人教版选修6 Unit1教案

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 ofclassroom 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。

Warming-upLead-in:In order to decorate our classroom, we have several paintings to choose from. Now I’d like you to look at the paintings in this unit. (p2 and p44)Which would you like to put up on the walls of our classroom? And why? What kind of the style for each painting?Important points:1. include v. including prep.E.g. Thirty people, including six children, went to visit the factory.== Thirty people, six children included, went to visit the factory.(介词短语including six children可用独立主格结构six children included替换，即including sb.=sb. included)2. painting n.(油，水彩) 画paint v.（用颜料）画drawing n.(素描) 画draw v.（用线条）勾画3. abstract adj.抽象的，深奥的n.摘要（of）v.摘录，提取，分离（from）(perfect adj./v increase v./n. conduct v./n.)an abstract painting 抽象画abstract noun 抽象名词abstract…from…从…中提取in the abstract 抽象地，一般性地e.g. Beauty is abstract but a house is not.e.g. Salt can be abstracted from sea water.e.g. I like dogs in the abstract, but I can’t bear this one.4.What would you rather do … 你更愿意做什么…Pre-reading (说课p94)ReadingScanning:1. What were the artists interested in from 5 th to 15 th century AD?They are interested in creating respect and love for God.2. How did Masaccio paint his paintings?He drew things in perspective(透视画法), which make picture very realistic.3. Why did the impressionists have to paint quickly?Because natural light changes quickly, they had to paint quickly.SkimmingImportant points:1. influence v.& n. 影响（力）；有影响（之人或物）have an influence on/upon… 对…有影响have influence over/with… 对…有影响力under the influence of 受…所影响，受…所左右e.g. The weather in summer influences the rice crops.e.g. He has no influence over his children.2. belief n.相信；信念；信仰；信心believe v.belief-believe life-live proof-prove safe-save thief-thievebeyond believe 难以置信have belief in… 对…有信心It’s one’s belief that- 某人相信to the best of one’s belief （某人）深信e.g. My belief is that he will win. 我确信他会赢。

Unit 1 Book 6教学设计稿The Second Period ReadingTeaching goals 教学目标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,fbcus on, a great deal, scores ofa.重点句式There are so many ... (hat it would be impossible to ... PlPeople became focused more on ... and less on ... P2If the rules of perspective had not been discovered, people would not have been able to paint... P21.Ability goals Enable the students to talk about (he short history of Western painting.2.Learning ability goals Help the students learn how to talk about the short history of Western painting. Teaching important & difficult pointsEnable the students to (alk about (heir opinions about different stylesof Western art.leaching methodsSkimming and scanning; individual, pair or group work; discussion.Teaching aidsA recorder, a computer, a projector and some famous paintings.Teaching procedures & ways 教学过程与方式Step I Lead-in Have you found any changes in our school? Step II Warming UpFirst, please match some new words in Column A with the correct English meanings in Column B. Show them on the screen.A Ba. realistic 1. accurate, minuteb. abstract 2. state or fact of existingc. existence 3. being in thought but having a physical or practical existenced. detailed 4. lifelike, true to lifee. religious 5. classical, of old beliefsf. traditional 6. sincere to believe in a god or godsI'd like you to look at the paintings in this unit, and then work in groups of 4 to discuss the questions in Warming Up.Step III Pre-reading Get the students to discuss the questions in Prc-rcading in pairs. Then check the answers with the whole class.1.Do you ever visit art galleries? What kind of paintings have your ever seen?2.Can you speak out the names of some famous Western artists and tell me in which centuiy they lived? Step IV Reading Task I ScanningShow some questions on the screen.1.What were the artists interested in from 5lh(o 15th century AD?2.How did Masaccio paint his paintings?3.Why did the impressionists have to paint quickly?Task 2 SkimmingLet the students read the passage again and get (he main idea of it. Then complete lhe following charton their own. And check the answers with the whole class.Let's explain some sentences.1.There are so many ... that it would be impossible to...This sentence means that there are too many different styles of Western art to introduce in a short passage.2.People became focused more on humans and less on religion.It tells us that people began to pay more attention to humans than religion.3.If the rules of perspective had not been discovered, people would not have been able to paint...This sentence means that people discovered the rules of perspective, so that they painted such realistic pictures.4.During the Renaissance oil paints were also developed, which made colors look ...That is to say, during (he Renaissance oil paintings were so advanced that colors looked richer and deeper.5.At the time they were created, the impressionists' paintings were controversial but today they arc accepted as the beginning of what we now call “modern art''.When the impressionists started to paint in their own way, some people did not accept their paintings. However, nowadays people consider them as the beginning of （he Modern Art.Step V Comprehending Let the students read the passage again and deal with the Exercises I & 2 in Comprehending. Step VI.课文重点难点解析There are so many different styles of Western art that it would be impossible to describe all of them in a short text. Plso ... that...如此以致于；so之后可接形容词、副词或加修饰语的名伺：e.g. This isso interesting a book that we all like to read it.He had so many falls that he was black and blue all over.a.当不定式、动名词、从句等结构用作主语时，为了避免“头重脚轻"，往往用it作形式主语而把真正的主语放在句子末尾。

