高中英语 Unit 1 Art 全单元教案
人教版高一英语《Unit 1 Art》教案
三一文库（）/高一〔人教版高一英语《Unit 1 Art》教案〕教学准备教学目标a. 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, focus on, a great deal, scores ofb. 重点句式There are so many ... that it would be impossible to ... P1People became focused more on ... and less on ... P2If the rules of perspective had not been discovered, people would not have been able to paint ... P2 教学重难点a. 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, focus on, a great deal, scores ofb. 重点句式There are so many ... that it would be impossible to ... P1People became focused more on ... and less on ... P2If the rules of perspective had not been discovered, people would not have been able to paint ... P2 教学过程Teaching procedures:【写一写】(Some pictures are given to the students to learn some about western paintings)写出所有相应关于作品的英语名称___________________________________________________ ___________________________________________________ _______________________________________【想一想】Which style of paintings do you prefer, western or Chinese? Why?___________________________________________________ __________________________【skimming】Skim the text and plete the main idea of it.The text mainly tells us _____ of the major movements in ________ art over the centuries.绘制时间轴课文P3---exercise 1【判一判】1. Western art has changed very little over the last seventeen centuries.2. Painters in the Middle Ages did not use perspective.3. Impressionists painted landscapes.4. You cannot recognize any object in abstract modern art.5. In the Renaissance most artists painted indoors.6. Abstract art is still art style today.【选一选】Choose the best answer.1. According to the text, art is least influenced by ________.A. social changesB. the way of lifeC. the development of agricultureD. beliefs of a people2. When did painters mainly focus more on people and less on religion?A. From 5th to 15th century AD.B. From 15th to 16th century.C. From late 19th to early 20th century.D. From 20th century to today.3. Who were the first to paint outdoors?A. Painters in the Middle Ages.B. Painters in the Renaissance.C. The Impressionists.D. Contemporary painters.【巩固训练】讲练通---P2 retelling课后习题【Homework】课时跟踪训练教案【二】教学准备教学目标1. 知识与技能目标(1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。
人教版高中英语教案三篇
【导语】英语（English）是印欧语系-⽇⽿曼语族下的语⾔，由26个字母组成，英⽂字母渊源于拉丁字母，拉丁字母渊源于希腊字母，⽽希腊字母则是由腓尼基字母演变⽽来的。
准备了以下内容，供⼤家参考!《Unit 1 Art》 教学准备 教学⽬标 1. 知识与技能⽬标 (1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。
提⾼阅读能⼒同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运⽤。
(2)通过扮演导游对感兴趣的博物馆进⾏介绍，提⾼学⽣的英语⼝头表达能⼒同时掌握本单元教学⽬标和要求中的词汇⽤法。
(3)通过提供相关词汇进⾏对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术⼤观园)写⼀个宣传⼴告，提⾼学⽣的英语写作能⼒。
2. 过程与⽅法⽬标 (1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图⽚激发学⽣的学习兴趣，并激发学⽣头脑中相关的背景知识为节课做热⾝。
(2)通过阅读课⽂利⽤Skimming 和 Scanning阅读技能找到每个艺术馆的地理位置、艺术特⾊等相关信息，提⾼分析处理英⽂信息的能⼒。
通过寻找描述每个艺术馆的关键词培养学⽣的归纳总结信息的能⼒，同时为下⼀个扮演导游介绍艺术馆的活动做铺垫，提供相关的语⾔词汇铺垫。
(3)通过提供相关词汇进⾏对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术⼤观园)写⼀个宣传⼴告，提⾼学⽣的英语写作能⼒。
3. 情感、态度、价值观⽬标 通过学习，使学⽣了解世界的艺术馆，培养学⽣的⽂化意识和对艺术的兴趣。
同时激发学⽣对家乡的⾃豪感和热爱之情。
教学重难点 教学重点：阅读课⽂、运⽤⽂中相关词汇进⾏说和写的活动以提⾼学⽣读、写、说的能⼒。
教学难点：在说和写的过程中如何运⽤相关词汇和表达⽅式来正确、准确、有效的介绍各个艺术馆的特点。
教学过程 (⼀)展⽰学习⽬标与⼩组评价规则 (⼆)“导⼊” 展⽰曼哈顿的相关图⽚，展⽰课⽂中出现的5个艺术馆的图⽚及名字。
高中英语Unit1Art全单元教案
高中英语Unit1Art全单元教案高二上学期第六次教案设计人：Unit 1 ArtPeriod 1 Warming Up, Pre-reading, Reading, ComprehendingTeaching 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-inPurpose: 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 UpPurpose: To lead Ss to prepare for both the content and the grammar focus of the unit. Group workStep 3. Pre-readingPurpose: 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 theirfamous works.1. Pair workDo 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 workAsk Ss to discuss in groups how to use the following words.3. PracticeMatch the words with the correct meanings:Step 4. SkimmingPurpose: To help Ss learn some skills used by experienced readers.Group workAsk Ss to discuss the title of the text and the headings