高中英语-Art教学设计学情分析教材分析课后反思

TeachingDesignAShortHistoryofWesternPaintingShengliNo.1MiddleSchool,DongyingXuJinfangTeachingaims:Aimsofknowledge:Letstudentsfullycomprehendthereadingmaterial.Helpstudentsunderstandthenewwordsandexpressionsrelatedtothistopic.Helpstudentstoknowthewholeorganizationofthepassageandthewritingstyleofthepassage.Aimsofability:Fosterstudents’abilityofgettinganddealingwiththeinformation.Encouragestudentstoexpressthemselvesaboutthistopic.Encouragestudentstohavecreativeideasonthebasisoftheoriginalpassage.Teachstudentssomestrategiesofreadingtoimprovetheirabilityofcomprehension.Fosterstudents’abilitiesofprobingandlearningknowledgebythemselves.Encouragestudentsawarenessofsharingknowledgeingroupsthuspromotingtheirteam-spirit.Aimsofaffection:1.Fosterstudents’senseofbeautyandimprovetheirabilityofappreciatingarts.Helpstudentslearnmoreaboutthebackgroundhistoryofwesternart.Enhancestudents’self-esteemandtheirsenseofresponsibility.Keyvocabulary:abstractfaithaimconventionaltypicalevidentadoptpossesssuperbtechniquecoincidenceshadowridiculouscontroversialKeyphrases:bycoincidenceagreatdealontheonehandontheotherhandTeachingprocedures:I.Lead-in:Showpicturestoarousestudents’interestinartandletstudentstochooseonefavoritepicturetoputitonthewall,thusleadingstudentstothetopicofashorthistoryofwesternart.“whichonewouldyouliketochoosefromthesepaintings?Ifwelearnmoreaboutitshistory,maybeyoucanhavemorereasonsforyourchoice.Let’slearnapassageaboutashorthistoryofwesternpainting.”II.Fastreading:(Skimtofind)Makesureofthemainideaofthepassageonlybylookingatthetitle,thefirstparagraphandtheheadlinesofeachpart.“Inordertogetthemainideaquickly,weshouldpaymoreattentiontothetitleandthefirstparagraph.It’sanimportantlearningskill.Dorememberit!”(Learningstrategy:skimthepassagewiththehelpothetitle,thefirstparagraphandheadlines.)Showthenamesofdifferentperiodsofwesternpaintingandthetimeitlasted.Atthesametimehelpthemtomakesureofthedifficultpronunciation.Later,askstudentstopointouthowthepassageisorganized.Theanswerisintimeorder.(learningstrategy:Fosterstudents’abilityofreadinggraphs,suchastheverticalaxisandtheparallelaxis,andtheirabilityofmasteringthewholeorganizationofapassage.)III.Detailedreading:(Comparetoconclude)Movetothispartnaturallybysaying“Class,justimagine,wearehavingatimetravel.Wow!Amazing!Fistlet’straveltoTheMiddleAges!”Part1TheMiddleAges:Task1:“Lookatsomepaintingsinthisperiodandtrytoguessthethemetheywanttoshowus.Afterreadingtrytofinishthischartaboutthecharacteristicsofthepaintinginthisperiod.Now,readpart1!”Afterreading,letstudentsfillinthecharttogether.Task2:“Asforthispart,Ijustfindsomewordsofthetopic,especiallysomenouns.Now,class,it’syourturntofindmorewordsofthetopicmainlyadjectives.”Aftercollectingsomewordsfoundbystudents,haveagame,thatis,makeupsentencesusingthesewords.Iwillgiveanexample:later,theartistbegantopaintreligiousscenesinamorerealisticway.