【英语】高中英语新课标(人教版)选修六 优秀教案 {Unit1 Art Period 2}

合集下载

人教版新课标高中英语选修6精品教案全套

人教版新课标高中英语选修6精品教案全套

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 canoe2. Complete the passage using the words below in the correct form.When 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) useful4. Complete the table with the correct nouns, verbs, adjectives or adverbs.Suggested Answers:5. Complete 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 th e 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.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。

人教版高中英语选修6《Unit 1 Art》教案

人教版高中英语选修6《Unit 1 Art》教案

人教版高中英语选修6《Unit 1 Art》教案人教版高中英语选修6《Unit 1 Art》教案【一】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 complete 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】课时跟踪训练人教版高中英语选修6《Unit 1 Art》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著名的艺术博物馆加深对博物馆的了解和认识。

高中英语 Unit1 Art Period 1优秀教案 新人教版选修6

高中英语 Unit1 Art Period 1优秀教案 新人教版选修6

高中英语 Unit1 Art Period 1优秀教案新人教版选修6Unit 1 Art单元要览本单元的中心话题是西方绘画和中国艺术的历史、中西方各种艺术形式与风格,不同时代的著名画家以及他们的作品。

语言知识的选择和听说读写等语言技能的训练主要围绕“绘画艺术”这一主题进行。

本单元的目的在于帮助学生掌握与“绘画艺术”这一主题有关的词汇知识,引导学生了解绘画艺术及其各个历史发展时期的不同风格,培养他们对艺术的兴趣以及理解美、欣赏美、创造美的能力。