within it with their partners in groups of four and answer the following two questions.Step 5. First readingPurpose: To see whether Ss understand the passage or not.Pair workRead the passage and finish the following true or false questions.Suggested Answers:1.F2.T3.T4.T5.T6.TStep 6. Second readingPurpose: To see whether Ss can fully understand the passage.Pair workRead the passage again and choose the best answer and discuss with your partner.Step 7. Third readingPurpose: To get the main characteristics of each period.Pair workRead each period again and try to get the general idea of each period and fill in the blanks. Step 8. Discussion1.Group workAsk Ss to discuss the text structure in groups.(1) Which paragraph tells you what the text is about?Paragraph 1(2) Why do you think the writer put headings in the text?Let readers know what his article is about and how it is organized.(3) Underline the topic sentence in each paragraph.The first sentence of each paragraph.2. Pair workLook at the following four pictures and work in pairs to discuss the following questions. Step 9 Homework1. Read the text fluently and then prepare for the following questions on your textbook.2. Get on the line and find out more information about western painting.Periods 2&3 Language points in Warming up, Pre-reading, Reading, ComprehendingTeaching Goals:1. To enable Ss to master the usage of some new words and expressions.2. To get Ss to learn some key structures.Teaching Procedures:Step 2. Language points in Warming Up1. Pair workAsk Ss to study and understand how to use the following language point in pairs. Would you rather have Chinese or Western-style paintings in your home?2. Practice:(1) I would rather _______( stay ) at home today.(2) He would rather ________ ______ surrender. 他宁死不屈。
人教版高中英语选修六Unit1-Art单元Reading 教案
人教版高中英语选修六Unit 1 ArtReading – A Short History of Western PaintingTeaching aims1.Enable students to learn something about the western arts.2.Foster the students’ ability in skimming and looking up information in booksand improve the students’ reading ability.Teaching procedureStep1 Lead in1.What kinds of paintings do you know?2.Do you know the painters of these famous pictures?Step2 Fast reading1. In what order is the passage organized?2. How many western styles are mentioned in the passage and what are they? Step3 Careful readingPara.1:1. What is art influenced?2. Did western art change a lot?The Middle Ages1.What is the aim of painters during the Middle Ages?2. What were the artists not interested in and what were they interested in ? The Renaissance1.In the Renaissance, what did people focus on?2. How did Masaccio paint his paintings?3. What kind of paints were developed at this time?Impressionism1.What happened to Europe in the late 19th century?2. What did the impressionists want to show?3. Why did the impressionists have to paint quickly?4. Why did many people become very angry about the paintings?Modern Art1.What is impressionist paintings accepted as?2.What would have happened if there had been no impressionists?3.What were the qualities of modern art?Step4 Post-reading: True/false questionsStep 5 Writing你的朋友小明最近在学习西方绘画历史方面遇到了难题。
人教版英语选修六Unit 1 Art(Reading)课程教学设计
unit 1 Art Reading 教学设计一、教材分析：本单元是必修六第一单元，以Art为主题, 主要介绍了西方绘画简史，描写了曼哈顿最好的艺术长廊。
文中介绍了西方绘画历史中的四个重要阶段：中世纪，文艺复兴时期，印象主义时期和现代艺术时期。
对于每个阶段文中主要介绍的是不同的绘画手法，绘画特点，以及引起绘画特点转变的社会风俗等原因。
另外，应帮助学生了解更多有关美术的背景知识，分析中西方艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方绘画艺术进行比较。
二、学生分析:本班为普通高二理科班，刚刚从高一完成跨越。
学生成绩普遍低，学习态度不太端正，学习积极性较高，大部分学生在学习上还存在着依赖性，不愿意自己探究知识，没有好的学习习惯，但是他们却非常活跃，很有激情，教师在学习中进行渗透鼓励与指导。
学生对西方文化艺术非常感兴趣，这也有利于提高他们个人修养与素质。
