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六各单元阅读全英文教案(全册 共5个单元)
最新人教版高中英语选修六各单元阅读全英文教案（全册）Unit 1 ArtPeriod2 ReadingTeaching aimsEnable students to learn something about the western arts ,and learn how to describe a painting.Teaching proceduresStep1 BrainstormingHow much do you know about art? Have you ever been to an art gallery?Do you find your visit interesting?What can you think of when looking at the word “art”?Step2 Pre-reading1.kinds of painting:2.Can you name some famous paintings and painters in the world?3.DifferencesWestern paintings:Realistic detailed, rich in color, line and shapeAbout religion, humanChinese paintings :It is often about nature, such as mountain, water, bird-and-flower, etc. It has the symbol of harmony (和谐）and peace.Step3 Fast reading1．W hat’s the main idea of the text?has changed a lot with going by.2.How many styles of Western painting are mentioned in the text? What are they?.3. How is the passage organized?4. The author’s main purpose in writing this passage is to ________.A. have you believe somethingB. make you laughC. tell you how to do somethingD. give you informationStep3 Careful readingPart2:The Middle Ages1．Q: What are the paintings of this period full of ?2．True or falsea. Artists of this period were interested in showing nature and people as they really were.b. Paintings in the Middle Ages were very realistic.Part3:The Renaissance1. Painters in Renaissance began to focus onA. religionB. humans and natureC.scienceD. society2. In Renaissance, painters returned to classical and ideas about art.A. Roman, ParisB. Greek, LondonC. Roman, Greek3.Which of the following is not the things the rich people paid famous artists to paint?A.The rich people themselvesB. houses and possessionsC. the godD. activities and achievements4:.What are the two important discoveries in the Renaissance period ?They were drawing in andPart4 Impressionism1 Changes:In society :Changed …from toIn life:moved fromIn art: led tobroke away fromimpressionists2 Feature:3 Why did the impressionists have to paint quickly?Part5 Modern artImpressionism is the start of Modern ArtTwo extremesStep4 Draw a conclusion:1.Western art has changed very little over the last 17 centuries.2.Painters in the Middle Ages painted mainly religious subjects.3.Paintings in the Middle Ages were very realistic.4.Renaissance painters tried to paint things in a realistic way.5.Two important discoveries in the Renaissance periodwereoilpaintsand drawing in perspective.6.Impressionists painted their pictures mainly indoors.7.At first people did not like the impressionists’ paintings.8.Modern art began with the impressionists.Step6 Let’s tell the right style of the paintings1.Mona Lisa2.Seated women3.Sun flowers4The kiss of JovahBy Leonardo da Vinci by Picasso by Vincent Van Gogh by Giotto di Bondone 1D2B3C4AA.The Middle Ages B Modern artC Impressionism D The RenaissanceStep7discussionDiscuss the following topic in groups:What kind of art do you like best? Why?( The head of each group should write down every member’s idea, then try to give a report. )Step8 Homeworkwrite a summary.Do not include your own opinion, but be sure to use our own words (about 30words.)Unit 2 PoemsPeriod 2 ReadingTeaching Aim: To cultivate students’ interest of poetry and improve their reading skills.Ability aim: Enable the Ss to talk about poems and write or translate a poem.Help the Ss to write or translate a poem.Teaching important pointHow to help the students to grasp and remember the detailed information of the reading material. Teaching difficult pointHelp the Ss to write or translate a poem.Teaching aimSkimming and Scanning ;individual, pair or group work; discussion.Teaching Procedure:Step 1 Warming upThe teacher shows three pictures and ask1. Which poems and poets can you think of when seeing the following pictures?Step 2 BrainstormingDiscuss the reasons why people write poems.Step 2 Fast readingScan the passage and answer the following questions.1. What is the main topic of the reading passage?2. What five kinds of poems does the reading passage talk about?different forms of English poemsnursery rhymes, list poems, cinquain, haiku, Tang poems.3. Scan the poems and fill in the form in pre- reading.Step 3 Careful readingT: Now let’s read the following five poems and finish tasks.Slide showListen to Poem A and pay attention to its rhyming lines and words.Read the poem by yourself again and answer the following questions.1. What’s the baby’s father going to buy if the looking-glass gets broken?2. What is Papa going to buy for the baby if that billy-goat runs away?3. What are the features of it?Keys：1. a billy -goat2. another billy-goat3. It has strong rhythm and rhyme and has a lot of repetition.Poem CRead the poem C and answer the followquestions1. Did his or her team win the game?2. Why his or her team didn’t win the game?3. Does the speaker really believe his or her own excuse? How do you know?Keys:1. No, his or her team didn’t win.2. The players didn’t win because: Jack didn’t score that goal; they didn’t have enough time; they hadn’t trained hard….3. The speaker doesn’t really believe his or her own excuses, because there has too many ifs…Poem D&E1. What subject is the speaker writing about?2. Does the speaker like the subject? Give a reason for your answer.T: We have enjoyed so many English poems. Some are traditional forms of English poetry but some are not, for example haiku. (It comes from Japanese).In fact English speaker also have borrowed from another kind of Asian poetry---Tang poems from China. Poem H at the bottom of this passage is a translation from the Chinese.The translation of Poem H望夫石王健望夫处，江悠悠。
人教版高中英语选修六全册教案(76页)
人教版高中英语选修6 优质教案全套Unit 1 ArtVocabulary and Useful ExpressionsTeaching Goals:1.To enable Ss to master some new words and expressions2.To get Ss to have knowledge of this grammar point: the subjective moodTeaching Procedures:Step 1. Free talkIf you have a special chance to become a poet, what kind of poems will you write to people?And why?Step 2. Word studyPurpose: To consolidate the words and phrases in the text.1.Find a word in the poems that rhymes with each of the words below. Then add other words that rhyme. The first one has been done for you.(1)dead lead red thread fed said bed(2)high(3)sing(4)today(5)lace(6)trueSuggested Answers:(2)high sky pie my fly shy lie(3)sing ring wing thing king fling string(4)today away say play lay tray may(5)lace race face case chase place space(6)true too new flew few shoe canoeplete the passage using the words below in the correct form.c o t t a g e r u n o u t o f n u r s e r y r h y t h m r e c i t e r h y m eWhen I was a baby, my mother used to read me rhymes, I loved their and the way the words at the end of the lines. By the time I was two years old, I could at least ten of them. When we new nursery rhymes, my mother would go to the store to buy another nursery rhyme book. In fact, my family loved reading so much that the living room in our was full of books.Suggested Answers:nursery; rhythm; rhyme; recite; run out of; cottage.3.In English we sometimes add –ful to a noun to make an adjective. For example, wonder becomes wonderful. This means full of wonder. Now make adjectives form these nouns. Then add four other pairs you know.