高中英语选修六 语言点Unit 1 Art
(三)经典句式
原句背诵
句式解构
1.Without the new paints
and the new technique, we would not be able to without 引
see the many great 导 的 含 蓄 masterpieces for which 条件句。 this period is famous. 没有新的颜料和新的
18． preference n． 19． appeal vi.
vt. n. 20． reputation n. 21．civilization n. 22． visual adj.
返回
喜爱；偏爱 有感染力；呼吁；求助 将……上诉 呼吁；恳求 名声；名誉 文明；文化；文明社会 视觉的；看得见的
23． district n． 24．committee n. 25． signature n. 26． specific adj. 27． scholar n. 28． avenue n.
12． attempt n． vt.
13． predict vt. 14． figure n. 15． allergic adj. 16． exhibition n. 17． flesh n.
返回
努力；尝试；企图 尝试；企图 预言；预告；预测 画像；身材；数字 过敏性的；过敏的 展览；陈列；展览会 肉；肌肉；肉体
返回
[语境活用]
1．He passed the exam at the first attempt (尝试), which delighted his parents a lot.
2．(2016·浙江高考单选)In this article, you need to back up general statements with specific (具体的) examples.
6． district n. 7． scholar n. 8． flesh n. 9． avenue n. 10．reputation n. 11． superb adj. 12． specific adj.
返回
区；区域；行政区 学者 肉；肌肉；肉体 林荫道；道路；大街 名声；名誉 卓越的；杰出的；极好的 确切的；特定的
→_c_o_i_n_ci_d_e_n_t_ adj.同时发生的 8．predict vt.预言；预告；预测→_p_r_ed__ic_t_io_n_ n．预言→_p_r_e_d_ic_t_o_r_
n．预言者 9．aim n．目标；目的 vi.& vt.瞄准；(向某方向)努力→_a_i_m_l_e_s_s adj.
明；使开化；使教化→ civilized adj.文明的；有礼貌的
返回
[语境活用]
1．I was walking aimlessly in the street when I came across John, who led an aimless sort of life without any aim . (aim)
依靠；依赖
返回
语境活用(选用上面短语填空)
1．On the one hand, the project can help protect our environment; _o_n_t_h_e_o_t_h_e_r_h__a_n_d_, it can also bring us great benefit.
返回
抽象的；深奥的 摘要 雕塑 美术陈列室；画廊 常规的；传统的；因循守旧的 荒谬的；可笑的 争论的；争议的
7．aggressive adj. 8．delicate adj. 9．fragile adj. 10．fragrant adj. 11．contemporary adj. 12．permanent adj. 13．consequently adv. 14．masterpiece n.
没有目标的；无目的的→ aimlessly adv.漫无目的地 10．exhibition n．展览；陈列；展览会→ exhibit v．展览；展
出；开展览会 11．preference n．喜爱；偏爱→ prefer v．喜爱；偏爱 12．civilization n．文明；文化；文明社会 → civilize v．使文
3．I have faith in him because he has served us _fa_i_t_h_fu_l_ly_ for many years, and I think he is a faithful and honest friend. (faith)
返回
4．With his business going on well, he at first _p_o_s_s_es_s_e_d_ big houses, cars, and later he took possession of stocks of different companies. Then, he found that everything he had dreamed of was in his possession . (possess)
2．Mr.White is the _a_d_o_p__te_d_ son of Mrs. Green, who a_d__o_p_te_d_ him when his parents died 20 years ago. Thanks to her _a_d_o_p_t_io_n__, Mr. White could receive a good education and became an engineer. (adopt)
返回
信任；信心；信念 忠实地 目标；目的 瞄准；(向某方向)努力 典型的；有代表性的 明显的；明白的
6．adopt vt. 7． possess vt. 8． possession n. 9． superb adj. 10． technique n. 11．shadow n.
返回
采用；采纳；收养 拥有；具有；支配 (尤作复数)所有；财产 卓越的；杰出的；极好的 技术；方法；技能 阴影；影子
3．(2015·福建高考单选)—I wonder how Mary has kept her _f_ig_u_r_e_ (身材) after all these years. —By working out every day.
返回
4．Meanwhile, I appeal (呼吁) to the whole society to respect cleaners' labor, and to the government to improve their working and living conditions.
的→ adoption n．收养；采用
5．possess vt.拥有；具有；支配→ possession n．所有；财产
6．technique n．技术；方法；技能→_t_e_c_h_n_i_c_a_l adj.技术的；工艺的
返回 7．coincidence n．巧合(的事)；(事情、口味、故事等)相合
5．The waters are crystal clear and offer a _s_u_p_e_r_b_ (极好的) opportunity for swimming.
