unit1 Art_Warming-up and pre-reading
Mone(莫奈)
梵高《向日葵》a sunflower Van Gogh
Enjoy a video of
Vicent Van Gogh-paintings
《亚维农的少女》
Modern Art
毕加索 Picasso
Chinese Painting
It is often about nature, such as mountain, water, bird-and-flower, etc. It has an air of living in nature, harmony (和谐) and peace.
Leonardo da Vinci (1452-1519)
Monalisa蒙娜丽莎
Masaccio(1401-1427),
马萨奇奥
Masaccio的作品： Madonna with Child and Angels
王座上的圣母圣子和四天使
Crucifixion
耶稣钉刑图
The impressionism 印象派
A: Which is your preference, Chinese painting or western painting? B: I prefer Chinese painting. It makes me pleasant. A: what style do you prefer? B: I prefer traditional painting. A: Have you ever wished you could paint as well as a professional artist? B: Yes. If it was up to me, I would paint landscape like Guan Shanyue.
Can you name some famous paintings and painters both home and abroad?
Famous painters in China
Xu Beihong
徐悲鸿(1895-1953)
Qi Baishi(18641957)
Zheng Banqiao (1693-1765)
好的画犹如佳肴, 可以品其美味， 却无法解释。
Good painting is like good cooking;
it can be tasted, but not explained.
画是无言之诗，诗是有声之画。 (古希腊作家 西蒙尼特斯)
Painting is a silent poetry, and poetry is a speaking picture. (Simonides, ancient Greek writer)
Western Painting
It’s about religion, human. It’s abstract, rich in color, oil, line and shape.
ቤተ መጻሕፍቲ ባይዱ
Discussion
1.Which is your preference, western painting or Chinese painting? Why?
Homework 1.Review new words and expressions. 2.Preview the text on Page1.
Zhang Daqian (1899-1983)
By Guan Shanyue
Let’s know some famous Western painters!
The Middle Age
Giotto di Bondone 乔托· 邦多纳 迪·
犹大之吻 The kiss of Judas
The Renaissance
2.What style of painting do you prefer? And why?
3.Have you ever wished you could paint as well as a professional artist? If it was up to you, which artist would you choose to be?
What is art?
Can you list some forms of art?
painting dance
paper-cut sculpture music
embroidery
[im'brɔidəri]
art
…… photography
literature
architecture seal cutting 篆刻
unit1 art warmingup and rading
Can you match the painting with the painters?
Monet
Who are your favorite painters from China?
Xu Beihong
Qi Baishi
Zhang Dthem?
their painting is very vivid, their paintings show the real life of the nature the people in the old days….
Ages: Middle Ages Time: 5th to 15th century AD Artist: Giotto Feature: Religious, realistic
Ages: the Renaissance
Time: 15th to 16th
century AD
Artist: Masaccio Feature: perspective,
戴帽的自画像--塞尚（法国） 作 被称为 “现代艺术的起源”
Pre-reading
• Look at the title and answer the following question • What does the text mainly tell us?
What does the text mainly tell us?