本单元的主要教学内容如下表所示:类别课程标准要求掌握的内容话题 A brief history of Western painting and Chinese art;famous artists and works of artv. 采用;采纳;收养scholar n. 学者v. 拥有;具有;支配preferencen. 喜爱;偏爱v.& n. 尝试;企图reputationn. 名声;名誉v. 预言;预告;预测civilizationn. 文明;文化v. 呼吁,求助Egypt n. 埃及n. 目标;目的v. 瞄准district n. 区;区域adj. 典型的;有代表性的committeen. 委员会adj. 确切的;特定的signaturen. 署名;签字v. 雕刻;刻记abstractadj. 抽象的;深奥的n. 雕塑conventionaladj. 常规的;传统的n. 画廊;美evident adj. 明显的;术陈列室明白的n. 信任;信念superbadj. 卓越的;杰出的n. 所有;财产ridiculousadj. 荒谬的;可笑的n. 技术;方法;技能controversialadj. 争论的;争议的n. 巧合;相合delicateadj. 脆弱的;容易生病的shado w n. 阴影;影子allergicadj. 过敏性的;对……过敏的figur e n. 画像;身材;数字aggressiveadj. 侵略的;好斗的clay n. 黏土fragile adj. 精细的;易碎的marbl e n. 大理石Egyptianadj. 埃及的;埃及人的cafe n. 咖啡馆;小餐馆visualadj. 视觉的;看得见的exhib ition n. 展览;陈列;展览会fragrantadj. 香的;令人愉快的flesh n. 肉;肉体contemporaryadj. 当代的;同时代的词汇geometryn. 几何学permanentadj. 永久的;持久的bunch n. 束;串faithfullyadv. 忠实地avenuen. 林荫道;大街a great deal 大量attempt to do sth. 企图做某事on the other hand(可是)另一方面be allergic to 对……过敏appeal to (对某人)有吸引力have a preference for 喜欢make sculptures 制作雕塑in the flesh 活着的;本人by coincidence 巧合地句1.If you were an artist,what kind of pictures would you paint?(the subjunctive mood) 2.If the rules of perspectivehad_not_been_discovered,no one型would_have_been able to paint such realistic pictures.(the subjunctive mood)3.There are scores of modern art styles,but without the Impressionists,many of thesepainting styles might_not_exist.(thesubjunctive mood)4.Among_the_painters_who broke away fromthe traditional style of painting were theImpressionists,who lived and worked inParis.(inversion)功能语法虚拟语气(Subjunctive Mood)(1)(I wish I were/did/could/would...;If I did...,I would do...)If you could have three of these paintings on the walls of your classrooms,which would you choose?If you were an artist,what kind of pictures would you paint?Have you ever wished you could paint as well as a professional artist?教学重点1.Get students to know about Western painting and Chinese art,famous artists and works of art.2.Have students learn some useful new words and expressions about painting and art and let them learn effective ways to master them. 3.Enable students to grasp and use the expressions of preference.4.Let students learn the new grammar item:the subjunctive mood(1).5.Develop students' listening,speaking,reading and writing ability.教学难点1.Enable students to master the use of the subjunctive mood.2.Let students learn to write a letter of suggestion.3.Develop students' integrative skills.课Periods needed:6时安排Period 1 Warming Up,Pre-reading,Reading and ComprehendingPeriod 2 Language StudyPeriod 3 Grammar—the Subjunctive Mood(1) Period 4 Listening and SpeakingPeriod 5 Reading and WritingPeriod 6 Summing Up,Learning Tip andAssessmentPeriod 1 Warming Up,Pre-reading,Reading and Comprehending整体设计教学内容分析This is the first teaching period of thisunit.The central part of this period is the reading passage with the name of A Short History of Western Painting showing the students the history of Western painting.Warming Up gives students four questions to discuss,aiming at preparing students for both the content and the grammar of the unit.Pre-reading provides three questions to help students focus on the topic of the reading passage and leads the students to think about any personalexperiences of Western art they may have,such as things about art galleries,paintings in galleries,some Western artists and paintings.Reading mainly introduces the history of Western painting.There are four major movements in Western art.Social,political and cultural changes contribute to the changes in artistic styles.There are four pictures of paintings in the passage representing the four major movements.After a glance at the title of the text and the headlines within it we know that it is a historical report,in which there are many time expressions.Then we can know the topic of the text and how the information is organized—in the order of time,from the earliest to the present.Comprehending consists of four written or oral exercises for the students to do so as to help the students to get a better understanding of the text,that is to say,to help the teacher to check how much the students have understood the text.三维目标设计Knowledge and skills1.To understand the meanings of the followingnew words and phrases:abstract(抽象的),sculpture(雕塑),gallery(画廊),faith(信念),aim(目标),conventional(传统的),typical(典型的,有代表性的),evident(明显的),adopt(采用),possess(拥有),superb(卓越的,杰出的),possession(财产),technique(技术),by coincidence(巧合地),a great deal(大量),shadow(阴影),ridiculous(可笑的),controversial(争议的),attempt(尝试;企图),on the other hand(另一方面),predict(预测).2.To learn about some major movements in Western art and how art has changed stylistically over the centuries.3.To learn how the information is organized.4.To develop the students' reading ability by skimming and scanning the passage.5.To develop the students' speaking ability by talking about Western paintings.Process and methods1.While doing Warming Up the teacher can lead in the topic of this unit by showing students some Chinese and Western-style paintings to recall their own knowledge and opinions about various artforms.Students should also be introduced to the subjunctive mood and try to