北师大版高一英语必修二教案设计：Unit 6 Design Communication Worksh

Unit 6 Design Lesson 1 A Matter of Taste AI. Warm upMatch the paintings with the names and the painters .II. Fast-readingRead the text quickly and answer the following questions.1. W hat is Xu Beihong’s masterpiece(名著)?2.Who held exhibitions abroad to promote Chinese art?3.Who is good at drawing simple pictures from everyday life?4.Who is famous for drawing pretty women?5. Why did Chen Yifei use black as the background of Poppy ?III. Careful-reading （1）Read the text carefully and introduce the painters.This is Qi Baishi (1863-1957).Racing HorseCabbagePoppyChen YifeiXu Beihong Qi BaishiHe was important in ___________________.He developed the tradition of _____________________.He _________________________________________. This is Xu Beihong(1895-1953).IV. Careful-reading(2) Read the text carefully and fill in the blanksHe was one of ___________________. During his early youth , he worked with _______. Between 1902 and 1909, he travelled across _________ and painted many picutres of _____. Later , his interest changed to ____________________. He _________________________________________. He ____________________________________________.V. Learn to describe the paintings! (1) (2) (3)2. This painting was painted by…who …Across this painting, we can see… I think that…/In my opinion,…/I feel that…1. This p ainting was painted by…who …Across this painting, we can see… The front horse is …The painter drew in black ink to show …I think that…/In my opinion,…/ I feel that… 3.This painting was painted by…In the painting, a beautiful young w She is… She is dressed in …A cat… I think that…/In my opinion,…/ I feel that…。

《Unit 6 Design》Communication WorkshopObjectives■To practise using linking words (so that) expressing reason.■To design and write a description of your perfect house or flat.■To listen to and understand a song.■To describe and discuss paintings, using strategies to express yourself fluently.Resources usedCassette, Writing Help 3.Possible problemsSome students may have fewer creative ideas than others.Careful grouping of students will help here.Routes through the material■ If y ou are short of time, omit the Talkback stage of the writing and speaking workshops.■ If you have time, do the Options Activities.■ If you have two periods for the lesson, the natural break is after the writing activity.Language Power: pages 84?C85.Writing: Describing Y our Dream HouseBefore you startExercise 1■ Students read the sentences and choose what so that expresses.■ Point out that so that is followed by a clause with the modal can.■ Elicit linking words for showing the sequence of two events, e.g. then, after that, next, and contrasting two ideas, e.g. but, although, on the one hand … on the other hand.Exercise 2■ Students write sentences, then practise reading them aloud in pairs before checking answers as a class. Encourage the pairs to think of two more features that the house has got and to make another two similar sentences ( e.g. study/ listen to music/ play the piano, barbecue/ have outdoor parties in summer, a garden/ plant flowers).Answers1 In my house, there are some spare bedrooms so that my grandma and friends can come to stay.2 In my house there is an air conditioner so that we can keep warm in winter and cool in summer.3 In my house, there is a garden so that we can have tea parties with our family and friends.4 In my house, there is a study so that I can study quietly, surf the Internet on computer or do some quiet reading.5 In my house, there is a small but comfortable bedroom so that I can study quietly and sleepcomfortably.Stage 1■Revise useful vocabulary by eliciting ideas for each of the items from the whole class. Students then work individually making notes about their perfect house or flat.Stage 2■ Read through the paragraph notes with the students and refer them to Wri ting Help 3 for advice on layout.■ Students then make plans for the four paragraphs. Go round and help where necessary.Stage 3■ Read the example dialogue with the class. Point out the polite ways of making suggestions (This is a great idea but what about/why don’t you …).■ Students then work in pairs, showing each other their plans and discussing them.■ If students wish to make changes to their plans after the discussion, they can do so.Stage 4■ Students then write their descriptions and che ck through for mistakes.■ Refer them again to Writing Help 3.Talkback■ In groups, students read the descriptions. If necessary, they can help correct any remaining mistakes by peer correction.■ Each group then chooses the house with the best desig n.■ The groups can report back to the class showing and describing their chosen house.Listening■ Read through the words with the class.■ Students then listen to the song to hear which words are mentioned.Answersfire flowers vase two cats windows■ Students listen to the song again and discuss what is the most important thing about the house and why the singer is so happy in the house. If there are different opinions, ask students to give reasons for their opinions.Answersb)He is happy because she is with him in the house.■ Students look at the words for two minutes, then close their books. Working as a class, students write on the board as many words as they can from the song.。

