Unit1ArtTeachingplan整体教案

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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。

Unit1 ART Project教学设计-高中英语人教版(2019)选择性必修第三册单元整体教学设

Unit1 ART Project教学设计-高中英语人教版(2019)选择性必修第三册单元整体教学设计(视频+课件+教案)Unit 1 ART Project 教学设计Teaching Objectives:1. Students will be able to develop their language and critical thinking skills through exploring different forms of art.2. Students will be able to understand and analyze art through reading and discussing different works of art.3. Students will be able to create their own artproject and present it to the class.Teaching Approach:Task-based learning approach will be used in this unit. Students will work on individual and group tasks that will help them develop their language and creative thinking skills.Teaching Procedures:Class 1: Introduction to Art (1 period)Aim: To introduce students to the concept of art and the different forms of art.1. Warm-up (10 minutes): Class introduction- Getting to know each other’s interest in art2. Presentation and Discussion (30 minutes): Presenting some famous artworks and ask students to comment on choiceof colours, message, what the work represents, and what artist was trying to achieve.3. Reading (20 minutes): Read the article “What is Art?” as a class and discuss its contents, make a list of different forms of art, and importance of art in history and culture.4. Homework: Students will be assigned to write about their understanding of art and what influences them when creating their own art.Class 2: Analyzing Art (1 period)Aim: To develop students’ ability to analyze art and focus on the elements used.1. Warm-up (10 minutes): Review of students’ homework-what influences them when creating their own art.2. Presentation and Discussion (30 minutes): Students will be presented with different artworks and asked to analyze them in the following ways:a) Describe the artworkb) Identify the medium usedc) Identify the elements usedd) Interpret the meaning of the art3. Reading (20 minutes): Read “How to look at art” asa class and discuss strategies for analyzing art.4. Homework: Students will be asked to bring in an artwork of their choice and analyze it using the strategies listed in class.Class 3: Creating Art (2 periods)Aim: To encourage students to create their own art inspired by the works of others1. Warm-up (10 minutes): Presentation and discussion of students’ homework2. Presentation and Discussion (30 minutes): Presenting different styles of art, Different forms of art and their elements.3. Group work (70 minutes): Students will work in groups to create their own artwork inspired by the works of others. They will present their artwork to the class.4. Homework: Students will be asked to reflect on their artwork in a written reflection.Class 4: Presenting Art (1 period)Aim: To provide students with an opportunity to present their artwork in front of the class.1. Warm-up (10 minutes): Review of students’reflections on their artwork.2. Group Work (50 minutes): Students will present their art to the class and explain its meaning, inspiration, and creative process.3. Conclusion (20 minutes): Class will discuss the artwork shared, and review the process and learning outcomes of the unit.Assessment:• Homework assignments• Participation in class discussion and activities• Group work and presentation of artwork• Written reflection on their artworkTeaching Resources:•“What is Art?” article•“How to look at art” article• Various pieces of artwork to demonstrate different styles and elements.。

高中英语_Unit 1 Art教学设计学情分析教材分析课后反思

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。

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。

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。

高中英语教学之《Unit1Art》教案二

本文将围绕高中英语教学之《Unit 1 Art》教案二展开详细的分析和探讨，结合自己的教学经验和感受，探究如何在教学过程中更好地落实教案的内容，实现教学的有效性和提高学生的学习兴趣。

1.教案设计背景教案二是《Unit 1 Art》课程中的第二个教案，主要围绕艺术与文化这一主题展开，帮助学生了解不同的艺术形式和文化背景，并通过各种学习活动提高学生的英语听说读写能力。

这一教案的主要目标是让学生更好地理解艺术和文化的联系，以及通过学习艺术和文化来提高他们的英语水平。

2.教案分析与应用教案设计中，我们要充分考虑到学生的实际情况，采用多种教学方法和策略来满足不同学生的需求。

例如，在听力部分中，我们应该多听多说，按照不同学生的实际情况设置难易程度，以确保所有学生都能完成听力任务。

在阅读部分中，我们可以设置自主阅读任务，让学生通过阅读文章自主获取信息，进一步进行思考和讨论，以提高他们的阅读和思维能力。

在写作部分中，我们应该采用小组合作形式，让学生互相之间进行交流和分享，促进彼此的学习和进步。

另外，在教学过程中，我们还要注重学生的情感体验，通过各种视听材料、游戏和互动形式来增强学生的学习兴趣和参与度。

例如，在教学中可以结合实际例子来讲解，通过展示不同的艺术作品或文化风俗，让学生进一步了解艺术与文化的魅力和意义，同时也能满足学生的好奇心和求知欲。

3.教学效果评估与总结教学效果评估是教学中非常重要的一环，通过对学生的学习成果和反馈进行分析和总结，及时发现教学中存在的问题和不足之处，进一步完善教学方法和策略，实现教学的有效性和提高学生的学习兴趣。