(1)beauty (5) dread (9)(2)joy (6) hope (10)(3)sorrow (7) peace (11)(4)delight (8) power (12).Suggested Answers:(1) beautiful (2) joyful (3) sorrowful (4) delightful (5) dreadful(6) hopeful (7) peaceful (8) powerful (9) thankful (10) successful (11) painful (12) usefulplete the table with the correct nouns, verbs, adjectives or adverbs.Noun VerbAdjectiveAdverbangrydarkenimpressiverepetitivetransformationaltranslationwarmenjoyexpressivelyinspireSuggested Answers:Noun VerbAdjectiveAdverbanger anger angry Angrilydark darken dark darklyimpression impress impressive impressively repetition repeat repetitive repetitively transformation transform transformational \translation translate translated \warmth warm warm wrmlyenjoyment enjoy enjoyable enjoyably expression express expressive expressively inspiration inspire inspirational inspirationallyplete each sentence using the correct word from the table you have just completed. (1)While you were reciting the poem, I think you moved your body very . It made the performance much more interesting.(2)Ad I lay in the , the words of a new poem came into my head.(3)The teacher doesn’t think that the of the Tang poem is very good.(4)Songs are often easy to remember because they a lot of poetry.(5)Your talk was so that I want to go and write lots of poetry.(6)I loved the strong images you used in your poem to convey feelings of .(7)We were very by the students’ performance of their poetry.(8)We passed the afternoon very reading poetry together under the trees.(9)Mr. Tanner’s love of poetry has the students’ feelings towards the subject.(10)Even though it is cold, your poem about summer has made me feel really . Answers:(1) expressively (2) darkness (3) translation (4) repeat (5) inspirational (6) anger (7) impressed (8) enjoyably (9) transformed (10) warm Step 3. Grammar1.PresentationPurpose: To revise the usage of the subjunctive mood with Ss.所述情况从句主句与现在事实相反If+主语+动词过去式（be 动词用were）主语+ would/could/might/should+ 动词原形与过去事实相反If+主语+动词过去完成式主语+ would/could/might/should+have + 过去分词与将来事实相反①if+主语+动词过去式② if+主语+were to + 动词原形③if+主语+should+动词原形主语+ would/could/might/should+ 动词原形此表中需要注意几点：(1) be 动词在表示与现在事实相反的从句中一般用were.在非正式情况先，第一、第三人称后偶尔也用was. 如：If he were you, he would go at once.(2) 主句中的should 通常用于第一人称，would，could 以及might 可以用于各种人称。
人教版 新课标 英语选修6 教案
Unit1ArtI.Words&expressions1.faith n. 信任；信念；信心keep faith with sb. 守信于某人lose faith in 不再信任 have faith in 相信; 信任After repeated failure, he lost faith in himself.不断的失败之后，他对自己失去了信心。
Faith can remove mountains. 信仰能移山。
Never break faith, or you will lose all your friends.不要背信弃义，否则你将失去所有的朋友。
2.aim n. 目标；目的 vi.&vt. 瞄准；(向某方向)努力What is your aim in life? 你生活的目标是什么?take aim (at) 瞄准…… aim high 胸怀大志;心气很高aim at 向…… 瞄准；旨在，针对He aimed the gun at the enemy officer.他用枪瞄准了敌人的军官。
Our factory must aim at developing new models of machines.我们的工厂必须致力于研制新型机械。
3.adopt vt.1. 采取;采纳;吸收After much deliberation, the president decided to adopt her suggestion.总经理再三考虑之后 ,决定采纳她的建议。
2. 过继,收养[(+as)]Mr. Kern adopted the orphan as his own son.克恩先生将那孤儿收养为自己的儿子。
4.possession n. (尤作复数)所有；财产in possession of sth. 拥有/占有某物in the possession of/in one ’s possession 被… …拥有take/gain/get/have possession of sth. 拥有某物When his father died, he came into possession of a large fortune.父亲死后，他拥有了一大笔遗产。
(英语精品教案)英语人教版新课标选修6精品教案全套
Unit 1 ArtVocabulary and Useful ExpressionsTeaching Goals:1. To enable Ss to master some new words and expressions2. To get Ss to have knowledge of this grammar point: the subjective moodTeaching Procedures:Step 1. Free talkIf you have a special chance to become a poet, what kind of poems will you write to people?And why?Step 2. Word studyPurpose: To consolidate the words and phrases in the text.1. Find a word in the poems that rhymes with each of the words below. Then add other words that rhyme. The first one has been done for you.(1) dead lead red thread fed said bed(2) high(3) sing(4) today(5) lace(6) trueSuggested Answers:(2) high sky pie my fly shy lie(3) sing ring wing thing king fling string(4) today away say play lay tray may(5) lace race face case chase place space(6) true too new flew few shoe 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 wouldgo 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.Suggested Answers:5. Complete each sentence using the correct word from the table you have just completed. (1) While you were reciting the poem, I think you moved your body very __________. It made the performance much more interesting.(2) Ad I lay in the _________, the words of a new poem came into my head.(3) The teacher doesn’t think that the _________ of the Tang poem is very good.(4) Songs are often easy to remember because they ________ a lot of poetry.(5) Your talk was so _________ that I want to go and write lots of poetry.(6) I loved the strong images you used in your poem to convey feelings of _________.(7) We were very __________ by the students’ performance of their poetry.(8) We passed the afternoon very _________ reading poetry together under the trees.(9) Mr. Tanner’s love of poetry has ________ the students’ feelings towards the subject.(10) Even though it is cold, your poem about summer has made me feel really ________. Answers:(1) expressively (2) darkness (3) translation (4) repeat (5) inspirational (6) anger (7) impressed (8) enjoyably (9) transformed (10) warmStep 3. Grammar1. PresentationPurpose: To revise the usage of the subjunctive mood with Ss.此表中需要注意几点：(1) be动词在表示与现在事实相反的从句中一般用were.在非正式情况先，第一、第三人称后偶尔也用was. 如：If he were you, he would go at once.(2) 主句中的should 通常用于第一人称，would，could以及might可以用于各种人称。
人教版高中英语选修6+Unit+2+Poems+Period+4+教案1.doc
Period 4Reading and Writing教学内容分析The teaching materials of this period contain two parts.The first part is the reading passage on Page 14 with the title of I've Saved the Summer，which is a poem telling a parent speaking to a young adult child.The older person has experienced his/her own journey through life and is offering love to the young person to help him/her begin on his/her own journey through life.The second part is the Writing Task on Page 54，which asks the students to write a poem.Knowledge and skills1．To enable the students to listen to the “music” of the poem，to know how it makes them feel and what it makes them think about.2．To get the students to learn the following useful new words and phrases：appropriate，exchange，sponsor，darkness，try out，let out.3．To get the students to learn the following useful structure：If I＋past tense...，I would...4．To help the students learn how to write a poem starting with “If I．..”．5．To foster the students' ability in skimming and looking up information in reference books and improve the students' reading ability.Process and methodsReading for specific information，summarizing，discussing and practicing.Emotion，attitude and value1．To stimulate the students' love to poetry.2．To inspire the students to write poems of their own.教学重、难点1．The understanding of the reading passage.2．The use of the subjunctive mood in poem writing.3．Teaching the students how to write a poem of their own.教学过程RevisionCheck the answers to the grammar exercises on Page 13 and explain the difficult ones.Pre－readingListen to the poem “I've saved the summer” and answer these questions：1．Do you think the speaker in the poem is more likely to be a girlfriend/boyfriend or a parent?2．Does the poem have a rhythmic pattern?3．Does the poem have rhyming words?4．When you were listening to the poem，did it make you feel something or think about something? What did it make you feel or think about?Suggested answers：1．Students' answers may vary.2．Yes(it has two strong beats per line)．3．Yes.4．Students' answers may vary.Reading1．Circle the words that rhyme.What is unusual about the rhyming words in the last four lines?2．Try beating or clapping the strong beats of the rhythm as you read the poem to yourself.Now listen to the poem again and clap the strong beats.Suggested answers：1．Circled words：you，new；need，feed；nineteen，mean；way，day；own，own.The rhyming words in the last four lines are unusual because they are the same word although they each have a different meaning.2．