【英语周报】人教版选修六教案：Unit附件

最新人教版高中英语选修六各单元阅读全英文教案（全册）Unit 1 ArtPeriod2 ReadingTeaching aimsEnable students to learn something about the western arts ,and learn how to describe a painting.Teaching proceduresStep1 BrainstormingHow much do you know about art? Have you ever been to an art gallery?Do you find your visit interesting?What can you think of when looking at the word “art”?Step2 Pre-reading1.kinds of painting:2.Can you name some famous paintings and painters in the world?3.DifferencesWestern paintings:Realistic detailed, rich in color, line and shapeAbout religion, humanChinese paintings :It is often about nature, such as mountain, water, bird-and-flower, etc. It has the symbol of harmony (和谐）and peace.Step3 Fast reading1．W hat’s the main idea of the text?has changed a lot with going by.2.How many styles of Western painting are mentioned in the text? What are they?.3. How is the passage organized?4. The author’s main purpose in writing this passage is to ________.A. have you believe somethingB. make you laughC. tell you how to do somethingD. give you informationStep3 Careful readingPart2:The Middle Ages1．Q: What are the paintings of this period full of ?2．True or falsea. Artists of this period were interested in showing nature and people as they really were.b. Paintings in the Middle Ages were very realistic.Part3:The Renaissance1. Painters in Renaissance began to focus onA. religionB. humans and natureC.scienceD. society2. In Renaissance, painters returned to classical and ideas about art.A. Roman, ParisB. Greek, LondonC. Roman, Greek3.Which of the following is not the things the rich people paid famous artists to paint?A.The rich people themselvesB. houses and possessionsC. the godD. activities and achievements4:.What are the two important discoveries in the Renaissance period ?They were drawing in andPart4 Impressionism1 Changes:In society :Changed …from toIn life:moved fromIn art: led tobroke away fromimpressionists2 Feature:3 Why did the impressionists have to paint quickly?Part5 Modern artImpressionism is the start of Modern ArtTwo extremesStep4 Draw a conclusion:1.Western art has changed very little over the last 17 centuries.2.Painters in the Middle Ages painted mainly religious subjects.3.Paintings in the Middle Ages were very realistic.4.Renaissance painters tried to paint things in a realistic way.5.Two important discoveries in the Renaissance periodwereoilpaintsand drawing in perspective.6.Impressionists painted their pictures mainly indoors.7.At first people did not like the impressionists’ paintings.8.Modern art began with the impressionists.Step6 Let’s tell the right style of the paintings1.Mona Lisa2.Seated women3.Sun flowers4The kiss of JovahBy Leonardo da Vinci by Picasso by Vincent Van Gogh by Giotto di Bondone 1D2B3C4AA.The Middle Ages B Modern artC Impressionism D The RenaissanceStep7discussionDiscuss the following topic in groups:What kind of art do you like best? Why?( The head of each group should write down every member’s idea, then try to give a report. )Step8 Homeworkwrite a summary.Do not include your own opinion, but be sure to use our own words (about 30words.)Unit 2 PoemsPeriod 2 ReadingTeaching Aim: To cultivate students’ interest of poetry and improve their reading skills.Ability aim: Enable the Ss to talk about poems and write or translate a poem.Help the Ss to write or translate a poem.Teaching important pointHow to help the students to grasp and remember the detailed information of the reading material. Teaching difficult pointHelp the Ss to write or translate a poem.Teaching aimSkimming and Scanning ;individual, pair or group work; discussion.Teaching Procedure:Step 1 Warming upThe teacher shows three pictures and ask1. Which poems and poets can you think of when seeing the following pictures?Step 2 BrainstormingDiscuss the reasons why people write poems.Step 2 Fast readingScan the passage and answer the following questions.1. What is the main topic of the reading passage?2. What five kinds of poems does the reading passage talk about?different forms of English poemsnursery rhymes, list poems, cinquain, haiku, Tang poems.3. Scan the poems and fill in the form in pre- reading.Step 3 Careful readingT: Now let’s read the following five poems and finish tasks.Slide showListen to Poem A and pay attention to its rhyming lines and words.Read the poem by yourself again and answer the following questions.1. What’s the baby’s father going to buy if the looking-glass gets broken?2. What is Papa going to buy for the baby if that billy-goat runs away?3. What are the features of it?Keys：1. a billy -goat2. another billy-goat3. It has strong rhythm and rhyme and has a lot of repetition.Poem CRead the poem C and answer the followquestions1. Did his or her team win the game?2. Why his or her team didn’t win the game?3. Does the speaker really believe his or her own excuse? How do you know?Keys:1. No, his or her team didn’t win.2. The players didn’t win because: Jack didn’t score that goal; they didn’t have enough time; they hadn’t trained hard….3. The speaker doesn’t really believe his or her own excuses, because there has too many ifs…Poem D&E1. What subject is the speaker writing about?2. Does the speaker like the subject? Give a reason for your answer.T: We have enjoyed so many English poems. Some are traditional forms of English poetry but some are not, for example haiku. (It comes from Japanese).In fact English speaker also have borrowed from another kind of Asian poetry---Tang poems from China. Poem H at the bottom of this passage is a translation from the Chinese.The translation of Poem H望夫石王健望夫处，江悠悠。