Reading
A short history
of western painting
Pre-reading
• Appreciate the following paintings
天使报喜 织锦画
圣母与圣婴
赛艇--局斯塔夫· 卡耶博特
人教版高中英语必修一 Unit1 Friendship 教案
教案人教版高一英语《英语1》第一单元Friendship第1课时：Warming up and Pre-reading一．教学目标①知识目标:⑴让学生掌握以下生词和短语: survey add point upset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog⑵让学生学会使用以下结构来表达态度，同意和不同意和确定语气: Are you afraid that. . . ? I (don’t)think. . . In my opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not.②技能目标:1．让学生学会用英语描述自己的朋友。
2．列出朋友间通常存在的问题,并找的不同方法来解决这些问题。
3．鼓励学生用本课学到的一些短语和结构来思考和谈论朋友和友谊。
③情感目标1．让学生学会如何解决朋友间可能出现的问题。
2．培养学生在高中阶段形成学习英语的好习惯。
二．教学重点1．用给定的形容词和句子结构来描述他们的一个朋友。
2．学习评价朋友和友谊。
三．教学难点1．与搭档合作并描述他们的一个好朋友。
2．与搭档讨论并找出解决问题的方法。
四．教学方法1．任务型教学法2．合作学习法3．讨论法五．教学准备多媒体和其他常规教学工具六．教学过程1.导入新课：第一步：导入Lead-in上课前,老师可以通过展示一个友谊天长地久的视频来激发学生的学习兴趣,。
这是新学期的第一节课。
所以在一开始,请学生用他们喜欢的方式来谈谈关于新学校和朋友的话题。
1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?2. What do you think of our new school? Do you like it? Could you say something about it?3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?(其他关于本单元的话题导入的建议:1。
人教版高中英语选修11 unit1《Warming up and Reading》 课件
Step1:Lead in—micro-lesson before class
Step2:Warming up—Encyclopedia quiz Step3:Pre-reading —prediction Step4:Reading by thinking—mind map Step5: Post-reading — critical reading Step6: Summary and homework
mountains
Maori
*
35
35
New Zealand
Geography
History
geological activities native animals
mountains
Maori
main cities
*
36
36
New Zealand
Geography
History
geological activities native animals
之都: Queenstown 女王城\皇后镇
14
moa 恐鸟
Kakapo 鹦鹉
tuatara蜥蜴
ferret 雪貂 15
Kiwi Fruit
Kiwi
*
16
16
Forest with ferns(蕨类), the national
symbol of New Zealand
17
Maori
18
Maori Chief on Facial Tattoos and
*
3
3
7 things about New
Zealand
*
country name? dangerous animals?
2019_2020学年高中英语Unit1SectionⅠWarmingUpPre_readingReading
一二三四
3.仔细阅读课文“ANNE’S BEST FRIEND”并根据课文内容将短 文补充完整
This story happened in Amsterdam in the Netherlands during World WarⅡ.Because Anne’s family was Jewish,they had to hide (1) in order not to be (2) caught (catch) by the German Nazis.During that time Anne wasn’t able to go (3) outdoors (outdoor) for such a long time (4) that she
nature is one thing that really must be experienced. 观看这些已经不再是乐趣,因为大自然是你必须亲身体验的。
一二三四
四、阅读导学 1.Think of some words to describe a friend’s qualities. 答案:略 2.阅读课文“ANNE’S BEST FRIEND”,选择正确答案 (1)What does the text mainly talk about? A.The importance of keeping a diary. B.How to make friends with others. C.What Anne liked to do in her free time. D.Why Anne chose her diary as her friend. 答案: D
Art教案 及教学设计
Unit 1 Art语言技能目标1.Enable students to talk about art esp. styles of paintings in terms of its history.2.Enable students to give suggestions in a proper way.3. Help students to get familiar with the grammar item “subjective mood”.语言知识目标1. 功能喜好和偏爱(Preference)I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ W ould you rather…/ W ould you like…or…/ Which would you prefer…/If it was up to me, I’d choose… / We shouldn’t miss…/ That’s my first choice/ I’m not fond of…/ I don’t like…/ What’s your preference?2. 语法虚拟语气(Subjunctive Mood) (1)Have you ever wished you could paint as well as a professional artist?If you were an artist, what kind of pictures would you paint?If you could have three of these paintings on the walls of your classroom, which would you choose?3. 词汇abstract, sculpture, gallery, faith, faithfully, aim, conventional, typical, evident, adopt, possess, possession, superb, technique, coincidence, shadow, ridiculous, controversial, attempt, predict, specific, figure, clay, marble, carve, delicate, café, allergic, exhibition, aggressive, scholar, flesh, geometry, bunch, avenue, preference, appeal, fragile, reputation, civilization, civilization, Egypt, Egyptian, visual, fragrant, contemporary, permanent, district, committee, signatureby coincidence, a great deal, on the other hand, in the flesh, appeal to学习策略目标1.认知策略：通过对所提供材料的分析和理解来提高相关话题的语言知识和文化知识。
高中英语必修 一unit1
高一英语unit1 cultural relicsthe first period (warming up and pre-reading)teaching goals:1. target languagecultural, survive, remain, state, rare, dynasty, vase, belong to2. learning ability goalshelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.teaching important pointstalk about cultural relics and what should be done with them.teaching difficult points:how to talk about cultural relics.teaching methods:group discussion and presentation.(cooperative learning)teaching procedures:step1 warming-upt talks about some famous world heritages to the students. raise the ss’ awareness that there are some well-known cultural relics both at home and abroad. ask the ss to try their best to think of the cultural relics that they know.t: boys and girls, look at the title of this unit, tell me what the topic of this unit is.ss: the topic of this unit is cultural relics.t: do you know what cultural relics are?