Art-Extensive_reading_and_writing教案(人教版选修6_Unit1)
高中英语_Unit 1 Art教学设计学情分析教材分析课后反思
人教版高中英语选修六Unit1 Art教学设计步骤一，热身环节，通过联系本地景点坊茨小镇美术馆，假设情景，引导学生欣赏美术展绘画作品视频欣赏引入话题。
步骤二，快速阅读，了解文章主旨大意，通过跳读文章小标题，了解文章段落大意，并根据时间线索，了解文章发展的时间顺序。
步骤三，细读文章。
通过图片引导，关键词引导，个别回答，共同回答，朗读问题定位教材原句，进一步抓住文章细节内容，理解文章发展思路，体会阅读的快乐感和交际感。
步骤四，再读文章，完成测验检测学生理解层度，结合图片，说出绘画作品的风格，学以致用。
步骤五，对话表演。
对文章的理解转化为创作，由输入到输出语言过渡。
步骤六，阅读内容总结，学生要点填空，师生大声朗读阅读内容摘要，让学生整体把握本节课内容。
人教版高中英语选修6Unit1 Art学情分析1.学生已经进入高二选修模块的学习。
选修六的话题更具有社会性。
对于艺术这个话题，特别是西方艺术学生比较陌生，如何让学生在学习时有身临其境的感觉是备课时需要考虑的。
2.通过必修课程的学习，学生的词汇量有一定的量的积累，但是本单元的艺术话题词汇较多比较抽象，在学习课本词汇时关注学生发音。
本篇文章篇幅较长，以高二学生阅读速度和语法分析能力可以抓住关键信息和细节。
课文内容的深入理解和写作思路的把握需要老师的引导。
主动阅读和探究式阅读的习惯在逐步养成。
3.学生的语言输出能力相对输入能力较弱，在说和写方面有待刺激和加强。
尤其是在享受阅读的环节上，需要教师进行大量的鼓励和刺激。
人教版高中英语选修6 Unit1Art效果分析1. 语言知识与技能恰当使用有关绘画方面的词汇，gallery、abstract 等，能理解课文内容，运用听说读写等各项技能，完成课标要求的各项任务，重难点完成很好。
参与热情高，师生互动，生生互动效果理想。
兼顾了不同学习水平的学生的学习方法和能力。
既有传统的速读和细读环节，也有学生话题知识能力生成环节如小组合作和课堂对话展示。
新教材高中英语UNIT1ARTSectionⅠReadingandThinking学案新人教版选择性
UNIT 1 ART 单元目标主题学习目标通过本单元学习初步了解各种艺术形式和风格，了解各时代代表性画家以及他们的作品，培养对艺术的兴趣。
语言能力目标核心单词precisely, realistic, primitive, dimension, influential,reputation, noble, rank, purchase,client, emerge, subjective, subsequent, fond, sculpture, visual,pond, investment, bride,permanent, memorial, humble, criticise, representative, symphony,decline, exhibition,vase, entry, civil, recognition, expansion, guarante, contemporary,worthy重点词块in particular, set apart from, be fond of, fine art, bring. . . tolife, be worthy of单元语法动词不定式（短语）作表语写作能力根据本单元所学知识能够写一篇语言简洁、结构清晰的艺术展览通知。
背景导学It’s OK to say you’ve never heard of Grime-unless yon’re from the UK. That’s because this music was invented in the UK in the early 2000s.To someone who’s not familiar with underground music culture, it’s easy to get confused between hip hop and Grime since they are both noisy. And many people didn’t bother to tell them apart, until earlier this month when Grime stars like Stormzy and J Hus led this year’s MOBO Awards—“Music of Black Origin”—an award in the UK.Just like UK electronic music and hip hop, from which Grime drew influence, it mostly reflects the thoughts of young people. But different from hip hop, Grime singers sing in dialect with strong accents, giving a special flavor to their songs.Lady Leshurr, known as the “Grime Queen”, said that she once tried to hide her accent, as she didn’t want people to judge her. But one day, she realized that she didn’t need to change herself just to please others. And there’s no doubt that this is the most basic and important quality of Grime music: be yourself.Also different from the hip hop culture, which usually focuses on being rich, Grime singers pay more attention to social phenomena like the European refugee problem and the gap between the rich and the poor.Although still quite young, Grime seems to be getting favored by more and more people. In 2016, the English Grime musician Skepta won the Mercury Prize with his album Konnichiwa, beating big names like David Bowie and Radiohead. However, whether Grime is one day accepted by the mainstream music world or not, one thing is for sure: in Grime, singers always stay true to themselves.1.What do hip hop and Grime music have in common?A. They are originated in the UK.B. They make a lot of loud noise.C. They challenge traditional cultures.D. They are full of creative ideas.答案：B2.What can be learnt about Grime singers?A. They care too much about themselves.B. They refuse to be judged by others.C. They tend to take social responsibilities.D. They show strong independent qualities.答案：B3.What does Skepta’s success suggest?A. Grime is gradually getting recognized.B. Singers should try to be themselves.C. Grime has become mainstream music.D. It is easy to win the Mercury Prize.答案：ASection Ⅰ Reading and Thinking自主学习·激发潜能Ⅰ. 课文翻译教材原文教材译文A SHORT HISTORY OF WESTERN PAINTING What is Western art? It is hard to give a precise definition. As there have been so many different styles of Western art, it is impossible to describe them all in a short text. Perhaps the best way to understand Western art is to look at the development of Western painting over the centuries. The Middle Ages （from the 5th to the 15th century ） During the Middle Ages, the purpose of Western art was to teach people about Christianity. Thus, artists were not interested in painting realistic scenes. Their works were often primitive and two-dimensional , and the main characters were often made much larger than everyone else to show their importance. This began to change in the 13th century with Giotto di Bondone （1267-1337）. While his paintings still had religious themes, they showed real people in a real environment. In particular , his paintings are set apart from other paintings by their realistic human faces and deep emotional impact. The Renaissance （from the 14th to the 17th century ） New ideas and values gradually replaced西方绘画简史什么是西方艺术？很难给出一个准确的定义。