总体来说，教案二的设计对于学生的英语能力提升和文化认知的培养都有着积极意义和促进作用。

通过增强教师与学生之间的互动和配合关系，促进学生的积极参与和思维深度，提高学生的自主学习能力和对艺术和文化的理解和认识。

相信在教学中不断探索和深化，我们一定能够在《Unit 1 Art》课程中取得更为优秀的教学效果和推动学生对艺术与文化的热爱。

人教版高中英语选修6《Unit 1 Art》教案2篇

人教版高中英语选修6《Unit 1 Art》教案2篇Teaching plan of unit 1 Art编订：JinTai College人教版高中英语选修6《Unit 1 Art》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文档下载后内容可按需编辑修改及打印。

本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语选修6《Unit 1 Art》教案2、篇章2：人教版高中英语选修6《Unit 1 Art》教案篇章1:人教版高中英语选修6《Unit 1 Art》教案教学准备教学目标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 topaint ... 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 topaint ... 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】课时跟踪训练篇章2:人教版高中英语选修6《Unit 1 Art》教案【按住Ctrl 键点此返回目录】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。

人教版高二英语选修6Unit1Art全单元教案

The First PeriodReadingTeaching goals 教学目标1. Target language目标语言：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, the Renaissance, focus on, a great deal , scores ofThere are so many… that it would be impossible to …People became more focused on… and less on…If the rules of perspective had not been discovered, people would not have been able to paint …2. Ability goals能力目标Enable the students to talk about the short history of Western painting3. Learning ability goals 学能目标Help the students learn how to talk about the short history of Western paintingTeaching important & difficult points教学重难点Enable the Ss to talk about the short history of Western paintingTeaching methods教学方法Skimming and scanning; individual, pair or group work; discussionTeaching aids教具准备A computer, a tape recorder and a projector.Teaching procedures & ways教学过程与方法Step I Lead-inTo lead in such a topic by mentioning the sculptures or paintings around the students, for example, sculptures on the campus, famous paintings hanging on the walls of the corridor of the school building, etc. Ask Ss to figure out their functions and the general term to call them---the works of artStep II Warming-upAsk the Ss to match some new words with the correct English meanings. Then ask them to look at the paintings in this unit and discuss the questions in Warming Up in groups of 4. Next, get themto answer the other questions in pairs. At last , check the answers with the whole class.Show them on the Screen.A Ba. realistic 1. accurateb. abstract 2. state of fact of existingc. existence 3. being in thought but having a physical or practicalexistenced. detailed 4. lifelike, true to lifee. religious 5. classical, of old belieff. traditional 6. sincere to believe in a god or godsT hen ask Ss to give their opinions to fill the task listed in the Warming-upStep III Pre-readingGet the Ss to discuss the questions in pre-reading in pairs. Then check the answer with the whole class, if they have no idea, use the materials previously prepared to let the Ss have some acquaintance with the knowledge of art and artists.Ste pⅣReadingTask 1 ScanningShow some questions on the screen.1.What were the artists interested in from 5th to 15the century AD2.How did Masaccio3.paint his paintings4.Why did the impressionists have to paint quickly.Task 2 ScanningLet the Ss red the passage again and get the main idea of it. Then complete the following chart no their own.Names of Ages Time Artist FeatureThe Middle Ages 5th to 15th century Giotto Di Bondone religious, realisticThe Renaissance 15th to 16th century Massaccio perspective, realistic Impressionism Late 19th to early 20thdetailed, ridiculouscenturyModern art 20th century to today Controversial,abstract, realisticTask 3 ExplanationThere are so many… that it would be impossible to …The sentence means that there are too many different styles of /western art to introduce in a short passage.People became more focused on… and less on…It tell us that people pay more attention to humans than religionIf the rules of perspective had not been discovered, people would not have been able to paint The sentence means that people discovered the rules of perspective, so that they painted such realistic pictures.Step V ComprehendingAsk the students to read the passage again and deal with Exercises.Step V Homework1.Underline the time expression in the reading passage.2.Retell the passage with the help of the chart about the text.3.Discuss the question in Exercise 3 on page 3.The Second Period Language StudyTeaching goals 教学目标1. Target language目标语言：Influenced, symbolic, shadowy, attemptable, valuable, aimless, prediction, believable, European, ridiculousI would love to visit FranceI like religious art better than realistic art because it makes you see2. Ability goals能力目标Enable the students to learn the use of word family3. Learning ability goals 学能目标Help the students lean how to judge the parts of speech according to the suffixes and determine their functions in the sentences.Teaching important & difficult points教学重难点Get the Ss to learn word formation by adding suffixesTeaching methods教学方法Explanation and practiceTeaching aids教具准备A computer and a projector, a blackboardTeaching procedures & ways教学过程与方法Step I RevisionCheck the students’ homework and let one read their work.1.Ask Ss to speak out the time expressions they underlined as homework2.Ask a student to retell the short history of western painting3.Ask Ss to discuss the questions in Exercises 3 on page 3 in groups of4.Art is influenced by beliefs of the people, the way of life and so on.Step II SuffixationLet Ss learn some uses of suffixesAsk Ss what suffix is ( A suffix is a particle, which is added to the end of a root.Suffixes usually do not change the meaning of the root, but can change its part of speech. For example: lead (v.)