教学设计
一 教学目标
根据新颁布的普通高中《英语课程标准(实验稿)》关于阅读课主要教学目标的具体描述,结合本课教学内容,具体从语言知识、语言技能、情感态度和文化意识三个方面制定如下教学目标。
1. 语言知识目标:(Knowledge )
a).To understand the meanings of the following new words and phrases:abstract(抽象的),sculpture(雕塑),gallery(画廊),faith(信念),aim(目标),conventional(传统的),typical(典型的,有代表性的),evident(明显的),adopt(采用),possess(拥有),superb(卓越的,杰出的),possession(财产),technique(技术),by coincidence(巧合地),a great deal(大量),shadow(阴影),ridiculous(可笑的),controversial(争议的),attempt(尝试;企图),on the other hand(另一方面),predict(预测).
b).To learn about some major movements in Western art and how art has changed stylistically over the centuries.
2. 语言技能目标:
a).To develop the students' reading ability by skimming for general idea and scanning the passage for specific information.
b).To learn how the information is organized and the purpose of the author writing the passage.
c).To develop the students' speaking ability by talking about Western paintings.
3.情感态度与文化意识目标:(Emotion,attitude and value)
a).To stimulate students' sense of beauty and the ability of understanding,enjoying and creating beauty.
b).To develop students' sense of cooperative learning.
二.教学重点和难点:
根据新颁布的普通高中《英语课程标准(实验稿)》关于读的技能目标的具体描述,结合高二学生实际和对教材内容的科学分析,确定本环节的主要教学重点和难点是:
1.重点
a).To enable the students to learn about the history of Western art and to develop their reading ability.
b).To enable the students to talk about Western paintings.
2.难点
1)??How to get the main idea and details in the given time .
2)??How styles changed and what were the characteristics of each period.
三. 教学方法与教材处理 (Process and methods)
1.While doing Warming Up the teacher can lead in the topic of this unit by showing students some Chinese and Western-style paintings to recall their own knowledge and opinions about various art forms.Students should also be introduced to the subjunctive mood and try to use it when talking about the art forms.
2.During Pre-reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student-centered and arouse students' interest in Western painting.The teacher should also ask the students to look at the paintings in the reading passage and try to identify which style each of them belongs to so as to let them have a general knowledge of these paintings.
3.While doing Reading and Comprehending,the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.After reading the passage,students are encouraged to answer some questions and discuss the text structure.
4.To consolidate the contents of the reading passage,the students should be required to retell the history of Western art in their own words at the end of the class.
2.直观法(视听教学法)
通过播放flash动画, 使用与课文主题相关的图片作为幻灯片背景或插图等直观手段,在充分调动学生学习兴趣的同时,降低学习难度,突破重难点。
3.整体语言教学法
整体语言教学法要求按 “整体-部分-整体”的模式,进行语篇阅读训练,即从“整体”开始,以“整体”结束的“三段式”阅读教学法。本课采用从整体略读——分段细读——整合课文内容,进一步理解课文内容,即是这种教学策略的体现。
4.情感激励教学法
在教学中重视师生之间的思想交流,充分调动自己情绪的感染力,适时进行情感与策略调整,通过情感激励,使教师与学生达到情感交融,在愉悦的课堂氛围中发展创新,体验成功。
(二)教材处理
本套教材采用“以话题为核心,以结构和功能项目为主线,每个单元由不同的功能项目所组成,而不再分课次”(见新教材配套教师用书前言部分)。教师用书又明确指出:“教师在使用教材的过程中,可以根据学生的实际情况对教材内容进行补充或删减,对教材的内容、编排顺序和教学方法等进行取舍或调整。”因此,在驾驭教材方面,笔者根据本校学生实际(农村中学)在Pre-reading和Post-reading部分做了大胆的修改与补充。
三 教学过程
结合本校高二学生实际和对教材内容的科学分析,计划用45分钟完成本文的教学任务,具体安排如下:
(一) Pre-task:激发学习兴趣,明确学习任务(8分钟左右)
(二) Task-cycle:课文主体内容的教学与操练,知识的掌握与能力的过渡(27分钟左右)
(三)? Post-task:展示成果,交流成果的过程,语言实践能力的扩展与提高(9分)
(四) Sum up:课文内容的总结
下面将具体说明各个环节的设计方案及其内在的设计思想或理论依据,即阐明为什么这样处理教材,为什么采用某种教法以及预计达到的种种教学效果等。
步骤一. Pre-task (Pre-reading activities)
贯彻兴趣策略,采用直观教学法,引入话题,激发学习兴趣,明确学习任务,变“学习阅读”(learn to read)为“阅读学习”(read to learn)。
【设计思路:通过让学生观看图片,说出不同的艺术形式,目的是让学生的注意力马上转到课堂上来。最后一张幻灯片展出大家熟悉的《蒙娜丽莎》教师可通过一个承上启下的问题,转到西方绘画上,从而呈现文章的标题“A short history of Western painting”。紧接着投出阅读技巧,引导学生解读文章标题、预测文章内容,让学生在阅读过程中处于主动认知状态.
