外研版（2019）必修 第三册Unit 4 Amazing Art Developing ideas Han Gan and his horses教学设计（表格式）
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| 名称 | 外研版（2019）必修 第三册Unit 4 Amazing Art Developing ideas Han Gan and his horses教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 27.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-10-08 18:59:54 | ||
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文档简介
Teaching Design
Teaching basic information
Topic Book 3 Unit 4 Amazing Art Developing ideas Han Gan and his horses
Subject English Class
Teaching material General Senior High School Textbook English Book 3 (2019) from Foreign Language Teaching and Research Press
Analysis of teaching materials Han Gan and his horses is a character introduction. This article introduces the life and paintings of Han Gan, a famous painter of the Tang Dynasty, and reflects Han Gan’s excellence in painting skills through storytelling. The teacher needs to lead students in learning English expressions for traditional Chinese art forms and describing them to develop their ability to introduce Chinese culture in English. There is a need to guide students to understand the famous ancient Chinese painter through the story of Han Gan painting a horse, to feel the beauty of Chinese art, to appreciate that art comes from life, and to compare Chinese and foreign cultures, to form a sense of pride in traditional Chinese culture, and to further develop students' cultural awareness and cultural confidence.
Analysis of the teaching objects This lesson is intended for students Grade 2 in senior high school, which is a B-level class in school. There are about 40% of minority students, and about one-third of the students’ junior high schools come from all regions of the state except Guiyang City. There are cultural differences among the students, while in general, they identify more with the excellent traditional culture of the Chinese nation. However, their English foundation is relatively weak compared to the whole school. Most students show little interest in reading teaching class, have some desire to express themselves, have good teamwork spirit. Some students have weak reading ability and will have some difficulty in comprehension. It is worth noting that many students are limited by their background knowledge and English reading ability, resulting in difficulties in completing reading exercises, weak thematic discourse awareness, and inability to think actively and deeply about thematic meaning.
Teaching objectives, key points and difficult points
Teaching Objectives By the end of the class, students will be able to: 1. get to know Chinese art forms; 2. summarize the main idea of each paragraph and conclude the structure of the text; 3. get specific information about Han Gan and his masterpiece, draw a mind map and introduce Han Gan and his masterpiece; 4. share other artists famous for painting animals. Key points
Teaching method culturally responsive pedagogy, student-centered teaching, task-based teaching
Teaching resources textbook, blackboard, chalk and multimedia equipment
Teaching Procedures
Teaching contents Teachers’ activities Students’ activities Intentions
Activity 1: creating cultural contexts 1. show a painting about horse and let students guess whose work it is and what kind of painting it is. 1. guess is and painting whose work it what kind of it is. To introduce the relative Chinese traditional culture and activate prior cultural knowledge what students have known so as to arouse their interests for later learning.
2. invite students to share their experiences about Chinese art forms. 2. share their experiences about Chinese art forms.
3. show a set of pictures of horses to the class and asks Students to use the adjectives on Page 44 or any other words they know to describe horses. 3.use the adjectives on Page 44 or any other words they know to describe horses. To activate the relative background knowledge what students have known about the topic, so as to arouse their interests for later learning.
4. invite students to share horse-related art works, stories, proverbs and so on. 4.share horse-related art works, stories, proverbs and so on.
Activity 2: prediction 1. ask students to read the title and look at the picture, and predict what the passage is mainly about. Then T asks students to scan the text quickly and check the prediction. 1.read the title and look at the picture, and predict what the passage is mainly about. To cultivate students’ prediction ability and guide students to have an overview of this article.
2.ask students to skim the text and summarize the main idea of each paragraph and get a clear idea of the structure of the text. 2. skim the text and summarize the main idea of each paragraph and get a clear idea of the structure of the text.
Activity 3: Questioning 1. lead students to question the text and fill in the mind map. (1) ask Students to read paragraph 1 and get information about the name and description of the painting. (2) ask students to read paragraph 2 and get Han Gan’s personal information and information about how Han Gan became a painter. (3) ask students to read paragraph 3 and 4 get information about what Han Gan did as a court painter. (4) ask students to read paragraph 5 and get information about comments on Han Gan’s painting. 1.question the text and fill in the mind map. (1) read paragraph 1 and get information about the name and description of the painting. (2) read paragraph 2 and get Han Gan’s personal information and information about how Han Gan became a painter. (3) read paragraph 3 and 4 get information about what Han Gan did as a court painter. (4) read paragraph 5 and get information about comments on Han Gan’s painting. To improve students’ ability to grasp the key words and organize information.
