7.1 Masterpieces 教学设计(1)-北师大版高中英语必修第三册-高中英语必修(第三册)

合集下载

高中-英语-北师大版-7.1 Masterpieces 课件必修第三册

Read the description of the three paintings. Underline the name of each painting and its artist. Find out what each painting is about.
1. _________________________________________ 2. _________________________________________ 3. _________________________________________
Fast-reading
l-reading
Read the three descriptions again. Use the diagram below to help you take notes. Then talk about each painting.
Careful-reading
Look at the three paintings and read the first paragraph of each description. Do they have anything in common? If so, underline the words and phrases in the descriptions that show their common features. Explain your opinions.
His unusual use of colour has led experts to think that Van Gogh’s mental illness may have affected his sense of sight. He also look a drug that can make people see yellow spots, just like the stars in The Starry Night.

北师大版（2019）英语必修第三册Unit7ArtLesson1Masterpieces教案

北师⼤版（2019）英语必修第三册Unit7ArtLesson1Masterpieces教案Unit 7 ArtLesson 1 Masterpieces【教学⽬标】Students will be able to1. read and talk about paintings and masterpieces2. read for general understanding3. read for specific information and understanding words in context4. read for similarities between three different paintings5. learn about and practise noun clauses6. learn about and practise subject clauses, object clauses and predicative clauses【教学重难点】1. reading for specific information2. Using noun clauses in context【教学过程】1. Talk about paintings on page 8.(1) Discuss one painting at a time. Students can use the vocabulary under the paintings. What title would you give to each painting? Write the heading of each painting on the board; “The Starry Night”, “The Scream” and “The Empire of Light”. Ask students:a. What does the title say about the painting?b. What elements can be seen in the painting?c. What is your opinion of the painting? Explain.d. What emotion does the painting bring to mind?e. How does the painting make you feel?(2) As students are talking, write vocabulary words that they mention on the board. Make sure that every student has a chance to answer the questions and take part in the discussion.2. Read and find out what each painting is about.(1) In pairs, students read through the descriptions of the three paintings.(2) Instruct students to underline the title of each painting and the general sentence for eachparagraph.(3) Encourage students to use the context to understand unknown terms.(4) In small groups, students discuss what each painting is about.(5) Review the answers as a class.3. Read again, take notes and talk about each painting.(1) Read and discuss the diagram:a. What does the painting show?b. What may have inspired the painter?c. What did the artist think, say or write about the painting?This may be difficult for students but they can use contextual clues.(2) Allow students time to read the full article again or call on volunteers to read the passage aloud.(3) In pairs, students complete the diagram. High level students can attempt to complete the diagram independently.(4) Discuss the answers as a class.4. Pair Work: Sort and introduce.(1) Read the phrases aloud. Explain any difficult words.(2) In pairs, students complete the table while discussing each phrase and why it applies to the painting.5. Read and find out similarities.(1) Suggest that students underline and take note of the similarities in each description as they are listening.(2) Ask students to volunteer to read the first paragraph of each description.(3) Create a class discussion on the similarities that students noticed. Encourage all students to participate. Students need to explain their opinions.6. Group Work: Discuss.(1) Discussion questions:a. What’s your opinion of the three paintings after reading the descriptions?b. Do you like or dislike them more? Give your reasons.(2) Instruct students to work independently, to write a few sentences on each painting, expressing their opinion. They can use the following vocabulary words: artistic beauty, originality, emotional,atmosphere, color scheme, dramatic, contrast, highlights, the painting makes me feel uneasy/inspired, dark and troubling, failure, powerful.7. Group Work: Introduce the paintings.(1) Divide students into small groups.(2) Each group chooses one painting and selects one person to be the scribe and write down notes for the group.(3) Each student in the group describes the painting, and provides background to the painting, the artist, the inspiration behind the painting etc. The scribe can mind map this information.(4) Each group writes at least ten complete sentences about the painting using these descriptions.(5) A volunteer from the group reads this passage to the class, role playing that he or she is introducing the painting to visitors at an art gallery.(6) The class can ask questions about the painting and members from the group can help to answer the questions.8. Pair Work: Read and answer.(1) Before starting, revise the different types of noun clauses. Students can read the Grammar Summary for Unit 7, Noun Clauses on page 94. Read through the rules and examples with the class and ensure that students understand clauses in the examples.(2) Students work in pairs to answer the questions on page 10.9. Combine two expressions to make a complete sentence.(1) Divide students into pairs.(2) Explain to students that full sentences include a subject (noun), a verb and a complete thought. Show that the shorter sentences do not make sense on their own as they are incomplete thoughts. Highlight that short sentences can be full sentences but not always.(3) Instruct students to read each sentence pair aloud and decide how to join the two expressions using a subject clause, an object clause or a predicative clause. Students need to support their answers.(4) Students write the completed sentences.10. Rewrite sentences.(1) Ask volunteer students to read the passage aloud to the class. Discuss any difficult words and terminology.(2) Ask students what the passage is about to gain a deeper understanding of the passage:a. What type of art did he create?b. What inspired his art?c. What is he famous for?(3) Let students work independently. Explain to students that they will join the two independent sentences for each number, using noun clauses. The sentences need to make sense and be a complete thought.(4) Students read their constructed sentences to their partner when complete and compare answers.11. Read the quotes and discuss.(1) In small groups ask students to answer the questions:a. How can a man paint with his brain?b. Why is painting similar to poetry? Poetry involves the beauty of words while painting involves the beauty of the world.c. How can poetry speak?d. Why is painting similar to cooking?e. How can you taste painting?(2) Ask students: What are the features of a good painting? Discuss focal point, beauty, skill of the artist, inherent meaning, uniqueness and the artist’s intent. Read the information from the online resources to provide further information.。

