资源简介

Unit 1 ART
Reading and Thinking 教学设计
课标要求：
1. 能根据上下文和构词法推断理解生词的含义。
2. 能理解段落中各句子之间的逻辑关系。
3. 能找出文章中的主题，理解故事的情节，预测故事情节的发展和可能的结局。
4. 能读懂相应水平的常见体裁的读物。
5. 能根据不同的阅读目的运用简单的阅读策略获取信息。
教材分析：本单元阅读文本的主题是西方绘画简史。通过介绍不同时期的西方绘画以 及因各时代代表画家引领而发展出的独特风格，激发读者品鉴艺术历史，探究西方绘 画未来可能的发展方向和促进艺术发展的源动力，思考艺术的功能和价值，提高审美 素养，崇扬人文价值。
该文本采用说明性文体，以第三者视角客观简述西方绘画发展的四个关键时期， 内容紧凑，语言平实，文风平易近人。标题“A Short History of Western Painting” 指向文本主题，标示语篇类型。全文以“总—分”建构，分述部分以副标题切分。第 一段为总起段，阐述为什么要了解绘画发展史。其余段落以时间为主线，选取代表人 物，依次介绍四个不同时期的西方绘画，并在最后留下思考空间，引发对于艺术本质 的思考。
在进行文本教学设计时，要帮助学生梳理关于绘画艺术和历史发展相关的话题类 语言，包括绘画特点，以及变化发展的相关表达。此外，逻辑功能性语言，例如while… still…, less… more…, …but instead 等，也是值得关注的。本文四个时期虽由 副标题统领独立成文，但全文在内容过渡、行文逻辑和语言衔接上是串联的整体，在 文本梳理中也需特别注意。此外，本课需要关注西方艺术区别于中国艺术的独特魅力，
同时要培养发展的眼光看待文化，感受跨越文化的艺术之美。
学情分析：Students has learned English for many years,and they have mastered some basic language points and language skills, in this unit, they will learn the topic of art, it is hoped that they can enjoy different works of art and explore the value of art.
教学目标：
基础性目标：
围绕西方绘画进行主题讨论，根据文本布局和语篇要素预测文本内容，激活背景 知识和主题词汇。
拓展性目标：运用略读、细读、归纳、整合等阅读策略，梳理文本信息，根据原 文逻辑进行加工输出，理清代表人物在西方绘画发展史的作用，并完善对于西方绘画 史的认知和理解。
挑战性目标：
通过文本分析和语篇解读整理西方绘画各时期代表人物的绘画风格。
教学重难点：
1.Guide the students to get the main idea of the whole passage.
2.Make the students use the information in the passage to describe the history of Chinese art .
学法指导：cooperative learning、Task-based teaching method
教学过程设计：
教学环节 教学内容 学生活动 设计意图
Activity1 : (10min) Leading into the topic about Western painting Q1: What do you think of when talking about Western painting Q2: Do you know any great Western paintings or famous painters What do you know about them Q3: How do you like Western paintings Why Students brainstorm and share their knowledge about Western painting. 2.According to the teacher’s instructions, try to predict the main idea of the article. 引入话题。 学生就上述 三个问题展 开头脑风暴， 就主题展开 发散联想，激 活并储备话 题词汇。
Activity2 : (15min) Reading 1.Skim the title, clarify the layout and predict the content. Q1: What will the text be about How do you know Q2: In what order is the text developed How do you know 1. Exploring the purpose of the writing 1.Students make predictions about the content of the passage by studying the title, viewing the pictures and clarifying the layout. 2.Students read paragraph 1 for the writing purpose 整体把握文 本内容，锻 炼学生的概 括能力。同 时，通过探 究 写 作 意
Q1: What’s the key word or key sentence in this paragraph Q2: Why does the text tell about the development of Western painting Q3: Why does the writer ask a question at the beginning and check their predictions. 图，明确内 容走向，凸 显 阅 读 主 线，提升阅 读效度。
Activity3 : (10min) Unfolding the development of Western painting Q1: How does the writer tell about the history of Western painting Q2: Who are mentioned in each period Q3: Why are they mentioned 2. find detailed information. Q1: How did painters develop painting Q2 : What role did they play in the development Find sentences to support your idea. Q3 : Why did painters make changes of the former style of painting Students skim the text to find the general information about the text by answering the following questions. Students read the text carefully to fill in the box and think about the questions below. 引导学生关 注语言和内 容双维度融 合，并为读 后活动中分 析作者的写 作方法和技 巧作铺垫。
Activity4 : (10min) Think and match. Q1: Who painted these paintings Why do you think so Q2: How are the paintings different from each other Q3: Which painting do you like most Why Students match the paintings with the right painters based on their understanding of Western painting. (Exercise 3 on Page 3) 巩固和总结 本课时的所 学内容
作业布置：Retell how Western painting has developed throughout the four periods in time sequence.