拓展单词
返回
1．faith n．信任；信心；信念→_f_a_it_h_f_u_l adj.忠实的；守信→f_a_i_th_f_u_l_ly
返回
阅读单词
雕塑 美术陈列室；画廊 常规的；传统的；因循守旧的 敢作敢为的；侵略的；好斗的 当代的；同时代的 争论的；争议的 荒谬的；可笑的
8．abstract adj. n.
9．fragile adj. 10．fragrant adj. 11．permanent adj. 12．delicate adj.
(绘画)手法，我们就不
能看到很多使这一时期
著名的杰作。
返回 佳句仿写
没有你的帮助，我考 试可能会不及格。 Without your help, _I _w_o_u_l_d__h_a_v_e_f_a_il_e_d_ _in__th_e__e_x_a_m_i_n_a_t_io_n_.
34． in the flesh 35． appeal to
活着的；本人 (对某人)有吸引力； (使某人)感兴趣
返回
二、刷清单
——热身自盘点(再过基本应用关)
(一)核心单词
1．sculpture n． 2．gallery n. 3．conventional adj. 4．aggressive adj. 5．contemporary adj. 6．controversial adj. 7．ridiculous adj.
返回
区；区域；行政区 委员会 署名；签字 确切的；特定的 学者 林荫道；道路；大街
返回
29． bunch n．
束；串
30． coincidence n. 巧合(的事)；(事情、口味、故事等)相合
31． by coincidence 巧合地
32． a great deal
大量
33．on the other hand (可是)另一方面
1． lead to
导致
2．appeal to
(对某人)有吸引力；
(使)某人感兴趣；呼吁
3．scores of
大量；许多
4． a great deal
大量；非常
5． by coincidence
巧合地
6．concentrate on
全神贯注于
7． on the other hand
高二英语选修6 unit 1 art language points 课件
Modern Art
On the
one hand some modern art is abstract; try that is, the painter doesn’t attempt to paint objects as we see them with our eye. On the other hand, hand some paintings of modern art are so realistic that they look like photographs.
The Renaissance
People
began to concentrate less on religious themes and adopt a more humanstic attitude to life. human focus People set to _________ more on _______ and less on ________ religion and ________ accept a more humuanstic attitude. Take over; accept
aim
ridiculous faith evident
3. silly or unreasonable
4. trust; strong belief
5. easily noticed or understood 6. traditional
conventional
1
Find the word or expression for each of the following meanings from the text. gallery
高中英语Unit1 Art文章 犹大之吻人教版选修六
犹大之吻(意大利乔托)《犹大之吻》是十三世纪后期佛罗伦萨大画家乔托的代表作之一，它是欧洲文艺复兴初期的绘画杰作。
十三世纪的意大利是欧洲文艺复兴的春鸟，它在文学上的伟大代表是诗人但丁和小说家薄伽丘，在绘画领域里的伟大代表那么是乔托。
因此，在文艺复兴史上，乔托与但丁齐名，而且乔托在但丁的著名诗篇《神曲》里得到赞扬，说他超越了他的老师契马布埃，声誉高过其师；薄伽丘那么在《十日谈》中评价乔托说：“他生而具有超群的想象力，凡自然界的森罗万象，他无一不能运用他的妙笔画得惟妙惟肖，令见者几疑是物的真体。
〞乔托的贡献在哪里呢？十三世纪以前的意大利绘画，一直在拜占庭艺术的控制之下。
所谓拜占庭艺术，是一种受罗马拜占庭帝国影响而产生的艺术风格，它的特点是高度的程式化，色彩艳丽而人物僵硬，重装饰而鄙视造型，离开真实非常遥远。
特别表现在某某画上，人被“神化〞，而神又被僵化，人物没有个性，形象呆滞僵直。
这种情况从契马布埃(约1240-1320)开始，逐渐有所转变，但是真正使意大利绘画摆脱拜占庭定型式的某某画风的是乔托。
乔托(1266-1337)是佛罗伦萨人，据传说，他是契马布埃的学生。
传说乔托小时候是个牧羊人，在牧羊时以石块和树枝在地上作画，契马布埃偶然在途中见到，惊异于这个牧羊少年画得生动而真实，就收他为学徒了。
后来，他一生从事于为教堂画壁画，从1308年到1334年间，他的壁画遍及罗马、佛罗伦萨、巴图亚、比萨、维罗纳、那不勒斯等地，可惜大都损毁了，保存下来的真迹不多。
最著名的有《犹大之吻》、《逃往埃及》、《基督传》等。
《犹大之吻》是《圣经》故事之一，犹大是出卖耶稣的叛徒。
在逾越节的晚餐桌上，耶稣指出他是出卖主的人。
他知道自己已经暴露，就提前溜走，立即去给敌人引路前来捉拿耶稣，他以亲吻作为暗号。
画面上表现的是犹大带领了一队兵马，还有祭司长和法利赛人的差役，直奔耶稣，要与他亲吻。
画面上耶稣双目盯紧犹大，满眼怒火；犹大那么十分紧X。
人教版高中英语选修六Unit 1《Art》(Learning about Language)课件
2019/8/11
最新中小学教学课件
47
谢谢欣赏！
2019/8/11
最新中小学教学课件
48
④ 紧跟老师的推导过程抓住老师的思路。老师在课堂上讲解某一结论时，一般有一个推导过程，如数学问题的来龙去脉、物理概念的抽象归纳、语 文课的分析等。感悟和理解推导过程是一个投入思维、感悟方法的过程，这有助于理解记忆结论，也有助于提高分析问题和运用知识的能力。