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

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

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

2.通过例句和练习，帮助学生掌握并巩固所学词汇和短语。

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

2.通过例句和练习，帮助学生理解并熟练运用介词短语。

3.引导学生以所学的介词短语描述一幅艺术作品，鼓励他们进行口语表达练习。

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

2.鼓励学生之间进行交流和提问，培养他们的表达和倾听能力。

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

2.引导学生思考本节课所学的语法知识在实际生活中的应用价值。

3.鼓励学生在日常生活中运用所学知识进行表达和交流。

课后作业1.用英语写一篇短文，讲述你对一幅艺术作品的理解和感受。

2.阅读一篇关于艺术的文章，收集其中的关键词和短语。

3.查找一些关于艺术的图片，并用英语描述它们。

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

通过小组讨论和展示，学生的表达和倾听能力得到了提升。

高中英语人教版选修6Unit1A...高中英语人教版选修6Unit1 Art《Learning about Language》优质课公开课教案教师资格证面试试讲教案1教学目标1. To learn the Subjunctive Mood2. To make students get familiar with the Subjunctive Mood and master it by using it in different situations 2学情分析学生到达高二阶段,对虚拟语气已经了解过,但是没有系统的讲解,所以概念上会有些凌乱,做题时可能会出现不理解,以致做错的现象。

3重点难点Use the right verb-form in the Subjunctive Mood.4教学过程4.1第一学时4.1.1教学目标了解并掌握if条件句的虚拟语气,并熟记表格时态变化。

归纳总结if条件句的虚拟语气的4种特殊变化形式。

4.1.2学时重点if条件句的虚拟语气,重点在谓语的时态。

4.1.3学时难点含蓄型虚拟语气,和but前后的时态变化。

4.1.4教学活动活动1【导入】Lead－in1) Show students the pictures and ask them questions:You must be quite familiar with Aladdin and his magic lamp, right?2) Making wishes:What do you want to do? Or what do you wish?I wish I would/could …Samples: I wish I would help the poor children to go to school.。

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 Art Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以Art为主题, 主要介绍了西方绘画简史，描写了曼哈顿最好的艺术长廊。

帮助学生了解更多有关美术的背景知识，分析中西方艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方绘画艺术进行比拟。