板书设计：
Unit 2 Art
The Short History of Western Paintings
The Middle Ages The Renaissance Impressionism Modern Art
令 Religious 令
教学反思：
Book 3 Unit1 Art Discovering Useful Structures 教学设计
课程标准：
《英语课程标准》对于语法的要求：高中阶段英语语法知识的学习是义务教育阶 段语法学习的延伸和继续，应在更加丰富的语境中通过各种英语学习和实践活动进一 步巩固和恰当运用义务教育阶段所学的语法知识，学会在语境中理解和运用新的语法 知识，进一步发展英语语法意识。
教材分析：
This teaching period mainly deals with grammar “the infinitive” used as the predicative. To begin with, teachers should lead students to revise what they have learned about this grammar by analyzing the sentence patterns in the text and some simple sentences. And then, teachers move on to stress more special cases concerning this grammar.
学情分析：
Students in Junior School has learned English for years, and they have mastered some basic grammar knowledge. This period carries considerable significance to the cultivation of students' writing competence and lays a solid foundation for the basic appreciation of language beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercises.
教学目标：
【基础性目标】：
1.Students are able to tell the functions and meanings of the infinitive.
2.Students can rewrite the sentences using infinitive or “in order /so as to +do ”
【拓展性目标】：
1.Students can learn the basic usages of the infinitive.
2.Students can tell the different syntax-function of the infinitive.
【挑战性目标】：
Students can summarize the meanings of the infinitive as the predicative
and use them properly in the context.
教学重难点：
1.Students appreciate the function of “ the infinitive” used as the predicative
2.Students try to write essays using the proper “the infinitive” used as the predicative.
学法指导：
Question and answer teaching method ; Free discussion method ; Pair work
and individual work method ; Exploring.
教学过程设计：
教学环节 教学内容 学生活动 设计意图
Lead in (3mins) Observe analyze group and in 1.Perhaps the best way to understand Western art is to look at the development of Western painting over the centuries. 2.During the Middle Ages, the purpose of Western art was to teach people about Christianity. 3.In this work, Monet's aim was to convey the light and movement in the scene… 4.What they attempted to do was no longer show reality, but instead to ask the question, "What is art " Q1 ：What is the meaning and function of infinitives 让学生讨论阅 读篇章中出现 的四个句子， 理解动词不定 式作表语在句 中的意义及语 用功能。
Activity 1 (10mins) Discuss with your partner and share your own ideas with other students. Q2 ： Can you understand the use of infinitives in sentences 1.Our plan is to make better use of these materials. (说明主语) 2.What I would suggest is to ask your father for his opinion. (说明主语) 3.The next step is to make sure that you know exactly what is required. (表示目的) 4.He was to die in a shipwreck and to leave his wife and two children. (表结果) 引导学生发现 不定式作表语 时，谓语动词 的特点。