高中英语必修第三册课件Unit 7 Art Lesson 1 Masterpieces-北师大版(2019)

Questions: 1. What does the painting show? 2. What may have inspired the painter? 3. What did the artist think or say about the painting?
Painting The Starry Night
●
b 3 W h a t i s s t r a n g e i s t h a t a b o v e t h e h o u s e a n d t h e t r e e , w e s e e a d a y t i m e s k y f u l l o f b r i g h t n e s s a n d s o f t w h i t e c l o u d s .
Unit 7 Art Lesson 1 Masterpieces
ActivitWy 1hat do you see in the painting?
The Starry Night
by Van Gogh
ActivitWy 1hat do you see in the painting?
The Scream by Edvard Munch
A thin figure with an expression of fear.
His experience of Not mentioned in the walking with friends. text.
A beautiful house lit by lights from inside, surrounded by the
ActivitWy 1hat do you see in the painting?

Unit 7 Lesson 1 Masterpie高中英语北师大版(2019)必修第三册

Unit 7 Lesson1 Masterpieces基本信息教材: 北师大版新教材课题：Art课型：读写课授课年级：高一年级教学背景分析【主题意义】本课是北师大版新教材高一英语必修第三册第7单元“Art”中的阅读课，语篇介绍三幅世界名画：《星空》《呐喊》《灯之王国》，属于“人与社会”主题语境中的“文学、艺术与体育”范畴里的“绘画建筑等领域的代表性作品和人物”主题内容。

其主题意义在于让学生学会从不同的角度鉴赏绘画艺术，包括创作背景创作灵感等；培养跨文化意识，领悟世界文化的多样性和丰富性，汲取优秀文化。

【主要内容】本节课的文本主要是关于三幅名画的介绍，描述了三幅不同风格作品的内容(Content)、创作者创作的灵感(Inspiration)和关于名画的评价(Comments)。