(learningstrategy:Fosterstudents’abilityofpickingoutthekeyvocabularyrelatedtothetopicandtheabilityofusinglanguagetocommunicate.)Movetonextpartnaturallybysaying“AftertheMiddleAges,thepaintingstylegraduallychanged.Manypaintingsaboutpeopleappeared,suchasthefamouspainting,MonaLisa.WecallthisperiodTheRenaissance.”Part2TheRenaissance:Task1:“Now,readthispartcarefullyandtrytofindthetwoimportantdiscoveriesofthisperiod.”Then,checktheanswerstogether:Anewtechniqueiscalledperspectiveandthenewpaintsrefertooilpaints.“Trytocomparetherightpaintingswiththeleftone.Whatcanyoufind?Thecolorslookricheranddeeperandtheylookmorerealistic.”Task2:Whocantelluswhatisperspective?Thegivenwordscanhelpyou.(It’sanewtechnique,likelookingatarealscenethroughaholeinawall.ThefirstartisttouseitwasMasaccio.)Canyousaysomethingaboutoilpaints？(Oilpaintsmakecolorslookmorericheranddeeper.)(Thepurposeofdesign:Inthisway,studentscanpracticetheskillsofdefininganabstractanddifficultspecialtermusingsimplelanguage.)Task3:SentenceReplacementTrytofindasentencewiththesamemeaningasthegivenone.(Thepurposeofdesign:Fosterthestudents’abilityofexpressinganideausingdifferentsentencepatternsandletthemexperiencethedifficultstructure-thesubjunctivemoodalittle.)Movetothenextpartbysaying“Thepaintingstylewasverypopularatthattime,butinthelate19thcentury,Europechangedalot,sodidthepaintingstyle.ThisperiodiscalledImpressionism.”Part3Impressionism:Pleasereadthispartandfindoutthefeatures.Movenaturallytothelastpartbysaying“Atthebeginning,peopledidn’tlikethispaintingstyle.Theythoughttheywerecarelessandridiculous,buttodaytheyareacceptedasthebeginningofwhatwecallModernArt.”Part4ModernArt:“Now,lookatthesetwopaintings.Doyouthinktheyhavethesamestyle?No!Absolutely!However,believeitornot,theybelongtothesameperiod.Yeah,that’smodernart!”Ontheonehand,someareabstract.Whysoabstract?Ontheotherhand,somearerealistic.Whywesaytheyarerealistic?”(Thepurposeofdesign:Inthisway,studentscandevelopthehabitoffindingandacceptingthetwodifferentsidesinonething.)IV.Summary:Task1:Let’shaveasummaryofthewholepassage.Fillintheblankstogether.Thewordsfilledinareallthekeywordsofthetopic.(Thepurposeofdesign:It’sagoodwayofconsolidation.Inthisway,studentscangoovertheknowledgelearnedinclassandpracticetheabilityofusingthekeywordstodescribefeatures.)Task2:Matchthepaintingswiththerightperiods.V.Discussion:(Discusstouse)Now,wehavelearnedmoreaboutthewesternpainting,solet’shaveadiscussion:Whichonedoyouprefer?Thistime,I’msureyoucangiveusmorereasons.Duringyourdiscussion,trytousethesentencespatternsofshowingpreference.Iwillgiveyouanexample.Fourpeopleinonegroupandlet’sbegin!”