英语：Unit1 Art Period 5优秀教案（新人教版选修6）Period 5Reading and Writing整体设计教学内容分析The teaching materials of this period contain two parts.The first part is the reading passage on Page 6 with the title of The Best of Manhattan's Art Galleries，which introduces five best art galleries of Manhattan in New York.The second part is the Writing Task on Page 46，which asks the students to write a letter to the headmaster of the school asking for permission to improve the environment of their school by imitating the letter on Page 45.三维目标设计Knowledge and skills1．To enable the students to know something about the five best art galleries in Manhattan in New York.2．To get the students to learn the following useful new words and structures：consider，appeal to；It is＋adj.＋that clause，It is＋noun＋从句，It's a pity/shame that...(should)．..3．To help the students learn how to write a letter asking for permission.4．To foster the students' ability in skimming and looking up information in reference books and improve the students' reading ability.Process and methodsReading for specific information，summarizing，discussing and practicing.Emotion，attitude and value1．To stimulate the students' love to galleries and artworks.2．To develop the students' sense of protecting the environment around them.教学重、难点1．The understanding of the reading passage.2．The following key sentences：(1)Many art lovers would rather visit this small art gallery than any other in New York.(2)Henry Clay Frick，a rich New Yorker，died in 1919，leaving his house，furniture and art collection to the American People.(3)The best way to see the paintings is to start from the top floor and walk down to the bottom.(4)It is amazing that so many great works of art from the late 19th century to the 21st century are housed in the same museum.3．Teaching the students how to write a letter asking for permission.教学过程RevisionCheck the answers to the grammar exercises on Page 5 and explain the difficult ones.p 2Lead－inGive the students a specific situation for the students to think and talk about some famous galleries.You may begin like this “Imagine your class is going to Beijing Arts and Crafts Gallery，and you are the guide of the gallery.Please tell them what they will be able to see in the museum.”Pre－readingGive the students the following two questions for them to think about and answer.1．Do you know any Western art galleries?2．Have you ever been to any Western galleries before? If so，describe your visit.Fast reading1．Scan the text and match the numbers on the map with the museums.Suggested answers：2.Skim the text ，and answer the following questions. (Slide show)(1)What's the main idea of this passage ？(2)Where might you see such a passage ？(3)Who do you think the text was written for ？ Suggested answers ：(1)The passage introduces some best art galleries of Manhattan. (2)Possibly in a guide book. (3)Tourists and art gallery visitors.Detailed readingRead the passage more carefully and complete the chart below.Suggested answers ：DiscussionEnjoy the following pictures and discuss the following questions.Which of the five galleries would you like to visit？Why?Guggenheim MuseumMetropolitan Museum of Art Whitney Museum of American ArtThe Frick Collection Museum of Modern ArtLanguage studyShow the students the following language points in the passage in a slide show. 1．appeal to(P6)【原句再现】It will appeal_to those who love Impressionist and Post－Impressionist paintings. 展览将吸引印象派和后印象派作品的爱好者。