---leadership (n.); ill(adj.)---illness(n.) But sometime, some suffixes add new meaning to the newly formed words. For example: meaning---meaningless; think--- thinker1.Suffixes used as a noun signifierVerb Adjective Suffix Nounread -er readeract -or actortrain -ee traineebuild -ing building attend -ance attendance punish -ment punishment invent -tion inventionsick -ness sicknessspecial -ist specialisttrue -th truth2.Suffixes used as an adjective signifierNoun Verb Suffix Adjective wind -y windy adventure -ous adventurous hope -ful hopeful hero -ic,(-ical) heroic nation -al national care -less careless trouble -some troublesomedepend -ent/-ant dependentcomfort -able/-ible comfortableact/imagine -ive/-tive-ative/-itive active imaginativesecond -ary secondarychange -able changeableannoy -ing annoyingexcite -ed excited3.Suffixes used as an adjective signifierAdjective Noun Suffix Verbbroad fright -en broaden, frighten simple -fy simplifymodern -ize(-ise) modernizeStep III PracticeGet the Ss to review the uses of verbs, nouns and adjectives.Parts of Speech Nouns Ver Adjective Subject ☆Object ☆Predicate ☆Predicative ☆☆☆Objective Complement ☆☆Attribute ☆Then practice Exercises 2, 3 &4 on page 42.Step V HomeworkPrepare to learn the grammar of the subjunctive mood.Period 3 GrammarTeaching aims1.Enable the students to use the Subjunctive mood correctly in different situations Teaching important and difficult pointsTeaching methodsAnalysis and have some discussions.Teaching proceduresStep 1 PresentationAt first, give the students an example to present what the subjunctive mood is and in what situation we should use the subjunctive mood. Then, show them the sentence structure of the subjunctive mood.Ask Ss to listen to the following example:Suppose I’m a basketball fan. Yao Ming is coming here to play a basketball game this evening.got a ticket for it. I feel sorry about that and what should I say in this But unfortunately, I haven’t’situation I will say: I wish I watched the basketball game. / If I had got a ticket, I would go towatch the basketball game. Have you ever heard such kind of sentencesThey use subjunctive mood. The subjunctive mood is used when we want to express a wish, request, recommendation or report of a command. Also the subjunctive mood is used to express something that is contrary to the fact, highly unlikely or doubtful.We can use the following tow sentence structures to express our regretting.1. Subject +wish+ Object ClauseTime Verb Objective clausenow wish would do / could do / were /didpast wished had been / donefuture wish would do/ could do / were / did2.“If” clause---, main clauseTime Verb Main ClauseNow were/ did would/could/should/might +V（原）Past had done would/could/should/might+have+p.p. Futrue were /did would/could/should/might +V（原）were to doshould doStep 2 PracticeFirst, show the Ss some more situations. Then raise some questions and ask them to discuss in groups of 4 the according to the situations using the subjunctive mood. At last, get them to show their sentencesShow the on the screen.1.Helen has been living with AIDS for many years. Now she is celebrating her birthday with herfriends. If you were Helen., what kind of wishes would you make2.It is said that a falling star can let your dreams come ture. If you saw a falling star, what kindof wishes would you make3.Besides a falling star, a magic lamp can also let your dreams come true. If you had a magiclamp, what would you ask it to do for youStep 3 ConsolidationAsk the Ss to do Exercise 1 & 2 in Discovering useful structures on page 4 and Exercises 1-4 on page 43.Then check the answers.Step 4 HomeworkPrepare for the Listening and Talking on page 41.The Fourth Period Listening and SpeakingTeaching goals 教学目标1. Target language目标语言：重点词汇和短语Traditional, abstract, figurative, photography, dimensional, sculpture, pottery, wood carving, clay figures ,paper cutting重点句子Talk about likes and preferences:I’d prefer…I’d rather…I’d like…Which would you prefer…I really prefer…Would you rather…Would you lik e…2. Ability goals能力目标Enable the Ss to express their likes and preference3. Learning ability goals 学能目标Help the Ss learn how to express their likes and preferenceTeaching important & difficult points教学重难点Teach the Ss how to express their likes and preferenceTeaching methods教学方法Speaking; making conversation; comparative methodTeaching aids教具准备A computer, a recorder and some slidesTeaching procedures & ways教学过程与方法Step I Listening1.Do some listening practice on page 41.At first, ask the Ss to listen to the tape for the first time and number the presents 1-4. Next, listento it again to fill in the form. Then listen again and answer the questions in Exercise 3. At last,check the answers with the whole class.2.Do some listening practice on page 44.Before listening, ask the Ss to look at the paintings and discuss in what period of Chinese history they were created. Then, listen to the tape the first time and number the pictures. Next, listen to it again to write the names of historical periods they were painted. At last, listen again and list the features.Step II TalkingAsk the Ss to discuss the questions in Talking in pairs.