最新人教版高中英语选修6全册教案
Unit 1 Art
The First Period Reading
Teaching goals 教学目标 1. Target language目标语言： 重点词汇和短语
Realistic, abstract, religion, religious, sculpture, gallery, belief, consequent, consequently, aim, symbol, value, focus, possession, convince, impressionism, impressionist, shadow, ridiculous, nowadays, attempt, predict, the Renaissance, focus on, a great deal , scores of
There are so many… that it would be impossible to … People became more focused on… and less on…
If the rules of perspective had not been discovered, people would not have been able to paint … 2. Ability goals能力目标
Enable the students to talk about the short history of Western painting 3. Learning ability goals 学能目标
Help the students learn how to talk about the short history of Western painting Teaching important & difficult points 教学重难点
Enable the Ss to talk about the short history of Western painting Teaching methods 教学方法
Skimming and scanning; individual, pair or group work; discussion Teaching aids教具准备
A computer, a tape recorder and a projector. Teaching procedures & ways教学过程与方法 Step I Lead-in
To 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 corridor of the school building, etc. Ask Ss to figure out their functions and the general term to call them---the works of art Step II Warming-up
Ask the Ss to match some new words with the correct English meanings. Then ask them to look at the paintings in this unit and discuss the questions in Warming Up in groups of 4. Next, get them to answer the other questions in pairs. At last , check the answers with the whole class. Show them on the Screen.
A B a. realistic 1. accurate
b. abstract 2. state of fact of existing
c. existence 3. being in thought but having a physical or
practical existence
d. detailed 4. lifelike, true to life e. religious 5. classical, of old belief
f. traditional 6. sincere to believe in a god or gods T hen ask Ss to give their opinions to fill the task listed in the Warming-up Step III Pre-reading
Get the Ss to discuss the questions in pre-reading in pairs. Then check the answer with the whole class, if they have no idea, use the materials previously prepared to let the Ss have some acquaintance with the knowledge of art and artists. Step Ⅳ Reading Task 1 Skimming
Show some questions on the screen.
1. What were the artists interested in from 5th to 15the century AD? 2. How did Masaccio 3. paint his paintings?
4. Why did the impressionists have to paint quickly. Task 2 Scanning
Let the Ss red the passage again and get the main idea of it. Then complete the following chart no their own.
Names of Ages The Middle Ages The Renaissance Time 5th to 15th century 15th to 16th century Artist Feature Giotto Di Bondone religious, realistic Massaccio perspective, realistic Impressionism Late 19th to early 20th century detailed, ridiculous Modern art 20th century to today Controversial, abstract, realistic Task 3 Explanation
There are so many… that it would be impossible to …
The sentence means that there are too many different styles of /western art to introduce in a short passage.
People became more focused on… and less on…
It tell us that people pay more attention to humans than religion
If the rules of perspective had not been discovered, people would not have been able to paint …
The sentence means that people discovered the rules of perspective, so that they painted such realistic pictures. Step V Comprehending
Ask the students to read the passage again and deal with Exercises. Step V Homework
1. Underline the time expression in the reading passage. 2. Retell the passage with the help of the chart about the text. 3. Discuss the question in Exercise 3 on page 3. Blackboard design
Unit1 Art
A short history of western painting
1.Ask the Ss to match some new words with the correct English meanings. A B
a. realistic 1. accurate
b. abstract 2. state of fact of existing
c. existence 3. being in thought but having a physical or
practical existence
d. detailed 4. lifelike, true to life e. religious 5. classical, of old belief
f. traditional 6. sincere to believe in a god or gods 2.Task 1 Skimming
(1)What were the artists interested in from 5th to 15the century AD? (2)How did Masaccio (3) paint his paintings?
(4)Why did the impressionists have to paint quickly. Task 2 Scanning
Let the Ss red the passage again and get the main idea of it. Then complete the following chart no their own.
Names of Ages The Middle Ages The Renaissance Time 5th to 15th century 15th to 16th century Artist Feature Giotto Di Bondone religious, realistic Massaccio perspective, realistic Impressionism Late 19th to early 20th century detailed, ridiculous Modern art 20th century to today Controversial, abstract, realistic The Second Period Extensive Reading
Teaching aims
Enable the students to know something about the art galleries.
Key sentences
1. Many art lovers consider this to be the best small art gallery in New York. 2. Henry Clay Frick, a rich New Yorker, died in 1919, leaving his house, furniture and art collection to the American People.