最后要求学生为当地举办的一场别开生面的画展提出合理化建议。

1.1 Warming Up局部要求学生运用相关的目标语言对自己所喜欢的艺术形式和艺术流派展开讨论，并说明喜欢的原因。

1.2 Pre-reading让学生讨论有关画展或书中的艺术作品以及西方不同历史时期的著名画家。

1.3 Reading介绍了西方绘画简史上不同历史时期的艺术流派、艺术特点及其代表性的画家和作品等。

1.4 Comprehending要求学生在理解课文的根底上，写出三件有关西方艺术史的事并指出西方艺术风格变化大的原因。

1.5 Learning about Language由Discovering useful words and expressions 和Discovering usefulstructures两局部组成。

要求学生对课文进行概括和总结，找出所提供单词的词根，并学习虚拟语气在条件状语从句中的运用。

1.6 Using Language是由Reading, Listening, Discussing 和Writing四局部组成，通过对学生听说读写综合能力的培养，要求学生在了解艺术长廊相关知识的根底上，为当地举办的一场别开生面的画展提出合理化建议。

1.7 SUMMING UP 要求学生总结本单元所学的知识。

1.8 LEARNING TIP在阅读技巧方面对学生进行指导。

2. 教材重组2.1 Warming Up, Pre-reading, Reading和Comprehending四局部都是关于西方绘画简史的内容，整合为一节精读课。

2.2 Learning about Language中的Discovering useful words and expressions 以及Workbook中的USING WORDS AND EXPRESSIONS 都是关于形容词、动词和名词后缀及其三者之间的相互转换，整合为一节语言学习课。

人教版高中英语选修6教案Unit1 Art Unit1 Art一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析1pssess/n/have 2 tehnique/tehnlg 3 shad/shade 词形变化1 nsequene n结果nsequent ad 作为结果的,nsequentl adv 从而, 因此2 pssess v 占有, 拥有pssessin n 拥有, 占有, 所有3faith n 信任, 信念,faithful ad 守信的, 忠实的, faithfull adv 忠诚地, 如实地4 tehnique n 技术, 技巧, 方法,tehniian n 技术员, 技师tehnlg n 工艺, 科技, 技术aggressive ad 敢作敢为的, 侵略性的aggress v 攻击, 侵犯aggressin n 进攻, 侵略重点单词1 faith n信仰；信任；信心2 ai n 目标；目的；瞄准vi≈vt瞄准（向某方向）努力3 tpial ad 典型的, 象征性的4 adpt vt 采用, 收养nvine vt 使确信；使信服6 attept n 努力；尝试；企图vt尝试；企图7 predit vt预言；预告；预测重点词组a great deal大量b inidene巧合地n the ther hand另一方面in the flesh活着的；本人in (the) pssessin f拥有（属于）in nsequene因此，结果appeal t（对某人）有吸引力；重点句子1 But it as evident that ideas ere hanging in the 13th entur hen painters lie Gitt di Bndne began t paint religius senes in a re realisti a2 the tried t paint peple and nature as the reall ere3 ang the painters h bre aa fr the traditinal stle f painting ere theIpressinists重点语法虚拟语气（I）(见语法专题)II 词语辨析(旨在提供完形填空所需材料) 1) pssess/n/have vt占有, 拥有,【解释】pssess较为正式，强调对目前拥有或占有的东西可以控制或支配。