Unit6 Design-communication workshop教案Teaching aims :To practise using linking words (so that )expressing reasonTo design and write a description of your perfect house or flatTo listen to and understand a songTo describe and discuss painting and house.Teaching difficulties:To design and write a description of your perfect house or flatTo describe and discuss painting and house.Ⅰbefore you startFirst ask the students to read the sentence togetherIn front of my house , there is a small pond so that I can swim in it in the summer. What does “so that” express ?Show reasons for doing something.Do the exercise to further practise using so thatUse the notes to write sentences with so thatⅡ WritingStage 1 vocabulary about housesDesign your house or flat. Think about these things:Encourage students to think of words about the house as many as possible.Kind of house/flat: traditional houses, modern flat,Materials: brick, stone, concrete, wood, steel, glass.Rooms: study, dinning room, kitchen, living room, basement, garage, bathroom, balcony.Location: in the middle of forest. , be located at the foot of mountain, build on the river.Special: a yard with a beautiful garden, the house isn’t far away from the sea. Stage 2 Use your ideas to make paragraph plansPara 1: introduction –location/kind of house / flat.Para 2: rooms –what rooms, where they arePara 3: special features of the house /flatPara 4: conclusion –why you want to live there.It is necessary to have students first read the article on page 91Stage 3 work in pairs.Give your plans to your partner and discuss your ideasStage 4 Write the composition about house according to the above paragraphs TalkbackIn groups, read each other’s descriptions. Choose the house/ flat with the best design.Ⅲ ListeningRead through the words with the classStudents then listen to the song to hear which words are mentioned.Ⅳ Listening and speakingListen to the dialogue. What kind of painting are they talking about?Listen again. Complete the expressions in the Function FileRead the StrategiesLook at the painting above . write notes about these questions:Ⅴ Homework: writingWrite a composition about your school。

《Unit 6 Design》教学指导Unit objectivesDraw students' attention to the unit objectives at the top of the page. As this is the last unit of the module 2, ask students which of these objectives they feel most confident about approaching and which they feel least confident about. At the end of the unit, ask students if they now feel more confident about achieving the latter.Resource usedCassette.Background David Hockney (1937), English painter and photographer, is famous for his satirical paintings and penetrating portraits.His style is na.ve on purpose and he uses bright and flat acrylic colours. A Bigger Splash (1967) is one of his best known works.Pablo Picasso (1881?C1973), Spanish painter and sculptor, is considered by many the most genial artist of our century. He was creative and prolific. He innovated styles and techniques and was the spinning wheel for many changes in twentieth century painting.Leonardo da Vinci (1452-1519) was an Italian artist and painter. He was also fascinated by machines and designed an early helicopter. He painted the famous 'Mona Lisa'.Wassily Kandinsky (1866?C1944), was a Russian expressionist painter. He painted the first purely abstract paintings in European art. His paintings are characterised by vivid colours and analogies to music.Exercise 1■ Students look at the paintings and names of the artists. Encourage students to say as much as possible about the paintings and the artists.Exercise 2Key Wordsstyle: realistic, abstract, pop, modernsubject: scenery, people, warcolours: light/dark, bright, softshapes: round, square, clearlines: straight/wavy, hard■ Go through the Key Words with the class, asking students to point to one of the paintings which demonstrates the meaning or to translate it. Refer students to a dictionary for checking the meaning of words. Those students who are interested in art will be able to contribute more at this stage.■ In pairs, students look at each painting and match some of the Key Words to it. Have students make sentences about the paintings, e.g. 'This is a realistic painting of scenery with bright colours and clear shapes.'Exercise 3■Students listen to the cassette and identify the paintings the people are talking about. Play the cassette two or three times if necessary.Answers1 da Vinci2 Kandinsky3 Picasso4 HockneyTapescript 1 I definitely think this one’s the best. The woman looks so peaceful.It looks like she’s keeping a secret and her eyes are almost watching you. Even though the painting is quite dark, it feels like it is full of light.2 Personally, I think this one is good. It’s got very strong lines and you can almost feel the music.And the colours ?C they’re great ?C they’re really bright. I like abstract paintings because you have to use your ow n imagination to understand what the painter is trying to do. I think …3 This one’s my favourite. It shows war really well ?C with the dark, dark colours and the terrible pictures. The lines and shapes are square and hard. They show violence and pain. Look at the horse and the mother with her dead child. It’s a very frightening painting because …4 Well, I think this one’s the best. I really like the bright colours and the clear lines. I love the colour of the water in the swimming pool.The style’s strange ?C it’s realistic, but very simple at the same time.■Play the cassette again, pausing after each speaker to ask why he/she likes this painting. Exercise 4 ■ In pairs, students discuss the paintings saying which they like most. Assist students, writing any words they want to know on the board.■ Have a hands-up vote on the paintings.Options PracticeRevise an area of vocabulary connected with art with the class, e.g. shapes (circle, square, triangle, etc.) or colours (shades of primary colours ?C pale pink, dark red, etc.)Extension Have a class discussion about whether students have been to any museums or art galleries, or have read art books or seen any paintings in any other form. Find out if they are interested in the topic and what can be done to make art more accessible to young people.。