The Starry Night 创作于1889年6月，荷兰画家梵高。

画作表达的是窗外所见的景色---云，星星和月亮的夜空。

画作当时并不受欢迎。

梵高甚至认为这是一幅失败的作品。

这幅画作色彩运用很不平常。

世人认为可能是精神疾病影响了他的视觉。

The Scream 创作于1893，挪威画家蒙克。

画中有一个表情恐惧的瘦弱身影——嘴巴大张正发出强烈的尖叫声。

专家认为这个作品和引起他痛苦的心理健康问题有关系。

The Empire of Light创作于1953~1954，比利时画家马可利特。

同一场景画了27次。

画中是一座美丽的房子，房子里充满了灯光，外面却被黑暗包围。

画作来源于作家自己的思想和想法。

他认为艺术就是给观众带来震撼。

观众对画作感受不一。

三幅画有一个共同之处：每一幅作品都专注于艺术家对自然的诠释，尤其是天空的方面。

这三幅画都用明亮的颜色描绘天空，每一幅画的黑暗都体现出一种典型的特征。

文本描写的语言和词汇如下：The Starry Night:the massive circles of white and yellow racing across the skybeneath this amazing skya sleeping villagea dark, lonely treeThe Scream：A thin figure with an expression of fearwide open mouthlet out a powerful screamcover his earslook directly at the viewersset on a bridgea dark, stormy seaagainst a burning orange-red skyThe Empire of Light：A beautiful house lit by lightSurrounded by the darkness of nightAbove the house and the treea daytime sky full of brightness and soft white cloudsa mysterious scene【文体结构】本文是介绍画作的说明文。

北师大版(2019)英语必修第三册 Unit 7 Art Lesson 1 Masterpieces 学案

Unit 7 ArtLesson 1 Masterpieces【学习目标】You will be able to1. read and talk about paintings and masterpieces2. read for general understanding3. read for specific information and understanding words in context4. read for similarities between three different paintings5. learn about and practise noun clauses6. learn about and practise subject clauses, object clauses and predicative clauses 【学习重难点】1. reading for specific information2. Using noun clauses in context【学习过程】1. What do you see in the paintings?3. Read again, take notes and talk about each painting.1. What does the painting show?2. What may have inspired the painter?3. What did the artist think or say about the painting?4. Sort the expression on page 10 and then use them to practice introducing the paintings.6. Group Work: Suppose you are a volunteer at an art exhibition. Introduce one of the three paintings to the visitors.7. Noun clauses, subject clauses, object clauses, and predicative clauses.A noun clause is a dependent clause that acts as a noun. Noun clauses can act as subjects, directobjects, indirect objects, predicate nominatives, or objects of a preposition.Example:(1) Whichever restaurant you pick is fine with me. (subject—a subject clause)(2) Do you know what the weather will be like? (direct object—an object clause)(3) Be sure to send whoever interviewed you a thank-you note. (indirect object—an object clause)(4) The focus of our work is how we can satisfy customers most effectively. (a predicate nominative—an predicative clause)(5) It’s important to think about why we make certain decisions. (an object of a preposition—an object clause)8. Combine the two expressions using a subject clause, an object clause or a predicative clause.(1) I don’t knowWhat kind of a battery is this__________________________________________________________________(2) Scientists claimThey will cure cancer__________________________________________________________________(3) The news has been confirmedHe is still alive__________________________________________________________________(4) Our proposalYou should join in__________________________________________________________________(5) The only reason for my coiningbecause I hoped to see you again__________________________________________________________________9. Group Work Read the quotes. Discuss the features of good paintings.A man paints with his brain and not with his hands.— Michelangelo, an Italian painter Painting is silent poetry, and poetry is painting that speaks.— Plutarch, an ancient Greek writerGood painting is like good cooking; it can be tasted but not explained.— Maurice de Vlaminck, a French painter。

7.1 Masterpieces 教学设计(2)-北师大版高中英语必修第三册-高中英语必修(第三册)

Unit 7 ArtLesson 1 Masterpieces 教学设计本节课是高中英语第三册unit7 Art的第一课Masterpieces, 课型为阅读课，介绍了三位著名画家的三幅杰作The Starry Night, The scream和The Empire of Light.在使学生了解这三幅杰作的同时，培养他们认识美，体验美，感受美，欣赏美的能力。

1.语言技能目标：（1）学生能够在了解文章大意的基础上完成所给任务。

（2）用所学词汇和语言介绍文中的三幅著作。

2. 语言知识技能：（1）能够正确运用以下单词和短语：masterpiece, figure, starry, spot, scream, affect , drug ,striking ,scene 等（2）能够判断以及使用主语从句，宾语从句和表语从句三种名词性从句。