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。

Unit1 Language points精品教案Teaching aimsEnable the students to master some important language points.Target languagea. Key words and expressionsconvince while take the place of a great deal scores of focus onattempteful sentences1．There are so many different styles of Western art that it would be impossible to describe all of them in a short text．2. In the Renaissance, new ideas and values took the place of those that were held inthe Middle Ages.3.People became focused more on humans and less on religion．4. When people first saw his paintings, they were convinced that they were looking through a hole in the wall at a real scene.5. The style of Western art has changed many times, while Chinese art has changed less often.6. The painter does not attempt paint objects as we see them with our eyes.7. In the late 19th century, Europe changed a great deal.8. Nowadays, there are scores of modern art styles.Teaching important pointsHow to enable the students to master the language points.Teaching aidsA projector, and a blackboardTeaching proceduresStep 1 Revision1. Retell the text.2. Read aloud your writing on a painting.Step2 ConsolidationSlide showHow much do you know about the Chinese art?landscape 风景画figure drawing 人物画water color 水彩画oil painting 油画handicraft手工艺carvings雕刻murals壁画pottery陶艺sketch 速写imitating临摹charcoal drawing素描life drawing写生folk paper cutting民间剪纸Step 3 Language pointsT: Now let’s learn some language points of the tex t.Slide show1．There are so many different styles of Western art that it would be impossible to describe all of them in a short text．So…that…如此…以至于…，引导结果状语从句，句型结构如下：so+adj/adv+that…so+adj+a(an)+(单数可数)+thatso many/few +n (复数)+thatso much/little (不可数)+that_____that Maric was able to set up new branches elsewhere.A. So successful her business wasB. So successful was her businessC. So her business was successfulD. So was her successful businessKey: B2. In the Renaissance, new ideas and values replaced of those that were held in the Middle Ages.replace 相当于take the place of 代替，替代知识拓展take place 发生，举行take one‘s place 就座, 入座take sb.’s place 代替某人; 接替某人的位置give place to 为…取代；让位于in place 在通常的位置，在适当的位置in place of 代替out of place 在错误的位置；在不适当的位置1. When did the accident _____________exactly?2. I’ll __________________my father for a while.3. I’ll __________________for a while.Keys:1. take place2.t a k e the place of3.take my father’s place3.People became focused more on humans and less on religion．focus on 聚焦于;(使)集中(注意力)于focus one’s attention on a problem 集中注意力于同一问题知识拓展concentrate /centre on… 集中1. I’ll____________the main group of people over there.2. All the eyes ________________him.Keys: 1．focus on2were focused on4. When people first saw his paintings, they were convinced that they were looking through a hole in the wall at a real scene.convince vt. 使确信；说服常用句型如下:知识拓展convince sb. to do sth. 说服某人做某事convince sb. of sth. 使某人确信某事convinced adj. 确信的；深信的。

Unit 1 Art教学设计I.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⋯ / Iwhich’d wouldlike⋯/you prefer⋯./ I really preferwould you rather⋯/ would you like⋯or⋯2. 词汇abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar3. 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 impossibleto describe 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-19 th century to 21st century could be contained in the same museum.III.教材分析本单元以 ART 为主题，主要介绍了西方绘画简史，描写了曼哈顿最好的艺术长廊。

