UNIT1 《ART》教案
（新人教版选修6）
lead-in:
important points:
2. painting n.(油，水彩) 画 paint v.（用颜料）画
v.摘录，提取，分离（from）
pre-reading (说课p94)reading
skimming
name of agestimeartistfeature
important points:
2.belief n.相信；信念；信仰；信心 believe v.
belief-believe life-live proof-prove safe-save thief-thieve
beyond believe 难以置信
have belief in…对…有信心
it’s one’s belief that- 某人相信
to the best of one’s belief （某人）深信
e.g. her belief in god is very firm. 她对上帝的信仰很坚定。
由于你的懒惰和粗野，我不得不辞退你。
aim n.目标；目的；瞄准 v.瞄准；努力 aimless adj. 没有目标
take aim at 瞄准
aim to do sth. 意欲/力求做某事
aim (sth.) at sb./sth. （用某物）瞄准某人/某物
be aimed at 目标是；目的是
e.g. he aimed the gun at a bird. 他用枪瞄准鸟。
by prep. 在…之前，不迟于…
（“by+过去时间”常与过去完成时连用；“by+将来时间”常与将来完成时连用）
7.value n.价值；（pl.）价值观 v.给…估价
be of great(some, little, no) value to…对…有很大（一些，几乎没有，没有）价值put great value on sth. 认为某事十分有益
valuable adj. 有价值的；重要的
10.possession n. 所有；占有；（pl.）所有物；财产
possess v.占有；拥有
possessor n. 所有人；持有人
personal possessions 个人财产
in possession of 占有；拥有；持有 (主语是人，拥有某物)
in sb’s possession/in the possession of sb.
为某人所有；在某人的控制下(主语是物，为某人所有)
e.g. the soldiers took possession of the enemy’s base.
修饰不’修饰可’修饰可’+不’
a great/good deal of large/great numbers of a large quantity of
a great amount of a great/good many large quantities of
dozens of(几十) plenty of
15.mostly adv. 大部分地；主要地（mainly, largely）
most n.大部分；最大程度（作主，宾） adj. 大多数的（表） adv. 最，极其，非常（状）
与dozen用法类似
20.attempt vt.& n. 尝试；努力；企图
(attempt比try更正式,且attempt 暗含不成功)
attempt to do sth 试图做某事
make an attempt to do/at doing sth. 试图做某事
22.on the other hand 另一方面，反过来说（状）
on (the) one hand 一方面
on hand 现有的，手头上的，即将发生的
learning about language
2. at (the) least 至少，最低限度 at (the) most 至多，最多no doubt 很可能，无疑 in doubt 怀疑，不肯定
there is no doubt of&about sth./ that-- 毫无疑问…
e.g. there is no doubt that he is honest./of his honesty.
新目标英语九年级教案unit 1unit 6
How do you study for a test?单元分析 内容提示 本单元主要内容是学会利用verb十by/with gerund 表示方式方法来讨论学习英语的策略,认识自己在学习方面的长处和不足。初步了解现在完成时的结构和用法。现在完成时由助动词have/has+动词的过去分词构成,主要表示过 去发生的某一动作对现在仍有影响或造成的后果,常与already,yet,just,ever,never等副词连用。 教学目标 一、学习目标(Language Goal) 1. Talk about how to study . 学会讨论各种学习方法和策略。 2. Find out your suitable learning methods. 找出适合自己的学习方法。 二、语言结构(Language Structures) 1. Verb + by with gerund by+动名词短语表示“通过…途径,方法” 2. How questions have引导的特殊疑问句 三、目标语言(Target Language) 1. How do you study for tests ? 你是怎样准备考试的? Well , I study by working with my classmates.