The strong beats of the rhythm are marked below：I've saved the sum merAnd I give it all to youTo hold on winter morn ingsWhen the snow is new.I've saved some sun lightIf you should ever needA place away from dark nessWhere your mind can feed.And for myself I've kept your smileWhen you were but nine teenTill you're older you'll not knowWhat brave young smiles can mean.I know no ans wersTo help you on your wayThe ans wers lie some whereAt the bott om of the day.But if you've a need for loveI'll give you all I ownIt might help you down the roadTill you've found your own.DiscussionIn small groups discuss these questions：1．Who is the speaker in the poem and who is he/she speaking to? Give reasons to support your answer.2．Which of the following is the closest to the speaker's message? Give a reason for your choice.A．If it's cold，I'll warm you；if it's dark，I'll give you light；if you're hungry，I'll feed you；if you want love，I'll give it to you.B．Although the future may be difficult for you，whenever you need warmth and love，remember I'll have some to give you.C．While you're away I'll remember your smile and I'll love you always. When you return，I hope you will love me.Suggested answers：1．A parent(mother or father)speaking to a young adult child(son or daughter)．We know that the speaker is probably a parent because he/she is offering the child unconditional love(But if you've a need for love，I'll give you all I own)．We know that the son/daughter is a young adult because the speaker refers to the time when you were but nineteen.2．BLanguage studyShow the students the following language points in a slide show.1．appropriate(P13)【原句再现】Match the beginning of each sentence with the appropriate ending.把每个句子的开头与其合适的结尾连在一起。
人教版高中英语选修六：Unit+2+Poems+Teaching+plan+教案.doc
Unit 2 Poems Teaching planPart 1 Teaching MaterialThe content of my lesson is about phonetic knowledge. By studying of this part, we’ll enable students to know pronouncing well is quite important in learning English and develop the interest in learning English. At the same time, let the students learn how to grasp some pronunciation skills and deal with pronunciation analysis problems. From this lesson, it starts practicing pronunciation rules ,skills and know the importance of phonetic knowledge .(As we all know, phonetic knowledge belongs to the input during the process of the language learning. The input has great effect on output, such as listening, speaking and writing.) Therefore, this lesson is in the important position of this part. If the Ss can master it well, it will be helpful for them to learn the rest of this part.Part 2 Teaching AimsAccording to the new standard curriculum and the syllabus , and after studying the teaching material, the teaching aims are the followings:1.Knowledge objects(1)The Ss can master the usage of the important words andexpressions.(2)The Ss can use the pronunciation skills in the proper situation.(3)The Ss can understand the content of the lesson, talk about the importance of phonetic knowledge and get their own idea about pronunciation.2.Ability objects(1) To develop the Ss’ abilities of listening, speaking, reading and writing(2) To guide Ss to set up effective studying strategies.(3) To improve the student’s pronunciation ability, especially their learning English ability.(4) To train the Ss’ abilities of studying by themselves and cooperating .3.Emotion or moral objects(1)By completing the task, the Ss increase their interest in learning English and set up self-confidence in learning English .(2)Teach the Ss how to pronounce and how to deal with pronunciation analysis problems , put the moral education in the language study.Part 3 the Important and Difficult PointsBased on the requirement of the syllabus.The important points are pronunciation skills such as the pronunciation of /igz / and /eks / .The difficult points are pronunciation analysis problems, for example “explanation”-/eks/, “explain”-/iks/.Part 4 Teaching MethodsAs is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories .1. Communicative Approach2. Whole Language Teaching3. Task-based Language Teaching4. Total Situational Action a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.Part 5 Teaching ProcedureStep 1. Lead-in. (4 min)Play a song of <<DO RE MI>>.Let Ss to sing along with it and pay attention to pronunciation.Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.(2) To set up suspense/develop interest in pronouncing beautifully.Step 2. Practice pronunciation.Task 1. (Individual work, pair work, group work, class work;6 min)Let Ss Practice pronunciation of “/θ/”and “/ʃ/”with partners. This part contains Minimal pairs, practice sentences and Jazz Chants.Task 2. (Individual work, pair work, group work, class work ;8 min )Let Ss Practice pronunciation of “/ i:/”and “/I/”with partners. This part contains practice words, sentences and Old MacDonald.Now, let’s see what happened to the Ss’pronunciation / let’s check whether it is right or not.Purpose of my design: (1) to get to know something about the pronunciation skills.(2) To have a better understanding about the importance of phonetic knowledge..Step 3. Pronunciation analysisTask 1. (Individual work, pair work, group work, class work; 9 min)Let Ss to read carefully and take notes.1. Pronunciation of “V-ed”;2. Pronunciation of “Ex”;3. Pronunciation of “ea”.Task 2. (Individual work, pair work, group work, class work; 15 min)Guide Ss to read the material carefully and take some important notes, then do some exercises of Shaanxi province college entrance examination in 2013..Ask Ss to read the material carefully and find out the correct answers to finish the following exercises of Shaanxi province college entrance examination in 2013.Purpose of my design: Enable students to understand the given material better by using pronunciation skills. And proper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to develop the Ss’ability of communication and also their ability of co-operationwill be well trained.Step 4. Practice in group ( 3 min)Ask Ss to review their notes.Discuss the Pronunciation of 48 international phonetic alphabet with other group members and then choose a reporter to share their opinions about the correct pronunciation and read out aloud with the whole class.Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.Step 5. Homework1. Read words ,sentences and sing an English song to practice pronunciation well.2.Do exercises about dealing with pronunciation analysis problemsPurpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.精美句子1、善思则能“从无字句处读书”。
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.。
人教版高中英语选修6+Unit+2+Poems+Period+5+教案1.doc
