高中英语人教版选修6Unit1-教学设计正式版

Unit1Art教学设计I.单元教学目标：1．Talkaboutartandgalleries2．Talkaboutlikesandpreferences3．Learnwordsinfamilies4．Usethesubjunctivemood5．WritealettertogivesuggestionsII.目标语言1．功能句式。Talkaboutlikesandpreference:I’dprefer…/I’drather…/I’dlike…/whichwouldyouprefer…./Ireallyprefer…/wouldyourather…/wouldyoulike…or…2.词汇abstract,sculpture,gallery,consequently,belief,consequent,convince,shadow,ridiculous,controversial,nowadays,attempt,predict,aggressive,scholar…3.语法:thesubjunctivemoodifIwereyou…./IwishIcould…4.重点句子1.therearesomanydifferentstylesofwesternartitwouldbeimpossibletodescribealloftheminashorttext.2.peoplebecamefocusedmoreonhumanandlessonreligion.3.iftherulesofperspectivehadnotbeendiscovered,peoplewouldnothavebeenabletopaintsuchrealisticpictures.4.atthetimetheywerecreated,theimpressionists’paintingwerecontroversialbuttodaytheyareacceptedasthebeginningofwhatwenowcall“modernart”.5.itisamazingthatsomanygreatworksofartfromlate-19thcenturyto21stcenturycouldbecontainedinthesamemuseum.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。帮助学生了解更多的有关美术的背景知识，分析中西艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方的绘画艺术进行比较。1.Warmingup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让学生讨论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。5．Usinglanguage是由reading,listening,discussingandwriting四部分组成，要求学生在了解艺术长廊相关知识的基础上，为当地举办的一场画展提出合理化的建议。IV．课型设计与课时安排1stperiodWarmingupandreading2ndperiodLanguagestudy3rdperiodGrammar4thperiodListeningandtalking5thperiodUsinglanguage6thperiodReading,speakingandwriting分课时教案TheFirstPeriodWarmingupReadingTeachinggoals：1.ToenablethestudentstohaveaknowledgeoftheshorthistoryofWesternpainting.2.Toimprovethestudents’readingability.Teachingimportant&difficultpointsEnabletheSstotalkabouttheshorthistoryofWesternpaintingTeachingmethodsSkimmingandscanning;individual,pairorgroupwork;discussionTeachingaidsAcomputer,ataperecorderandaprojector.Teachingprocedures&waysStepILead-inToleadinsuchatopicbymentioningthesculpturesorpaintingsaroundthestudents,forexample,sculpturesonthecampus,famouspaintingshangingonthewallsofthecorridoroftheschoolbuilding,etc.AskSstofigureouttheirfunctionsandthegeneraltermtocallthem---theworksofartStepIIWarming-upShowsomefamouspaintingsandask:Doyouknowthefollowingfamouspaintingsandpainters?MonaLisaSmile→LeonardoDaVinci(Italian,1452-1519)Sunflowers&starrynight→VincentvanGogh(Dutch,1853-1890)WaterLilies→ClaudeMonet(French,1840-1926)Dream&Seatedwoman→PabloPicasso(Spanish,1881-1973)Ask:Canyoutelltheagesofthepaintings?Say:Todaywe’lllearnabouttheshorthistoryofwesternpainting.StepIIIReading1.Comparison:MakeacomparisonofWesternandChinesepaintingandask:Whichdoyouthinkhasagreaterchange?Why?2.ScanningReadPara.1,andanswerthequestion.ScanPara2-5,andfindtherepresentativeartistsandthefeaturesoftheirpaintings.NamesofAgesTimeArtistFeatureTheMiddleAges5thto15thcenturyGiottoDiBondonereligious,realisticTheRenaissance15thto16thcenturyMassaccioperspective,realisticImpressionismLate19thtoearly20thcentury／detailed,ridiculousModernart20thcenturytotoday／Controversial,abstract,realistic3.CarefulreadingReadthetextcarefullyandfindsomedetailedinformation.TheMiddleAgesFeatures:1.theme:religion2.Artistswerenotinterestedinshowingnatureandpeopleas…butinterestedincreatingrespectandloveforGod.TheRenaissanceMasaccio：thefirstpersontouseperspectiveinpainting1.Focusedmoreonhumansandlessonreligion.2.Twodevelopments:a.Drawingthingsinperspectivesb.Oilpainting.Impressionism1.Whatchangesledtothechangeinpaintingstyles?2.Lookatthesepaintings,whatdidtheypaint?3.Whydidtheimpressionisthavetopaintquickly?ModernartTwoextremesStyleA.AbstractB.RealisticConcentrateonCertainqualitiesoftheobjectWhatweseewithoureyesPresentationColor,lineandshapephotographStepIVComprehendingAskthestudentstoreadthepassageagainanddealwithExercises.StepVHomework1.Underlinetheusefulexpressionsandthetimeexpressionsinthereadingpassage.2.Retellthepassagewiththehelpofthechartaboutthetext.TheSecondPeriodLanguageStudyTeachinggoals:Toenablethestudentstolearntheusefulexpressions.Tohelpthestudentsleanhowtojudgethepartsofspeechaccordingtothesuffixesanddeterminetheirfunctionsinthesentences.Teachingimportant&difficultpoints:GettheSstolearnwordformationbyaddingsuffixesTeachingmethods:ExplanationandpracticeTeachingaids:Acomputerandaprojector,ablackboardTeachingprocedures&ways:StepIRevisionCheckthestudents’homeworkandletonereadtheirwork.1.AskSstospeakoutthetimeexpressionstheyunderlinedashomework2.Askastudenttoretelltheshorthistoryofwesternpainting3.AskSstodiscussthequestionsinExercises3onpage3ingroupsof4.Artisinfluencedbybeliefsofthepeople,thewayoflifeandsoon.StepIILanguagepoints1.Paintingissilentpoetry,andpoetryisaspeakingpicture.画是无言的诗,诗是有声的画。2.Goodpaintingislikegoodcooking;itcanbetasted,butnotexplained好的画犹如佳肴，可以品其美味，却无法解释。3.wouldrather宁愿，宁可Iwouldratherwalkthantakeabus.Shewouldratherdiethanloseherchild.wouldratherdosth.wouldrathernotdosth.wouldratherdosth.ratherthandosth.prefersth.tosth.prefertodosth.ratherthandosth.Ialwayspreferstartingearl