哦,我和同学们一起学习。 2. Have you ever studied with a group ? 你曾经参加过学习小组吗? Yes , I have . I’ve learned a lot that way . 是的,参加过。通过这种方式我学了许多。 3. I don’t have a partner to practice English with . 我没有同伴可以练习英语。 Maybe you should join an English club. 或许,你应该参加一个英语俱乐部。 4. What about reading aloud to practice pronunciation ? 大声朗读来练习发音怎么样? Why don’t you join an English language club ? 你为什么不参加一个英语俱乐部呢? 四、重点词汇(Key words and phrases) 1. flashcard n. 抽认卡 2. frustrating a. 令人沮丧的 3. memorize v. 记忆,背诵 4. aloud adv. 出声地、高声地 5. comma n. 逗号 6. pronunciation n. 发音 7. solution n. 解决办法 8. not at all 根本(不) 全然(不)
四年级英语上册Unit 1 第一课时教案
Unit 1 My classroom 教材分析 本单元学习的主题是新学期开始打扫新更换的教室。教学内容主要是通过学生们谈论、打扫教室的情景来呈现的。教学重点是能够听、说、认读核心句型“What’s in the classroom?”“Let’s go and see!”“—Where is it? —It’s near the window.”“Let’s clean the classroom.”“Let me clean the teacher’s desk.”；能够听、说、认读单词和短语“classroom, window, blackboard, light, picture, door, teacher’s desk, computer, fan, wall, floor”。 教学目标知识与能力目标: 句型 ·能够听、说、认读句型“What’s in the classroom?”“Let’s go and see!”“—Where is it? —It’s near the window.”“Let’s clean the classroom.”“Let me clean the teacher’s desk.” ·能够在情景中运用句型“—Where is…? —It’s in/on/under/near the…”询问并回答物品的位置·能够在情景中运用句型“Let’s…”“Let me…”提出行动建议 ·能够按意群朗读“—Where is the green book? —It is under the teacher’s desk.”等四组句子 词汇 ·能够听、说、认读单词和短语“classroom, window, blackboard, light, picture, door, teacher’s desk, computer, fan, wall, floor” ·能够正确使用上述词汇描述教室里的物品及设施 ·能够在有意义的语境中正确书写上述词汇 语音 ·能够掌握a-e的发音规则，即a-e在单词中发长音/e?/ ·能够读出符合a-e发音规则的单词，并能够根据读音拼写出符合a-e发音规则的单词 情感态度?文化意识?学习策略目标: ·学习礼貌言行，能够对请求、道歉等行为做出恰当反应 ·具有讲卫生、爱整洁的意识 ·能够根据a-e的发音规则拼读单词，并能够根据a与a-e的发音规则拼写单词 课时安排第一课时: Part A Let’s talk & Let’s play 第二课时: Part A Let’s learn & Let’s do 第三课时: Part A Let’s spell 第四课时: Part B Let’s talk & Let’s play 第五课时: Part B Let’s learn & Let’s play 第六课时: Part B Read and write & Let’s check & Let’s sing
人教版英语必修三 Unit 1 全单元教案
Unit 1 Festivals around the world I．教学内容分析 本单元的中心话题是“节日”，主要讲述了不同地区不同种类的节日。 Warming Up部分设计了小组活动，通过图表填写让学生区分中国的传统节日与别国节日的异同，目的在于激活学生已有的节日背景知识，引出主题，为以后几堂课学习热身。 Pre-readin g 通过几个问题,调动学生已有的知识和经验，激发学生想了解更多节日的好奇心，让他们主动参与到主题教学活动中，为下面学习阅读文章作铺垫。 Reading 部分先简要介绍了一下早期各种节日的起源以及存在的原因，然后又分别介绍了几种世界各地的节日，依次的顺序是亡灵节、纪念名人的节日、丰收节、春天的节日等。 Comprehending由四个部分组成。第一、三、四部分通过表格形式，第二部分通过让学生回答问题的方式，鼓励学生积极思考，加深对课文的理解。 Learning about Language 部分主要突出了本单元的语法项目——情态动词的用法。这些情态动词主要有：can，could，may，might，will，would，shall，should，must，can’t 等的用法。 Using Language 部分中包括了听、说、读、写几个部分的内容。学生可通过对Trinidad Carnival、情人节等一些节日的学习，分析问题，锻炼自己的思维能力。阅读后的习题及讨论不仅帮助学生理解文章的主旨大意，更重要的是让学生寻找解决问题的方法。 Learning Tip部分主要建议学生搜集各种资料，查询与世界各地节日有关的信息，了解各种节日的来源与内涵。 II．教学重点和难点 1. 教学重点 (1) 本单元的生词和短语； (2) 掌握一些情态动词的基本用法； (3) 了解有关节日和民俗，掌握有关词汇，如custom,religious等。 2. 教学难点 (1) 增进学生对中国节日的理解，了解和感悟外国的节日； (2) 提高学生的社会文化素质，加强跨国文化素质； (3) 培养学生运用资源策略。 本单元建议分七课时： 第一、二课时：Warming up, Pre-reading, Reading & Comprehending 第三、四课时：Learning about Language 第五课时：Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook) 第六课时：Reading (Using Language) & Reading task (Workbook) 第七课时：Speaking task (Workbook), Writing (Using Language) & Summing Up IV．教学步骤： Period 1&2 Warming up, Pre-reading, R eading & Comprehending Teaching Goals:
Unit1ArtTeachingplan整体教案
