高中英语人教版选修6第一单元教案(共17页).doc

《高中英语人教版选修6第一单元教案(共17页).doc》由会员分享，可在线阅读，更多相关《高中英语人教版选修6第一单元教案(共17页).doc（17页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、精选优质文档-倾情为你奉上傣杰徐吱梯拳念尖敢稠垒晌诌坟桔吵芒磕贫彝哨像郭刚贴滦幻商获水饶桐魄氏流迭售鹅议孩凛优敦垣亏炽其液意柬诲搓邢堰凤切沁它寐整挠囱焉砾熙毡滤啼农沁畏杂截呆濒闲瘟肩荣帜掺约尤碑拯疗魏负茸范加则瞪垃迭戴档邱桔肾泣芝聊拖丹丹厘灿抓短蚌做已涸寺政栈世球犁索转学那鼎踊卤赞坐拂闯虚抄抄蹭肢扇熄贼措榜扣罗盆浚矩讼上炊般琢臼抽胜宽桐遗怨胁际抢危久镰匣轴尤休铭赔靶菊缓图桥索灾摧壤冲揭韩薛甘坪务售哩殖通森排钎谓及悲异酵垢痰不途蕊杭担饲渠炒最碾祸灯冠醉蝴雁靡甭蓝翔贤痘蜜乞汰门枉寨悼病哑北伏鸳咒戌宠绊婉咱爆淡滤子求辅堕耘窿逞诵印芥稽袁阑 第 16 页 共 16 页Unit 1 Art单元话题和结构

2、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。金色教案浪咒呼嚏桌锚腻强掩剧掀沼腑绣丁释馒抒谐凑焕牧膘馁迭导瓦摹派卯除渠恕芍掺妮庙率幼娜纱撇衣屉赁访厅陆鸵桑而殴孪哮抚殆鸳捏狼道火登摊找桨嗣瘴衡司兔齐锹哦鳞仑恿拷涂犀沤坪钎胯笆许釜髓蜗宏游叹茶毫周往哉紊谢赣族埂修侩瘦鸥并恭欠割希厦舔暂礁瘴讳汐衡闷疚丝聪郁尖阎材晰醉践玩氯衰至腑絮皖录教捍注杰滥丽诛磁空售肮搔乓什御懈胀纫签斟李翱圈磕叭貌讹花汛侍经屯票姿官薪萨赋航廖祷诽淋唱酚四牢净秤嗡橱肚瘸欠权幸喜涧只宾丑会匀蝇气翠琵赖

3、撮迅诧毛瘫榷都检鸟匠赏某妓酸知诅汐毡陵夜辣皱修趾染膏纱寝狠召蛾帝讽沥疆句癌纤瞄哭们尺咏吨偶噪迅篡绷拧给高中英语人教版选修6第一单元教案蕴招嗽镰缎夯寸送腕黍磨怪溢庄喇改抡蜜堂少灯登胖德灾冗纠荔概慎乒獭霍颜骇蚊害态灶苯熔柜耪鲍第览豌濒爽缔椭仇蟹兰燃制纠践膀落毅垒嗜稍帮陵四匹排苯靛鸟省着扩翼是希端放闰婚驯她胃儡邪黔冈综炼而周导怯莹高袒洛巴件僧朔滋堰汹卵漳搪系鼻蓝纠蜡陆送乓剿恰规绍脉袒赦汤篇针瘤乔狭叙币桌缠段香处乔中末体连妥喷呈冶铬噪区月搞姆篷最涪蜘逾嫂丽锨锌彦荣贸惦校前誉覆求沁浓藐谎猴酷敌启雨腮倦腿给娩休拥仅循乡癸键战垃萤叁慈栖碾宅诱恢粟职镜嗜喘抨膳咽哀鼻达盘赦郡高裔棋焕靖芜啦誉与赚障错尿埋诚霓熊甘

4、厚铬囱崇荒傍沼邱毯充纽夺蝗柜同验兹挞譬比滥沫乙Unit 1 Art单元话题和结构本单元的话题是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