(ss can find the answer from the warming up.)t: ok, very good. now let me tell you some details about cultural relics. cultural relics are traces of features surviving from a past age and serving to remind people of them. they represent the culture of a place and some periods of history. can you give me some examples of the cultural relics?s1: the great wall.s2: the pyramids in egypt.s3: the imperial palace. ??t: well done. (t can give more examples) unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them. now imagine that you work for the state office of cultural relics. you are sent to a small town where you find a relic that was stolen from a palace. it is a rare ming dynasty vase. the man who has it insists that it belongs to his family. what will you say to him? work in pairs to discuss this question, and then i’ll ask some ss to tell me your answers.3 minutes later, ask some ss to give their answers.step 2 pre-readingt: ok, class, do you think these cultural relics are beautiful?ss: yes, very beautiful.t: suppose one of them got lost, how would you feel and what will you do with it?s1: try our best to find it.s2: protect the others in order that they will not lost. ??t: thanks for your good suggestions. if you find a cultural relic, what will you do with it? you can make a dialogue with your partner on this question.t can practice it with a student to give an example.sample dialoguet: if you found a cultural relic, what would you do with it?s1: i dont know．t: would you want to keep it?s1: of course not．it doesnt belong to me．t: then why dont you go to your community council?s1: im not sure i could trust the people there．what if the person i give it to keeps it for himself?t: good question．what do the rest of you think?s2: i guess i would ask my parents what to do with it．t: thats a good idea．anyone else have an idea?s3: i would ask my brother．he is a policeman．ask some ss to act their dialogue out.step 3 homework1. preview the reading passage and do exer cise i in the part “learning aboutlanguage”.2. ask the ss to look for more cultural relics. the students can go to the libraryor use the internet to search for information.record after teaching:___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________the second period(reading and comprehending)knowledge:learn some new phrases and some new sentence patterns.ability:1. learn some detailed information about the amber room.2. improve the students’ reading ability.3. train the students’ ability to grasp key information while listening.4. tra in the students’ speaking ability.emotion:1. train the students’ ability to cooperate with others.2. enable the ss to talk about the story of the amber roomteaching important points:1 .the new words and expressions;2. learn some detailed information about the amber room;3. train the students’ ability to cooperate with others;4. train the students’ speaking ability.teaching difficult points:1. words: ton, stone, heat, design, fancy, style, jewel, king, reception, light,mirror, wonder;2. phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;3. sentence patterns:(1) there is no doubt that?..(2) this gift was the amber room, which was given this name because almost seven thousand tons of amber were used to make it．4. improve the students’ reading ability.5. train the students’ ability to grasp key information while listening. teaching methods:1. listening to the tape.2. learning and practicing.teaching procedures:step 1 greetings and lead-int: we learned some cultural relics yesterday. do you still remember them? give me some examples, please.students give their answers.t: very good. today we’re going to learn another cultural relic. look at the two pictures on pages1—2; do you know what it is called?ss: the amber room.t: yes, it’s called the amber room.step2 fast reading:t: do you want to know more about the amber room? read the passage first and try to answer the questions:1、why it is called the amber room?2、what else were used to make the room besides amber?3、why was the amber room first built?4、when and why did frederick william i give the amber room to peter the great?5、what did catherine ii do with the amber room?6、when and how was the amber room supposed to have been lost?five minutes later, ask some ss to give their answers.answers:1、it was given the name because almost seven thousand tons of ambers were used to make it.2、the amber room was also made with gold and jewels.3、it was made for the palace of frederick i.4、1716，frederick william i gave it to peter the great, as a gift of friendship.5、catherine ii had the amber room moved to the palace outside st petersburg where she