3. The best way to see the paintings is to start from the top floor and walk down to the bottom.
4.It is amazing that so many great works of art from the late-19th century to the 21st century could be contained in the same museum．
Learning ability goals
Foster the students' ability in skimming and looking up information in references books and improve the students' reading ability.
Teaching important points
Finish the exercises in post-reading by using the knowledge we have learned. Teaching aids
A recorder, a projector, and a computer Teaching procedure Step1 Revision
1. Check the answers of the exercises and explain the difficult ones. 2. Ask a few students to read aloud their passages \would...\
Step2 Lead in
T: Imagine your class is going to Beijing Arts and Crafts Gallery, and you are the guide; tell them what they will see in the museum.
Step3 Pre reading
1. Do you know any western art galleries?
2. Have you ever been to any western galleries before? If so, describe your visit. Step4 Fast reading Slide show
Skim the text, and answer the following questions. 1. What's the main idea of this passage?
2. Where might you see such a passage? 3. Who do you think the text was written for? Keys:
1. The passage introduces some best art galleries of Manhattan. 2. Possibly in a guide book. 3. Tourists and art gallery visitors.
T: Listen to the tape, and match the numbers on the map with the museums. Step5 Careful reading
Read the passage more carefully and complete the chart below. name address Which centuries? What countries?
Whitney Museum of American Art 945 Madison Avenue (near 75th St.)
Contemporary(mainly art by living artists) America
Museum of Modern Art
53th St. (between 5th and 6th Avenues) late 19th century to the 21st century Western countries
Metropolitan Museum of Art 5th Avenue & 82nd Street From ancient to modern times all over the world Guggenheim Museum 5th Avenue & 88th Street
Modern (from late 19th century onwards) Western countries The Frick Collection
5th and Madison Avenues pre-twentieth century Western countries Step6 Discussion
Enjoy the following pictures and discuss.
Which of the five galleries would you choose to visit? Why? Guggenheim Museum
Whitney Museum of American Art Metropolitan Museum of Art Museum of Modern Art The Frick Collection Step7 Language points
T: Now I'm going to explain some language points to you... Slide show
1. Many art lovers consider this to be the best small art gallery in New York. consider大致有两种含义。含义不同，用法有别。 知识拓展
①consider作\考虑\解，常用于以下句型： consider+名词/代词/动名词 consider+从句或\疑问词+不定式\。 You'd better__________________________. 你最好考虑我的建议。
I'm _________________abroad some day. 我一直考虑有一天出国。
Have you considered_________________? 你们考虑他的建议了吗？
We must consider________________.
我们必须考虑下一步要做什么。 Keys:
consider my suggestion considering going what he suggested what to do next ②consider作\认为\解时，常用于以下句型：
consider sb. /sth+ (as) +形容词/名词 其中，as可以省略。
consider +sb./sth.+不定式 其中，不定式通常是to be (可以省略) 或其他动词的完成式。
consider +it+形容词/名词+不定式短语 consider+宾语从句
At first they considered me___________________. 起初他们认为我是医生。
We consider this matter________________________________.我们认为这件事很重要。
We all consider him _______________the bike.我们都认为他偷了自行车。 We________________________________________. 我们认为学好英语很难。
I consider____________________________________________. 我认为帮助你学习英语是我的职责。
We________________________________________________. 我们这首音乐很值得一听。
Keys:
(as) a doctor (to be) very important to have stolen
consider it hard to learn English well it my duty to help you with your studies consider that the music is well worth listening to
2. Henry Clay Frick, a rich New Yorker, died in 1919, leaving his house, furniture and art collection to the American People.
动词-ing形式作状语时，可表示时间、原因、结果、条件、让步、行为方式、伴随状况等，通常情况下句子的主语与该动词之间是逻辑上的主动关系，表示时间关系的分词短语有时可由when及while引出。如：
Both of his parents died in the war, leaving him alone.
To buy some salt, the careless housewife went downstairs, _____ the fish ____over the gas.
A left; cooked B leaving; being cooked C leaving; cooking D left; being cooked
He is a student at Oxford University, ____for a degree in computer science. (07北京)
A studied B studying
C to have studied D to be studying Keys: B B
3. The best way to see the paintings is to start from the top floor and walk down to the bottom.
不定式作表语常表示将来的动作，主语常常是表示意向、打算、计划的词，如wish, idea, task, purpose, duty, job等。
The most important thing for one's health is to have plenty of exercise. My chief purpose has been to point out the difficulties of the matter. The purpose of the organization is to greet all new comers to the city and to provide them with any necessary information.
