| 模块6 Unit 1 全单元教学案（安徽黄口中学）(新课标版高二英语选修六教案教学设计) |
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高二年级英语备课组集体教案 Module 6 Unit 1 Art 组 长 李新钊 组 员 师朝关 余继光 张雪芹 张彩凤 王 晶 李 森 陈 茜 I. 单元教学目标： 1． Talk about art and galleries 2． Talk about likes and preferences 3． Learn words in families 4． Use the subjunctive mood 5． Writer a letter to give suggestion II. 目标语言 1． 功能句式。 Talk about likes and preference: I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ would you rather…/ would you like…or… 2． 词汇 abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar… 3． 语法: the subjunctive mood if I were you…./ I wish I could… 4． 重点句子 1. There are so many different styles of western art it would be impossible to describe all of them in a short text. 2. People became focused more on human and less on religion. 3. If the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures. 4. At the time they were created, the impressionists’ painting were controversial but today they are accepted as the beginning of what we now call “modern art”. 5. It is amazing that so many great works of art from late-19th century to 21st century could be contained in the same museum. III. 教材分析。 本单元以ART 为主题，主要介绍了西方绘画简视，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． Warming up 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． Using language 是由reading, listening, discussing and writing 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 1st period reading 2nd period language point 3rd period grammar 4th period listening and talking 5th period using language 6th period speaking and writing Period 1 Welcome to the Unit Word study, Warming up & Pre-reading Teaching aims 1 .Knowledge Aims 1) Learn something about some famous scientists in the world. 3) Try to understand and learn the important words and expressions. 2. Ability Aims 1) Develop the students’ ability of speaking. 2) Encourage the students to give more information about the great scientists. 3. Emotional Aims 1) Encourage the students to learn more about the great scientists and learn from them. 2) Help the students to form the good habit in learning and encourage the students to take part in social practice. 3) Help the students to realize that it is scientific spirit that makes those scientists successful. 4) Encourage the students to develop their love. Teaching Important Points 1 .Have the students discuss great scientist. 2. Understand and learn the new word and expressions. Teaching difficulties 1. What can we learn from the scientists? 2. What should we do in our daily life to develop our interest and love for science? Teaching Aids CAI equipment with a Multi-media classroom and other normal teaching tools. Teaching Procedure StepⅠ Greeting Greet the whole class. StepⅡ Learning Goals Get Ss to go through the summing up form on Page 8 in order to have a general idea of the learning goals of Unit 1 StepⅢ Word Study 1. Read the new words aloud, and pay attention to the pronunciation 2. Use the correct form of the words in this unit to fill in the chart. n. v. adj. abstract/abstraction believe value religion possess convince exhibit reality aim civilize/se attempt symbolic prediction consequently aggressiveness 3. Match some new words in column A with the correct English meanings in Column B. A B a. abstract 1. accurate b .existence 2. state or fact of existing c. detailed 3. being in thought but having a physical or practical existence d. religious 4. lifelike, true to life e .traditional 5. classical, of old beliefs f. realistic 6. sincere to believe in a god or gods StepⅣ Brainstorm StepⅤ Pre-Reading 1. Show some paintings to students to put forward the topic ---paintings 2. Let students discuss some familiar Chinese painters and their paintings and a famous painting of Leonardo da Vinci. StepⅥ Summary StepⅦ Homework Afterthoughts Period 2 Reading Teaching aims 1 .Knowledge Aims Have a good understanding of the text by doing the exercises. 2. Ability Aims 1). Grasp some reading skills. 2). Develop the ability to describe some famous scientists. 3. Emotional Aims Encourage the students to work hard at their lessons in order to devote themselves to science. Teaching Important Points 1. Have a good understanding of the text by doing the exercises. 