“So far, we have learned some knowledge about the art. Today let’s talk about how to express likes and preferences. Now I’ll show you some sentence structures. Please discuss the questions on page 41 in pairs and make up a dialogue.Show the following on the screen.I’d prefer…I’d rather…I’d like…Which would you prefer…I really prefer…Would you rather…Would you lik e…orAfter a few minutes, ask Ss to present their dialogues.Step III Homework1.Ask Ss to introduce the galleries the have ever been to.The Fifth Integrating SkillsTeaching goals 教学目标1. Target language目标语言：重点词汇和短语Avenue, mansion, exhibition, metropolitan, Manhattan, civilization, contemporary, permanent, district, tip重点句子Henry Clay Click, … died in 1919, leaving his house … to the American people. The garden of this … is also well worth a visit.Its art collection covers … civilization from … , including …能力目标Enable the students to talk about art galleries and write a letter giving suggestions3. Learning ability goals 学能目标Help the students to learn to how to talk about art galleries and write a letter giving suggestionsTeaching important & difficult points教学重难点Teach the Ss how to write a letter giving suggestionsTeaching methods教学方法Fast reading, close reading, discussionTeaching aids教具准备A computer and a projector, a recorderTeaching procedures & ways教学过程与方法Step I Revision and Lead-inT: “H ave you ever been to any galleries before Do you think visiting galleries in interesting Now works in groups of 4 and I’ll give you a few minutes to talk about the galleries you have beento. And then I’d like to ask some of you to introduce the galleries to the class.Ask one or two Ss to give a short speech.Step II ReadingAsk Ss to read the passage about art galleries on page 5.General reading for the main idea of the passage, & detail reading to finish Exercises 1& 2 belowAfter that, ask the Ss to listen to the recording and answer the questions in Part 3.Play the tape for three times and after that, check the answers.Step III Listening (P7)Ask the Ss to do some listening practice on page7At first, ask them to listen to the tape for the first time and number the galleries.Next, listen again and answer the questions.At last, check the answers with the whole class.Step IV DiscussionFirst ask the Ss to read the passage “The Best of Manhattan’s Art Galleries” again by them And then show them some expressions about likes and preferences, and ask them to tell the groupmembers which galleries being introduced they prefer in groups of 4. At last, discuss how theywill spend the day. A few minutes later, ask several groups to show their discussions and reporttheir decisions.Show some expressions on the screen.I’d prefer…I’d rather…I’d like…Which would you prefer…I really prefer…Would you rather…Would you like…orA few minutes later, ask several groups to show their discussions.Step V WritingFirst, ask the Ss t discuss the questions in Exercise 1 on page 8 in groups of 4, giving their ownsuggestions and reason./then write a letter to give their opinions.StepⅥ Homework:1.Finish the writing task.2.Prepare for the Reading task on page 45.The Sixth Period Integrating Skills (Ⅱ)Teaching goals 教学目标1. Target language目标语言：Environment, council, attractive, permission, imagination, cross outWe would like to tur n…int o…When we have finished the work, we hope …will join us in …so that…2. Ability goals能力目标Enable the Ss to talk about environment aEnable the Ss to write letter to ask for permissions3. Learning ability goals 学能目标Help the Ss to write letter to ask for permissionsTeaching important & difficult points教学重难点Help the Ss to write letter to ask for permissionsTeaching methods教学方法Task-based method, discussion and practiceTeaching aids教具准备A computer and a projectorTeaching procedures & ways教学过程与方法Step I Reading TaskTask1 Fast reading.Questions:1.Why do they become worried2.what do they hope the headmaster to do for their projectAnswers:tely their class has become worried about the environment at the back of the school andthey 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 themdonate500 dollars.Task2 Careful Reading1.Just write down some key words.e words or phrases.3.Omit the small words like prepositions.Step II Speaking TaskAsk the Ss to discuss how to improve the environment of their school in groups of 4. Then ask some of them to speak out some proposals to make their school more attractive.StepⅢ WritingAsk the Ss to write a letter to the headmaster of the school. Tell them while writing, they can refer to the while writing they can refer to the instructions in Writing Task.。