Period 5Summing Up，Learning Tip and Assessment教学内容分析This is the last teaching period of this unit，so the emphasis should be placed on going over and summarizing what has been learned in this unit.It includes the following parts：Summing Up，Learning Tip，Checking Yourself and some other consolidation exercises.Summing Up summarizes the whole unit from the aspects of topics，vocabulary and grammar.The teacher can first use this part to let students sum up what they have learned in this unit and then let them find out what they can't understand very well.Learning Tip gives students instructions on how to get the general idea of the text.Let the students think about what they already know about the topic and what new information they will find.Finally，ask students to finish Checking Yourself on Page 54 in the Workbook.This part aims at encouraging students to make a self－assessment after they finish learning this unit.It is very important to improve their learning.Of course，a testing assessment is also needed.In this period，the teacher can also provide more practice to consolidate what students have learned in this unit.三维目标设计Knowledge and skills1．To get students to master all the useful new words and expressions in this unit.2．To have students under stand the new grammar item “Subjunctive Mood(2)” better，and enable them to use the following structure correctly：If I had done...I would have done...3．To develop the students' ability to use the important language points in this unit.Process and methodsDesign some additional exercises for students to do in order that they can learn to use and grasp all the contents.Emotion，attitude and value1．To encourage students to learn more about poetry and know more about some famous poets both at home and abroad.2．To train the students to appreciate the beauty of poetry.教学重、难点Using what they have learned in this unit to solve real problems.教学过程Revision1．Check the homework exercises.2．Dictate some useful new words and expressions in this unit.Lead－inAsk the students to turn to Page 16.Think about what they have learned in this unit and tick the boxes to see how well and how much they have learned.Summing upFive minutes for the students to summarize what they have learned in this unit by themselves.Then check and explain something where necessary.Suggested answers：(Students' answers may vary.)From this unit we have learned some simple forms of poems：nursery rhymes，list poems，cinquain，haiku and Tang poems.From the Workbook we have learned some other forms of poems，such as songs and adverb poems.From this unit we have also learned：useful verbs：tick，convey，tease，transformphrasal verbs：take it easy，run out of，be made up of，try out，let outuseful nouns：exchange，sponsor，rhyme，nursery，diamond，pattern，cottage，sparrow，minimum，translation，branch，sorrow，librarian，sectionuseful adjectives and adverbs：concrete，flexible，appropriate，eventually，contradictory，salty，endless，foreveruseful expressions：in particular，by chance/accidentnew grammar item：Subjunctive Mood(2)PracticeShow the exercises on the screen or give out exercise papers.Ⅰ.Word spelling1．Can you r______ any poems you have read in high school，either in Chinese or in English?2．I think you'd better consider other a______ of the matter.3．Some poems try to c______ certain emotions.4．The n______ teacher made the children sit bolt upright.5．Mind your manners，guys! I want nor______ of your bad behavior.6．The lady has a very expensive ring with a d______ in the centre.7．Somebody dreamed of after retirement moving to a remote c______ in the countryside.8．If you always t______ others like that，you'll miss the good opinion of your friends.9．There is e______ work to do when you have children in the house.10．He t______ the speech from Spanish into English.11．Your room looks old.Why not t______ it by painting it?12．He told me with s______ that his mother was very ill.13．His casual clothes were not a______ for such a formal occasion.14．If you are lost in the wood，it's very necessary to have a c______ with you.15．The cloth has a p______ of flowers on it.16．John was touched by the w______ of their welcome.17．The truck was carrying a l______ of bananas.Ⅱ.Complete the passage using the words and expressions in the box in their correct forms.cottage，run out of，nursery，rhyme，minimum，convey，contradictory，pattern，translation，formWhen I was a baby，my mother used to read me ______ rhymes.I loved their ______ meaning and the way that the words ______ at the end of the lines.When I grew older，I was introduced to other ______ of poetry.Many of them also had a strong ______which was repeated.The forms I liked best ______ their meaning by using the bare ______ ______ of words.Some of these forms came from Asia(like the haiku)and some of these were ______from their original language.When I______ new poems to read and enjoy，I would go to the library for some more.The librarian was a friend of my mother，and she would put poetry books on one side for me.In fact，my family love reading so much that we keep buying books.Now the living room of our ______ is full of books.Ⅲ.Translate the following expressions into Chinese.1．make a list of ______ 2.express feelings ______3．rhyming words ______ 4.an aspect of ______5．convey certain emotions ______ 6.nursery rhymes ______7．delight sb.______ 8.score goals ______9．take the eyes off the ball ______ 10.stay up ______11．take it easy ______ 12.run out of energy ______13．be made up of ______ 14.convey a strong picture ______15．be brimful of ______ 16.transform into ______17．translate into ______ 18.appropriate ending ______19．by chance ______ 20.pay attention to ______Ⅳ.Multiple choice1．—It is getting late.I am afraid I must be going now.—OK.______.A．Take it easy B．Go slowlyC．Stay longer D．See you2．What will the world use for power when it ______ oil?A．run out of B．is running out ofC．has run out of D．ran out of3．To enjoy the scenery，Irene would rather spend long hours on the train______ travel by air.A．as B．toC．than D．while4．Don't believe him.He ______ a story.A．makes up B．is making upC．makes up of D．is making out5．There are ______ these books and ______ pencils on the desk.A．a dozen；scores of B．scores；a dozen ofC．scores of；a dozen D．two dozens；a score6．He suggested that we ______ the plan later，which suggested that he ______ against it.A．discussed；was B．would discuss；should beC．discuss；was D．should discuss；should be7．The train ______ over three hundred passengers over day.A．transmits B．shipsC．conveys D．ferries8．Look at the trouble I am in.If only I ______ your advice.A．followed B．would followC．had followed D．should follow9．Before leaving this country，you must be in ______ of a valid passport.A．provide B．possessionC．own D．label10．Everything ______ doing is worthy of ______ well.A．worthy；being done B．worthy；doingC．worth；being done D．worth；doing11．The head office of the bank is in Beijing，but it has ______ all over the country.A．companies B．branchesC．organizations D．businesses12．They ______ two free tickets to Canada，otherwise they'd never have been able to afford to go.A．had got B．gotC．have got D．get13．He hears the little girl ______ a scream of terror when he was about to leave.A．set out B．let outC．come out D．give out14．Nowadays young people，______ children，are ______ about their foods and clothes.A．especially；special B．especially；particularC．particularly；especial D．specially；especial15．After having worked hard for so many years，Tom ______rose to the position of manager of the company.A．eventually B．unfortunatelyC．generally D．purposefullyFirst get the students to do the exercises.Then the answers are given.The teacher can give them explanations where necessary.Suggested answers：Ⅰ.1.recite 2.aspects 3.convey 4.nursery 5.repetition 6.diamond7.cottage8．tease9.endless10.translated11.transform12.sorrow13.appropriate pass15.pattern16.warmth17.loadⅡ.nursery；contradictory；rhymed；forms；pattern；conveyed；minimum；translations；ran out of；cottageⅢ.1.把……列成一张表 2.表达思想 3.押韵的词 4.……的一方面 5.传达某种感情6.童谣7.使某人高兴8.进球9.没有留心看球10.不睡觉，熬夜11.放松，不着急12.精疲力竭13.由……组成14.呈现一幅清晰的画15.洋溢着……16.改变，转变成……17.翻译成……18.恰当的结尾19.碰巧20.注意到，留意到Ⅳ.1～5 DCCBC6～10 CCCBC11～15 BBBBALearning tipAsk the students to turn to Page 16.Read through the passage and make sure they understand it.Encourage them to do as the passage tells because if they are doing so they will be teaching themselves a useful way of learning.Assessment1．Checking yourself(on Page 54 in the Workbook)First get the students to think about the 6 questions individually.Then they can discuss in groups sharing their experience.The teacher can join in and give them advice and suggestions where necessary.2．