What I wanted was to get the work done as quickly as possible.
4.It is amazing that so many great works of art from the late-19th century to the 21st century could be contained in the same museum．
这是一个由形式主语it引导的句子，其句型结构为：It is +adj. +that clause.真正的主语是后面的that从句。例如：
It is possible that it will rain tomorrow. 明天可能会下雨。
It was clear that they hadn't made a decision. 很明显，他们还没作出决定。 知识拓展 It is + noun +从句
It's a pity/shame that...（should）... ......竟然......
It's important that you should apologize to her for your rudeness.
（=It's of much importance that you should apologize to her for your rudeness.） Step8 Homework 1. Retell the text.
2. Master the language points in the text. Blackboard design
Skim the text, and answer the following questions. 1. What's the main idea of this passage? 2. Where might you see such a passage? 3. Who do you think the text was written for? 、、、、、、
The Third Period Language Study
Teaching goals 教学目标 1. Target language目标语言：
Influenced, symbolic, shadowy, attemptable, valuable, aimless, prediction, believable, European, ridiculous I would love to visit France
I like religious art better than realistic art because it makes you see
2. Ability goals能力目标
Enable the students to learn the use of word family 3. Learning ability goals 学能目标
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 points教学重难点 Get the Ss to learn word formation by adding suffixes Teaching methods教学方法 Explanation and practice Teaching aids教具准备
A computer and a projector, a blackboard Teaching procedures & ways教学过程与方法 Step I Revision
Check the students’ homework and let one read their work.
1. Ask Ss to speak out the time expressions they underlined as homework 2. Ask a student to retell the short history of western painting
3. 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 Suffixation
Let Ss learn some uses of suffixes
Ask Ss what suffix is ( A suffix is a particle, which is added to the end of a root. Suffixes usually do not change the 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--- thinker 1. Suffixes used as a noun signifier Verb read Adjective Suffix -er Noun reader
act train build attend punish invent sick special true -or -ee -ing -ance -ment -tion -ness -ist -th actor trainee building attendance punishment invention sickness specialist truth 2. Suffixes used as an adjective signifier Noun wind adventure hope hero nation care trouble Verb depend comfort act/imagine Suffix -y -ous -ful -ic,(-ical) -al -less -some -ent/-ant -able/-ible -ive/-tive -ative/-itive second change annoy excite -ary -able -ing -ed Adjective windy adventurous hopeful heroic national careless troublesome dependent comfortable active imaginative secondary changeable annoying excited 3.Suffixes used as an adjective signifier
Adjective broad simple modern Step III Practice
Noun fright Suffix -en -fy -ize(-ise) Verb broaden, frighten simplify modernize Get the Ss to review the uses of verbs, nouns and adjectives. Parts of Speech Subject Object Predicate Predicative Objective Complement Attribute Nouns ☆ ☆ ☆ ☆ Veb ☆ ☆ Adjective ☆ ☆ ☆ Then practice Exercises 2, 3 &4 on page 42. Step V Homework
Prepare to learn the grammar of the subjunctive mood. The third period Grammar Teaching aims
1. Enable the students to use the Subjunctive mood correctly in different situations Teaching important and difficult points
How to help students to master the important time expressions. Help the students master the Subjunctive mood(1). Teaching methods
Analysis and have some discussions. Teaching aids
A projector the blackboard Teaching procedures Step 1 Presentation
At 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 Ss to listen to the following example:
Suppose I’m a basketball fan. Yao Ming is coming here to play a basketball game this evening. But unfortunately, I haven’t’ 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 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 is contrary to the fact, highly unlikely or doubtful. We can use the following tow sentence structures to express our regretting. 1. Subject +wish+ Object Clause Time now past future Verb wish wished wish Objective clause would do / could do / were /did had been / done would do/ could do / were / did 2. “If” clause---, main clause Time Now Verb were/ did Main Clause would/could/should/might +V（原） Past had done would/could/should/might+have+p.p. Future were /did were to do should do Step 2 Practice
would/could/should/might +V（原）
First, show the Ss some more situations. Then raise some questions and ask them to discuss in groups of 4 the according to the situations using the subjunctive mood. At last, get them to show their sentences Show the on the screen.
1. Helen has been living with AIDS for many years. Now she is celebrating her birthday with her friends. If you were Helen., what kind of wishes would you make?
