unit1art教案
《Unit1Art》的教学指南二：教案
Unit 1 Art 教学指南二：教案【教学目标】1.学生将能够理解艺术的定义和意义；2.学生将能够分析和解读不同类型的艺术作品；3.学生将能够创作属于自己的艺术作品，并将其呈现给他人。
【教学重点】1.艺术的定义和意义；2.色彩、线条、形态、构图等艺术元素的运用；3.不同类型的艺术作品的分析和解读；4.创作属于自己的艺术作品。
【教学难点】1.如何准确理解艺术作品中的意义；2.如何运用艺术元素来表达自己想要表达的意思。
【教学准备】1.PPT；2.播放器；3.课堂教具：颜色笔、填充笔、画笔、油画棒、画布。
【教学步骤】Step 1 引入1.向学生介绍本单元的学习重点和目标。
2.通过问答的形式让学生集体回顾上一堂课的内容和学习成果。
Step 2 阅读和分析1.给学生分发一张艺术作品的图片，并让他们独立阅读和思考这幅画的意义。
2.让学生在小组内讨论和分享对作品的理解和认识。
3.指导学生分析和解读这幅画的组成元素、色彩和意义。
Step 3 色彩和线条的运用1.引导学生认识和感受不同的色彩和线条表现形式。
2.让学生动手实践，在画布上用不同的颜色笔和填充笔进行练习和创作。
Step 4 小组讨论1.让学生分组讨论和分享各自的艺术创作体验和成果。
2.引导学生思考如何用艺术来表达自己的内心世界和想法。
Step 5 创作属于自己的艺术作品1.让学生自由发挥，运用所学到的艺术元素和技巧，创作属于自己的艺术作品。
2.引导学生思考如何用艺术的方式来表达自己对生活、自然、文化等方面的感悟和理解。
Step 6 呈现和评价1.让学生互相展示和评价自己的艺术作品。
2.引导学生认识和尊重不同的艺术表达形式和审美观。
Step 7 总结和反思1.让学生回顾和总结本堂课的学习成果和体验，反思自己的学习过程和不足之处。
2.引导学生思考如何将所学到的艺术技巧和认知应用到实际生活中去。
【课堂反馈】通过课堂练习、小组讨论和艺术作品的创作，评价学生是否达到了本单元所设定的学习目标和要求。
unit 1 art教案
Show some famous paintings and painters for the students to matchand ask them to say something they know about them in English.
Appreciate the famous paintings andmatch the famous paintings and painters.
教学背景分析
本单元围绕“绘画艺术”这个主题，向学生介绍了西方绘画艺术的简史及曼哈顿的艺术画廊荟萃，以帮助学生了解西方绘画艺术在各个历史时期的不同风格和特点，让学生初步形成对艺术作品的鉴赏力和培养他们的跨文化意识。
学情分析
授课对象是平谷区二类校高二普通理科班学生，40人，英语基础较薄弱。知识储备上，通过单元单词学习，已初步理解本课的新单词，大多数学生对绘画艺术了解不多，兴趣不大。课文中出现的生词量较大，句子结构较复杂。在缺乏背景知识的前提下，学生较难理解课文。应通过网络资源，帮助学生激活背景知识，引起学生的兴趣。
本教学设计是本课书的第一课时。
第一课时已经通过整体处理和分段处理相结合的方式，化难为易、化繁为简地逐步实现了阅读教学目标；侧重于通过任务型教学与合作学习相结合，完成学习目标。力争从输入到输出自然过渡，提供支架、做好铺垫，培养学生的综合语言运用能力。
考虑到学生相关话题词汇有限，课前挑出文中会造成阅读障碍的词汇，布置预习任务，扫除障碍。热身，给学生展示4幅画及4个艺术家，要求学生进行匹配并用英语简单说对他们的了解。读前，提醒学生关注题目及文体特点进行预测。读中，设计了两个练习。练习1为快速阅读，弄清题目含义及文章主要内容，把握文章结构及主旨。练习2为填表活动，考查学生通过阅读对四种西方绘画艺术流派所处历史时期及基本特征的了解，学案中给了部分提示词，降低难度。在此基础上，针对每部分设一个问题，帮助更深入了解该时期的特点。读后，创设情境，给出语言支持，鼓励学生就自己喜欢得艺术风格进行口头交流。
高二第一学期英语教案Unit 1 Art
Unit 1 ArtPeriod 1 Warming Up, Pre-reading, Reading, ComprehendingTeaching Goals:1. To arouse Ss’ interest in learning about art.2. To develop some basic reading skills.3. To learn some new words.4. To know about the history of western painting.Teaching Procedures:Step 1 Leading-inShow the picture, Mona Lisa smile. Ask Ss three questions. And see how much they know about the famous picture.Step 2. Warming UpGroup workLook at the following pictures and discuss in groups.Step 3. Pre-reading1. Pair workDo you know the names of the following western artists and their famous works? What do you know about them? Discuss with your partner.2. Group workAsk Ss to discuss in groups how to use the following words.3. PracticeMatch the words with the correct meanings:Step 4. SkimmingGroup workAsk Ss to discuss the title of the text and the headings within it with their partners in groups of four and answer the following two questions.Step 5. First readingStep 6. Second readingStep 8 DiscussionStep 9 Homework1. Read the text fluently and then prepare for the following questions on your textbook.2. Get on the line and find out more information about western painting.Periods 2&3 Language pointsTeaching Goals:1. To enable Ss to master the usage of some new words and expressions.2. To get Ss to learn some key structures.Teaching Procedures:Step 2. Language points in Warming Up1. Pair workAsk Ss to study and understand how to use the following language point in pairs.Would you rather have Chinese or Western-style paintings in your home?你愿意在家里挂中国画还是西方风格的画？would rather意为“宁愿”，常见的用法如下：would rather do 宁愿做某事would rather not do 宁愿不做would rather do…than do 宁愿做……而不做……would rather sb. did∕had done 宁愿某人做（从句中谓语用一般过去时表示现在或将来的动作；用过去完成时表过去的动作。