use it when talking about the art forms.2.During Pre-reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student -centered and arouse students' interest in Western painting.The teacher should also ask the students to look at the paintings in the reading passage and try to identify which style each of them belongs to so as to let them have a general knowledge of these paintings.3.While doing Reading and Comprehending,the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.After reading the passage,students are encouraged to answer some questions and discuss the text structure.4.To consolidate the contents of the reading passage,the students should be required to retell the history of Western art in their own words at the end of the class.Emotion,attitude and value1.To stimulate students' sense of beauty and the ability of understanding,enjoying and creating beauty.2.To develop students' sense of cooperative learning.教学重、难点1.To enable the students to learn about the history of Western art and to develop their reading ability.2.To enable the students to talk about Western paintings.教学过程Step 1 Warming up1.Warming up by looking and talkingShow the following paintings to the students and let them find out their favorites and give the reasons.Then help them find out the differences between the first three pictures and the next three ones.Sample expressions:If I were to choose paintings on the wall,I would choose the first one,because...If I were an artist,I would painthorses.Because...2.Warming up by reading the short passage below.The Chinese have for centuries seen painting as the highest form of art.Chinese paintings have an air of living nature,harmony and peace that is not always found in the art of other civilizations.It is entirely different from Western painting,but that difference is hard to grasp and express.The following are some different forms of art:Figure painting:It includes portraits,story painting and genre painting(风俗画)with figures as the main subject.Lines are the key point.Landscape painting:Chinese landscape paintings can be divided into blue-and-green landscape,gold-and-green landscape,light-purple-red landscape and water ink landscape according to the colors used in paintings.The one without outlines is called boneless landscape.Flower and bird painting:Flowers,rocks and birds are usually the main subjects of this kind of paintings.Technically,there are detailed stylewith colors and free style with ink.Court painting:It refers to the works done by those professional painters employed by the royal court,or imitations of their works by other painters.The passage above is about Chinese art forms.With this,the teacher can arouse students' interest to read the passage about Western painting.Step 2 Pre-reading1.Match the paintings and their painters.Suggested answers: Painting 1:Picasso;Painting 2:Masaccio;Painting 3:Da Vinci;Painting 4:Van Gogh2.Encourage students to talk more about the paintings and the artists.Keys for reference:Leonardo da Vinci was born in 1452 in the village of Vinci.Leonardo began his career working for a master painter in Florence.His masterpiece is Mona Lisa.Leonardo was truly a “Renaissance Man” skilled in many fields.He was a scientist and an inventor as well as an artist.He made notes and drawings of everything hesaw.Leonardo invented clever machines,and even designed imitation wings that he hoped would let a person fly like a bird.Step 3 Reading and comprehending1.Fast-readingAsk students to skim the passage to get the key words and general idea of each paragraph and answer the following questions:(1)What's the main idea of the text?___________________________________________ _____________________________(2)How many styles of Western art are mentioned in the text? What are they?___________________________________________ _____________________________Suggested answers:(1)The style of Western art has changed a lot as time goes by.(2)Four.They are:the Middle Ages,the Renaissance,Impressionism and Modern art.2.Detailed-reading(1)Ask students to read the text carefully to get some specific information and fill in the chartbelow.Period Main aimofpaintersCharacteristics ofthepaintingsRepresentativeartistThe Middle Ages(5th to 15th century AD) Torepresent__①__themesReligious,realistic__②__The Renaissan ce (15th to 16th century) To paint__③__ astheyreallywerePerspective,realistic,new oilpaintsMasaccioImpressio nism(__④__ century) To showhow __⑤__fell onobjects atdifferenttimes ofthe dayNotdetailed,paintedoutdoors,paintedchanges inlightNotmentioned__⑥__(20 th century to today) Toconcentrate oncertainqualitiesof theobject__⑦__,veryrealisticNotmentioned(2)Ask students to scan the passage for detailed information and do the following multiple choices.①In the Renaissance,painters ______.A.painted religious scenes in a more realistic styleB.focused more on religion than on humansC.began to paint outdoorsD.returned to classical Roman and Greek ideas about art②______ discovered how to make paintings look more real by using perspective.A.Giotto di Bondone B.Masaccio C.Claude Monet D.Pablo Picasso③According to the text,art is influenced less likely by ______.A.social changes B.the way of lifeC.agriculture D.beliefs of people④When did people 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.