人教版英語(yǔ)選修六Unit1ArtPeriod1WarmingupPrereadin

人教版英語(yǔ)選修六Unit1Art(Period1Warmingup,Prereadin人教版英語(yǔ)選修六Unit1Art(Period1Warmingup,Prereadin3/3人教版英語(yǔ)選修六Unit1Art(Period1Warmingup,Prereadin人教新課標(biāo)（選修）BookⅥUnit1ArtPeriod1Warming-up,Pre-readingandReadingAShortHistoryofWesternPaintingAnalysisoftheteachingmaterialsThisisthefirstteachingperiodwhichincludeswarming-up,pre-readingandreading,basedonthetopicofthehistoryofwesternpainting.Thisperiodintroducesfourmajorperiodsofwesternpainting:themiddleages,theRenaissance,Impressionismandmodernart,includingthecustomsandfaithsthatinfluencedthem,andtheirstyles.Afterthisperiod,studentswillbeabletohaveagoodknowledgeofrelatedwordsandexpressions,whichwillbequitebeneficialfortheirlaterlearninginthisunit.Besides,theyarealsoabletolearnhowtoenjoyandappreciateapaintingineverydaylife.Thewarming-uppartpresentsthekeywords,whichisintendedtoarousethestudents’interestsandpreparethemforreading.Therearethreequestionsinthepre-readingpartaimedatactivatingtheirpreviousknowledge.Thereadingpassagetitled“Ashorthistoryofwesternpainting”describesfourdifferentwesternpaintingstylesintheorderoftime.AnalysisofthestudentsAlthoughstudentshavealreadyhadsomeknowledgeofpaintingshomeandabroad,it’scertainthatthereexistinformationgapsbetweenthem.What’smore,it’simportantforstudentstotalkandsharetheinformationtheygotfromthepassageinEnglish.Besides,theyneedtolearnhowtoappreciatepaintings.TeachingobjectivesAttheendoftheperiod,thestudentswillbeableto...1.Knowledgeunderstandorusethefollowingwordsandexpressions:skillsreligious,symbol,evident,conventional,Renaissance,perspective,coincidence,impressionism,abstract,concentrate,superb,controversial,andsoon.Ability1.talkaboutthecategories,originsandeventsofsomewesternpaintings.skills2.understandthetextandfulfillallthereadingtasks.3.createanewdialogueandtheiropinionstothepaintings.3.Emotional1.showpositiveandhealthyattitudetowardsdifferentpaintingsandstyles.skills2.developtheirappreciationandloveforwesternpaintings.TeachingkeypointsThestudentswillbeabletolearnmoreaboutthehistoryandbasicknowledgeofwesternpainting.Thestudentswillbeabletousereadingskillswhilereading.Thestudentswillbeabletolearntoappreciateapainting.TeachingdifficultpointsThestudentswillbeabletoexpresstheirownideasaboutpaintinginEnglishbyusingwhattheyhavelearned.TeachingmethodsTask-basedLanguageTeachingApproach,Top-downapproachTeachingproceduresStep1Warming-upStep2Pre-readingStep3While-reading

Greetthestudentsbyaskingsomequestions.Whatdoestheyoungmandoing?Wouldyouliketoenjoysomemorearts?ShowavideoWhatcanyoulearnfromthesedailyarts?設(shè)計(jì)妄圖：從學(xué)生熟悉的生活藝術(shù)出發(fā)，經(jīng)過(guò)觀看視頻，激發(fā)學(xué)生的興趣，為引入課文主題做好準(zhǔn)備。Learningnewwordsthroughpictures.Picture1:abstract.Picture2:Impressionism.Picture3:religioussymbol.Picture4:conventionalWhyareartsandpaintingseverywhereinourlife?Whydoyoulikethem?設(shè)計(jì)妄圖：詞匯輸入，以語(yǔ)境的方式輸入詞匯，建構(gòu)由已知到未知。同時(shí)引入文章主線：為何繪畫(huà)無(wú)處不在以及為何人們喜愛(ài)繪畫(huà)。惹起學(xué)生去文章中搜尋答案的求知欲。Skimming1.Readthesub-titlesofeachparagraphThetextisarrangedintheorderof______.Howmanytimeperiodsarethereinthetext?Whatkindofstructureofthepassageis?Wheredowefindthemainidea?Skimming2.Readthefirstparagraphtofindout1.thetopicsentence2.keywordsinthetopicsentence3.predictthecontentsthatwillbetalkedinthecoming4periods.設(shè)計(jì)妄圖：訓(xùn)練學(xué)生經(jīng)過(guò)skimming來(lái)掌握馬虎的能力，認(rèn)識(shí)文章構(gòu)造，和寫(xiě)作次序，同時(shí)引導(dǎo)學(xué)生關(guān)注副標(biāo)題。迅速閱讀首段，查找文章要旨馬虎，并依照中心句內(nèi)容展望下文內(nèi)容。Scanningandcarefulreading.1.Readthefirstperiodandfindoutitsstyles,customsandfaith.Findouttheconnectionamongstyles，customsandfaith.設(shè)計(jì)妄圖：閱讀第一個(gè)繪畫(huà)時(shí)期，培養(yǎng)學(xué)生經(jīng)過(guò)scanningandcarefulreading查找信息，并浸透學(xué)法指導(dǎo)。同時(shí)再次重申引入民俗和信奉對(duì)繪畫(huà)風(fēng)格的影響這一主線。Carefulreading.1.Inagroupof4,askthestudentstochooseanyperiodtoread.2.Sharetheinformationwithgroupmembers.3.Askstudentstosharetheirinformationintheclass.4.Showsomefamouspaintingsaftereachperiod.Step4Post-reading：Step5Assignment:

設(shè)計(jì)妄圖：在培養(yǎng)學(xué)生學(xué)會(huì)精讀，收集目標(biāo)信息的同時(shí)，實(shí)現(xiàn)信息差的閱讀，和互換信息差的能力。這一步驟極大分解了這篇長(zhǎng)難文章的閱讀壓力,使學(xué)生迅速有效的收集并互換到所需要的信息，達(dá)成了團(tuán)隊(duì)合作溝通的目標(biāo)。其余，還檢測(cè)了信息差閱讀和互換信息差的奏效。AgameAskstudentstoguesswhichtimeperiodsthepaintingsbelongto?Summarizetherelationshipamongart,paintings,customsandfaith.Chooseapaintingfortheroom.4.Makeadialogueandtalkaboutthepaintings.設(shè)計(jì)妄圖：經(jīng)過(guò)比賽和總結(jié)民俗信念對(duì)藝術(shù)的影響，檢測(cè)學(xué)生對(duì)課本內(nèi)容的掌握。同時(shí)，引導(dǎo)學(xué)生進(jìn)行責(zé)備性思想。培養(yǎng)學(xué)生用英語(yǔ)思想的能力。最后對(duì)話的產(chǎn)出也使學(xué)生學(xué)會(huì)用英語(yǔ)表達(dá)自己對(duì)該作品的見(jiàn)解，實(shí)現(xiàn)美育的目標(biāo)。MakeaposterofthepaintingyouchoseinEx.2.Writeashortpassageaboutit,talkingaboutitstime,style,c