3.文化意识目标（1）了解艺术相关话题（2）能够理解艺术之美并热爱生活中的艺术4.情感态度目标：正确认知，对待艺术家的作品。

1.重点：（1）能够用书中知识介绍艺术家及其著名画作。

（2）能正确理解，运用名词性从句。

2.难点：（1）能运用地道的表达介绍艺术家及其画作。

（2）能够辨别以及运用名词性从句。

Step 1 Activate and ShareActivity 1.T presents the three paintings and asks Ss to answer 2 questions:1.What do you see in these pictures?2.What are the names of the pictures?Ss talk about what do they see in the three paintings with the help of the words in p8Step 2 Read and ExploreActivity21.T asks Ss to read the text quickly and finish two tasks by guiding the skills of reading2.T introduces the way to do fast readingSs answer the following questions.(1)Underline the name of each painting and list its artist.(2)Find out what each painting is about.Activity3T asks Ss to read the three description again and answer three questions(1).What does the painting show?(2)What may have inspired the painter?(3)What did the artist think or say about the painting?Ss read the passage again and answer the questions.Activity 4 ( Pair work)T asks the students to sort out expressions into the correct columns and then use the expressions to practice introducing the paintings.1.with an expression of fear2.let out a powerful scream3.circles of white and yellow racing across the sky4.a burning orange-red sky5.surrounded by the darkness of night6.the night sky with clouds, stars and a moon7. a beautiful house lit by lights from inside8. full of brightness and soft white clouds.9. looks directly at the viewer.10. a sleeping village and a dark, lonely treeActivity 5T asks Ss to read the first paragraph of each description and find what do they have in common? Ss find out the similarities.Activity 6T asks the students to show their opinions about the three paintings and asks do they like or dislike the painting and tell the reasons.Ss show their opinions.Activity 7(Group work)T asks students to suppose themselves as a volunteer and Introduce one of the three paintings to the visitors . Give some sentences to help them.Hello , everyone,Welcome to xxx Art Museum . I’m xx ,the guide at the museum . Now I'd like to introduce some thing about the famous painting , xxx , to youThat's all . Thank you for your listening.S tep 3.Focus on language : noun clauseActivity 8 (Pair work)1.T explains what is subject clause, what is object clause and what is predicative clause to students.2. T asks Ss to answer the following questions.Which sentence is an example of :a. A subject clause, or a noun clause that acts as the subject of the sentence.b. A object clause, or a noun clause that acts as the object of the sentence.c. A predicative clause, or a noun clause that acts as the predicative of the sentence1.Van Gogh painted what he saw from his window.2What makes it sticking is that it shows a thin figure with an expression of fear.3.What is strange is that above the house and the tree, we see a daytime sky full ofbrightness and soft white clouds.4.Some feel that the painting look dark and troubling.Activity9Ask Ss to combine the two expressions using a subject clause, an object clause or a predicative clause.1.Magritte painted in this way.The reason was that he wanted to challenge how people see the world.2.Looking at the painting, we don’t know.It is night or day.3. The fact remains.Munch’s The Scream is one of the best-known paintings ever made. 4.It is unclear.Van Gogh wanted to paint yellow spots or that was what he really saw. Activity10(Group work)T asks Ss to read the quotes and discuss the feature of good paintings.。

北师大版高中英语必修三教案(一)