三、Teaching aims教学目标1. Knowledge and SkillsTo understand the meanings of the following new words and phrases. （abstract, sculpture, gallery, consequently, belief, aim, symbol, value, religion, possession, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive, scholar, flesh, bunch, avenue, exhibition, civilization, contemporary, permanent, district）To learn about some major movements in Western art and how styles have changed.To develop the students’ reading ability by skimming and scanning the passage. 2.Process and methodsWhile doing Warming Up the teacher can let students talk about different art forms. And show a group of Western paintings to recall their knowledge about Western paintings.During Pre-reading the teacher can let students predict the content of the passage by reading the title of the passage.Reading and comprehending: the teacher asks students to read the passage quickly to get its structure. After that, the teacher lets students read carefully to get more detailed information.Post-reading: let student retell the passage in their own words at the end of the class.3.Emotion, attitude and valueTo stimulate students’ sense of beauty and the ability of understanding, enjoying and creating beauty.To develop students’ sense cooperation learning.四、Teaching important points教学重点1. Enable the students to grasp the new words and impressions.2. Try to get the main idea of the text and improve the students’ reading abilities.五、Teaching difficult points教学难点1. Help the students learn how to talk about the short history of Western painting.2. Enable the students to talk about their opinions about different styles of Western art.六、Teaching aids 教具The multimedia , blackboard七、Teaching method教学方法Task-Based Language Teaching, Skimming and scanning, Discussion八、Teaching procedures教学过程Step 1. GreetingsGood morning, everyone! So happy to see you here.Step 2. RevisionLast class, we have learned the new words, now let us have a short review. Please open your book and turn to page 89, and read follow me.设计意图：本班学生基础较差，基础的单词必须每节课都巩固，上课读一遍，加强记忆，有助于更好理解课文，并且为以后学习打好基础。
高中英语_Unit 1 Art教学设计学情分析教材分析课后反思
人教版高中英语选修六Unit1 Art教学设计步骤一，热身环节，通过联系本地景点坊茨小镇美术馆，假设情景，引导学生欣赏美术展绘画作品视频欣赏引入话题。
步骤二，快速阅读，了解文章主旨大意，通过跳读文章小标题，了解文章段落大意，并根据时间线索，了解文章发展的时间顺序。
步骤三，细读文章。
通过图片引导，关键词引导，个别回答，共同回答，朗读问题定位教材原句，进一步抓住文章细节内容，理解文章发展思路，体会阅读的快乐感和交际感。
步骤四，再读文章，完成测验检测学生理解层度，结合图片，说出绘画作品的风格，学以致用。
步骤五，对话表演。
对文章的理解转化为创作，由输入到输出语言过渡。
步骤六，阅读内容总结，学生要点填空，师生大声朗读阅读内容摘要，让学生整体把握本节课内容。
人教版高中英语选修6Unit1 Art学情分析1.学生已经进入高二选修模块的学习。
选修六的话题更具有社会性。
对于艺术这个话题，特别是西方艺术学生比较陌生，如何让学生在学习时有身临其境的感觉是备课时需要考虑的。
2.通过必修课程的学习，学生的词汇量有一定的量的积累，但是本单元的艺术话题词汇较多比较抽象，在学习课本词汇时关注学生发音。
本篇文章篇幅较长，以高二学生阅读速度和语法分析能力可以抓住关键信息和细节。
课文内容的深入理解和写作思路的把握需要老师的引导。
主动阅读和探究式阅读的习惯在逐步养成。
3.学生的语言输出能力相对输入能力较弱，在说和写方面有待刺激和加强。
尤其是在享受阅读的环节上，需要教师进行大量的鼓励和刺激。
人教版高中英语选修6 Unit1Art效果分析1. 语言知识与技能恰当使用有关绘画方面的词汇，gallery、abstract 等，能理解课文内容，运用听说读写等各项技能，完成课标要求的各项任务，重难点完成很好。
参与热情高，师生互动，生生互动效果理想。
兼顾了不同学习水平的学生的学习方法和能力。
既有传统的速读和细读环节，也有学生话题知识能力生成环节如小组合作和课堂对话展示。
高中英语教学之《Unit1Art》教案二
本文将围绕高中英语教学之《Unit 1 Art》教案二展开详细的分析和探讨，结合自己的教学经验和感受，探究如何在教学过程中更好地落实教案的内容，实现教学的有效性和提高学生的学习兴趣。
1.教案设计背景教案二是《Unit 1 Art》课程中的第二个教案，主要围绕艺术与文化这一主题展开，帮助学生了解不同的艺术形式和文化背景，并通过各种学习活动提高学生的英语听说读写能力。
这一教案的主要目标是让学生更好地理解艺术和文化的联系，以及通过学习艺术和文化来提高他们的英语水平。
2.教案分析与应用教案设计中，我们要充分考虑到学生的实际情况，采用多种教学方法和策略来满足不同学生的需求。
例如，在听力部分中，我们应该多听多说，按照不同学生的实际情况设置难易程度，以确保所有学生都能完成听力任务。
在阅读部分中，我们可以设置自主阅读任务，让学生通过阅读文章自主获取信息，进一步进行思考和讨论，以提高他们的阅读和思维能力。
在写作部分中，我们应该采用小组合作形式，让学生互相之间进行交流和分享，促进彼此的学习和进步。
另外，在教学过程中，我们还要注重学生的情感体验，通过各种视听材料、游戏和互动形式来增强学生的学习兴趣和参与度。
例如，在教学中可以结合实际例子来讲解，通过展示不同的艺术作品或文化风俗，让学生进一步了解艺术与文化的魅力和意义，同时也能满足学生的好奇心和求知欲。
3.教学效果评估与总结教学效果评估是教学中非常重要的一环，通过对学生的学习成果和反馈进行分析和总结，及时发现教学中存在的问题和不足之处，进一步完善教学方法和策略，实现教学的有效性和提高学生的学习兴趣。
总体来说，教案二的设计对于学生的英语能力提升和文化认知的培养都有着积极意义和促进作用。
通过增强教师与学生之间的互动和配合关系，促进学生的积极参与和思维深度，提高学生的自主学习能力和对艺术和文化的理解和认识。
相信在教学中不断探索和深化，我们一定能够在《Unit 1 Art》课程中取得更为优秀的教学效果和推动学生对艺术与文化的热爱。
人教版高二英语选修6Unit1Art全单元教案
