资源简介

Unit 3 The art of painting
Reading 教案
教材分析：
本课时阅读文章是一篇关于印象派绘画以及Musée d'Orsay艺术博物馆的游记。学生通过阅读文章，需要识别和提取游记基本信息以及基本结构，以及和印象派相关的绘画介绍。学生需要进行归纳并整合诠释，在了解到印象派的特点后，结合著名画作，感知名画，提升文化素养和美术鉴赏能力。学生需要掌握“印象派”话题相关词汇及表达，感知对比手法在文章中的运用特点，加深对本单元主题的理解，积极调动思维，辩证思考美术发展的社会背景和历史。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，在语境中识别和运用本单元重点单词和短语；拓展主题相关的词汇，理解文章采用的结构。
思维品质上，厘清文章的结构框架，发散思维，从不同视角思考印象派绘画发展和特点，创造性地提出自己的观点。
文化品格上，从西方美术发展的角度，综合已学相关知识，加深对主题的理解，跨学科感知印象派作品，习得赏析方法。
学习能力上，习得如何使用对比手法，使得读者更容易获取文章信息。
教学重点：
学生能够厘清文章的组织结构，获取关键信息。
学生能够掌握和运用重点单词、短语，理解文章中的修辞手法。
教学难点：
学生梳理文章的组织框架，获取关键信息。
了解对比的写作手法。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead in: T asks a question: What is art Ss gives some key words to answer the question. Then, T organizes these words into a mind map. If Ss cannot provide relevant words, T can show some parts they need think about such as place to appreciate art, kinds of art, importance, people etc. Finally, T plays a short video to summarise the definition of art. 通过简单提问，激活学生对艺术的概念以及话题词汇。 播放视频，快速总结。 3’ CW
Step 2 Warm-up for reading Setting a scheme, answer question: why people visit art museum. T asks Ss to pretend to be visitors who will visit an art museum, and tell what we need to prepare. Suggested answer: Search the museum What paintings it has History of the paintings Realise the style of them Then, The teacher has students predict the contents of the article according to the title and the illustrations. 创设艺术馆情景，通过问题活跃课堂气氛。培养学生根据语篇标题、插图等信息预测语篇主题与内容的理解性技能。 8’ CW/IW
Step 3 Reading (first time): T leads Ss to answer three questions. 1. What is the museum and where is it [Answer: Musée d’Orsay in Paris, France. Then, T plays a video to make Ss feel the museum] 2. What works does the author like [Answer: The Ballet Class and The Card Players] 3.What painting style does the article mention [Answer: Impressionist painting. Then, T plays a short video to introduce impressionist painting briefly because Ss already have a idea about it.] Next, T has students finish A1 on Page 32. T needs to highlight the structure of the travel journal. 提取旅游日记中的主要内容，梳理文本的语篇结构，把握该语篇中的基本事实性信息。 讲解题目过程中，结合视频，让文章中的内容视觉化，提高概念认知以及绘画赏析能力。 10’ IW/CW
Step 4 Reading (second time): The teacher asks each student to read the text carefully again. Students locate detailed information by scanning the article and finish A2 on Page 32. First, T needs to explain the meaning of TRUE and FALSE. Then, while checking answers, T can highlight how to locate questions and why they are true or false. For example: 带领学生进一步梳理细节信息，提取有关文章主旨的基本事实信息，理清行文脉络。 习得判断题做题方法，老师细节讲解。 10’ IW/CW
Step 5 Conclusion: T make Ss to finish two tables to review the article and compare Claude Monet and Pierre-August Renoir. 细读文本后，了解莫奈和雷阿诺作品的异同点，推断印象派画家对其后绘画艺术的影响。 5’ GW/CW
Step 6 Discussion: Students answer the first question in A3 on Page 32. Then in groups of four: 1. Which of the following do you think is most likely to be an Impressionist painting Give your reasons. [T analyse each painting and tell its name and author. If possible, T can lead Ss to appreciate each one and point features.] 2. If you were a tour guide of the Musée d'Orsay, how would you introduce the museum to the visitors [T circles the main features of Musée d'Orsay to help Ss to conclude, and gives some language tips.] 培养学生对绘画艺术作品的鉴赏能力。通过总结博物馆内容提高语言能力。 7’ CW
Step 7 Building your language: Students consolidate the use of new words and phrases and finish task B1. Check the answers together. While checking the answers, T needs to tell the clues for each blank, and also summarise the key information for each para. Then, T displays The Starry Night, 1889, Van Gogh and leads Ss to appreciate it and list the features. If possible T can play a video to introduce the painting. 在新的语境中运用生词，巩固新知。教授选词填空的方法。 展示梵高的画，综合运用所学习的内容，复习赏析后印象派作品。 8’ IW/CW
Step 8 Building your language: T analyses root words and suffixes in task B2. T displays the Xmind map to compare tree root and root word map. Then T teaches the way to add suffixes and check answers. 教授词语后缀，引导学生感知词根的意义，以及分类总结不同词性的后缀。 5’ CW
Step 9 Building your language: T makes Ss to reread the article and find out the comparing sentences, then T shows a short passage and gives 3 mins to Ss to improve it, then displays sample writing. 巩固语言技巧，强调对比型(相似与不同)写作方式的特点和效果，提高学生语言表达能力。 5’ IW/CW
Step 10 Homework: 巩固新知，跨学科（历史和美术）自主探究绘画风格转变的原因。 1’
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生是否能习得判断题的做题方法。
学生是否掌握鉴赏印象派的方法并能结合所学精准描述。
语言方面，是否习得对比的写法和相关词汇以及不同词性的后缀。

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