2. Get the students to learn different reading skills, especially gist reading and comprehending beyond lines. Teaching Difficulties 1. Know the meanings between lines and beyond lines. 2. Learn different reading skills for different reading purposes. Teaching Aids CAI equipment with a mult-media classroom and other normal teaching tools. Teaching Procedure StepⅠ Greeting & Revision Check the homework. StepⅡ Lead in StepⅢ Fast Reading： Read the passage as quickly as you can to find out the answers to the questions on the screen Creating _respect_ and _love_ for God. 2. How did Masaccio paint his paintings? He drew things in perspective_, which makes pictures very _realistic. 3. Why did the impressionists have to paint quickly? Because the natural light _changes_ quickly, they had to _paint_ quickly. StepⅣ Careful reading: Deal with exe.2 on page 3 True or False 1. Western art has changed very little over the last seventeen centuries. F 2. Painters in the Middle Ages painted mainly religious subjects. T 3. Paintings in the Middle Ages were very realistic. F 4. Renaissance painters tried to paint things in a realistic way. T 5. Two important discoveries in the Renaissance period were oil paints and drawing in perspective. T 6. Impressionists painted their pictures mainly indoors. F 7. At first people did not like the impressionists’ paintings. T 8. Modern art began with the impressionists. T StepⅤ Discussion Go through the passage and analyze the characters of each period. Ages Time Artist Feature Middle Ages 5th to 15th century AD Giotto Religious, realistic Renaissance 15th to 16th century AD Masaccio perspective, realistic Impressionism Late 19th to early 20th not mentioned Not detailed, ridiculous Modern 20th century to today not mentioned controversial, abstract, realistic StepⅥ. Summary • The style of Western art has changed ____ _____ , while Chinese art has changed___ ____. Art is_________ by the way of ____and_______. • During the Middle Ages, the main_____ of painters was to ______ _______themes. Artists were _________ ____ creating _______and _____for God. • In the Renaissance, people became_______ more on _______and less on_______. Artists tried to paint _____ and _______ ____they really______. • Masaccio used___________ in his paintings which made people________ they were _______ _______a hole in the wall ____ a real scene. • In the late 19th century, Europe changed __________from a mostly_________ society to a mostly_________ one. The ___________were the first to paint_______. They had to paint ______and their paintings were not ___ _____ ___ ______of earlier painters. • Today people accept ___________ ________as the ________ of_______ ____. Some modern art is _______while some is________. StepⅦ. Homework 1. Underline the time expressions in the reading passage. 2. Retell the passage with the help of the chart about the text. 3. Disscuss the questions in Ex 3 on page 3. Afterthoughts Period 3&4 Language Points Teaching aims 1 .Knowledge Aims To learn the useful expressions and sentence structures in Warming up and Reading. 2. Ability Aims To enable the students to use these language points both orally and in the written form. 3. Emotional Aims Develop the students’ sense of loving English. Teaching Important Points 1) Learn the useful expressions and sentence structures. 2) The usage of “suggest & in addition” Teaching Difficulties How to let the students learn to use these phrases and sentence structures in written and oral English Teaching Aids CAI equipment with a mult-media classroom and other normal teaching tools. Teaching Procedure StepⅠ Greeting & Revision Check the homework. Step II. Expressions & phrases StepⅣ. Language Points 1. Art is influenced by the way of life and beliefs of the people. 艺术受人们生活方式和信仰的影响。 He is interested in the beliefs of the Christian Church. He has lost his belief in god. The story of his miseries is beyond belief. 1我们有相同的政治信仰。 We share the same ______ _________ 2我非常信任医生。 I have_______ _______ in doctors. 2. Consequently, this text will describe only a few of the main styles. 因此，本文仅介绍其中主要的几种风格。 