人教版高中英语选修6《Unit 1 Art》教案
人教版高中英语选修6《Unit 1 Art》教案人教版高中英语选修6《Unit 1 Art》教案【一】教学准备教学目标a. 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, focus on, a great deal, scores ofb. 重点句式There are so many ... that it would be impossible to ... P1People became focused more on ... and less on ... P2If the rules of perspective had not been discovered, people would not have been able to paint ... P2教学重难点a. 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, focus on, a great deal, scores ofb. 重点句式There are so many ... that it would be impossible to ... P1People became focused more on ... and less on ... P2If the rules of perspective had not been discovered, people would not have been able to paint ... P2教学过程Teaching procedures:【写一写】(Some pictures are given to the students to learn some about western paintings)写出所有相应关于作品的英语名称______________________________________________________________________________________________________________________ _______________________【想一想】Which style of paintings do you prefer, western or Chinese? Why?___________________________________________________________ __________________【skimming】Skim the text and complete the main idea of it.The text mainly tells us _____ of the major movements in ________ art over the centuries.绘制时间轴课文P3---exercise 1【判一判】1. Western art has changed very little over the last seventeen centuries.2. Painters in the Middle Ages did not use perspective.3. Impressionists painted landscapes.4. You cannot recognize any object in abstract modern art.5. In the Renaissance most artists painted indoors.6. Abstract art is still art style today.【选一选】Choose the best answer.1. According to the text, art is least influenced by________.A. social changesB. the way of lifeC. the development of agricultureD. beliefs of a people2. When did painters mainly 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.3. Who were the first to paint outdoors?A. Painters in the Middle Ages.B. Painters in the Renaissance.C. The Impressionists.D. Contemporary painters.【巩固训练】讲练通---P2 retelling课后习题【Homework】课时跟踪训练人教版高中英语选修6《Unit 1 Art》教案【二】教学准备教学目标1. 知识与技能目标(1)通过阅读有关曼哈顿著名的艺术博物馆加深对博物馆的了解和认识。
人教版选修六Unit 1《Art》word教案
Unit 1 Art教材分析I．教学内容分析本单元的中心话题是西方绘画艺术的历史、中西方各种艺术形式与风格，各时代的著名画家以及他们的作品。
听说读写等语言知识和语言技能主要围绕“绘画艺术”这一主题设计的。
本单元引导学生讨论这些问题，目的在于让他们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。
Warming up部分共有四个问题，引导学生讨论本单元出现的所有绘画，包括宗教绘画、文艺复兴时期的绘画、印象派风景画和抽象画等。
通过为教室选张贴画、为家居选布置画、谈个人对绘画等艺术的喜好等活动，让学生交流对绘画等艺术形式的认识，并在此过程中学习本单元即将出现的生词。
Pre-reading部分有三个问题，引导学生回顾在画廊或书本上见过的绘画。
尤其要学生回顾所见的西洋绘画和著名的画家，这和“热身”部分的讨论有机地联系起来，帮助学生认识国画和西洋画的不同特征、代表性作品及画家。
Reading部分主要介绍西方绘画史。
文章开头阐述导致艺术发展的因素：生活方式和人们的信仰，并由此得出结论：西方艺术不断变化发展，而中国艺术相对保持稳定。
随后文章从四个方面介绍了主要的西方艺术绘画流派。
中世纪的绘画主题主要与宗教有关，这个时期的作品充满了宗教符号，表达作者对上帝的崇敬和热爱。
直到13世纪，意大利画家乔托（Giotto）才开始描绘现实的宗教活动。
文艺复兴时，人们的思想和价值观发生了根本性的变化，绘画主题从宗教转向人与自然，绘画手法更为现实。
意大利画家马萨乔（Masaccio）采用透视法绘画，开创了现实主义绘画的新纪元。
19世纪晚期，欧洲的工业化导致了巨大的社会变革，也使绘画风格产生了变化。
在法国的巴黎出现了印象派艺术画家，他们走出家门，捕捉瞬间作用于物体的光线。
印象派绘画一段时间引起了争议，但如今被公认为现代艺术的开端。
无论是抽象画还是现实画，都得益于印象派艺术的启发。
阅读文章中有四幅图，分别为：1.亚博拉罕接待天使（大圣母教堂侧壁）432—440 ——中世纪 2.巴۰卡斯蒂利昂伯爵像（拉斐尔）1515 ——文艺复兴3. 日出（莫奈）1872-1873——印象主义4.海边人物形象（斯塔尔）1952——现代艺术Comprehending部分设置了四个练习。
细致解读《Unit1Art》教学内容的英语教案二
