选修6单元1教案.doc

Module6Unit1Art 单元教学目标：1Talkaboutartandgalleries2Talkaboutlikesandpreferences3Learnwordsinfamilies4Usethesubjunctivemood5WriteralettertogivesuggestionII.目标语言1功能句式。Talkaboutlikesandpreference:Idprefer/Idrather/Idlike/whichwouldyouprefer./Ireallyprefer/wouldyourather/wouldyoulikeor2词汇abstract,sculpture,gallery,consequently,belief,consequent,convince,shadow,ridiculous,controversial,nowadays,attempt,predict,aggressive,scholar语法:thesubjunctivemoodifIwereyou./IwishIcould4重点句子1.Therearesomanydifferentstylesofwesternartitwouldbeimpossibletodescribealloftheminashorttext.2.Peoplebecamefocusedmoreonhumanandlessonreligion.3.Iftherulesofperspectivehadnotbeendiscovered,peoplewouldnothavebeenabletopaintsuchrealisticpictures.4.Atthetimetheywerecreated,theimpressionistspaintingwerecontroversialbuttodaytheyareacceptedasthebeginningofwhatwenowcallmodernart.5.Itisamazingthatsomanygreatworksofartfromlate-19thcenturyto21stcenturycouldbecontainedinthesamemuseum.III.教材分析。本单元以ART为主题，主要介绍了西方绘画简视，描写了曼哈顿最好的艺术长廊。帮助学生了解更多的有关美术的背景知识，分析中西艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方的绘画艺术进行比较。1Warmingup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。2Pre-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。3Reading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。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西方艺术分割变化大的原因。5Usinglanguage是由reading,listening,discussingandwriting四部分组成，要求学生在了解艺术长廊相关知识的基础上，为当地举办的一场画展提出合理化的建议。IV课型设计与课时安排1stperiodreading2ndperiodlanguagepoint3rdperiodgrammar4thperiodlisteningandtalking5thperiodusinglanguage6thperiodspeakingandwritingThe 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 onIf the rules of perspective had not been discovered, people would not have been able to paint 2. Ability goals能力目标Enable the students to talk about the short history of Western painting3. Learning ability goals 学能目标Help the students learn how to talk about the short history of Western paintingTeaching important & difficult points教学重难点Enable the Ss to talk about the short history of Western paintingTeaching methods教学方法Skimming and scanning; individual, pair or group work; discussionTeaching aids教具准备A computer, a tape recorder and a projector.Teaching procedures & ways教学过程与方法Step I Lead-inTo lead in such a topic by mentioning the sculptures or paintings around the students, for example, sculptures on the campus, famous paintings hanging on the walls of the corridor of the school building, etc. Ask Ss to figure out their functions and the general term to call them-the works of artStep II Warming-upAsk the Ss to match some new words with the correct English meanings. Then ask them to look at the paintings in this unit and discuss the questions in Warming Up in groups of 4. Next, get 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. accurate b. abstract 2. state of 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 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 ReadingTask 1 ScanningShow 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.Names of AgesTimeArtistFeatureThe Middle Ages5th to 15th century Giotto Di Bondonereligious, realisticThe Renaissance15th to 16th centuryMassaccioperspective, realisticImpressionismLate 19th to early 20th century detailed, ridiculousModern art20th century to today Controversial, abstract, realisticTask 3 ExplanationThere are so many that it would be impossible to The sentence means that there are too many different styles of /western art to introduce in a short passage.People became more focused on and less onIt tell us that people pay more attention to humans than religionIf the rules of perspective had not been discovered, people would not have been able to paint The sentence means that people discovered the rules of perspective, so that they painted such realistic pictures.Step V ComprehendingAsk the students to read the passage again and deal with Exercises.Step V Homework1. Underline the time expression in the reading passage.2. Retell the passage with the help of the chart about the text.3. Discuss the question in Exercise 3 on page 3.The Second and third Period Language StudyTeaching goals 教学目标1. Target language目标语言：Influenced, symbolic, shadowy, attemptable, valuable, aimless, prediction, believable, European, ridiculousI would love to visit FranceI like religious art better than realistic art because it makes you see2. Ability goals能力目标Enable the students to learn the use of word family3. Learning ability goals 学能目标Help the students lean how to judge the parts of speech according to the suffixes and determine their functions in the sentences.Teaching important & difficult points教学重难点Get the Ss to learn word formation by adding suffixesTeaching methods教学方法Explanation and practiceTeaching aids教具准备A computer and a projector, a blackboardTeaching procedures & ways教学过程与方法Step I Revision Check 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 of 4.Art is influenced by beliefs of the people, the way of life and so on.Step II SuffixationLet Ss learn some uses of suffixesAsk Ss what suffix is ( A suffix is a particle, which is added to the end of a root.Suffixes usually do not change the meaning of the root, but can change its part of speech. For example: lead (v.)