Module 2 Unit 6 教学设计第一课时First Period（Reading）教材分析本课是本单元的第一课。

教材围绕三个著名的画家以及他们的作品展开。

大部分学生对绘画不是很了解，所以需要对相关简单的知识进行介绍并引出话题词汇。

本单元的Warm-up 部分做了很好的铺垫，学生在此基础上了解三位画家及其作品，并学会如何描述绘画作品。

本课的难点在于对话题词汇的积累，以及运用适当的词汇来描述绘画作品。

因此在几个活动中分层次帮助学生识记并运用这些词汇。

本课计划按两课时进行：第一课时的重点是获取有关画家的相关信息及话题词汇。

第二学时的重点是巩固词汇，归纳表示时间地点以及动作的介词，并在语境中学会运用。

教学内容话题： A Matter of Taste词汇: 话题词汇: realistic, abstract, scenery, landscape, light/dark, bright, soft, straight/wavy，shade短语及搭配: combine … with, be fixed on, leave the audience guessing,语法: 表时间、地点以及动作的介词第一课时First Period教学目标：At the end of this lesson, students will be able to:1.get to know three famous painters and their masterpieces;2.learn to describe paintings with the words learned教学过程：第二课时Second Period（Grammar）教学目标：At the end of this lesson, students will be able to :1. use the new words in a new context2. use prepositions of time, place and movement3. use the prepositions and topic words learned to describe a picture 教学过程：I Word BankA: Key Words about painting:colours: ________________________________________________________style: ________________________________________________________subject: ________________________________________________________shapes: ________________________________________________________lines: ________________________________________________________B: Fill in the blanks with the key words1. This is a _________ painting of _______ with ______ colours and ________shapes/_______ background.2. This is a(n) _________ painting of ___________ with _______ colours and______shapes.II Read and answer the following questions1.Who is famous for drawing pretty women?2.Who is more good at drawing simple pictures we often see in our life?3. Who held exhibitions abroad to advance Chinese art?4. Why did Chen Yifei use black as the background of Poppy?5. What is Xu Beihong’s masterpiece?III Read to learn: Find the specific informationB: How many things should be included to introduce a famous painter?C: Key words used to describe the three paintings?第二学时学案Fill in the blanks with words related to painting.For thousands of years, artists have recorded and _________ both the outside world and __________. Some have sought _____, others_____.In the middle ages, some just extended to be ________. During the Renaissance,art grew more _______, forworks of great _______ produced by Leonardo da Vinci, Michelangelo , Raphael , Durer, Andult.As times changed, so did art, yielding a rich diversity of _______ and _____. __________ were equally varied. Painting with ______, Ran created masterpieces of ______ and ______. Georges Seurat painted thousands of tiny dames. Jackson Pollock paint on ________.Painting today often seems a mixture of a _______ and ______ culture with _______ technology also contributing to _______ the art form.II Find out the prepositions of time, place and movement in the textLesson 2 Great Buildings教材分析本课是第六单元的第2课，是一节听说技能课。

《Unit 6 Design》ProjectO bjectives■To interact and cooperate with others in a team.■To develop skills in collective decision-making.■To practise skills in researching and collecting information.■To judge whether information is appropriate.■To learn how to prioritize information and present it in an appropriate manner.■To describe changes in houses and buildings using appropriate language.■To develop the ability of organizing useful materials.■To assess one's own work and reflect on ways on how to improve it.Resources usedthe Internet; books, magazines, newspapers, TV, pictures and photos; bilingual dictionary; old residents and some architectsPossible problemSome of the required resources may not be readily available to students. There m ay not be enough interesting materials of transportation for students to use. The questions listed may not be enough and students may have limited knowledge about the changes in houses and buildings.Process1 Divide the class into small groups. Ask each group to discuss the listed questions and find the answers they may want to use in their project.2 Ask groups to brainstorm the present forms of houses and buildings. Tell them to research all the possible photos that stand for typical designs of a certain time and changes.3 A sk each group to write a description of changes in houses and buildings, and find photos and other materials to support their presentation.Stage 1Each person in the group interviews different people who lived in their area for a long time and make notes of their interviews.Stage 2Each group gathers their research notes and discusses the information. Then they decide on the materials to support their opinions. Make sure each group finds different materials.Stage 3Each group makes sure that every member in it has a role to play. Forexample, some can write the changes in houses and buildings; some can describe the house or a building they would like to show; some collect suitable photos or pictures; some make the design, and some others do the final job of the project according to their plan. [来源:]Stage 4Give each group a chance to present their project to the class. Encourage students to ask the group questions about their project.Stage 5Ask each group to do a self-assessment with the following questions.1. Was it difficult to find relevant information for this project?2. Did you find enough material for your presentation?3. Are you satisfied with your group’s presentation? Why or why not?4. How would you improve your project work in the future?5. What have you learned from doing this project?Stage 6Ask a student from each group to read out their answers to the assessment questions. Comment and encourage students to think about their answers as preparation for their next project. [来源:]。