Unit 1 ArtTeaching planI. 单元教学目标：1．Talk about art and galleries2．Talk about likes and preferences3．Learn words in families4．Use the subjunctive mood5．Write a letter to give suggestionsII. 目标语言1．功能句式。

Talk about likes and preference:I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ would you rather…/ would you like…or…2. 词汇abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , schol ar…3. 语法: the subjunctive moodif I were you…./ I wish I could…4. 重点句子1.there are so many different styles of western art it would be impossible todescribe all of them in a short text.2.people became focused more on human and less on religion.3.if the rules of perspective had not been discovered, people would nothave been able to paint such realistic pictures.4.at the time they were created, the impressionists’ painting werecontroversial but today they are accepted as the beginning of what wenow call “modern art”.5.it is amazing that so many great works of art from late-19th century to 21stcentury could be contained in the same museum.IV．课型设计与课时安排1st period Warming up and reading2nd period Language study3rd period Grammar4th period Using language分课时教案The First Period Warming up ReadingTeaching goals：1.To enable the students to have a knowledge of the short history of Westernpainting.2.To improve the students’ reading ability.Teaching important & difficult pointsEnable the Ss to talk about the short history of Western paintingTeaching methodsSkimming and scanning; individual, pair or group work; discussionTeaching aidsA computer, a tape recorder and a projector.Teaching procedures & waysStep I Lead-inTo lead in such a topic by mentioning the sculptures or paintings around the students, for example, sculptures on the campus, famous paintings hanging on the walls of the corridor of the school building, etc. Ask Ss to figure out their functions and the general term to call them---the works of artStep II Warming-upShow some famous paintings and ask : Do you know the following famous paintings and painters?Mona Lisa Smile → Leonardo Da Vinci (Italian, 1452-1519)Sunflowers & starry night → Vincent van Gogh (Dutch, 1853-1890)Wat er Lilies → Claude Monet (French, 1840-1926)Dream & Seated woman → Pablo Picasso (Spanish, 1881-1973)Ask: Can you tell the ages of the paintings?Say : Today we’ll learn about the short history of western painting.Step III Reading1. Comparison: Make a comparison of Western and Chinese painting and ask: Which do you think has a greater change? Why?2. ScanningRead Para. 1, and answer the question.Scan Para2-5, and find the representative artists and the features of their paintings.Names of Ages Time Artist FeatureThe Middle Ages 5th to 15th century Giotto Di Bondone religious, realistic The Renaissance 15th to 16th century Massaccio perspective, realistic／detailed, ridiculous Impressionism Late 19th to early 20thcenturyModern art 20th century to today ／Controversial,abstract, realistic3. Careful readingRead the text carefully and find some detailed information.The Middle Ages Features:1.theme: religion2.Artists were not interested in showing nature and people as…but interested in creating respect and love for God.The RenaissanceMasaccio：the first person to use perspective in painting1.Focused more on humans and less on religion.2.Two developments: a. Drawing things in perspectivesb. Oil painting.Impressionism1.What changes led to the change in painting styles?2.Look at these paintings, what did they paint?3.Why did the impressionist have to paint quickly?Modern artSte p IV ComprehendingAsk the students to read the passage again and deal with Exercises.Step V Homework1.Underline the useful expressions and the time expressions in the reading passage.2.Retell the passage with the help of the chart about the text.The Second Period Language StudyTeaching goals:To enable the students to learn the useful expressions.To help the students lean how to judge the parts of speech according to the suffixes and determine their functions in the sentences.Teaching important & difficult points:Get the Ss to learn word formation by adding suffixesTeaching methods:Explanation and practiceTeaching aids:A computer and a projector, a blackboardTeaching procedures & ways:Step I RevisionCheck the students’ homework and let one read their work.1.Ask Ss to speak out the time expressions they underlined as homework2.Ask a student to retell the short history of western painting3.Ask Ss to discuss the questions in Exercises 3 on page 3 in groups of4.Art is influenced by beliefs of the people, the way of life and so on.Step II Language points1.Painting is silent poetry, and poetry is a speaking picture.画是无言的诗, 诗是有声的画。