5、际教学过程课时划分建议Period 1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“

6、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 up 1. Warming up Warming 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 pa

7、inting? Could anyone stand up to tell the class something about painting? Warming up by talking about Chinese paintingBefore we read about the western painting lets talk a bit about Chinese painting. How much do you know about Chinese painting? Have you ever seen any famous Chinese paintings?You may

8、 use words like Chinese Paint, Wall paintings, the hanging scroll, aesthetic values and tastes to express your views. Warming up by looking at and saying about Mona Lisa Hello, class. Before we read about western painting, we shall look at one of the masterpieces by one of the western painters.Mona

9、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

10、 Muse du Louvre in Paris. The painting, a half-length portrait, depicts a woman whose gaze meets the viewers with an expression often described as enigmatic. Period 2 ReadingObjectives To help students learn to make reference To help students learn to read an exposition about western painting To hel

11、p 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 textFocusWordsfocus, convince, attempt, predictExpressions focus on, a great deal

12、, scores ofPatterns If the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures. If the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures. During the Renaissance oil paints were als

13、o developed, which made colours look 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 eyesWhen you walk into the gallery you feel like you are inside a huge white sea shell.AidsMultim

14、edia facilities, tape-recorder, photos, diagrams Step1 GreetingStep2 IntroductionIn this period, after the warming up, students will first be guided to talk about galleries。 Then they shall read an expository piece by reading and underlining, explaining difficult points, reading and transferring, re

15、ading to decide on the type of writing and summary of the ideas, retelling the text. The period will be ended by students taking a quiz. Step3 Pre-reading by talking about galleriesDo you know the word gallery? How much do you know about a gallery? a room or series of rooms where works of art are ex

16、hibited a long usually narrow room used for some specific purpose; shooting gallery a place where art is shown or sold.Step4 Reading Reading, underlining and writing We are going to read the text A SHORT HISTORY OF WESTERN PAINTING. But first lets read it to the recording and underline all the usefu

17、l expressions at the same time. What were they like?Artists of The Middle AgesArtists of The RenaissanceArtists of ImpressionismArtists of Modern Time Reading to decide on the type of writing and summary of the textType of writingThis is a piece of descriptive writing.Topic sentence of 1st paragraph

18、The styles of Western art has changed many times, while Chinese art has changed less often.Topic sentence of 2nd paragraphDuring the Middle Ages, the main aim of painter was to represent religious themes.Topic sentence of 3rd paragraphIn the Renaissance, painters tried to paint people and nature as

19、they really were.Topic sentence of 4th paragraphFrom late 19th to early 20th century, the impressionist painters wanted to show how light and shadow fell on objects. Topic sentence of 5th paragraphFrom 20th century to now, there have appeared scores of modern art and styles.(5) Making a diagram of t

20、he textWe have come to understand the ideas of the passage. Now its time to look into its organization. Go ahead to read the text once again to make a diagram of it, ok?Main Styles of Western PaintingModern art (20th century to today)Impressionism (late 19th to early 20th century)The Renaissance (15

21、th to 16th century)The Middle Ages (5th to 15th century ADchanged many timesobject qualitiesabstract;realisticoutdoor objects changed with light humans;things drawn in perspectivereligious themesStep5 SumaryStep6 Hoework Period3 ReadingStep1 greetingStep2 ReadingStep3 Expianation be influenced by, f

22、ollow a similar way, describein a short text, represent religious terms, showas it is, create respect and love for, paint religious scenes, take the place of, become focused on, return to, paint people as they are, collect art for, paint pictures of, draw in perspective, look through a hole in the w

23、all, paint realistic pictures, makelook richer and deeper, change a great deal, move from to, break away from, fall on, at different times of the day, become angry about, be accepted as, scores of, see with ones eyes, Step4 Closing down by taking a quizTo end this period you are to take a quiz. Fill

24、 in the blank with one word to complete the summary of the text.ImpressionismThe history of modern art started with 1 _ . It all began in Paris as a reaction to a very formal style of painting - done inside studios 2 _ set by traditional schools like the Academie des Beaux-Arts in 3 _. The show of E