Unit 1 Art is an important part of the English curriculum, aimed at developing students' ability to discuss and analyze different forms of art. In this article, we will delve into the second Englishlesson plan for Unit 1 Art and provide a detailed breakdown of the teaching content.Lesson 2: Art StylesObjectives:By the end of the lesson, students will be able to:1.Understand and distinguish between the six main art styles:realistic, abstract, impressionistic, expressionistic,surrealistic, and Pop art.2.Describe the characteristics of each art style using appropriatevocabulary.3.Analyze and interpret works of art using the knowledge of artstyles.Teaching resources:-PowerPoint presentation with visuals of different art styles and examples of famous works of art.-Handouts with definitions of different art styles and examples of works of art for analysis.-Whiteboard and markers for class discussion and brainstorming. Teaching procedures:1.Introduction (5 minutes)The teacher begins the lesson by introducing the topic of art styles and why it is important to understand them. The teacher can ask students questions such as: "What is your favorite style of art?" or "Can you name any famous artists and their styles?" This will help activate prior knowledge and engage students in the topic.2.Vocabulary (10 minutes)The teacher presents the six main art styles (realistic, abstract, impressionistic, expressionistic, surrealistic, and Pop art) using a PowerPoint presentation with visuals. The teacher explains what each style means and provides examples of famous works of art that represent each style. The teacher asks students to repeat andpractice the new vocabulary to ensure understanding.3.Analysis activity (30 minutes)The teacher hands out a worksheet with examples of famous works of art from different art styles. The students work in pairs or small groups to analyze the works of art using the vocabulary they just learned. They discuss the characteristics of each art style and how they are represented in the works of art.4.Class discussion (15 minutes)The teacher leads a class discussion on the students' analysis ofthe works of art. The teacher asks students to share their findings and observations and encourages them to use the new vocabulary. This allows the students to practice their speaking and listening skills, as well as develop their critical thinking skills.5.Assignment (5 minutes)The teacher assigns homework, which can be in the form of a writing assignment, art project, or research project related to art styles. Conclusion:Through this lesson, students can develop a deeper understanding of different art styles, analyze and interpret works of art, andpractice their speaking and listening skills. By the end of the lesson, students are expected to have gained a better appreciation for different art styles and be able to apply this knowledge totheir own creation of art.。
Unit 1 Art语法课教学设计26
Unit 1 Art语法课教学案例The Teaching Plan for the PastParticiple Used as Object Complement教学课型：高二语法课（45分钟）设计理念本课倡导英语新课标理念下的合作学习。
根据英语《课程标准》的指导思想，英语课程改革的重点是要“改变传统教学过分重视语法和词汇知识的讲解与传授，即忽视对学生实际语言运用能力的培养的倾向，强调课程从学生的学习爱好和认知水平出发，倡导学生体验参与、合作与交流的学习方式和“任务型”的教学模式，由学生共同努力来实现教学目标”。
教师要引导学生利用所学语言来完成任务，促进学生运用所学英语获取信息，处理信息，使用信息与人交流，让学生去发现问题并解决问题，提高合作意识，培养合作精神，从而实现学生的主体地位，发展学生的综合语言运用能力。
一、课程分析这是人教版《英语》高中第6册Unit 1 Art Period III Language Study的学习。
这部分语法是“动词+ -ed形式”作宾语补足语，通过学习，帮助学生掌握这个复合结构所表达的被动以及完成意义，引导学生通过分类归纳出常跟-ed形式作宾语补足语的动词: find，have, want, get, make, keep,hear, like, etc以及介词with。
在此基础上，要求学生提炼句型, 反复操练，并创设情景，深入理解。
二学情分析我所带的班级是理科侧重班，一部分学生的单词、词组、句型和语法知识掌握的并不是很好，在英语表达方面也存在一定的困难。
不过在过去一年的教学中我发现我的学生愿意学习、勤于学习。