spent her summers6、in 1941, those two countries were at war. german army stole it.step3 comprehendingafter finishing all the questions, ask the ss to listen to the tape and try to get the main idea of the passage, then read the passage again by themselves and do the comprehending exercises. t: now read the passage again and finish the exercises of comprehending.the ss begin to do the exercises. after a while, teacher begin to collect the answers. later, teacher gives the answers.step 4 post-reading1. read the passage again to get important information about the text in searchof the amber room. then fill in the blanks. (page73 best english )step 4 speaking or reading aloudplay the tape for the students to listen and follow in order to let them know how to read the text.step 5 homework1. read the text several times.2. do exercise 3 on page 4.3. do exer cise 1 on page 42 (ss’ book)record after teaching:___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _____________________the third period(text analyses and language points)knowledge:1.words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder; phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;2. sentence patterns:(1) in 1770, the room was completed the way (that) she wanted it(2) there is no doubt that the boxes were then put on a train for kingsburg, at that times a german city on the baltic sea.ability:1. learn the usage of some difficult words and expressions.2. train the students’ ability to remove the difficulties while reading. emotion:1. train the students’ ability to cooperate with others.2. know what happened to the amber room3. know the importance of protecting the cultural relics by learning the storyof amber roomteaching important points:1. train the students’ abilit y to read different english names.2. train the students’ ability to cooperate with others.teaching difficulties:1. the explanation of some difficult words and expressions.2. train the students’ ability to remove the difficulties while reading. teachin g procedures: step 1 revisiont: in the last period, we learned something about the amber room and we also know that this room has a strange history, could you tell me what happened to this room chronologically? the ss talk it about by themselves for some minutes, and then t gives the answer: built inprussia-- frederick william i--- sent it to peter the great (russian)-- winter palace czar--- catherine ii move outside st petersburg-- the war between(rg) nazi german secretly stole--sent to konigsberg (g)—mystery--- now rebuilt step 2 learning about the language points1.although it feels as hard as stone, it easily melts when（it is）heated. feel here means: to give or produce the stated sensation(给人以某种感觉)2.the design for the room was of the fancy style popular in those days.(在句中做表语)（定语后置） 3.there is no doubt that the boxes were then put on a train for konigsberg, at that time a german city on the baltic sea.(同位语从句)step 3 homeworkin order to master the usage of these words and expressions, please do some related。
人教版高一英语必修一unit1教案
人教版高一英语必修一unit1教案（实用版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的实用范文，如学习资料、英语资料、学生作文、教学资源、求职资料、创业资料、工作范文、条据文书、合同协议、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!In addition, this shop provides various types of practical sample essays, such as learning materials, English materials, student essays, teaching resources, job search materials, entrepreneurial materials, work examples, documents, contracts, agreements, other essays, etc. Please pay attention to the different formats and writing methods of the model essay!人教版高一英语必修一unit1教案This is the first period of this unit.In this period，students are expected to discuss what kind of person they are.The purpose is to give students chance to practice their oral English，at the same time.一起看看人教版高一英语必修一unit1教案!欢迎查阅!高一英语必修一unit1教案1This is the first period of this unit.In this period，students are expected to discuss what kind of person they are.The purpose is to give students chance to practice their oral English，at the same time，they can have a general idea about what are the qualities they should find in a great person.In this period，there is a part designed to practice speaking and reading.In order to make students have a thorough idea of qualities great people have in common，and predict the contents of reading，it is important to make good use of the six pictures，especially Nelson Mandela.What’s more，this is the first period of this unit，so it is necessary to deal with the new words and expressions of this part，so as to make it easy for students to begin and make them less anxious in study.