高中英语教案(人教版选修6)
高中英语选修6：Unit+2+Poems+教案3+
Unit 2 Poems教学目标1.知识技能目标:掌握阅读的基本技巧,快速找出主题句。
2语言能力目标:学会鉴赏不同类型的英文诗歌,并进行简单的创作。
3.情感态度目标:培养学生欣赏英文诗歌,了解中英文诗歌的不通和中西方文化的差异;培养学生的合作精神和协作能力。
教学重点1.学会鉴赏英文诗歌，了解其表达的情感。
2.掌握几种不同诗歌的特点。
学时难点1.快速找出每段的中心句，掌握大意。
教学活动【导入】warming up1. students appreciate a chinese poem and listen to the song.2.guess the two English poems.(设计思路)通过熟悉的中文诗导入到大家非常熟悉的外国诗歌的名句,激发了学生继续探索的热情,引入到了本节课的主题。
【讲授】reading1.Fast reading.How many kinds of poems are mentioned in the text? what are they?(设计思路)让学生通过小标题迅速捕捉题目意图,找到这五种诗歌:分别是:nursery rhyme, list poems, sinquain, haiku, and tang poems.2.Careful reading.Find out the characteristics of each poem.(1)Nursery rhymes(A)Now listen to poem A carefully and find out the rhyming words. word-mockingbird sing-ring brass-Looking-glass broke- billy-goat away-today特点:The language is concrete but imaginative. They rhyme, have strong rhythm and a lot of repetition, easy to learn and recite.(设计思路) 听童谣,找出押韵的词,同时训练了学生的听力技巧(2)List poems (B and C)They have a flexible line length and repeated phrases. Some rhyme while others do not.(设计思路)诗歌B基本上逗乐没有什么实际意义,诗歌C运用了虚拟语气(3)Cinquain (D and E)Made up of five lines, convey a strong picture in just a few words. Students group work, analyse the characteristics.Line1: a noun that names the subject of the poem.Line2: two adjectives that describe the subject.Line3:three verbs ending with-ing that describe the subject's action. Line4, four words that give the writer's opinion of feeling about the subject.Line5: a word that gives another name for the subject.(设计思路):学生分组讨论,总结和分析五行诗的特点,培养学生的合作协同能力,让更多的学生参与到课堂活动中来。
高中英语教学设计方案
高中英语教学设计方案九江彭泽二中张胜杰
Blackboard design (板书设计)
Reflection after teaching（教学反思）
本节课我通过不同的任务设置，让学生在小组活动中通过合作和探究来完成各个任务，激发了学生的学习兴趣，培养了合作精神。
1.本堂课是阅读课，教师引导学生学会思考、分析、发现以及表达，
真正发挥学生的主体作用和教师的主导作用。
2.这节课采用的是多媒体教学，能调动学生的积极性，同时也实现了
信息技术与英语学科内容的整合。
3.以任务型教学原则，围绕学习者“学”的角度精心设计。
通过小组
讨论等培养学生探究能力。
4.不足之处：
A.课堂容量较大，没能为学生留出充足的发展空间。
B.学生的深层理解能力有待进一步提高。
C.学生英语语言层次较低，很难综合运用英语，今后我还得多下
功夫。
高中英语新人教版选修6精品教案(44页)
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 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 , schol ar…3. 语法: the subjunctive moodif 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 todescribe 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 nothave been able to paint such realistic pictures.4.at the time they were created, the impressionists’ painting werecontroversial but today they are accepted as the beginning of what wenow call “modern art”.5.it is amazing that so many great works of art from late-19th century to 21stcentury could be contained in the same museum.IV．课型设计与课时安排1st period Warming up and reading2nd period Language study3rd period Grammar4th period Using language分课时教案The First Period Warming up ReadingTeaching goals：1.To enable the students to have a knowledge of the short history of Westernpainting.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 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 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-upShow some famous paintings and ask : Do you know the following famous paintings and painters?Mona Lisa Smile → Leonardo Da Vinci (Italian, 1452-1519)Sunflowers & starry night → Vincent van Gogh (Dutch, 1853-1890)Wat er Lilies → Claude Monet (French, 1840-1926)Dream & Seated woman → Pablo Picasso (Spanish, 1881-1973)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 comparison of Western and Chinese painting and ask: Which do you think has a greater change? 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 Time Artist FeatureThe Middle Ages 5th to 15th century Giotto Di Bondone religious, realistic The Renaissance 15th to 16th century Massaccio perspective, realistic／detailed, ridiculous Impressionism Late 19th to early 20thcenturyModern art 20th century to today ／Controversial,abstract, realistic3. Careful readingRead the text carefully and find some detailed information.The Middle Ages Features:1.theme: religion2.Artists were not interested in showing nature and people as…but 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 developments: a. Drawing things in perspectivesb. 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 artSte p 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 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 & difficult 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 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 of4.Art is influenced by beliefs of the people, the way of life and so on.Step II Language points1.Painting is silent poetry, and poetry is a speaking picture.画是无言的诗, 诗是有声的画。
