Unit1Art（單元）教案（人教版選修6）

1、Unit 1 Art （單元）教案 （人教版選修6）I. 單元教學目標：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. 目標語言1 功能句式。Talk about likes and preference:Id prefer/ Id rather/ Id like/ which would you prefer./ I really p

2、refer/ would you rather/ would you likeor2. 詞匯 abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar3. 語法: the subjunctive moodif I were you./ I wish I could4. 重點句子1. there are so many different s

3、tyles 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, t

4、he 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 為主題，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

5、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，并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，并說明喜歡的原因。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(jiān)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并西方藝術分割變化大的原因。5 Using language 是由reading, listening, d

6、iscussing and writing 四部分組成，要求學生在了解藝術長廊相關知識的基礎上，為當?shù)嘏e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 reading2nd period Language study3rd period Grammar4th period Listening and talking5th period Using language 6th period Reading, speaking and writing 分課時教案The First Period Warming up ReadingTeachin

7、g 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 paintingTeaching methods Skimming and scanning; individual, pair o

8、r group work; discussionTeaching aids A computer, a tape recorder and a projector.Teaching procedures & ways Step I Lead-inTo 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 corrid

9、or of the school building, etc. Ask Ss to figure out their functions and the general term to call them-the works of artStep II Warming-upShow some famous paintings and ask : Do you know the following famous paintings and painters? Mona Lisa Smile Leonardo Da Vinci (Italian, 1452-1519) Sunflowers & s

10、tarry 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 well learn about the short history of western painting.Step III Reading1. Comparison: Make a co

11、mparison of Western and Chinese painting and ask: Which do you think has a greater change? Why? 2. ScanningRead Para. 1, and answer the question.Scan Para2-5, and find the representative artists and the features of their paintings.Names of AgesTimeArtistFeatureThe Middle Ages5th to 15th century Giot

12、to Di Bondonereligious, realisticThe Renaissance15th to 16th centuryMassaccioperspective, realisticImpressionismLate 19th to early 20th century detailed, ridiculousModern art20th century to today Controversial, abstract, realistic3. Careful readingRead the text carefully and find some detailed infor

13、mation.The Middle Ages Features:1. theme: religion2. Artists were not interested in showing nature and people asbut interested in creating respect and love for God.The RenaissanceMasaccio：the first person to use perspective in painting1. Focused more on humans and less on religion.2. Two development

14、s: a. Drawing things in perspectives b. Oil painting.Impressionism1. 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 artTwo extremesStyleA. AbstractB. RealisticConcentrate onCertain qualitieso

15、f the objectWhat we see with our eyesPresentationColor, line and shapephotographStep IV ComprehendingAsk the students to read the passage again and deal with Exercises.Step V Homework1. Underline the useful expressions and the time expressions in the reading passage.2. Retell the passage with the he

16、lp of the chart about the text.The Second Period Language StudyTeaching 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 poin

17、ts:Get the Ss to learn word formation by adding suffixesTeaching methods: Explanation and practiceTeaching aids:A computer and a projector, a blackboardTeaching 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

18、underlined as homework2. Ask a student to retell the short history of western painting3. 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

19、 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好的畫猶如佳肴，可以品其美味，卻無法解釋。3. would rather寧愿，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 t

20、han 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. 認為，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 w

21、ise to interfere?I consider you( to be )honest.5. 比較suit, fit ,matchsuit多指合乎需要、口味、性格、條件、地位等fit多指大小、形狀合適，引申為“吻合，協(xié)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 peoples Great Hall and the Historical Museum ma

22、tch the Tian An Men beautifully.人民大會堂和歷史博物館與天安門陪襯得極為優(yōu)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7.painting (油、水彩）畫drawing（素描）圖sketch草圖 portrait肖像illustration

23、 插圖A painting of sb A painting by sb某人的畫 ？ 某人畫的畫？8. abstract adj . n . Van abstract painting 抽象畫 in the abstract 抽象地 abstract from 從中提取9.detailed adj./n. detailed information in detail 詳細地Reading 10. belief 相信，看法Its my belief that he will win.It was once a common belief that the earth is flat.Their

24、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 - thieve11. while Some people respect him, while others look down upon him . ( 表對比 )12.influence v. n.The weather in summer influences the rice crops .He has

25、 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 )13.aim n. v. What is your aim in life ? He aimed the gun at a bird .搭配：:achieve ones aim達到目的 miss ones aim未擊中目標without aim 無目的的14.take the place

26、of = replace “ please take your place , everyone ,” said John Smith .” From now on I will take the place of Mr.George as chairman of the meeting .15.focus vt. Vi . focus on 集中于 All eyes were focused on the speaker .16. possession n.所有，占有;（ pl ）所有物，財產personal possessions Compare:in possession of (主動）

27、 / in the possession of （被動）v. possess n . possessor 17.convince 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