⑤Most people hate the Impressionists' style of painting at first because they thought ______.A.their paintings were very abstractB.they broke away from the traditional style of paintingC.their paintings were very realisticD.their paintings were very ridiculous⑥What does the text mainly tell us?A.How religious painting developed.B.How oil painting developed.C.How Impressionist painting developed.D.How Western art developed.(3)Guess which period the following picturesbelong to.Suggested answers:(1)①religious②Giotto di Bondone ③people and nature④late 19th to early 20th⑤light and shadow⑥Modern Art⑦Abstract(2)①D②B③C④B⑤D⑥D(3)Painting 1:the Renaissance;Painting 2:the Middle Ages;Painting 3:Modern Art;Painting 4:ImpressionismStep 4 Language studyDealing with any language problems (words or sentences students might not understand)to help the students to have a better understanding of the text.Step 5Listening,reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations:concentrate on,adopt a humanistic attitude to life,possess sth.,be convinced that,by coincidence,a great deal,lead to,break away from,attempt to do,on the other hand.Step 6 Structure analyzingAfter reading,ask students to discuss the text structure.Keys for reference:This passage is a historical report.The first paragraph introduces the topic and the theme of the text.The rest of the report presents the information in chronological order.A feature of historical reports is the abundance of time expressions.The last sentence of the report functions as a conclusion.In addition,each section begins with a topic sentence.Step 7 RetellingAsk students to talk about the history of Western painting in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.Step 8 Homework1.Learn the useful new words and expressions in this part by heart.2.Try to find a book with reproductions of Western paintings or Chinese paintings and explain what you like or dislike about them.Step 9 Reflection after teaching___________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _____________________________教学参考Chinese PaintingChinese painting is generally divided bysubject matter into four broad categories:figures,landscapes,flowers and birds,and bamboo and rocks.The first three categories succeeded each other in the summits of their developments,while the painting of bamboo and rocks became a casual pleasure of the educated elite from the 12th century on.Before the Han Dynasty,founded in 202 B.C.,there was already a tradition of figure painting and portraiture of which remnants survive on later bronzes,jades,and pottery.During the Han Dynasty,the art of depicting figures became increasingly elaborate.Rulers used didactic art to emphasize codes of government.Surviving examples of stone engraving and wall painting show strong and lively drawing.LandscapeThe art of landscape painting formed the central and most standing tradition in Chinese painting.On a basis of Taoist communion with nature and strengthened by Buddhism,there was a strong literary tradition of seclusion among,and meditation upon the forests,streams and mountains.China's landscape painting broughtnature's presence to wherever man desired it.Elements of landscape are already present in art of the Han Dynasty,but development did not really begin until the Tang Dynasty.The succeeding Northern Sung Dynasty(960-1127)has often been called the Golden Age of Chinese Landscape.The differences in approach and technique that naturally appeared became gradually categorized into traditions:the northern and southern schools.Birds and FlowersIn the Tang Dynasty at least one painter,Tiao Kuang-yin,was already known as a specialist in birds and flowers.However,the first two important names in bird and flower painting,Huang Chuan and Hsu Hsi,occur in the 10th century.Huang Chuan,a subject of the latter Shu Dynasty,inherited the traditions of the Tang Dynasty.His paintings of flowers and birds were in an accordingly archaic style,with strict conventions and conservative attention to careful realism.Hsu His,who lived under the Southern Tang Dynasty created the “boneless” mo-ku style in which forms are builtup with pale washes and outlines are not used.His inspirations were unrestrained and the school he initiated was considered much the more creative.Mi Fu,the leading literati critic of the 11th century remarked that ten paintings by Huang Chuan were not worth one by Hsu ter bird and flower painters generally belonged to either the Huang or the Hsu tradition.Stones and BambooStones and bamboo originally appeared as background objects in other types of paintings but gradually evolved into a separate genre.The 10th century Southern Tang ruler Li Hou-chu developed a trembling brush technique in calligraphy that was also particularly suitable for painting bamboo and rocks.Tang Hsi-ya,an artist of the same time,adapted it for that purpose.In the following Sung Dynasty,the painting of bamboo became more and more popular and many famous scholars such as Wen T'ung and Su Shih were also well known for their paintings of bamboo.。

