最新人教新课标高中英语选修6 Unit1精品教学设计Unit1 Grammar and Useful Structures教案

Unit1 Grammar参考教案Teaching aimsEnable the students to master the usage of the Subjective mood.Teaching important pointsHow to enable the students to know the structure and the usage of the Subjective mood. Teaching difficult pointsHow to enable the students to learn about the usage of the Subjective mood.Teaching aidsA projector, and a blackboardTeaching proceduresStep 1 DictationT: Now let’s review some words and expressions of the text. Please look at the screen and finish the exercises. (slide show)1.I a__________ to read the entire novel in one sitting.2.Does the p________of wealth bring happiness?3.Can you p_________ what will happen here in the future?4.The more he said, the less c________he was.5.This will help to make the scene more l_______.6.暴风雨造成了大量物质损失。

7.我喜欢音乐,而他喜欢运动。

8.我家里有许多CD。

9.所有的眼睛都看着他。

Unit 1 Living wellTeaching aims（教学目标）三维目标知识目标Knowledge aims:1.Key words and phrases in this unit: abstract(抽象的)，sculpture(雕塑)，gallery(画廊)，faith(信念)，aim(目标)，conventional(传统的)，typical(典型的，有代表性的)，evident(明显的)，adopt(采用)，possess(拥有)，superb(卓越的，杰出的)，possession(财产)，technique(技术)，by coincidence(巧合地)，a great deal(大量)，shadow(阴影)，ridiculous(可笑的)，controversial(争议的)，attempt(尝试；企图)，on the other hand(另一方面)，predict(预测)．2．To learn about some major movements in Western art and how art has changed stylistically over the centuries.3．To learn how the information is organized.4．To develop the students' reading ability by skimming and scanning the passage.5．To develop the students' speaking ability by talking about Western paintings.6．To get the students to understand and use the following important and useful sentence patterns：If you could have three of these paintings on the walls of your classrooms，which would you choose?If you were an artist，what kind of pictures would you paint?Grammar in this unit: 虚拟语气(Subjunctive Mood)能力目标Ability aims:1.To learn about some major movements in Western art and how art has changed stylistically over the centuries.2.To guess what will be talked about in the listening materials.3.To improve their reading skills.4. Develop students’ reading ability and let them learn different reading skills.情感目标1．To stimulate students' sense of beauty and the ability of understanding，enjoying and creating beauty.2．To develop students' sense of cooperative learning.3. Activate the students’interest of learning English by using many kinds of classroom activities. Important points（教学重点）1. How to gain the ability to use the key words and expressions from the context.2.Get students to know about Western painting and Chinese art，famous artists and works of art. 3．Enable students to grasp and use the expressions of preference.4．Let students learn the new grammar item：the subjunctive mood(1)．5．Develop students' listening，speaking，reading and writing ability.2. Understanding the listening materials.Difficult points（教学难点）1. Get students to learn different reading skills.2.Enable students to master the use of the subjunctive mood.3．Let students learn to write a letter of suggestion.Teaching methods（教学方法）1. Task-based teaching and learning2. Cooperative learning and practice3.Asking-and-answering activity to check the students’ answers of the exercises；individual，pair or group work to finish each task.4. Fast and careful reading.5. Discussion.Teaching aids（教具）（1）a tape recorder（2）a projector（3）the blackboard、whiteboard and other normal teaching tools学法指导合作探究对话推理教材分析本单元的中心话题是西方绘画艺术的历史、中西方各种艺术形式与风格，各时代的著名画家以及他们的作品。

Unit1 语法课名师教学设计高效课堂中归纳虚拟语气曹妃甸区一中：杨学萍课题：Art unit 1学时：4课时【学习目标】(一)知识与技能1在展示中归纳知识2 尝试用本节课所学解决实际问题并能自如表达(二)情感态度与价值观大胆展示，秀出自我【重点难点预测】通过学习体会虚拟语气的概念并对其基本规律进行总结【教材分析】虚拟语气是高考语法中的重要项目，本课时通过高效课堂的方式，对学生拓，挖，思，悟；达到对虚拟语气的基本认识和规律的总结。

【学法指导】1. 自主探究学习：指导学生课前自主学习与本课时有关的内容.2．导学案引导学生（自研与小组讨论相结合）3．设计循序渐进的活动，确保课堂的整体性，活动性，趣味性和交际性。