【精选】高中英语Unit1ArtSectionⅤWriting建议信教学案新人教版选修6
Unit 1 Art Section Ⅴ Writing 建议信本单元的写作任务是建议信。
建议信是英语中常见的一种应用文体，就是在你所写的信中发表你的建议与看法。
建议信除了遵循书信的格式之外，还要求在信中针对对方的问题，给出你的观点及解决办法。
一、基本结构建议信一般采取“三段式结构”。
首段：表明意图，陈述事由。
主体段落：应该首先肯定对方的优点，然后再写需要改进的地方或针对具体情况提出具体建议或忠告。
通常以firstly, secondly, thirdly或to begin/start with, then, later, last but not least等依次陈述建议。
结尾段：礼貌地总结或表示期盼回复。
二、注意事项1．注意结构。
通常以“三段式”结构行文。
2．客观地提出建议，针对对方的问题，给出你的观点。
3．语言要委婉、精炼，同时要简洁，表达清楚。
三、增分佳句(一)首段常用句式1．I'm glad to receive your letter asking for my suggestions about how to appreciate art well.很高兴收到你的来信，询问我如何很好地欣赏艺术。
2．I am sorry you are having difficulty with your physics classes.很遗憾你在物理学习方面有困难。
3．I have learned that you have some trouble in learning art and I would like to offer you the following tips.我知道你在艺术学习方面有困难，因此我想给你提如下一些建议。
(二)陈述建议句式1．If you feel that it is stopping you from doing your best then you should tell him.如果你觉得这阻止了你做得最好，那你应该告诉他。
人教版高中英语选修六全册教案(76页)
人教版高中英语选修6 优质教案全套Unit 1 ArtVocabulary and Useful ExpressionsTeaching Goals:1.To enable Ss to master some new words and expressions2.To get Ss to have knowledge of this grammar point: the subjective moodTeaching Procedures:Step 1. Free talkIf you have a special chance to become a poet, what kind of poems will you write to people?And why?Step 2. Word studyPurpose: To consolidate the words and phrases in the text.1.Find a word in the poems that rhymes with each of the words below. Then add other words that rhyme. The first one has been done for you.(1)dead lead red thread fed said bed(2)high(3)sing(4)today(5)lace(6)trueSuggested Answers:(2)high sky pie my fly shy lie(3)sing ring wing thing king fling string(4)today away say play lay tray may(5)lace race face case chase place space(6)true too new flew few shoe canoeplete the passage using the words below in the correct form.c o t t a g e r u n o u t o f n u r s e r y r h y t h m r e c i t e r h y m eWhen I was a baby, my mother used to read me rhymes, I loved their and the way the words at the end of the lines. By the time I was two years old, I could at least ten of them. When we new nursery rhymes, my mother would go to the store to buy another nursery rhyme book. In fact, my family loved reading so much that the living room in our was full of books.Suggested Answers:nursery; rhythm; rhyme; recite; run out of; cottage.3.In English we sometimes add –ful to a noun to make an adjective. For example, wonder becomes wonderful. This means full of wonder. Now make adjectives form these nouns. Then add four other pairs you know.(1)beauty (5) dread (9)(2)joy (6) hope (10)(3)sorrow (7) peace (11)(4)delight (8) power (12).Suggested Answers:(1) beautiful (2) joyful (3) sorrowful (4) delightful (5) dreadful(6) hopeful (7) peaceful (8) powerful (9) thankful (10) successful (11) painful (12) usefulplete the table with the correct nouns, verbs, adjectives or adverbs.Noun VerbAdjectiveAdverbangrydarkenimpressiverepetitivetransformationaltranslationwarmenjoyexpressivelyinspireSuggested Answers:Noun VerbAdjectiveAdverbanger anger angry Angrilydark darken dark darklyimpression impress impressive impressively repetition repeat repetitive repetitively transformation transform transformational \translation translate translated \warmth warm warm wrmlyenjoyment enjoy enjoyable enjoyably expression express expressive expressively inspiration inspire inspirational inspirationallyplete each sentence using the correct word from the table you have just completed. (1)While you were reciting the poem, I think you moved your body very . It made the performance much more interesting.(2)Ad I lay in the , the words of a new poem came into my head.(3)The teacher doesn’t think that the of the Tang poem is very good.(4)Songs are often easy to remember because they a lot of poetry.(5)Your talk was so that I want to go and write lots of poetry.(6)I loved the strong images you used in your poem to convey feelings of .(7)We were very by the students’ performance of their poetry.(8)We passed the afternoon very reading poetry together under the trees.(9)Mr. Tanner’s love of poetry has the students’ feelings towards the subject.(10)Even though it is cold, your poem about summer has made me feel really . Answers:(1) expressively (2) darkness (3) translation (4) repeat (5) inspirational (6) anger (7) impressed (8) enjoyably (9) transformed (10) warm Step 3. Grammar1.PresentationPurpose: To revise the usage of the subjunctive mood with Ss.所述情况从句主句与现在事实相反If+主语+动词过去式（be 动词用were）主语+ would/could/might/should+ 动词原形与过去事实相反If+主语+动词过去完成式主语+ would/could/might/should+have + 过去分词与将来事实相反①if+主语+动词过去式② if+主语+were to + 动词原形③if+主语+should+动词原形主语+ would/could/might/should+ 动词原形此表中需要注意几点：(1) be 动词在表示与现在事实相反的从句中一般用were.在非正式情况先，第一、第三人称后偶尔也用was. 如：If he were you, he would go at once.(2) 主句中的should 通常用于第一人称，would，could 以及might 可以用于各种人称。