掌握《Unit1Art》课程教学的英语教案二

Possible article:Teaching Plan for Unit 1 Art (II)I. IntroductionThis teaching plan is the second part of a series on Unit 1 Art for high school students. It aims to help teachers organize andimplement effective and engaging lessons that foster students' understanding and appreciation of different kinds of art, anddevelop their abilities to analyze, interpret, and create art. This plan covers three classes of 40-45 minutes each, and is based on the communicative approach, the task-based approach, and the formative assessment. It assumes that the students have already learned some basic concepts and skills related to art in the first part, and are now ready to explore more challenging topics and tasks that require them to use their prior knowledge and critical thinking abilities.II. Learning goalsBy the end of this unit, the students should be able to:pare and contrast different art forms, styles, and media interms of their techniques, meaning, and purpose.2.Analyze and interpret a range of works of art from differentperiods and cultures, and explain their formal and expressivefeatures.3.Create an original work of art that reflects their own vision,style, and message, using appropriate tools, materials, andtechniques.municate effectively about art, both orally and in writing,using appropriate vocabulary, grammar, and discourse strategies.5.Reflect on their own learning and growth as art learners, andset goals for further improvement and exploration.III. Class 1: Art FormsA.Warm-up (5 minutes)Invite the students to share what they remember about the previous lesson on art, and briefly review the key concepts and terms, suchas form, color, texture, line, shape, composition, and meaning.B.Input (20 minutes)Introduce the concept of art forms, and explain that art can be classified into different categories based on their formal and functional characteristics. Show some examples of different art forms, such as painting, sculpture, architecture, photography, video, installation, performance, and street art, and ask the students todescribe what they see and what they think the purpose of each form is. Emphasize the similarities and differences among the forms, and guide the students to notice how the form affects the content and meaning of the art.C.Task (15 minutes)Divide the class into small groups and assign each group a different art form. Ask each group to brainstorm and list as many features, techniques, and materials that are typical of their assigned form as possible. Then have each group present their findings to the class, and explain how their form is related to other forms and why it is unique and important.D.Feedback (5 minutes)Ask the students to give feedback on each other's presentation, and give some positive comments and suggestions for improvement.E.Wrap-up (5 minutes)Summarize the main points of the lesson and preview the next topicon art style.IV. Class 2: Art StylesA.Warm-up (5 minutes)Use a visual prompt, such as a famous painting or sculpture, to introduce the concept of art style, and ask the students to describe what is distinctive about the style and how it reflects the artist's vision and message.B.Input (20 minutes)Explain that art style refers to the characteristic way of usingformal elements and expressive devices to create a coherent and recognizable visual language. Show some examples of different art styles, such as realism, impressionism, expressionism, cubism, surrealism, abstract art, and pop art, and ask the students todescribe what they see and how each style reflects its social and cultural context. Emphasize the historical and geographicaldiversity of art styles, and how they evolve and interact over time.C.Task (15 minutes)Ask the students to work individually or in pairs to choose one ofthe art styles and analyze a work of art that exemplifies that style. They should identify the formal and expressive features of the artthat are typical of the style, explain how the style relates to its historical and cultural context, and interpret the meaning and message of the art based on their analysis. They can use a graphic organizer or a written format to present their analysis.D.Feedback (5 minutes)Ask some volunteers to share their analysis with the class, and encourage the students to ask questions and give feedback.E.Wrap-up (5 minutes)Summarize the main points of the lesson and preview the next topicon art media.V. Class 3: Art MediaA.Warm-up (5 minutes)Set up a mini art studio in the classroom, with some basic art supplies, such as pencils, pens, markers, charcoal, pastels, paper, clay, and paints. Ask the students to choose one or two media that they have never tried before, and explain why they want to try them and what they hope to achieve.B.Input (20 minutes)Introduce the concept of art media, and explain that different media offer different opportunities and challenges for artists to express their ideas and emotions. Show some examples of different media,such as drawing, painting, printmaking, collage, sculpture, ceramics, and digital art, and discuss their advantages and disadvantages in terms of materiality, texture, color, and form. Emphasize the importance of experimentation, exploration, and risk-taking in art making.C.Task (15 minutes)Ask the students to work individually or in pairs to create anoriginal work of art using their chosen media, based on a theme or prompt that you provide, such as "My Self-Portrait", "My Favorite Place", or "My Dream World". They should apply the techniques andskills they have learned in previous lessons, as well as their own creativity and imagination, to make a compelling and meaningful art piece. They can use a portfolio or a gallery format to showcasetheir works.D.Feedback (5 minutes)Ask the students to give feedback on each other's works, andencourage them to appreciate the diversity and uniqueness of the art.E.Wrap-up (5 minutes)Summarize the main points of the lesson and the unit, and ask the students to reflect on their own learning and growth as art learners. They can use a self-assessment sheet or a reflection prompt toexpress their thoughts and feelings, and set some goals for further improvement and exploration.VI. ConclusionThis teaching plan provides a flexible and dynamic framework for teaching Unit 1 Art that integrates various approaches and skills. By following this plan, teachers can engage their students in meaningful and authentic art tasks that promote their cognitive, affective, and social development. The plan can be adapted and modified to fit different teaching contexts, levels, and objectives, and can be used as a model for designing other units and subjects that involve creativity, culture, and communication.。

