unit1artcomprehending优秀教案人教版选修

Unit 单元要画艺术”这一进行本单元的目的在于帮助学生掌握与“绘画艺术”这一有关的词AbriefhistoryofWesternpainting sandworksof]v.采用；采纳；收养[源:n.学者[来源:v.n.v.&n.n.v.；预告；预n.[源v.n.n.目标；目的v.n.]adj.的n.汇adj.n.v.adj.n.adj.n.adj.n.adj.n.adj.n.adj.n.adj.n.阴影；adj.的n.；身材；数adj.的；好斗n.adj.n.adj.n.adj.n.adj.n.肉；adj.n.adj.n.adv.n.林；大agreatdealattempttodosth.ontheotherhand(可是)beallergictoappealto(对)有haveapreferenceformakesculpturesinthefleshbycoincidence1.Ifyouwere ，whatkindofpictureswouldyoupaint？(thesubjunctive2.Iftherulesofhad_not_been_discovered，noonewould_have_beenabletosuchrealisticpictures.(thesubjunctive3.Therearescoresofmodernartstyles，butwithouttheImpressionists，manyofthesestylesmight_not_exist.(thesubjunctive4.Among_the_painters_whobrokeawayfromthetraditionalstyleofpaintingwereImpressionists，wholivedandworkedin虚拟语气(SubjunctiveMood)(1)(IwishIwere/did/could/would...；IfIdid...，Iwoulddo...)Ifyoucouldhavethreeofthesepaintingsonthewallsofyourclassrooms，whichwouldyouIfyouwerean，whatkindofpictureswouldyouHaveyoueverwishedyoucouldpaintaswellasaprofessionalGetstudentstoknowaboutWesternpainting sandworksofHavestudentslearnsomeusefulnewwordsandexpressionsaboutpaintingandartandletthemlearneffectivewaystomasterthem.EnablestudentstograspandusetheexpressionsofLetstudentslearnthenew ritem：thesubjunctiveDevelopstudents'listening，speaking，readingandwritingEnablestudentstomastertheuseofthesubjunctiveLetstudentslearntowritealetterofDevelopstudents'integrativePeriodsPeriod1 WarmingUp，Pre－reading，ReadingandComprehendingPeriod2 LanguageStudyPeriod3 r—theSubjunctiveMood(1)Period4 ListeningandSpeakingPeriod ReadingandPeriod SummingUp，LearningTipandPeriod WarmingUp，Pre－reading，Reading整体设Thisisthefirstteachingperiodofthisunit.ThecentralpartofthisperiodisthereadingpassagewiththenameofAShortHistoryofWesternPaintingshowingthestudentsthehistoryofWesternWarmingUpgivesstudentsfourquestionstodiscuss，aimingatpreparingstudentsforboththecontentandthegrroftheunit.Pre－readingprovidesthreequestionstohelpstudentsfocusonthetopicofthereadingpassageandleadsthestudentstothinkaboutany alexperiencesofWesternarttheymayhave，suchasthingsaboutartgalleries，paintingsingalleries，someWesternsandpaintings.ReadingmainlyintroducesthehistoryofWesternpainting.TherearefourmajormovementsinWesternart.Social，politicalandculturalchangescontributetothechangesinicstyles.Therearefourpicturesofpaintingsinthepassagerepresentingthefourmajormovements.Afteraglanceatthetitleofthetextandtheheadlineswithinitweknowthatitisahistoricalreport，inwhichtherearemanytimeexpressions.Thenwecanknowthetopicofthetextandhowtheinformationisorganized—intheorderoftime，fromtheearliesttothepresent.Comprehendingconsistsoffourwrittenororalexercisesforthestudentstodosoastohelpthestudentstogetabetterunderstandingofthetext，thatistosay，tohelptheteachertocheckhowmuchthestudentshaveunderstoodthetext.KnowledgeandTounderstandthemeaningsofthefollowingnewwordsandphrases： 