资源简介

Unit 3 The art of painting
Grammar and usage 教案
教材分析：
本单元围绕“艺术馆与鉴赏美术”的主题语境展开，内容涉及在欣赏名画时，人们的行为模式以及艺术馆介绍。本课时主要为鉴赏美术情境下的语法内容——动词ing与ed形式作表语，重点在于让学生在话题语境下感知并理解该语法的使用，重点表达方式涉及与美术相关词汇。本文的价值取向在于学生通过学习，加深对于艺术与鉴赏行为的了解。
教学策略与设计说明：
采用PPP教学法(Presentation Practice Production)，结合本课时知识要点，总结相关语法规则，进行系统学习，最后基于语境反复操练。
教学目标：
在本课学习结束时，学生能够：
语言能力上，学习和归纳动词ing与ed形式作为表语要点；掌握基于美术相关的语言表达，提高谈论鉴赏美术行为的能力。
思维品质上，在学习的过程中提升自身归纳总结能力，加强对艺术的认识。辩证且合理思考不同鉴赏行为的影响。
文化意识上，了解艺术发展的背景信息，结合个人经历，感知艺术的重要性及美术馆作为展示画作场景的作用。
学习能力上，学会自主总结归纳语法规则，用语法表达鉴赏画作后的心得体会。
教学重点：
学习和归纳动词ing和ed形式作表语的语法要点；掌握相关的语言表达。
教学难点：
学会自主总结归纳语法规则，引导学生练习输出该语言要点。
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: First, T asks three questions to lead Ss into the art museum scene. T needs to encourage Ss to express their personal experience and opinions. Then, T visits a VR website of Louvre and asks Ss to tell how they feel. Also, T shows some verb-ed as adjectives to express feelings. 使用卢浮宫VR参观网站，导入艺术馆情景，使学生在寻找问题答案的过程中，初步了解动词-ing形式和动词-ed形式，为下一步引入语法概念做好铺垫。 5’ CW/IW
Step 2 Reading: T displays four questions to lead Ss to read the passage and collect key information of it. Q1: Where did the writer go to see the paintings Q2: How did the writer appreciate the paintings Q3: What was the writer’s attitude towards the act of viewing artworks through smartphone Q4: Do you agree with the writer’s opinion about appreciating artworks with one’s own eyes State your reasons. 通过设计阅读题，引导学生先掌握文章内容，为后续讲解语法做铺垫。在讲解答案过程中高光verb-ed和verb-ing 5’ IW/CW
Step 3 Exploring: First, T explains the requirement of task and highlights “predicatives”. Then, T shows the definition of it and provides some linking words and sample sentences for completing following task. Next, T asks Ss to collect verb-ing and verb-ed as predicatives and fill in the table. After that, T tells the difference between them. Ss and T work out the rules. 让学生在真实语境中观察、分析、充分感知动词-ing和动词ed形式的不同功能及含义，为归纳语法规则做好铺垫。同时，通过更多例句来启发、诱导、点化学生体会语言的规律性。练习环节老师详细分析句子结构和用法，激活学生新知。 15’ CW/IW
Step 4 Practice: Ss collect verb-ing and verb-ed from First impressions on page 30-31 and make a mind map. T can asks Ss to use arrows to link them if they have the same root word. [review for the last lesson: root word.] Also, T provides an xmind picture to give an example. 通过提供更多动词-ing和动词-ed形式的单词的例子，运用xmind软件结合上节课词根知识点，让学生有更直观的体会。 2’ CW
Step 5 Applying: B1 The teacher has students read the five sentences in Part B1 on Page 35 and figure out the functions of the verb-ing and verb-ed form in the missing parts in each of the five incomplete sentences. Then T checks the answers. 引导学生结合语法规则，在单句操练中掌握动词-ing和动词-ed作表语的用法。巩固新知，将知识转化为能力。 5’ IW, CW, GW
Step 6 Discussion: For leading in the following task, T asks a question: How do you appreciate a masterpiece in an art museum Then, T shows a picture to summarise or predict Ss’ answers. 通过询问学生鉴赏美术作品的方法，初步习得相关内容，有目的性的阅读段落，提高效率。 3’ CW
Step 7 Applying: B2 Students read the passage. First, they need to tell what the topic is. Then complete it with the correct forms of the verbs. While checking the answer, T can also guide Ss to review the function of verb-ing and verb-ed and why the answer is correct. Suggested answer: Surprising, concerned, prepared, satisfying, encouraging 通过段落练习，学生习得动词ing和ed的实际用法。将知识转化为能力。 5’ IW/CW
Step 9 Discussion: Do you agree with that people need to appreciate artworks rather than simply take photos or record videos to post on social media And why or why not T organises Ss to have a discussion for improving Ss critical thinking. At the same time, Ss needs to connect the feature of art gallery, the meaning of appreciating paintings and personal preference. 通过结合语法知识和情景，使学生综合使用语言表达态度和看法，辩证思考话题，将语言能力转化为素养。 5’ CW/GW
Step 10 Applying: B3 T explains the purpose of the task. Then T analyses the two pictures and discuss their feelings when they appreciate them (style, skill, colour, shade, brushwork, light, scenes…) Next, T shows the sample answers and highlight the grammar point. 综合运用语言知识，获取图片重点信息，结合本单元重点话题，将能力转化为素养，通过鉴赏作品主观、客观进行描述，达到提高思维品质和语用能力的效果。 10’ IW/CW
Step 11 Language point If there is free time, T can analyse the main sentences from the lesson and focus on the grammar. 分析句子语法结构，巩固语法结构，提高语言能力。 5’ CW
Step 12 Homework: 通过三个不同风格的作品，通过已知巩固新知内容。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思
通过本节内容学习，学生是否掌握动词ing和动词ed形式做表语的语法知识点，把握材料大意；
通过本节内容学习，学生能否掌握归纳总结使用该语法方法；
学生是否能够反思鉴赏美术的行为模式，提高美术鉴赏能力。

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