⑤ 搁置问题抓住老师的思路。碰到自己还没有完全理解老师所讲内容的时候，最好是做个记号，姑且先把这个问题放在一边，继续听老师讲后面的 内容，以免顾此失彼。来自：学习方法网
② 根据自己预习时理解过的逻辑结构抓住老师的思路。老师讲课在多数情况下是根据教材本身的知识结构展开的，若把自己预习时所理解过的知识 逻辑结构与老师的讲解过程进行比较，便可以抓住老师的思路。
③ 根据老师的提示抓住老师的思路。老师在教学中经常有一些提示用语，如“请注意”、“我再重复一遍”、“这个问题的关键是····”等等，这些 用语往往体现了老师的思路。来自：学习方法网
编后语
老师上课都有一定的思路，抓住老师的思路就能取得良好的学习效果。在上一小节中已经提及听课中要跟随老师的思路，这里再进一步论述听课时如何 抓住老师的思路。
① 根据课堂提问抓住老师的思路。老师在讲课过程中往往会提出一些问题，有的要求回答，有的则是自问自答。一般来说，老师在课堂上提出的问 题都是学习中的关键，若能抓住老师提出的问题深入思考，就可以抓住老师的思路。
人教版高中英语选修六Unit1ArtUni1reaading课件
literature
seal cutting
photography
kinds of painting
oil painting water color landscape cartoon figure drawing sketch
油画 水彩画 风景画 卡通 人物画 素描
Western paintings:
About religion, human Abstract, rich in color, oil, line and
shape
Reading
A short history of western painting Let’s know some famous Western artists!
Fast reading: 1. What’s the main idea? The style of Western art has changed a lot with time going by. 2.How many styles of Western painting are mentioned in the text? What are they? Four. They are the styles:
Zhang Daqian
Leonardo da Vinci (1452-1519)
Giotto di Bondone 乔托·迪·邦多纳
犹大之吻 The kiss of Judas
Masaccio的作品：
Masaccio(1401-1427)
Madonna with
Child and Angels
2. Painters in the Middle Ages painted mainly religious subjects. T
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.。
高中英语 Unit1 《Art》课件-Using Language 新人教版选修6
things to see in an art gallery
tempera gouache traditional Chinese painting Oil painting sketch
lacquer painting
? things
prints
sculptures
watercolor photograph
E. Multiple choice
1. The passage may probably come from ___ . A. a newspaper B. a magazine C. a tourist guide book D. a text book 2. You must walk all the way instead of taking a life if you visit _____ . A. Metropolitan Museum of Art B. Whitney Museum of American Art C. Museum of Modern Art D. Guggenheim Museum
From Many ancient to parts of modern the world times Western modern Countries times
Name
Address
Type of art Which Century What Countries
The Frick 5th and Collection Madison Ave.
calligraphy
Do you know how to refer to a map?
Reading-I Skim the text, and match the numbers on the map with the names of the museums. (Page 6) Numbe r on map
人教版高中英语复习课件：选修六 Unit 1 Art
2．[教材原句]One of the most important discoveries
during this period was how to draw things in
perspective.(U1P2) [ 真 题 呈 现 ](2013·湖 北 ， 21)Poetry written from the
答案：B
5．[教材原句]A typical picture at this time was full of
religious symbols，...(U1P2) [真题呈现]Jack is late again. It is______of him to keep
others waiting. A．normal
答案：A
4．[教材原句]The reputation of this museum lies in the variety of its art collection.(U1P6)
[真题呈现](2010·江苏，22)The doctor is skilled at treating heart trouble and never accepts any gift from his patients，so he has a very good________.