人教版 新课标 英语选修6 教案
Unit1ArtI.Words&expressions1.faith n. 信任；信念；信心keep faith with sb. 守信于某人lose faith in 不再信任 have faith in 相信; 信任After repeated failure, he lost faith in himself.不断的失败之后，他对自己失去了信心。
Faith can remove mountains. 信仰能移山。
Never break faith, or you will lose all your friends.不要背信弃义，否则你将失去所有的朋友。
2.aim n. 目标；目的 vi.&vt. 瞄准；(向某方向)努力What is your aim in life? 你生活的目标是什么?take aim (at) 瞄准…… aim high 胸怀大志;心气很高aim at 向…… 瞄准；旨在，针对He aimed the gun at the enemy officer.他用枪瞄准了敌人的军官。
Our factory must aim at developing new models of machines.我们的工厂必须致力于研制新型机械。
3.adopt vt.1. 采取;采纳;吸收After much deliberation, the president decided to adopt her suggestion.总经理再三考虑之后 ,决定采纳她的建议。
2. 过继,收养[(+as)]Mr. Kern adopted the orphan as his own son.克恩先生将那孤儿收养为自己的儿子。
4.possession n. (尤作复数)所有；财产in possession of sth. 拥有/占有某物in the possession of/in one ’s possession 被… …拥有take/gain/get/have possession of sth. 拥有某物When his father died, he came into possession of a large fortune.父亲死后，他拥有了一大笔遗产。
高中英语人教版选修6Unit5thepowerofnaturereading教案(系列五)
Unit 5 The power of natureReading教案Teaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语volcano, erupt, compare with, hurricane, adventure, bored, excite, evaluate, unfortunately, burn to the ground, eruption, fountain, absolutely, fantastic, made one’s way, potential, impressiveb. 重点句式P341. Having collected and evaluated the information, I help other scientists to predict where lava from the volcano will flow next and how fast. P342. I was about to go back to sleep when suddenly my bedroom became as bright as day. P343. However, the most important thing about my job is that I help protect ordinary people from one of the most powerful natural forces on earth — the volcano. P342. Ability goals 能力目标Enable the students to learn about the powerful natural force — volcano and the work of an volcanologist.3. Learning ability goals 学能目标Help the students learn how to analyze the way the writer describes his exciting job.Teaching important points 教学重点Read the text and answer the questions in Comprehending Exercise 2.Teaching difficult points 教学难点Retell the writer’s first sight of Mount Kilauea eruption.Teaching methods 教学方法Discussion, reading, speaking and cooperative learning.Teaching aids 教具准备A projector and some slides.Teaching procedures && ways 教学过程与方式Step ⅠWarming UpLead the students to the topic by telling them a story. Then get the students to describe a volcano eruption according to the diagram. After they are familiar with the topic, let them list some other powerful natural forcesand discuss the ways human beings protect themselves from the natural forces.T: Listen to me carefully. I will tell you a story about a strange city. The strange city named Pompeii is a dead city. No one has lived there for nearly two thousand years, yet every year thousands of people travel from distant countries to visit it. It died suddenly in a terrible rain of fire and ash. Tons of hot ash fell on Pompeii, hiding it from sight. For three days the sun didn’t break through the clouds of ash in the sk y. Then the whole city shook and buildings fell down. When everything was calm, Pompeii was buried deep. A city disappeared and people there lost their lives too. Can you guess what had happened to the city?S1: There must have been a terrible earthquake. After the terrible quake, everything was destroyed.T: Yes. It’s one kind of the causes. Any different ideas?S2: Maybe a volcano erupted and a terrible rain of fire and ash fell on the city.T: You got it! Mount Vesuvius, which had slept quietly for centuries, erupted suddenly. It destroyed the city Pompeii. How terrible! Have you ever seen a volcano erupting? Please turn to page 33. Look at the diagram. Describe a volcano erupting using the diagram and the given words.S3: When boiling rock erupts from the volcano, the red hot lava rushes hundreds of metres into the air and a cloud of ash goes straight up into the air. Ash cloud forms. Rocks, fire, ash fall onto the ground. The lava flows slowly down the mountain. It buries everything in its path under the molten rock.S4: Sometimes, volcano erupting can cause some other disasters like