Unit 1 Art 教案1（人教版高中英语选修六)10页

山东省菏泽第一中学高中英语Unit1Art教案新人教版选修6TeachingplanI.单元教学目标：TalkaboutartandgalleriesTalkaboutlikesandpreferencesLearnwordsinfamiliesUsethesubjunctivemoodWritealettertogivesuggestionsII.重点句子therearesomanydifferentstylesofwesternartitwouldbeimpossibletodescribealloftheminashorttext.peoplebecamefocusedmoreonhumanandlessonreligion.iftherulesofperspectivehadnotbeendiscovered,peoplewouldnothavebeenabletopaintsuchrealisticpictures.atthetimetheywerecreated,theimpressionists’paintingwerecontroversialbuttodaytheyareacceptedasthebeginningofwhatwenowcall“modernart”.III.．课型设计与课时安排1stperiodWarmingupandreading2ndperiodLanguagestudy3rdperiodGrammar4thperiodUsinglanguage5thperiodReading,speakingandwriting分课时教案TheFirstPeriodWarmingupReading教学目标：ToenablethestudentstohaveaknowledgeoftheshorthistoryofWesternpainting.Toimprovethestudents’readingability.教学重难点EnabletheSstotalkabouttheshorthistoryofWesternpainting教学方法Skimmingandscanning;individual,pairorgroupwork;discussionTeachingprocedures&waysStepILead-inToleadinsuchatopicbymentioningthesculpturesorpaintingsaroundthestudents,forexample,sculpturesonthecampus,famouspaintingshangingonthewallsofthecorridoroftheschoolbuilding,etc.AskSstofigureouttheirfunctionsandthegeneraltermtocallthem---theworksofartStepIIWarming-upShowsomefamouspaintingsandask:Doyouknowthefollowingfamouspaintingsandpainters?MonaLisaSmile→LeonardoDaVinci(Italian,1452-1519)Sunflowers&starrynight→VincentvanGogh(Dutch,1853-1890)WaterLilies→ClaudeMonet(French,1840-1926)Dream&Seatedwoman→PabloPicasso(Spanish,1881-1973)Ask:Canyoutelltheagesofthepaintings? Say:Todaywe’lllearnabouttheshorthistoryofwesternpainting.StepIIIReading1.Comparison:MakeacomparisonofWesternandChinesepaintingandask:Whichdoyouthinkhasagreaterchange?Why?2.ScanningReadPara.1,andanswerthequestion.ScanPara2-5,andfindtherepresentativeartistsandthefeaturesoftheirpaintings.NamesofAgesTimeArtistFeatureTheMiddleAges5thto15thcenturyGiottoDiBondonereligious,realisticTheRenaissance15thto16thcenturyMassaccioperspective,realisticImpressionismLate19thtoearly20thcentury／detailed,ridiculousModernart20thcenturytotoday／Controversial,abstract,realistic3.CarefulreadingReadthetextcarefullyandfindsomedetailedinformation.TheMiddleAgesFeatures:theme:religionArtistswerenotinterestedinshowingnatureandpeopleas…butinterestedincreatingrespectandloveforGod.TheRenaissanceMasaccio：thefirstpersontouseperspectiveinpaintingFocusedmoreonhumansandlessonreligion.Twodevelopments:a.Drawingthingsinperspectivesb.Oilpainting.ImpressionismWhatchangesledtothechangeinpaintingstyles?Lookatthesepaintings,whatdidtheypaint?Whydidtheimpressionisthavetopaintquickly?ModernartTwoextremesStyleA.AbstractB.RealisticConcentrateonCertainqualitiesoftheobjectWhatweseewithoureyesPresentationColor,lineandshapephotographStepIVComprehendingAskthestudentstoreadthepassageagainanddealwithExercises.StepVHomeworkUnderlinetheusefulexpressionsandthetimeexpressionsinthereadingpassage. Retellthepassagewiththehelpofthechartaboutthetext.TheSecondPeriodLanguageStudy教学目标:Toenablethestudentstolearntheusefulexpressions.Tohelpthestudentsleanhowtojudgethepartsofspeechaccordingtothesuffixesanddeterminetheirfunctionsinthesentences.教学重难点:GettheSstolearnwordformationbyaddingsuffixes教学方法:Explanationandpractice教学过程:StepIRevisionCheckthestudents’homeworkandletonereadtheirwork.AskSstospeakoutthetimeexpressionstheyunderlinedashomeworkAskastudenttoretelltheshorthistoryofwesternpaintingAskSstodiscussthequestionsinExercises3onpage3ingroupsof4.Artisinfluencedbybeliefsofthepeople,thewayoflifeandsoon.StepIILanguagepointsPaintingissilentpoetry,andpoetryisaspeakingpicture.