings were very realisticD．their paintings were very ridiculous⑥What does the text mainly tell us?A．How religious painting developed.B．How oil painting developed.C．How Impressionist painting developed.D．How Western art developed.(3)Guess which period the following pictures belong to.Suggested answers：(1)①religious②Giotto di Bondone③people and nature④late 19th to early 20th⑤light and shadow⑥Modern Art⑦Abstract(2)①D②B③C④B⑤D⑥D(3)Painting 1：the Renaissance；Painting 2：the Middle Ages；Painting 3：Modern Art；Painting 4：ImpressionismStep 4Language studyDealing with any language problems (words or sentences students might not understand)to help the students to have a better understanding of the text.Step 5Listening，reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations：concentrate on，adopt a humanistic attitude to life，possess sth.，be convinced that，by coincidence，a great deal，lead to，break away from，attempt to do，on the other hand.Step 6Structure analyzingAfter reading，ask students to discuss the text structure.Keys for reference：This passage is a historical report.The first paragraph introduces the topic and the theme of the text.The rest of the report presents the information in chronological order.A feature of historical reports is the abundance of time expressions.The last sentence of the report functions as a conclusion.In addition，each section begins with a topic sentence.Step 7RetellingAsk students to talk about the history of Western painting in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.Step 8Homework1．Learn the useful new words and expressions in this part by heart.2．Try to find a book with reproductions of Western paintings or Chinese paintings and explain what you like or dislike about them.板书设计Unit 1 Living wellImportant points1. How to gain the ability to use the key words and expressions from the context.2.Get students to know about Western painting and Chinese art，famous artists and works of art.3．Enable students to grasp and use the expressions of preference.4．Let students learn the new grammar item：the subjunctive mood(1)．5．Develop students' listening，speaking，reading and writing ability.2. Understanding the listening materials.Teaching methods1. Task-based teaching and learning2. Cooperative learning and practice3.Asking-and-answering activity to check the students’ answers of the exercises；individual，pair or group work to finish each task.4. Fast and careful reading.5. Discussion.Step 9Reflection after teachingPeriod 2 Language Study学情分析：Important points（教学重点）1. How to gain the ability to use the key words and expressions from the context.2.Get students to know about Western painting and Chinese art，famous artists and works of art.3．Enable students to grasp and use the expressions of preference.Difficult points（教学难点）1. Get students to learn different reading skills.2.Enable students to master the use of the subjunctive mood.3．Let students learn to write a letter of suggestion.Step 1Revision1．Check the homework exercises.2．Ask some students to tell the styles of Western art.Step 2Reading 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.Step 3Practice 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 where necessary.Step 4Vocabulary 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。