北师大版高中英语导学案班级：姓名：A.1.spare 4.waterfall5.heritage6 mitee7.conclusion, concludeB【理解拓展，重点单词解析】1.spare time2.In conclusion, realize3.is home to, home of【句型结构解析】1.（1）Surrounded by fields, mountains and rivers, the Old Town of Lijiang looks like a jade ink stone in 状语主语系表spring and summer.状（2）.原因，逻辑主谓（4）现在，被动，Standing，Seen四.【自我检测】Last Sunday my classmate, Wang Lin, and I were in a bookstore ^buy some reading materials.into toAt a counter, we noticed a foreigner asking a salesman with help, but the salesman didn’t knowforword of English. Then, we went up to him and offer help. After knowing what he really wanted, weofferedtook him to the counter^ tapes and disks of Chinese folk music are sold and gave him some adviceswhere advice on which to choose from. With our help, he got to some music CDS. He was too thankful to us thatsohe even offered to give us tips, and we refused him politely.butThough that took us some time to help him, we were happy anyway.it。

《2 Great Buildings》教学指导Objectives■To give opinions about buildings.■To listen and make notes.■To self-assess the difficulty of a listening text and exercise.■To listen and identify stressed words that give new information.■To practise describing places.■To practise using vocabulary of buildings.Resources usedCassette, pictures of buildings.Possible problemsStudents may find the verb look followed by as if, like or an adjective a bit confusing.BackgroundThe Palace of the Doges, in Venice, is one of the finest Gothic buildings anywhere in Europe. It was finally finished in 1498 and was the residence of the Doges or Dukes of Venice.The Post Office Savings Bank building in Budapest was designed by Hungarian architect Odon Lechner in the late nineteenth century. He incorporated Hungarian folk art into his buildings. He was influenced by art nouveau and the Post Office Savings Bank has an element of surreality comparable to the Catalan architect Antoni Gaudi.The Castle of Eilean Donan, on Loch Alsh in Scotland, was built in the thirteenth century but was destroyed by the English in 1719. The castle was in ruins for 200 years until it was restored in 1932.The Chrysler Building in New York was built in 1930 by the architect William van Alen. It is a masterpiece of “art deco”, a movement that grew up in the 1920s and 1930s, first in Paris and then in the USA. Art deco developed from art nouveauwith cleaner, simpler lines. Hyde Park is one of London’s most beautiful landscape s and covers 350 acres of land. Hyde Park provides facilities for many different activities and sports such as rowing, horse riding, rollerblading and even wildlife watching. It is also often the focal point of many public events. King Henry the 8th used to hunt in the park in the 1500s.The quote is by Johann Wolfgang Goethe (1749-1832), German poet, novelist and dramatist. His most famous work is Faust.Routes through the material■ If you are short of time, set some of the exercises for homework and shorten Exercises 7 and 8. ■ If you have time, do the Option Activity.■ If you have two periods for the lesson, a suitable natural break is after Exercise 5.Language Power: pages 78-79.Before you startExercise 1■ In groups, students match the buildings with the photographs and discuss which one of them they like best.■ The groups can then report back to the class.Answers1 a2 c3 d4 bExercise 2Key Wordsperiod: ancient, modern, early twentieth centurymaterials: stone, marble, glass, tiles, metal, concretefeatures: balcony, tower, roof, statuekinds of buildings: palace, bank, castle, skyscraper■ Students check the meaning of the Key Words in a dictionary. ■ In groups, they then discuss what kinds of buildings they can see in the pictures and guess the materials used, and the period. They can see if their guesses are correct in the next exercise.Exercise 3■ Students look at the table and the entries made for the first building.■ Play the cassette two or three times for them to complete the table.Answers2 Post Office Savings Bank/early 20th century/(not mentioned)/ fantastic decorations on the roof3 castle/ancient (13th century)/stone/tower and thick walls4 skyscraper/1930s/metal, concrete and glass/metal roofTapescriptFemale: Good evening and welcome to “Building Sights”. Today Ben Smith will describe four of his favourite buildings from around the world.1 The Palace of the Doges, in Venice, is one of the best ancient buildings anywhere in Europe. It was f inished in 1498. It has beautiful pink and white marble walls. From St Mark’s Square you can see the balcony with statues on either side.2 The Post Office Savings Bank building in Budapest was built in the early twentieth century. The most beautiful part of the building is the roof ?C which is green, blue, yellow and brown. On the roof, there are fantastic decorations representing waves, flowers, and angels. Someone asked the architect who designed the building why there are so many interesting things where people could not see them. He replied, “But the birds will.”3 The ancient castle of Eilean Donan in Scotland is probably one of the most fantastic buildings in the world. It was built in the thirteenth century but was destroyed by the English in 1719.The castle was in ruins for 200 years until it was rebuilt in 1932. It has a large, stone tower andthick stone walls.4 The Chrysler Building in New York is not the highest skyscraper in New York, but it is one of the most beautiful. This skyscraper was made of new materials:metal, concrete and glass. It was built in the 1930s and has a beautiful metal roof.Exercise 4■ Ask students to listen to find out which building the woman likes.■ Play the cassette twice, and the second time ask them to liste n for why she likes the building. AnswerEilean Donan castle (She likes it because it is really beautiful, likesomething from a fairytale.)TapescriptFemale: My favourite building’s in Scotland. It’s an amazing castle called … Eilean Donan. Have you heard of it?Male: No, I don’t think so.Female: Well it’s er … it’s on … on a loch, you know, … a kind of lake. When you get near it, it looks as if it’s in the water. It really looks like something from a fairytale, because it’s located on a small island and it has a big tower.Male: Mmm.Female: When you walk across the bridge to the island you can see the castle in front of you. It looks really strong, ’cos it’s made of a type of stone … you know … grey, and, er …Male: Granite?Female: That’s right. And anyway … when you get inside it’s sort of strange. And you can look out and see the loch around the castle and the sea. It’s really beautiful.Male: Mmmm.Exercise 5■ Read through the Function File with the class.■ Students listen to the description again and complete the Function File.Answers1 kind of2 as if3 like4 located5 looks6 type of7 sort of.Expressions when we don’t know the exact word - it’s a kind/type/ sort of…■ Give students practice in using expressions when we don’t know the exact word by asking them to describe some objects as if for an alien who has just arrived on earth, e.g. snow, potato, a T-shirt. ■ Read through the Listening Strategies with the class. Ask students to think about the listening texts in this unit : Which were most difficult? What did you understand in the difficult texts? Is it possible to answer just one question about a difficult text? Which were the easiest texts? Why? Could you do most of the listening exercises? What were the most difficult exercises?■ Students then mark the level of difficulty of Exercises 3, 4 and 5.■ Students exchange views in groups, then report back to the class.PronunciationExercise 6■ Remind students of the use of stress to mark important words in a s entence. Ask them to listen for the stressed words which give some new information for the person listening.■ Play the cassette, pausing after each sentence to give students time to write down the stressed words.Answers1 Hyde Park2 huge trees/broad paths3 gardens/beautiful/neat4 bands/parades5 sit on the grass6 go walkingTapescript1 One very interesting place to visit in London is Hyde Park.2 In Hyde Park there are some huge trees and broad paths to walk on.3 The gardens are very beautiful and very neat.4 They often have bands and parades in Hyde Park.5 When it is sunny, people sit on the grass in the sun.6 Many people go walking in Hyde Park to get exercise.■ When students have checked their answers, play the cassette again, p ausing after each sentence for students to repeat after the cassette.Writing and SpeakingExercise 7■ Students can work individually or in pairs, choosing a building they like or hate in their area ?C tell them it must be a building that all the class know.Exercise 8■ Look at the Function File and remind students how to talk about things if they don’t know the exact word.■ Students work in groups, taking turns to describe their building, but not giving the name of it. The others try to guess what the building is.QUOTE … UNQUOTERead the quote with the class and ask them what they think it means. Do they think the image of frozen music is a good one to describe architecture? Ask the class if any of them want to be architects or work with buildings. What sort of buildings do they like best? What sort of buildings do they want to design or build? How do they think architecture will develop in the future?OptionsPracticeIn pairs, students practise using the expressions to talk about things when they don’t know the exact word. Ask them to prepare a spoken description of one of the following for an English speaking friend who has asked them about it.1 one of their country’s national dishes2 their national costumeThe groups then say their descriptions to the class who have to guess what is being described.。