Unit 1 Art Teaching plan I. 单元教学目标： 1. Talk about art and galleries 2. Talk about likes and preferences 3. Learn words in families 4. Use the subjunctive mood 5.Write a short passage about art II. 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 , scholar… 3. 语法: the subjunctive mood If 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 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 created, the impressionists’painting were controversial but today they 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历史，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。 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 介绍了西方绘画历史，不同的艺术流派，艺术特点及其代表性画家和作品。4．Using language 是由reading, listening, 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 learn the new words and expressions 2nd period reading 3rd period language points 4th period using language 5th period listening and talking 6th period grammar 7th period speaking and writing 8th period revision and consolidation 分课时教案
Unit1-friendship全单元教案
Unit 1 friendship Participants: 靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙 School: Tai Zhou No.1 Senior Middle School 1.Teaching aims and demands 2.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about
friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition its importance in all cultures. 2) Making of the teaching plan This unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns’ eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:
【2018秋季课程人教版高二英语】选修六unit1Art教案
适用学科 高中英语 适用区域 人教新课标版
适用年级
高二
课时时长（分钟） 2 课时
1 单词学习及辨析
知识点 2 虚拟语气
3 开放作文练习
教学目标
1. 掌握本单元重点词汇的基本含义与用法； 2. 锻炼提升写作能力。
教学重点
1. 重点的词汇与句型； 2. 书面表达的书写思路。
教学难点 如何准确地运用重要词汇和句型进行表达
教学过程
一、导入
教学建议：导入有很多种方法，一般控制在十分钟左右为宜，可以采用各种形式，比如： 1、直接导入法。 2、复习以往知识：可以从已学、已知的入手，与今天的教学进行对比。 3、课前小测：可以针对学生学校里近期讲授的内容进行出题（以简单题和中档题为主，以 10 分钟左右为宜）进行测验，也可以针对基础知识进行复习提问，检查学生学校所学内容 的掌握程度，进而展开教学。 4、以近年来发生的重大事件为题导入。既考查了学生从社会生活中获取信息的能力，又激 发了学生的学习兴趣，让学生马上进入学习状态等。
以上的导入方法只是建议，大家选择其中一种或两种进行交叉使用即可。
复习：上节课作业订正。
二、知识讲解
知识点 1 重点单词
1） faith n.信任；信心；信念 have faith in 对……有信心；信仰…… lose faith in 对……失去信心 be faithful to 忠实于某人 She has placed a great deal of faith in him. 她对他极其信任。 People have lost faith in the British Parliament. 人们已经对英国议会失去了信任。 夯实基础 (1)The older Tibetans have said they_______________________________ (对……有信心) the young generation. (2)Mary _______________________________(对……忠诚)her husband. 【答案】：1have faith in 2 is faithful to 2） consequently adv.因此；所以 (in consequence＝as a consequence＝as a result 因此；所以 in consequence of＝as a consequence of＝as a result of 由于 As a consequence，I decide to exchange it for something that I really need at present. 因此，我决定用它来换取目前真正需要的东西。 As a consequence，the number of polar bears is becoming smaller and smaller. 结果北极熊的数量变得越来越少。 夯实基础
译林版九年级上册unit1教案全集
9A Unit 1 Know yourself Period 1 Comic stri p﹠Welcome to the unit Teaching aims: By the end of the lesson: Students can talk about personalities. Students can master some useful expressions. Teaching difficult and important points: How to talk about personalities effectively Teaching steps: Step 1 Leading-in Encourage students talk about their personalities. What are your like? Step 2 Practice Do exercise A on page 7. Then check answers. Ask students talk about their friends’ personalities. Step 3 Listening Listen to the tape and answer the following questions. What are they like? Students play different roles and act the story out. Step 4 Listening Listen to the tape and answer some questions. What is Eddie like? What does it can help us? Step5 Performance Work in pairs and perform the dialogue. Step6 Explanation The teacher explains some difficult expressions to students. Step7 Homework Recite two dialogues.