附件FLOODS AND DAMSLife Givers, Life TakersThey bring both death and the promise of renewed life, often on the same rushing tide.Floods can cause untold misery. More than 3,000 people were killed and 14 million were homeless in China during the summer of 1998. The cause: the heaviest flooding of China’s Yangtze and other rivers since 1954. In 1931 almost four million died along China’s Huanghe, or Yellow River, when it surged over its banks. Heavy summer rains in the U.S. Midwest swelled the Mississippi, Missouri, and several other rivers in 1993, destroying entire towns and covering millions of acres of farmland.But when rivers overflow their banks due to melting snow or torrential rains, floods enrich surrounding land, leaving behind organic material and minerals in the sand, silt, and debris. Ancient Egyptians planned their planting and their lives around the summer flooding of the Nile, which leaves a thin, even coating of black mud along either side when it recedes, leaving the soil so enriched that fertilizer is unnecessary.Flash floods, which rise and fall rapidly with little or no warning, and tsunamis-seismic waves caused by undersea earthquakes and volcanoes —also drown people and livestock and destroy their habitations, as does flooding due to rains associated with hurricanes.EARTHQUAKESSunday SurpriseMany were caught inside churches that fair Sunday morning. What began as a gentle trembling of the ground quickly grew strong enough to shake buildings. One witness likened the sound coming from the Earth to the rumble of faraway thunder.It was just a foreshock. In the next moment the Reverend Charles Davy was “instantly stunned with a most horrid crash, as if every edifice in the city had tumbled down at once.” Davy sa id another survivor recalled seeing “the whole city waving backwards an d forwards, like the sea when the wind first begins to rise.”In all there were three major earthquakes, several tsunamis, and a conflagration that consumed most of the Portuguese city of Lisbon on November 1, 1755-All Saints’Day. Some estimates put the death toll at over 60,000.Over the millennia earthquakes have killed countless people and tossed their structures about like toys. About 35 earthquakes are observed around the globe every day, and about 18 major ones per year.They can happen anywhere. A series of quakes near the town of New Madrid, Missouri, during the winter of 1811-1812 was felt as far north as Canada, as far south as the Gulf of Mexico, and rattled chinaware in Washington, D.C. Because the U.S. Midwest was so sparsely populated, the death toll was light. Today New Madrid lies within 150 miles (240 kilometers) of two major metropolises: St. Louis, Missouri, and Memphis, Tennessee; and 325 miles (520 kilometers) from Kansas City, Missouri.When a Midwest earthquake happens again, as experts say it surely will, the toll in human life and property destruction is expected to be ghastly.。