2. lead students to question the author. Lead students to read about what the author want to tell us. 2.question the author. Read about what the author want to tell us. To get the writing purpose of the author.
3. lead students question self. Lead students to read about what are not understood. 3.question self. Read and ask self what are not understood. To cultivate students’ skill of monitor their comprehension.
Activity 4: thinking aloud 1.Collaboration (1)suggest students work in groups and imagine themselves as a tour guide in the Metropolitan Museum of Art. (2)ask students evaluate their performance. 1. Cooperate with group members. (1)work in groups and imagine themselves as a tour guide in the Metropolitan Museum of Art. Students (2)talk about the life and painting of Han Gan based on the mind map to group To foster collaboration. To offer students a chance to put what they’ve learned into practice and consolidate what they’ve learned and further enhance students' awareness of spreading and disseminating Chinese traditional culture and telling the
members. (3)evaluate the performance. Chinese story.
3.motivate students to think over several in-depth questions and give some hints for these questions in groups. The questions are as follows: 1) What made Han Gan a successful painter 2) What does Su Shi’s comment mean to you 3) What can you learn from Han Gan’s way of painting (They are taken from “Think and Share” on page 46 in the textbook.) 1.think over several in-depth questions and give some hints for these questions in groups. To motivate students to get a deeper understanding of the passage and guide them to learn about relevant people and events through the Internet, develop their ability to retrieve information in English, and guide them to focus on Chinese culture and Chinese artists and tell Chinese stories in English.
4. ask students to introduce Xu Beihong to the class.T provides information about Xu Beihong and his painting with students if necessary. 4.introduce Xu Beihong to the class.
Activity 5: Summary encourage students to make a summary of what they’ve learned by reviewing the text structure. analyse the text structure to make a summary. To help students recall what they’ve learned.
Homework introduce a Chinese art you like to your friend on Internet. finish the homework. To offer students a opportunity to introduce Chinese tradition culture to consolidate what they've learned and get prepared for later study.
Teaching basic information
Topic Book 3 Unit 4 Amazing Art Developing ideas Han Gan and his horses
Subject English Class
Teaching material General Senior High School Textbook English Book 3 (2019) from Foreign Language Teaching and Research Press
Analysis of teaching materials Han Gan and his horses is a character introduction. This article introduces the life and paintings of Han Gan, a famous painter of the Tang Dynasty, and reflects Han Gan’s excellence in painting skills through storytelling. The teacher needs to lead students in learning English expressions for traditional Chinese art forms and describing them to develop their ability to introduce Chinese culture in English. There is a need to guide students to understand the famous ancient Chinese painter through the story of Han Gan painting a horse, to feel the beauty of Chinese art, to appreciate that art comes from life, and to compare Chinese and foreign cultures, to form a sense of pride in traditional Chinese culture, and to further develop students' cultural awareness and cultural confidence.
Analysis of the teaching objects This lesson is intended for students Grade 2 in senior high school, which is a B-level class in school. There are about 40% of minority students, and about one-third of the students’ junior high schools come from all regions of the state except Guiyang City. There are cultural differences among the students, while in general, they identify more with the excellent traditional culture of the Chinese nation. However, their English foundation is relatively weak compared to the whole school. Most students show little interest in reading teaching class, have some desire to express themselves, have good teamwork spirit. Some students have weak reading ability and will have some difficulty in comprehension. It is worth noting that many students are limited by their background knowledge and English reading ability, resulting in difficulties in completing reading exercises, weak thematic discourse awareness, and inability to think actively and deeply about thematic meaning.