A．expectation B．reputation C．contribution D．civilization
[考题巧解] 解析：句意：这位医生在治疗心脏病方面技术高超而且 从不接受病人的礼物，因此他有很好的声誉。本题考查名词 辨析。expectation“期待；预料”；reputation“名声，声望”； contribution“贡献”；civilization“文明”。根据句意选 B。
选修六Unit1Art
Ｕｎ ｉ ｔ １ Ａｒ ｔ
◇ 江苏省 连云 港 中学 王迪 进
点 梳 理
一
、
重 点 单词
１ ． 信任 ； 信心； 信 念 ． ｆ ａ ｉ ｔ ｈ ２ ． 采用 ； 采纳； 收养 ｖ ｔ ． ａ ｄ ｏ ｐ ｔ
３ ： 拥有 ； 具有 ： 支配 ｖ ｔ ． ｐ ｏ ｓ ｓ ｅ ｓ ｓ ４ ． 技术 ； 方法 ： 技能 ｎ ． ｔ ｅ ｃ ｈ ｎ ｉ ｑ ｕ ｅ ５ ． 努力 ； 尝试 ； 企图ｎ ． ＆ｖ ｔ ． ａ ｔ ｔ ｅ ｍｐ ｔ ６ ． 预言 ； 预告 ： 预测 ｖ ｔ ． ｐ ｒ ｅ ｄ ｉ ｃ ｔ
三、 重 点 短 语
７ ． 确切的； 特 定 的 ． ｓ ｐ ｅ ｃ ｉ ｉ ｆ ｃ ８ ． 喜爱 ； 偏爱 ｎ ． ｐ ｒ ｅ ｆ ｅ ｒ ｅ ｎ ｃ ｅ ９ ． 有感 染 力 ． 上诉 ｖ ｔ ． 恳求 ｎ ． ａ ｐ ｐ ｅ ａ ｌ １ ０ ． 名声 ： 名誉 ｎ ． ｒ ｅ ｐ ｕ ｔ ａ ｔ ｉ ｏ ｎ １ １ ． 视觉的 ； 看得 见 的 ． ｖ ｉ ｓ ｕ ａ ｌ １ ２ ． 永久的； 持久 的 ． ｐ ｅ ｒ ｍａ ｎ ｅ ｎ ｔ ｌ ３ ． 侵略的； 好 斗 的 ． ａ ｇ ｇ ｒ ｅ ｓ ｓ ｉ ｖ ｅ １ ４ ． 透 视 画法 ； 观点 ； 洞察 力 ｎ ． ｐ ｅ ｒ ｓ ｐ ｅ ｃ ｔ ｉ ｖ ｅ １ ５ ． 展示 ； 陈列 ： 显露 ｖ ｔ ． ｄ ｉ ｓ ｐ ｌ ａ ｙ １ ６ ． ａ ｂ ｓ ｔ ｒ ａ ｃ ｔ ａ ｄ ｊ ． ＆ｍ 抽象的； 深 奥 的； 摘 要 １ ７ ． ｃ ｏ ｎ ｖ ｅ ｎ ｔ ｉ ｏ ｎ ｌ耐． ａ 传统的 ； 因循 守 旧 的； 常
７ ． 拥 有 …… ｉ ｎ ｐ ｏ ｓ ｓ ｅ ｓ ｓ ｉ ｏ ｎ ｏ ｆ
高中英语选修六-Unit 1 Art
she can have easy access to places like shops and
restaurants. 3.Nobody believed his _p_r_ed__ic_t_io_n_ (predict) then but later it
turned out to be true.
导航页
结束放映
[积得多]
1.“by＋n.”短语全扫描 ①by coincidence ②by accident ③by chance ④by design ⑤by contrast
巧合地 偶然地 偶然地 故意地 相对照
导航页
结束放映
2.“v.＋to”结构的动词短语荟萃
①lead to
导致
②add to
and became an engineer.(adopt)
8.With his business going on well, he at first _p_o_s_se_s_s_e_d_ big
houses, cars, and later he took _p_o_s_s_es_s_i_o_n_ of stocks of
2._B_y__c_o_in_c_i_d_e_n_c_e_, he met one of his friends when he was on business in Shanghai.
3.She looked very pale and seemed to have suffered a__g_r_e_a_t _d_e_a_l _.
4.What is known to us is that it's human's activity that _l_ea_d__s_t_o
高中英语人教版选修6Unit1Art-Usinglanguage-Readingandspeaking课件(共25张PPT)
difficulties of the matter.
13
Language points
• 4.It is amazing that so many great works of art from the late-19th century to the 21st century could be contained in the same museum．
A. Whiney Museum of American. B. Museum of Modern Art. C. Metropolitan Museum of Art. D. the Frick Collection.
4. Along the same avenue in New York, you can
2
Skimming
Answer the following questions.
1.This passage is mainly about_____.
A. art museums in New York and their collections and exhibitions. B. different artists in New York. C. different art works displayed at the same time in New York. D. general introduction to the history of art in New York.
• 不定式作表语常表示将来的动作，主语常 常是表示意向、打算、计划的词，如wish, idea, task, purpose, duty, job等。
• The most important thing for one's health is to have plenty of exercise.