-leadership (n.); ill(adj.)-illness(n.) But sometime, some suffixes add new meaning to the newly formed words. For example: meaning-meaningless; think- thinker1. Suffixes used as a noun signifierVerbAdjectiveSuffixNounread-erreaderact-oractortrain-eetraineebuild-ingbuildingattend-anceattendancepunish-mentpunishmentinvent-tioninventionsick-nesssicknessspecial-istspecialisttrue-thtruth2. Suffixes used as an adjective signifierNounVerbSuffixAdjectivewind-ywindyadventure-ousadventuroushope-fulhopefulhero-ic,(-ical)heroicnation-alnationalcare-lesscarelesstrouble-sometroublesomedepend-ent/-antdependentcomfort-able/-iblecomfortableact/imagine-ive/-tive -ative/-itiveactiveimaginativesecond-arysecondarychange-ablechangeableannoy-ingannoyingexcite-edexcited3. Suffixes used as an adjective signifierAdjectiveNounSuffixVerbbroadfright-enbroaden, frightensimple-fysimplifymodern-ize(-ise)modernizeStep III PracticeGet the Ss to review the uses of verbs, nouns and adjectives.Parts of SpeechNounsVerAdjectiveSubjectObjectPredicatePredicativeObjective ComplementAttributeThen practice Exercises 2, 3 &4 on page 42.Step V HomeworkPrepare to learn the grammar of the subjunctive mood.Period 4 GrammarTeaching aims1. Enable the students to use the Subjunctive mood correctly in different situationsTeaching important and difficult points Teaching methodsAnalysis and have some discussions.Teaching proceduresStep 1 PresentationAt first, give the students an example to present what the subjunctive mood is and in what situation we should use the subjunctive mood. Then, show them the sentence structure of the subjunctive mood.Ask Ss to listen to the following example:Suppose Im a basketball fan. Yao Ming is coming here to play a basketball game this evening. But unfortunately, I havent got a ticket for it. I feel sorry about that and what should I say in this situation? I will say: I wish I watched the basketball game. / If I had got a ticket, I would go to watch the basketball game. Have you ever heard such kind of sentences?They use subjunctive mood. The subjunctive mood is used when we want to express a wish, request, recommendation or report of a command. Also the subjunctive mood is used to express something that is contrary to the fact, highly unlikely or doubtful.We can use the following tow sentence structures to express our regretting.1. Subject +wish+ Object ClauseTimeVerb Objective clausenowwishwould do / could do / were /didpastwishedhad been / donefuturewishwould do/ could do / were / did2. “If” clause-, main clauseTime VerbMain ClauseNow were/ didwould/could/should/might +V（原）Pasthad donewould/could/should/might+have+p.p.Futruewere /didwould/could/should/might +V（原）were to doshould doStep 2 PracticeFirst, show the Ss some more situations. Then raise some questions and ask them to discuss in groups of 4 the according to the situations using the subjunctive mood. At last, get them to show their sentences Show the on the screen.1. Helen has been living with AIDS for many years. Now she is celebrating her birthday with her friends. If you were Helen., what kind of wishes would you make?2. It is said that a falling star can let your dreams come ture. If you saw a falling star, what kind of wishes would you make?3. Besides a falling star, a magic lamp can also let your dreams come true. If you had a magic lamp, what would you ask it to do for you?Step 3 ConsolidationAsk the Ss to do Exercise 1 & 2 in Discovering useful structures on page 4 and Exercises 1-4 on page 43.Then check the answers.Step 4 HomeworkPrepare for the Listening and Talking on page 41.The Fifth Period Listening and SpeakingTeaching goals 教学目标1. Target language目标语言：重点词汇和短语Traditional, abstract, figurative, photography, dimensional, sculpture, pottery, wood carving, clay figures ,paper cutting重点句子Talk about likes and preferences:Id preferId ratherId likeWhich would you prefer?I really preferWould you ratherWould you like2. Ability goals能力目标Enable the Ss to express their likes and preference3. Learning ability goals 学能目标Help the Ss learn how to express their likes and preference Teaching important & difficult points教学重难点Teach the Ss how to express their likes and preference Teaching methods教学方法Speaking; making conversation; comparative methodTeaching aids教具准备A computer, a recorder and some slidesTeaching procedures & ways教学过程与方法Step I Listening1. Do some listening practice on page 41.At first, ask the Ss to listen to the tape for the first time and number the presents 1-4. Next, listen to it again to fill in the form. Then listen again and answer the questions in Exercise 3. At last, check the answers with the whole class.2. Do some listening practice on page 44.Before listening, ask the Ss to look at the paintings and discuss in what period of Chinese history they were created. Then, listen to the tape the first time and number the pictures. Next, listen to it again to write the names of historical periods they were painted. At last, listen again and list the features. Step II TalkingAsk the Ss to discuss the questions in Talking in pairs.