《Unit 6 Design》Culture CornerCulture CornerStimulatestudentstotalkabouttheWorldHeritagesallovertheworldfromtheirbackg roundknowledge.Exercise 1■ Have students look at the photos and the sentences in orange to see what they are and why theyare so world-famous.■ Students read the text fast to check their predictions.■ Have students read through the questions and then scan the text to find the answers.■ Students work in pairs and check the answers before checking them as a class.Answers1TheUnitedNationsEducational,ScientificandCulturalOrganisation(UNESCO)com mitteedoes.2 Jiuzhaigou Valley Scenic and Historic Interest Area has.3 The Temple, Cemetery and Family Mansion of Confucius is.4 Jiuzhaigou Valley Scenic and Historic Interest Area is.5 The two local names of this place are Dayan / the Town of the Big Ink Stone and the Old Townof Lijiang.■Havestudentsreadthetextagainandencouragethemtotakenotessoastohelpthe mtoremember as much as possible.Exercise 2■ In groups, students give the answers to the questions. If they have visited some of these places,encourage them to say more about them.■ Have students talk about other world heritage sites they know about all over the world.OptionsExtensionIf students have time, ask them to plan a poster for the world heritage sites. Select some of theplaces they know well and give brief introductions to them. Present their world heritage sites inthe class.Bulletin BoardObjectives■ To discuss the contents of the wallboard■ To write his/her suggestions for the wallboard■ To exchange ideas about Art and Design■ To further explore the theme of the unit.Options■Askstudentstogivetheirideasforthewallboard.Howcantheymaketheirwallboard theirschool’s best-ever wallboard? What works of art or design would they like to put on the wallboard?What photos and pictures will they bring to the wallboard?...■ Ask the students to read the notes on the Bulletin Board individually and see what information isincluded in each note.■Encouragestudentstowritetheirownsuggestionstomakethewallboardmostinter esting,colourful and meaningful.■ Display their suggestions on the class bulletin board. Encourage students to read other students’writings after class.Unit DiaryObjectives■ To encourage students to reflect on what they have learned in this unit■ To encourage students to think about their own learning style■ To identify effective learning methods■ To develop students’ confidence■ To encourage students to take active control of their studies■ To help teachers get a clearer insight into the students’ learning strengths and weaknessesPart 1(1)This asks students to think of the topics of the unit and decide which lesson was their favourite.Part 2 (2-6)Thispartrefersbacktotheunitobjectivesfromthestartoftheunit.Studentswillthinka boutwhat they have learned in this unit.Part 3 (7-9)This part gets students to reflect on the listening and reading texts, to identify the vocabulary thatstudents still have difficulties with in the unit.Part 4 (10)Thisasksstudentstoreflectonlearningstrategiesandtoidentifyanddiscusswaystoim provetheir language learning.Part 5 (11)This allows students to evaluate their progress over the course of the unit and think about how tomake improvement in their English study.。