步骤二.Task-cycle(While-reading activities)
贯彻目的与困难策略,指导学生根据不同的阅读目的,在阅读的不同阶段,灵活使用各种阅读策略,捕捉文章主要信息,理解作者的写作意图,突破本文的教学重点与难点。
1.通过限时阅读训练,引导学生略读文章内容,归纳段落大意,理清全文线索,侧重培养快速阅读理解能力和文章中心把握能力。
【设计思路:本环节针对课文的主旨,按一条时间主线,讲述了四个时期西方绘画艺术的发展及其主要特征。学生在老师的引导下,根据幻灯片,略读文章内容,快速找出各时期的特征,理清文章的基本脉络。大部分学生很快就能找出文章的主题句,理解作者的写作意图。此外,教师还应通过限定阅读时间,及时纠正不良的阅读习惯等教学策略,来帮助学生养成良好的阅读习惯,培养快速阅读理解能力。】
2.精读部分语段,侧重培养快速捕捉文章重要细节的能力和猜测生词的能力。
【设计思路:分段落处理,读完每段后,完成相关的练习题,以图片结合文字的形式,再次展现各个时期的发展变化及特点 ,激发学习兴趣,加深学生的印象,并为突破本文的重点与难点打下扎实的基础。】
步骤三.Post-task(Post-reading activities)
完成表格 小组竞赛
【设计思路:通过细读课文,学生对两个餐馆的不同及优劣有了基本了解。让学生填写表格比较各个时期的画家的主要目的,绘画特征进行对比,他们能更好的理解和掌握本文的重点。通过小组竞争,让学生意识到合作竞争的重要性。】
步骤四.Homework and Sum up: 课文内容的巩固、延伸与拓展
【设计思路:上面的步骤和环节已经齐全,在结束课之前,把本节的情感目标进一步强化。】
学习效果评测练习
Fill in the blanks:(课中)
Period
Main aim of painters
Characteristics of the paintings
Representative artist
The Middle Ages(___ to _____ century AD)
To represent ________ themes
Religious,realistic
Giotto di Bondone
The Renaissance (___
to ______ century)
To paint ____ and ___ as they really were
In ____________;
Realistic ;
new oil paints
Masaccio
Impressionism(____ century)
To show how ____ and ______ fell on objects at different times of the day
Not detailed; painted __________; painted changes in light
Not mentioned
(20th century to today)
To_________ on certain qualities of the object
______,very realistic
Not mentioned
课后:
①In the Renaissance,painters ______.
A.painted religious scenes in a more realistic style
B.focused more on religion than on humans
C.began to paint outdoors
D.returned to classical Roman and Greek ideas about art
②________ discovered how to make paintings look more real by using perspective.
A.Giotto di Bondone B.Masaccio
C.Claude Monet D.Pablo Picasso
③According to the text,art is influenced less likely by ______.
A.social changes B.the way of life
C.agriculture D.beliefs of people
④When did people focus more on people and less on religion?
A.From 5th to 15th century AD.
B.From 15th to 16th century.
C.From late 19th to early 20th century.
D.From 20th century to today.
⑤What does the text mainly tell us?
A.How religious painting developed.
B.How oil painting developed.
C.How Impressionist painting developed.
D.How Western art developed.
Answers:
D B C B D