【课型】：语法课【时间】：45 分钟【学习流程】：【自主学习】Step 1 lead in （导入）a. Greet the whole class and lead into the concept of subjunctive mood.T: All of us have a dream. Some of them may come true, while others perhaps can never be realized. Yes?S: Yes.T: For they are good wishes, their imagination. If they can’t be realized, we can callthis kind of sentence subjunctive mood通过和学生简单交流，让学生了解什么是虚拟，迅速引学生入境.b. judge the following sentences .Are they subjective mood?Step 2 pre-readinga. Read carefully the poem and translate them into Chinese.If God could give me a chance to do it one more time , I would say three words to that girl : I love you！If a time limitation must be added to the love, I wish that it could be10 thousands yearsb. exchange the results in pairs .设计说明：通过大家熟悉的影视里面的一段话，学生初步体会虚拟语气的结构和意义，并通过对子之间交换检查，加深理解）Step 3 preview and complete the study plan，then summarize the rules of the grammar (预习并完成学案)A1．We wouldn’t have any money if we didn’t work. It’s a pity you can’t drive. It would be useful if you could drive.2．If she hadn’t met him, her life would have been quite different.If it hadn’t been for your help, I wouldn’t have finished my work on time.3 If I were to meet Obama, I would have a photo taken with him. If your mother should be free Next Sunday, she will come to see youIf you tried again, you might succeed.总结：第一组句子是以_____事实相反的虚拟语气，从句结构是_____________;主句结构是_________________; 第二组句子是以_____事实相反的虚拟语气，从句结构是____________________;主句结构是____________________B1. If I were as strong as you , I would run as fast as you .→Were I as strong as you, I would run as fast as you .2. If I had refused your help, I would have made a big mistake.→Had I refused your help, I would have made a big mistake .3. If it should rain next week, the farmers would have a goodharvest .→ Should it rain next week, the farmers would have a good harvest .总结：以上虚拟语气句子中，______省略，但主语和位于的一部分_____倒装的条件是if 从句中含有助动词____,____,和_______.C1. If the doctor had come sooner yesterday, Tom would be alive today .2. If we hadn’t made enough preparations, we shouldn’t dare to do the experiment next week .3. If I were you ,I would have gone to her birthday party .总结：以上虚拟语气叫混合虚拟，即if 从句和主句指的_____(是，不是)同一时间的事情。

Unit1 Grammar名师教学设计（一）The Subjunctive Mood in If ClauseBy Li Xiaoxiao from Gezhouba Senior High SchoolStep 1 Lead-in Step 2 DiscoveryTask 1: Get to know the rules.Listen to the song If I Had a Million Dollars and complete the lyrics(歌词).If I _________ a million dollars (If I _________ a million dollars), I ______________ you a house (I ______________ you a house); ______ I had a million dollars (______ I had a million dollars), I_______ furniture for your house (Maybe a nice Chesterfield(长沙发) or an ottoman(褥榻)); If I had a million dollars (If I had a million dollars), I ______________ you a K-car (A nice reliant automobile); If I had a million dollars, I __________________________.Task 2: Find the rules.Read the following passage and underline the sentences using the subjunctive mood. The If GenerationNowadays, many people have problems in appreciating what they have. We are the If Generation, because we keep saying what we would do, If …When I was young, I thought that if I had had enough money, I should have bought more toys. When I grew up, I thought if I had taken my teachers‟ advice, I could have been admitted to a key university. If I had been admitted to a key university, I might have enjoyed a brighter life.Now I couldn’t help imaging the new …Ifs‟. I think that if I had more time, I would get a good sleep. I even ask myself what my life would be like if I were not a teacher. Results? I always complain about one thing or another, and my life isn’t becoming any better.Are you one of us?Task 3: ConclusionStep 3: Practice makes perfect.Task 1: Fill in blanks with proper forms of the verbs.与现在事实相反：1. If I _______(win) the lottery(彩票), I __________________ (travel) around the world.2. If I _____(be) the headmaster, I _________________(let) the students get up a little later to get a better sleep.与过去事实相反：3. If I ____________(get) up earlier, I _____________________ (catch) the school bus.4. If I ____________(take) part in the competition, I ____________________ (set) a new school record.Task 2：Create movie lines(台词) for the classic movie ‘Titanic’ .Jack: Rose, if I __________(not win) the ticket, I wouldn’t have been on board.If I hadn’t been on board, I _________________ (not meet) you.If I __________(not met) you, I _________________(not find) the love of my life. So winning the ticket was the luckiest thing that had happened to me.Rose: Jack, if we _____(live), we would live a happy life.If we both _____(live), nothing would separate us.Task 3: Read the passage and fill in blanks.Three Days to See ----adapted from Three Days to See by Helen KellerRecently I was visited by a friend who had just returned from a walk in the woods, and I asked her what she had seen. “Nothing in particular,”she replied, “If I had known you would ask me, I ________________________(observe) carefully.”I’m only allowed to imagine how beautiful the world would be. If, by some miracle, I ______(be) like you, who could see everything clearly, I _____________(want) to see the people whose kindness has made my life worth living. I would also view the smallsimple things of my home. I _______________(not be) able to sleep, so full would my mind be of the memories of the world.If I ______(be) the president of a university, I would establish(建立) a course in “How to Use Your Eyes”. _____ I were the professor, I ____________ (try) to show my students how they could appreciate the beauty of life by fully seeing them.If you ______(be) me, how would you use your own eyes? I’m sure if you had known you would die soon, you ______________________(not waste) your time. So use your eyes as if tomorrow you would be stricken blind. Hear the music as if you would be stricken deaf tomorrow. Smell the perfume of flowers, as if you would never smell them again.Step 4 PresentationWork in groups of four. The first student starts a sentence with the subjunctive mood in if clause. The next student takes the result of the sentences and performs it into another sentence with the subjunctive mood and suggests a further result.e.g. S1: If I had a million dollars, I would buy a car.S2: If I had a car, I would drive to work every day.S3: If I drove to school, I wouldn’t get up so early.S4: If I didn’t get up so early, I wouldn’t feel so sleepy now.Topics for discussion: If I were the headmaster …If I had a million dollars …If I had taken the teacher’s advice …Step 5 Summary。