earthquakes, fire and ground sea.T: How powerful the nature is! The lava can buries everything in its path. A volcano erupting can damage a city. A flood can carry everything in its path, while a fire will damage everything it meets. It seems that we human beings are powerless in front of these natural forces. What can we do to protect ourselves from powerful natural forces? Please work in groups of four to list some other natural forces and discuss the ways that human beings protect ourselves.A few minutes later.T: Who would like to share your opinion with the class?S5: I’d like to talk about volcano. Sometimes, the volcano gives warnings in the form of many small earthq uakes. And scientists can provide warnings of possible volcano explosions with the help of equipment. So the government can help people who live near the volcano leave their homes before erupting.S6: We are more familiar with fire. In fact, it can be avoided most of the time, if we are careful in our daily life. I know a way of controlling the fire. Firefighters burn the trees which are in the path of the fire, so there is nothing to burn when the fire arrives.S7: Flood always happens in the south of our country. Predication is very important. Scientist keep observing thelevel of the water during the summer. People strengthen the bank and move to higher land.S8: We have learned more about earthquakes. People have learned many ways to protect themselves. For example, earthquake happens, if you are in bed, stay where you are and protect your head with a pillow. If you are outdoors, find a clear spot away from buildings, trees and streetlights.S9: I think the best way is to move to a safer place where fire, earthquake, flood and hurricane will never happen.Step ⅡPre-readingGet the students to answer the six questions on page 33 to find out whether they will enjoy working as a volcanologist. And then get them to talk about the occupation according to the questions.T: I see. Prediction is very important. We can say scientists play an important part in protecting people from natural forces. Would you like to study volcanoes? And do you want to be a volcanologist?Ss: Yes.T: Let’s test whether you are suitable for this job or not. Answer “yes” or “no” to these que stions on page 33.The students answer the questions to see if they are suitable to be a volcanologist.T: Are you suitable for the job? Who can tell us what kind of person can be a volcanologist?S1: First he must be brave enough because he must climb into a live volcano to take the temperature of the boiling rock inside.S2: I think interest is the most important. He should show great interest in studying rocks and volcanoes.S3: He should be interested in travelling to unusual places and like adventure in his life.S4: If you want to be a volcanologist, you should enjoy working outside because a lot of work need to be done outdoors.Step ⅢWhile-readingScanningGet the students to read the passage quickly and accurately. Give them a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask them some detailed questions about the text.T: What do es a volcanologist do? Is the work interesting? Let’s read a passage written by a volcanologist. The volcanologist enjoys his job very much. He described his exciting job. And he wrote down his first sight of an eruption. Now let’s read the text quickly an d find out the answers to these questions Comprehending Exercise 1 on page 35 .Several minutes later.Check the answer..SkimmingIn this part, the students will read the text quickly to get the general idea of the passage. Check the answers with the whole class, then explain some sentences or words that the students may find hard to understand.T: Now please read the text again and try to get the main idea of the passage in groups of four.Three or four minutes later.T: Have you got the general idea of the text?It wasn’t very easy to walk in these clothes, and we slowly made our way to the edge of the crater and looked down into the red, boiling center. Though I was a little afraid, I wanted to climb down into the crater to collect some lava. But this being my first experience, I could only stayed at the top and watched the two scientists. At that time I determined to be a volcanologist forever.DiscussionT: In the writer’s opinion, his job is the greatest one. Do you like this occupation? Why or why not? Discuss in groups of four.S2: I would not like to be a volcanologist. I prefer to work in an office to do some research