高一英语(外研版)-必修三 Unit 4 Amazing art (1)-1教案

Thinking and sharing
Teacher leads students to talk about:
What’s the function of art?
1.Students work in pairs and discuss it.
2.Students present their opinions and debate in class and collect more ideas.
To activate students’ background knowledge
Step 2
Fast-reading
1.Teacher asks students to predict the genre and the main idea.
2.Teacher asks students to check up their prediction by reading the text quickly.
At the end of the class, students will be able to:
1．tellthe main idea of the text;
2．withdraw the basic information of the art works introduced in the text;
2. How will you make it attractive and in a good organization?
Teacher asks students to work out useful sentences which describe the artworks in a vivid way.
5. Then, teacher asks students to complete the route with expressions from the passage. (Activity 4, Page 40)
1. Complete the route individually.
2. Read the whole part to check nd correct their answers. Broadcast the artwork based on the outline one by one.
To motivate students to get a deeper understanding of the passage.
Step 5
Application
Teacher inspires students to finish the following tasks:
1. Suppose you are a host of a Live broadcast and you are broadcasting one of your experiences of visiting galleries or museums.
3. Teacher encourages students to use the language points and useful expressions in their practice.
To apply what has been learned in the passage.
Step 6
Key points:
1．To tellthe main idea of the text and withdraw the basic information of the art works introduced in the text;
2.To apply the language used to describe the works of art into practice and talk about the intention and attitude the text wants to convey.
3.Teacher asks studentstobe the note-presenter—to present the note and the commentator--add some comments on the art works.
4. Teacher encourages students to retell the passage based on the notes.
(2) Choose three tags that best describe the main idea of the passage and give reasons for your choice.
(The answers are open, as long as reasonable explanations are provided.)
3.Option 2: Make a live broadcast in English on one of your favorite artworks or the experience in a museum or a gallery.
To assess what they’ve learnt and be adapted to various students.
Louvre,art,Mona Lisa,exhibition,museum,selfie,fantastic,tour guide,history,live broadcast
(3) Why does Zack make this live broadcast?
2. Teacher asks Students to think about the purpose of the author and share their opinions.
3．apply the language used to describe the works of art into practice;
4．talk about the intention and attitude the text wants to convey;
5．express your appreciation for the beauty of works of art.
教 案
教学基本信息
课题
必修三Unit 4 Amazingart- Understanding ideas (1)
学科
英语
学段：高中
年级
一年级
教材
书名：《英语》（新标准）出版社：外研社出版日期：2019年9月
教学设计参与人员
姓名
单位
设计者
实施者
指导者
课件制作者
其他参与者
教学目标及教学重点、难点
Teaching Objectives:
Difficult points:
3.To voice opinions and express appreciation for the beauty of artworks.
教学过程(表格描述)
教学环节
主要教学活动
设置意图
Step 1
Warm-up
Teacher asks students to complete the quiz on page 38 in pairs and then discussing their answers. Students watch a short video to check their answers and get more information about the Louvre.
3. Act out the whole broadcast in the order of the space.They are encouraged to do it vividly.
To improve students’ abilityof integrating information and interpreting their understanding.
Step 3 Careful-reading
1. Teacher asks student to describe the artworks by looking at the pictures before reading the text.
2. Teacher asks students to read the text carefully and try towithdraw the features of the artworks and the comments made by Zack.（可能会出现的形式见附录
To cultivate students’ ability of critical thinking.
Homework
1.Search for stories behind the artworks.
2.Option 1: Write a passage to describe one of your favorite artworks. (The content on Page 42 can be a reference.)
Possible ideas:
(1) To earn more subscriptions.
(2) To show his love of art.
(3) To call at a famous spot.
(4) To share his travel strategies.
(5) To practice being a TV host.
3.Teacher asks student to work out the structure of the passage.
To improve
students’ reading strategies—prediction and checking up their prediction; skimming