北师大版高中英语必修三教案(一)教案：北师大版高中英语必修三Unit 1：Festivals around the worldLesson 1：What festivals are there in China?•Objectives–Introduce and discuss different festivals in China–Develop students’ listening and speaking skills–Improve students’ cultural awareness•Warm-up–Show pictures of different Chinese festivals and ask students if they have heard of them–Discuss with students what they know about these festivals•Pre-reading–Introduce the topic of festivals in China–Ask students to brainstorm and write down the names of Chinese festivals they know•While-reading–Play a listening audio about Chinese festivals–Ask students to listen and fill in the missing information in the listening text–Discuss the answers as a class•Post-reading–Divide students into groups and assign each group a different Chinese festival–Ask each group to research and prepare a short presentation about their assigned festival,including its history, traditions, and significance •Follow-up–Have each group present their findings to the class –Encourage class discussion and questions about the festivals•Homework–Ask students to write a short essay about their favorite Chinese festival and why they like itLesson 2：What are the differences between Western and Chinese festivals?•Objectives–Compare and contrast Western and Chinese festivals–Develop students’ reading and writing skills–Enhance students’ cross-cultural understanding •Warm-up–Ask students to discuss in pairs the festivals they have celebrated or attended in both China andWestern countries–Share some responses as a class•Pre-reading–Introduce the topic of Western festivals and their differences compared to Chinese festivals•While-reading–Provide students with a reading passage comparing Western and Chinese festivals–Ask students to read the passage silently andunderline the differences mentioned–Discuss the differences as a class•Post-reading–Divide students into groups and assign each group a different Western festival–Ask each group to research and prepare a short presentation about their assigned festival,focusing on the similarities and differences withChinese festivals•Follow-up–Have each group present their findings to the class–Encourage class discussion and reflections on the cultural exchange between Western and Chinesefestivals•Homework–Ask students to write a comparative essayhighlighting the similarities and differencesbetween a Western festival and a Chinese festival Unit 2：Life in the futureLesson 1：What does the future hold?•Objectives–Discuss and speculate about future technologies and lifestyles–Develop students’ listening and speaking skills–Improve students’ ability to use conditionals and future tenses•Warm-up–Engage students in a discussion about theirpredictions for the future–Encourage them to share ideas about technological advancements and changes in daily life•Pre-listening–Introduce the topic of the lesson and elicit some vocabulary related to technology and lifestyle •While-listening–Play a listening audio about future technological advancements–Ask students to listen and complete a table with the information provided–Discuss the answers as a class•Post-listening–Divide students into pairs and ask them to discuss their predictions for one specific aspect of thefuture mentioned in the listening text–Encourage them to use conditionals and futuretenses in their discussion•Follow-up–Ask a few pairs to share their predictions with the class and promote class discussion and feedback •Homework–Ask students to write a paragraph describing their own ideal future and the technologies they believewill existLesson 2：How will future cities look?•Objectives–Discuss and describe the characteristics of future cities–Develop students’ reading and writing skills–Enhance students’ ability to use descriptivelanguage•Warm-up–Show pictures or videos of modern cities and ask students to describe their current characteristics –Discuss with students what they like and dislike about cities•Pre-reading–Introduce the topic of future cities and brainstorm ideas on how they might look and function –Elicit vocabulary related to urban development and technological advancements•While-reading–Provide students with a reading passage about future cities and their features–Ask students to read the passage and underline the key characteristics mentioned–Discuss the characteristics as a class•Post-reading–Divide students into pairs and ask them to imagine and describe their own ideal future city,incorporating the characteristics discussed in thereading passage–Encourage students to use descriptive language and explain the rationale behind their choices•Follow-up–Ask a few pairs to present their ideas to the class and promote class discussion and feedback •Homework–Ask students to write a descriptive essay about their own ideal future city, providing detailsabout its features and explaining their choices ※ Note: This is just a sample outline for two lessons. You can adapt and expand it based on your specific teaching requirements and students’ needs.。

【新教材精创】7.1 Masterpieces 导学案(1)-北师大版高中英语必修第三册

UNIT-7 ArtLesson-1 Masterpieces导学案1.本课生词、词组2.本课语法——名词性从句（主语从句、宾语从句、表语从句）一、主语从句的用法在句中起主语作用的从句称为主语从句。

引导主语从句的连接词主要有三类：从属连词that, whether, if；连接代词what, who, whose, whatever, whichever, whoever等；连接副词when, where, why, how。

1. that引导的主语从句that为从属连词，引导主语从句时，常用it作形式主语，此时that不充当任何成分，无词义，只起引导作用，一般不省略，表示确定的陈述，位于从句句首。

That he will succeed is certain.=It is certain that he will succeed.常用it作形式主语的句型有：(1)It+be+形容词(possible/likely/obvious/necessary/important/natural/wonderful/surprising,etc)+that 从句It’s natural that a student feel stressed before an exam. (That a student feel stressed before an exam is natural.)(2)It+be+过去分词(said/reported/thought/expected/decided/announced/arranged,etc)+that从句It’s said that the concert will be put off. (The concert is said to be put off)(3)It+seem/happen/turn out/occur to/matter等不及物动词及其短语+that从句It seems that he has set out early. (He seems to have set out early.)It happened that I was on the spot. (碰巧的是我正好在现场。