高中英语教学实用教案二：《Unit1Art》

Unit 1 Art is a fundamental topic in the high school English curriculum. As such, it is of utmost importance for teachers to approach the subject with the right teaching methodology. Thisarticle will provide an overview of the teaching approach, methodology, and practical teaching plan for Unit 1 Art in high school English.Teaching ApproachThe teaching approach for Unit 1 Art is focused on student-centered learning. This approach emphasizes the active involvement ofstudents in the learning process. Student-centered learning allows students to take responsibility for their own learning and encourages them to engage in critical thinking, creativity, and problem-solving skills.MethodologyThe methodology used in the teaching of Unit 1 Art is a combination of various instructional strategies designed to cater to thelearning styles of students. The following are some of the teaching strategies that can be used in the teaching of Unit 1 Art:1.Brainstorming SessionsBrainstorming sessions provide an opportunity for students to share and exchange ideas. This strategy encourages students to think creatively, develop their communication skills, and fosters critical thinking. It can also be a great way to introduce new vocabulary to students while also reinforcing previously learned vocabulary.2.Group DiscussionsGroup discussions provide a platform for students to express their opinions and engage with their classmates. This strategy fosters communication, improves critical thinking, encourages active participation, and also helps students to develop their listening skills.3.Role-playRole-play is an excellent teaching strategy that provides arealistic and engaging way for students to learn about various topics. In the case of Unit 1 Art, role-play can be used to allow students to explore different art forms and engage in creative expression.4.Project-based LearningProject-based learning is an inquiry-based approach that provides students with an opportunity to explore a topic in-depth while developing their research and presentation skills. In the context of Unit 1 Art, project-based learning can be used to allow students to explore the different art forms and create their own art pieces.Practical Teaching PlanThe following is a practical teaching plan for Unit 1 Art:Objective:At the end of the lesson, students should be able to:1.Differentiate between various art forms.2.Analyze and interpret various types of art.3.Develop critical thinking, creativity, and problem-solvingskills.e art vocabulary appropriately.5.Apply knowledge of art in real-life situations.Lesson Plan:Introduction:1.The teacher introduces the topic of art and its importance insociety.2.The teacher conducts a brief brainstorming session to allowstudents to share their understanding of art.Main Lesson:1.The teacher introduces different art forms, including visualarts, performing arts, and literary arts.2.The teacher conducts a group discussion to allow students toidentify and differentiate between various art forms.3.The teacher introduces the various elements of art, such as line,color, shape, form, texture, and space.4.The teacher conducts a role-play activity to allow students toengage in creative expression by creating their own art piece.5.The teacher introduces the different art movements, such asimpressionism, modernism, and postmodernism.6.The teacher conducts a project-based learning activity, allowingstudents to research an art movement and present their findings to their classmates.Conclusion:1.The teacher summarizes the lesson and reinforces the key points.2.The teacher conducts a final group discussion to allow studentsto reflect on their learning experience.3.The teacher assigns homework, which could be a writtenreflection of the lesson or a drawing or painting that reflects their understanding of art.ConclusionIn conclusion, Unit 1 Art is a vital part of the high school English curriculum. As such, teachers need to employ the right teachingapproach, methodology, and practical teaching plan to ensure that students get the most out of the lesson. By using student-centered learning and various instructional strategies such as brainstorming sessions, group discussions, role-playing, and project-based learning, teachers can help students to develop critical thinking, creativity, and problem-solving skills. Additionally, using a practical teaching plan that includes an introduction, main lesson, and conclusion can help to reinforce learning and allow students to apply their knowledge of art in real-life situations.。