(Thepurposeofdesign:Encouragestudentstohavecreativeideasbasedonthepassageandexpresstheirideasfreelyusingthewordsandexpressionswehavesummarized.)VI.Homework:Trytowriteapassagewiththetitle:Myfavoritepainting.Doremembertousethewordsandexpressionsofthetopic.(Thepurposeofdesign:Toletstudentstoputthewordsandexpressionslearntintouseandtoenhancetheirgoodsenseofappreciatingpaintingsandotherkindsofarts.)本单元的中心话题是西方绘画艺术的历史，中西方各种艺术形式与风格，各时代的著名画家以及他们的作品。听说读写等语言知识和语言技能主要围绕“绘画艺术”这一主题设计的。本单元引导学生讨论这些问题，目的在于让他们了解绘画艺术及其各个历史发展时期的不同风格，培养他们对艺术的兴趣。东西方艺术根植于不同的文化之中，虽有相似，也不乏差异，所以对于很多学生来说，这是一个全新的领域。所以在学习西方绘画艺术之前，教师不妨和学生一起了解一下中国绘画艺术。有关西方绘画的历史和特征的一些词汇对于学生来说是比较抽象的，难于理解的，因此需要有反复的听说读写才能巩固记忆。教师需要把一些复杂的概念和专有名词用简单易懂的英文去给学生解释，让学生易于理解，消除学生对于新知识的畏惧心理。本节课是实效性很强的一节课，通过授课，达到了以下效果。培养了学生的阅读技能。从导入这个环节就激发了学生阅读此篇文章的兴趣，在快速阅读的环节注重培养了学生通过浏览标题及文章的首段就能获取大意的技能，让学生一上来就能抓住中心思想，了解篇章结构以及描写的时间顺序。在接下来的细节阅读的环节，通过设置丰富多彩的阅读任务，帮助学生理解关键短语和句式，扫除对于文章理解的障碍，有利于学生更好的把握细节。培养了学生的说的技能。在这堂课中我多次设置了让学生用英文说出自己观点的机会，需要学生开动脑筋，创造性地用已知的语言表达比较复杂的意思。还有让学生分组讨论，在组内让学生们自由交谈、畅所欲言，交流观点，培养学生用英语自由表达的兴趣和信心。培养了学生对艺术的鉴赏力。在课前我给学生展示了有关各种形式艺术的图片，例如，绘画、电影、文学作品、建筑、书法、戏剧、歌剧等。提高学生对各种艺术形式的鉴赏力。通过让学生用英语表达个人对于西方绘画和中国绘画的偏爱，进而更深层次地去鉴赏艺术。教材分析本单元以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。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。最后要求学生为当地举办的一场别开生面的画展提出合理化建议。1.1WarmingUp部分要求学生运用相关的目标语言对自己所喜欢的艺术形式和艺术流派展开讨论，并说明喜欢的原因。1.2Pre-reading让学生讨论有关画展或书中的艺术作品以及西方不同历史时期的著名画家。1.3Reading介绍了西方绘画简史上不同历史时期的艺术流派、艺术特点及其代表性的画家和作品等。1.4Comprehending要求学生在理解课文的基础上，写出三件有关西方艺术史的事并指出西方艺术风格变化大的原因。1.5LearningaboutLanguage由Discoveringusefulwordsandexpressions和Discoveringusefulstructures两部分组成。要求学生对课文进行概括和总结，找出所提供单词的词根，并学习虚拟语气在条件状语从句中的运用。1.6UsingLanguage是由Reading,Listening,Discussing和Writing四部分组成，通过对学生听说读写综合能力的培养，要求学生在了解艺术长廊相关知识的基础上，为当地举办的一场别开生面的画展提出合理化建议。1.7SUMMINGUP要求学生总结本单元所学的知识。1.8LEARNINGTIP在阅读技巧方面对学生进行指导。2.教材重组2.1WarmingUp,Pre-reading,Reading和Comprehending四部分都是关于西方绘画简史的内容，整合为一节精读课。2.2LearningaboutLanguage中的Discoveringusefulwordsandexpressions以及Workbook中的USINGWORDSANDEXPRESSIONS都是关于形容词、动词和名词后缀及其三者之间的相互转换，整合为一节语言学习课。2.3LearningaboutLanguage中的Discoveringusefulstructures和Workbook中的USINGSTRUCTURES，都是有关虚拟语气用法的讲解与练习，整合为一节语法课。2.4Workbook中LISTENING，TALKING和LISTERNINGTASK三个部分,都是有关于中国不同历史时期各种绘画流派的特点及其不同的艺术表现形式，整合为一节听说课。2.5UsingLanguage中的Reading,Listening,Discussing和Writing，都是艺术长廊的相关知识，整合为一节综合课（一）。2.6Workbook中的READINGTASK，SPEAKINGTASK与WRITINGTASK都是关于学校环境保护的内容,整合为一节综合课（二）。