The First PeriodReadingTeaching 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 ofThere 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 painting3. Learning ability goals 学能目标Help the students learn how to talk about the short history of Western paintingTeaching important & difficult points教学重难点Enable the Ss to talk about the short history of Western paintingTeaching methods教学方法Skimming and scanning; individual, pair or group work; discussionTeaching 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-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-upAsk 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 themto answer the other questions in pairs. At last , check the answers with the whole class.Show them on the Screen.A Ba. realistic 1. accurateb. abstract 2. state of fact of existingc. existence 3. being in thought but having a physical or practicalexistenced. detailed 4. lifelike, true to lifee. religious 5. classical, of old belieff. traditional 6. sincere to believe in a god or godsT hen ask Ss to give their opinions to fill the task listed in the Warming-upStep III Pre-readingGet 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 pⅣReadingTask 1 ScanningShow some questions on the screen.1.What were the artists interested in from 5th to 15the century AD2.How did Masaccio3.paint his paintings4.Why did the impressionists have to paint quickly.Task 2 ScanningLet 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 FeatureThe Middle Ages 5th to 15th century Giotto Di Bondone religious, realisticThe Renaissance 15th to 16th century Massaccio perspective, realistic Impressionism Late 19th to early 20thdetailed, ridiculouscenturyModern art 20th century to today Controversial,abstract, realisticTask 3 ExplanationThere 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 religionIf 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 ComprehendingAsk the students to read the passage again and deal with Exercises.Step V Homework1.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 StudyTeaching goals 教学目标1. Target language目标语言：Influenced, symbolic, shadowy, attemptable, valuable, aimless, prediction, believable, European, ridiculousI would love to visit FranceI like religious art better than realistic art because it makes you see2. Ability goals能力目标Enable the students to learn the use of word family3. 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 suffixesTeaching methods教学方法Explanation and practiceTeaching aids教具准备A computer and a projector, a blackboardTeaching procedures & ways教学过程与方法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 SuffixationLet Ss learn some uses of suffixesAsk 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--- thinker1.Suffixes used as a noun signifierVerb Adjective Suffix Nounread -er readeract -or actortrain -ee traineebuild -ing building attend -ance attendance punish -ment punishment invent -tion inventionsick -ness sicknessspecial -ist specialisttrue -th truth2.Suffixes used as an adjective signifierNoun Verb Suffix Adjective wind -y windy adventure -ous adventurous hope -ful hopeful hero -ic,(-ical) heroic nation -al national care -less careless trouble -some troublesomedepend -ent/-ant dependentcomfort -able/-ible comfortableact/imagine -ive/-tive-ative/-itive active imaginativesecond -ary secondarychange -able changeableannoy -ing annoyingexcite -ed excited3.Suffixes used as an adjective signifierAdjective Noun Suffix Verbbroad fright -en broaden, frighten simple -fy simplifymodern -ize(-ise) modernizeStep III PracticeGet 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 HomeworkPrepare to learn the grammar of the subjunctive mood.Period 3 GrammarTeaching aims1.Enable the students to use the Subjunctive mood correctly in different situations Teaching important and difficult pointsTeaching methodsAnalysis and have some discussions.Teaching proceduresStep 1 PresentationAt 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.got a ticket for it. I feel sorry about that and what should I say in this But unfortunately, I haven’t’situation I will say: I wish I watched the basketball game. / If I had got a ticket, I would go towatch the basketball game. Have you ever heard such kind of sentencesThey 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 ClauseTime Verb Objective clausenow wish would do / could do / were /didpast wished had been / donefuture wish would do/ could do / were / did2.