Unit 1 ArtPeriod1 Vocabulary and Useful ExpressionsTeaching Goals:1.To enable Ss to master some new words and expressions2.To get Ss to have knowledge of this grammar point: the subjective moodTeaching Procedures:Step 1. Free talkIf you have a special chance to become a poet, what kind of poems will you write to people?And why?Step 2. Word studyPurpose: To consolidate the words and phrases in the text.1.Find a word in the poems that rhymes with each of the words below. Then add other words that rhyme. The first one has been done for you.(1)dead lead red thread fed said bed(2)high(3)sing(4)today(5)lace(6)trueSuggested Answers:(2)high sky pie my fly shy lie(3)sing ring wing thing king fling string(4)today away say play lay tray may(5)lace race face case chase place space(6)true too new flew few shoe canoeplete the passage using the words below in the correct form.c o t t a g e r u n o u t o f n u r s e r y r h y t h m r e c i t e r h y m eWhen I was a baby, my mother used to read me rhymes, I loved their and the way the words at the end of the lines. By the time I was two years old, I could at least ten of them. When we new nursery rhymes, my mother would go to the store to buy another nursery rhyme book. In fact, my family loved reading so much that the living room in our was full of books.Suggested Answers:nursery; rhythm; rhyme; recite; run out of; cottage.3.In English we sometimes add –ful to a noun to make an adjective. For example, wonder becomes wonderful. This means full of wonder. Now make adjectives form these nouns. Then add four other pairs you know.(1)beauty (5) dread (9)(2)joy (6) hope (10)(3)sorrow (7) peace (11)(4)delight (8) power (12).Suggested Answers:(1) beautiful (2) joyful (3) sorrowful (4) delightful (5) dreadful(6) hopeful (7) peaceful (8) powerful (9) thankful (10) successful (11) painful (12) usefulplete the table with the correct nouns, verbs, adjectives or adverbs.Verb AdverbNoun AdjectiveangrydarkenimpressiverepetitivetransformationaltranslationwarmenjoyexpressivelyinspireSuggested Answers:Verb AdverbNoun Adjectiveanger anger angry Angrilydark darken dark darklyimpression impress impressive impressively repetition repeat repetitive repetitively transformation transform transformational \translation translate translated \warmth warm warm wrmlyenjoyment enjoy enjoyable enjoyably expression express expressive expressively inspiration inspire inspirational inspirationallyplete each sentence using the correct word from the table you have just completed. (1)While you were reciting the poem, I think you moved your body very . It made the performance much more interesting.(2)Ad I lay in the , the words of a new poem came into my head.(3)The teacher doesn’t think that the of the Tang poem is very good.(4)Songs are often easy to remember because they a lot of poetry.(5)Your talk was so that I want to go and write lots of poetry.(6)I loved the strong images you used in your poem to convey feelings of .(7)We were very by the students’ performance of their poetry.(8)We passed the afternoon very reading poetry together under the trees.(9)Mr. Tanne r’s love of poetry has the students’ feelings towards the subject.(10)Even though it is cold, your poem about summer has made me feel really . Answers:(1) expressively (2) darkness (3) translation (4) repeat (5) inspirational (6) anger (7) impressed (8) enjoyably (9) transformed (10) warm Step 3. Grammar1.PresentationPurpose: To revise the usage of the subjunctive mood with Ss.所述情况从句主句与现在事实相反If+主语+动词过去式主语+ would/could/might/should+ （be 动词用were）动词原形与过去事实相反If+主语+动词过去完成式主语+ would/could/might/should+have + 过去分词与将来事实相反①if+主语+动词过去式主语+ would/could/might/should+②if+主语+were to + 动词原形动词原形③if+主语+should+动词原形此表中需要注意几点：(1) be 动词在表示与现在事实相反的从句中一般用were.在非正式情况先，第一、第三人称后偶尔也用was. 如：If he were you, he would go at once.(2) 主句中的should 通常用于第一人称，would，could 以及might 可以用于各种人称。

选修6第一单元Reading：A Short History of Western Painting教学设计一、教材依据人教版选修6 第一单元 Reading：A Short History of Western Painting二、设计思想（一）教材分析：课文主要介绍了西方绘画简史，帮助学生了解更多有关美术的背景知识，分析中西方各大流派的特点，指出其代表性的画家的作品，并对中西方绘画艺术进行比较。