work. It’s a waste of time and energy to spend so much time traveling.S3: I hope to be a vocanologist. You’ll be proud of yourse lf when people escape before volcano erupting because of your work. Also, I am interested in the rocks and other things that make up the surface of the earth. I want to know the secret of the earth.S4: It is not my ideal occupation. I like traveling to unusual places, studying different cultures, talking with interesting people and collecting interesting things. But I’m not brave enough to climb into a live volcano to take the temperature of the boiling rock inside.S5: I don’t like this job. It’s too dang erous. If the volcano erupts suddenly when you are collecting the lava, maybe you will lose your life.T: Well, if you meet the writer, what kind of questions would you ask him?S6: Aren’t you afraid when you walk towards the volcano? It’s so hot and the v olcano may erupt again.S7: What should you do if you get lost on your way to the volcano?S8: When did you begin to be interested in volcanoes?S9: How will you escape if the volcano erupts suddenly?S10: Are there any living things in volcanoes?S11: Why do people live near the volcanoes since they may lose their homes or even lives?Writing characteristicsT: Good! If you are interested in this occupation, you can get more information on the Internet. Now who can summarize the writing style and techniques of this text?The teacher can ask the students to have a discussion in pairs or groups, and then ask some of them to show their ideas.Sample answers:This passage was written by a volcanologist. He uses the first person to describe his exciting job and his experience and express his true love for his job. The words are vivid and the description is natural, which makes the readers feel as if they were watching the volcano eruption and begin to like the occupation. For example, he uses “like a railway train passing outside my window”, “suddenly my bedroom became as bright as day” and “red hot lava was fountaining hundreds of metres into the sky” to describe the big noise and fantastic sight of volcano eruption. To tell readers that his job is intere sting, the writer uses several “sometimes”, which makes the readers feel the job is extremely interesting and want to be a vocanologist. The writer talks about the volcano objectively. He points out the damages of volcano but he praises its fantastic sight at the same time.T: What can we learn from the text?S: The key word of the text is “exciting”, which is the focus of the passage. By telling the readers his everyday work, the importance of his job, his first sight of volcano eruption and his sincere love for his job, the author proves it’s his chief enjoyment to be a volcanologist. And I appreciate the writer’s attitude towards nature. We should love nature and we can do something to minimize the damage caused by natural forces.Step ⅤHomeworkT: No w it’s time for homework. Today you have two tasks to finish after class. The first task is to finish exercises in Discovering useful words and expressions on page 35. These exercises will help you practice the words and expressions we’ve just learned. The second one is to retell the text. That’s all for today. See you tomorrow.。
人教版高中英语选修六全册教案
人教版高中英语选修六全册教案人教版高中英语选修六全册教案Unit 1 ArtPart 1 Introduction to ArtObjectives:1. Understand the concept of art and appreciate the beauty of art.2. Develop the ability to use adjectives to describe paintings and sculptures.3. Analyze the significance and cultural value of art.4. Learn how to express opinions and justify views.Teaching Procedures:Step 1. Lead-inIntroduce the concept of art and ask students to share their understanding and appreciation of art.Step 2. ReadingRead the text "What is Art?" and answer the accompanying questions.Step 3. VocabularyPresent new vocabulary related to art and ask students to use them in sentences.Step 4. AnalysisAnalyze paintings and sculptures and use adjectives to describe them.Step 5. Cultural ValueDiscuss the cultural value of art and how it reflects society.Step 6. Opinion SharingEncourage students to express their opinions on art and justify their views.Part 2 Artistic StylesObjectives:1. Understand the differences and similarities between various artistic styles.2. Analyze how the social, political, andcultural context affects the development of artistic styles.3. Develop the ability to use conjunctions to connect ideas and opinions.Teaching Procedures:Step 1. Lead-inAsk students to name