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人教版高中英语选修6全册教案WORD版
人教版
2017高中英语(选修6)
全册教案
Unit1Art
第一部分
教学设计说明
Aboutthetopicandthestructures
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。
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。
Period1
Reading
阅读课
WarmingUp引导学生Warmingupbydefiningartist,bytalkingaboutChinesepainting或者bylookingandsayingaboutChinese,激发背景、学生相关词汇和句法结构,为阅读作好准备。
根据表现手段和方式的不同,艺术可分为:
表演艺术(音乐、舞蹈等),造型艺术(绘画、雕塑、建筑艺术等),视听艺术(电影,电视等),语言艺术(文学等),综合艺术(戏剧、摄影等)。
比较新的分法,则根据时空性质将艺术分为:
时间艺术,空间艺术,综合艺术。
Pre-reading要求学生回答有关“galleries”和“西方艺术家”方面的问题,呈现自己对“艺术”的认识和了解,为阅读做心理的铺垫和准备。
下列是常见的艺术类别:
建筑,文学,音乐,戏剧,舞蹈,魔术,戏曲曲艺,杂技,电影,电视,摄影,广播,美术,绘画,油画,中国画,水粉画,水彩画,素描,版画,木刻,水印,丝网,铜版,石版,书法,雕塑,木雕,泥塑,石雕,金属雕塑,篆刻,陶艺,装置艺术,行为艺术。
Reading“西方绘画简史”是篇说明文,简要说明了西方绘画的发展历程和代表人物。
教师可以参考我们提供的如下步骤:
Readingandunderlining,Explainingdifficultpoints,Readingandtransferring,Readingtodecideonthetypeofwritingandsummaryoftheideas,Retellingthetext和Closingdownbytakingaquiz引导学生从形式和内容两方面阅读本文,提高对说明文文体的认识。
同时了解:
绘画是一种在二维的平面上以手工方式临摹自然的艺术,在中世纪的欧洲,常把绘画称作“猴子的艺术”,因为如同猴子喜欢模仿人类活动一样,绘画也是模仿场景。
在20世纪以前,绘画模仿的越真实技术越高超,但进入20世纪,随着摄影技术的出现和发展,绘画开始转向表现画家主观自我的方向,看到一幅画鉴赏家有时已经说不清画的是什么,但一定能说出是谁画的。
每个画家开始发展自己独特的风格。
Period2
Learningaboutlanguage
知识课
Learningaboutlanguage第一、三部分是词法训练,强化学生对本单元重点词汇、短语的掌握和实用;第二部分是句法训练,进一步强化学生对英语“虚拟语气
(1)”的理解和运用。
为了使学生对虚拟语气用法有一个清晰完整的理解,建议有关语法讲解全部放在本单元,第二单元主要注重通过练习巩固强化。
Period3
Usinglanguage
运用课
Usinglanguage重点阅读“Manhattan最佳艺术画廊”,可以补充“名画鉴赏”:
达芬奇自画像,天上的爱与世间的爱,岩间圣母,圣母升天,蒙娜丽莎,泉,最后的晚餐,土耳其浴场,创造亚当,美丽的女园丁。
“听、讨论、写”依然围绕“画廊”展开。
实际教学过程课时划分建议
Period1
将WarmingUp、Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。
Period2
将Learningaboutlanguage和Workbook中的USINGWORDSANDEXPRESSIONS、USINGSTRUCTURES整合在一起上一节“语言知识课”。
Period3
将Usinglanguage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)”。
Period4
将Workbook的READINGANDLISTENING和TALKING整合在一起上一节“听说课”。
Period5
将Workbook的LISTENINGTASK、READINGANDWRITINGTASK和SPEAKINGTASK整合为一节“综合技能课
(二)”。
第二部分
教学资源说明
Section1
Background
背景
围绕单元话题“艺术”我们提供了若干实用性背景材料。
这些材料既可以作为教师教学参考材料为教师所用,也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。
Section2
Explanation
解析
重点针对“阅读课型”中的课文难句,我们提供了详尽的,就句论句的解析和翻译,并且以解析的焦点话题为线索,进行了一定的归纳、辨析和总结,以帮助教师更好地实施“语言形式”的教学。
Section3
Vocabulary
词汇
按照课本单元词汇表顺序,我们重点提供动词、短语搭配的讲解。
所提供的例句,经典、地道、实用、易懂,完全可以直接用于教学。
第三部分
教学测评说明
围绕单元词法、句法项目,我们提供了长短不一的“单元教学测评”,并备有参考答案供教师使用。
有些测评题目直接源于历年高考试卷,更具有说服力和实用性。
Part1TeachingDesign
第一部分教学设计
Period1Asamplelessonplanforreading
(ASHORTHISTORYOFWESTERNPAINTING)
Introduction
Inthisperiod,afterthewarmingup,studentswillfirstbeguidedtotalkaboutgalleries。
Thentheyshallreadanexpositorypiecebyreadingandunderlining,explainingdifficultpoints,readingandtransferring,readingtodecideonthetypeofwritingandsummaryoftheideas,retellingthetext.Theperiodwillbeendedbystudentstakingaquiz.