ReadingforWriting教学设计(1)人教版高中英语2
普通高中英语（2019版）必修第三册Unit 1 Festivals and Celebrations 教学设计Period 4 Reading for writing该板块的活动主题是“写你的节日经历”( Write about your festival experience从活动标题可知,该板块延续了前一板块的话题,但语言输出形式的要求有所不同。
听说板块( Listening and Talking)：要求学生就各自的过节经历进行口头交流,写作板块的最终目的是要将交流的内容转化为文字,完成一篇有关节日经历的文章。
一般来说,人们大多会在日记、博客日志或旅行攻略中介绍自己独特的节日经历,因此该板块选取了一篇关于“那达慕大会”的日记供学生阅读和模仿写作。
通过阅读和学习这篇日记,学生不仅能够了解我国蒙古族“那达慕大会”这一传统节日,还能从文中感受到蒙古族人民的性格特色、娱乐精神及其浓厚的文化氛围,这也有助于培养学生的文化意识,让学生学会欣赏和珍惜多姿多彩的民族文化。
1. Read the diary about "Naadam Fair", master the content elements of the festival and the features of the text language;2. Can deeply understand the plot of the story according to the cause, process and result of the story, and find out the impact of the rock on different passersby and their emotional and behavioral reactions to understand in detail;3. Able to deeply discuss and reflect on the impact of social development and changes on traditional festivals; able to analyze the text according to reading prehension, prepare for the content conception, framework construction and text writing, and plete the writing of a story review.Importance:1. Guide students to analyze the deep connotation of moral stories through the parison of characters'words and deeds;2. Help students to express their own opinions and opinions based on real life cases;3. Instruct the students to write a clear and structured story review.Difficulties:1. Systematically express my own opinions and opinions on real life cases in English;2. Independently write a story review with clear viewpoints and distinct layers.1. Read the passage in advance, understand the meaning of the new words and phrases in the text and understand the content of the article by referring to the context and the dictionary.2. Understand the literary genre of allegory, the concise and incisively language, the simple but expressive plot, the decorative techniques used and the profound truth of the educational significancerevealed.Step 1 Learning new wordsThe teacher shows the pictures or uses the stick figure to draw the new words or phrases in the teaching text.Step 2 ReadingActivity 11.Students read the diary quickly and answer the first two questions in activity 1.(1)What does "Naadam" mean? Which events does it include?(2)What Naadam Festival customs did you learn about?Suggested Answers:(1) Naadam means"games"in Mongolian,and it includes horse racing,wrestling, and archery.(2) Wrestling and horse racing.2.Students read the diary carefully again with the last two questions from activity 1.After reading thediary, the students share their views in groups. Then the teacher asks some students to answer the questions.(3) What in your opinion is the most impressive thing about the festival?(4) What else would you like to know the festival and writer’s experience?Suggested Answers:(3) The horse racing is the most impressive, as it involved little children.(4) The writer did not talk about food or music, but surely they should have been interesting parts ofthe festival.Activity 21.Teacher asks Ss to study organization and language features.Ss read the sentences and rewrite theopening sentences of the article.2.Read the sentences and rewrite the opening sentences of the article.●This was my first time spending three days experiencing the Naadam Festival in China’s InnerMongolia Autonomous Region and it was an enjoyable and exciting experience for me./I'll never forget my experience at the Naadam Festival because it was my first time to watch the exciting Mongolian games of horse racing, wrestling, and archery so closely./I'll always remember my first experience at the Naadam Festival in China’s Inner Mongolia Autonomous Region because it was because it was anenjoyable and exciting experience for me.Step 3 Analyzing article structureActivity 31.Teachers raise questions to guide students to analyze the chapter structure of this diary and thinkabout how to describe the festival experience.(1)What should be included in the opening/body/closing paragraph(s)?(2)How did the writer arrange his/her ideas?(3)What kind of interesting details did the writer describe?(4)How did the writer describe his/her feelings/emotions during the event?2. Students read and pare the three sentence patterns in activity 2. Try to rewrite the first paragraph ofthe diary with these three sentence patterns. After that, students exchange corrections with their partners.Such as:●This was my first time spending three days experiencing the Naadam Festival in China’s InnerMongolia Autonomous Region and it was an enjoyable and exciting experience.●I'll never forget my experience at the Naadam Festival because it was my first time to watch theexciting Mongolian games of horse racing, wrestling, and archery so closely.