教学设计Period 6Summing Up，Learning Tip and Assessment整体设计教学内容分析This is the last teaching period of this unit，so the emphasis should be placed on going over and summarizing what has been learned in this unit.It includes the following parts：Summing Up，Learning Tip，Checking Yourself and some other consolidation exercises.Summing Up summarizes the whole unit from the aspects of topics，vocabulary and grammar.The teacher can first use this part to let students sum up what they have learned in this unit and then let them find out what they can't understand very well.Learning Tip gives students instructions on how to get the general idea of the text.Let the students think about what they already know about the topic and what new information they will find.Finally，ask students to finish Checking Yourself on Page 47 in the Workbook.This part aims at encouraging students to make a self－assessment after they finish learning this unit.It is very important to improve their learning.Of course，a testing assessment is also needed.In this period，the teacher can also provide more practice to consolidate what students have learned in this unit.三维目标设计Knowledge and skills1．To get students to master all the useful new words and expressions in this unit.2．To have students understand the new grammar item “Subjunctive Mood (1)” better，and enable them use the following structures correctly：I wish I could/did/would...；If I did...，I would do...3．To develop the students' ability to use the important language points in this unit.Process and methodsDesign some additional exercises for students to do in order that they can learn to use and grasp all the contents.Emotion，attitude and value1．To encourage students to learn more about Western paintings and Chinese art and know more about some famous artists and works of art.2．To train the students to appreciate some of the major landmarks in art history.教学重、难点Using what they have learned in this unit to solve real problems.教学过程Revision1．Check the homework exercises.2．Dictate some useful new words and expressions in this unit.Lead－inAsk the students to turn to Page 8.Think about what they have learned in this unit and tick the boxes to see how well and how much they have learned.Summing upFive minutes for the students to summarize what they have learned in this unit by themselves.Then check and explain something where necessary.Suggested answers：Write down what you have learned about arts.(Students' answers may vary.)From this unit we have learned some of the major movements in Western art and demonstrated how art has changed stylistically over centuries.From the Workbook we have learned the history of Chinese art in a similar way.From this unit you have also learned：useful verbs：aim，adopt，possess，attempt，predict，carve，appealphrasal verbs：appeal to，attempt to do sth.，break away from，convince sb.of sth.useful nouns：sculpture，gallery，faith，possession，technique，coincidence，shadow，figure，clay，marble，exhibition，scholar，flesh，bunch，avenue，preference，reputation，civilization，district，committee，signatureuseful adjectives and adverbs：abstract，faithfully，conventional，typical，evident，superb，ridiculous，controversial，specific，delicate，allergic，aggressive，fragile，visual，fragrant，contemporary，permanentuseful expressions：by coincidence，a great deal，on the other handnew grammar item：Subjunctive MoodPracticeShow the exercises on the screen or give out exercise papers.Ⅰ.Word spelling：1．This novel is ______(典型的)of his early work and many people want to buy it.2．What a fine tree－lined ______(林荫道)! While walking on it，you can enjoy the fresh air.3．There will be an exhibition of ______(当代的)Japanese prints on Sunday.4．It is bad manners for some tourists to ______(刻记)their names on the trees.5．Is this program meant for a ______(特定的)age－group?6．As the couple had no children of their own，they a______ a girl who was four years old.7．He lost all his p______ in the big fire and became penniless.8．The modern s______ in the centre of the square has become the talk of the town.9．The big tree in front of our house casts its s______ on the wall.10．The heavy rain had been p______ several days before.Ⅱ.Fill in the blanks with the expressions given e each expression only once and make changes where necessary.appeal to by coincidence as well as scores of more than a great deal on theother hand be eager to attempt to in the flesh1．This idea ______ the women at the meeting which was held yesterday.2．I've got all her records and seen her performance on television，but I've never met her ______.3．We all know that communication is ______listening and speaking.4．The father ______ see a doctor about his daughter's cut.5．On the one hand，I believe that he can do the job，but ______，I still worried about him.6．______ people attended the performance yesterday.7．Reading English newspapers can increase our vocabulary ______ keep us informed of the latest news from all over the world.8．I hear that you are going to the supermarket.______I will go too，so let's go together.9．Juliana has changed ______ since I saw her last year.10．I ______ open the locked door，but I failed at last.Ⅲ.Complete the following sentences according to the sample English sentences and the Chinese given.1．Among the painters who broke away from the traditional style of painting were the Impressionists，who lived and worked in Paris.In front of our school ____________(有一条大河)．2．At the time they were created，the Impressionist paintings were controversial，but today they are accepted as the beginning of what we call “modern art”．