The bank refused to help the company; consequently, it went bankrupt. She overslept and, consequently, she was late. consequently adv. =as a result ,therefore adj. consequent It rained that day and___ the baseball game was called off. (however, still, consequently, so) A. As a result of her mother’s illness, she left school. B. Her mother became ill; ______________ she left school. 3. During the Middle Ages, the main aim of the painters was to represent religious themes.中世纪，画家们的主要目的是表达宗教主题。 aim take aim at 瞄准 Ex. 1这些措施旨在削减政府的开支。 These measures are ______ _______ government costs. 2他没有瞄准就开枪。 He fired _______ _________. 3他的人生没有目标。 He has________ ___________ in life。 4. In the Renaissance, new ideas and values took the place of those that were held in the Middle Ages.文艺复兴时期，新的观点和价值观取代了中世纪人们坚持的观点和价值观。 value n .价值 v.重视，估价 价值观pl. values to be of value 有价值 1他的意见没有价值。 His opinions are_____________________ 2她重视你的忠告。 She ___________________________ 3那幅画被估计为一万美元。 The painting was ____________________ $ 10 000. 5. People became focused more on humans and less on religion.人们变得多关心人，少关心宗教。 Focus your attention on your work. focus on sth. focus sth on sth. focus on 集中精力，注意力 =concentrate on focus on无宾语时，focus on Ex. We must focus on this question. We must _________________ this question. 他的目光集中在她身上。 His eyes __________________ her. focus on 聚焦于，使…成为兴趣的焦点 我要把镜头对准那儿的一群重要人物。 所有的目光都集中到他的身上。 6. They paid famous artists to paint pictures of themselves, their houses and other possessions.他们雇请著名艺术家来画他们，及他们的住宅和其他的财产。 possession n. 1私有财产 [c] 2占有，拥有 [u] sb be in possession of sth. 某人拥有某物 sth be in the possession of sth.. 为某人拥有 When her father died, she came into possession of a large fortune. The people had to gather up their few possessions and escape to the hills. 1那幢房子为我所有。 The house is_____________________________ 2他已经失去全部财产。 He has lost______________________________. 7. When people first saw his paintings, they were convinced they were looking through a hole in a wall at a real scene. 人们初次看到他的作品，认为是通过在墙上的一个小孔看到了真实的场景。 他使我确信他的真诚。 He convinced me of his sincerity. 你的错误使我确信你没有学习功课。 Your mistakes convinced me that you hadn’t study your lesson. convince vt. 使确信 convince sb. of sth convince sb. that be convinced of sth be convinced that 1我们说服她搭火车去。 We__________ her_____________ by train. 2她试图使我们相信她的清白。 She tried to ______________her innocence. 8. attempt vt. =try attempt to do/doing=try to do /doing attempt n. Step V. Practice . Step VI Homework Assignment . Afterthoughts Period 5 Grammar Teaching Aims 1 .Knowledge Aim Help the students to use the subjunctive mood correctly in different situations. 2. Ability Aim To learn the subjunctive mood freely and properly in speaking and writing. 3. Emotional Aims 1) Encourage the students learn more about the grammar. 2) Help the students to form the good habit in learning. 3) Encourage the students to do more exercise consolidate the knowledge. Teaching Important Point Enable the students to use the correct form o f of the subjunctive mood Teaching Difficult Point To know the differences between the attributive and the predicative. Teaching Methods: Summarizing, comparative method; practicing activities Teaching Aids Multi-media classroom and other normal teaching tools Teaching Procedure StepⅠ Greeting Greet the whole class. StepⅡ Dictation StepⅢ Homework checking StepⅣ Grammar 虚拟语气(Subjunctive Mood)这一语法项目是各类英语考试中心测试的重点之一。虚拟语气是一种特殊的动词形式，用来表示说话人所说的话并不是事实，而是一种假设、愿望、怀疑或推测。判断是真实条件句还是非真实条件句。只有在非真实条件句中才使用虚拟语气。通过句子意思，看假设的条件是否能够实现，能够实现是真实条件句，不能使用虚拟语气；假设的条件不能实现则是非真实条件句，要用虚拟语气.判断这个假设是与哪个事实相反。通常有三种情况：①与过去事实相反。②与现在事实相反。③与将来事实可能相反 I:虚拟条件句: 1. 虚拟现在时表示与现在事实相反的假设，其if 从句的谓语形式用动词的过去式(be 一般用were)，主句用would/ should/ could/ might +动词原形。 If places were a like, there would be little need for geographers.如果各个地方都一样，就不需要地理学家了。 2. 虚拟过去时是表示与过去事实相反的假设，if 从句的谓语形式用过去完成时即had＋过去分词，主句用would / should / could / might + have +过去分词。 If he had known your address yesterday,he would have telephoned you. 3. 虚拟将来时是表示对将来实现的可能性很小的或不确定的假设。If从句的谓语形式用一般过去式或用were to / should +动词原形，主句用would / should/could/ might +动词原形。 If he were to leave today, he would get there by Friday 4. 省略if 采用倒装语序的条件句。有时可以把含有助动词、情态动词、be或have的虚拟条件句中的连词if省去，而将had , should, were 等词提到主语之前，即用倒装结构。 