《Unit1Art》教学备课必备的英语教案二

Unit 1 Art: Lesson Plan TwoLesson ObjectiveThe aim of this lesson is to help students review and consolidate their understanding of important vocabulary and concepts related to Art. The lesson will focus specifically on different forms of art and techniques artists use to create visual art pieces. Studentswill be asked to identify and discuss various techniques used in different forms of art.Materials Needed-Whiteboard and markers-Pictures of different forms of art (painting, sculpture, pottery, drawing etc.)-Art supplies (pencils, paper, paint etc.)Teaching ProceduresWarm-up: (10 minutes)The teacher will start by asking students to think of differentforms of art. As they mention each form, the teacher will write it on the board. This will help create a word bank that will be usedfor the rest of the lesson. After listing the various forms of art, the teacher can ask students to share which forms they areinterested in and why.Introduction to Forms of Art (10 minutes)The teacher will provide pictures or examples of different forms of art (painting, sculpture, pottery, drawing etc.) and ask students to identify each one and describe its characteristics. The teacher can then draw on the board two columns labeled â€œTechniquesâ€• andâ€œExamples.â€• The techniques column will list the various methods used to create each form of art, while the examples column will list specific artists who use these techniques.Introduction to Techniques (15 minutes)The teacher will provide more specific details about techniques used in each form of art. Examples include painting techniques like brush strokes, blending and layering, sculpture techniques like carving and molding, drawing techniques like shading and perspective. The teacher can show examples of each techniques on the board by drawing or painting a simple picture or sculpture.Hands-on Activity (40 minutes)The teacher will provide art supplies and ask students to create a piece of art using the techniques they have learned about during the lesson. The teacher should encourage creativity and exploration as students work on their projects. Students can create a painting, sculpture, drawing or any other form of art they choose. The teacher should move around the classroom offering support and advice to students as they work.Reflection and Closure (10 minutes)After students have completed their projects, the teacher will ask each student to share what techniques they used and why. The teacher can encourage discussion and comparison between different projects. Finally, the teacher will summarize and review what was learned during the lesson and encourage students to think about how they can use these techniques in their future art projects.AssessmentAssessment will be based on student participation in class discussions, understanding of key vocabulary and concepts, and the quality of the art projects created during the hands-on activity. The teacher may use a rubric to assess the projects and provide constructive feedback to students.ConclusionThis lesson is a great way to introduce art to students and help them discover their own creative capacity. By exploring thedifferent forms of art and techniques used to create them, students can broaden their understanding of what art is and how it is made. The hands-on activity encourages creativity and self-expression, providing students with an opportunity to explore their own artistic potential.。

高中英语教案1：《Unit 1 Art》

高中英语教案1：《Unit 1 Art》英语(English)是印欧语系-日耳曼语族下的语言，由26个字母组成，英文字母渊源于拉丁字母，拉丁字母渊源于希腊字母，而希腊字母则是由腓尼基字母演变而来的。

下面就是给大家带来的人教版高中英语备课教案，希望能帮助到大家！高中英语教案1：《Unit 1 Art》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的艺术博物馆加深对博物馆的了解和认识。

提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。

(2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。

(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。

2. 过程与方法目标(1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。

(2)通过阅读课文利用Skimming 和Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。

通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。

(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。

3. 情感、态度、价值观目标通过学习，使学生了解世界的艺术馆，培养学生的文化意识和对艺术的兴趣。

同时激发学生对家乡的自豪感和热爱之情。

教学重难点教学重点：阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。

教学难点：在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。

教学过程(一)展示学习目标与小组评价规则(二)“导入”展示曼哈顿的相关图片，展示课文中出现的5个艺术馆的图片及名字。

《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。

人教新课标英语M6 Unit1 Art Teaching plan

Module 6 Unit 1 Period 1 The Art 教案Teaching Objective: Through reading, the students will be able to talk about their favorite paintings using the information given in the text.Students will be able to complete some sentences and finish a passage by using the words and expressions in the passage.上面的两个目标好，可以检测。

Teaching ProceduresStep 1 Pre-reading(two questions on page 1)1.Do you ever visit art galleries? What kind of paintings have you seen in galleries?2.Look at the paintings in the reading passage and see if you can recognize them.Step 2 While-reading:1.Reading for the first time (fast reading):Read the passage for the first time and find out the topic sentences of each part, the key ideas of the topic sentences as wellReading for the second time(careful reading)Read the passage for the second time and finish the chart on page 3 and decide whether the statements are true or false..3. Reading for the third time:Students write down 3 new things they have learned from the passage about Western art. Step 3.post readingStudents talk about their favorite paintings.Students talk about their favorite paintings.When we talk about paintings, from which aspects do we usually talk about them?The time they were painted:Subject:Style:What words or expressions do we use when we talk about each aspect?The time they were painted:Subject:Style:Now let’s talk about your favorite painting.You may begin like this:I like…painting because….Step 4 language points:I.1.faith (u.n) 信心，信念2.aim (c.n.)目的(u.n.)瞄准Vi.以……为目的，打算，希望3.adopt vt.采取，采用，收养4. possess vt.拥有，享有be possessed of拥有，享有Possessions (c.n.)财产，东西5.Coincidence c.n. 巧合by coincidence -- by chance, by accident碰巧，巧合6.agreat deal n. adv.7.attempt vi.企图，试图（做某事8.on one hand...on the other hand一方面，另一方面9. predict vt.预言II. Exercises1.Students complete some sentences by using the word and expressions learned in the passage.2.Students complete the passage using the words in the box in the correct form.Step 5.HomeworkWrite a short passage about the Western painting using the words and expressions learnt.。

unit 1 art教案

2’
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。

Book 6 unit 1 Art Teaching Plan 【2023年经典教案】

This mind map will help students to get a clearer idea about the content of text.
Home-
work
Compulsary:LearningThe best of Manhattan’s art galleriespart 2.
Design intent
It is designed to help Ss produce creativeand diversifiedthinkingand help them get a further understanding about art.
Blackboard
Design
Design intent
Design
intent
To focus Ss’ attention on the learning subject andarousetheir interest by providing some cultural elements.
Presentation
Activity 1Read forstructure
Thinking quality
Ss’ logical and critical thinking can be developed.
Learning ability
Be active to get involved in reading, speaking and cooperate with group members.
Please read the passage and try to fill the following blanks .
The passage mainly talks about how ________ ____ has changed a great deal with time going by. Four important periods are _____________,______________,

