高二上英語培訓單元教學設計-Module 6 Unit 1 Art Teaching(新課標版高二英語選修六教案教學設計)

Teaching plan

I. 單元教學目標：

1． Talk about art and galleries

2． Talk about likes and preferences

3． Learn words in families

4． Use the subjunctive mood

5． Write a letter to give suggestions

II. 目標語言

1． 功能句式。

Talk about likes and preference:

I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ would you rather…/ would you like…or…

2. 詞彙

abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar…

3. 語法: the subjunctive mood

if I were you…./ I wish I could…

4. 重點句子

1. there are so many different styles of western art it would be impossible to 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 not have been able to paint such realistic pictures.

4. at the time they were created, the impressionists’ painting were controversial but today they are accepted as the beginning of what we now call “modern art”.

5. it is amazing that so many great works of art from late-19th century to 21st century could be contained in the same museum.

III. 教材分析

本單元以ART 爲主題，主要介紹了西方繪畫簡史，描寫了曼哈頓最好的藝術長廊。幫助學生了解更多的有關美術的背景知識，分析中西藝術史上各大流派的特點，指出其代表性的畫家和作品，並對中西方的繪畫藝術進行比較。

1. Warming up 部分要求學生運用相關目標語言對自己喜歡的藝術形式和流派展開討論，並說明喜歡的原因。

2． Pre-reading 讓學生討論有關畫展或書中的藝術作品以及西方不同時期的著名畫家。

3． Reading 介紹了西方繪畫監視，不同的藝術流派，藝術特點及其代表性的畫家和作品。

4． Comprehending要求學生在理解課文的基礎上，寫出三件有關西方藝術史的事並西方藝術分割變化大的原因。

5． Using language 是由reading, listening, discussing and writing 四部分組成，要求學生在瞭解藝術長廊相關知識的基礎上，爲當地舉辦的一場畫展提出合理化的建議。

IV．課型設計與課時安排

1st period Warming up and reading

2nd period Language study

3rd period Grammar

4th period Listening and talking

5th period Using language

6th period Reading, speaking and writing

分課時教案

The First Period Warming up Reading

Teaching goals：

1. To enable the students to have a knowledge of the short history of Western painting.

2. To improve the students’ reading ability.

Teaching important & difficult points

Enable the Ss to talk about the short history of Western painting

Teaching methods

Skimming and scanning; individual, pair or group work; discussion

Teaching aids

A computer, a tape recorder and a projector.

Teaching procedures & ways

Step I Lead-in

To lead in such a topic by mentioning the sculptures or paintings around the students, for example, sculptures on the campus, famous paintings hanging on the walls of the corridor of the school building, etc. Ask Ss to figure out their functions and the general term to call them---the works of art

Step II Warming-up

Show some famous paintings and ask : Do you know the following famous paintings and painters?

Mona Lisa Smile → Leonardo Da Vinci (Italian, 1452-1519)

Sunflowers & starry night → Vincent van Gogh (Dutch, 1853-1890)

Water Lilies → Claude Monet (French, 1840-1926)

Dream & Seated woman → Pablo Picasso (Spanish, 1881-1973)

Ask: Can you tell the ages of the paintings?

Say : Today we’ll learn about the short history of western painting.

Step III Reading

1. Comparison: Make a comparison of Western and Chinese painting and ask: Which do you think has a greater change? Why?

2. Scanning

Read Para. 1, and answer the question.

Scan Para2-5, and find the representative artists and the features of their paintings.

Names of Ages Time Artist Feature

The Middle Ages 5th to 15th century Giotto Di Bondone religious, realistic

The Renaissance 15th to 16th century Massaccio perspective, realistic

Impressionism Late 19th to early 20th century ／ detailed, ridiculous

Modern art 20th century to today ／ Controversial, abstract, realistic

3. Careful reading

Read the text carefully and find some detailed information.

The Middle Ages Features:

1. theme: religion

2. Artists were not interested in showing nature and people as…but interested in creating respect and love for God.

The Renaissance

Masaccio：the first person to use perspective in painting

1. Focused more on humans and less on religion.

2. Two developments: a. Drawing things in perspectives

b. Oil painting.