Had he worked harder, he would have got through the exams. Were he to leave today, he would get there by Friday. Were I in your place, I wouldn’t do that. 5混合虚拟语气 有时主句和从句的谓语动词指不同的时间，这时需要用混合虚拟语气。一般来说，在这种情况下，主从句谓语动词指代的时间不同，所以我们又可以错综时间条件句，在这种虚拟情况，动词形式应根据实际情况灵活使用，在做这些题目时候尤其要注意每道题目的提示语：时间状语。绝大多数情况下，从句或者主句都有相关的时间状语，这是我解题的关键。 If you _____ that late movie last night, you wouldn’t be so sleepy. A. haven’t watched B. didn’t watch C. hadn’t watched D. wouldn’t have watched 答案选C。 Had Paul received six more votes in the last election, he would be our chairman now. 混合虚拟语气还有一种情况就是事实和虚拟假设的混合句，这样的句子不仅仅是时间的不同，而重要是事实和假设的混合。 I would have gone to visit him in the hospital had it been at all possible, but I was fully occupied the whole of last week. 该句前半部分是假设虚拟，而后半部分是事实的陈述。 Your math instructor would have been happy to give you a make-up examination had you gone and explained that your parents were ill at the time. 该句前半句用的是假设虚拟，后半句主句也用的是假设虚拟（如果你去并且解释的话），但是后半句的从句用的是事实语气，因为“父母病了”是客观事实，故不需要用虚拟形式had been。 6. 含蓄虚拟条件句 含蓄条件句是指句中没有明显的虚拟条件句，而是利用其他手段来暗示存在虚拟条件。但是这类隐含式虚拟条件句往往都可以转化为if引导的条件句。常来表示含蓄虚拟条件的手段有： （1）介词或介词短语，如but for, but that, without, in case of, under more favorable condition等。 Without the leadership of the party, we could not be living a happy today.=If there hadn’t been the leadership of the party, we could not be living a happy today. A. In spite of B. But for C. Because of D. As for 答案选B。 (2)连词，如：so that, unless, in case, supposing, lest, provided(倘若……)，for fear that(唯恐)，in order that, on condition that, if only(要是……就好了)等。 She listened carefully in order that she might discover exactly what he wanted. =if she listened carefully, she might discover exactly what he wanted. If only I had more money, I could buy a car. (注：lest, for fear that 和 in case 引起的从句中谓语动词多用should+动词原形，但可以不用虚拟语气，而用动词的陈述语气形式。)例如： The foreign teacher spoke slowly in case we misunderstood him. 这位外籍教师说得很慢以免我们听不懂。 Care must be taken in using this method lest overflow should occur.在使用此法时要小心谨慎，以免会发生溢流现象。 II: wish 后的 that 从句中: 1. 表示现在或将来的愿望,从句中过去式. I wish I knew his address. I wish I were young. 2. 表示过去没有实现或不可能实现的愿望, 从句用过去完成式或would, could, might + have + 过去分词. I wish you had written to him. I wish I could have slept longer this morning, but I had to get up and come to class. 3. 如果将wish改成wished, 其后that 从句中的动词形式不变. 4. 如果that 从句中用would , 一般表示 对现状不满或希望未来有所改变或请求 I wish he would answer my letter. I wish prices would come down. I wish you would help me. I wish you would stop asking silly questions. StepⅤ Exercises Ex.1----4 in using structures on page 43.Then check the answers. Prepare for the Listening and Talking on page 41. StepⅥ Homework Prepare for the Listening and Talking on page 41 Afterthoughts Period 6 Exercises Teaching aims Encourage the students learn more about the grammar. Help the students to form the good habit in learning. Encourage the students to do more exercise consolidate the knowledge. Teaching Important Point To learn about the past participle used as the attributive and the predicative Teaching difficulty To know the differences between the attributive and the predicative Teaching Aids Multi-media classroom and other normal teaching tools Teaching Procedure StepⅠ Greeting Greet the whole class as usual. StepⅡ Reviewing Grammar: The Past Participle T: In this unit, we have learned a lot about the past participle. Now let’s do some exercises about this grammar. 虚拟语气专练 1.——Did you submit(递交）your application for a Master’s degree(硕士学位）？ ——Not yet. If I_____ to see my father, I would have.” A. didn’t go B. haven’t gone C. wouldn’t have gone D. hadn’t gone 2.——Why didn’t Tom give you one of his paintings? ——I didn’t want one, but he would have given me one if I ____. A. Do B. would C. will D. had 3.——Do you think the thief entered through the garage door? ——No, if he had, I don’t believe _____broken the living room window. A. would he have B. he had C. he would have D. he has 4._______I’d have told you. A. If I would have known it B. If I had have known it C. Had I know it D. Should I know it 5. I ____come yesterday, but I couldn’t. A. was to have B. must C. ought D. have to 6.