人教版高二英语选修6 Unit1 Art 全单元教案

The First Period Speaking The First Period Reading Teaching 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 of There 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 painting 3. 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 painting Teaching methods教学方法 Skimming and scanning; individual, pair or group work; discussion Teaching 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-in To 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 art Step II Warming-up Ask 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 B a. realistic 1. accurate b. abstract 2. state of fact of existing c. existence 3. being in thought but having a physical or practical existence d. detailed 4. lifelike, true to life e. religious 5. classical, of old belief f. traditional 6. sincere to believe in a god or gods T hen ask Ss to give their opinions to fill the task listed in the Warming-up Step III Pre-reading Get 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. StepⅣ Reading Task 1 Scanning Show some questions on the screen. 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 Scanning Let the Ss red the passage again and get the main idea of it. Then complete the following chart no their own. Names of Ages Time Artist Feature The Middle Ages 5th to 15th century Giotto Di Bondone religious, realistic The Renaissance 15th to 16th century Massaccio perspective, realistic Impressionism Late 19th to early 20th century detailed, ridiculous Modern art 20th century to today Controversial, abstract, realistic Task 3 Explanation There 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 religion If 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 Comprehending Ask the students to read the passage again and deal with Exercises. Step V Homework 1.​ 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 Period Language Study Teaching goals 教学目标 1. Target language目标语言： Influenced, symbolic, shadowy, attemptable, valuable, aimless, prediction, believable, European, ridiculous I would love to visit France I like religious art better than realistic art because it makes you see 2. Ability goals能力目标 Enable the students to learn the use of word family 3. 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 suffixes Teaching methods教学方法 Explanation and practice Teaching aids教具准备 A computer and a projector, a blackboard Teaching 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 homework 2.​ Ask a student to retell the short history of western painting 3.​ 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 Suffixation Let Ss learn some uses of suffixes Ask 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--- thinker 1.​ Suffixes used as a noun signifier Verb Adjective Suffix Noun read -er reader act -or actor train -ee trainee build -ing building attend -ance attendance punish -ment punishment invent -tion invention sick -ness sickness special -ist specialist true -th truth 2.​  Suffixes used as an adjective signifier Noun Verb Suffix Adjective wind -y windy adventure -ous adventurous hope -ful hopeful hero -ic,(-ical) heroic nation -al national care -less careless trouble -some troublesome depend -ent/-ant dependent comfort -able/-ible comfortable act/imagine -ive/-tive -ative/-itive active imaginative second -ary secondary change -able changeable annoy -ing annoying excite -ed excited 3.​ Suffixes used as an adjective signifier Adjective Noun Suffix Verb broad fright -en broaden, frighten simple -fy simplify modern -ize(-ise) modernize Step III Practice Get the Ss to review the uses of verbs, nouns and adjectives. Parts of Speech Nouns Ver Adjective Subject ☆ Object ☆ Predicate ☆ Predicative ☆ ☆ ☆ Objective Complement ☆ ☆ Attribute ☆ Then practice Exercises 2, 3 &4 on page 42. Step V Homework Prepare to learn the grammar of the subjunctive mood. Period 3 Grammar Teaching aims 1.​ Enable the students to use the Subjunctive mood correctly in different situations Teaching important and difficult points Teaching methods Analysis and have some discussions. Teaching procedures Step 1 Presentation At 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 I’m a basketball fan. Yao Ming is coming here to play a basketball game this evening. But unfortunately, I haven’t’ 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 Clause Time Verb Objective clause now wish would do / could do / were /did past wished had been / done future wish would do/ could do / were / did 2.​ “If” clause---, main clause Time Verb Main Clause Now were/ did would/could/should/might +V（原） Past had done would/could/should/might+have+p.p. Futrue were /did would/could/should/might +V（原） were to do should do Step 2 Practice First, 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 Consolidation Ask 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 Homework Prepare for the Listening and Talking on page 41. The Fourth Period Listening and Speaking Teaching 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: I’d prefer… I’d rather… I’d like… Which would you prefer…? I really prefer… Would you rather… Would you like… 2. Ability goals能力目标 Enable the Ss to express their likes and preference 3. 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 method Teaching aids教具准备 A computer, a recorder and some slides Teaching procedures & ways教学过程与方法 Step I Listening 1.​ 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 Talking Ask the Ss to discuss the questions in Talking in pairs. “So far, we have learned some knowledge about the art. Today let’s talk about how to express likes and preferences. Now I’ll 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. I’d prefer… I’d rather… I’d like… Which would you prefer…? I really prefer… Would you rather…? Would you like…or? After a few minutes, ask Ss to present their dialogues. Step III Homework 1.​ Ask Ss to introduce the galleries the have ever been to. The Fifth Integrating Skills Teaching 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 suggestions 3. Learning ability goals 学能目标 Help the students to learn to how to talk about art galleries and write a letter giving suggestions Teaching important & difficult points教学重难点 Teach the Ss how to write a letter giving suggestions Teaching methods教学方法 Fast reading, close reading, discussion Teaching aids教具准备 A computer and a projector, a recorder Teaching procedures & ways教学过程与方法 Step I Revision and Lead-in T: “Have you ever been to any galleries before? Do you think visiting galleries in interesting? Now works in groups of 4 and I’ll give you a few minutes to talk about the galleries you have been to. And then I’d 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 Reading Ask 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 below After 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 page7 At 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 Discussion First ask the Ss to read the passage “The Best of Manhattan’s 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. I’d prefer… I’d rather… I’d like… Which would you prefer…? I really prefer… Would you rather…? Would you like…or? A few minutes later, ask several groups to show their discussions. Step V Writing First, 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. StepⅥ Homework: 1.​ Finish the writing task. 2.​ Prepare for the Reading task on page 45. The Sixth Period Integrating Skills (Ⅱ) Teaching goals 教学目标 1. Target language目标语言： Environment, council, attractive, permission, imagination, cross out We would like to turn… into… When we have finished the work, we hope …will join us in …so that… 2. Ability goals能力目标 Enable the Ss to talk about environment a Enable the Ss to write letter to ask for permissions 3. Learning ability goals 学能目标 Help the Ss to write letter to ask for permissions Teaching important & difficult points教学重难点 Help the Ss to write letter to ask for permissions Teaching methods教学方法 Task-based method, discussion and practice Teaching aids教具准备 A computer and a projector Teaching procedures & ways教学过程与方法 Step I Reading Task Task1 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 Reading 1.​ Just write down some key words. 2.​ Use words or phrases. 3.​ Omit the small words like prepositions. Step II Speaking Task Ask 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. StepⅢ Writing Ask the Ss to write a letter to the headmaster of the school. Tell them while writing, they can refer to the while writing they can refer to the instructions in Writing Task.