高中英语 Unit 1 Art 全单元教案

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人教版高一英语《Unit 1 Art》教案

三一文库（）/高一〔人教版高一英语《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 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 plete 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的艺术博物馆加深对博物馆的了解和认识。

人教版高中英语教案三篇

【导语】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。

准备了以下内容，供⼤家参考!《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。

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。

人教版高中英语选修六Unit1-Art单元Reading 教案

人教版高中英语选修六Unit 1 ArtReading – A Short History of Western PaintingTeaching aims1.Enable students to learn something about the western arts.2.Foster the students’ ability in skimming and looking up information in booksand improve the students’ reading ability.Teaching procedureStep1 Lead in1.What kinds of paintings do you know?2.Do you know the painters of these famous pictures?Step2 Fast reading1. In what order is the passage organized?2. How many western styles are mentioned in the passage and what are they? Step3 Careful readingPara.1:1. What is art influenced?2. Did western art change a lot?The Middle Ages1.What is the aim of painters during the Middle Ages?2. What were the artists not interested in and what were they interested in ? The Renaissance1.In the Renaissance, what did people focus on?2. How did Masaccio paint his paintings?3. What kind of paints were developed at this time?Impressionism1.What happened to Europe in the late 19th century?2. What did the impressionists want to show?3. Why did the impressionists have to paint quickly?4. Why did many people become very angry about the paintings?Modern Art1.What is impressionist paintings accepted as?2.What would have happened if there had been no impressionists?3.What were the qualities of modern art?Step4 Post-reading: True/false questionsStep 5 Writing你的朋友小明最近在学习西方绘画历史方面遇到了难题。

人教版英语选修六Unit 1 Art(Reading)课程教学设计

unit 1 Art Reading 教学设计一、教材分析：本单元是必修六第一单元，以Art为主题, 主要介绍了西方绘画简史，描写了曼哈顿最好的艺术长廊。

文中介绍了西方绘画历史中的四个重要阶段：中世纪，文艺复兴时期，印象主义时期和现代艺术时期。

对于每个阶段文中主要介绍的是不同的绘画手法，绘画特点，以及引起绘画特点转变的社会风俗等原因。

另外，应帮助学生了解更多有关美术的背景知识，分析中西方艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方绘画艺术进行比较。

二、学生分析:本班为普通高二理科班，刚刚从高一完成跨越。

学生成绩普遍低，学习态度不太端正，学习积极性较高，大部分学生在学习上还存在着依赖性，不愿意自己探究知识，没有好的学习习惯，但是他们却非常活跃，很有激情，教师在学习中进行渗透鼓励与指导。

学生对西方文化艺术非常感兴趣，这也有利于提高他们个人修养与素质。

三、Teaching aims教学目标1. Knowledge and SkillsTo understand the meanings of the following new words and phrases. （abstract, sculpture, gallery, consequently, belief, aim, symbol, value, religion, possession, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive, scholar, flesh, bunch, avenue, exhibition, civilization, contemporary, permanent, district）To learn about some major movements in Western art and how styles have changed.To develop the students’ reading ability by skimming and scanning the passage. 2.Process and methodsWhile doing Warming Up the teacher can let students talk about different art forms. And show a group of Western paintings to recall their knowledge about Western paintings.During Pre-reading the teacher can let students predict the content of the passage by reading the title of the passage.Reading and comprehending: the teacher asks students to read the passage quickly to get its structure. After that, the teacher lets students read carefully to get more detailed information.Post-reading: let student retell the passage in their own words at the end of the class.3.Emotion, attitude and valueTo stimulate students’ sense of beauty and the ability of understanding, enjoying and creating beauty.To develop students’ sense cooperation learning.四、Teaching important points教学重点1. Enable the students to grasp the new words and impressions.2. Try to get the main idea of the text and improve the students’ reading abilities.五、Teaching difficult points教学难点1. Help the students learn how to talk about the short history of Western painting.2. Enable the students to talk about their opinions about different styles of Western art.六、Teaching aids 教具The multimedia , blackboard七、Teaching method教学方法Task-Based Language Teaching, Skimming and scanning, Discussion八、Teaching procedures教学过程Step 1. GreetingsGood morning, everyone! So happy to see you here.Step 2. RevisionLast class, we have learned the new words, now let us have a short review. Please open your book and turn to page 89, and read follow me.设计意图：本班学生基础较差，基础的单词必须每节课都巩固，上课读一遍，加强记忆，有助于更好理解课文，并且为以后学习打好基础。

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。

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单元整体教学设计高二英语大单元教学(人教2019选择性必修第三册Unit1 Art)

同的艺术形式展开的。

从opening page《雅典学院》School of Athens壁画到Video Time 我国传世名画《清明上河图》，学生时刻浸泡在世界名画的殿堂中，深切感受到艺术的魅力，在英语学习中有机渗透中华优秀传统文化，凸显社会主义核心价值观，帮助学生坚定文化自信。

【Why】从本单元选取的多模态语篇可以体会到了解绘画的必要性，科学和艺术犹如鸟之双翼，缺一不可。

学生还可以从中通过观察中外绘画的发展，客观分析、辩证思考有利于发散思维和批判性思维的形成。

【How】本单元选取了不同类型的多模态语篇，reading and thinking这一板块学生可以了解不同时期的绘画艺术风格和特点，同时引导学生探究影响绘画艺术发展的重要因素。

Using language板块听说和读写两部分都是基于与艺术相关的交际需要来设计的。

Talk about works of art以我国的水墨动画片《牧笛》《小蝌蚪找妈妈》《山水情》为主题内容。

学生在动态的画面中欣赏水墨画写意的美感。

Write an art exhibition announcement是一篇中国古代艺术藏品展览信息，属于应用文体，希望通过了解这些展品激发学生对中国传统绘画艺术的兴趣，增强文化自信，传承和发展优秀的民族艺术。