——It is raining, and I have no umbrella. ——Here’s mine, and I insist ____it. A. you to take B. that you take C. that you taking D. you taking 7. The professor gave orders that the test ____before 5:30. A. be finished B. will finish C .will be finished D. shall finish 8. I must go there earlier. John has suggested that I _____an hour before the discussion begins. A. go B. shall go C. will go D. would go 9. I didn’t go to the party, but I do wish I ____there. A. was B. were C. had been D. went 10. She speaks as if she ____on the spot. A. was B. were C. had been D. is 11. If I ______ten years younger, I _____ very happy. A. were, would be B. am, shall be C. were, shall be D. am, would be 12.—— You can ask your brother for help. —— He is not at home. If he ____, I _____. A. is, would B. were, would C. is, will D. were, will 13. If you ____the doctors advice, you would have already recovered. A. follow B. followed C. would follow D. had followed 14. If he had not missed the train, he _____by then. A. might get B. might have got C. got D. had got 15. What would you have done last night, if you _____to write your homework. A. hadn’t B. haven’t had C. didn’t have D. hadn’t had 16. —— Did you catch the plane? ——No. if I had hurried, I ______. A. would B. would have C. could D. did 17. Why didn’t you tell him the truth? If I _____you, I would have. A. were B. had been C. am D. would be 18.——How do you like the party? ——Wonderful. If you had come with us, you ____a good time. A. had B. had had C. would have D. would have had 19. If I _____out of my ink, I would have finished writing the paper. A. didn’t run B. shouldn’t run C. haven’t run D. hadn’t run 20. If you _____early tomorrow morning, you would be there by noon. A. have started B. were started C. were to start D. had started 21.——Did you hand in your application for a league member? ——Not yet. If I _____to see my father, I would have. A. didn’t go B. haven’t gone C. wouldn’t have gone D. hadn’t gone 22.——Why didn’t Tom give you one of his paintings? ——I didn’t want one, but he would have given me one if I _____. A. do B. would C. will D. had 23.——Do you think the thief entered through the garage door? ——No, if he had, I don’t believe ____broken the living room window. A. would he have B. he had C. he would have D. he has 24.______I’d have told you. A. If I would have known it B. If I had have known it C. Had I known it D. should I know it 25. I ____come yesterday, but I couldn’t. A. was to have B. must C. ought D. have to Keys: 1-5 DDCCA 6-10 BAACB 11-15 ABDBD 16-20 BBDDC 21-25 DDCCA StepⅢ Homework Master the grammar Preview Listening & speaking. Afterthoughts Period 7 Listening Teaching aims 1 .Knowledge Aims 1).Let the Ss know about some scientists and their life and conditions. 2).Get the Ss to learn to learn how to talk about scientific wok and how to describe a person.. 2. Ability Aims 1).Train the Ss’ speaking ability by describing, talking and discussing. 2).Train the Ss’ listening ability. 3. Emotional Aims Encourage the students to learn from scientists to show interest in scientific exploration and research. Teaching Important Points 1. Train the Ss’ speaking ability by describing, talking and discussing. 2. Help the students to improve their listening ability. Teaching Difficulties Train the Ss’ listening ability. Teaching Aids CAI equipment with a mult-media classroom and other normal teaching tools. Teaching Procedure StepⅠ Greeting & Revision StepⅡListening Listen and answer the questions in Exercise1&2 Answers2: 1John.2Susan. 3He wants to see the exhibition of Chinese art.4Small galleries. 5It is big, crowded and too expensive.6Modern art. 7The Frick collection and the Metropolitan Museum on Friday and the Whitney and the Guggenheim on Saturday. StepⅢ Discussion So far, we have learned some knowledge about the art. Let's talk about how to express likes and preferences. Let's see some sentence structures. Discuss the questions on page 41 Look at some sentences structures: I ’d prefer… I ’d rather… I’d like… Which would you prefer…? I really prefer… Would you rather…? Would you like…or Sample dialogue 1 S1: Who are your favorite Chinese artists? S2: I’d prefer the Chinese famous painter Qi Baishi, who is a master of traditional Chinese realistic paintings. He is good at combining two kinds of techniques: traditional Chinese realistic painting and freehand