Impressionism

1. What changes led to the change in painting styles?

2. Look at these paintings, what did they paint?

3. Why did the impressionist have to paint quickly?

Modern art

Two extremes

Style A. Abstract B. Realistic

Concentrate on Certain qualities

of the object What we see with our eyes

Presentation Color, line and shape photograph

Step IV Comprehending

Ask the students to read the passage again and deal with Exercises.

Step V Homework

1. Underline the useful expressions and the time expressions in the reading passage.

2. Retell the passage with the help of the chart about the text.

The Second Period Language Study

Teaching goals:

To enable the students to learn the useful expressions.

To help the students lean how to judge the parts of speech according to the suffixes and determine their functions in the sentences.

Teaching important & difficult points:

Get the Ss to learn word formation by adding suffixes

Teaching methods:

Explanation and practice

Teaching aids:

A computer and a projector, a blackboard

Teaching procedures & ways:

Step I Revision

Check the students’ homework and let one read their work.

1. Ask Ss to speak out the time expressions they underlined as homework

2. Ask a student to retell the short history of western painting

3. Ask Ss to discuss the questions in Exercises 3 on page 3 in groups of 4.

Art is influenced by beliefs of the people, the way of life and so on.

Step II Language points

1. Painting is silent poetry, and poetry is a speaking picture.

畫是無言的詩, 詩是有聲的畫。

2. Good painting is like good cooking; it can be tasted, but not explained

好的畫猶如佳餚，可以品其美味，卻無法解釋。

3. would rather寧願，寧可

I would rather walk than take a bus.

She would rather die than lose her child.

would rather do sth.

would rather not do sth.

would rather do sth. rather than do sth.

prefer sth. to sth.

prefer to do sth. rather than do sth.

I always prefer starting early, rather than leaving everything to the last minute.

4. 認爲，看待

Consider + n. + adj./ n. + to be/ n. + as /+that-clause/ it + adj. / + n.+ to do sth.

We consider that you are not to blame.

Do you consider it wise to interfere?

I consider you( to be )honest.

5. 比較suit, fit ,match

suit多指合乎需要、口味、性格、條件、地位等

fit多指大小、形狀合適，引申爲“吻合，協調”

match多指大小、色調，形狀、性質等方面的搭配

1) No dish suits all tastes. 沒有人人合口味的菜。

2) Try the new key and see if it fits the keyhole.

試試新配的鑰匙，看看與鎖眼是否吻合。

3) The people’s Great Hall and the Historical Museum match the Tian An Men beautifully.

人民大會堂和歷史博物館與天安門陪襯得極爲優美。

6. attempt v.試圖，企圖，嘗試

The prisoner attempted an escape / to escape.

She will attempt to beat the world record.

n. They made no attempt to escape.

比較 attempt: 表示未知結果的嘗試或失敗的嘗試

manage: 表示成功的嘗試

ting (油、水彩）畫drawing（素描）圖sketch草圖 portrait肖像illustration 插圖

A painting of sb A painting by sb

某人的畫 ？ 某人畫的畫？

8. abstract adj . n . V

an abstract painting 抽象畫 in the abstract 抽象地 abstract …from… 從…中提取

iled adj./n. detailed information in detail 詳細地

Reading

10. belief 相信，看法

It’s my belief that he will win.

It was once a common belief that the earth is flat.

Their beliefs in God are very firm. 信仰，信條

The rumor is beyond belief. beyond belief難以置信

n---v: belief--- believe life --- live proof--- prove safe--- save thief --- thieve

11. while

Some people respect him, while others look down upon him . ( 表對比 )

uence v. n.

The weather in summer influences the rice crops .

He has no influence over his children .

搭配：Have an influence on /upon …對…有影響

Under the influence of … 受….的影響 ，被 …左右

Influential adj. 有影響的; 有勢力的

The Middle Ages (5th to …)

n. v. What is your aim in life ? He aimed the gun at a bird .

