英语选修6教案【最新】

1、Unit 1 ArtTeaching planI. 单元教学目标：1 Talk about art and galleries2 Talk about likes and preferences3 Learn words in families4 Use the subjunctive mood5 Write a letter to give suggestionsII. 目标语言1. 功能句式。Talk about likes and preference:I d prefer /I ' d rathi erd like/ / which would you prefer ./I r

2、eally prefer / woul rather / would you like or 2. 词汇abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , schar 3. 语法 : the subjunctive moodif I were you ./I wish I could 4. 重点句子1. there are so many diffe

3、rent styles of western art it would be impossible to describe all of them in a short text.2. people became focused more on human and less on religion.3. if the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures.4. at the time they were crea

4、ted, the impressionists painting were controversial butthey are accepted as the beginning of what we now call“ modern art ”.5. it is amazing that so many great works of art from late-19th century to 21st century could be contained in the same museum.III. 教材分析本单元以ART 为主题，主要介绍了西方绘画简史，描写了曼哈顿最好的艺术长廊。帮助学

5、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。1 Warming up 部分要求学生运用相关目标语言对自己喜欢的艺术形式和流派展开讨论，并说明喜欢的原因。2 Pre-reading 让学生讨论有关画展或书中的艺术作品以及西方不同时期的著名画家。3 Reading 介绍了西方绘画监视，不同的艺术流派，艺术特点及其代表性的画家和作品。4 Comprehending 要求学生在理解课文的基础上，写出三件有关西方艺术史的事并西方艺术分割变化大的原因。5 Using language 是由 reading, listening,

6、discussing and writing 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1st period Warming up and reading2nd period Language study3rd period Grammar4th period Listening and talking5th period Using language6th period Reading, speaking and writing分课时教案The First Period Warming up ReadingTeachi

7、ng goals1. To enable the students to have a knowledge of the short history of Western painting.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

8、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 cor

9、ridor 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 askDo you know the following famous paintings and painters? Mona Lisa Smile - Leonardo Da Vinci (Italian, 1452-1519)Sunflowers &a

10、mp; starry nightVincent van Gogh (Dutchl,81Water Lilies - ClaudenMo(French, 1840-1926)Dream & Seated woman - Pablo Picasso (Spanish, 11873)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 co

11、mparison of Western and Chinese painting and ask: Which do you think has a greaterchange? 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 The Middle Ages The Renaissance ImpressionismTimeArtistFe

12、ature5th to 15th centuryGiotto Di Bondonereligious, realistic15th to 16th centuryMassaccioperspective, realisticLate 19th to early 20th/detailed, ridiculouscenturyModern art20 th century to today/Controversial,abstract, realistic3. Careful readingRead the text carefully and find some detailed inform

13、ation.The Middle Ages Features:1. theme: religion2. Artists were not interested in showing nature and people asbut 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 development

14、s: a. Drawing things in perspectives b. 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 artTwo extremesStyleA. AbstractB. RealisticConcentrate onCertain qualities

15、 of the objectWhat we see with our eyesPresentationColor, line and shapephotographStep 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

16、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 & difficul

17、t 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 expressio

18、ns 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 Language points1. Painting is silent poetry, and poet

19、ry is a speaking picture.画是无言的诗，诗是有声向画。2. Good painting is like good cooking; it can be tasted, but not explained好的画犹如佳肴，可以品其美味，却无法解释。3. would rather 宁愿,宁可I would rather walk than take a bus.She would rather die than lose her child.would rather do sth.t would rather not do sth.L would rather do sth.

20、 rather than do sth.prefer sth. to sth.- prefer to do sth. rather than do sth.I always prefer starting early, rather than leaving everything to the last minute.4. 认,看待Consider + n. + adj./ n. + to be/ n. + as /+that-clause/ it + adj. / + n.+ to do sth.We consider that you are not to blame.Do you con

21、sider it wise to interfere?I consider you（ to be ）honest.5. 比较 suit, fit ,matchsuit多指合乎需要、口味、性格、条件、地位等fit多指大小、形状合适，引中为 吻合，协调”match多指大小、色调，形状、性质等方面的搭配1） No dish suits all tastes.没有人人合口味的菜。2） Try the new key and see if it fitsthe keyhole.试试新配的钥匙，看看与锁眼是否吻合。3） The peoples Great Hall and the Historical M

22、useum match the Tian An Men beautifully. 人民大会堂和历史博物馆与天安门陪衬得极为优美。6. attempt v.试图，企图，尝试The prisoner attempted an escape / to escape.She will attempt to beat the world record.n. They made no attempt to escape.比较attempt:表示未知结果的尝试或失败的尝试manage:表示成功的尝试7. painting （油、水彩）画 drawing （素描）图 sketch草图 portrait 肖像