A park has been built in ____________(十年前曾是一个工厂的地方)．3．There are scores of modern art styles，but without the Impressionists，many of these painting styles might not exist.____________________(没有你的帮助，这个计划不会成功实施)．4．Their paintings were not as detailed as those of earlier painters.The weather in the north is ________________(不如南方的天气那么热)．5．When you walk into the gallery，you feel as if you were inside a fragile，white seashell.The boy talked to us ________________(像个成年人似的)．Ⅳ.Multiple choice1．I ______ you a beautiful present for your birthday，but I was short of money at that time.A．would buyB．had boughtC．would like to have boughtD．must have bought2．I lost your address，otherwise I ______ you long before.A．had visited B．have visitedC．would have visited D．should visit3．______ he come，the problem would be settled.A．Would B．Should C．Shall D．If4．______ the fog，we should have reached our school on time.A．Because of B．In spite ofC．In case of D．But for5．If I ______ you，I ______ more attention to English idioms and phrases.A．was；shall pay B．am；will payC．would be；would pay D．were；would pay6．—It's really a miracle! You're still alive at all after such a terrible accident!—Thank goodness! But for the stick of the tree branch，I ______.A．would have been killed B．had been killedC．be killed D．was killed7．______ today，he would get there by Friday.A．Would he leave B．Was he leavingC．Were he to leave D．If he leave8．We ______ the work on time without your help.A．hadn't had finished B．didn't have finishedC．couldn't have finished D．can't have finished9．I don't think he will attend the party，and ______ he attend it what would he wear?A．were B．hadC．should D．did10．—Where ______？— I got stuck in the heavy traffic，or I ______here earlier.A．did you go；had arrivedB．are you；would comeC．were you；would comeD．have you been；would have beenFirst get the students to do the exercises.Then the answers are given.The teacher can give them explanations where necessary.Suggested answers：Ⅰ.1.typical 2.avenue 3.contemporary 4.carve 5.specific 6.adopted7.possessions 8.sculpture9.shadow10.predictedⅡ.1.appealed to 2.in the flesh 3.more than 4.was eager to 5.on the other hand6．Scores of7.as well as8.By coincidence9.a great deal10.attempted toⅢ.1.lies a big river 2.what was once a factory ten years ago 3.Without your help，thisplan wouldn't be carried out successfully 4.not as hot as that in the south 5.as if he were a grown－upⅣ.1～5 CCBDD6～10 ACCCDLearning tipAsk the students to turn to Page 8.Read through the passage and make sure they understand it.Encourage them to do as the passage tells because if they are doing so they will be teaching themselves a useful way of learning.Assessment1．Checking yourself(on Page 47 in the Workbook)First get the students to think about these questions individually.Then they can discuss in groups sharing their experience.The teacher can join in and give them advice and suggestions where necessary.2．Testing assessmentⅠ.Fill in the blanks with the proper forms of the words given.1．If you ______(arrive)ten minutes earlier，you could have seen them off.2．It's time that we ______(go)to the railway station.3．If they ______(not help)us，our experiment would have failed.4．You're five minutes late.I suggested that you ______(come)earlier tomorrow.5．Mother often tells us that it is necessary that we ______(drink)a glass of water after we get up.6．She insisted that she ______(send)to work in the faraway small town.7．______ I not ______(forget)his telephone number，I would have rung him.8．He is busy now.If he ______(be)free，he______(go)with you.9．The manager was in his office then.If he ______(be)here，everything ______(settle)in a minute.10．Noisy as it was，he went on reading as if nothing ______(happen)．Ⅱ.Rewrite the following sentences according to the patterns given.1．It is necessary for college students to master at least one foreign language.It is necessary ______ college students ______ ______ at least one foreign language.2．Without sunlight，there would be neither plants nor animals.______ ______ ______ ______ sunlight，there would be neither plants nor animals.3．She insisted on translating the sentence this way.She insisted that the sentence ______ ______ ______ this way.4．The students suggested going there on foot.The students suggested ______ ______ there on foot.5．She suggested that we should go to his help.______ ______is that we ______ to his help.6．Lucy didn't come to class today because she didn't feel well.______ she ______ well，Lucy ______ ______ ______ to class today.7．I don't know French，so I can't talk to the French friends.If I ______French，I could talk to the French friends.8．He didn't take his parents' advice and he is not a college student now.If he ______ ______ his parents' advice，he ______ ______ a college student now.9．The professor helped me a lot and I finished the work.I couldn't ______ ______ the work ______ the professor's help.Suggested answers：Ⅰ.1.had arrived 2.went/should go 3.had not helped 4.(should)come5.(should)drink 6.(should)be sent7.Had；forgotten8.were；would go9.had been；would have been settled 10.were happeningⅡ.1.that；should master 2.If there were no 3.should be translated 4.they go5.Her suggestion；go 6.Had；felt；would have come7.knew8.had taken；would be9.have finished；withoutHomework1．Finish off the Workbook exercises.2．Review and summarize what you have learned in Unit 1.Reflection after teaching________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________精美句子1、善思则能“从无字句处读书”。

