高中英语 Unit6《Design》lesson1《 A Matter of Taste》教学指导 北师大版必修2.docx

1、高中英语 Unit6Designlesson1 A Matter of Taste教学指导 北师大版必修22019-2020年高中英语 Unit6Designlesson1 A Matter of Taste教学指导 北师大版必修2Objectives To read a text and take notes on it. To practise using adjective antonyms. To practise using prepositions of time, place and movement. To describe a simple scene. Resource u

2、sed Grammar Summary 5. Mini-Grammar 4 Possible problems Students may have problems distinguishing the differences between certain prepositions and using them correctly. Some students may feel it hard to describe a scene. Background Xu Beihong (1895-1953) was an outstanding Chinese artist and educato

3、r of the fine arts. Xu became an itinerant professional painter in his early teens and an art teacher before reaching age 20. He was well known for his historical paintings, portraits, and pictures of horses, cats, and other animals, and he was petent both in Western media and in the traditional Chi

4、nese ink-and-wash method. His works cover a wide range of styles and mediums, though he is best known for his horse paintings. Qi Baishi (1863-1957) was one of the top artists of the present age. He was of humble origins, and it was largely through his own efforts that he became adept at poetry, cal

5、ligraphy, and painting. He was active to the end of his long life and served as head of the Beijing Institute of Chinese. His style is still meaningful today. He is known for his paintings of flowers and birds. Chen Yifei (1846-xx) was one of the most successful contemporary Chinese artists and an i

6、nternationally renowned oil painter. He was the most celebrated modern painter working in China. He lived in Shanghai, and his paintings (often over-lifesize) and drawings are of figures and landscapes observed in China. The fine detail of his work has earned it the description “romantic realism”. H

7、e was well-known in the USA, living and working in New York from 1980-1990. His European reputation grew after showings at the Venice Biennale and at the Marlborough Gallery in London in 1997. Chen was also an established film-maker. Routes through the material If you are short of time, set some of

8、the exercises for homework. If you have time, do the Option activity. If you have two periods for the lesson, a suitable natural break is after Exercise 3. Language Power: pages 76-77. Mini-Grammar: 4. Reading Before you start Exercise 1 Students look at the pictures, make their choices and tell the

9、ir partner which print they prefer and why. Remind students of the Key Words in the introductory page of this unit. Have some of the students report back to the class. Read to learn Exercise 2 Useful vocabulary: bine, develop, shade, creative, critic, fix ones eyes/ attention on, imagination, style,

10、 deep in thought, emphasise, add to, background Students will be able to guess the meaning of these words from the context and by looking at the pictures. Students read the text and, working individually, plete the table. Have the students read the text again to check their answers. They can then pa

11、re answers with their partners before checking them as a class. Encourage them to use the Key Words as many as possible while they describe the pictures. Answers Place-Newman Gallery, Dinham Dates-1 July to 15 Sept ember Names of artists-Xu Beihong, Qi Baishi and Chen Yifei Names of well-known paint

12、ings-Racing Horse, Cabbage and Poppy Subjects-a horse running at high speed a tiny insect fixing its eyes on the cabbage nearby a young woman sitting alone, deep in thought, her hand holding the fan above her knees Colours-black, grey, dark, lightVocabularyExercise 3 Students work in pairs. Advise t

13、hem to fill in the words they are sure of first. Then they will probably be able to guess the remainder. Answers1 bining 2 shade 3 well-known 4 tiny 5 fixed 6 valuable 7 classic 8 alone 9 add Check students answers by having them read the text aloud. Exercise 4 Students plete the table with the prep

14、ositions of time, place and movement. In pairs, students use some of the prepositions in their own sentences. Ask them to write four or five sentences. Answers1 tradition 2 promote 3 creative 4 critic 5 audience6 imagination 7 style 8 emphasise Some of the students can then read out their sentences

15、to the class. Exercise 5 Students write their questions. Check that the questions are correct. Answers time ?C between place ?C behind near between above movement ?C across along Students work in pairs, asking and answering their questions. Some of the pairs can then report back to the class about t

16、heir partner. Refer students to Grammar Summary 5 for further study at home. Exercise 6 Encourage students to do the exercise individually, paying special attention to the uses of the prepositions. Students pare answers in pairs before checking them as a class. Answers a) When is your birthday? b) W