Unit7Lesson1Masterpiece教案

Unit7Lesson1 Masterpiece
高一英语组尹芳芳
本节课是新北师大版高中英语第三册Unit 7 Art的第一课Masterpiece，课型是阅读课。

本节课主要内容介绍了国内外艺术，尤其介绍了梵高的作品。

通过学习本课，使学生们了解古今中外的艺术文化，还让学生懂如何欣赏艺术品以及了解艺术巨作背后的故事。

此外，学生还将学到名词性从句，包括宾语从句、表语从句和主语从句。

1.语言技能目标
（1）学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；
（2）用所学的词汇和语言的对课文进行复述；
（3）能够读懂细节信息并能理解阅读中生词含义。

2.语言知识目标
（1）能够正确运用以下单词和短语: massive, circle, affect, sense of..., sight, unique, scream, empire, mysterious等。

（2）能掌握名词性从句（Noun Clause）的使用情况;
（3）能够识别出不同的名词性从句，能够熟练运用名词性从句的引导词。

3.文化意识目标
（1）了解艺术相关话题；
（2）了解人们对艺术品及其作者的评价。

4.情感态度目标
正确认识、对待艺术家的作品，以及对艺术家的积极评价。

1.重点
（1）如何理解本课中出现的相关术语表达；
（2）正确理解并运用名词性从句；
（3）能够运用所学对艺术家及其作品进行介绍。

2. 难点
（1）能用得体的英语解释本课中出现的相关名词并阐述自己的看法；（2）能正确掌握和使用名词性从句；
（3）能够区分不同的名词性从句，并熟练使用名词性从句引导词。

Unit7 Art Lesson 1 Masterpieces高一英语北师大版(2019)必修第三册

Inspiration Gogh’s mental illness may have
② mental illness
精神病
affected his sense of sight. He ③ affect v．影响
also took a drug that can make ④ take a drug 吃药
From top to bottom
Masterpieces
dynamic 动态的 static 静态的
The Starry Night
Can you find some contrasts in the description?
●massive circles of white and yellow rraaccing accrroosssstthheeskskyy
Masterpiece
Unit 7 Lesson 1
1. figure vt. 认为，计算 / n. 人物，数字，身材
(1) I hadn’t figured _o_n__ getting home so late. (2) Who can figure _o_u_t_ what he is thinking about? (3) As an important _fi_g_u_r_e_ of the class, she tried to _f_ig_u_r_e__o_u_t___ how to arise students’ interest in study. And most importantly, she _fi_g_u_r_e_d_t_h_a_t__ few people were likely to believe her.
people see yellow spots, just like ⑤ spot n.圆点，斑点

Unit 7 Lesson 1 Masterpieces 课文内容精析课件 -高中英语必修第三册

Part II
课文知识点精析
2. He also took a drug that can make people see yellow spots, just like the
stars in The Starry Night. 他还服用过一种药物，可以让人看到黄色斑点，就像《星空》中的星星那样。 ★spot n．(圆)点；斑点；污渍；地点，场所 vt.注意到，看出 ①The leopard cannot change its spots. 本性难移。 ②Criminals are easily caught on the spot with advanced technology. 有了先进的技术，罪犯很容易被当场抓获。 ③The night sky is spotted with stars.夜空繁星点点。【用法归纳】 (1)on the spot 当场；在现场 (2)be spotted with 散布；点缀 spot sb.doing sth. 发现某人正在做某事
(3)affection n. 感情，喜爱【即学即练】完成句子 ①Apparently, blindly following others' advice will affect/have an effect on
our own judgment. 显而易见，盲目听从他人的意见将影响我们自己的判断。 ②I was deeply affected by the film full of courage and positive energy. 这部充满勇气和正能量的电影让我深受感动。 ③The regulations came into effect days after last month's incidents. 这些规定是在上个月的事故发生几天后开始生效的。