pep7 unit1 第一课时(全英)教案
pep7 unit1 第一课时（全英）教案Lesson plan for lesson 1 of pep7 unit1
pep7 unit1 第一课时（全英）教案 前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校 选择英语作为其主要或唯一的外语必修课。英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。本教案根据 英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定 合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。便于学习和使用，本 文下载后内容可随意修改调整及打印。 课题a .let’s read c good to know pronunciation第 1 课 时目标 1、能听说读写短语：on foot , by bike , by bus , by train . 2、能听说认读短语: by plane , by ship , by subway . 3、能用句子: “how do you go to school? how do you go tocanada\…”来替换关键词询问别人的出行方式；并能用句子”i go by …”进行回答。 4、能听懂、会吟唱let’s chant的歌谣重点难点key points: four-skill phrases and the two sentences.difficult points: use the phrases and the sentences in activities准备tools: card tape ss: cards教学过程教师活动学生活动step1 warm up 1.free talkt：today i go to schooj by bus . usually i go to school by bike. do you go to school by bus ? or
高中英语 Unit 1 Art 全单元教案
高二上学期第六次教案设计人： Unit 1 Art Period 1 Warming Up, Pre-reading, Reading, Comprehending Teaching Goals: 1. To arouse Ss’ interest in learning about art. 2. To develop some basic reading skills. 3. To learn some new words. 4. To know about the history of western painting. Teaching Procedures: Step 1 Leading-in Purpose: To activate Ss and arouse them to talk about art. Pair work: Show the picture, Mona Lisa smile. Ask Ss three questions. And see how much they know about the famous picture. 1.Who is the woman in the picture? Mona Lisa. 2.Who painted the picture? Leonardo da Vinci (1452～1519). 3.How long did it take him to paint it? Four years (1503～1506). Step 2. Warming Up Purpose: To lead Ss to prepare for both the content and the grammar focus of the unit. Group work Step 3. Pre-reading Purpose: 1.To introduce to Ss some famous western artists of each period and their famous works. 2.Get Ss to talk about the famous western artists and their famous works. 1. Pair work Do you know the names of the following western artists and their famous works? What do you know about them? Discuss with your partner. 2. Group work Ask Ss to discuss in groups how to use the following words. 3. Practice Match the words with the correct meanings: Step 4. Skimming Purpose: To help Ss learn some skills used by experienced readers. Group work
人教版Book3unit1全单元教案
Book3 Unit 1 Festivals around the world I．教学内容分析 本单元的中心话题是“节日”，主要讲述了不同地区不同种类的节日。 Warming Up设计了小组活动，通过图表填写让学生区分中国的传统节日与别国节日的异同，目的在于激活学生已有的节日背景知识，引出主题，为以后几堂课学习热身。 Pre-readin g 通过几个问题,调动学生已有的知识和经验，激发学生想了解更多节日的好奇心，让他们主动参与到主题教学活动中，为下面学习阅读文章作铺垫。 Reading 部分先简要介绍了一下早期各种节日的起源以及存在的原因，然后又分别介绍了几种世界各地的节日，依次的顺序是亡灵节、纪念名人的节日、丰收节、春天的节日等。 Comprehending由四个部分组成。第一、三、四部分通过表格形式，第二部分通过让学生回答问题的方式，鼓励学生积极思考，加深对课文的理解。 Learning about Language 部分主要突出了本单元的语法项目——情态动词的用法。这些情态动词主要有：can，could，may，might，will，would，shall，should，must，can’t 等的用法。 Using Language 中包括了听、说、读、写几个部分的内容。学生可通过对Trinidad Carnival、情人节等一些节日的学习，分析问题，锻炼自己的思维能力。