Teaching objectives, key points and difficult points
Teaching Objectives By the end of the class, students will be able to: 1. get to know Chinese art forms; 2. summarize the main idea of each paragraph and conclude the structure of the text; 3. get specific information about Han Gan and his masterpiece, draw a mind map and introduce Han Gan and his masterpiece; 4. share other artists famous for painting animals. Key points
Teaching method culturally responsive pedagogy, student-centered teaching, task-based teaching
Teaching resources textbook, blackboard, chalk and multimedia equipment
Teaching Procedures
Teaching contents Teachers’ activities Students’ activities Intentions
Activity 1: creating cultural contexts 1. show a painting about horse and let students guess whose work it is and what kind of painting it is. 1. guess is and painting whose work it what kind of it is. To introduce the relative Chinese traditional culture and activate prior cultural knowledge what students have known so as to arouse their interests for later learning.
2. invite students to share their experiences about Chinese art forms. 2. share their experiences about Chinese art forms.
3. show a set of pictures of horses to the class and asks Students to use the adjectives on Page 44 or any other words they know to describe horses. 3.use the adjectives on Page 44 or any other words they know to describe horses. To activate the relative background knowledge what students have known about the topic, so as to arouse their interests for later learning.
4. invite students to share horse-related art works, stories, proverbs and so on. 4.share horse-related art works, stories, proverbs and so on.
Activity 2: prediction 1. ask students to read the title and look at the picture, and predict what the passage is mainly about. Then T asks students to scan the text quickly and check the prediction. 1.read the title and look at the picture, and predict what the passage is mainly about. To cultivate students’ prediction ability and guide students to have an overview of this article.
2.ask students to skim the text and summarize the main idea of each paragraph and get a clear idea of the structure of the text. 2. skim the text and summarize the main idea of each paragraph and get a clear idea of the structure of the text.
Activity 3: Questioning 1. lead students to question the text and fill in the mind map. (1) ask Students to read paragraph 1 and get information about the name and description of the painting. (2) ask students to read paragraph 2 and get Han Gan’s personal information and information about how Han Gan became a painter. (3) ask students to read paragraph 3 and 4 get information about what Han Gan did as a court painter. (4) ask students to read paragraph 5 and get information about comments on Han Gan’s painting. 1.question the text and fill in the mind map. (1) read paragraph 1 and get information about the name and description of the painting. (2) read paragraph 2 and get Han Gan’s personal information and information about how Han Gan became a painter. (3) read paragraph 3 and 4 get information about what Han Gan did as a court painter. (4) read paragraph 5 and get information about comments on Han Gan’s painting. To improve students’ ability to grasp the key words and organize information.
2. lead students to question the author. Lead students to read about what the author want to tell us. 2.question the author. Read about what the author want to tell us. To get the writing purpose of the author.
3. lead students question self. Lead students to read about what are not understood. 3.question self. Read and ask self what are not understood. To cultivate students’ skill of monitor their comprehension.
Activity 4: thinking aloud 1.Collaboration (1)suggest students work in groups and imagine themselves as a tour guide in the Metropolitan Museum of Art. (2)ask students evaluate their performance. 1. Cooperate with group members. (1)work in groups and imagine themselves as a tour guide in the Metropolitan Museum of Art. Students (2)talk about the life and painting of Han Gan based on the mind map to group To foster collaboration. To offer students a chance to put what they’ve learned into practice and consolidate what they’ve learned and further enhance students' awareness of spreading and disseminating Chinese traditional culture and telling the
members. (3)evaluate the performance. Chinese story.
3.motivate students to think over several in-depth questions and give some hints for these questions in groups. The questions are as follows: 1) What made Han Gan a successful painter 2) What does Su Shi’s comment mean to you 3) What can you learn from Han Gan’s way of painting (They are taken from “Think and Share” on page 46 in the textbook.) 1.think over several in-depth questions and give some hints for these questions in groups. To motivate students to get a deeper understanding of the passage and guide them to learn about relevant people and events through the Internet, develop their ability to retrieve information in English, and guide them to focus on Chinese culture and Chinese artists and tell Chinese stories in English.
4. ask students to introduce Xu Beihong to the class.T provides information about Xu Beihong and his painting with students if necessary. 4.introduce Xu Beihong to the class.
Activity 5: Summary encourage students to make a summary of what they’ve learned by reviewing the text structure. analyse the text structure to make a summary. To help students recall what they’ve learned.
Homework introduce a Chinese art you like to your friend on Internet. finish the homework. To offer students a opportunity to introduce Chinese tradition culture to consolidate what they've learned and get prepared for later study.