三．学情分析高二学生对Art这一大主题已有多次接触，比如必修二UNIT1Cultural Heritage,必修三UNIT3Diverse Cultures和选择性必修二Bridging Cultures，所以有较好的英语语言知识和基本的语言技能，具备从文中获取细节信息的能力，大部分学生能使用简单的英语表达观点和态度，但是多数学生在整合语言、批判评价等方面的能力还比较欠缺。

在单元学习前：对艺术有一些基本了解，但对艺术的范畴理解上有局限，相对熟绘画和文学，学习策略主要是跟着老师的思维走，语言表达局限在一些简单词汇和句式上。

Unit 1 Art 教案

Teaching planModule 6 Unit 1 ArtPeriod 1 warming up and readingTeaching goalsKnowledge goal:Master the important words, phrases and sentence patterns.Ability goals:1.Students can know about the history of western painting and use some words and expressions to talk about the styles of western paintings.2.Students are able to understand the text and fulfill all the reading tasks .Emotion goals:1.Enable students to study easily in class, improve their abilities of observation and appreciation.2.Students can understand the beauty of art, and love to appreciate art in daily life which can make them more elegant.Key points and Difficult points1.Key pointsMake sense the time line of the western painting and master the themes and characteristics.2.Difficult pointsThe students will be able to express their own ideas about painting in English by using what they have learned.Teaching MethodsCommunicative approach, and situational approach.Teaching AidsThe multimedia, chocks,and blackboard.Teaching ProceduresStep1. Lead-in (5 min)1: Do a psychological testLet students choose one from four paintings to hang on the wall of their bedroom to see how rich they will be in the future.[Justification:begin with the art which the students are familiar with. Inspire students’ interest by doing a psychological test. Be prepared for leading in the text. ]Step2. Pre-reading (5 min)Talk about different kinds of art.Step3. While-reading (18 min)Task 1Ask students two questions①Why is art different in different cultures?②Does art always stay the same in one culture?Task 2 ListeningListen to the type and find out four important periods of art mentioned in the passage.Task 3 Study each style of art in detail.①The Middle AgesWhat’s the main aim of the painte rs of this style?What is a typical picture like at this time?②The RenaissanceWhat did people concentrate on in this period?Why was this style of painting called “The Renaissance”?How could the painters make the paintings so real and the colour so deep and rich?③ImpressionismTake about the society of this period.Describe impressionists.④Modern ArtDiscussionLet students discuss the styles and characteristics of the paintings in Modern Art.Step4. Post readingTask 1 Costume playStudents imitate some famous paintings and introduce the paintings to others.Task 2 Find the beauty around us.Art makes us have the eyes to enjoy the beauty of our life.Find the beautyaround us and introduce it to others.Step5. HomeworkPredict what paintings styles there will be in the future?。

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。

Unit1 《Art》教案

Unit1 《Art》教案Unit1 《Art》教案（新人教版选修6）aring-upLead-in:In rder t derate ur lassr, e have several paintings t hse fr N I’d lie u t l at the paintings in this unit (p2 and p44)hih uld u lie t put up n the alls f ur lassr? And h? hat ind f the stle fr eah painting?Iprtant pints:1 inlude v inluding prepEg Thirt peple, inluding six hildren, ent t visit the fatr== Thirt peple, six hildren inluded, ent t visit the fatr(介词短语inluding six hildren可用独立主格结构six hildren inluded替换，即inluding sb=sb inluded)2 painting n(油，水彩) 画paint v（用颜料）画draing n(素描) 画dra v（用线条）勾画3abstrat ad抽象的，深奥的n摘要（f）v摘录，提取，分离（fr）(perfet ad/v inrease v/n ndut v/n)an abstrat painting 抽象画abstrat nun 抽象名词abstrat…fr…从…中提取in the abstrat 抽象地，一般性地eg Beaut is abstrat but a huse is nteg Salt an be abstrated fr sea atereg I lie dgs in the abstrat, but I an’t bear this ne4hat uld u rather d … 你更愿意做什么…Pre-reading (说p94)ReadingSanning:1hat ere the artists interested in fr th t 1 th entur AD?The are interested in reating respet and lve fr Gd2H did asai paint his paintings?He dre things in perspetive(透视画法), hih ae piture ver realisti 3h did the ipressinists have t paint quil?Beause natural light hanges quil, the had t paint quilSiingNae f AgesTieArtistFeatureThe iddle Agesth t 1th entur ADGitt di Bndnereligius, realisti The Renaissane1th t16th entur ADasaiperspetive, realisti Ipressinislate 19th t earl 20th enturdetailed, ridiulusdern Art20th entur t tdantrversial, absreat, realistiIprtant pints:1influene v≈ n 影响（力）；有影响（之人或物）have an influene n/upn… 对…有影响have influene ver/ith… 对…有影响力under the influene f 受…所影响，受…所左右eg The eather in suer influenes the rie rpseg He has n influene ver his hildren2belief n相信；信念；信仰；信心believe vbelief-believe life-live prf-prve safe-save thief-thievebend believe 难以置信have belief in… 对…有信心It’s ne’s belief that- 某人相信t the best f ne’s belief （某人）深信eg belief is that he ill in 我确信他会赢。

人教版高中英语选修6《Unit 1 Art》教案

2. Painters in the Middle Ages did not use perspective.
3. Impressionists painted landscapes.
4. You cannot recognize any object in abstract modern art.
【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.
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
b.重点句式
There are so many ... that it would be impossible to ... P1
People became focused more on ... and less on ... P2
If the rules of perspective had not been discovered, people would not have been able to paint ... P2