他们乐意接受“自主、合作、探究”的学习方式。
三、教学内容分析教学重点过去分词作宾语补足语的用法教学难点就“动词+ -ed形式” 作宾语补足语提炼句型，帮助学生掌握这个复合结构所表达的被动及完成意义。
创设情景，深化理解四、学习目标根据《新课标》总目标的描述，结合本课的内容，我把本节课的教学目标系统化：语言知识目标：过去分词充当宾补的用法；语言技能目标：围绕“ed形式作宾语补足语”这一中心话题进行听、说、读、写；学习策略：提炼句型, 反复操练，并创设情景，深化理解锻炼了学生分析句子、运用该语法的能力。
unit1art教案
Unit1 Art
三维目标设计 1,知识目标(knowledge) a. To understand the meaning 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) evident(明显的) adopt(采用) possess(拥有) superb(杰出的) possession (财 产)technical(技术) by coincidence (巧合地) a great deal(大量的) shadow(阴影) ridiculous (荒 谬的) controversial (争议的) attempt(企图) on the other hand (另一方面) predict(预测) b. to learn the style feature symbols of Chinese painting. c. to learn the history of western painting. d. to learn how to express your feelings using the subjunctive mood. 2 能力目标(skills and ability) to develop the students’ reading ability by skimming and scanning the text. to develop the students’ speaking ability by talking about the Chinese and western paintings. 3,情感目标(emotion and value) a. to stimulate students’ sense of beauty and the ability of understanding, enjoying and creating beauty. b. to develop the students’ sense of cooperative learning. 教学重点: let student learn more about history and basic knowledge of Chinese and western paintings get student to learn more reading skills. Enable students to talk about Chinese and western paintings. 教学难点: develop students’ reading ability. develop students’ speaking ability 课时:选修 6 unit 1 Art 第一课时 学教策略(process and methods) while revision the teacher can ask students to have a contest( divide the students into 4 groups, members of each group write words down on the blackboard one by one. the group which writes the most words in total is the winner.) while doing warming up the teacher can lead in the topic by showing some pictures to the students(the pictures are all about arts).then ask them to talk something about Chinese paintings and painters. Finally, the teacher can give more detailed information about the history, styles and symbols of Chinese paintings, so to arouse the students’ interest to learn something about western paintings. In the course of pre--reading the teacher can ask students to recall as many western paintings as possible. if they can’t, the teacher can show them some famous western painters and paintings .then ask students to discuss the differences between Chinese and western paintings(give them some words to help their discussion),when they are discussing the teacher can go around the classroom to see. During reading and comprehending the teacher main first ask students to read the text quickly to get the main idea of the text and find out the periods of western paintings. After that, the students are supposed to answer some questions by reading the text carefully. Then ask students to read the passage once again to get some detailed information and fill the blanks. To consolidate the contents of the text the teacher ask the students to retell the history of
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(dance)
(sculpture)
(seal cutting)
(painting)
(architecture)
chrysanthemum clouds crane dragon eagle fish golden fish lion lotus peacock peony phoenix pine plum tiger vase. Step4: Pre-reading ask students to match the paintings and the painters
of paintings. Technically, there are detailed style with colors and free styles with ink. And there are also a variety of symbols in Chinese paintings, such as bamboo bat carp
.