Testing assessment(1)Complete the following dialogue with the proper forms of the verbs given.Tom：What ______ you ______(do)at this moment if you were at home?Henry：Playing cards，maybe.Tom：If I had known you liked cards，I ______(buy)some yesterday.If I happen to see them tomorrow，I______(buy)them.Henry：Oh，if I liked them so much，I______(bring)some with me yesterday.I______(not mind)at all if I didn't play here.We ______ only ______(waste)this nice weather if we wereplaying cards now.It______(be)much nicer if we could go walking.Tom：Why not?(2)Study the example below together with your group members.Then complete the following sentences with the proper forms.Example：If I_hadn't_taken your advice，I would_have_made a bad mistake.①If I had a cold，_________________________________________________________.②②If you were in his place，_________________________________________________.③It would be nice ___________________________________________________.④If I had left a little earlier，___________________________________________________.⑤She would have come _______________________________________________________.(3)Match the two parts of the sentences.①If I knew why she ran away，a．if you met a monster?②She would sleep better, b．if you thought I was behaving badly?③If I saw his face again, c．I would know it immediately.④Would you tell me, d．I would tell you.⑤If cloning were banned, e．if she watched fewer horror films on TV.⑥Wouldn't it be terrifying, f．this research would end tomorrow.Suggested answers：(1)would；be doing；would have bought；shall buy；would have brought；wouldn't mind；would；be wasting；would be(2)①I would stay in bed②you wouldn't do it in that way③if we went together④I could have arrived on time⑤if she hadn't had another appointment(3)①d②e③c④b⑤f⑥aHomework1．Finish off the Workbook exercises.2．Review and summarize what you have learned in Unit 2.Reflection after teaching精美句子1、善思则能“从无字句处读书”。
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。
人教版高中英语选修6+Unit+1+Art+period+2+教案1.doc
英语：Unit1 Art Period2优秀教案（新人教版选修6）Period 2Grammar—the Subjunctive Mood(1)整体设计教学内容分析This teaching period mainly deals with the grammar：the subjunctive mood.In the English language verbs are often divided into three different moods—the indicative mood，the imperative mood and the subjunctive mood.The indicative mood is used to indicate a fact or put forward a viewpoint.The imperative mood is used to express direct commands or requests.It tells you to do something.It is also used to signal a prohibition，permission or any other kind of exhortation.The subjunctive mood is used to express a condition which is doubtful or not factual.It is most often found in a clause beginning with the word “if”．It is also found in noun clauses，following a verb that expresses a doubt，a wish，regret，request，demand，or proposal.The following are verbs typically followed by clauses with the subjunctive mood：ask，demand，determine，insist，move，order，prefer，recommend，regret，request，require，suggest，wish.In this period we will focus on only part of the usages of the subjunctive mood，that is，the subjunctive mood beginning with the word “if” and that following the verb “wish”．三维目标设计Knowledge and skills1．To get the students to know the structure of the subjunctive mood.2．To let the students learn the usages of the subjunctive mood.3．To enable the students to use the subjunctive mood correctly and properly.Process and methods1．To ask the students to read the reading passage again，pick out the sentences with the subjunctive mood from the reading passage and translate them into Chinese.2．To ask the students to discover the structure and usages of subjunctive mood by comparing a lot of example sentences.3．To ask the students to do the exercises in Discovering useful structures on Page 5 for students to master the subjunctive mood.4．To ask the students to summarize the subjunctive mood.5．To ask the students to do the exercises in Using Structures on Page 43 and some other additional exercises for consolidation.Emotion，attitude and value1．To get the students to become interested in grammar learning.2．To develop the students' ability of comparing and summarizing.教学重、难点1．To get the students to master the structure and usages of the subjunctive mood.2．To enable the students to learn how to use the subjunctive mood correctly.教学过程Revision1．Check the homework exercises.2．Dictate some new words and expressions.3．Translate the following sentences into English：(1)那个项目花费了大量金钱。
人教版高中英语选修6+Unit+2+Poems+Period+5+教案1.doc
Period 5Summing Up，Learning Tip and Assessment教学内容分析This is the last teaching period of this unit，so the emphasis should be placed on going over and summarizing what has been learned in this unit.It includes the following parts：Summing Up，Learning Tip，Checking Yourself and some other consolidation exercises.Summing Up summarizes the whole unit from the aspects of topics，vocabulary and grammar.The teacher can first use this part to let students sum up what they have learned in this unit and then let them find out what they can't understand very well.Learning Tip gives students instructions on how to get the general idea of the text.Let the students think about what they already know about the topic and what new information they will find.Finally，ask students to finish Checking Yourself on Page 54 in the Workbook.This part aims at encouraging students to make a self－assessment after they finish learning this unit.It is very important to improve their learning.Of course，a testing assessment is also needed.In this period，the teacher can also provide more practice to consolidate what students have learned in this unit.三维目标设计Knowledge and skills1．To get students to master all the useful new words and expressions in this unit.2．To have students under stand the new grammar item “Subjunctive Mood(2)” better，and enable them to use the following structure correctly：If I had done...I would have done...3．To develop the students' ability to use the important language points in this unit.Process and methodsDesign some additional exercises for students to do in order that they can learn to use and grasp all the contents.Emotion，attitude and value1．To encourage students to learn more about poetry and know more about some famous poets both at home and abroad.2．To train the students to appreciate the beauty of poetry.教学重、难点Using what they have learned in this unit to solve real problems.教学过程Revision1．Check the homework exercises.2．Dictate some useful new words and expressions in this unit.Lead－inAsk the students to turn to Page 16.Think about what they have learned in this unit and tick the boxes to see how well and how much they have learned.Summing upFive minutes for the students to summarize what they have learned in this unit by themselves.Then check and explain something where necessary.Suggested answers：(Students' answers may vary.)From this unit we have learned some simple forms of poems：nursery rhymes，list poems，cinquain，haiku and Tang poems.From the Workbook we have learned some other forms of poems，such as songs and adverb poems.From this unit we have also learned：useful verbs：tick，convey，tease，transformphrasal verbs：take it easy，run out of，be made up of，try out，let outuseful nouns：exchange，sponsor，rhyme，nursery，diamond，pattern，cottage，sparrow，minimum，translation，branch，sorrow，librarian，sectionuseful adjectives and adverbs：concrete，flexible，appropriate，eventually，contradictory，salty，endless，foreveruseful expressions：in particular，by chance/accidentnew grammar item：Subjunctive Mood(2)PracticeShow the exercises on the screen or give out exercise papers.Ⅰ.Word spelling1．