高中英语Unit1Art全单元教案

高中英语Unit1Art全单元教案高二上学期第六次教案设计人：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-inPurpose: To activate Ss and arouse them to talk about art.Pair work:Show the picture, Mona Lisa smile. Ask Ss three questions. And see how much they know about the famous picture.1.Who is the woman in the picture?Mona Lisa.2.Who painted the picture?Leonardo da Vinci (1452～1519).3.How long did it take him to paint it?Four years (1503～1506).Step 2. Warming UpPurpose: To lead Ss to prepare for both the content and the grammar focus of the unit. Group workStep 3. Pre-readingPurpose: 1.To introduce to Ss some famous western artists of each period and their famous works.2.Get Ss to talk about the famous western artists and theirfamous works.1. 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. SkimmingPurpose: To help Ss learn some skills used by experienced readers.Group 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 readingPurpose: To see whether Ss understand the passage or not.Pair workRead the passage and finish the following true or false questions.Suggested Answers:1.F2.T3.T4.T5.T6.TStep 6. Second readingPurpose: To see whether Ss can fully understand the passage.Pair workRead the passage again and choose the best answer and discuss with your partner.Step 7. Third readingPurpose: To get the main characteristics of each period.Pair workRead each period again and try to get the general idea of each period and fill in the blanks. Step 8. Discussion1.Group workAsk Ss to discuss the text structure in groups.(1) Which paragraph tells you what the text is about?Paragraph 1(2) Why do you think the writer put headings in the text?Let readers know what his article is about and how it is organized.(3) Underline the topic sentence in each paragraph.The first sentence of each paragraph.2. Pair workLook at the following four pictures and work in pairs to discuss the following questions. Step 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 points in Warming up, Pre-reading, Reading, ComprehendingTeaching 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?2. Practice:(1) I would rather _______( stay ) at home today.(2) He would rather ________ ______ surrender. 他宁死不屈。

Unit1 ART单元整体教学设计-高中英语人教版(2019)选择性必修第三册单元整体教学设计(视频

Unit1 ART单元整体教学设计-高中英语人教版(2019)选择性必修第三册单元整体教学设计(视频+课件+教案)教学设计目标1. 学习并熟记有关艺术名称、绘画技巧和艺术流派等方面的基本知识；2. 学习用英语表达并描述艺术作品，培养语言表达能力；3. 学习欣赏、评价文艺作品，了解不同文化与地区艺术之美，培养审美能力和跨文化交际能力。

重点内容和难点1. 知识点（1）：艺术名称相关2. 知识点（2）：绘画技巧相关3. 知识点（3）：艺术流派相关4. 语言表达能力：描述艺术作品的能力5. 跨文化交际能力：了解不同文化与地区艺术之美，培养对艺术的欣赏和鉴赏能力教学方法1. 观看教师讲解的视频，学习单元内的知识点。

2. 欣赏名画，进行主题式讨论。

3. 进行情境式练习，培养学生语言表达能力。

4. 建立跨文化交际的环境，增强学生的审美和交流能力。

教学过程教学步骤教学内容教学活动设计说明Step1 导入 1. 布置课堂环境，播放有关艺术作品的视频； 2. 鼓励学生谈论对艺术的看法，描述艺术作品的特点。

通过引入有关艺术作品，激发学生对艺术的兴趣和好奇心，并培养学生对艺术作品的观察和表达能力。

Step2 学习知识点（1） 1. 展示名画并讲解其名称，包括艺术形式和主旨。

2. 进行英语单词学习，让学生熟记常见的艺术名称。

通过学习艺术名称，提高学生的艺术识别和欣赏能力。

Step3 学习知识点（2） 1. 教授艺术绘画的各种技法和手法；2. 对学生进行情境式练习，让学生描述艺术作品的特点。

基于不同的绘画技法的鉴别和了解不同手法的表现力，提高学生艺术作品鉴赏和图像分析能力。

Step4 学习知识点（3） 1. 介绍不同流派的艺术作品，包括其特点、背景和艺术家生平； 2. 进行情境式讨论，让学生表达自己对不同流派的艺术作品的看法。

了解不同流派的艺术作品，拓宽学生的视野，提高学生跨文化交际能力和艺术作品鉴赏能力。

Step5 综合实践教师布置一项集体批评和欣赏作业，引导学生进行艺术作品评价和审美分享。

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。