搭配：:achieve one’s aim達到目的 miss one’s aim未擊中目標without aim 無目的的

the place of = replace

“ please take your place , everyone ,” said John Smith .”

From now on I will take the place of ge as chairman of the meeting .

s vt. Vi . focus on 集中於 All eyes were focused on the speaker .

16. possession n.所有，佔有;（ pl ）所有物，財產personal possessions

Compare:

in possession of (主動） / in the possession of （被動）

v. possess n . possessor

ince vt 使確信，使信服

I managed to convince them that the story was true.

搭配：convince sb of sth = convince sb that … 使… 相信

be convinced of sth = be convinced that …相信…

Translation :

我怎樣才能讓你相信她的誠實呢？How can I convince you of her honesty?

她說的話使我認識的我錯了。What she said convinced me that I was mistaken .

Impressionism (late 19th to…)

18. 修飾不可數名詞：a great /good deal of / a great amount of

修飾可數名詞: a large /great number of ;large/great numbers of ;a great /good many

dozens of / scores of

修飾不可數名詞或不可數名詞: a lot of / lots of ; a large quantity of /large quantities of

plenty of

ly adv . ( =mainly , largely )大部分的，主要的

They are mostly students.

most pron . adj . adv

This is the most I can do for you.

Peter made the most mistakes of all the class.

What interested you most? ( 最)

Most students say that it is a most interesting book, but it isn’t the most interesting they have read , and that they read such books mostly on weekends.

to

The heavy rain leads to serious floods.

Lead to / lie in

Hard work leads to success and failure often lies in laziness. (result in / result from)

21. shadow n.

The willow’s shadow falls on the lake .

shadow （陰影、影子---指一個平面）

shade （樹陰、陰影---指一個立體空間）

Stay in the shade ------it’s cooler . (陰涼處)

The shadows of the trees grew longer as the afternoon went on.

隨着下午時光的延續，樹影會越來越長。

Step III Suffixation

Let Ss learn some uses of suffixes

Ask Ss what suffix is ( A suffix is a particle, which is added to the end of a root.

Suffixes usually do not change the meaning of the root, but can change its part of speech. For example: lead (v.)---leadership (n.); ill(adj.)---illness(n.) But sometime, some suffixes add new meaning to the newly formed words. For example: meaning---meaningless; think--- thinker

1. Suffixes used as a noun signifier

Verb Adjective Suffix Noun

read -er reader

act -or actor

train -ee trainee

build -ing building

attend -ance attendance

punish -ment punishment

invent -tion invention

sick -ness sickness

special -ist specialist

true -th truth

2. Suffixes used as an adjective signifier

Noun Verb Suffix Adjective

wind -y windy

adventure -ous adventurous

hope -ful hopeful

hero -ic,(-ical) heroic

nation -al national

care -less careless

trouble -some troublesome

depend -ent/-ant dependent

comfort -able/-ible comfortable

act/imagine -ive/-tive -ative/-itive active

imaginative

second -ary secondary

change -able changeable

annoy -ing annoying

excite -ed excited

3. Suffixes used as an adjective signifier

Adjective Noun Suffix Verb

broad fright -en broaden, frighten

simple -fy simplify

modern -ize(-ise) modernize

Step IV Practice

Get the Ss to review the uses of verbs, nouns and adjectives.

Parts of Speech Nouns Verb Adjective

Subject ☆

Object ☆

Predicate ☆

Predicative ☆ ☆ ☆

Objective Complement ☆ ☆

Attribute ☆

Then practice Exercises 2, 3 &4 on page 42.

Step V Homework

Prepare to learn the grammar of the subjunctive mood.

Period 3 Grammar

Teaching aims

1. To enable the students to use the Subjunctive mood correctly in different situations.

Teaching important and difficult points

To enable the students to use the correct form o f of the subjunctive mood.

Teaching methods

Summarizing, comparative method; practicing activities

Teaching procedures:

Step I Presentation

At first, give the students an example to present what the subjunctive mood is and in what situation we should use the subjunctive mood. Then, show them the sentence structure of the subjunctive mood.