●I'll always remember my first experience at the Naadam Festival in China’s Inner MongoliaAutonomous Region because it was so amazing to spend three days witnessing a grand Mongolian ceremony.Step 4 Accumulation of statementsActivity 41.Ask the students to read the diary again. Look for sentences that express feelings and emotions,especially those with the ing form and the past participle.Such as:● …horse racing, wrestling, and archery, which are all so exciting to watch.● some amazing performances● I was surprised to see…● I was a little worried about...● feeling really tiredOther emotional statements:●I absolutely enjoyed the archery, too, but the horse races were my favourite part.●I'm finally back home now, feeling really tired, but celebrating Naadam with my friend was totallyworth it.●He invited me back for the winter to stay in a traditional Mongolian tent and cat hot pot. I can’twait!2.In addition to the use of the ing form and the past participle, the teacher should guide the students inthe appreciation of these statements, ask them to memorize them, and encourage them to use them reasonably in writing practice.Step 5 Writing taskActivity 51.Writing preparation.Students review their recent holiday experiences and list in short phrases all theactivities, events and feelings related to the holiday.2. Draw an outline.Students review the discourse analysis method of Activity 2, and fill in the name,content details and emotional feelings of the festival or celebration in the outline form of Activity 3, and draw up the writing outline of the diary.3. Write a first draft.Then write an opening sentence that introduces the topic and overall feeling of thearticle, a rich body paragraph, and a conclusion summarizing the holiday experience.4. Peer review.Students work in pairs to exchange the first draft, review each other according to the sixpoints in activity 3, and write Suggestions for revision.Students further modify the essay based on feedback from their peers.5. Writing and sharing.Students can share and discuss in groups after finishing the revision, and remendexcellent positions to be displayed or read aloud in class.The teacher ments on the students' work, points out the advantages and suggests the modification.In addition, the teacher can also post the excellent position in the classroom for everyone to appreciate.Step 6 Sharing writingActivity 6T call some Ss to share their writing.Step 7 Homework1. Read the passage in this section to better understand the passage.2. Carefully understand the hierarchical structure of the article, and deeply understand the plot of thestory according to the causes, process and results;3. Independently plete the relevant exercises in the guide plan.1、通过本节内容学习，学生是否理解和掌握阅读文本中的新词汇的意义与用法；2、通过本节内容学习，学生能否掌握日记中关于节日见闻的内容要素及文本语言特点；3、通过本节内容学习，学生能否根据故事的起因、经过和结果来深入理解故事的情节，从而了解文章的层次结构；4、深入探讨和反思社会的发展变化对传统节日的影响，能够根据阅读理解对文本进行分析，从内容构思、框架搭建和文本撰写上做准备，完成一篇有关节日活动经历的记叙文写作。
人教版(2019)选择性必修第三册Unit1ArtReadingandThinking公开课教学设计
-小组评价：学生在小组内对同伴的作业进行评价，互相提出意见和建议，促进学生之间的交流和合作。
-班级展示：学生将自己的作业在班级中展示，接受同学和教师的评价和建议，提高学生的表达能力和接受反馈的能力。
4.教学反思
-教师在课后进行教学反思，总结课堂教学的效果和不足之处，思考如何改进教学方法和策略，提高教学质量和学生的学习效果。
3.改进措施
-增加学生对现代艺术的认知：通过展示相关艺术作品，引导学生进行观察和分析，帮助他们理解和掌握现代艺术的特点。
-多样化教学方法：增加学生的主动参与和互动，如提问、讨论、小组合作等，培养学生的思维能力和语言表达能力。
-多元化评价方式：增加学生的自我评价和互评，如小组评价、班级展示等，鼓励学生自我反思和成长。
-语言表达和写作能力的提升：学生在写作过程中可能存在语言表达不准确、组织结构不清晰等问题。教师可以通过提供写作指导和反馈，帮助学生提高语言表达和写作能力。
教学方法与手段
1.教学方法
-互动式教学法：通过提问、讨论等方式，引导学生积极参与课堂活动，提高他们的思维能力和语言表达能力。
-任务型教学法：通过完成具体的任务，如小组讨论、案例分析等，培养学生的合作能力和解决问题的能力。
-教师对学生的讨论和分享进行点评和引导，促进师生之间的互动和交流。
5.巩固练习（5分钟）
-教师给出一个关于现代艺术的案例，要求学生进行分析和解说。
-学生独立完成练习，教师进行个别指导和点评。
6.总结与拓展（5分钟）
-教师对本节课的主要内容进行总结，强调重点和难点。
-提出拓展问题，引导学生进行深入思考，如：“你认为现代艺术在当代社会中的作用和意义是什么？”
-教师提出问题，引导学生进行思考和讨论，如：“杜尚的作品给你留下了怎样的印象？你认为他的作品对艺术界有什么影响？”
人教版英语选修六Unit 1 Art(Reading)课程教学设计
unit 1 Art Reading 教学设计一、教材分析：本单元是必修六第一单元，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。
文中介绍了西方绘画历史中的四个重要阶段：中世纪，文艺复兴时期，印象主义时期和现代艺术时期。
对于每个阶段文中主要介绍的是不同的绘画手法，绘画特点，以及引起绘画特点转变的社会风俗等原因。
另外，应帮助学生了解更多有关美术的背景知识，分析中西方艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方绘画艺术进行比较。
二、学生分析:本班为普通高二理科班，刚刚从高一完成跨越。
学生成绩普遍低，学习态度不太端正，学习积极性较高，大部分学生在学习上还存在着依赖性，不愿意自己探究知识，没有好的学习习惯，但是他们却非常活跃，很有激情，教师在学习中进行渗透鼓励与指导。
学生对西方文化艺术非常感兴趣，这也有利于提高他们个人修养与素质。
三、Teaching aims教学目标1. Knowledge and SkillsTo understand the meanings of the following new words and phrases. （abstract, sculpture, gallery, consequently, belief, aim, symbol, value, religion, possession, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive, scholar, flesh, bunch, avenue, exhibition, civilization, contemporary, permanent, district）To learn about some major movements in Western art and how styles have changed.To develop the students’ reading ability by skimming and scanning the passage. 