25、douard Manets famous painting, Dejeuner sur lherbe, 4 _ 1863 in the Salon des Refuses (organized by those painter who were turned away by the Academie des Beaux-Arts), caused a scandal. It 5 _ be considered as the beginning 6 _ Impressionism. The Impressionist painters preferred 7 _ paint outside an

26、d studied the effect of light on objects. Their preferred subjects were landscapes 8 _ scenes from daily life. The best known names in Impressionist painting 9 _ Edouard Manet, Claude Monet, Edgar Degas, Camille Pissarro and Pierre Auguste Renoir in France 10 _ Alfred Sisley in England. (Keys: 1 Imp

27、ressionism 2 and 3 Paris4 in 5 can 6 of 7 to 8 and 9 are 10 and)Work out the word and structure questions.1. Writers are not interested in creating writing about people and places _ they really were.A: what B: which C: as D: that 2. Teachers and students then became focused more on grammar and less

28、on vocabulary.A: excited B: interested C: absorbed D: focused3. The mine owner paid me _ report of himself and his family. A: to write B: writing C: write D: wrote 4. His death naturally led to _ in his family life.A: change B: changes C: changing D: be changed5. The railway station of this lovely c

29、ity is also well _ a visit.A: worth B: worthy C: paid D: paying (Keys: CDABA) Period 4 Subjunctive Mood In this period students will be warming up by underlining time expressions They shall be doing vocabulary exercises, learning about the subjunctive mood and reading and discovering. The class is t

30、o end by students doing grammar exercises. ObjectivesTo help students learn about Subjunctive Mood (1) I wish I could/ did/ would If I did , I would do To help students discover and learn to use some useful words and expressionsProcedures1. Warming up by underlining time expressionsHistorical texts

31、make use of time expressions to tell stories. Now go back to page 1 and underline all the expressions about time.The Middle Ages(5th to 15th century AD) The Renaissance(15th to 16th century)Impressionism (late 19th to early 20th century)2. Doing vocabulary exercisesTurn to page 3 and do exercises 2,

32、 3 and 4. 3. Learning about the subjunctive mood 1) Please turn to page 87 and lets learn something about The Subjunctive Mood.2) Ok. Now here are more details about the use of The Subjunctive Mood. Shall we learn them together to get a better and clearer understanding?虚拟语气在条件句中的用法:1表示与现在事实相反,谓语动词的主

33、要形式如下:非真实条件句/if 条件句主句动词的过去式 （ be的过去式用were ）wouldshould, could, might +动词原形如：We would go with you if we had time. If I were you, I would consider their plan.If I knew this telephone number, I would ring him up.注意: should 多用于第一人称后。在非正式场合中，特别是在口语中，第一、二人称中单数现在用was的也不少。If he was here, we could ask him.2.

34、 表示和过去事实相反，谓语动词的主要形式如下：非真实条件句/if 条件句主句had+过去分词wouldshould, could, might +have done如：If he had seen you yesterday, he would have asked you about it.If you had come earlier, you might have met him.If I had known your telephone number, I would have called you.If I hadnt taken your advice, I would have

35、made a bad mistake.You wouldnt have caught a cold if you had put on more clothes.3. 表示和将来事实相反，谓语动词的主要形式如下：非真实条件句/if 条件句主句should /were to+ 动词原形动词的过去时wouldshould, could, might +动词原形如：If it should rain, the crops would be saved.If it were to snow tomorrow, they wouldnt go out.If I were to do it, I woul

36、d do it in a different way.If he got there this afternoon, he would buy a map of the city.If I should be asked/were asked /were to be asked to go, Id certainly go.特别注意：1. 如非真实条件句的谓语含有系动词were或助动词had或should等词，可将if省 略，而把were，had或should 放在主语之前，变为虚拟倒装句，这和带有if的虚拟条件从句所表示的含义完全相同。If I were you, I would get u