Ask Ss to listen to the following example:

Suppose I’m a basketball fan. Yao Ming is coming here to play a basketball game this evening. But unfortunately, I haven’t’ got a ticket for it. I feel sorry about that and what should I say in this situation? I will say: I wish I watched the basketball game. / If I had got a ticket, I would go to watch the basketball game. Have you ever heard such kind of sentences?

They use subjunctive mood. The subjunctive mood is used when we want to express a wish, request, recommendation or report of a command. Also the subjunctive mood is used to express something that is contrary to the fact, highly unlikely or doubtful.

We can use the following tow sentence structures to express our regretting.

Ⅰ.“If” clause---, main clause

Time Verb Main Clause

Now were/ did would/could/should/might +V（原）

Past had done would/could/should/might+have+p.p.

Futrue were /did would/could/should/might +V（原）

were to do

should do

Ⅱ.虛擬語氣特殊句型

1. Subject +wish+ Object Clause

Time Verb Objective clause

now wish would do / could do / were /did

past wished had been / done

future wish would do/ could do / were / did

2. would rather (that) 現在：過去時

過去：過去完成時

將來：過去時

3. as if /though + Clause 虛擬 從句動作與主句動作同時發生用過去時

從句動作先於主句動作發生用過去完成時

’s (about/high) time +(that)…過去時 /should +V. (Should不可省略)

5.表示要求，命令，建議的虛擬語氣 賓語從句。常見動詞： 一個堅持，兩個命令，三個建議，四個要求。即:1. insist 2. order, command 3. advise, suggest, propose 4. demand , require, request, desire 這些動詞後面的賓語從句要使用虛擬語氣。即從句中的動詞 使用should + 動詞原形，或者將should省略。

out和but for 構成虛擬. but for(要不是)

7. If only …要是就好了

If only I knew his name!

If only we had followed your advice!

If only I could see him again!

8. It’s necessary /strange/ natural/ important + that-Clause 從句中的動詞要用虛擬，即（should）+動詞原形

9. 某些簡單句的固定句型：

Heaven help him!

God bless you!

May you succeed!

Long live the People’s Republic of China!

三： 虛擬語氣假設條件句型注意點：

假設條件從句謂語動詞發生的時間與主句所假設的謂語動詞不一致，這種條件句叫做混合條件句。主句和從句的謂語動詞要依照假設的時間而定。(“各歸各” 的原則）

If the weather had been finer, the crops would be growing better.

If you had followed the teacher’s advice, you wouldn’t be in the hospital.

2. 虛擬條件句倒裝。 條件從句中有should， were， had三個助動詞可以把if省略，並將這三個詞提至句首。

Step II Practice

Exercises for the Subjunctive mood.

Step III Consolidation

Ask the Ss to do Exercise 1 & 2 in Discovering useful structures on page 4 and Exercises 1-4 on page check the answers.

Step Ⅵ4 Homework

Prepare for the Listening and Talking on page 41.

The Fourth Period Listening and Talking

Teaching goals：

1. To help the students improve listening skills.

2. To enable the Ss to express their likes and preference.

Teaching procedures:

Step I Listening

ⅰ some listening practice on page 41.

1. Pre-listening

Question: Can you name the objects in the picture? What are they?

A book, a vase, wall hangings and paints and brushes.

2. Listening

At first, ask the Ss to listen to the tape for the first time to get the general idea and answer the question: What present will the students get?

Let the students to listen again and get some detailed information and answer the questions in Exercise 3.

At last, check the answers with the whole class.

ⅱ some listening practice on page 44. (Skip it if it is too difficult for your students)

Before listening, ask the Ss to look at the paintings and discuss in what period of Chinese history they were created. Then, listen to the tape the first time and number the pictures. Next, listen to it again to write the names of historical periods they were painted. At last, listen again and list the features.

Step II Talking

Ask the Ss to discuss the questions in Talking in pairs.

“So far, we have learned a lot about the art. Today let’s talk about our favourite artists and forms of art. Please discuss the questions on page 41 in pairs and make up a dialogue. Now the following sentence structures may help you.