阅读后的习题及讨论不仅帮助学生理解文章的主旨大意，更重要的是让学生寻找解决问题的方法。 Learning Tip主要建议学生搜集各种资料，查询与世界各地节日有关的信息，了解各种节日的来源与内涵。II．教学重点和难点 1. 教学重点 (1) 本单元的生词和短语； (2) 掌握一些情态动词的基本用法； (3) 了解有关节日和民俗，掌握有关词汇。 2. 教学难点 (1) 增进学生对中国节日的理解，了解和感悟外国的节日； (2) 提高学生的社会文化素质，加强跨国文化素质； (3) 培养学生运用资源策略。 本单元分五课时： 第一课时：Warming up, Pre-reading, Reading & Comprehending 第二课时：Learning about Language 第三课时：Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook) 第四课时：Reading (Using Language) & Reading task (Workbook) 第五课时：Speaking task (Workbook), Writing (Using Language) & Summing Up IV．教学步骤：
Unit1Hello第一课时教学设计
《Unit1Hello》第一课时教学设计 教学重点：本部分主要是见面打招呼、自我介绍及道别用语的会话学习，使学生在不同的情景中听懂、会说Hello。/Hi 。 Goodbye。/Bye-Bye。 I'm 。。。。 教学难点：自我介绍用语I’m…的发音不容易到位，学习起来较难，教师要适时纠正，切不可挫伤孩子的学习积极性。 教具准备： 1、教材相关人物的面具或头饰 2、为Let's play中的击鼓传花游戏准备相应的道具 3、教材相配套的录音带 教学过程： 1．热身 (Warm-up) （1）先给学生播放卡通片，了解所学语言运用的环境。内容为“迪士尼英语”中第一课的片段（Magic English----Hello）学生在他们喜爱的卡通节目中了解、学习打招呼用语Hello。/Hi ，边看卡通边说英语。学习语言的同时，了解语言所用的环境，兴趣与语境同时创设，学习与兴趣同时存在。[本部分内容根据各校情况可自行改变，用图片来代替，或直接进入下一环节。] （2）通过看卡通片告诉学生“卡通”一词的发音是由
英语单词Cartoon一词的发音直接翻译过来的。在现实生活中，我们还有许多的类似之处，有时我们甚至直接用英语的单词来代表某物如CD， VCD， DVD等等。 （3）由于学生是第一次正式接受英语课的学习，教师可在此基础上采取交谈的方式与学生讨论一下英语的作用以及学习英语的意义。不妨请学生说说他们在现实生活中已经了解的英语单词或日常用语。利用教科书开始的蝴蝶页Welcome to English 彩图中呈现的我们生活中学生已经会说或较熟悉的词汇如 CD， VCD， DVD， OK! Hi! Yeah! Wow! Bye! E-mail， Cartoon等词来激发学生学习兴趣与学习愿望。 2．呈现新课 (Presentation) （1）在学生初步了解打招呼用语后，教师播放本课的歌曲“Hello”的录音，自然引出师生之间的打招呼。 T: Hello， boys and girls。 Ss: Hello。 （2）教师利用这个机会及时向学生介绍自己Hello， I’m …/Hi， I’m … （3）教师还可带上Sarah的头饰介绍Hello! I’m Sarah。/Hi ! I’m Sarah。（教师在示范时，应定要用手势语言辅助学生理解。对于初学者来讲，体态语言和手势语可帮助他们理解和记忆，因此教师要适时利用手势和动作甚至表情来配合教学。）
初一英语Unit 1 全单元教案新部编本
教师学科教案[ 20 – 20 学年度第__学期] 任教学科：_____________ 任教年级：_____________ 任教老师：_____________ xx市实验学校
Unit 1 My name’s Gina 一、教学内容、目标与要求 二、教学内容分析
本单元重点话题是自我介绍，也包括询问他人姓名和介绍他人及询问他人的电话号码。通过自我介绍来呈现be动词的一般现在时的两种形式am 和is, 通过询问他人名字和电话号码来呈现本单元的重点句式What is…? 和重点语法项目---形容词性的物主代词：my, your, her , 和his。 三、教学过程建议 本单元从其内容而言，也类似一个过渡单元。自我介绍可能已不再有新鲜感，可以通过给学生取英语名字来激发兴趣，把课本上的名字都反映出来，以减小词汇中姓名教学的难度，同时也允许学生给自己取他们自己喜欢的英文名字。尽量多采用小组和班级活动的方式表现词汇和句式。如姓名、数字游戏、制作名片、名人档案等，让基础较好的学生发挥示范作用，让所有的学生都参与。在教授物主代词your ,his和her时，可以通过距离和性别来反映，让学生在观察中领悟。 Period One 课型： Watching, Listening and Writing 方法： Interactive approach 主要内容： Key vocabulary：my, name, clock, nice, meet Key structures：What’s your name? Nice to meet to you! 目标： To learn to greet others and make simple introduction involving his or her name. To review some of the old words such as book, fish, fall, clock, etc. 教学步骤： Step 1 Warming-up 操作： ·教师以问候形式开始第一节课，教师可以说:Nice to meet you, everybody!如果学生不能正确反应，帮他们作答。 ·教师接着作一个自我介绍，说：My name is…, I’m…years old. 引导出目标语言并写在黑板上。 ?教师与单个学生对话，说：My name is….? What’s your name, can you tell us? 必要时帮助学生回答：My name is…. Step 2 Compete to say the words (1a)
人教版高二英语选修6Unit1Art全单元教案
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. Ste pⅣReading 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