新人教版高中英语选修6Unit1 Art--The Sixth Period教案

新人教版高中英语选修6Unit1 Art--The Sixth Period教案

Unit 1 ArtThe Sixth Period Reading, speaking and writing Teaching goals:1. To enable the Ss to talk about environment.2. To help the Ss to write a letter to ask for permissions.Teaching procedures:StepⅠ Reading TaskHere is a letter on page 45 from a group of students who would like to make their school more attractive.1.Fast reading1Why do they become worried?2What do they hope the headmaster will do for their project?2. Careful reading: suppose you were the president of the high school council and you received the letter. prepare to make notes for areport about the letter, filling the blanks on page 46❖Some tips about how to make notesJust write down some key wordsUse words or phrasesOmit the small words like prepositionsLetter from____________________________Asking for______________ and____________Reason ______________________________Their plan: 1___________________________2___________________________3___________________________Work will be done by :___________________ StepⅡ Speaking taskAsk the Ss to discuss how to improve the environment of our school in fours, then speak out.❖A: planting more trees, grass and flowers, a beautiful garden, not pick the flowers andstamp the grass❖B: not throw litter, pick the rubbish, throw it into a dustbin, collect waste paper andbottles for recycling.❖C: keep the schoolyard or classroom clean, not draw pictures on walls, not carve nameson the trees or desks and chairs❖D: make our school a non-smoking placeIn all, if everyone makes contribution to protecting the environment, the world will become much more beautiful. If all Chinese care about the environment, I ’m sure China will become one of the most beautiful countries in the worldStepⅢ Writing taskWrite a letter to the headmaster of the school asking for permission to improve the environment of the school. While writing, refer to the instructions in WRITING TASK.Step IV Summing upSum up what the students have learnt in this unit. Step V Learning TipGo through the learning tip with the students about how to get a general idea of a text.StepⅥ Homework:Revise the whole unit and finish all the exercises in this unit.。

人教版高中英语选修6教案Unit1 Art

人教版高中英语选修6教案Unit1  Art

人教版高中英语选修6教案Unit1 Art 教学目标•熟悉并掌握本课的核心词汇和短语•理解并运用本课的重点语法知识•能够在日常生活中运用所学知识进行交流和表达•培养学生对艺术的鉴赏和欣赏能力教学重点•学习并运用本课的核心词汇和短语•理解并运用本课的重点语法知识教学难点•运用所学知识进行交流和表达•培养对艺术的鉴赏和欣赏能力教学准备•多媒体设备•教材和教具•板书工具教学过程步骤一:导入新课内容(10分钟)1.教师向学生介绍本节课的主题——艺术。