2. It is said that a falling star can let your dreams come true. If you saw a falling star, what kind of wishes would you make?
3. Besides a falling star, a magic lamp can also let your dreams come true. If you had a magic lamp, what would you ask it to do for you? Step 3 Consolidation
Ask 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 Homework
Prepare for the Listening and Talking on page 41. Blackboard design
1. Subject +wish+ Object Clause Time now past future Verb wish wished wish Objective clause would do / could do / were /did had been / done would do/ could do / were / did 3. “If” clause---, main clause Time Now Verb were/ did Main Clause would/could/should/might +V（原） Past had done would/could/should/might+have+p.p. Future were /did would/could/should/might +V（原）
Unit2 Poems
The first period Reading
Teaching Aims
To cultivate students’ interest of poetry and improve their reading skills. Teaching Important & Difficult Points
How to help the students to grasp and remember the detailed information of the reading material. Teaching aids:
a tape recorder, a projector, Slides and Pictures
Teaching Procedure Step 1 Warming up
1. Which poems and poets can you think of when seeing the following pictures?
静夜思 李白 床前明月光，疑是地上霜。 举头望明月，低头思故乡。 古风 其二 李绅 锄禾日当午，汗滴和下土。谁知盘中餐，粒粒皆辛苦。 望夫石 王健 望夫处，江悠悠。 化为石，不回头。 山头日日风复雨， 行人归来石应语。
2. Match the following information.
Li Bai Song Dynasty Du Fu Tang Dynasty Fan Zhongyan Tang Dynasty Meng Haoran Modern Guo Moruo Modern Mao Zedong Tang Dynasty Byron America
Shelly England Emerson England Tagore Germany Goethe India Step 2 Brainstorming
Discuss the reasons why people write poems. Fast reading
Scan the passage and answer the following questions. 1. What is the main topic of the reading passage?
2. What five kinds of poems does the reading passage talk about? different forms of English poems
nursery rhymes, list poems, cinquain, haiku, Tang poems. 3. Scan the poems and fill in the following form. Which poem A B C D E F G describes a person? tells a story? describes an aspect of a person? is about sport? is about things that don’t make sense? is recited to a baby? describes a river scene? has rhyming words at the end of lines? repeats words and phrases? Step 3 Careful reading
T: Now let’s read the following five poems and finish tasks. Slide show
Listen to Poem A and pay attention to its rhyming lines and words. Hush, little baby, don’t say a word, Papa’s going to buy you a mockingbird.
If that mockingbird won’t sing, Papa’s going to buy you a diamond ring.
If that diamond ring turns to brass, Papa’s going to buy you a looking glass.
If that looking-glass gets broke, Papa’s going to buy you a billy-goat.
If that billy-goat runs away, Papa is going to buy you another day.
Read the poem by yourself again and answer the following questions. 1. What’s the baby’s father going to buy if the looking-glass gets broken?
H
2. What is Papa going to buy for the baby if that billy-goat runs away? 3. What are the features of it? Keys：
1. a billy -goat
2. another billy-goat
3. It has strong rhythm and rhyme and has a lot of repetition. Poem C
Our first football match We would have won…
If Jack had just scored that goal, If we’d had just a few more minutes, If we had trained harder,
If Ben had passed the ball to Joe,
If we’d had thousands of fans screaming, If I hadn’t taken my eye off the ball,
If we hadn’t stayed up so late the night before, If we hadn’t taken it easy, If we hadn’t run out of energy, We would have won… If we’ve been better! Questions
1. Did his or her team win the game?
2. Why his or her team didn’t win the game?
3. Does the speaker really believe his or her own excuse? How do you know? Keys:
1. No, his or her team didn’t win.
2. The players didn’t win because: Jack didn’t score that goal; they didn’t have enough time; they hadn’t trained hard….
3. The speaker doesn’t really believe his or her own excuses, because there has too many ifs… Poem D&E
1. What subject is the speaker writing about?
2. Does the speaker like the subject? Give a reason for your answer.
T: We have enjoyed so many English poems. Some are traditional forms of English poetry but some are not, for example haiku. (It comes from Japanese). In fact English speaker also have borrowed from another kind of Asian
poetry---Tang poems from China. Poem H at the bottom of this passage is a translation from the Chinese. Poem H
Where she awaits her husband, On and on the river flows Never looking back, Transformed into stone.
Day by day upon the mountain top,
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