some artistic styles they are familiar with and discuss the differences and similarities between them.Step 2. ReadingRead the text "Artistic Styles" and answer the accompanying questions.Step 3. VocabularyPresent new vocabulary related to artistic stylesand ask students to use them in sentences.Step 4. AnalysisAnalyze how the social, political, and cultural context affects the development of artistic styles.Step 5. Opinion SharingEncourage students to express their opinions on artistic styles and justify their views using conjunctions.Part 3 The Arts and SocietyObjectives:1. Analyze the role of art in society.2. Understand the significance of art in various social contexts.3. Develop the ability to use modal verbs to express probability and possibility.Teaching Procedures:Step 1. Lead-inAsk students to think of various social contexts where art plays a significant role.Step 2. ReadingRead the text "The Arts and Society" and answer the accompanying questions.Step 3. VocabularyPresent new vocabulary related to the role of art in society and ask students to use them in sentences.Step 4. AnalysisAnalyze the role of art in society and discussits significance in various social contexts.Step 5. Probability and PossibilityUse modal verbs to express probability and possibility of art playing a role in certain social contexts.Unit 2 Film and TheatrePart 1 Introduction to FilmObjectives:1. Understand the basics of film theory and film analysis.2. Analyze the social, cultural, and political context of various films.3. Develop the ability to use prepositions oftime to describe movie plots.4. Appreciate the artistry of film and the roleof film in society.Teaching Procedures:Step 1. Lead-inAsk students to share their experience ofwatching movies and what they look for in a good movie.Step 2. Film TheoryIntroduce the basics of film theory and film analysis, including framing, composition, lighting, editing and sound, and ask students to analyze various film clips.Step 3. Cultural ContextAnalyze the social, cultural, and politicalcontext of various films.Step 4. VocabularyPresent new vocabulary related to film analysis and ask students to use them in sentences.Step 5. Plot SummaryUse prepositions of time to describe movie plots.Step 6. AppreciationEncourage students to appreciate the artistry of film and the role of film in society.Part 2 Introduction to TheatreObjectives:1. Understand the history and basic elements of theatre.2. Analyze the differences between theatre and film.3. Develop the ability to use verbs of communication to describe dialogue and acting.4. Appreciate the artistry of theatre and therole of theatre in society.Teaching Procedures:Step 1. Lead-inAsk students to share their experience of watching or participating in theatre performances.Step 2. History and ElementsIntroduce the history and basic elements of theatre, including stage, sets, costumes, lighting, and sound, and ask students to analyze various theatreperformances.Step 3. Differences with FilmAnalyze the differences between theatre and film, including the use of stage vs. screen, live performance vs. recording, and acting techniques.Step 4. VocabularyPresent new vocabulary related to theatre and ask students to use them in sentences.Step 5. Dialogue and ActingUse verbs of communication to describe dialogue and acting in theatre performances.Step 6. AppreciationEncourage students to appreciate the artistry of theatre and the role of theatre in society.Part 3 Film and Theatre in SocietyObjectives:1. Analyze the role of film and theatre in society.2. Understand the significance of film and theatre in various social contexts.3. Develop the ability to use adverbs of degree to express opinions.Teaching Procedures:Step 1. Lead-inAsk students to think of various social contexts where film and theatre play a significant role.Step 2. Role in SocietyAnalyze the role of film and theatre in society and discuss its significance in various social contexts.Step 3. VocabularyPresent new vocabulary related to film and theatre in society and ask students to use them in sentences.Step 4. Opinion SharingEncourage students to express their opinions on the role of film and theatre in society and justify their views using adverbs of degree.Unit 3 MusicPart 1 Introduction to MusicObjectives:1. Understand the basics of music theory and music analysis.2. Analyze the cultural and historical context of various music genres.3. Develop the ability to use adjectives and adverbs of manner to describe