有代表性的)，evident(明显的)，adopt(采用)，possess(拥有)，superb(卓越的，杰出的)，TolearnaboutsomemajormovementsinWesternartandhowarthaschangedstylisticallyoverthecenturies.TolearnhowtheinformationisTodevelopthestudents'readingabilitybyskimmingandscanningtheTodevelopthestudents'speakingabilitybytalkingaboutWesternProcessandWhilengWarmingUptheteachercanleadinthetopicofthisunitbyshowingstudentssomeandWestern－stylepaintingstorecalltheirownknowledgeandopinionsaboutvariousartforms.Studentsshouldalsobeintroducedtothesubjunctivemoodandtrytouseitwhentalkingabouttheartforms.DuringPre－readingtheteachercangoaroundtheclassroomanddiscussthequestionswithseveralstudents.Thisdiscussionshouldbestudent－centeredandarousestudents'interestinWesternpainting.Theteachershouldalsoaskthestudentstolookatthepaintingsinthereadingpassageandtrytoidentifywhichstyleeachofthembelongstosoastoletthemhaveageneralknowledgeofthesepaintings.WhilengReadingandComprehending，theteachermayfirstaskthestudentstoreadthetextquicklytogetthegeneralideaofeachparagraph.Afterreadingthepassage，studentsareencouragedtoanswersomequestionsanddiscussthetextToconsolidatethecontentsofthereadingpassage，thestudentsshouldberequiredtore thehistoryofWesternartintheirownwordsattheendoftheclass.Emotion，attitudeandTostimulatestudents'senseofbeautyandtheabilityofunderstanding，enjoyingandcreatingbeauty.Todevelopstudents'senseofcooperativeToenablethestudentstolearnaboutthehistoryofWesternartandtodeveloptheirreadingToenablethestudentstotalkaboutWestern教学过Step1WarmingWarmingupbylookingandShowthefollowingpaintingstothestudentsandletthemfindouttheirfavoritesandgivethereasons.ThenhelpthemfindoutthedifferencesbetweenthefirstthreepicturesandthenextthreeSampleIfIweretochoosepaintingsonthewall，Iwouldchoosethefirstone，because...IfIwerean ，Iwouldpainthorses.Because...WarmingupbyreadingtheshortpassageThehaveforcenturiesseenpaintingasthehighestformofart.paintingshaveanairoflivingnature，harmonyandpeacethatisnotalwaysfoundintheartofothercivilizations.ItisentirelydifferentfromWesternpainting，butthatdifferenceishardtograspandexpress.Thefollowingaresomedifferentformsofart：asthemainsubject.Linesarethekeypoint.Landscapepainting：landscapepaintingscanbedividedintoblue－and－greenlandscape，gold－and－greenlandscape，light－purple－redlandscapeandwaterinklandscapeaccordingtothecolorsusedinpaintings.Theonewithoutoutlinesiscalledbonelesslandscape.Flowerandbirdpainting：Flowers，rocksandbirdsareusuallythemainsubjectsofthiskindofpaintings.Technically，therearedetailedstylewithcolorsandstylewithink.Courtpainting：Itreferstotheworksdonebythoseprofessionalpaintersemployedbytheroyalcourt，orimitationsoftheirworksbyotherpainters.Thepassageaboveisaboutartforms.Withthis，theteachercanarousestudents'interesttoreadthepassageaboutWesternpainting.Step Matchthepaintingsandtheir4：VanGoghEncouragestudentstotalkmoreaboutthepaintingsandthehiscareerworkingforamasterpainterinFlorence.HismasterpieceisMonaLisa.Leonardowastrulya“RenaissanceMan”skilledinmanyfields.Hewasascientistandaninventoraswellasan.Hemadenotesanddrawingsofeverythinghesaw.Leonardoinventedclevermachines，andevendesignedimitationwingsthathehopedwouldleta flylikeabird.Step3ReadingandAskstudentstoskimthepassagetogetthe andgeneralideaofeachparagraphandanswerthefollowingquestions：What'sthemainideaoftheHowmanystylesofWesternartarementionedinthetext?WhatareSuggestedThestyleofWesternarthaschangedalotastimegoesFour.Theyare：theMiddleAges，theRenaissance，ImpressionismandModernart.MainaimCharacteristicsofRepresentativeTheMiddleto15thMainaimCharacteristicsofRepresentativeTheMiddleto15thcenturyTorepresent TheRenaissance(15thto16thcentury)Topaint③ theyreallywere，realistic，newoilImpressionism( Toshowhow fellonobjectsatNotNotfferenttimesofchangesin⑥(20thcenturytotoday)Toconcentrateocertainqualitiesofthe⑦，veryNotAskstudentstoscanthepassagefordetailedinformationanddothefollowingmultiple①IntheRenaissance，painters paintedreligiousscenesinamorerealisticfocusedmoreonreligionthanonbegantopaintreturnedtoclassicalRomanandGreekideasabout discoveredhowtomakepaintingslookmorerealbyusingA．