23、illustration 插图A painting of sb A painting by sb某人的画 ？某人画的画？8. abstract adj . n . Van abstract painting 抽象画 in the abstract抽象地 abstract from 从中提取9. detailed adj./n. detailed information in detail 详细地Reading10. belief相信，看法It ' s my belief that he will win.It was once a common belief that the eart

24、h is flat.Their beliefs in God are very firm. 信仰，信条The rumor is beyond belief. beyond belief® 以置信n-v: belief- believe life - live proof- provesafe- savethief - thieve11. whileSome people respect him, while others look down upon him .（ 表对比 ）1.1 influence v. n.The weather in summer influences the

25、 rice crops .He has no influence over his children .搭配： Have an influence on /upon对有影响Under the influence of 受.的影响，被 左右Influential adj. 有影响的; 有势力的The Middle Ages （5th to ）13 .aim n. v. What is your aim in life ? He aimed the gun at a bird .搭配：:achieve one s aim 达到目的miss one s aim 未击中目标without aim 无目

26、的的14 .take the place of = replace“ please take your place , everyone ,” said John Smith .”From now on I will take the place of Mr.George as chairman of the meeting .15 .focus vt. Vi . focus on 集中于All eyes were focused on the speaker .16 . possession n.所有， 占有；（pl ） 所有物，贝才产 personal possessions Compar

27、e:in possession of （主动）/ in the possession of （被动）v. possess n . possessor17 .convince vt 使确信，使信服I managed to convince them that the story was true.搭配：convince sb of sth = convince sb that 使 相信 be convinced of sth = be convinced that 相信Translation :我怎样才能让你相信她的诚实呢？How can I convince you of her honest

28、y?她说的话使我认识的我错了。What she said convinced me that I was mistaken .Impressionism （late 19th t o）18 . 修饰不可数名词：a great /good deal of / a great amount of修饰可数名词: a large /great number of ；large/great numbers of ；a great /good manydozens of / scores of修饰不可数名词或不可数名词: a lot of / lots of ； a large quantity of /

29、large quantities ofplenty of19 .mostly adv . （ =mainly , largely ）大部分的，主要的They are mostly students. most pron . adj . adv This is the most I can do for you. Peter made the most mistakes of all the class.What interested you most? （ 最 ）Most students say that it is a most interesting book, but it isn t

30、 theinmteoreststing they have read , and that they read such books mostly on weekends.20.lead toThe heavy rain leads to serious floods. Lead to / lie inHard work leads to success and failure often lies in laziness. （result in / result from）21. shadown.The willow s shadow falls on the lake .shadow （阴

31、影、影子-指一个平面）shade （树阴、阴影-指一个立体空间）Stay in the shade i-t s cooler. （阴凉处）The shadows of the trees grew longer as the afternoon went on.随着下午时光的延续，树影会越来越长。Step III 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 usua

32、lly 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- thinker 1. Suffixes used as a noun signifierVerb

33、AdjectiveSuffixNounread-erreaderact-oractortrain-eetraineebuild-ingbuildingattend-anceattendancepunish-mentpunishmentinvent-tioninventionsick-nesssicknessspecial-istspecialisttrue-thtruth2. Suffixes used as an adjective signifierNounVerbSuffixAdjectivewind-ywindyadventure-ousadventuroushope-fulhopef

34、ulhero-ic,(-ical)heroicnation-alnationalcare-lesscarelesstrouble-sometroublesomedepend-ent/-antdependentcomfort-able/-iblecomfortableact/imagine-ive/-tive-ative/-itiveactive imaginativesecond-arysecondarychange-ablechangeableannoy-ingannoyingexcite-edexcited3. Suffixes used as an adjective signifier

35、AdjectiveNounSuffixVerbbroadfright-enbroaden, frightensimple-fysimplifymodern-ize(-ise)modernizeStep IV PracticeGet the Ss to review the uses of verbs, nouns and adjectives.AdjectiveParts of SpeechNounsVerbSubjectObjectPredicatePredicativeObjective ComplementAttributeThen practice Exercises 2, 3 &am

36、p;4 on page 42.Step V HomeworkPrepare to learn the grammar of the subjunctive mood.Period 3 GrammarTeaching aims1. To enable the students to use the Subjunctive mood correctly in different situations.Teaching important and difficult pointsTo enable the students to use the correct form o f of the sub

37、junctive mood.Teaching methodsSummarizing, comparative method; practicing activitiesTeaching procedures:Step I 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 sentencestructure of

38、 the subjunctive mood.Ask Ss to listen to the following example:SupposeI m a basketball fan. Yao Ming is coming here to play a basketball game this evening. But unfortunately, I haven tgot a ticket for it. I feel sorry about that and what should I say in this situation? I will say: I wish I watched