brushwork in traditional Chinese painting. S1: Would you like any western artists? S2: Yes, of course. I prefer the Italian artist Giotto di Bondone. He is well-known for his rediscovery of the third dimension Sample dialogue 2 S1: Which style would you prefer, two –dimensional or three-dimensional? S2: I prefer two-dimensional style. My favorite art style is photography. My ideal is to be a photographer. Images and information can be presented to thrill and inspire people. S1: I’d rather like three dimensional style. I like pottery very much Sample dialogue 3 S1: There are many kinds of folk arts in China, such as paper cutting ,kites, jade and other stone carvings, etc. what kind of Chinese art do you like best? S2: I enjoy paper cutting very much. The crafts use simple materials. S3: I’d rather like clay figures. Chinese folk artists use simple and cheap materials to make small and delicate handicraft. Clay figurine making is a unique folk handicraft of China. Task 2: Do some listening practice on page 44.Keys 1 What about visiting some art galleries? 3There’s even a section on Chinese art .I’d like to see that. 4 Well, the Frick Collection is quite small, and it has a beautiful garden. 5 Oh no. It’s too big and crowded. 6 Modern art! Do we have to ?I’m not very fond of that stuff. A monkey could have painted better pictures than some of those paintings. 7 Metropolitan stays open until 8:45 on Friday evenings. 7 ...They ‘re quite close together. The Guggenheim stays open till late on Saturdays... 2 Listen again and then answer the questions. P41 3 book 1vase 4wall hanging 2paints and brushes P41 2 1Xiao Wei. 2It was too expensive. 3Mrs Hang would probably have known What to get Mr Wang. 4At first he liked the book but later he thought the wall hanging would be the best. 5I think they will probably get the wall hanging because the others seem to respect Wang Pei’s opinion. Also, they know Mr Hang likes that type of Wall Hanging. P44 Listening task 1 discuss :In what period do you think they were? 2Listen to the tape: Number the artworks 1---6 to show the order in which Zhang Lin talks about them. 3 5 2 6 1 4 Learn new words pottery陶器 Buddhism 佛教 Architecture 建筑 Brush strokes 绘画的技巧 Typical 典型的 Technique 技巧，手法 Answer key for Ex.2 15000—3000BC 2First century AD Tang Dynasty 4Yuan Dynasty 5 20th century 6 20th century Key for Ex 4 1. Painted pottery. 2. Religious theme, organized system of drawing focused on the use of brush strokes. 3. The traditional style that is practised even today was well developed .Pictures of human figures, animals and everyday life were popular during the Tang Dynasty. 4. Pictures of human figures and still life became popular. Scenery did not look realistic with a particular part of the scenery enlarged/focused on. 5& 6 Painters have become influenced by Western art, both abstract and realistic art painted. StepⅣSummary and homework Afterthoughts ¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬ Period 8 Reading Teaching aims 1 .Knowledge Aims Get the students to know about The Best Of Manhattan’s Art Galleries. 2. Ability Aims 1). Master the skill of gist reading. 2). Develop the students’ reading ability, such as skimming and scanning. 3). Improve the students’ writing ability. 3. Emotional Aims Arouse the students’ interest in science and devotion to science. Teaching Important Points 1. Help the students know about Copernicus and his theory. 2. Develop the students’ reading ability. 3. Improve the students’ writing ability. Teaching Difficulties Develop the students’ reading ability. Teaching Aids CAI equipment with a mult-media classroom and other normal teaching tools. Teaching Procedure StepⅠ Greeting & Revision StepⅡWarming up Talk some background of the best of Manhattan’s art galleries. StepⅢ Fast Reading Read the passage quickly and match the number on the map with the names of the museum. Number on map Museum Metropolitan Museum of Art Whitney Museum of American Art The Frick Collection Museum of Modern Art Guggenheim Museum Step IV Detailed Reading Complete the chart with the information from the reading passage. Name Address Type of Art Which centuries? What countries? Whitney Museum of American