Raffaeci
van Gogh
(1483-1520)
(1452-1519)
拉斐尔
Suggest answers: painting 1: Leonardo da Vinci ; painting2: van Gogh ;painting3: Raffaello
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 king
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 paintings, but that difference is hard to
grasp and express. The following are some different forms of art divided in terms of their
contents:
Figure painting: It includes portraits, story painting and genre painting with figures as
the western paintings in their own words. 教学过程
Step1: Revision 1.check the homework 2.have a contest ( divide the students into 4 groups, members of each group write words down on the blackboard one by one. the group which writes the most words in total is the winner.) Step2: lead—in
Sample expressions: I like sb best 或 My favorite painters is .
If you were an artist what kind of pictures would you paint?
Sample expressions: if I were an artist I would paint flowers. Because
Unit1 Art
三维目标设计 1,知识目标(knowledge) a. To understand the meaning 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) evident(明显的) adopt(采用) possess(拥有) superb(杰出的) possession (财 产)technical(技术) by coincidence (巧合地) a great deal(大量的) shadow(阴影) ridiculous (荒 谬的) controversial (争议的) attempt(企图) on the other hand (另一方面) predict(预测) b. to learn the style feature symbols of Chinese painting. c. to learn the history of western painting. d. to learn how to express your feelings using the subjunctive mood. 2 能力目标(skills and ability) to develop the students’ reading ability by skimming and scanning the text. to develop the students’ speaking ability by talking about the Chinese and western paintings. 3,情感目标(emotion and value) a. to stimulate students’ sense of beauty and the ability of understanding, enjoying and creating beauty. b. to develop the students’ sense of cooperative learning. 教学重点: let student learn more about history and basic knowledge of Chinese and western paintings get student to learn more reading skills. Enable students to talk about Chinese and western paintings. 教学难点: develop students’ reading ability. develop students’ speaking ability 课时:选修 6 unit 1 Art 第一课时 学教策略(process and methods) while revision the teacher can ask students to have a contest( divide the students into 4 groups, members of each group write words down on the blackboard one by one. the group which writes the most words in total is the winner.) while doing warming up the teacher can lead in the topic by showing some pictures to the students(the pictures are all about arts).then ask them to talk something about Chinese paintings and painters. Finally, the teacher can give more detailed information about the history, styles and symbols of Chinese paintings, so to arouse the students’ interest to learn something about western paintings. In the course of pre--reading the teacher can ask students to recall as many western paintings as possible. if they can’t, the teacher can show them some famous western painters and paintings .then ask students to discuss the differences between Chinese and western paintings(give them some words to help their discussion),when they are discussing the teacher can go around the classroom to see. During reading and comprehending the teacher main first ask students to read the text quickly to get the main idea of the text and find out the periods of western paintings. After that, the students are supposed to answer some questions by reading the text carefully. Then ask students to read the passage once again to get some detailed information and fill the blanks. To consolidate the contents of the text the teacher ask the students to retell the history of