Unit1 语法课名师教学设计教学设计标题：NSEFC Student’s Book 6 Unit 1 ArtGrammar 虚拟语气在if条件从句中的用法（一）Teaching goals教学目标1. Target language and ability goals知识与技能a. Get students to know the characters of Subjunctive Moodb. Let students learn how to use Subjunctive Mood in adverbial clause of condition.c. Enable students to use Subjunctive Mood in adverbial clause of condition correctly and properly according to the context.2. Culture and strategy文化与策略虚拟语气与我们的母语没有任何相通之处，通过学习，让学生了解英语语言特色。

同时，学生通过体验参与、合作与交流的学习方式，与同伴共同努力来掌握目标语法。

在此过程，学生学会运用所学外语获取信息、处理信息、使用信息与人交流，提高合作意识，培养合作精神，从而发展自己的综合语言运用能力。

3. Emotion goals情感与态度a. Get students to become interested in grammar learning.b. Develop students’ sense of group cooperation.（二）Teaching content教学内容1. 教材内容的地位、作用与意义本册教材安排了两个单元（Unit 1 & Unit 2）来学习虚拟语气。

本课时是本单元(Unit 1)的第三课时，所教的是人教版高二上学期使用的选修六Unit 1中Learning about Language的内容，语法部分为虚拟语气在if条件从句中的用法。

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

听说读写等语言知识和语言技能主要围绕“绘画艺术”这一主题设计的。

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

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

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

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

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

Reading部分主要介绍西方绘画史。

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

随后文章从四个方面介绍了主要的西方艺术绘画流派。

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

直到13世纪，意大利画家乔托（Giotto）才开始描绘现实的宗教活动。

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

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

19世纪晚期，欧洲的工业化导致了巨大的社会变革，也使绘画风格产生了变化。

在法国的巴黎出现了印象派艺术画家，他们走出家门，捕捉瞬间作用于物体的光线。

印象派绘画一段时间引起了争议，但如今被公认为现代艺术的开端。

无论是抽象画还是现实画，都得益于印象派艺术的启发。

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

unit 1 ArtGrammar Subjunctive Mood with“if”Clause教案六．教学步骤□(group work) 〓(pair work) ♀(individual work)自我评价表七．课后反思本节课能以学生为中心，通过开展一系列的教学活动培养学生的自主探究学习、合作学习能力。

其中我觉得有以下几个方面做得较好：1. 利用多媒体技术创设生动活泼的语言情景操练语法项目，提供更多的信息资源，可以激发学生学习英语的强烈兴趣；同时也避免了英语课上总是围绕课本机械操练，重复旧内容的旧模式；并且通过合理设计，达到课堂内容的高密度，让学生在短时间内掌握更多的知识点。

这种形象、生动而又直观的语法教学方式，很符合语言学习的规律，可以在很大程度上提高学生学习英语的综合能力。

多媒体教学进入课堂是十分可行又十分必要的。

正确、合理的利用它将会创造出更和谐、快乐、实效的英语大课堂。

2. 打破传统的以教师传授为中心的语法教学规律，运用归纳法，通过创设大量贴近学生生活的情景，对“if”虚拟语气的结构进行归纳，其间，大胆引用电影“Titanic”的故事情节进行大量的假设训练，增加了语法学习的趣味性。

最后结合近几年广东高考对该语法项目的考查，进行写作训练，整节课贯穿“听，说，读，写”等基本技能的训练，浑然一体，实现了语法的“三维教学”。

课堂设计注重学生的主体作用，培养学生的自主学习和合作学习能力。

3. “分层”教学是我校“目标体验教学模式”中的一大亮点。

其要求练习设计要分难易，使每个学生都能根据自己的学习情况，选择适合自己的练习，体验到学习的成功感和快乐。

练习设计由浅入深，层层深入。

我想，在日常的教学活动中，如何设计好分层教学的练习是我们备好每一节课的关键。

这节课我感受到的是学生的创造力和师生共同营造的集体合力，如果每一节语法课我们都能使它变得如此生动活泼，简明易懂的话，语法课的“有效教学”离我们还会远吗？。