Art 945 Madison Avenue (near 75th St.) Museum of Modern Art Metropolitan Museum of Art Guggenheim Museum The Frick Museum Step V Homework Afterthoughts ¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬ Period 9 Speaking & Writing Teaching Aims: Help and Enable the students learn how to talk about environment. Help the students learn how to write a letter asking for permission. Difficulty and importance Teach the students learn how to write a letter asking for permission Teaching methods: Fast reading; careful reading; discussion Teaching aids A computer a projector, and a recorder Teaching Procedures & ways StepⅠ Reading Task Here is a letter on page 45 from a group of students who would like to make their school more attractive. Fast reading 1. Why do they become worried? 2. What do they hope the headmaster to do for their project? Careful reading: suppose you were the president of the high school council and you received the letter. Prepare to make notes for a report about the letter, filling the blanks on page 46 Some tips about how to make notes Just write down some key words Use words or phrases Omit the small words like prepositions Letter from____________________________ Asking for______________ and____________ Reason ______________________________ Their plan: 1___________________________ 2___________________________ 3___________________________ Work will be done by :___________________ StepⅡ Speaking task Ask the Ss to discuss how to improve the environment of our school in fours, then speak out. A: planting more trees, grass and flowers, a beautiful garden, not pick the flowers and stamp the grass B: not throw litter, pick the rubbish, throw it into a dustbin, collect waste paper and bottles for recycling. C: keep the schoolyard or classroom clean, not draw pictures on walls, not carve names on the trees or desks and chairs D: make our school a non-smoking place In all, if everyone makes contribution to protecting the environment, the world will become much more beautiful. If all Chinese care about the environment, I ’m sure China will become one of the most beautiful countries in the world StepⅢ Writing task Write a letter to the headmaster of the school asking for permission to improve the environment of the school. While writing, refer to the instructions in WRITING TASK. A sample letter: Dear Mr. Wang, As you know, our school used to look like a beautiful garden with green trees and many kinds of flowers in our schoolyard all year round. But great changes have taken place since a chemical work was built near our school two years ago .It produces poisonous gases and pours a large amount of waste water into the river. The terrible pollution has done great harm to students and teachers as well as to the surroundings. It's time for us to do something to protect our school and prevent her from being polluted. First, we must make great efforts to clean up polluted water and stop further water pollution. Ask the government to maintain and improve present facilities, and construct new project with health, safety, and protection of the environment as primary concerns. Second, we must insist that water pollution control laws be passed and strictly enforced. This responsibility extends also to members of the general public in our surrounding community. An important aspect of this responsibility is making ongoing water quality. This is of such importance, that is must be given precedence over operating productivity. Finally, we can also protect ourselves against polluted water. We should take measures to clean the polluted water. To cooperate with government, industry and academia is supporting research and maximizing benefits for the general public in safety, heath and environmental matters. We hope you will give us a permission to carry out he project and donate 5,000yuan we need. And we also require you to make a report to ask for the government’s rescue. By doing so , we will be able to live a healthier and happier life. Yours sincerely, Liu Wei StepⅣHomework 1 Revise the composition and hand it in tomorrow. 2 Revise the language points for tomorrow’s quiz. Afterthoughts |
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