画是无言的诗,诗是有声的画。2.Goodpaintingislikegoodcooking;itcanbetasted,butnotexplained好的画犹如佳肴，可以品其美味，却无法解释。3.wouldrather宁愿，宁可Iwouldratherwalkthantakeabus.Shewouldratherdiethanloseherchild.wouldratherdosth.wouldrathernotdosth.wouldratherdosth.ratherthandosth.prefersth.tosth.prefertodosth.ratherthandosth.Ialwayspreferstartingearly,ratherthanleavingeverythingtothelastminute.4.认为，看待Consider+n.+adj./n.+tobe/n.+as/+that-clause/it+adj./+n.+todosth.Weconsiderthatyouarenottoblame.Doyouconsideritwisetointerfere?Iconsideryou(tobe)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，引申为“吻合，协调”match多指大小、色调，形状、性质等方面的搭配1)Nodishsuitsalltastes.没有人人合口味的菜。2)Trythenewkeyandseeifitfitsthekeyhole. 试试新配的钥匙，看看与锁眼是否吻合。3)Thepeople’sGreatHallandtheHistoricalMuseummatchtheTianAnMenbeautifully.人民大会堂和历史博物馆与天安门陪衬得极为优美。6.attemptv.试图，企图，尝试Theprisonerattemptedanescape/toescape.Shewillattempttobeattheworldrecord.n.Theymadenoattempttoescape.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illustration插图ApaintingofsbApaintingbysb某人的画？某人画的画？8.abstractadj.n.Vanabstractpainting抽象画intheabstract抽象地abstract…from…从…中提取9.detailedadj./n.detailedinformationindetail详细地Reading10.belief相信，看法It’smybeliefthathewillwin.Itwasonceacommonbeliefthattheearthisflat.TheirbeliefsinGodareveryfirm.信仰，信条Therumorisbeyondbelief.beyondbelief难以置信n---v:belief---believelife---liveproof---provesafe---savethief---thieve11.whileSomepeoplerespecthim,whileotherslookdownuponhim.(表对比)12.influencev.n.Theweatherinsummerinfluencesthericecrops.Hehasnoinfluenceoverhischildren.搭配：Haveaninfluenceon/upon…对…有影响Undertheinfluenceof…受….的影响，被…左右Influentialadj.有影响的;有势力的TheMiddleAges(5thto…)13.aimn.v.Whatisyouraiminlife?Heaimedthegunatabird.搭配：:achieveone’saim达到目的missone’saim未击中目标withoutaim无目的的14.taketheplaceof=replace“pleasetakeyourplace,everyone,”saidJohnSmith.”FromnowonIwilltaketheplaceofMr.Georgeaschairmanofthemeeting.15.focusvt.Vi.focuson集中于Alleyeswerefocusedonthespeaker.16.possessionn.所有，占有;（pl）所有物，财产personalpossessionsCompare:inpossessionof(主动）/inthepossessionof（被动）v.possessn.possessor17.convincevt使确信，使信服Imanagedtoconvincethemthatthestorywastrue.搭配：convincesbofsth=convincesbthat…使…相信 beconvincedofsth=beconvincedthat…相信…Translation:我怎样才能让你相信她的诚实呢？HowcanIconvinceyouofherhonesty?她说的话使我认识的我错了。WhatshesaidconvincedmethatIwasmistaken.Impressionism(late19thto…)18.修饰不可数名词：agreat/gooddealof/agreatamountof修饰可数名词:alarge/greatnumberof;large/greatnumbersof;agreat/goodmanydozensof/scoresof修饰不可数名词或不可数名词:alotof/lotsof;alargequantityof/largequantitiesofplentyof19.mostlyadv.(=mainly,largely)大部分的，主要的Theyaremostlystudents.mostpron.adj.advThisisthemostIcandoforyou.Petermadethemostmistakesofalltheclass.Whatinterestedyoumost?(最)Moststudentssaythatitisamostinterestingbook,butitisn’tthemostinterestingtheyhaveread,andthattheyreadsuchbooksmostlyonweekends.20.leadtoTheheavyrainleadstoseriousfloods.Leadto/lieinHardworkleadstosuccessandfailureoftenliesinlaziness.(resultin/resultfrom)21.shadown.Thewillow’sshadowfallsonthelake.shadow（阴影、影子---指一个平面）shade（树阴、阴影---指一个立体空间）Stayintheshade------it’scooler.(阴凉处)Theshadowsofthetreesgrewlongerastheafternoonwenton.随着下午时光的延续，树影会越来越长。StepIIISuffixationLetSslearnsomeusesofsuffixesAskSswhatsuffixis(Asuffixisaparticle,whichisaddedtotheendofaroot.Suffixesusuallydonotchangethemeaningoftheroot,butcanchangeitspartofspeech.Forexample:lead(v.)---leadership(n.);ill(adj.)