《Unit 6 Design》ProjectObjectives ■To interact and cooperate with others in a team.■To develop skills in collective decision-making. ■To practise skills in researching and collecting information.■To judge whether information is appropriate.■To learn how to prioritize information and present it in an appropriate manner.■To describe changes in houses and buildings using appropriate language.■To develop the ability of organizing useful materials.■To assess one's own work and reflect on ways on how to improve it.Resources usedthe Internet; books, magazines, newspapers, TV, pictures and photos; bilingual dictionary; old residents and some architectsPossible problem Some of the required resources may not be readily available to students. There may not be enough interesting materials of transportation for students to use. The questions listed may not be enough and students may have limited knowledge about the changes in houses and buildings.Process1 Divide the class into small groups. Ask each group to discuss the listed questions and find the answers they may want to use in their project.2 Ask groups to brainstorm the present forms of houses and buildings. Tell them to research all the possible photos that stand for typical designs of a certain time and changes.3 Ask each group to write a description of changes in houses and buildings, and find photos and other materials to support their presentation.Stage 1Each person in the group interviews different people who lived in their area for a long time and make notes of their interviews.Stage 2Each group gathers their research notes and discusses the information. Then they decide on the materials to support their opinions. Make sure each group finds different materials.Stage 3Each group makes sure that every member in it has a role to play. For example, some can write the changes in houses and buildings; some can describe the house or a building they would like to show; some collect suitable photos or pictures; some make the design, and some others do the final job of the project according to their plan.Stage 4Give each group a chance to present their project to the class. Encourage students to ask the group questions about their project.Stage 5Ask each group to do a self-assessment with the following questions.1. Was it difficult to find relevant information for this project?2. Did you find enough material for your presentation?3. Are you satisfied with your group’s presentation? Why or why not?4. How would you improve your project work in the future?5. What have you learned from doing this project?Stage 6Ask a student from each group to read out their answers to the assessment questions. Comment and encourage students to think about their answers as preparation for their next project.。

北师大版高中英语必修2Unit6《Design》教案2 Teaching aims: 1. To know some famous painters in China as well as in foreign countries.2. To know several different kinds of painting arts3. To know some factors of paintings.4. To do some listening exercises5. To know deeply about painting culture.Important points: 1. To know some famous painters in China as well as in foreign countries.2. To know several different kinds of painting arts3. To know some factors of paintings.Difficult points: 1. To know several different kinds of painting arts2. To know some factors of paintings.Teaching procedures:Step 1: IntroductionGet the students to look at the top of the page. They will get to know the objectives of this unit. Ask them:1)Which do you think is the easiest?2)Which do you think is the most difficult?3)Which are you most interested in?T: Some topics of this unit are very difficult to understand, but we can’t give up. Believe me, believe yourselves. Believe that we can pull through. Remember the saying? Difficulties are just like springs. You are weak, and they will be strong. So don’t be afraid of the difficulties. Ok?Sep 2: Lead-in1.How many pictures can you see on this page?2.Are these pictures drawn by people or taken by cameras?T: Usually the pictures drawn by people are called paintings or drawings. Todaylet’s discuss some famous paintings and some painters. There are many different kinds of paintings.Material: canvas, watercolour, brush drawing, painting in fresco.Style: realistic, abstract, pop, modern, classicalSubjects: portrait, self-portrait, landscape, drawing from natureStep 3: DescriptionLook at the paintings and describe them with the words given.Eg: A---- It’s very frightening painting. The lines and shapes are squre and hard. They show violence and pain. We can see the horse and the mother with her dead child. It is Picasso, Spanish painter and sculptor’s painting.B----- It is called Improvisation 28- Wassily Kandinsky’s painting. It is an abstract painting. It is hard to understand.C----- The painting is called A bigger Splash- David Hockney. It is a realistic painting of scenery with bright colours and clear shapes.D----- It is called Mona Lisa- Leonardo da Vinci, a Italian artist and painter.His paintings are characterized by vivid colours and analogies to music.Step 4: Do Ex 3 at P35.Listen and identify the paintings.Step 5: DiscussionIn pairs, students discuss the paintings, saying which they like most. Assist students, writing any words they want to know on the board.Step 6: Homework1.Word Corner at P79.2.Make preparations for Lesson One.。