2.Process and methodsWhile doing Warming Up the teacher can let students talk about different art forms. And show a group of Western paintings to recall their knowledge about Western paintings.During Pre-reading the teacher can let students predict the content of the passage by reading the title of the passage.Reading and comprehending: the teacher asks students to read the passage quickly to get its structure. After that, the teacher lets students read carefully to get more detailed information.Post-reading: let student retell the passage in their own words at the end of the class.3.Emotion, attitude and valueTo stimulate students’ sense of beauty and the ability of understanding, enjoying and creating beauty.To develop students’ sense cooperation learning.四、Teaching important points教学重点1. Enable the students to grasp the new words and impressions.2. Try to get the main idea of the text and improve the students’ reading abilities.五、Teaching difficult points教学难点1. Help the students learn how to talk about the short history of Western painting.2. Enable the students to talk about their opinions about different styles of Western art.六、Teaching aids 教具The multimedia , blackboard七、Teaching method教学方法Task-Based Language Teaching, Skimming and scanning, Discussion八、Teaching procedures教学过程Step 1. GreetingsGood morning, everyone! So happy to see you here.Step 2. RevisionLast class, we have learned the new words, now let us have a short review. Please open your book and turn to page 89, and read follow me.设计意图：本班学生基础较差，基础的单词必须每节课都巩固，上课读一遍，加强记忆，有助于更好理解课文，并且为以后学习打好基础。
高中英语unit 1 art period 1 warming up,pre-reading,reading and comprehending 教案(人教版选修6)
Unit 1Art单元要览本单元的中心话题是西方绘画和中国艺术的历史、中西方各种艺术形式与风格，不同时代的著名画家以及他们的作品。
语言知识的选择和听说读写等语言技能的训练主要围绕“绘画艺术”这一主题进行。
本单元的目的在于帮助学生掌握与“绘画艺术”这一主题有关的词汇知识，引导学生了解绘画艺术及其各个历史发展时期的不同风格，培养他们对艺术的兴趣以及理解美、欣赏美、创造美的能力。
句型3.There are scores of modern art styles，but without the Impressionists，many of these painting styles might_not_exist.(the subjunctive mood)4.Among_the_painters_who broke away from the traditional style of painting were the Impressionists，who lived and worked in Paris.(inversion)功能语法虚拟语气(Subjunctive Mood)(1)(I wish I were/did/could/would...；If I did...，I would do...) If you could have three of these paintings on the walls of your classrooms，which would you choose?If you were an artist，what kind of pictures would you paint?Have you ever wished you could paint as well as a professional artist？教学重点1.Get students to know about Western painting and Chinese art，famous artists and works of art. 2．Have students learn some useful new words and expressions about painting and art and let them learn effective ways to master them.3．Enable students to grasp and use the expressions of preference.4．Let students learn the new grammar item：the subjunctive mood(1)．5．Develop students' listening，speaking，reading and writing ability.教学难点1.Enable students to master the use of the subjunctive mood. 2．Let students learn to write a letter of suggestion. 3．Develop students' integrative skills.课时安排Periods needed：6Period 1Warming Up，Pre－reading，Reading and ComprehendingPeriod 2Language StudyPeriod 3Grammar—the Subjunctive Mood(1)Period 4Listening and SpeakingPeriod 5Reading and WritingPeriod 6Summing Up，Learning Tip and AssessmentPeriod 1Warming Up，Pre－reading，Reading and Comprehending整体设计教学内容分析This is the first teaching period of this unit.The central part of this period is the reading passage with the name of A Short History of Western Painting showing the students the history of Western painting.Warming Up gives students four questions to discuss，aiming at preparing students for both the content and the grammar of the unit.Pre－reading provides three questions to help students focus on the topic of the reading passage and leads the students to think about any personal experiences of Western art they may have，such as things about art galleries，paintings in galleries，some Western artists and paintings.Reading mainly introduces the history of Western painting.There are four major movements in Western art.Social，political and cultural changes contribute to the changes in artistic styles.There are four pictures of paintings in the passage representing the four major movements.After a glance at the title of the text and the headlines within it we know that it is a historical report，in which there are many time expressions.Then we ca n know the topic of the text and how the information is organized—in the order of time，from the earliest to the present.Comprehending consists of four written or oral exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.三维目标设计Knowledge and skills1．To understand the meanings of the following new words and phrases：abstract(抽象的)，sculpture(雕塑)，gallery(画廊)，faith(信念)，aim(目标)，conventional(传统的)，typical(典型的，有代表性的)，evident(明显的)，adopt(采用)，possess(拥有)，superb(卓越的，杰出的)，possession(财产)，technique(技术)，by coincidence(巧合地)，a great deal(大量)，shadow(阴影)，ridiculous(可笑的)，controversial(争议的)，attempt(尝试；企图)，on the other hand(另一方面)，predict(预测)．2．To learn about some major movements in Western art and how art has changed stylistically over the centuries.3．To learn how the information is organized.4．To develop the students' reading ability by skimming and scanning the passage.5．