最新人教版高中英语选修6全册教案Unit 1 ArtThe First Period ReadingTeaching 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 painting Teaching 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 ofthe 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 them to 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 orpractical existenced. 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.Step Ⅳ ReadingTask 1 SkimmingShow some questions on the screen.1.What were the artists interested in from 5th to 15the century AD?2.How did Masaccio3.paint his paintings?4.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.Task 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.Blackboard designUnit1 ArtA short history of western painting1.Ask the Ss to match some new words with the correct English meanings.A Ba. realistic 1. accurateb. abstract 2. state of fact of existingc. existence 3. being in thought but having a physical orpractical existenced. detailed 4. lifelike, true to lifee. religious 5. classical, of old belieff. traditional 6. sincere to believe in a god or gods2.Task 1 Skimming(1)What were the artists interested in from 5th to 15the century AD?(2)How did Masaccio(3) paint his paintings?(4)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.The Second Period Extensive ReadingTeaching aimsEnable the students to know something about the art galleries.Key sentences1. Many art lovers consider this to be the best small art gallery in New York.2. Henry Clay Frick, a rich New Yorker, died in 1919, leaving his house, furniture and art collection to the American People.3. The best way to see the paintings is to start from the top floor and walk down to the bottom.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．Learning ability goalsFoster the students' ability in skimming and looking up information in references books and improve the students' reading ability.Teaching important pointsFinish the exercises in post-reading by using the knowledge we have learned.Teaching aidsA recorder, a projector, and a computerTeaching procedureStep1 Revision1. Check the answers of the exercises and explain the difficult ones.2. Ask a few students to read aloud their passages "If I were a millionaire, I would..."Step2 Lead inT: Imagine your class is going to Beijing Arts and Crafts Gallery, and you are the guide; tell them what they will see in the museum.Step3 Pre reading1. Do you know any western art galleries?2. Have you ever been to any western galleries before? If so, describe your visit.Step4 Fast readingSlide showSkim the text, and answer the following questions.1. What's the main idea of this passage?2. Where might you see such a passage?3. Who do you think the text was written for?Keys:1. The passage introduces some best art galleries of Manhattan.2. Possibly in a guide book.3. Tourists and art gallery visitors.T: Listen to the tape, and match the numbers on the map with the museums. Step5 Careful readingRead the passage more carefully and complete the chart below.nameaddressWhich centuries?What countries?Whitney Museum of American Art945 Madison Avenue(near 75th St.)Contemporary(mainly art by living artists)AmericaMuseum of Modern Art53th St. (between 5th and 6th Avenues)late 19th century to the 21st centuryWestern countriesMetropolitan Museum of Art5th Avenue & 82nd StreetFrom ancient to modern timesall over the worldGuggenheim Museum5th Avenue & 88th StreetModern (from late 19th century onwards)Western countriesThe Frick Collection5th and Madison Avenuespre-twentieth centuryWestern countriesStep6 DiscussionEnjoy the following pictures and discuss.Which of the five galleries would you choose to visit? Why? Guggenheim MuseumWhitney Museum of American ArtMetropolitan Museum of ArtMuseum of Modern ArtThe Frick CollectionStep7 Language pointsT: Now I'm going to explain some language points to you...Slide show1. Many art lovers consider this to be the best small art gallery in New York. consider大致有两种含义。