1、Warming up 部分要求学生运用相关目标语言对自己喜欢的艺术形式和流派展开讨论，并说明喜欢的原因。

2、Pre-reading 让学生有关画展或书中的艺术作品以及西方不同时期的著名画家。

3、Reading 介绍了西方绘画监视，不同的艺术流派，艺术特点及其代表性的画家和作品。

4、Comprehending要求学生在理解课文的基础上，写出三件有关西方艺术史的事并西方艺术分割变化大的原因。

（二）学生分析：1、学生在美术课，历史课及政治课上都有学过中西方艺术，并不陌生。

2、班上有一些美术生，对绘画有着较深的理解，比较容易在课堂上讨论。

3、已具有一定的合作、交流、探究能力。

三、教学目标1、知识与技能：Enable the students learn how to talk about the short history of Western painting.Help the students to talk about the short history of Western painting.2、过程与方法：Skimming and Scanning; individual, pair or group work; discussion.3、态度情感与价值观：Improve the sense of beauty. Love Chinese paintings. Love China.四、教学重点Enable the students to know the different styles of Western art.五、教学难点Enable the students to talk about their opinions about different styles of Western art.六、教学准备A computer and a projector, a recorder, and some famous paintings.七、教学过程StepⅠ Warming Up1. Show some paintings to students to put forward the topic ---paintings2. let students discuss some familiar Chinese painters and their paintings and a famous painting of Leonardo da vinci.3. Match some new words in column A with the correct English meanings in ColumnB.1.accurate2tate or fact of existing3being in thought but having a physical or practical existence4lifelike,true to life5classical,of old beliefs6sincere to believe in a god or godsA Bb. abstractc .existenced. detailede. religiousf .traditionalStep II : readingTask1. scanning :Read the passage as quickly as you can to find out the answers to the questions on the screen1What were the artists interested in from 5th to 15th century AD?2How did Masaccio paint his paintings?3Why did the impressionists have to paint quickly?Task2. SkimmingLet the students read the passage again and get the main idea of it. Then complete the following chart on their own. And check the answers with the whole class.Show the chart with blanks on the screen. A few minutes later, check the answers. Sample answers:Names of AgesTimesArtistsFeatureThe middle of ages5th to 15th century ADGiotto di BondoneReligious, realisticThe renaissances15th to 16th centuryMasaccioPerspective, realisticImpressionismLate 19th century to early 20th centuryDetailed, ridiculousModern art20th century to todayControversial, sial, abstract, realisticTask3 Explanation(1) Consequently, this text will describe only a few of the main styles. 因此，本文仅介绍其中主要的几种风格。

第一单元〔第一课时〕教案BOOK6 Unit 1ArtI、Teaching Aims:1.Learn and master the following words and phrases:religious Consequently，abstract,symbol,medium,relatively, Unlike ，pure, relationship ，values, convince,,bottom,scholar, traditionalattempt to do sth.a great deal, focus on take the place of ，in place of ，be absorbed in2.Improve the students’ reading ability.3.Enable the students to enjoy the beauty of different arts.II、Teaching Important Points:1.Improve the students’ reading ability.2.Master the following phrases:attempt to do sth.a great deal, focus on take the place of ，in place of ，be absorbed inIII、Teaching Difficult Point:Make the students understand the reading passage better.and admire the beauty of different arts.IV、Teaching Methods:1.Discussion before reading to make the students interested in what they will learn.2.Fast reading to get a general idea of the text.3.Discussion after reading to make students understand what they’ve learned better.4.Careful reading to get the detailed information in the text.V、Teaching Aids:1.Some pictures2.the multimediaVI、Teaching Procedures:Step 1 Greetings and Revision(Greet the whole class as usual.)T:In Book5, we have learnt something about first aid.Now who can tell me what is first aid?S1:First aid is a kind of help that is given to someone who hurt himself T:OK,can you tell me the reason why it is important?S2:First aid can be used to save some one’s life .T:Anything else?S3:I know something about first aid.It can give us a better relationship T：Very goodStep 2Pre-reading and ReadingT:OK.Thank you for your answers to my questions.As is known to us,we can’t live without help .But who can tell me what makes us feel better besides giving help to others?Ss:No,we don’t know.T:Maybe we can get the answer to the question after reading the article for today.Before you read,first let’s learn the new words and phrases in the passage.(Teacher deals with the new words with the whole class.)T:Now please read the passage quickly to get the general idea and try to use the words in the to plete the following blanks：〔Teacher let several students plete the blanks，and then…….〕T:Well done.Who can tell me the general idea of the text?S4:The passage mainly tells us the changes of the arts in different period of timeT:Good work.Next,let’s read the passage carefully to get more information about arts.While you are reading,try to understand the following phraseson the blackboard.:attempt to do sth.a great deal, focus on take the place of ，in place ofbe absorbed inStep 3 Post ReadingLet Ss listen to the tape and at the same time, get the answers to the following passageStep 4 HomeworkSuppose you knowa famous painter, write a letter to him and ask him how you can bee a paiter, telling him something about yourself.。