music.4. Appreciate the artistry and emotions of music and the role of music in society.Teaching Procedures:Step 1. Lead-inAsk students to share their experience and preference of listening to music.Step 2. Music TheoryIntroduce the basics of music theory and music analysis, including melody, harmony, rhythm, and form, and ask students to analyze various music pieces.Step 3. Cultural and Historical ContextAnalyze the cultural and historical context of various music genres, including classical, folk, pop, and rock.Step 4. VocabularyPresent new vocabulary related to music and music analysis and ask students to use them in sentences.Step 5. Adjectives and Adverbs of MannerUse adjectives and adverbs of manner to describe music and the emotions it evokes.Step 6. AppreciationEncourage students to appreciate the artistry and emotions of music and the role of music in society.Part 2 Music PerformancesObjectives:1. Understand the elements and techniques of music performances.2. Analyze the differences between various music performances.3. Develop the ability to use relative pronounsto connect ideas.4. Appreciate the skill and artistry of music performers.Teaching Procedures:Step 1. Lead-inAsk students to share their experience ofwatching or participating in music performances.Step 2. Elements and TechniquesIntroduce the elements and techniques of music performances, including pitch, tone, dynamics, rhythm, and phrasing, and ask students to analyze variousmusic performances.Step 3. Differences between PerformancesAnalyze the differences between various music performances, including solo vs. ensemble, acoustic vs. electronic, and live vs. recorded.Step 4. VocabularyPresent new vocabulary related to music performances and ask students to use them in sentences.Step 5. Relative PronounsUse relative pronouns to connect ideas and describe music performances.Step 6. AppreciationEncourage students to appreciate the skill and artistry of music performers.Part 3 Music in SocietyObjectives:1. Analyze the role of music in society.2. Understand the significance of music invarious social contexts.3. Develop the ability to use discourse markersto connect ideas.Teaching Procedures:Step 1. Lead-inAsk students to think of various social contexts where music plays a significant role.Step 2. Role in SocietyAnalyze the role of music in society and discussits significance in various social contexts.Step 3. VocabularyPresent new vocabulary related to music insociety and ask students to use them in sentences.Step 4. Discourse MarkersUse discourse markers to connect ideas and structure arguments about the role of music in society.Step 5. Opinion SharingEncourage students to express their opinions onthe role of music in society and justify their views.。
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Unit1 《Art》教案（新人教版选修6）Warming-upLead-in:In order to decorate our classroom, we have several paintings to choose from. Now I’d like you to look at the paintings in this unit.(p2 and p44)Which would you like to put up on the walls of our classroom? And why? What kind of the style for each painting? Important points:1. include v. including prep.E.g. Thirty people, including six children,went to visit the factory. == Thirty people, six children included, went to visit the factory.(介词短语including six children可用独立主格结构six children included替换，即including sb.=sb. included)2. painting n.(油，水彩)画paint v.（用颜料）画drawing n.(素描) 画draw v.（用线条）勾画3.abstractadj.抽象的，深奥的n.摘要（of）v.摘录，提取，分离（from）(perfect adj./vincrease v./n. conduct v./n.)an abstract painting 抽象画abstract noun 抽象名词abstract…from…从…中提取in the abstract 抽象地，一般性地e.g. Beauty is abstract but a house is not.e.g. Salt can be abstracted from sea water.e.g. I like dogs in the abstract, but I can’t bear this one.4.What would you rather do … 你更愿意做什么…Pre-reading (说课p94)ReadingScanning:1.What were the artists interested in from 5 th to 15 th century AD? They are interested in creating respect and love for God.2.How did Masaccio paint his paintings? He drew things in perspective(透视画法),which make picture very realistic.3.Why did the impressionists have to paint quickly? Because natural light changes quickly, they had to paint quickly. SkimmingImportant points:1.influence v.& n. 影响（力）；有影响（之人或物）have an influence on/upon… 对…有影响have influence over/with… 对…有影响力under the influence of 受…所影响，受…所左右e.g. The weather in summer influences the rice crops.e.g. He has no influence over his children.2.belief n.相信；信念；信仰；信心believe v. belief-believe life-liveproof-prove safe-save thief-thievebeyond 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. My belief is that hewill win. 我确信他会赢。
