高中英語-Art教學設計學情分析教材分析課后反思

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!”O(jiān)ntheonehand,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.)本單元的中心話題是西方繪畫藝術的歷史，中西方各種藝術形式與風格，各時代的著名畫家以及他們的作品。聽說讀寫等語言知識和語言技能主要圍繞“繪畫藝術”這一主題設計的。本單元引導學生討論這些問題，目的在于讓他們了解繪畫藝術及其各個歷史發(fā)展時期的不同風格，培養(yǎng)他們對藝術的興趣。東西方藝術根植于不同的文化之中，雖有相似，也不乏差異，所以對于很多學生來說，這是一個全新的領域。所以在學習西方繪畫藝術之前，教師不妨和學生一起了解一下中國繪畫藝術。有關西方繪畫的歷史和特征的一些詞匯對于學生來說是比較抽象的，難于理解的，因此需要有反復的聽說讀寫才能鞏固記憶。教師需要把一些復雜的概念和專有名詞用簡單易懂的英文去給學生解釋，讓學生易于理解，消除學生對于新知識的畏懼心理。本節(jié)課是實效性很強的一節(jié)課，通過授課，達到了以下效果。培養(yǎng)了學生的閱讀技能。從導入這個環(huán)節(jié)就激發(fā)了學生閱讀此篇文章的興趣，在快速閱讀的環(huán)節(jié)注重培養(yǎng)了學生通過瀏覽標題及文章的首段就能獲取大意的技能，讓學生一上來就能抓住中心思想，了解篇章結構以及描寫的時間順序。在接下來的細節(jié)閱讀的環(huán)節(jié)，通過設置豐富多彩的閱讀任務，幫助學生理解關鍵短語和句式，掃除對于文章理解的障礙，有利于學生更好的把握細節(jié)。培養(yǎng)了學生的說的技能。在這堂課中我多次設置了讓學生用英文說出自己觀點的機會，需要學生開動腦筋，創(chuàng)造性地用已知的語言表達比較復雜的意思。還有讓學生分組討論，在組內(nèi)讓學生們自由交談、暢所欲言，交流觀點，培養(yǎng)學生用英語自由表達的興趣和信心。培養(yǎng)了學生對藝術的鑒賞力。在課前我給學生展示了有關各種形式藝術的圖片，例如，繪畫、電影、文學作品、建筑、書法、戲劇、歌劇等。提高學生對各種藝術形式的鑒賞力。通過讓學生用英語表達個人對于西方繪畫和中國繪畫的偏愛，進而更深層次地去鑒賞藝術。教材分析本單元以Art為主題,主要介紹了西方繪畫簡史，描寫了曼哈頓最好的藝術長廊。幫助學生了解更多有關美術的背景知識，分析中西方藝術史上各大流派的特點，指出其代表性的畫家和作品，并對中西方繪畫藝術進行比較。最后要求學生為當?shù)嘏e辦的一場別開生面的畫展提出合理化建議。1.1WarmingUp部分要求學生運用相關的目標語言對自己所喜歡的藝術形式和藝術流派展開討論，并說明喜歡的原因。1.2Pre-reading讓學生討論有關畫展或書中的藝術作品以及西方不同歷史時期的著名畫家。1.3Reading介紹了西方繪畫簡史上不同歷史時期的藝術流派、藝術特點及其代表性的畫家和作品等。1.4Comprehending要求學生在理解課文的基礎上，寫出三件有關西方藝術史的事并指出西方藝術風格變化大的原因。1.5LearningaboutLanguage由Discoveringusefulwordsandexpressions和Discoveringusefulstructures兩部分組成。要求學生對課文進行概括和總結，找出所提供單詞的詞根，并學習虛擬語氣在條件狀語從句中的運用。1.6UsingLanguage是由Reading,Listening,Discussing和Writing四部分組成，通過對學生聽說讀寫綜合能力的培養(yǎng)，要求學生在了解藝術長廊相關知識的基礎上，為當?shù)嘏e辦的一場別開生面的畫展提出合理化建議。1.7SUMMINGUP要求學生總結本單元所學的知識。1.8LEARNINGTIP在閱讀技巧方面對學生進行指導。2.教材重組2.1WarmingUp,Pre-reading,Reading和Comprehending四部分都是關于西方繪畫簡史的內(nèi)容，整合為一節(jié)精讀課。2.2LearningaboutLanguage中的Discoveringusefulwordsandexpressions以及Workbook中的USINGWORDSANDEXPRESSIONS都是關于形容詞、動詞和名詞后綴及其三者之間的相互轉(zhuǎn)換，整合為一節(jié)語言學習課。2.3LearningaboutLanguage中的Discoveringusefulstructures和Workbook中的USINGSTRUCTURES，都是有關虛擬語氣用法的講解與練習，整合為一節(jié)語法課。2.4Workbook中LISTENING，TALKING和LISTERNINGTASK三個部分,都是有關于中國不同歷史時期各種繪畫流派的特點及其不同的藝術表現(xiàn)形式，整合為一節(jié)聽說課。2.5UsingLanguage中的Reading,Listening,Discussing和Writing，都是藝術長廊的相關知識，整合為一節(jié)綜合課（一）。2.6Workbook中的READINGTASK，SPEAKINGTASK與WRITINGTASK都是關于學校環(huán)境保護的內(nèi)容,整合為一節(jié)綜合課（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.教學反思：學生閱讀的時間應該給的更充分一些；提問的學生數(shù)量應該更多一些；每部分應該設計更加開放性的問題，鍛煉學生獨立思考，獨立組織語言的能力；有關文章最后一句，應該引領學生進行思考和想象。Unit1Art課標分析技能目標SkillGoals▲Talkaboutartandgalleries▲Talkaboutlikesandpreferences▲Learnwordsinfamilies▲Usethesubjunctivemood▲WritealettertogivesuggestionsⅡ.目標語言功能句式Talkaboutlikesandpreferences:I’dprefer...I’drather...I’dlike...Whichwouldyouprefer...?Ireallyprefer...Wouldyourather...?Wouldyoulike...or...?詞匯1．四會詞匯abstract,sculpture,gallery,consequently,belief,consequent,aim,symbol,value,focus,religion,possession,convince,shadow,ridiculous,controversial,