LearningplanXuJinfang,ShengliNo.1MiddleSchool,DongyingUnit1ArtAShortHistoryofWesternPaintingBeforeclass:Appreciatemanypicturesofdifferentkindsofartswhilelisteningtomusic,includingpaintings,calligraphy,literature,sculpture,etc.Duringclass:I.Lead-in:Chooseapaintingtoputitonthewall.II.Fastreading:Task1:Trytoguessthemainideaofthewholepassageonlybyreadingthetitle,thefirstparagraphandtheheadlinesofeachpartinordertomasteranimportantlearningskill.Task2:Speakoutthenamesofdifferentperiodsofwesternpaintingandthetimetheylasted.Thentrytofindhowthepassageisorganized.III.Detailedreading:Part1TheMiddleAgesTask1:Afterreadingtrytofinishthischartaboutthecharacteristicsofthepaintinginthisperiod.Period1MiddleAgesTime

5th-15thCenturyADCharacteristicsofthepaintings_________themesFullof________________Artists

Task2:Trytofindwordsofthetopic.Nouns:theme,symbol,respect,loveAdjectives:_________________________________________________Trytomakeupsentenceswiththewordsabove.eg.Later,theartistbegantopaintreligiousscenesinamorerealisticway.Part2:TheRenaissanceTask1:Trytofindthetwoimportantdiscoveriesofthisperiod.Newtechnique:_______________Newpaints:__________________Task2:SentencereplacementTherulesofperspectivewerediscovered,sopainterscouldpaintsuchrealisticpictures.2.Withthenewpaintsandthenewtechnique,weareabletoseethemanygreatmasterpiecesinthisperiod.Part3Impressionism1.work______(outdoors,indoors)2.Theyareeagertoshowhow_______and________fellonobjectsatdifferenttimesofday.Part4ModernArt:Ontheonehand,someare_______.Why?Ontheotherhand,someare__________.Why?IV.Summary:Fillintheblankswithproperwords.DuringtheMiddleAges,themainaimwastorepresent_________themes.IntheRenaissance,twodiscoveriesweremade,thatis_________and___________,whichmadepaintingsmore________.TheImpressionistswerethefirsttowork________.Theypaintedquicklysotheirpaintingswerenot________,buttheyareacceptedasthebeginningofModernArt.Ontheonehand,somemodernartis________,ontheotherhand,somepaintingslooklike___________.V.Discussion:Discussingroups“Whichpaintingdoyouprefer?”andtrytogivemorereasonsthistime.Duringthediscussion,trytousethesentencespatternsofshowingpreference.I’dprefer…I’drather…I’dlike…Iwantto…Ifitwasuptome,I’dchoose…I’mfondof…I’mcrazyabout…VI.Homework:Trytowriteapassagewiththetitle:Myfavoritepainting.Afterclass:Writethepassageandsearchmorepicturesandinformationaboutwesternpaintingontheinternet.教学反思：学生阅读的时间应该给的更充分一些；提问的学生数量应该更多一些；每部分应该设计更加开放性的问题，锻炼学生独立思考，独立组织语言的能力；有关文章最后一句，应该引领学生进行思考和想象。Unit1Art课标分析技能目标SkillGoals▲Talkaboutartandgalleries▲Talkaboutlikesandpreferences▲Learnwordsinfamilies▲Usethesubjunctivemood▲WritealettertogivesuggestionsⅡ.目标语言功能句式Talkaboutlikesandpreferences:I’dprefer...I’drather...I’dlike...Whichwouldyouprefer...?Ireallyprefer...Wouldyourather...?Wouldyoulike...or...?词汇1．四会词汇abstract,sculpture,gallery,consequently,belief,consequent,aim,symbol,value,focus,religion,possession,convince,shadow,ridiculous,controversial,