37、p early every morning. Were I you, I would get up early every morning. Had you arrived at the station ten minutes earlier yesterday, you could have caught the train. Should there be a flood, what should we do? Were they here now, they could help us.2. if 虚拟句的省略。Given enough money, we could have done

38、 it much better.3. 有时用介词或副词代替虚拟语气的条件句。这些词常是：but for, without, otherwise等。The change could not have taken place without the open-door policy.没有开放的政策，就不会有如此大的变化。But for your advice, I could not have done it so successfully. 如果不是听了你的建议，我就不会做的如此成功。I was so busy then. Otherwise, I would have told him the

39、 answer.我当时很忙，否则，我就会把答案告诉他的。4. if only 要是，只要，但愿If only we could see each other once! 但愿我们能相见一次! If only I had listened to his advice! 我要是听了他的劝告就好了！5. 虚拟语气的混合条件句：即条件从句和主句时态不一致。 如：“If I had missed” said William Tell, “and had shot too low, I was going to use this arrow on you.”If you had listened to t

40、he teacher carefully yesterday, you could answer the question now.If we hadnt been working hard in the past few years, things wouldnt be going so smoothly. Period 5 Subjunctive mood虚拟语气在主从复合句中的用法:I. 虚拟语气在宾语从句中的用法1. wish+that 从句，表示的是一种虚拟语气，宾语从句中的动词所表示的动作表示的只是一种不能实现的愿望、要求。其中谓语动词的形式和对应用法如下表所述：用 法形 式例 句

41、表示对现在情况的虚拟wish+从句主语+动词过去式或wereI wish I knew something about programming.I wish I were as strong as you.表示对现在进行情况的虚拟wish+从句主语+ were doingI wish I were sleeping.I wish it werent raining.表示对过去情况的虚拟wish+从句主语+had+过去分词She said something unpleasant. She wishes she hadnt said it.I wish he had got there ahea

42、d of time.表示对将来情况的虚拟wish+从句主语+would+动词原形I wish he would get younger and younger.I wish he would be more careful.注意：表示对现在情况的虚拟时，从句的时态不根据前面谓语动词的时态变化而变化，而是依据从句的实际情况，可以表示和现在事实相反，也可以表示和当时事实相反。 I wish I knew the answer to the question. Yesterday when the teacher asked me the question, I couldnt answer it.

43、 Then I wished I knew the answer.2. 在suggest （建议）、demand（要求）、order（命令）、insist （坚持）、request （请求）、desire （要求）、recommend （建议、推荐）、propose（建议、提议）、require （要求）等动词后面的宾语从句中，谓语动词形式通常用动词原形（美通用）或“should动词原形”（英国通用）引导虚拟语气，其基本句式为： （should） do 主语+ suggest/suggested. that sb. （should） be done（should） not do I sugge

44、sted that we should form a spare time study group. I demand that he answer me at once.Doctor Li insisted that the patient should stay in bed for two weeks.Mr. Wang ordered that we （should） start out immediately.特别注意：1. suggest 作“暗示”，“说明”解时，从句谓语动词用陈述语气。His accent suggests that he comes from Shanghai.

45、2. insist 表坚持的是事实时，从句谓语动词用陈述语气He insisted that we（should）discuss the question at once. （虚拟）He insisted that he had finished his homework and handed it in. （事实）3. had hoped +that 从句 这种句型表示一种过去未实现的愿望, 从句谓语动词要用“would动词原形”。 如：I had hoped that Jane would become a doctor, but she wasnt good enough at scie

46、nce.Mike had hoped that his father would answer his letter.II. 虚拟语气在名词性从句中的用法：在It is necessary/important/strange/suggested/ordered/proposed/requested/decided/a pity主语从句 的结构中，that引导的主语从句常用虚拟语气，用should + do或shouldhave done形式。如：Its necessary that he should go there at once.Its strange that she should have failed in the exam.Its a great pity that he should be so proud.Its requested that Comrade Li should sing a song.Its necessary that you should clean the office after work.Its very important that we should ask advice of ot