To develop the students' speaking ability by talking about Western paintings.Process and methods1．While doing Warming Up the teacher can lead in the topic of this unit by showing students some Chinese and Western－style paintings to recall their own knowledge and opinions about various art forms.Students should also be introduced to the subjunctive mood and try to use it when talking about the art forms.2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and arouse students' interest in Western painting.The teacher should also ask the students to look at the paintings in the reading passage and try to identify which style each of them belongs to so as to let them have a general knowledge of these paintings.3．While doing Reading and Comprehending，the teacher may first ask the students t o read the text quickly to get the general idea of each paragraph.After reading the passage，students are encouraged to answer some questions and discuss the text structure.4．To consolidate the contents of the reading passage，the students should be required to retell the history of Western art in their own words at the end of the class.Emotion，attitude and value1．To stimulate students' sense of beauty and the ability of understanding，enjoying and creating beauty.2．To develop students' sense of cooperative learning.教学重、难点1．To enable the students to learn about the history of Western art and to develop their reading ability.2．To enable the students to talk about Western paintings.教学过程Step 1Warming up1．Warming up by looking and talkingShow the following paintings to the students and let them find out their favorites and give the reasons.Then help them find out the differences between the first three pictures and the next three ones.Sample expressions：If I were to choose paintings on the wall，I would choose the first one，because...If I were an artist，I would paint horses.Because...2．Warming up by reading the short passage below.The Chinese have for centuries seen painting as the highest form of art.Chinese paintings have an air of living nature，harmony and peace that is not always found in the art of other civilizations.It is entirely different from Western painting，but that difference is hard to grasp and express.The following are some different forms of art：Figure painting：It includes portraits，story painting and genre painting(风俗画)with figures as the main subject.Lines are the key point.Landscape painting：Chinese landscape paintings c an be divided into blue－and－green landscape，gold －and－green landscape，light－purple－red landscape and water ink landscape according to the colors used in paintings.The one without outlines is called boneless landscape.Flower and bird painting：Flowers，rocks and birds are usually the main subjects of this kind of paintings.Technically，there are detailed style with colors and free style with ink.Court painting：It refers to the works done by those professional painters employed by the royal court，or imitations of their works by other painters.The passage above is about Chinese art forms.With this，the teacher can arouse students' interest to read thepassage about Western painting.Step 2Pre－reading1．Match the paintings and their painters.Suggested answers: Painting 1：Picasso；Painting 2：Masaccio；Painting 3：Da Vinci；Painting 4：Van Gogh 2．Encourage students to talk more about the paintings and the artists.Keys for reference：Leonardo da Vinci was born in 1452 in the village of Vinci.Leonardo began his career working for a master painter in Florence.His masterpiece is Mona Lisa.Leonardo was truly a “Renaissance Man” skilled in many fields.He was a scientist and an inventor as well as an artist.He made notes and drawings of everything he saw.Leonardo invented clever machines，and even designed imitation wings that he hoped would let a person fly like a bird.Step 3Reading and comprehending1．Fast－readingAsk students to skim the passage to get the key words and general idea of each paragraph and answer the following questions：(1)What's the main idea of the text?________________________________________________________________________(2)How many styles of Western art are mentioned in the text? What are they?________________________________________________________________________Suggested answers：(1)The style of Western art has changed a lot as time goes by.(2)Four.They are：the Middle Ages，the Renaissance，Impressionism and Modern art. 2．Detailed－readingPeriod Main aim ofpaintersCharacteristics of thepaintingsRepresentative artistThe Middle Ages(5th to 15th century AD) To represent __①__themesReligious，realistic __②__The Renaissance (15th to 16th century) To paint __③__ asthey really werePerspective，realistic，new oil paintsMasaccioImpressionism(__④__ century) To show how __⑤__fell on objects atdi fferent times of thedayNot detailed，paintedoutdoors，paintedchanges in lightNot mentioned__⑥__(20th century to today) To concentrate o ncertain qualities of theobject__⑦__，very realistic Not mentioned(2)Ask students to scan the passage for detailed information and do the following multiple choices.