17、hat time did you go to bed last night? c) When did you last go to the cinema? d) When do you usually have lunch? e) When are you going to go away for a few days? Exercise 7 Have students work in pairs, and give them time to look at their own picture or photo. Have them discuss and make notes about t

18、heir description. Answers1 in 2 with 3 by 4 Across 5 through 6 for 7on 8 in 9As 10 at Ask students to read the given example first so that they can have a model to follow. And then write their own description together. Have students exchange their descriptions with other pairs. Make some necessary c

19、hanges. Encourage some pairs to read out their descriptions to the class. Options Practice for vocabulary Ask students to work individually and plete the sentences with the words below. add, audience, bine, creative, critic, emphasise, fix, imagnation, promote, tradition 1. He designed the first gre

20、at suspension bridge, an idea that _beauty and function perfectly. 2. John _ some water to the paint to make it thinner. 3. She _her eyes on the jagged line of rocks to which she had to climb. 4. You dont have to use your _ when youre watching television. 5. A balanced diet _ good health and normal

21、development. 6. The show has delighted television _ in the United States and Britain. 7. The Prime Minister _that there are no plans to raise taxes. 8. We always go for a long walk on Christmas morning ?C its a family _. 9. I didnt think the book was as bad as the _ said it was. 10. I enjoy my job,

22、but Id like to do something more _. Encourage them to make sentences of their own with the new words and expressions. Answers 1. bines 2. added 3 fixed 4 imagination 5 promotes 6 audience 7 emphasised 8 tradition 9. critics 10 creative Extension In groups, students choose some paintings by their fav

23、ourite artist and prepare an exhibition. Tell students they can divide their groups into two, some students write introductions about the artists, and the others write descriptions of the paintings. Each group presents one of their best introductions and descriptions to the class. 2019-2020年高中英语 Uni

24、t6Life in the future说课稿1、TitleSEFC(2) Unit 6 Life in the future Reading、TeachingPeriodOne period、StudentsSenior 2、TeachingAimsTarget language. forecast，trend ,contemporary ,indicate ,urban ,energy ,ensure ,system ,consumer ,reform ,goods ,purchase ,tiny ,cash ,remain ,importance ,regular ,medical ,d

25、eal ,physician ,cure ,biochemistry educator ,distance ,hopeful ,catch a glimpse of , lead to ,keep in touch with ,pay attention to ,in store ,in generalAbility goals. Learn to summarize the outline of the whole text. Try to grasp the key words.Learning ability goals. Develop the students reading ski

26、lls, like finding headlines and guessing words. Train the students to be more responsible for their future life by working hard.、TeachingImportant Points How to develop the students reading skills, like finding headlines and guessing words. Try to use the key vocabulary.、TeachingDifficultPointLearni

27、ng to outline the text by using the headlines.、Teaching Methods Skimming method to find the headlines. Task-based method to finish the teaching assignment. Discussing method to arouse the students interest in future life.、Teaching aidsA multimedia and multimedia slides、Teaching ProceduresTeaching St

28、epsTeachers ActivitiesStudents ActivitiesTeaching TheoriesStep IWarming-upPractise a tongue twister-Congo运用Congo的律动，一方面了解创业的艰难，另一方面营造轻松、和谐的学习环境。使学生尽快融入英语课堂学习。Sep II Lead in Show some beautifulpictures about the universe,stars,flying machines andso on .Ask: What can you see in these pictures? Summari

29、ze it is achanging world Show the studentsanother group of pictures ,paring the life in thepast to the life of today . Do you want to knowwhat our future life will be like? Lets learn a new lessonUnit 6 Life in the future Say any informationthey have found inthese pictures.通过展示这一组图片（包括神舟六号飞船的发射等），让学

30、生了解科学技术的不断发展是人类生活发生了巨大的变化，从而总结出Its a changing world把过去生活的图片和当今生活图片进行对比，再次展现了Its a changing world并自然引出课题：Life in the futureStep IIIScanningScan the text.How many paragraphsare there in this text?In which paragraphanswers can be found to the questions:Step IIIScanningTeaching StepsSummarize the struct

31、ure of the text:This text is made up of fourTeachers Activities1 How will peopleshop in the future?2 How will peopletravel in the future?3 What will schools Students ActivitiesPre-reading是reading的热身活动，要求学生采用快速浏览的方式确定不同段落的主题，了解Teaching Theoriesparts Transportation ,Business Health and medicineEducation and knowledgebe like in the future? What will the future be like in