Unit 6 Design Lesson 2 Great BuildingsBackground information:Students: Senior high school students, Grade 1Teaching contents: Lesson 2 Great Buildings ( skills Focus) Unit 6, Module 2 Time: 45msTeaching Objectives:A. General goals: to develop Ss’ listening skills: listening for specific informationB. More specific goals:By the end of the lesson, students are able to:1. understand a radio programme about great buildings;2. take notes while listening;3. use the keys words they learn in the lesson to describe buildings:period: in the ancient/modern time, in the early twentieth century, in the 1930s material(s): stone, marble, glass, metal, concretefeature(s): balcony, tower, roof, statuebuildings: palace, bank, castle, skyscraper4. describe great buildings;5. talk about their own building imagined;6. appreciate the beauty of great buildings;7. write a description of one of the great buildings.Teaching aids:Audio-visual method.CIA ( Computer- Instructive Assistant)Teaching Procedure:I. Pre-listening: (10 mins)1. To discuss the lesson objectives with the Ss so that they can have a general idea of what to learn in the period;2. To motivate students to listen by taking a glimpse of some of the great buildings in the world;3. To learn Key Words by taking Petronas Towers in Kuala Lumper as an example.A) When was it built? What is it built of?It’s a modern building built in (1998) the late twentieth century. It’s made of glass, steel and concrete.What do people use to make such great buildings? (show pictures: metal, glass, concrete ,wood, bamboo, stone, etc.)B) What kind of building is it?It’s a skyscraper or a commercial office tower.T: Every building has its purpose. Look at the following buildings, guess what kind of building each one is. (Show pictures)(Picture 1) This is a a very tall modern city building ( a skyscraper) (Picture 2)This a building where people can read or borrow books. ( a library) (Picture.3) This is a place where people can put their money or take it out. (A bank) (Picture 4) This is a building with thick walls ,towers,. ( a castle)(Picture 5) This is a place where King and Queen live ( a palace)(Picture6) This is a building with a lot of rooms which people pay to live in. ( a hotel))4. FeaturesTake a closer look at the building, which part of it attracts you most? (A sky bridge, glass wall and roof)Layout on the blackboard:It was built in…It is/was made of …It’s a /one of the ….It has…/ There is … / It looks (like)… / It is the…(Goal for this step: Let the students watch, listen and understand keys words about buildings.)II. While-listening (20 mins)1. Listen to the radio programme for the first time, match the buildings in the photos with the names.2. Listen to the first two sections and choose the right answersSection A : Description of the Palace of the Doges1.What kind of building does the man mention?A. palaceB. bankC. skyscraperD. castle2.In which period was the building built?A. modernB. ancientC. 1930sD. early twentieth century3.What kind of material(s) was the building made of?A. concrete, metal and glassB. stoneC. not mentionedD. marble4.What features does the building have?A. balcony and statuesB. tower and thick wallsC. metal roofD. fantastic decorations on the roofSection B : Description of the Post Office Saving Bank1. What kind of building does the man mention?A. palaceB. bankC. skyscraperD. castle2. In which period was the building built?A. modernB. ancientC. 1930sD. early twentieth century3. The most beautiful part of the building is______.A. the wallB. the roofC. the balconyD. the statue4. The fantastic decorations represent the following except_______.A. angelsB. wavesC. fishD. flowers3. Listen to section 3 and fill in the formDescription of the Eilean Donan Castle4. Read through and try to fill in the missing words in the description. Then listen to this section and check the answers.Description of the Chrysler BuildingThe Chrysler Building in _____ ______is not the skyscraper there, but it is one of the most________. This __________was made of new : metal, ________and glass. It was built in the _________ and hasa beautiful metal .5. Listen to the radio programme again as a whole and take notes (exercise 3) with the key information.III Post-listening: (15 mins)1. Choose one of the buildings to describe, using the tips given (5 mins): ( provide 3 buildings for Ss to choose from, including one from the listening material) Useful language:It is/was located… / It is one of the… / it was built… / It has………Name: Petronas TowersLocation: Kuala Lumper, MalaysiaDate : 1998Building Type: skyscraper / commercial office towerFeature: sky bridge2. Group work: If you were an architect, … (10 mins)What kind of building would you like to build? (Hotel? Skyscraper? …)Where would it be built? ( On the loch? in the forest? under the sea? on the moon?….)What materials w ould you use? ( concrete? plastic? paper? …)What would be so special about it? ( It would look like…)Share your idea about the building, even a crazy one!Optional activities and homework:Reflection:。