Show the following on the screen.

I’d prefer…

I’d rather…

I’d like…

Which would you prefer…?

I really prefer…

Would you rather…?

Would you like…or?

After a few minutes, ask Ss to present their dialogues.

Step III Homework

1. Ask Ss to introduce the galleries the have ever been to.

2. Prepare for Using Language on Page5 and 6, and finish the exercises from Page 6 to 7.

The Fifth Period Using Language

Teaching goals:

1. To read about the best of Manhattan’s art galleries and develop the students’ interest in art.

2. To help the students improve listening skills.

3. To enable the students to talk about art galleries and write a letter giving suggestions.

Teaching procedures:

Step I Lead-in

Show pictures of some famous art galleries around the world: Chinese Art Gallery, The Frick Collection, Guggenheim Museum, Metropolitan Museum Of Art, British Museum, Louvre Museum in France and so on.

Step II Reading

1. Fast reading:

Ask Ss to read the passage about art galleries on page 5, and answer the question: How many galleries mentioned in this text? What are they? What can you see there?

2. Careful reading:

Detailed reading to check Exercises 1& 2 below

After that, ask the Ss to listen to the recording and answer the questions in Part 3.

Play the tape for the students to follow and after that, check the answers.

3. Post-reading

Answer the following questions:

1. What do you think the purpose of this text is?

To give people information about various art galleries in New York and to show them where they are.

2. Who do you think the text was written for?

Tourists, art gallery visitors.

3. Where might you see such a text?

Possibly in guide book.

Step III Discussing and listening (P7)

ⅰose you were staying in a hotel in Manhattan with Gao Yan, Susan and John. Now if you have a chance to visit art galleries, which galleries do you prefer? Why?

Ask the students to tell the group members which galleries introduced they prefer in groups of 4.

ⅱ the Ss to do some listening practice on page7

At first, ask them to listen to the tape for the first time and number the galleries.

Next, listen again and answer the questions.

At last, check the answers with the whole class.

Step IV Writing

First, ask the Ss to discuss the questions in Exercise 1 on page 8 in groups of 4, giving their own suggestions and reasons and then write a letter to give their opinions.

StepⅥ Homework:

1. Finish the writing task.

2. Prepare for the Reading task on page 45.

The Sixth Period Reading, speaking and writing

Teaching goals:

1. To enable the Ss to talk about environment.

2. To help the Ss to write a letter to ask for permissions.

Teaching procedures:

StepⅠ Reading Task

Here is a letter on page 45 from a group of students who would like to make their school more attractive.

1. Fast reading

1Why do they become worried?

2What do they hope the headmaster will do for their project?

2. Careful reading: suppose you were the president of the high school council and you received the letter. prepare to make notes for a report about the letter, filling the blanks on page 46

Some tips about how to make notes

Just write down some key words

Use words or phrases

Omit the small words like prepositions

Letter from____________________________

Asking for______________ and____________

Reason ______________________________

Their plan: 1___________________________

2___________________________

3___________________________

Work will be done by :___________________

StepⅡ Speaking task

Ask the Ss to discuss how to improve the environment of our school in fours, then speak out.

A: planting more trees, grass and flowers, a beautiful garden, not pick the flowers and stamp the grass

B: not throw litter, pick the rubbish, throw it into a dustbin, collect waste paper and bottles for recycling.

C: keep the schoolyard or classroom clean, not draw pictures on walls, not carve names on the trees or desks and chairs

D: make our school a non-smoking place

In all, if everyone makes contribution to protecting the environment, the world will become much more beautiful. If all Chinese care about the environment, I ’m sure China will become one of the most beautiful countries in the world

StepⅢ Writing task

Write a letter to the headmaster of the school asking for permission to improve the environment of the school. While writing, refer to the instructions in WRITING TASK.

Step IV Summing up

Sum up what the students have learnt in this unit.

Step V Learning Tip

Go through the learning tip with the students about how to get a general idea of a text.

StepⅥ Homework:

Revise the whole unit and finish all the exercises in this unit.