2.让学生进行小组讨论,谈一谈自己对艺术的理解,以及喜欢的艺术作品和艺术家。

步骤二:学习核心词汇与短语(20分钟)1.教师出示幻灯片,呈现本节课的核心词汇和短语,并分别解释含义。

2.通过例句和练习,帮助学生掌握并巩固所学词汇和短语。

步骤三:学习重点语法知识(30分钟)1.教师出示幻灯片,介绍本节课的重点语法知识——介词短语的使用。

2.通过例句和练习,帮助学生理解并熟练运用介词短语。

3.引导学生以所学的介词短语描述一幅艺术作品,鼓励他们进行口语表达练习。

步骤四:语言实践与交流(20分钟)1.将学生分成小组,让他们互相展示自己喜欢的艺术作品,并用所学的词汇和短语进行介绍。

2.鼓励学生之间进行交流和提问,培养他们的表达和倾听能力。

步骤五:课堂总结与小结(10分钟)1.教师总结本课所学的核心词汇和短语,并强调其重要性。

2.引导学生思考本节课所学的语法知识在实际生活中的应用价值。

3.鼓励学生在日常生活中运用所学知识进行表达和交流。

课后作业1.用英语写一篇短文,讲述你对一幅艺术作品的理解和感受。

2.阅读一篇关于艺术的文章,收集其中的关键词和短语。

3.查找一些关于艺术的图片,并用英语描述它们。

教学反思本节课通过导入新课内容、学习核心词汇与短语、学习重点语法知识、语言实践与交流以及课堂总结与小结等环节,帮助学生全面理解和运用所学知识。

通过小组讨论和展示,学生的表达和倾听能力得到了提升。

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.。

最新人教新课标高中英语选修6 Unit1精品教学设计unit 1 全单元教案1

最新人教新课标高中英语选修6 Unit1精品教学设计unit 1 全单元教案1

Unit 1 Art教材分析I.教学内容分析本单元的中心话题是西方绘画艺术的历史、中西方各种艺术形式与风格,各时代的著名画家以及他们的作品。

听说读写等语言知识和语言技能主要围绕“绘画艺术”这一主题设计的。

本单元引导学生讨论这些问题,目的在于让他们了解绘画艺术及其各个历史发展时期的不同风格,培养他们对艺术的兴趣。

Warming up部分共有四个问题,引导学生讨论本单元出现的所有绘画,包括宗教绘画、文艺复兴时期的绘画、印象派风景画和抽象画等。

通过为教室选张贴画、为家居选布置画、谈个人对绘画等艺术的喜好等活动,让学生交流对绘画等艺术形式的认识,并在此过程中学习本单元即将出现的生词。

Pre-reading部分有三个问题,引导学生回顾在画廊或书本上见过的绘画。

尤其要学生回顾所见的西洋绘画和著名的画家,这和“热身”部分的讨论有机地联系起来,帮助学生认识国画和西洋画的不同特征、代表性作品及画家。

Reading部分主要介绍西方绘画史。

文章开头阐述导致艺术发展的因素:生活方式和人们的信仰,并由此得出结论:西方艺术不断变化发展,而中国艺术相对保持稳定。

随后文章从四个方面介绍了主要的西方艺术绘画流派。

中世纪的绘画主题主要与宗教有关,这个时期的作品充满了宗教符号,表达作者对上帝的崇敬和热爱。

直到13世纪,意大利画家乔托(Giotto)才开始描绘现实的宗教活动。

文艺复兴时,人们的思想和价值观发生了根本性的变化,绘画主题从宗教转向人与自然,绘画手法更为现实。

意大利画家马萨乔(Masaccio)采用透视法绘画,开创了现实主义绘画的新纪元。

19世纪晚期,欧洲的工业化导致了巨大的社会变革,也使绘画风格产生了变化。

在法国的巴黎出现了印象派艺术画家,他们走出家门,捕捉瞬间作用于物体的光线。

印象派绘画一段时间引起了争议,但如今被公认为现代艺术的开端。

无论是抽象画还是现实画,都得益于印象派艺术的启发。

阅读文章中有四幅图,分别为:1.亚博拉罕接待天使(大圣母教堂侧壁)432—440 ——中世纪 2.巴۰卡斯蒂利昂伯爵像(拉斐尔)1515 ——文艺复兴3. 日出(莫奈)1872-1873——印象主义4.海边人物形象(斯塔尔)1952——现代艺术Comprehending部分设置了四个练习。

人教版高中英语选修6《Unit 1 Art》教案2篇

人教版高中英语选修6《Unit 1 Art》教案2篇

人教版高中英语选修6《Unit 1 Art》教案2篇Teaching plan of unit 1 Art编订:JinTai College人教版高中英语选修6《Unit 1 Art》教案2篇前言:英语作为在许多国际组织或者会议上都是必需语言,几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识,包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和教学对象的特点,将教学诸要素有序安排,确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用,本文档下载后内容可按需编辑修改及打印。

本文简要目录如下:【下载该文档后使用Word打开,按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1:人教版高中英语选修6《Unit 1 Art》教案2、篇章2:人教版高中英语选修6《Unit 1 Art》教案篇章1:人教版高中英语选修6《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 topaint ... 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 topaint ... 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 complete 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】课时跟踪训练篇章2:人教版高中英语选修6《Unit 1 Art》教案【按住Ctrl 键点此返回目录】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著名的艺术博物馆加深对博物馆的了解和认识。

  1. 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
  2. 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
  3. 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。