“If” clause---, main clauseTime Verb Main ClauseNow 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 doshould doStep 2 PracticeFirst, 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 sentencesShow the on the screen.1.Helen has been living with AIDS for many years. Now she is celebrating her birthday with herfriends. If you were Helen., what kind of wishes would you make2.It is said that a falling star can let your dreams come ture. If you saw a falling star, what kindof wishes would you make3.Besides a falling star, a magic lamp can also let your dreams come true. If you had a magiclamp, what would you ask it to do for youStep 3 ConsolidationAsk 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 HomeworkPrepare for the Listening and Talking on page 41.The Fourth Period Listening and SpeakingTeaching 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 lik e…2. Ability goals能力目标Enable the Ss to express their likes and preference3. Learning ability goals 学能目标Help the Ss learn how to express their likes and preferenceTeaching important & difficult points教学重难点Teach the Ss how to express their likes and preferenceTeaching methods教学方法Speaking; making conversation; comparative methodTeaching aids教具准备A computer, a recorder and some slidesTeaching procedures & ways教学过程与方法Step I Listening1.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, listento 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 TalkingAsk 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 lik e…orAfter a few minutes, ask Ss to present their dialogues.Step III Homework1.Ask Ss to introduce the galleries the have ever been to.The Fifth Integrating SkillsTeaching 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 suggestions3. Learning ability goals 学能目标Help the students to learn to how to talk about art galleries and write a letter giving suggestionsTeaching important & difficult points教学重难点Teach the Ss how to write a letter giving suggestionsTeaching methods教学方法Fast reading, close reading, discussionTeaching aids教具准备A computer and a projector, a recorderTeaching procedures & ways教学过程与方法Step I Revision and Lead-inT: “H ave 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 beento. 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 ReadingAsk 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 belowAfter 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 page7At 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 DiscussionFirst ask the Ss to read the passage “The Best of Manhattan’s Art Galleries” again by them And then show them some expressions about likes and preferences, and ask them to tell the groupmembers which galleries being introduced they prefer in groups of 4. At last, discuss how theywill spend the day. A few minutes later, ask several groups to show their discussions and reporttheir 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…orA few minutes later, ask several groups to show their discussions.Step V WritingFirst, ask the Ss t discuss the questions in Exercise 1 on page 8 in groups of 4, giving their ownsuggestions 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 outWe would like to tur n…int o…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 aEnable the Ss to write letter to ask for permissions3. Learning ability goals 学能目标Help the Ss to write letter to ask for permissionsTeaching important & difficult points教学重难点Help the Ss to write letter to ask for permissionsTeaching methods教学方法Task-based method, discussion and practiceTeaching aids教具准备A computer and a projectorTeaching procedures & ways教学过程与方法Step I Reading TaskTask1 Fast reading.Questions:1.Why do they become worried2.what do they hope the headmaster to do for their projectAnswers:tely their class has become worried about the environment at the back of the school andthey 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 themdonate500 dollars.Task2 Careful Reading1.Just write down some key words.e words or phrases.3.Omit the small words like prepositions.Step II Speaking TaskAsk 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 WritingAsk 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.。