---illness(n.)Butsometime,somesuffixesaddnewmeaningtothenewlyformedwords.Forexample:meaning---meaningless;think---thinkerSuffixesusedasanounsignifierVerbAdjectiveSuffixNounread-erreaderact-oractortrain-eetraineebuild-ingbuildingattend-anceattendancepunish-mentpunishment invent-tioninventionsick-nesssicknessspecial-istspecialisttrue-thtruthSuffixesusedasanadjectivesignifierNounVerbSuffixAdjectivewind-ywindyadventure-ousadventuroushope-fulhopefulhero-ic,(-ical)heroicnation-alnationalcare-lesscarelesstrouble-sometroublesomedepend-ent/-antdependentcomfort-able/-iblecomfortableact/imagine-ive/-tive-ative/-itiveactiveimaginativesecond-arysecondarychange-ablechangeableannoy-ingannoyingexcite-edexcitedSuffixesusedasanadjectivesignifierAdjectiveNounSuffixVerbbroadfright-enbroaden,frightensimple-fysimplifymodern-ize(-ise)modernizeStepIVPracticeGettheSstoreviewtheusesofverbs,nounsandadjectives.PartsofSpeechNounsVerbAdjectiveSubject☆Object☆Predicate☆Predicative☆☆☆ObjectiveComplement☆☆Attribute☆ThenpracticeExercises2,3&4onpage42.StepVHomeworkPreparetolearnthegrammarofthesubjunctivemood.Period3GrammarTeachingaimsToenablethestudentstousetheSubjunctivemoodcorrectlyindifferentsituations.TeachingimportantanddifficultpointsToenablethestudentstousethecorrectformofofthesubjunctivemood. TeachingmethodsSummarizing,comparativemethod;practicingactivitiesTeachingprocedures:StepIPresentationAtfirst,givethestudentsanexampletopresentwhatthesubjunctivemoodisandinwhatsituationweshouldusethesubjunctivemood.Then,showthemthesentencestructureofthesubjunctivemood.AskSstolistentothefollowingexample:SupposeI’mabasketballfan.YaoMingiscomingheretoplayabasketballgamethisevening.Butunfortunately,Ihaven’t’gotaticketforit.IfeelsorryaboutthatandwhatshouldIsayinthissituation?Iwillsay:IwishIwatchedthebasketballgame./IfIhadgotaticket,Iwouldgotowatchthebasketballgame.Haveyoueverheardsuchkindofsentences?Theyusesubjunctivemood.Thesubjunctivemoodisusedwhenwewanttoexpressawish,request,recommendationorreportofacommand.Alsothesubjunctivemoodisusedtoexpresssomethingthatiscontrarytothefact,highlyunlikelyordoubtful.Wecanusethefollowingtowsentencestructurestoexpressourregretting.Ⅰ.“If”clause---,mainclauseTimeVerbMainClauseNowwere/didwould/could/should/might+V（原）Pasthaddonewould/could/should/might+have+p.p.Futruewere/didwould/could/should/might+V（原）weretodoshoulddoⅡ.虚拟语气特殊句型1.Subject+wish+ObjectClauseTimeVerbObjectiveclausenowwishwoulddo/coulddo/were/didpastwishedhadbeen/donefuturewishwoulddo/coulddo/were/did2.wouldrather(that)现在：过去时过去：过去完成时将来：过去时3.asif/though+Clause虚拟从句动作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4.It’s(about/high)time+(that)…过去时/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.insist2.order,command3.advise,suggest,propose4.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.without和butfor构成虚拟.butfor(要不是) 7.Ifonly…要是就好了IfonlyIknewhisname!Ifonlywehadfollowedyouradvice!IfonlyIcouldseehimagain!8.It’snecessary/strange/natural/important+that-Clause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：Heavenhelphim!Godblessyou!Mayyousucceed!LonglivethePeople’sRepublicofChina!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）Iftheweatherhadbeenfiner,thecropswouldbegrowingbetter.Ifyouhadfollowedtheteacher’sadvice,youwouldn’tbeinthehospital.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，并将这三个词提至句首。