Can you r______ any poems you have read in high school，either in Chinese or in English?2．I think you'd better consider other a______ of the matter.3．Some poems try to c______ certain emotions.4．The n______ teacher made the children sit bolt upright.5．Mind your manners，guys! I want nor______ of your bad behavior.6．The lady has a very expensive ring with a d______ in the centre.7．Somebody dreamed of after retirement moving to a remote c______ in the countryside.8．If you always t______ others like that，you'll miss the good opinion of your friends.9．There is e______ work to do when you have children in the house.10．He t______ the speech from Spanish into English.11．Your room looks old.Why not t______ it by painting it?12．He told me with s______ that his mother was very ill.13．His casual clothes were not a______ for such a formal occasion.14．If you are lost in the wood，it's very necessary to have a c______ with you.15．The cloth has a p______ of flowers on it.16．John was touched by the w______ of their welcome.17．The truck was carrying a l______ of bananas.Ⅱ.Complete the passage using the words and expressions in the box in their correct forms.cottage，run out of，nursery，rhyme，minimum，convey，contradictory，pattern，translation，formWhen I was a baby，my mother used to read me ______ rhymes.I loved their ______ meaning and the way that the words ______ at the end of the lines.When I grew older，I was introduced to other ______ of poetry.Many of them also had a strong ______which was repeated.The forms I liked best ______ their meaning by using the bare ______ ______ of words.Some of these forms came from Asia(like the haiku)and some of these were ______from their original language.When I______ new poems to read and enjoy，I would go to the library for some more.The librarian was a friend of my mother，and she would put poetry books on one side for me.In fact，my family love reading so much that we keep buying books.Now the living room of our ______ is full of books.Ⅲ.Translate the following expressions into Chinese.1．make a list of ______ 2.express feelings ______3．rhyming words ______ 4.an aspect of ______5．convey certain emotions ______ 6.nursery rhymes ______7．delight sb.______ 8.score goals ______9．take the eyes off the ball ______ 10.stay up ______11．take it easy ______ 12.run out of energy ______13．be made up of ______ 14.convey a strong picture ______15．be brimful of ______ 16.transform into ______17．translate into ______ 18.appropriate ending ______19．by chance ______ 20.pay attention to ______Ⅳ.Multiple choice1．—It is getting late.I am afraid I must be going now.—OK.______.A．Take it easy B．Go slowlyC．Stay longer D．See you2．What will the world use for power when it ______ oil?A．run out of B．is running out ofC．has run out of D．ran out of3．To enjoy the scenery，Irene would rather spend long hours on the train______ travel by air.A．as B．toC．than D．while4．Don't believe him.He ______ a story.A．makes up B．is making upC．makes up of D．is making out5．There are ______ these books and ______ pencils on the desk.A．a dozen；scores of B．scores；a dozen ofC．scores of；a dozen D．two dozens；a score6．He suggested that we ______ the plan later，which suggested that he ______ against it.A．discussed；was B．would discuss；should beC．discuss；was D．should discuss；should be7．The train ______ over three hundred passengers over day.A．transmits B．shipsC．conveys D．ferries8．Look at the trouble I am in.If only I ______ your advice.A．followed B．would followC．had followed D．should follow9．Before leaving this country，you must be in ______ of a valid passport.A．provide B．possessionC．own D．label10．Everything ______ doing is worthy of ______ well.A．worthy；being done B．worthy；doingC．worth；being done D．worth；doing11．The head office of the bank is in Beijing，but it has ______ all over the country.A．companies B．branchesC．organizations D．businesses12．They ______ two free tickets to Canada，otherwise they'd never have been able to afford to go.A．had got B．gotC．have got D．get13．He hears the little girl ______ a scream of terror when he was about to leave.A．set out B．let outC．come out D．give out14．Nowadays young people，______ children，are ______ about their foods and clothes.A．especially；special B．especially；particularC．particularly；especial D．specially；especial15．After having worked hard for so many years，Tom ______rose to the position of manager of the company.A．eventually B．unfortunatelyC．generally D．purposefullyFirst get the students to do the exercises.Then the answers are given.The teacher can give them explanations where necessary.Suggested answers：Ⅰ.1.recite 2.aspects 3.convey 4.nursery 5.repetition 6.diamond7.cottage8．tease9.endless10.translated11.transform12.sorrow13.appropriate pass15.pattern16.warmth17.loadⅡ.nursery；contradictory；rhymed；forms；pattern；conveyed；minimum；translations；ran out of；cottageⅢ.1.把……列成一张表 2.表达思想 3.押韵的词 4.……的一方面 5.传达某种感情6.童谣7.使某人高兴8.进球9.没有留心看球10.不睡觉，熬夜11.放松，不着急12.精疲力竭13.由……组成14.呈现一幅清晰的画15.洋溢着……16.改变，转变成……17.翻译成……18.恰当的结尾19.碰巧20.注意到，留意到Ⅳ.1～5 DCCBC6～10 CCCBC11～15 BBBBALearning tipAsk the students to turn to Page 16.Read through the passage and make sure they understand it.Encourage them to do as the passage tells because if they are doing so they will be teaching themselves a useful way of learning.Assessment1．Checking yourself(on Page 54 in the Workbook)First get the students to think about the 6 questions individually.Then they can discuss in groups sharing their experience.The teacher can join in and give them advice and suggestions where necessary.2．Testing assessment(1)Complete the following dialogue with the proper forms of the verbs given.Tom：What ______ you ______(do)at this moment if you were at home?Henry：Playing cards，maybe.Tom：If I had known you liked cards，I ______(buy)some yesterday.If I happen to see them tomorrow，I______(buy)them.Henry：Oh，if I liked them so much，I______(bring)some with me yesterday.I______(not mind)at all if I didn't play here.We ______ only ______(waste)this nice weather if we wereplaying cards now.It______(be)much nicer if we could go walking.Tom：Why not?(2)Study the example below together with your group members.Then complete the following sentences with the proper forms.Example：If I_hadn't_taken your advice，I would_have_made a bad mistake.①If I had a cold，_________________________________________________________.②②If you were in his place，_________________________________________________.③It would be nice ___________________________________________________.④If I had left a little earlier，___________________________________________________.⑤She would have come _______________________________________________________.(3)Match the two parts of the sentences.①If I knew why she ran away，a．if you met a monster?②She would sleep better, b．if you thought I was behaving badly?③If I saw his face again, c．I would know it immediately.④Would you tell me, d．I would tell you.⑤If cloning were banned, e．if she watched fewer horror films on TV.⑥Wouldn't it be terrifying, f．this research would end tomorrow.Suggested answers：(1)would；be doing；would have bought；shall buy；would have brought；wouldn't mind；would；be wasting；would be(2)①I would stay in bed②you wouldn't do it in that way③if we went together④I could have arrived on time⑤if she hadn't had another appointment(3)①d②e③c④b⑤f⑥aHomework1．Finish off the Workbook exercises.2．Review and summarize what you have learned in Unit 2.Reflection after teaching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。
人教版高中英语选修6全册教案