Unit7ArtLesson1Masterpieces教学设计高一下学期英语北师大版

北师大版（2019）必修第三册Unit 7 ArtLesson 1 Masterpieces教材分析：本节课的教材是《北师大版（2019）必修第三册》Unit 7 Art Lesson 1 Masterpieces。

该课程以艺术为主题，通过介绍两幅艺术作品《蒙娜丽莎》和《最后的晚餐》来让学生了解和欣赏艺术。

教学目标：1. 知识与能力目标：a. 学习并掌握有关画作《蒙娜丽莎》和《最后的晚餐》的相关知识。

b. 培养学生艺术欣赏能力。

2. 过程与方法目标：a. 培养学生分析和解读艺术作品的能力。

b. 培养学生独立思考和团队合作的能力。

教学重点：1. 了解和掌握画作《蒙娜丽莎》和《最后的晚餐》的背景和特点。

2. 学习分析和解读艺术作品的方法。

教学难点：1. 激发学生的艺术兴趣和欣赏能力。

2. 引导学生进行深入的艺术作品分析和解读。

学情分析：高一学生正处于对待学习充满好奇心和学习兴趣高涨的阶段。

他们对艺术有一定了解，但对于深入分析和解读艺术作品还欠缺一定的能力。

他们的思维逻辑较为成熟，善于合作和交流。

教学策略：1. 激发学生的学习兴趣：通过展示艺术作品的图片和视频，以及与学生进行互动交流，使学生对艺术作品产生兴趣和好奇心。

2. 提供学习资源和工具：为了便于学生了解和分析艺术作品，提供图片、音频和视频等多媒体资源，同时也提供艺术解析和相关背景资料。

3. 引导学生主动参与：通过提问和小组讨论等形式，鼓励学生积极思考、表达个人观点和参与同伴间的交流与合作。

教学方法：1. 多媒体呈现法：使用图片、音频和视频等多媒体资料直观地向学生展示艺术作品，激发学生的感官体验和学习兴趣。

2. 合作学习法：以小组为单位，学生在观察、分析和解读艺术作品的过程中，互相讨论、交流和学习，培养学生的合作与交流能力。

3. 问题导向法：通过提问引导学生深入思考和分析艺术作品，帮助他们理解和欣赏艺术的内涵和形式。

通过上述教设计，能够有效地引导学生在艺术领域进行深入学习和理解，培养其艺术欣赏能力和独立思考能力。

Unit7ArtLesson1Masterpieces教学设计高一英语北师大版

Unit 7 ArtLesson 1 Period 1教材分析本课是阅读篇目，介绍了三幅世界名画，其主题意义在于通过让学生通过阅读对世界名画的介绍，对绘画这一艺术形式有更深刻的了解，并学会描述和欣赏这种艺术形式。

教学目标在本课学习结束时，学生能够：1. 阅读文章大意。

2. 阅读具体信息并理解上下文中的词意。

3. 用英文谈论绘画艺术。

教学重难点【教学重点】1. 阅读文章大意。

2. 阅读具体信息并理解上下文中的词意。

【教学难点】用英文鉴赏和谈论艺术。

教学过程Step 1 Warmingup1. What do you think is the highest honor for an artist?2. Recognize and describe some masterpieces of painting.设计意图：创设情境，引入主题，铺垫语言。

Step 2 ReadingRead the text and fill in the form about the paintings.Try to focus on the description, inspiration and ments of the paintings.设计意图：基于主题引导学生获取初步信息，导出核心问题。

Step 3 TalkingSuppose you are in a class of art appreciation.Introduce one of the paintings to your classmates.Use the following information to help you and add your own opinion.设计意图：理解、领会介绍艺术作品的要点，并内化、运用语言进行表达。

Step 4 Discussion1. What do you think are the features of a good painting?2. How do you understand the following quotes?• A man paints with his brain and not his hands.•Painting is silent poetry and poetry is painting that speaks.•Good painting is like good cooking; it can be tasted, but not explained.设计意图：巩固所学知识，培养语言能力和思维品质。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

UNIT-7 Art
Lesson-1 Masterpiece教学设计
本节课是高中英语第二册Unit 7 Art的第一课Masterpiece，课型是阅读课。