Activity 2(13mins) Introduction of the grammar Q3 ：Do you know how many ways about the use of the infinitive？ 一、动词不定式 (短语) 作表语的用法 1.主语是以 aim，suggestion，duty，hope，idea， intention，plan，purpose，the way to do sth 学生能了解到 动词不定做表 语时在句中的 各种用法及其
等为中心的名词词组时，或者以what 引导的名词 性分句表示，一般用动词不定式作表语说明主语 的内容。 2.表示目的。 The next step is to make sure that you know exactly what is required. 下一步你要真正弄清楚需要的是什么。 3.表示事态发展的结果、预期的结果、不幸的命 运或预言。 He was to die in a shipwreck and to leave his wife and two children. 后来他在一次船只失事中丧生，留下了妻子和两 个孩子。 4.用于被动语态，相当于 can/could，should， ought to，must，具有情态意义。 The regulations are to be observed. 规章制度必须遵守。 (must) 5.表示"同意、安排、命令、决定、劝告、愿望、 意愿、禁止"等。 They are to marry next week. 他们将在下周结婚。 (安排) 6.动词不定式 (短语) 作表语时，可用主动形式 表示被动意义。 Who is to blame for the fire？ 谁该对此次火灾负责？ Q4：How to omit “to” 二、动词不定式 (短语) 作表语省略 to 的情况 动词不定式 (短语) 作表语时，一般情况下不定 式符号 to 不能省略，但在以下几种情况下可省略 不定式符号 to： 1.all 做主句主语，其后的定语从句中含有实义 动词 do 的某种形式时。 例： All we need to do is live each day with hope. 我们需要做的就是带着希望过好每一天。 2.what 引导的从句做主语，从句中含有实义动词 do 的某种形式时。 例： What I want to do is take a holiday right away. 我想马上就去度假。 3. (主句) 主语被 only，first，one，least 或 形容词最高级修饰，且其后作定语的从句或短语 表示的意义， 弄清楚可省略 “to”情况。
中含有实义动词 do 的某种形式时。 例： In the evening the only thing he did was read the newspaper. 晚上他唯一做的就是看报纸。
Activity 3 (10mins) Do some exercises Q5 ： Can you answer the following questions 阅读活动 3 的问题和答案，在小组内进行对话练 习 1.What's your biggest dream/ambition in life 2.How are you going to make your dream come true 3.How are you going to achieve your goal 4.Do you have any plans 5.What might be difficult for you 6.How are you going to deal with... My biggest dream/ambition in life is to… 让学生在理解 的基础上运用 动词不定式作 表 语 进 行 对 话，培养学生 运用动词不定 式作表语进行 表达的能力。
Activity 4 Homework 1、巩固复习动词不定式做表语的用法。 2、完成下面的练习。 补全句子 His wish is . 他的愿望是当大夫。 They are . 他们计划下周结婚。 My job is to . 我的工作是教你英语。 巩固提高
板书设计：
Unit1 Art
Discovering Useful Structures
1、用法：
2、省略“to”的情况：
3、练习：
教学反思：
Unit 1 Art
Reading for Writing 教学设计
课程标准：
《英语课程标准》对于表达性技能提出了具体要求：以口头或书面形式描述、概 括经历和事实；通过重复、举例和解释等范式澄清意思；运用语篇衔接手段，提高表 达的连贯性；根据表达的需要，设计合理的语篇。
教材分析：
本环节通过阅读课文学习写作技巧，并要求学生自己写一个通知。
学情分析：
写作是一项综合能力，对于高二学生已经有了一定的英语功底，阅读写作板块， 学生的主要问题在写作而不在阅读，但是只有将阅读文本分析透彻，才能为写作提供 依据。
教学目标：
【基础性目标】：
To analyzes the text structure and grasps the writing characteristics of an announcement.
【拓展性目标】：
To learn to write an announcement for art club members about a trip to
see an exhibition.
【挑战性目标】：
To let the students be interested in writing.
教学重难点：
1.Understanding the general meaning of the new text.
2.Train the reading ability to scan for the detailed information.