Unit1Art Unit2Poems Unit3Ahealthylife Unit4Globalwarming Unit5Thepowerofnature 选修六 Unit1Art 一、语言要点 I 单元要点预览（旨在让同学整体了解本单元要点） 词汇 部分词语 辨析 1.possess/own/have2.technique/technology3.shadow/shade 词形 变化 1.consequencen.结果 consequentadj.作为结果的,consequentlyadv.从而,因 此 2.possessv.占有,拥有 possessionn.拥有,占有,所有 3.faithn.信任,信念,faithfuladj.守信的,忠实的,faithfullyadv.忠诚地,如实地 4.techniquen.技术,技巧,方法,techniciann.技术员,技师 technologyn.工艺,科技, 技术 5.aggressiveadj.敢作敢为的,侵略性的 aggressv.攻击,侵犯 aggressionn.进任；信心 2.aimn.目标；目的；瞄准 vi.&vt.瞄准（向某方向）努力 3.typicaladj.典型的,象征性的 4.adoptvt.采用,收养 5.convincevt.使确信；使信服 6.attemptn.努力；尝试；企图 vt.尝试；企图 7.predictvt.预言；预告；预测 重点 词组 agreatdeal 大量 bycoincidence 巧合地 ontheotherhand 另一方面 intheflesh 活着的；本人 in(the)possessionof 拥有（属于） inconsequence 因此，结果 appealto（对某人）有吸引力；
高中英语新人教版选修6精品教案(44页).doc
Unit 1 ArtTeaching planI. 单元教学目标：1．Talk about art and galleries2．Talk about likes and preferences3．Learn words in families4．Use the subjunctive mood5．Write a letter to give suggestionsII. 目标语言1．功能句式。
Talk about likes and preference:I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ would you rather…/ would you like…or…2. 词汇abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , schol ar…3. 语法: the subjunctive moodif I were you…./ I wish I could…4. 重点句子1.there are so many different styles of western art it would be impossible todescribe all of them in a short text.2.people became focused more on human and less on religion.3.if the rules of perspective had not been discovered, people would nothave been able to paint such realistic pictures.4.at the time they were created, the impressionists’ painting werecontroversial but today they are accepted as the beginning of what wenow call “modern art”.5.it is amazing that so many great works of art from late-19th century to 21stcentury could be contained in the same museum.IV．课型设计与课时安排1st period Warming up and reading2nd period Language study3rd period Grammar4th period Using language分课时教案The First Period Warming up ReadingTeaching goals：1.To enable the students to have a knowledge of the short history of Westernpainting.2.To improve the students’ reading ability.Teaching important & difficult pointsEnable the Ss to talk about the short history of Western paintingTeaching methodsSkimming and scanning; individual, pair or group work; discussionTeaching aidsA computer, a tape recorder and a projector.Teaching procedures & waysStep I Lead-inTo lead in such a topic by mentioning the sculptures or paintings around the students, for example, sculptures on the campus, famous paintings hanging on the walls of the corridor of the school building, etc. Ask Ss to figure out their functions and the general term to call them---the works of artStep II Warming-upShow some famous paintings and ask : Do you know the following famous paintings and painters?Mona Lisa Smile → Leonardo Da Vinci (Italian, 1452-1519)Sunflowers & starry night → Vincent van Gogh (Dutch, 1853-1890)Water Lilies → Claude Monet (French, 1840-1926)Dream & Seated woman → Pablo Picasso (Spanish, 1881-1973)Ask: Can you tell the ages of the paintings?Say : Today we’ll learn about the short history of western painting.Step III Reading1. Comparison: Make a comparison of Western and Chinese painting and ask: Which do you think has a greater change? Why?2. ScanningRead Para. 1, and answer the question.Scan Para2-5, and find the representative artists and the features of their paintings.Names of Ages Time Artist FeatureThe Middle Ages 5th to 15th century Giotto Di Bondone religious, realistic The Renaissance 15th to 16th century Massaccio perspective, realistic／detailed, ridiculous Impressionism Late 19th to early 20thcenturyModern art 20th century to today ／Controversial,abstract, realistic3. Careful readingRead the text carefully and find some detailed information.The Middle Ages Features:1.theme: religion2.Artists were not interested in showing nature and people as…but interested in creating respect and love for God.The RenaissanceMasaccio：the first person to use perspective in painting1.Focused more on humans and less on religion.2.Two developments: a. Drawing things in perspectivesb. Oil painting.Impressionism1.What changes led to the change in painting styles?2.Look at these paintings, what did they paint?3.Why did the impressionist have to paint quickly?Modern artSte p IV ComprehendingAsk the students to read the passage again and deal with Exercises.Step V Homework1.Underline the useful expressions and the time expressions in the reading passage.2.Retell the passage with the help of the chart about the text.The Second Period Language StudyTeaching goals:To enable the students to learn the useful expressions.To help the students lean how to judge the parts of speech according to the suffixes and determine their functions in the sentences.Teaching important & difficult points:Get the Ss to learn word formation by adding suffixesTeaching methods:Explanation and practiceTeaching aids:A computer and a projector, a blackboardTeaching procedures & ways:Step I RevisionCheck the students’ homework and let one read their work.1.Ask Ss to speak out the time expressions they underlined as homework2.Ask a student to retell the short history of western painting3.Ask Ss to discuss the questions in Exercises 3 on page 3 in groups of4.Art is influenced by beliefs of the people, the way of life and so on.Step II Language points1.Painting is silent poetry, and poetry is a speaking picture.画是无言的诗, 诗是有声的画。
人教版高中英语选修六(Book6)教案：Unit2+Poems-Write+a+cinquain.doc
Teaching planBook 6 Unit 2 Poems ----Write a cinquainKnowledge Aims: Have a clear knowledge of cinquain and its characteristics.Ability Aims: Learn to write a cinquain and learn some words to describe something.Moral Aims: Improve the ability of appreciating a poem. Strengthen the cooperationwith eachother and have a sense of aesthetic judgment.Important points:1. Appreciate cinquain and know its characteristics.2.Write a cinquain and learn some words to describe something.Difficult point: How to appreciate and write a cinquain.Teaching methods: Asking and answering, listening and reading, discussion, groupwork, etc.Teaching ProcedureStep 1 Lead-in Enjoy an English poem song and some famous Chinese poets.Step 2 Task 1 What is cinquain/ five-line poem?(1)Appreciate two cinquains from text book P11 in Book 6 Unit 2.(2)Appreciation should start from reading. Practise reading for 1minute.(3) Try to appreciate the poems from the simple words,for example: Does the authorlike his brother/ summer? We can know from these words,such as ….Appreciation 1 Appreciation 2Brother SummerBeautiful, athletic Sleepy, saltyTeasing, shouting, laughing Drying, drooping, dreadingFriend and enemy too Week in, week out Mine EndlessNew words:tease vt.取笑athletic adj. 运动的salty adj. 咸的droop vi. 下垂；萎靡；凋萎dread vi. 惧怕；担心Task 2 After having some knowledge of the cinquain, in order to know its rules ,we should conclude the characteristics(特性) .Cinquain is made up of _____ lines, which can convey(传达)a strong picture in just a few words.Line 1 is a _____ = the topic of the poem (1个名词)Line 2 contains ______ adj.s to describe the topic.(2个与题目有关的形容词) Line 3 has three ____ with -ing to show the action . (3个与题目有关的动词). Line 4 has ____words that show the emotions .(4个单词的短语)Line 5 has ____ word that is very similar to the subject. (1个词进一步阐述题目,回归题目)Step 3 Practice makes perfect!Task 1 Do some translation practice to understand the cinquain better.(3mins) Translation 1 Translation 1爱失败甜甜的，暖暖的真实又深刻笑着、帮着、给着哭，思考，学到带来快乐和希望教训和经验永远珍贵Task 2 Do some correction practice to know its rules better with the help of the evaluation criterion. First to judge whether it is a cinquain or not, and then try to correct it with more appreciate words. Group discussion for 2mins.WinterCold, drySnow, blowing, tremblingPlay, phone，bedHappinessStep 4 Group work 小组合作(1)Work together! Each group write a cinquain.Whatever you like.(8mins) Attention : 1.Group should decide a topic quickly. 2.Work together to write.(2)Pick out several finished poems to be presented, make some simple comment on it and make a mark by the teacher.Step 6 Conclude “W hat have we learned in this lesson?”1.I have learned what ________ is.It is made up of _____ lines, which can conveya strong picturein just a few words.2.I have learned the cinquain’s characteristics/rules.Line 1 is a _____Line 2 contains _______ _______Line 3 has ____ ______ with -ingLine 4 has ____ wordsLine 5 has _____ word3.I have learned how to appreciate a cinquain, including format，content and vocabularies.Step7 Homework1.Write a poem to admire(赞美) your teachers!2.Recite some useful adj.s and verbs.精美句子1、善思则能“从无字句处读书”。