StepIIPracticeExercisesfortheSubjunctivemood.StepIIIConsolidationAsktheSstodoExercise1&2inDiscoveringusefulstructuresonpage4andExercises1-4onpage43.Thenchecktheanswers.StepⅥ4HomeworkPreparefortheListeningandTalkingonpage41.TheFourthPeriodUsingLanguageTeachinggoals:1.ToreadaboutthebestofManhattan’sartgalleriesanddevelopthestudents’interestinart.2.Tohelpthestudentsimprovelisteningskills.3.Toenablethestudentstotalkaboutartgalleriesandwritealettergivingsuggestions.Teachingprocedures:StepILead-inShowpicturesofsomefamousartgalleriesaroundtheworld:ChineseArtGallery,TheFrickCollection,GuggenheimMuseum,MetropolitanMuseumOfArt,BritishMuseum,LouvreMuseuminFranceandsoon.StepIIReading1.Fastreading:AskSstoreadthepassageaboutartgalleriesonpage5,andanswerthequestion:Howmanygalleriesmentionedinthistext?Whatarethey?Whatcanyouseethere?2.Carefulreading:DetailedreadingtocheckExercises1&2belowAfterthat,asktheSstolistentotherecordingandanswerthequestionsinPart3.Playthetapeforthestudentstofollowandafterthat,checktheanswers. Post-readingAnswerthefollowingquestions:Whatdoyouthinkthepurposeofthistextis?TogivepeopleinformationaboutvariousartgalleriesinNewYorkandtoshowthemwheretheyare.Whodoyouthinkthetextwaswrittenfor?Tourists,artgalleryvisitors.3.Wheremightyouseesuchatext?Possiblyinguidebook.StepIIIDiscussingandlistening(P7)ⅰ.SupposeyouwerestayinginahotelinManhattanwithGaoYan,SusanandJohn.Nowifyouhaveachancetovisitartgalleries,whichgalleriesdoyouprefer?Why?Askthestudentstotellthegroupmemberswhichgalleriesintroducedtheypreferingroupsof4.ⅱ.AsktheSstodosomelisteningpracticeonpage7Atfirst,askthemtolistentothetapeforthefirsttimeandnumberthegalleries.Next,listenagainandanswerthequestions.Atlast,checktheanswerswiththewholeclass.StepIVWritingFirst,asktheSstodiscussthequestionsinExercise1onpage8ingroupsof4,givingtheirownsuggestionsandreasonsandthenwritealettertogivetheiropinions.StepⅥHomework:Finishthewritingtask.PreparefortheReadingtaskonpage45.TheFifthPeriodReading,speakingandwritingTeachinggoals:1.ToenabletheSstotalkaboutenvironment.2.TohelptheSstowritealettertoaskforpermissions.Teachingprocedures:StepⅠReadingTaskHereisaletteronpage45fromagroupofstudentswhowouldliketomaketheirschoolmoreattractive.Fastreading1Whydotheybecomeworried?2Whatdotheyhopetheheadmasterwilldofortheirproject?2.Carefulreading:supposeyouwerethepresidentofthehighschoolcouncilandyoureceivedtheletter.preparetomakenotesforareportabouttheletter,fillingtheblanksonpage46SometipsabouthowtomakenotesJustwritedownsomekeywordsUsewordsorphrasesOmitthesmallwordslikeprepositionsLetterfrom____________________________Askingfor______________and____________ Reason______________________________Theirplan:1___________________________2___________________________3___________________________Workwillbedoneby:___________________StepⅡSpeakingtaskAsktheSstodiscusshowtoimprovetheenvironmentofourschoolinfours,thenspeakout.A:plantingmoretrees,grassandflowers,abeautifulgarden,notpicktheflowersandstampthegrassB:notthrowlitter,picktherubbish,throwitintoadustbin,collectwastepaperandbottlesforrecycling.C:keeptheschoolyardorclassroomclean,notdrawpicturesonwalls,notcarvenamesonthetreesordesksandchairsD:makeourschoolanon-smokingplaceInall,ifeveryonemakescontributiontoprotectingtheenvironment,theworldwillbecomemuchmorebeautiful.IfallChinesecareabouttheenvironment,I’msureChinawillbecomeoneofthemostbeautifulcountriesintheworldStepⅢWritingtaskWritealettertotheheadmasteroftheschoolaskingforpermissiontoimprovetheenvironmentoftheschool.Whilewriting,refertotheinstructionsinWRITINGTASK.StepIVSummingupSumupwhatthestudentshavelearntinthisunit.StepVLearningTipGothroughthelearningtipwiththestudentsabouthowtogetageneralideaofatext.StepⅥHomework:Revisethewholeunitandfinishalltheexercisesinthisunit.