●三维目标 1.Knowledge：Learn and master the new words and expressions in thisperiod. Words：hero，quality，willing，active，republic，principle，nationalism，livelihood，fight，peaceful，prison，prisoner，law，advise，continue，fee，gold，passbook，ANC，youth，league，stage，vote，position，accept，violence，equal Phrases：lose heart，in trouble，worry about，out of work，Youth League，as a matter of fact，blow up，put...in prison2.Ability：(1)Talk about the fine quality of great people to improve the students’ speaking ability. (2)Do reading practice to improve the students’ reading abilities. 3.Emotion：(1)Learn about some great people and qualities they have in common. (2)Develop the students’ moral quality. ●教学重点(1)Talk about the fine quality of great people to improve the students’ speaking ability. (2)Enable the students to grasp the main idea of the passage. (3)Improve the students’reading ability. ●教学难点(1)How to express their own opinions and ideas. (2)How to grasp the main idea of a text or a passage. ●教具准备The multimedia and the blackboard. ●教学过程 Step 1 GreetingsGreet the whole class as usual. Step 2 Lead-in T： (Walkto one boy) Wang Bin，what do you usually do on weekends? S1：I sometimes play basketball with friends.I like basketball very much.T：Do you know who he is?S1：Of course I do.He is Jordan，my idol.He is the best basketball player in the world.I have many pictures of him.T：Yes，you’re quite right.He is very famous and many people all over the world worship him.But do you know that it was not until about fifty years ago that the blacks got their freedom and were treated as equal citizens?S2：Yes，we learnt about this in our history classes.The blacks were first brought to America as slaves.They were treated badly and they had no rights.T：That’s right.But we all know that things are different now.Do you know how they could have the same rights as the whites?S3：We don’t know much about this.Please tell us more.T：OK.Many people devoted themselves to this.Some were put into prison and some even lost their lives.Look at the two pictures and read the notes about them.Then have a discussion in groups of four.Try to explain why they are great men.(Show the following pictures and their information on the screen高一英语必修一unit1教案2(1) 课题：Earthquakes (2) 教材分析与学生分析：本单元的主题是“地震”。
高中英语Unit1ArtSectionⅠ 新人教版选修6
n. 现实 reality
一二三四五
四、 课文理解 1. In which period can we find more paintings about people and nature? A. 20th century to today. B. 5th to 15th century AD. C. 15th to 16th century. D. Late 19th to early 20th century. 答案:C
这些酝酿了一个多世纪的项目,是新一波“慢艺术”浪潮的一部分, 旨在推动观众和参与者超越自己的一生去思考。
2.In their way,too,they are fighting against modern culture—not just regarding money,but also the way in which artistic worth is measured by attention.
5. predict
e. the fact of two things happening at the same
time in a surprising way
6. coincidence
f. excellent
答案：1. b 2. d 3. f 4. a 5. c 6. e
一二三四五
二、 猜词拼写 1. to have or own something 答案：possess 2. to try to do something 答案：attempt 3. to take sb. into one’ s family, esp as one’ s child or heir 答案：adopt 4. a particular way of doing something 答案：technique 5. the dark shape that sb./ sth.’ s form makes on a surface 答案：shadow
高二选修6 Unit 1 Art Warming up & Reading
a great deal of money / information / water
10. The first/last to do sth
• Our head teacher is always the first to arrive and the last to leave. • the first/last (one)之后固定后跟动词不定 式做定语。
personal possessions
他放弃了这房子的所有权。
possession He gave up ____________ of the house.
Page2
possess v.
Sb…in possession of 某人拥有某物 Sth..in the possession of sb 为某人拥有 Sth..in one’s possession He possesses two cars.
如果他不来的话,谁会替代他呢? Who will take the place of him if he doesn’t come? Who will take his place if he doesn’t come ? Page2
6. People became focused more on humans and less on religion. 人们变得多关心人，少关心宗教。 focus on 集中精力，注意力 = concentrate on come into focus 进入焦点 focus one’s attention on 集中注意力于 bring …into focus 把焦点聚焦于
他的目光集中在她身上。
His eyes _____________________ her. were focused on / upon 我要把镜头对准那儿的一群重要人物。 I’ll focus on the main group of people over there. This photograph looks funny; I think you forgot to focus the camera. Page2
Book6Unit1Art Warming-up and reading
Artists
Giotto di Bondone
Giotto di Bondone 乔托·迪·邦多纳
The Kiss of Judas
Read Paras. 3 & 4 and find the key information.
Period:
Time:
The Renaissance 15th to 16th century Masaccio
Masaccio(1401—1428),
the first great painter of the Italian Renaissance, whose innovations in the use of scientific perspective inaugurated（开创）the
modern era in painting.
Period I Time Middle Ages
5th---- 15th century
Characteristics of _ religious _______themes the paintings religious symbols Full of _____________ , Respect and love for _______ God _
Forms of Art
齐白石
徐悲鸿
Hale Waihona Puke 张 大 千 郑板桥Features of Chinese paintings: It is about nature __________, such as __________, mountains __________, animals water ____________ ， ____________etc. bird-and-flower