选修六Unit1 Art 一、语言要点IV 重点词汇（旨在提供综合运用所需材料）1.faith n.信仰；信任；信心[重点用法]have faith in sb./sth.对某人/某事有信心lose faith in 不再信任,对…失去信心be faithful to sb. [sth.] 忠实于某人[某事]faithful adj.忠实的faithfully adv.忠实地[典例]1) Having faith in the masses is the requirement by government.相信群众是对政府的要求。

2) Under no circumstance shall we lost faith in the future.在任何情况下，我们都不该对未来失去信心。

[练习] 汉译英1) 他对我的能力很有信心。

______________________________________________________________________________________ _2) 虽然只是一个小挫折，却让露丝对成功失去了信心。

______________________________________________________________________________________ _Keys: 1)He has faith in my ability. 2) Though it’s only a small frustration,it made Rose lose faith in success.2.aim n. 目标；目的；瞄准vi.&vt.瞄准（向某方向）努力[重点用法]take aim (at) 瞄准aim at向…瞄准；旨在，针对；志在aim high胸怀大志; 力争上游[典例]1) What is your aim in life?你生活的目的是什么?2) He aimed the gun at the enemy officer．他用枪瞄准了敌军官。

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.。

Unit 1 Art单元话题和结构Period 1本单元的话题是Art/艺术，介绍了绘画和西方绘画史。

单元句法项目是虚拟语气（1）。

艺术是人类以情感和想象为特性，来把握和反映世界，表示对世界及自身，对二者关系的看法的一种特殊方式。

《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时 /三课型划分”。

但在实际教学过程中，我们建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时、裁剪、拼接使用我们提供的材料，以便“物尽所用”，达到最佳教学效果。

教师也可以参照我们提出的“实际教学过程课时划分建议”进行教学。

实际教学过程课时划分建议将Warming Up 、 Pre-reading、Reading 和 Comprehending 整合在一起上一节“阅读课” 。

Period 2将Learning about language和Workbook中的USING WORDS AND EXPRESSIONS 、 USING STRUCTURES整合在一起上一节“语言知识课”。

Period 3将Using language设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。

Period 4将Workbook的READING AND LISTENING和TALKING整合在一起上一节“听说课” 。

Period 5将Workbook的LISTENING TASK、READING AND WRITING TASK和SPEAKING TASK整合为一节“综合技能课（二）”。

Period 1 Warming up1. Warming up⑴Warming up by talking about what paining isHello, everyone. Today we shall read a passage entitled A SHORT HISTORY OF WESTERN PAINTING. But first what do you know about painting? Could anyone stand up to tell the class something about painting?⑵Warming up by talking about Chinese paintingBefore we read about the western painting let ’s talk a bit about Chinese painting. How much do you know about Chinese painting? Have you ever seen any famous Chinese paintings?You may use words like Chinese Paint, Wall paintings, the hanging scroll, aesthetic values and tastes to express your views.⑶Warming up by looking at and saying about Mona LisaHello, class. Before we read about western painting, we shall look at one of the masterpiecesby one of the western painters.Mona Lisa, or La Gioconda (La Joconde), is a 16th-century oil painting on poplar wood by Leonardo da Vinci, and is arguably the most famous painting in the world. Few works of art have been subject to as much scrutiny, study, mythologizing and parody. It is owned by the French government and hangs in the Mus e du Louvreé in Paris.The painting, a half-length portrait, depicts a woman whose gaze meets the viewer's with an expression often described as enigmatic.Period 2ReadingObjectives■To help students learn to make reference■To help students learn to read an exposition about western painting■To help students better understand “art”■To help students learn to use some important words and expressions■To help students identify examples of “Subjunctive Mood (1) I wish I could/ did/ would ⋯ If I did⋯, I would do”in⋯the textWords focus, convince, attempt, predictExpressions focus on, a great deal, scores ofPatterns If the rules of perspective had not been discovered, people would not have bee n able to paint such realistic pictures.If the rules of perspective had not been discovered, people would not havebeen able to paint such realistic pictures.During the Renaissance oil paints were also developed, which made colourslook richer and deeper.But without the impressionists many of these painting styles would not exist.The painter does not attempt to paint objects as we see them with our eyes⋯When you walk into the gallery you feel like you are inside a huge white seashell.AidsMultimedia facilities, tape-recorder, photos, diagramsStep1 GreetingStep2 IntroductionIn this period, after the warming up, students will first be guided to talk about galleries。