Unit 6 designLesson 1 A Matter of TasteTeaching aims：To practise using prepositions of time, place and movementTo describe a simple sceneTeaching difficulties:To practise using prepositions of time, place and movementTo describe a simple sceneTeaching procedures:Ⅰ. Warming upT: Today we read an article named a matter of taste, guess what it is about?T: The article is about art, which talks about paintings. Now let’s appreciate some pictures. Do you know who drew these pictures?When students give their answers the teacher shows the pictures of painters, Qi Beishi, Xu Beihong and Chen Yifei.T: Which one do you like best? Why?About these painters how much you know about them?ⅡReadingRead the text, pleaseTask 1Then answer the questions1.Who is famous for drawing pretty women?2. Who is more good at drawing simple pictures we often see in our life.3. Why did Chen Yifei use black as the background of Poppy.4. Who held exhibitions abroad to advance Chinese art?5. What is Xu Beihong’s m asterpiece?Task 2 talkingWhat characters do these pictures have?Give students some time to discuss the question.Racing horse: The moving hair on the horse’s mane and tail shows a horse running at high speed. Using different shades of grey shows the s weat along the horse’s body. The painting of dark and light colors is a favorite of many art lovers.Poppy: To emphasis the woman even more, Chen adds lots of detail to her dress and fan, and choose to paint the background black.Morning glory : Leaves the audience guessing and makes them use their imagination.ⅣLanguage points1.be fixed on用（眼睛等）盯住，凝视；吸引（注意）He was fixed on the moving snake, full of fear.他盯着这条蠕动的蛇，充满了恐惧。

姓名，年级：时间：Unit 6Design Period Two Lesson 2Great BuildingsⅠ。

重点单词1．balcony n。

阳台2．roof n。

屋顶3．statue n. 雕像4．castle n. 城堡5．skyscraper n。

摩天大楼6．feature n. 特征，特色7．architect n。

建筑师→architecture n。

建筑学,建筑风格8．ruin vt. 毁坏，毁灭；使破产n. 破产，垮台→ruins n. 废墟Ⅱ.核心短语1．in_ruins 严重受损;成为废墟2．sort_of 有几分地3．as_if/though 好像，似乎4．write down 记下,写下5．be located in/on 坐落于6．on the island 在岛上Ⅲ。

经典句式1．It is/was＋adj。

＋to do sth。

做某事是……的After listening, it is useful to_think about how difficult the exercises were for you.听完后，考虑一下这些练习对你来说有多难是很有用的。

2．as...as sb. can 尽可能……Write down as_many_words_as_you_can that give new information and are stressed。

你写下尽量多的能给出新信息和被重读的单词。

1 feature n。

特征;特色（教材P38)features: balcony， tower, roof， statue特色：阳台，塔,房顶，雕像feature v．是……的特征；以……为特色；起重要作用；是主要特色feature in 在……中起主要作用common feature 共同特征［即学即用］（1)Impatience in everything is a feature of our age。

Ⅰ.重点单词1．air_conditioner n. 空调2．committee n. 委员会3．alley n. 小路，小径4．waterfall n. 瀑布5．heritage n. 遗产6．conclusion n. 结论；结束→conclude v. 做出结论7．memorial n. 纪念馆/碑→memory n. 记忆力Ⅱ.核心短语1．agree_with 同意(某人的)观点等2．more_than 多于，超过3．be_surrounded_by/with 被……环绕/包围4．be home to 是……的栖息地/家园5．be determined to do sth. 下定决心做某事6．with one's help 在某人的帮助下Ⅲ.经典句式1．so that 引导目的状语从句In front of my house, there is a small pond so_that I can swim in it in summer.我家前面，有一个小池塘，夏天我可以在里面游泳。

2．过去分词短语作状语Surrounded (surround) by fields, mountains and rivers, the Old Town of Lijiang looks like a jade ink stone in spring and summer.被田野、山脉、河流环绕着的丽江古城在春天和夏天看起来像一块墨绿色的宝石。

3．why 引导表语从句This is why the local people proudly call their town “Dayan”，meaning the Town of the Big Ink Stone.这就是当地人自豪地称古镇为“大砚”的原因，说的是古镇像一块大墨砚。

1 conclusion n. 结论；结束(教材P44)Paragraph 4：conclusion—why you want to live there第四段：结尾——为什么你想住在那里(1)reach/draw/come to/arrive at a conclusion 得出结论in conclusion 最后bring...to a conclusion 结束……(2)conclude v. 得出结论；结束；断定to conclude 最后；总之conclude sth. from sth. 从……中得出结论conclude sth. with sth. 以……结束(3)当conclusion 表示“结论”时，后常跟that 引导的同位语从句，说明结论的具体内容。