unit6Design学案3北师大版必修2

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。

《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 problemSome 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 groupquestions 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.。

《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:]。

date back (to)
try out
hold one’s breath
at high speed
be deep in thought
so far
on the other side of
dream of
典
型
句
式
1.Qi Baishi wasChina’s greatest.齐白石是中国最伟大的画家之一。
15.n.诗(总称)
16.adj.贵重的，有价值的
17.adv.优美地
18.vt.强调
19.adj.宗教的，虔诚的
20.n.结论；结束
abstract
straight
typical
detail
feature
dynasty
purpose
pattern
character
rent
mercy
narrow
imagination
Unit 6
类别
课标要点
重
点
单
词
1.adj.抽象的，深奥的
2.adj.直的
3.adj.典型的adv.直，直接
4.n.细节，详情
5.n.特征，特色
6.n.朝代，王朝
7.n.目的，意图
8.n.式样；Leabharlann 式9.n.字，字体10.n.租金
11.n.慈悲，怜悯，同情心
12.adj.狭窄的
13.n.想像，想像力
14.n.展览会
2．Qi Baishi’s style of painting oftenthe audienceand makes them use their imagination.
齐白石的绘画风格常常给观赏者留出运用想像力解读其内涵的余地。