①In the Renaissance，painters ______.A．painted religious scenes in a more r ealistic styleB．focused more on religion than on humansC．began to paint outdoorsD．returned to classical Roman and Greek ideas about art②______ discovered how to make paintings look more r eal by using perspective.A．Giotto di Bondone B．Masaccio C．Claude Monet D．Pablo Picasso③According to the text，art is influenced less likely by ______.A．social changes B．the way of lifeC．agriculture D．beliefs of people④When did people focus more on people and less on religion?A．From 5th to 15th century AD.B．From 15th to 16th century.C．From late 19th to early 20th century.D．From 20th century to today.⑤Most people hate the Impressionists' style of painting at first because they thought ______. A．their paintings were very abstractB．they broke away from the traditional style of paintingC．their paintings were very realisticD．their paintings were very ridiculous⑥What does the text mainly tell us?A．How religious painting developed.B．How oil painting developed.C．How Impressionist painting develope d.D．How Western art developed.(3)Guess which period the following pictures belong to.Suggested answers：(1)①religious②Giotto di Bondone③people and nature④late 19th to early 20th⑤light and shadow⑥Modern Art⑦Abstract(2)①D②B③C④B⑤D⑥D(3)Painting 1：the Renaissance；Painting 2：the Middle Ages；Painting 3：Modern Art；Painting 4：ImpressionismStep 4Language studyDealing with any language problems (words or sentences stu dents might not understand)to help the students to have a better understanding of the text.Step 5Listening，reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations：concentrate on，adopt a humanistic attitude to life，possess sth.，be convinced that，by coincidence，a great deal，lead to，break away from，attempt to do，on the other hand.Step 6Structure analyzingAfter reading，ask students to discuss the text structure.Keys for reference：This passage is a historical report.The first paragraph introduces the topic and the theme of the text.The rest of the report presents the information in chronological order.A feature of historical reports is the abundance of time expressions.The last sentence of the report functions as a conclusion.In addition，each section begins with a topic sentence.Step 7RetellingAsk students to talk about the history of Western painting in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.Step 8Homework1．Learn the useful new words and expressions in this part by heart.2．Try to find a book with reproductions of Western paintings or Chinese paintings and explain what you like or dislike about them.Step 9Reflection after teaching________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________教学参考Chinese PaintingChinese painting is generally divided by subject matter into four broad categories：figures，landscapes，flowers and birds，and bamboo a nd rocks.The first three categories succeeded each other in the summits of their developments，while the painting of bamboo and rocks became a casual pleasure of the educated elite from the 12th century on.Before the Han Dynasty，founded in 202 B．C.，there was already a tradition of figure painting and portraiture of which remnants survive on later bronzes，jades，and pottery.During the Han Dynasty，the art of depicting figures became increasingly elaborate.Rulers used didactic art to emphasize codes of government.Surviving examples of stone engraving and wall painting show strong and lively drawing.LandscapeThe art of landscape painting formed the central and most standing tradition in Chinese painting.On a basis of Taoist communion with nature and strengthened by Buddhism，there was a strong literary tradition of seclusion among，and meditation upon the forests，streams and mountains.China's landscape painting brought nature's presence to wherever man desired it.Elements of landscape are already present in art of the Han Dynasty，but development did not really begin until the Tang Dynasty.The succeeding Northern Sung Dynasty(960－1127)has often been called the Golden Age of Chinese Landscape.The differences in approach and technique that naturally appeared became gradually categorized into traditions：the northern and southern schools.Birds and FlowersIn the Tang Dynasty at least one painter，Tiao Kuang－yin，was already known as a specialist in birds and flowers.However，the first two important names in bird and flower painting，Huang Chuan and Hsu Hsi，occur in the 10th century.Huang Chuan，a subject of the latter Shu Dynasty，inherited the traditions of the Tang Dynasty.His paintings of flowers and birds were in an accordingly archaic style，with strict conventions and conservative attention to careful realism.Hsu His，who lived under the Southern Tang Dynasty created the “boneless” mo－ku style in which forms are built up with pale washes and outlines are not used.His inspirations were unrestrained and the school he initiated was considered much the more creative.Mi Fu，the leading literati critic of the 11th century remarked that ten paintings by Huang Chuan were not worth one by Hsu ter bird and flower painters generally belonged to either the Huang or the Hsu tradition.Stones and BambooStones and bamboo originally appeared as background objects in other types of paintings but gradually evolved into a separate genre.The 10th century Southern Tang ruler Li Hou－chu developed a trembling brush technique in calligraphy that was also particularly suitable for painting bamboo and rocks.Tang Hsi－ya，an artist of the same time，adapted it for that purpose.In the following Sung Dynasty，the painting of bamboo became more and more popular and many famous scholars such as Wen T'ung and Su Shih were also well known for their paintings of bamboo.。
人教版高中英语选修六Unit1ArtPeriod5ReadingandWriting教案
Period 5Reading and Writing教学内容分析The teaching materials of this period contain two parts.The first part is the reading passage on Page 6 with the title of The Best of Manhattan's Art Galleries，which introduces five best art galleries of Manhattan in New York.The second part is the Writing Task on Page 46，which asks the students to write a letter to the headmaster of the school asking for permission to improve the environment of their school by imitating the letter on Page 45.三维目标设计Knowledge and skills1．To enable the students to know something about the five best art galleries in Manhattan in New York.2．To get the students to learn the following useful new words and structures：consider，appeal to；It is＋adj.＋that clause，It is＋noun＋从句，It's a pity/shame that...(should)．..3．To help the students learn how to write a letter asking for permission.4．To foster the students' ability in skimming and looking up information in reference books and improve the students' reading ability.Process and methodsReading for specific information，summarizing，discussing and practicing.Emotion，attitude and value1．To stimulate the students' love to galleries and artworks.2．To develop the students' sense of protecting the environment around them.教学重、难点1．The understanding of the reading passage.2．The following key sentences：(1)Many art lovers would rather visit this small art gallery than any other 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 are housed in the same museum.3．Teaching the students how to write a letter asking for permission.Step 1RevisionCheck the answers to the grammar exercises on Page 5 and explain the difficult ones.Step 2Lead－inGive the students a specific situation for the students to think and talk about some famous galleries.You may begin like this “Imagine your class is going to Beijing Arts and Crafts Gallery，and you are the guide of the gallery.Please tell them what they will be able to see in the museum.”Step 3Pre－readingGive the students the following two questions for them to think about and answer.1．Do you know any Western art galleries?2．Have you ever been to any Western galleries before? If so，describe your visit. Step 4Fast reading1．Numbers on the map MuseumsThe Frick CollectionGuggenheim MuseumMetropolitan Museum of ArtMuseum of Modern ArtWhitney Museum of American ArtNumbers on the map Museums4 The Frick Collection1 Guggenheim Museum2 Metropolitan Museum of Art5 Museum of Modern Art3 Whitney Museum of American Art2.Skim the text，and answer the following questions.(Slide show)Suggested answers：(1)The passage introduces some best art galleries of Manhattan.(2)Possibly in a guide book.(3)Tourists and art gallery visitors.Step 5Detailed readingName Address Which centuries？What countries？America Museum of Modern ArtFrom ancient to modern timesGuggenheim Museum Western countries The Frick Collection Western countriesName Address Which centuries？What countries？Whitney Museum of American Art 945 Madison Avenue，near 75th StreetContemporary(mainlyart by living artists)AmericaMuseum of Modern Art 53rd Street，between5th and 6th AvenuesFrom the late 19thcentury to the 21stcenturyWestern countriesMetropolitan Museum of Art 5th Avenue & 82ndStreetFrom ancient tomodern timesAll over the worldGuggenheim Museum 5th Avenue & 88thStreet[来源:]Modern(from the late19th century onwards)Western countriesThe Frick Collection 5th Avenue and E．70thStreetPre－twentieth century Western countriesEnjoy the following pictures and discuss the following questions.Which of the five galleries would you like to visit？Why?Guggenheim MuseumMetropolitan Museum of Art Whitney Museum of American ArtThe Frick Collection Museum of Modern ArtStep 7Language studyShow the students the following language points in the passage in a slide show. 1．appeal to(P6)【原句再现】It will appeal_to those who love Impressionist and Post－Impressionist paintings. 展览将吸引印象派和后印象派作品的爱好者。