Objectives
■Tohelpstudentslearntomakereference
■Tohelpstudentslearntoreadanexpositionaboutwesternpainting
■Tohelpstudentsbetterunderstand“art”
■Tohelpstudentslearntousesomeimportantwordsandexpressions
■Tohelpstudentsidentifyexamplesof“SubjunctiveMood
(1)IwishIcould/did/would…IfIdid…,Iwoulddo…”inthetext
Focus
Words
focus,convince,attempt,predict
Expressions
focuson,agreatdeal,scoresof
Patterns
Iftherulesofperspectivehadnotbeendiscovered,peoplewouldnothavebeenabletopaintsuchrealisticpictures.
Iftherulesofperspectivehadnotbeendiscovered,peoplewouldnothavebeenabletopaintsuchrealisticpictures.
DuringtheRenaissanceoilpaintswerealsodeveloped,whichmadecolourslookricheranddeeper.
Butwithouttheimpressionistsmanyofthesepaintingstyleswouldnotexist.
Thepainterdoesnotattempttopaintobjectsasweseethemwithoureyes…
Whenyouwalkintothegalleryyoufeellikeyouareinsideahugewhiteseashell.
Aids
Multimediafacilities,tape-recorder,photos,diagrams
Procedures
1.Warmingup
⑴Warmingupbytalkingaboutwhatpainingis
Hello,everyone.TodayweshallreadapassageentitledASHORTHISTORYOFWESTERNPAINTING.Butfirstwhatdoyouknowaboutpainting?
Couldanyonestanduptotelltheclasssomethingaboutpainting?
Paintinghasexistedasanartistictraditionforthousandofyears.FromthecavepaintingofLascauxtothegreat,masterpiecesofDaVinciithasplayedahistoricalandaestheticroleinthedifferentagesofexistence.Schoolsofpaintingweredevelopedaswellasmanyvarioustextsdiscussingtheartform.Severalstylesofpaintinghavecomeintobeing.Historical,allegorical,religious,portraiture,landscapeandstilllifearealldifferentformsofpaintingthathavedevelopedovertheyears.
⑵WarmingupbytalkingaboutChinesepainting
Beforewereadaboutthewesternpaintinglet’stalkabitaboutChinesepainting.HowmuchdoyouknowaboutChinesepainting?
HaveyoueverseenanyfamousChinesepaintings?
YoumayusewordslikeChinesePaint,Wallpaintings,thehangingscroll,aestheticvaluesandtastestoexpressyourviews.
ChinesePaintisveryfamousintheworld.WeknowfromtextualandarchaeologicalsourcesthatpaintingwaspracticedinChinafromveryearlytimesandinavarietyofmedia.
WallpaintingswereproducedingreatnumbersintheearlyperiodofChina’shistory,butbecausesolittleearlyarchitectureinChinaremainedintactoverthecenturies,fewoftheselarge-scalepaintingshavesurvived.
Paintingswerealsooftendoneonscreens,whichservedinasenseasportablewalls,butthesetoohavenotsurvived.
FromtheSongdynastyonwards,paintingsinavarietyofothermoreportableformats,suchasthehangingscrollandthehandscroll,werecollectedandpassedontolatergenerationsinsignificantquantities.
Intheirdetailsofeverydaylifeandsocialcustoms,thesepaintingsoftenprovideinformationunavailablefromwrittentexts.