39、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

40、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.I . If“ clause-, main clauseTimeVerbMain ClauseNowwere/ didwould/could/should/might +V（原）Pasthad donewould/could/should/might+have+p.p.Futruewere

41、/didwould/could/should/might +V（原）were to doshould don .虚拟语气特殊句型1. Subject +wish+ Object ClauseTimeVerbObjective clausenowwishwould do / could do / were /didpastwishedhad been / donefuturewishwould do/ could do / were / did2. would rather （that）现在：过去时 过去：过去完成时 将来：过去时3. as if /though + Clause 虚拟 从句动作

42、与主句动作同时发生用过去时从句动作先于主句动作发生用过去完成时1.1 t s （about/high） time +（that）i去时 /should +V. （Should 不可省略）5. 表示要求，命令， 建议的虚拟语气宾语从句。常见动词：一个坚持，两个命令，三个建议，四个要求。即:1. insist 2. order, command 3. advise, suggest, propose 4. demand , require,request, desire 这些动词后面的宾语从句要使用虚拟语气。即从句中的动词使用 should + 动词原形，或者将should 省略。6. witho

43、ut和but for构成虚拟.but for（要不是）7. If only要是就好了If only I knew his name!If only we had followed your advice!If only I could see him again!8. It s necessary /strange/ natural/ important -+Ctlhaautse 从句中的动词要用虚拟，即（should）+动词原形9. 某些简单句的固定句型：Heaven help him!God bless you!May you succeed!Long live the People s

44、Republic of China!三： 虚拟语气假设条件句型注意点：假设条件从句谓语动词发生的时间与主句所假设的谓语动词不一致，这种条件句叫做混合条件句。主句和从句的谓语动词要依照假设的时间而定。（ “各归各” 的原则）If the weather had been finer, the crops would be growing better.If you had followed the teacher s advice, you wouldn t be in the hospital.2. 虚拟条件句倒装。条件从句中有should，were，had 三个助动词可以把if 省略，并将这

45、三个词提至句首。Step II PracticeExercises for the Subjunctive mood.Step III 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 VI4 HomeworkPrepare for the Listening and Talking on page 41.The Fourth Period List

46、ening and TalkingTeaching goals：1. To help the students improve listening skills.2. To enable the Ss to express their likes and preference.Teaching procedures:Step I Listeningi .Do some listening practice on page 41.1. Pre-listeningQuestion: Can you name the objects in the picture? What are they?A b

47、ook, a vase, wall hangings and paints and brushes.2. ListeningAt first, ask the Ss to listen to the tape for the first time to get the general idea and answer the question: What present will the students get?Let the students to listen again and get some detailed information and answer the questions

48、inExercise 3.At last, check the answers with the whole class.ii .Do some listening practice on page 44. (Skip it if it is too difficult for your students)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 th

49、e 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 a lot about the art. Today lets talk

50、about our favourite artists and forms of art. Please discuss the questions on page 41 in pairs and make up a dialogue. Now the following sentence structures may help you.Show the following on the screen.I'd prefer I'd ratherI'd like Which would you prefer ？I really prefer Would you rathe

51、r？Would you like-or?After a few minutes, ask Ss to present their dialogues.Step III Homework1. Ask Ss to introduce the galleries the have ever been to.2. Prepare for Using Language on Page5 and 6, and finish the exercises from Page 6 to 7.The Fifth Period Using LanguageTeaching goals:1. To read abou

52、t the best of Manhatta ns art galleries and develop the studentsinterest in art.2. To help the students improve listening skills.3. To enable the students to talk about art galleries and write a letter giving suggestions.Teaching procedures:Step I Lead-inShow pictures of some famous art galleries ar

53、ound the world: Chinese Art Gallery, The Frick Collection, Guggenheim Museum, Metropolitan Museum Of Art, British Museum, Louvre Museum in France and so on.Step II Reading1. Fast reading:Ask Ss to read the passageabout art galleries on page 5, and answer the question: How many galleries mentioned in

54、 this text? What are they? What can you see there?2. Careful reading:Detailed reading to check Exercises 1& 2 belowAfter that, ask the Ss to listen to the recording and answer the questions in Part 3.Play the tape for the students to follow and after that, check the answers.3. Post-readingAnswer

55、 the following questions:1. What do you think the purpose of this text is?To give people information about various art galleries in New York and to show them where they are.2. Who do you think the text was written for?Tourists, art gallery visitors.3. Where might you see such a text?Possibly in guid

56、e book.Step III Discussing and listening (P7)i .Suppose you were staying in a hotel in Manhattan with Gao Yan, Susan and John. Now if you have a chance to visit art galleries, which galleries do you prefer? Why?Ask the students to tell the group members which galleries introduced they prefer in groups of 4.ii . Ask the Ss to do some listening practice on page7At first, ask them to listen to the tape for the first time and number