“So far, we have learned some knowledge about the art. Today lets talk about how to express likes and preferences. Now Ill show you some sentence structures. Please discuss the questions on page 41 in pairs and make up a dialogue.Show the following on the screen.Id preferId ratherId likeWhich would you prefer?I really preferWould you rather?Would you likeor?After a few minutes, ask Ss to present their dialogues.Step III Homework1. Ask Ss to introduce the galleries the have ever been to.The sixth period Integrating SkillsTeaching goals 教学目标1. Target language目标语言：重点词汇和短语Avenue, mansion, exhibition, metropolitan, Manhattan, civilization, contemporary, permanent, district, tip重点句子Henry Clay Click, died in 1919, leaving his house to the American people.The garden of this is also well worth a visit.Its art collection covers civilization from , including 能力目标Enable the students to talk about art galleries and write a letter giving suggestions3. Learning ability goals 学能目标Help the students to learn to how to talk about art galleries and write a letter giving suggestionsTeaching important & difficult points教学重难点Teach the Ss how to write a letter giving suggestionsTeaching methods教学方法Fast reading, close reading, discussionTeaching aids教具准备A computer and a projector, a recorderTeaching procedures & ways教学过程与方法Step I Revision and Lead-inT: “Have you ever been to any galleries before? Do you think visiting galleries in interesting? Now works in groups of 4 and Ill give you a few minutes to talk about the galleries you have been to. And then Id like to ask some of you to introduce the galleries to the class.Ask one or two Ss to give a short speech.Step II ReadingAsk Ss to read the passage about art galleries on page 5.General reading for the main idea of the passage, & detail reading to finish Exercises 1& 2 belowAfter that, ask the Ss to listen to the recording and answer the questions in Part 3.Play the tape for three times and after that, check the answers.Step III Listening (P7)Ask the Ss to do some listening practice on page7At first, ask them to listen to the tape for the first time and number the galleries.Next, listen again and answer the questions.At last, check the answers with the whole class.Step IV DiscussionFirst ask the Ss to read the passage “The Best of Manhattans Art Galleries” again by themselves. And then show them some expressions about likes and preferences, and ask them to tell the group members which galleries being introduced they prefer in groups of 4. At last, discuss how they will spend the day. A few minutes later, ask several groups to show their discussions and report their decisions.Show some expressions on the screen.Id preferId ratherId likeWhich would you prefer?I really preferWould you rather?Would you likeor?A few minutes later, ask several groups to show their discussions.Step V WritingFirst, ask the Ss t discuss the questions in Exercise 1 on page 8 in groups of 4, giving their own suggestions and reason./then write a letter to give their opinions.Step Homework:1. Finish the writing task.2. Prepare for the Reading task on page 45.The Seventh Period Integrating Skills ()Teaching goals 教学目标1. Target language目标语言：Environment, council, attractive, permission, imagination, cross outWe would like to turn intoWhen we have finished the work, we hope will join us in so that2. Ability goals能力目标Enable the Ss to talk about environment aEnable the Ss to write letter to ask for permissions3. Learning ability goals 学能目标Help the Ss to write letter to ask for permissionsTeaching important & difficult points教学重难点Help the Ss to write letter to ask for permissionsTeaching methods教学方法Task-based method, discussion and practiceTeaching aids教具准备A computer and a projectorTeaching procedures & ways教学过程与方法Step I Reading TaskTask1 Fast reading.Questions:1. Why do they become worried?2. what do they hope the headmaster to do for their project?Answers:1. Lately their class has become worried about the environment at the back of the school and they would like to do something to make their school more attractive.2. They hope their headmaster will give them permission for their valuable plan and help them donate500 dollars.Task2 Careful Reading1. Just write down some key words.2. Use words or phrases.3. Omit the small words like prepositions.Step II Speaking TaskAsk the Ss to discuss how to improve the environment of their school in groups of 4. Then ask some of them to speak out some proposals to make their school more attractive.Step WritingAsk the Ss to write a letter to the headmaster of the school. Te