Unit1ArtReadingandThinking教学设计高中英语人教版选择性
人教版（2019）选择性必修第三册Unit 1 ArtReading and ThinkingTeaching Plans教材分析：本节课的教材为人教版（2019）选择性必修第三册Unit 1 Art Reading and Thinking。
该课程主要介绍了西方绘画艺术的变化和发展，并结合不同时期的绘画作品进行分析和探讨。
教学目标：1. 学生能够识别语篇中有关“变化”的各种显性和隐形的描述语言，积累相关表达方式。
2. 学生能够根据文本信息挖掘影响和推动西方绘画艺术变化发展的多重因素，拓展知识的深度和广度。
3. 学生能够结合不同时期西方绘画艺术的风格特点，对不同的绘画作品进行分析，辨别其创作时期和创作风格。
4. 学生能够谈论自己喜爱的西方绘画艺术风格，交流和分享自己对于艺术内涵与价值的理解。
教学重点：1. 了解西方绘画艺术的变化和发展历程。
2. 学习相关的专业术语和表达方式。
3. 分析不同时期的绘画作品。
教学难点：1. 理解并识别语篇中的隐性描述语言。
2. 结合文本信息进行绘画作品解读。
学情分析：学生为高二年级学生，英语基础较好，阅读理解能力较强。
但对于艺术类话题的了解可能相对有限，需引导学生拓展知识。
教学策略：1. 创设合作学习环境，鼓励学生思考和讨论。
2. 利用多媒体资源，呈现相关绘画作品和艺术发展历程。
3. 设计学习任务，激发学生的兴趣和动机。
4. 提供练习和反馈机会，帮助学生巩固所学内容。
教学方法：1. 阅读分析法：引导学生阅读文本，分析文本中的描述语言和绘画作品。
2. 小组讨论法：组织学生进行小组讨论，分享彼此对于艺术风格和绘画作品的理解。
3. 图文对比法：通过对比不同时期的绘画作品，帮助学生分辨其创作时期和创作风格。
4. 情境教学法：通过情境设置，激发学生跨文化交流与思考，培养学生对艺术内涵与价值的理解能力。
以上是本节课的教材分析、教学目标、教学重点、教学难点、学情分析、教学策略和教学方法。
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Art-Extensive reading and writing教案（人教版选修6 Unit1）Teaching goals
Target language
①Key words and expressions
environment, council, attractive, permission, imagination, cross out
②Key sentences
1. I am writing to ask the council for permission to do this work and to ask if the school council would donate $500 towards our project.
2. We would like to turn the empty land at the back of the school into a nature garden．
3．When we have finished the work, we hope the council will join us in a celebr ation morning tea so that the whole school can thank you．
Ability goals
Enable the Ss to talk about environment and write a letter to give suggestions and ask for permissions.
Learning ability goals
Help the Ss to write a letter to give suggestions and ask for permissions Teaching important & difficult points
Help the Ss to write a letter to give suggestions and ask for permissions. Teaching aids
A computer and a projector
Teaching procedures
Step1 Revision
T: Read aloud your writing in class.
Step2 Pre-reading
T: Do you want to make our school more beautiful? Then what will you do? If you were the school principal and you received a letter from a group of students w ho would like to make their school more beautiful.
Guess what we are going to read in the passage.
Step3 Fast reading
T: Now read the passage quickly and answer the two questions.
1. Why do they become worried?
2. What do they hope the headmaster to do for their project?
Keys:
tely their class has become worried about the environment at the back of the
school and they would like to do something to make their school more attractive.
2.They hope their headmaster will give them permission for their valuable plan
and help them donate500 dollars.
Step4 Detailed reading
Read the passage more carefully and finish the outline below.
Letter from:Jo Ryan, Class president
Asking for the permission and a donation of $500
Reason:To make the back of the school more attractive.
Their plan: 1. Make a nature garden that has trees, paths and a
pond.
2. Paint the back wall of the school.
3. Paint the rubbish bins
Work will be done by: Parents and students
Step5 key sentences
Listen to the tape and underline the key and difficult sentences.
1. I am writing to ask the council for permission to do this work and to ask if the school council would donate $500 towards our project.
permission n.许可;允许;同意
知识拓展
ask sb. for permission 请求某人的许可
give sb. permission to do sth. 允许某人做某事
with one’s permission 如果某人许可的话
2. We would like to turn the empty land at the back of the school into a nature garden．
would like后可接名词、不定式作宾语，但习惯上不接动名词形式。
例如：I’d like an apple.
Would you like to stay here?
would like后也可接不定式作复合宾语，即构成“would like sb. to do sth.”句型，意为“想要某人做某事”。
例如：
I’d like you to meet my parents, too.
Would you like me to help you?
3．When we have finished the work, we hope the council will join us in a celebr ation morning tea so that the whole school can thank you．
so that …以致；目的是……
（1）so that可引导结果状语从句，从句前可用逗号与主句隔开。
如：
The bus broke down, so that we had to walk.
公共汽车抛锚了，因此我们必须步行。
（2）so that可引导目的从句，常与may, can, will连用；从句在后，从句前无逗号，意为“以便，为的是”。
如：
I hired a boat so that I could go fishing.
我租了一条船，为的是可以去钓鱼。
Step6 Discussion
T: Now discuss how to improve the environment of our school in group
of 4. Then I will ask some of you to speak out some proposals to
make our school more attractive.
Step7 Writing
T: Write a letter to the headmaster of the school, giving your opinions
and suggestions to make the school more attractive. While writing you
can refer to the structure of the letter and useful words and expressions
shown on the screen.
Slide show
2. Useful words and expressions
as I
know,
What’s
more;
moreo
ver;
Not on
ly…bu
t a l s
o…
In addition; besides;
For one thing, for another …;
on one hand, on the other hand
Therefore, as a result, thus
Step8 Homework
1. Master the key sentences.
2. Finish your letter to the headmaster of the school, giving your opinions and
suggestions to make the school more attractive.。