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高二上学期第六次教案设计人：Unit 1 ArtPeriod 1 Warming Up, Pre-reading, Reading, ComprehendingTeaching 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-inPurpose: 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 UpPurpose: To lead Ss to prepare for both the content and the grammar focus of the unit. Group workStep 3. Pre-readingPurpose: 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 workDo 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 workAsk Ss to discuss in groups how to use the following words.3. PracticeMatch the words with the correct meanings:Step 4. SkimmingPurpose: To help Ss learn some skills used by experienced readers.Group workAsk Ss to discuss the title of the text and the headings within it with their partners in groups of four and answer the following two questions.Step 5. First readingPurpose: To see whether Ss understand the passage or not.Pair workRead the passage and finish the following true or false questions.Suggested Answers:1.F2.T3.T4.T5.T6.TStep 6. Second readingPurpose: To see whether Ss can fully understand the passage.Pair workRead the passage again and choose the best answer and discuss with your partner.Step 7. Third readingPurpose: To get the main characteristics of each period.Pair workRead each period again and try to get the general idea of each period and fill in the blanks. Step 8. Discussion1.Group workAsk Ss to discuss the text structure in groups.(1) Which paragraph tells you what the text is about?Paragraph 1(2) Why do you think the writer put headings in the text?Let readers know what his article is about and how it is organized.(3) Underline the topic sentence in each paragraph.The first sentence of each paragraph.2. Pair workLook at the following four pictures and work in pairs to discuss the following questions. Step 9 Homework1. Read the text fluently and then prepare for the following questions on your textbook.2. Get on the line and find out more information about western painting.Periods 2&3 Language points in Warming up, Pre-reading, Reading, ComprehendingTeaching Goals:1. To enable Ss to master the usage of some new words and expressions.2. To get Ss to learn some key structures.Teaching Procedures:Step 2. Language points in Warming Up1. Pair workAsk Ss to study and understand how to use the following language point in pairs. Would you rather have Chinese or Western-style paintings in your home?2. Practice:(1) I would rather _______( stay ) at home today.(2) He would rather ________ ______ surrender. 他宁死不屈。
(3) I would rather you _______( come ) here tomorrow.Step 3. Language points in in ReadingGroup workSs are divided into five groups and each group discuss the language points in each part. Part 11. consequently adv 因此；所以I have never been to China. Consequently, I know very little about it.Part 21. aim n.& v.(1)〔U〕瞄准; 对准The hunter took aim at the lion.(2)〔C〕目标; 目的What's your aim in working so hard?He has achieved his aim.(3) v. 瞄准；对准He aimed his gun at the enemy.2. symbolThe dove is the symbol of peace.Part 31. value n用途；价值You will find the dictionary of great value when you learn English.2. concentrate…on…聚焦于，把……聚集于……I’ll concentrate on the main group of people over there.3. possession n (pl) 财产He was found in possession of dangerous drugs.The house is in my possession.They have taken possession of the city.●常见词组：in possession of 拥有in the possession of sb. 为……所占有；掌握在……手中take possession of 占有，占领4. convince v 使相信We couldn’t convince him of his mis takes.We couldn’t convince him to correct his mistakes.I am convinced that they can do it.5. If the rules of perspective had not been discovered, no one would have been able to paint s Part 41. a great deal 作状语In the late 19th century, Europe changed a great deal.2. Among the painters who broke away from the traditional style of painting were the impressionists who lived and worked in Paris.打破传统绘画风格的画家中就有生活工作在巴黎的印象派画家。