e.g. Her belief in God is very firm. 她对上帝的信仰很坚定。
3.consequently adv. 所以；因而(as a result) consequent adj. 作为结果的；随之发生的；由..引起（on）consequence n.结果；后果；重要性as a consequence of 作为…的结果in consequence of 作为…的结果be of no consequence to sb. 对…无关紧要take/bear/suffer the consequence of one’s action 承担行动的后果e.g. As a/In consequence of your laziness and rudeness, I am forced to dismiss you.由于你的懒惰和粗野，我不得不辞退你。
e.g. It’s of no consequence to me.e.g. You made the wrong decision, andnow you must take the consequences.e.g. Severe flooding was consequent on the heavy rain. 大洪水是由大雨所致。
4.…starting from the 5th century AD. 分词短语做方式状语e.g. Please translate the following sentences,using the words and phrases you have learnt.5.…the main aim of painters was to represent religious themes.(不定式作表语) aim n.目标；目的；瞄准v.瞄准；努力aimless adj. 没有目标take aim at 瞄准achieve one’s aim 达到某人的目标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. What’s your aim in life? 你人生的目标是什么？e.g. He aimed the gun at a bird. 他用枪瞄准鸟。
6.…by the 13th century 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）e.g. I had learnt eight thousand words by the end of last month.e.g. By the time this letter reaches you I will have left the country. 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go up/rise/increase in value 升值go down/fall/drop in value 贬值cultural/social/moral values 文化/社会/道德观念valuable adj. 有价值的；重要的valueless adj. (worthless) invaluable adj. (priceless)8.take the place of 替代，取代（replace）take one’s place 入座，就位（当one与主语指同一人时）；代替某人的职位in the place of 代替；取代（instead of）take place 发生；被举行（无变动）e.g. Please take your place. From now on I will take the place of Mr. Li as chairman of the meeting.9.focus v. 使聚焦；使集中n. 焦点focus sth. on sth. 聚焦于；集中于in focus 焦点对准的；清晰的out of focus 焦点未对准的；模糊不清的e.g. All our eyes were focused on the speaker. 大家的目光都集中在发言人身上。
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)come into possession of sth. / take possession of sth. 占有某物e.g. He was found in possession of some dangerous drugs.== Some dangerousdrugs were found in the possession of him / in his possession.e.g. The soldiers took possession of the enemy’s base.11.in perspective 用透视画法perspective n. 透视画法；透视图；观点12.convince vt 使确信；使信服convince sb. to do sth. 说服某人做某事convince sb. of sth. / that- 使某人相信be convinced. of sth. / that- 相信e.g. It took many hours to convince John of his wife’s mistake.e.g. We convinced Anneto go by train rather than plane.e.g. It’s hard to convince my family that we can’t afford a new care.g. I am convinced that he is telling the truth.13.If the rules of perspective had notbeen discovered, people would not have been able to paint such realistic pictures. (if条件句中表过去情况的虚拟语气)14.a great deal 大量；很多（a lot, much）修饰不’ 修饰可’ 修饰可’+不’mucha large/great number of a lot of/lots ofa great/good deal of large/great numbers of a large quantity ofa great amount of a great/good many large quantities ofdozens of(几十)plenty ofscores of(几十)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）e.g. Most students saythat it is a most (a very) interesting book, but it isn’t the most (最高级)interesting they’ve read, and that they read such books mostly on weekends. .16.be accepted as… 被认为是…17.nowadays adv 现今；如今Nowadaysmany people travel by air18.scores of 许多的；大量的；几十的（修饰复数名词时，不与数词连用）e.g. I have been there scores of times.score n. （比赛）比分；（测试）分数；二十three score (of) years六十年(表示“二十”时与数词连用，不加s) scores of years 许多年与dozen用法类似19.…but without the impressionists many of these painting styles would not exist…. without the impressionist介词短语相当于一虚拟条件句if there were not the impressionists…20.attempt vt.& n. 尝试；努力；企图(attempt比try更正式,且attempt 暗含不成功)attempt a difficult problem 试着解答难题attempt to do sth 试图做某事make an attempt to do/at doing sth. 试图做某事21.…using colour, line and shape to represent them. (现在分词作伴随或方式状语)e.g. He often went running to school.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ComprehendingLearning about language1. historical adj. 历史（上）的；史学的historic adj. 历史性的；具有历史意义的a historical event 历史事件 a historic event 历史性事件2. at (the) least 至少，最低限度at (the) most 至多，最多e.g. A child must sleepat least eight hours a day.e.g. I can give you 20 dollars at most.3.doubt n.& v.(作v.时，肯定句可用whether/if/that引导，否定句只用that引导)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…There is doubt whether-令人怀疑…e.g. There is no doubt that he is honest./of his honesty.e.g. He doubted whether they would be able tohelp. 他拿不准他们是否能够帮忙。