Manypaintingsareespeciallyinterestingtohistoriansbecausetheycanhelpusimaginewhatlifelookedlikeinearlierperiods.
Furthermore,becausepaintingsofthisperiodhavecometobeviewedasoneofthehighestculturalachievementsinChina'shistory,theyprovidevaluableinsightintoaestheticvaluesandtastesthatwouldhavelastingimpactonlaterartistsandconnoisseurs.
⑶WarmingupbylookingatandsayingaboutMonaLisa
Hello,class.Beforewereadaboutwesternpainting,weshalllookatoneofthemasterpiecesbyoneofthewesternpainters.
MonaLisa,orLaGioconda(LaJoconde),isa16th-centuryoilpaintingonpoplarwoodbyLeonardodaVinci,andisarguablythemostfamouspaintingintheworld.Fewworksofarthavebeensubjecttoasmuchscrutiny,study,mythologizingandparody.ItisownedbytheFrenchgovernmentandhangsintheMuséeduLouvreinParis.
Thepainting,ahalf-lengthportrait,depictsawomanwhosegazemeetstheviewer'swithanexpressionoftendescribedasenigmatic.
2.Pre-readingbytalkingaboutgalleries
Doyouknowthewordgallery?
Howmuchdoyouknowaboutagallery?
●aroomorseriesofroomswhereworksofartareexhibited
●alongusuallynarrowroomusedforsomespecificpurpose;"shootinggallery"
●aplacewhereartisshownorsold.
3.Reading
⑴Reading,underliningandwriting
WearegoingtoreadthetextASHORTHISTORYOFWESTERNPAINTING.Butfirstlet’sreadittotherecordingandunderlinealltheusefulexpressionsatthesametime.
ExpressionsfromASHORTHISTORYOFWESTERNPAINTING
beinfluencedby…,followasimilarway,describe…inashorttext,representreligiousterms,show…asitis,createrespectandlovefor…,paintreligiousscenes,taketheplaceof…,becomefocusedon…,returnto…,paintpeopleastheyare,collectartfor…,paintpicturesof…,draw…inperspective,lookthroughaholeinthewall,paintrealisticpictures,make…lookricheranddeeper,changeagreatdeal,movefrom…to…,breakawayfrom…,fallon…,atdifferenttimesoftheday,becomeangryabout…,beacceptedas…,scoresof…,see…withone’seyes,concentrateon…,ontheotherhand
⑵Explainingdifficultpoints
Nowlet’shaveaquestionandanswerperiod.Arethereanypointsyoudonotunderstand?
Putyourquestionstomeandlet’sdiscussthem.
Lifeisshort;artislong
Goodworktakesalongtimetoaccomplish.TheearliestversionofthisfamoussayingthatweknowofisbythegreatGreekmedicaldoctorHippocrates.ItwasrepeatedbymanyartistsandwritersincludingSeneca,GeoffreyChaucer,Goethe,Longfellow,andBrowning.
⑶Readingandtransferring
Weshallgooverthetextonceagainbyskimmingittocompletethetablebelow.
Whatweretheylike?
ArtistsofTheMiddleAges
ArtistsofTheRenaissance
ArtistsofImpressionism
ArtistsofModernTime
⑷Readingtodecideonthetypeofwritingandsummaryofthetext
Typeofwriting
Thisisapieceofdescriptivewriting.
Topicsentenceof1stparagraph
ThestylesofWesternarthaschangedmanytimes,whileChinesearthaschangedlessoften.
Topicsentenceof2ndparagraph
DuringtheMiddleAges,themainaimofpainterwastorepresentreligiousthemes.
Topicsentenceof3rdparagraph
IntheRenaissance,painterstriedtopaintpeopleandnatureastheyreallywere.
Topicsentenceof4thparagraph
Fromlate19thtoearly20thcentury,theimpressionistpainterswantedtoshowhowlightandshadowfellonobjects.
Topicsentenceof5thparagraph
From20thcenturytonow,therehaveappearedscoresofmodernartandstyles.
(5)Makingadiagramofthetext
Wehavecometounderstandtheideasofthepassage.Nowit’stimetolookintoitsorganization.Goaheadtoreadthetex