学法指导：
任务型教学法与多媒体相结合。
教学过程设计：
教学环节 教学内容 学生活动 设计意图
Lead- In(3min) 1. Greeting 2. Leading-in Answer the questions by 引 入 文 章 主 题，进入主题
Q1：What is the text about Q2：Where do you usually find this kind of writing？ Q3:Who are the target readers？ yourself. 情境。
Activity 1 (10min) New Exhibition “ From Shang to Qing: Chinese Art Through the Ages” More than 3, 000 years of wonderful art from China on display. Highlights : The painting Clearing After Snow on a Mountain Pas, by Tang Yin. A collection of nearly 100 bronze objects from the Shang Dynasty (1600-1046 BCE) Many fine examples of Tang Dynasty (618-907) sculptures . You will explore another time with its amazing collection of works. Date: Now until November 25. Opening
hours : 9 : 00 a m to 5 : 00 p m 学生浏览展览宣 传页，仔细阅读 文本，独立完成 内容填写。师生 核对答案。 不仅是为了训 练和巩固学生 的阅读技能和 策略，还能帮 助学生了解主 题展览推介文 和展览宣传页 两种应用文体 的区别。
Activity 2 (7min) Q1：What is the exhibition about？ What are the highlights？ 与活动注意事项相关 Q2：Where shall you meet？ Q3：How are you going to get there？ Q4：When are you going Q5：What should you bring？ 学生以小组为单 位，确定展览主 题，然后按照活 动 3 第一题的六 个小问题整理信 息，完成第二题 的写作任务。 教师可引导学生 将六个问题分成 两类 了解文章谋篇 布局，进一步 为 自 己写作打 好基础。
Activity 3 (10min) 向学生展示写作技巧 如何写通知 口头通知是以口头的形式传达通知的内 容，要求语言要口语化，句子一般用简单句， 通知内容不宜过多。口头通知的开头往往要有 称呼，如："Boys and girls"或"Ladies and gentlemen”等；且常有提醒听众注意的词语 或句子，如"Attention，please!"或"May I have your attention，please "等。在正文 部分要把时间、地点、内容等明确地表达出来； 口头通知通常以"That's all. Thank you！" 等结束语作结尾。 书面通知的标题 NOTICE/Notice位于首行 中间，落款一般位于右下角，正文部分要重点 列明时间、地点、活动内容、注意事项等。 在写作时要注意以下几个方面： 1.形式：从形式上可分为书面通知和口头通 知。书面通知强调语句简练，用词贴切，用语 1) 学生基于整理 好的信息，根据 文 体 特 点 和 语 境，写出初稿。 (2) 学生交换初 稿，根据活动 4 的评价清单，进 行互评。 评价标准： Is the announcement clear and to the point Is all the necessary information 了解学生自己 写作要注意的 方面。 锻炼学生的写 作能力。
书面化；而口头通知比较灵活，用词表达较为 口语化。 2.结构：通知一般由标题、正文和结尾三部分 组成。正文包括事件、通知对象、要求、时间、 地点等； 结尾部分主要包括发通知的具体日 期。 3.在句式写法上必须注意以下几点： ①多用简单句和祈使句，尽可能用精炼的文字 明确地表达信息； ②通知往往着重对活动内容、对象进行说明， 多用被动语态； ③通知中所表明的事情大部分是未进行的，故 多用将来时态。 发布通知的目的是传达信息，不必过多修 饰语言。写作时要做到层次清晰，切忌在一个 句子中传达多项信息。 about the exhibition and the trip included Does the writer use correct grammar, punctuation, and spelling？ 此类写作 对应新课标中 "人与社会"这 一主题，要求 学生能够用所 学英语知识正 确地表达一个 事件，体现了" 语 言 能 力" 这 一学科核心素 养。
Activity 4 (9min) 通知一般用于下达指示、布置工作、传达事情 等。此类短文侧重于考查格式及正文时态的应 用等。通知一般分为口头通知和书面通知。一 般说来，无论采用哪种形式，通知都要包括时 间、地点和活动内容等。 Write an announcement after class. 给学生充分的时 间去消化吸收， 并完成自己的作 品。教师选择优 秀作品，张贴在 班级墙报上。
Homework：
Write an announcement for art club members about a trip to see an exhibition.
板书设计：
Unit 1 Art
Reading for Writing
Useful expressions :
常用表达：
1.May I have your attention, please？
2.Attention, please. I have something important to tell you. 3.Attention please, everyone. I have an announcement to make.
4.There will be a book fair to be held in the city square next Sunday. 5.There will be an exhibition of oil paintings, where you can see many works by masters.
教学反思

展开更多......

收起↑