人教版高中英语选修六：Unit+2+Poems+Teaching+plan+教案.doc
Unit 2 Poems Teaching planPart 1 Teaching MaterialThe content of my lesson is about phonetic knowledge. By studying of this part, we’ll enable students to know pronouncing well is quite important in learning English and develop the interest in learning English. At the same time, let the students learn how to grasp some pronunciation skills and deal with pronunciation analysis problems. From this lesson, it starts practicing pronunciation rules ,skills and know the importance of phonetic knowledge .(As we all know, phonetic knowledge belongs to the input during the process of the language learning. The input has great effect on output, such as listening, speaking and writing.) Therefore, this lesson is in the important position of this part. If the Ss can master it well, it will be helpful for them to learn the rest of this part.Part 2 Teaching AimsAccording to the new standard curriculum and the syllabus , and after studying the teaching material, the teaching aims are the followings:1.Knowledge objects(1)The Ss can master the usage of the important words andexpressions.(2)The Ss can use the pronunciation skills in the proper situation.(3)The Ss can understand the content of the lesson, talk about the importance of phonetic knowledge and get their own idea about pronunciation.2.Ability objects(1) To develop the Ss’ abilities of listening, speaking, reading and writing(2) To guide Ss to set up effective studying strategies.(3) To improve the student’s pronunciation ability, especially their learning English ability.(4) To train the Ss’ abilities of studying by themselves and cooperating .3.Emotion or moral objects(1)By completing the task, the Ss increase their interest in learning English and set up self-confidence in learning English .(2)Teach the Ss how to pronounce and how to deal with pronunciation analysis problems , put the moral education in the language study.Part 3 the Important and Difficult PointsBased on the requirement of the syllabus.The important points are pronunciation skills such as the pronunciation of /igz / and /eks / .The difficult points are pronunciation analysis problems, for example “explanation”-/eks/, “explain”-/iks/.Part 4 Teaching MethodsAs is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories .1. Communicative Approach2. Whole Language Teaching3. Task-based Language Teaching4. Total Situational Action a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.Part 5 Teaching ProcedureStep 1. Lead-in. (4 min)Play a song of <<DO RE MI>>.Let Ss to sing along with it and pay attention to pronunciation.Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.(2) To set up suspense/develop interest in pronouncing beautifully.Step 2. Practice pronunciation.Task 1. (Individual work, pair work, group work, class work;6 min)Let Ss Practice pronunciation of “/θ/”and “/ʃ/”with partners. This part contains Minimal pairs, practice sentences and Jazz Chants.Task 2. (Individual work, pair work, group work, class work ;8 min )Let Ss Practice pronunciation of “/ i:/”and “/I/”with partners. This part contains practice words, sentences and Old MacDonald.Now, let’s see what happened to the Ss’pronunciation / let’s check whether it is right or not.Purpose of my design: (1) to get to know something about the pronunciation skills.(2) To have a better understanding about the importance of phonetic knowledge..Step 3. Pronunciation analysisTask 1. (Individual work, pair work, group work, class work; 9 min)Let Ss to read carefully and take notes.1. Pronunciation of “V-ed”;2. Pronunciation of “Ex”;3. Pronunciation of “ea”.Task 2. (Individual work, pair work, group work, class work; 15 min)Guide Ss to read the material carefully and take some important notes, then do some exercises of Shaanxi province college entrance examination in 2013..Ask Ss to read the material carefully and find out the correct answers to finish the following exercises of Shaanxi province college entrance examination in 2013.Purpose of my design: Enable students to understand the given material better by using pronunciation skills. And proper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to develop the Ss’ability of communication and also their ability of co-operationwill be well trained.Step 4. Practice in group ( 3 min)Ask Ss to review their notes.Discuss the Pronunciation of 48 international phonetic alphabet with other group members and then choose a reporter to share their opinions about the correct pronunciation and read out aloud with the whole class.Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.Step 5. Homework1. Read words ,sentences and sing an English song to practice pronunciation well.2.Do exercises about dealing with pronunciation analysis problemsPurpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.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。
人教版新课标高中英语教学(选修6)unit1全单元教案2.docx
Unit 1 Art I.单元教学目标技育铉目标Skill Goals▲Talk about art and galleries▲Talk about likes and preferences▲Learn words in families▲Use the subjunctive mood▲Write a letter to give suggestionsII.目标语言m.教材分析与教材重组i.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，分析中四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岀合理化建议。
1.1Warming 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。
1.2Pre-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。
1.3Reading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Iffll家和作品等。
1.4Comprehending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。
1.5Learning 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，找岀所提供单词的词根，并学习虚拟语气在条件状语从句中的运用。
1.6Using 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慕础上，为当地举办的一场别开生面的画展提出合理化建议。
人教版高中英语选修6,10教案大全(汇总)高中英语教学设计方案.doc
人教版高中英语选修6,10教案大全（汇总）高中英语教学设计方人教版高中英语选修6-10教案大全（汇总）人教版高中英语选修6《Unit1Art》教案人教版高中英语选修6《Unit 2Poems》教案人教版高中英语选修6《Unit 3Ahealthylife》教案人教版高中英语选修6《Unit 4Globalwarming》教案人教版高中英语选修6《Unit 5Thepowerofnature》教案人教版高中英语选修7《Unit 1Livingwell》教案人教版高中英语选修7《Unit 2Robots》教案人教版高中英语选修7《Unit 3Underthesea》教案人教版高中英语选修7《Unit 4Sharing》教案人教版高中英语选修7《Unit 5Travellingabroad》教案人教版高中英语选修8《Unit 1Alandofdiversity》教案人教版高中英语选修8《Unit 2Cloning》教案人教版高中英语选修8《Unit 3Inventorsandinventions》教案人教版高中英语选修8《Unit 4Pygmalion》教案人教版高中英语选修8《Unit 5Meetingyourancestors》教案人教版高中英语选修9《Unit 1Breakingrecords》教案人教版高中英语选修9《Unit 2Sailingtheoceans》教案3Australia》教案人教版高中英语选修9《Unit 4Exploringplanets》教案5Insideadvertising》教案人教版高中英语选修10《Unit 1Nothingventured》教案人教版高中英语选修10《Unit 2KingLear》教案人教版高中英语选修10《Unit 3Fairnessforall》教案高中教学计划小编推荐各科教学设计：语文、数学、英语、历史、地理、政治、化学、物理、生物、美术、音乐、体育、信息技术高中教学计划小编推荐各科教学设计：语文、数学、英语、历史、地理、政治、化学、物理、生物、美术、音乐、体育、信息技术人教版九年级上学期语文教学计划-计划【计划】一、学生基本情况分析：根据我校学生实际特点，以及语文学科特点和目前本学科发展方向的把握，结合我校“学有所长，优有特色”的办学方针，我们的语文教学最初以“指导方法，培养习惯，搭建舞台，陶冶性情”为口号和行动原则，加强了日常教学和学科活动的针对性和有效性，人教版九年级上学期语文教学计划。
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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。