28、 said convinced me that I was mistaken .Impressionism (late 19th to)18. 修飾不可數(shù)名詞：a great /good deal of / a great amount of 修飾可數(shù)名詞: a large /great number of ;large/great numbers of ;a great /good manydozens of / scores of 修飾不可數(shù)名詞或不可數(shù)名詞: a lot of / lots of ; a large quantity of /large quantities of ple

29、nty of 19.mostly 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 isnt the most interesting the

30、y have read , and that they read such books mostly on weekends.20.lead 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 willows shadow falls on the lake .shadow （陰影、影子-指一個平面）shade （樹陰、陰

31、影-指一個立體空間）Stay in the shade -its cooler . (陰涼處)The shadows of the trees grew longer as the afternoon went on.隨著下午時光的延續(xù)，樹影會越來越長。Step III SuffixationLet Ss learn some uses of suffixesAsk Ss what suffix is ( A suffix is a particle, which is added to the end of a root.Suffixes usually do not change the

32、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- thinker1. Suffixes used as a noun signifierVerbAdjectiveSuffixNounread

33、-erreaderact-oractortrain-eetraineebuild-ingbuildingattend-anceattendancepunish-mentpunishmentinvent-tioninventionsick-nesssicknessspecial-istspecialisttrue-thtruth2. Suffixes used as an adjective signifierNounVerbSuffixAdjectivewind-ywindyadventure-ousadventuroushope-fulhopefulhero-ic,(-ical)heroic

34、nation-alnationalcare-lesscarelesstrouble-sometroublesomedepend-ent/-antdependentcomfort-able/-iblecomfortableact/imagine-ive/-tive -ative/-itiveactiveimaginativesecond-arysecondarychange-ablechangeableannoy-ingannoyingexcite-edexcited3. Suffixes used as an adjective signifierAdjectiveNounSuffixVerb

35、broadfright-enbroaden, frightensimple-fysimplifymodern-ize(-ise)modernizeStep IV PracticeGet the Ss to review the uses of verbs, nouns and adjectives.Parts of SpeechNounsVerbAdjectiveSubjectObjectPredicatePredicativeObjective ComplementAttributeThen practice Exercises 2, 3 &4 on page 42.Step V Homew

36、orkPrepare to learn the grammar of the subjunctive mood.Period 3 GrammarTeaching aims1. 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 met

37、hodsSummarizing, comparative method; practicing activitiesTeaching procedures:Step I PresentationAt 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

38、 Ss to listen to the following example:Suppose Im a basketball fan. Yao Ming is coming here to play a basketball game this evening. But unfortunately, I havent 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

39、 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

40、 is contrary to the fact, highly unlikely or doubtful.We can use the following tow sentence structures to express our regretting.“If” clause-, main clauseTime VerbMain ClauseNow were/ didwould/could/should/might +V（原）Pasthad donewould/could/should/might+have+p.p.Futruewere /didwould/could/should/mig

41、ht +V（原）were to doshould do.虛擬語氣特殊句型1. Subject +wish+ Object ClauseTimeVerb Objective clausenowwishwould do / could do / were /didpastwishedhad been / donefuturewishwould do/ could do / were / did2. would rather (that) 現(xiàn)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(fā)生用過去時 從句動作先于主句動作發(fā)生用過

42、去完成時4.Its (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 這些動詞后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。6.without和but for 構成虛擬. but for(要不是)7.

43、 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. Its 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 Peoples Republic of China!三： 虛

44、擬語氣假設條件句型注意點：假設條件從句謂語動詞發(fā)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 teachers advice, you wouldnt 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，并將這三個詞提至句首。Step II Practice

45、Exercises for the Subjunctive mood. Step III ConsolidationAsk the Ss to do Exercise 1 & 2 in Discovering useful structures on page 4 and Exercises 1-4 on page 43.Then check the answers.Step 4 HomeworkPrepare for the Listening and Talking on page 41.The Fourth Period Listening and TalkingTeaching goa

46、ls：1. To help the students improve listening skills.2. To enable the Ss to express their likes and preference.Teaching procedures:Step I Listening.Do 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 an

47、d paints and brushes.2. ListeningAt 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

48、 the answers with the whole class.Do 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 pic

49、tures. 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 TalkingAsk the Ss to discuss the questions in Talking in pairs.“So far, we have learned a lot about the art. Today lets talk about our favourite artists an

50、d 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.Id preferId ratherId likeWhich would you prefer?I really preferWould you rather?Would you likeor?After a few minutes, ask Ss to

51、 present their dialogues.Step III Homework1. 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 LanguageTeaching goals:1. To read about the best of Manhattans art galleries and develop

52、 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-inShow pictures of some famous art galleries around the world: Chinese Art Gallery, The Frick Col

53、lection, Guggenheim Museum, Metropolitan Museum Of Art, British Museum, Louvre Museum in France and so on.Step II Reading1. 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

54、?2. Careful reading:Detailed reading to check Exercises 1& 2 belowAfter 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-readingAnswer 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 Discu