Giottodi C．Claude D．Pablo③Accordingtothetext，artisinfluencedlesslikelyby A．socialchanges B．thewayoflife D．beliefsof④WhendidpeoplefocusmoreonpeopleandlessonA．From5thto15thcenturyB．From15thto16thC．Fromlate19thtoearly20thD．From20thcenturyto⑤MostpeoplehatetheImpressionists'styleofpaintingatfirstbecausetheythought A．theirpaintingswereB．theybrokeawayfromthetraditionalstyleofC．theirpaintingswereveryD．theirpaintingswerevery⑥Whatdoesthetext lA．HowreligiouspaintingB．HowoilpaintingC．HowImpressionistpaintingdevelopeD．HowWesternartGuesswhichperiodthefollowingpicturesbelongSuggestedanswers：(1)①religious ②GiottodiBondone ③peopleandnature toearly20th ⑤lightandshadow ⑥ModernArt (3)Painting1：theRenaissance；Painting2：theMiddleAges；Painting3：ModernArt；Painting4：ImpressionismStep4LanguageDealingwithanylanguageproblems(wordsorsentencesstudentsmightnotunderstand)tohelpthestudentstohaveabetterunderstandingofthetext.Step5Listening，readingaloudandAskstudentstoreadthepassagealoudtothetapeandletthempayattentiontothepronunciationofeachwordandthepauseswithineachsentence.lthemtopickoutalltheusefulexpressionsorcollocationsfromthepassagewhilereadingandcopythemtothenotebookafterclassas that，bycoincidence，agreatdeal，leadto，breakawayfrom，attempttodo，ontheotherStep6StructureAfterreading，askstudentstodiscussthetextstructure.Keysforreference：Thispassageisahistoricalreport.Thefirstparagraphintroducesthetopicandthethemeofthetext.Therestofthereportpresentstheinformationinchronologicalorder.Afeatureofhistoricalreportsistheabundanceoftimeexpressions.Thelastsentenceofthereportfunctionsasaconclusion.Inaddition，eachsectionbeginswithatopicsentence.Step7ReAskstudentstotalkaboutthehistoryofWesternpaintingintheirownwords.Givethemsomeandexpressionsontheblackboard.Thenletthemtrytore lthepassage.StepLearntheusefulnewwordsandexpressionsinthispartbyTrytofindabookwithreproductionsofWesternpaintingsorpaintingsandexinwhatyoulikeordislikeaboutthem.Step ReflectionafterPainting

教学参paintingisgenerallydividedbysubjectmatterintofourbroadcategories：figures，landscapes，flowersandbirds，andbambooandrocks.Thefirstthreecategoriessucceededeachotherinthesummitsoftheirdevelopments，whilethepaintingofbambooandrocksbecameacasualpleasureoftheeducatedelitefromthe12thcenturyon.BeforetheHanDynasty，foundedinonlaterbronzes，jades，andpottery.DuringtheHanDynasty，theartofdepictingfiguresbecameincreasinglyelaborate.RulersuseddidacticarttoemphasizecodesofexamplesofstoneengravingandwallpaintingshowstrongandlivelyTheartoflandscapepaintingformedthecentralandmoststandingtraditioninpainting.OnabasisofTaoistcommunionwithnatureandstrengthenedbyBuddhism，therewasastronglirytraditionofseclusionamong，andmeditationuponthe mountains.'slandscapepaintingbroughtnature'spresencetowherevermandesiredit.ElementsoflandscapearealreadypresentinartoftheHanDynasty，butdevelopmentdidnotreallybeginuntiltheTangDynasty.ThesucceedingNorthernSungDynasty(960－1127)hasoftenbeencalledtheGoldenAgeofLandscape.Thedifferencesinapproachandtechniquethatnaturallyappearedgraduallycategorizedintotraditions：thenorthernandsouthernBirdsandinbirdsandflowers.However，thefirsttwoimportantnamesinbirdandflowerpainting，Huang