Period 2Language Study整体设计教学内容分析The emphasis of this period will be placed on the important new words,phrases and sentence patterns in Warming Up,Pre-reading,Reading,Comprehending and Discovering useful words and expressions in Learning about Language.There are altogether 50 new words and phrases in these five parts.21 of them are marked with triangles,which shows that the students needn't learn them by heart.It is enough to recognize them when meeting them while reading the passage.The other 29 should all be remembered,among which the following 9 words and expressions are even more important:aim,adopt,possess,attempt,a great deal,typical,predict,specific,on the other hand.They are all very useful and important.So are the sentence patterns “Among the painters who broke away from the traditional style of painting were the Impressionists,who lived and worked in Paris.”and “There are scores of modern art styles,but without the Impressionists,many of these painting styles might not exist.” We ought to pay more attention to them.三维目标设计Knowledge and skills1.To get the students to learn to use the following important new words and phrases freely:aim,adopt,possess,attempt,a great deal,typical,predict,specific,on the other hand.2.To get the students to understand and use the following important and useful sentence patterns:(1)Among_the_painters who broke away from the traditional style of painting were_the_Impressionists,who lived and worked in Paris.(2)There are scores of modern art styles,but without the Impressionists,many of these painting styles might_not_exist.Process and methods1.To help the students to understand the meanings of the above useful new words and expressions in the context,and then give some explanations about them,and at last offer some exercises to make students master their usages.2.To ask the students to make up their own sentences by imitating the above sentence patterns.3.At the end of the class,make students do more exercises for consolidation.In doing so,they can learn,grasp and use these important language points well.Emotion,attitude and value1.To stimulate students' interest in learning English.2.To develop students' sense of cooperation and teamwork.教学重、难点1.Important new words and expressions:aim,adopt,possess,attempt,a great deal,typical,predict,specific,on the other hand.2.Important and useful sentence patterns:(1)The inverted sentences beginning with a prepositional phrase.(2)The subjunctive mood with a prepositional phrase “without...” in place of the “if” clause.3.Some difficult and long sentences in the text.教学过程Step 1Revision1.Check the homework exercises.2.Ask some students to tell the styles of Western art.Step 2Reading and findingGet students to read through Warming Up,Pre-reading,Reading,Comprehending and Learning about Language to underline all the new words and useful expressions or collocations in these parts.Read them aloud and copy them down in the exercise book.Step 3Practice for useful words and expressions1.Turn to Page 4.Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.2.Give students several minutes to finish the exercises.They first do them individually,and then discuss and check them with their partners.3.Check the answers with the whole class and explain the problems they meet where necessary.Step 4Vocabulary studyⅠ.简单知识扫描1.typical(P2)【原句再现】A typical picture at this time was full of religious symbols,which created a feeling of respect and love for God.那个时期的典型的绘画充满了宗教特征,体现出了对上帝的爱戴与敬重。

【观察探究】(1)This is a typical example of Roman pottery.这是一件典型的罗马陶器。

(2)A typical working day for me begins at 7:30.我的工作日一般在7:30 开始。

(3)On a typical day,we receive about 50 letters.我们通常一天收到大约50 封信。

【归纳总结】typical adj. 意思是“典型的,有代表性的;一贯的,平常的”;常用短语typical of sb./sth.。

【即景活用】这是有当地风味的饭菜。

This meal is ______ of local cookery.Suggested answer:typical2.replace(P2)【原句再现】During the Renaissance,new ideas and values gradually replaced those held in the Middle Ages.在文艺复兴时期,新的思想和价值观逐渐取代了中世纪的思想和价值观。

【观察探究】(1)Can anything replace a mother's love and care?有什么东西能取代母亲的爱和关怀吗?(2)Sending e-mail has almost taken the place of writing letters.发送电子邮件几乎取代了写信。

(3)I don't think anyone could take her place.我认为无人能取代她的位置。

【归纳总结】replace v. 意思是“代替,取代”,相当于take the place of/take one's place。

【知识链接】take place发生,举行take one's place就座,入座;接替某人的位置in place在适当的位置out of place在不适当的位置in place of 代替【即景活用】(1)Natural methods of pest control are now ______ chemicals.(2)The kitchen was spotlessly clean,with nothing ______.Suggested answers:(1)taking the place of(2)out of place3.convince(P2)【原句再现】When people first saw his paintings,they were convinced that they were looking through a hole in a wall at a real scene.当人们第一次看到他的画时,还以为是透过墙的小洞来观看真实的场景,并对此深信不移。

相关文档
最新文档