高中英語(yǔ)外研版 (2019)必修 第三冊(cè)Unit 4 Amazing art教學(xué)設(shè)計(jì)

這是一份高中英語(yǔ)外研版 (2019)必修 第三冊(cè)Unit 4 Amazing art教學(xué)設(shè)計(jì)，共9頁(yè)。
名稱(chēng)：《普通高中教科書(shū)英語(yǔ)必修第三冊(cè)》（外研社2019版）
Unit 4 Amazing Art---Understanding ideas Live frm the Luvre
教學(xué)設(shè)計(jì)理念：
After the study f cmpulsry Curses 1 and 2, students can basically translate articles by referring t reference bks such as dictinaries. The biggest difficulty in reading nw is nt t understand the literal infrmatin f wrds and texts, but t find that after understanding the articles, they can nt slve the practical prblems f reading cmprehensin. They are nt clear abut the intentin f article rganizatin and the deep meaning t be reflected, and lack f methds t analyze the articles, s they need guidance. And mst f the students have pr ral English and n sense f expressing their ideas in English. Therefre, the fcus f this lessn is t crrectly understand the structure f the article, use reading strategies t slve reading prblems, such as reading cmprehensin, grammar filling in the blanks, and be able t use yur brain t put frward yur wn views n the prblems given.
The tpic f this lessn is abut the largest museum in the wrld, the Luvre Museum in Paris, France, and its cllectins. Hwever, ur students nly have a slight understanding f it in histry class and the Internet, let alne express their pinins in English, s I will start with Dazhu Museum, which is familiar t students. the characteristics and feelings f Dazhu Museum's cllectin "the big fur" are briefly discussed in English, s as t intrduce cncepts such as "The big three" and vcabulary t describe the characteristics and feelings f the cllectin, s as t stimulate students' interest, reduce students' psychlgical pressure f learning, and pave the way fr the final utput. In the reading prcess, thrugh the design f each link f activities t help students understand the relevant backgrund, inspire students t express their wn views, critical thinking, and encurage students t use their knwledge t share the familiar Dazhu Museum in English. Hwever, due t the time limit f micr-class, this part has been adjusted.
文本解讀：
The tpic cntext f this unit is "peple and sciety", and the tpic cntext cntent invlved is the stries f varius art frms and related artists. The discurse type f this sectin is netwrk bradcast, which belngs t new media discurse, which is clsely related t the tpics f The Times and has a strng sense f inclusin. This lessn isa reading article abut the Luvre, the largest museum in the wrld. Anchr Zack takes us t Winged Victry f Samthrace, the painting Mna Lisa and Rembrandt's self-prtrait, which are displayed in the Luvre. While intrducing these wrks f art, Zack als expresses his wn thughts. There are 5 paragraphs in this paper. The authr makes a brief intrductin in the first paragraph, which leads t the fllwing; The secnd paragraph t the furth paragraph respectively listed the Luvre three precius cllectins, vividly intrduce the characteristics f these three artwrks and their wn feelings, stimulate readers' interest in these treasures; In the last paragraph, the authr makes a brief summary and sets ut expectatins. The key wrds f this article are mainly related t live language and appreciatin f art wrks; The value rientatin is that students can appreciate artistic wrks and cherish artistic treasures thrugh learning this article.
學(xué)情分析：
The teaching subjects are cheerful, active in thinking, serius in learning and enthusiastic in learning. Hwever, due t their weak English fundatin (nly 60 pints in the entrance examinatin class), sme students dare nt express their views in English. After the learning f cmpulsry Curse 1 and 2 and the memrizatin f 3500 wrds, the students generally have the ability t btain detailed infrmatin in reading, and sme f them can express their views in English simply. Hwever, mst students are weak in understanding and integrating knwledge, using reading strategies and critical evaluatin. In additin, students d nt knw much abut the Luvre and its cllectins and need a reasnable intrductin f backgrund knwledge.教學(xué)目標(biāo)：
At the end f this lessn, students will be able t:
1. Extract the main idea f the text, srt ut the structure f the article, and make clear the rute f the anchr Zack;
2. Thrugh reading activities, based n independent learning and grup cperative learning, further srt ut and integrate the infrmatin f the articles read, analyze and interpret the texts frm different perspectives, retell the cntents f the articles accrding t my wn Think map, and cmplete the grammatical blanks f the riginal texts;
3. Thrugh the interpretatin f the text, students can cnduct Critical thinking and express their persnal views;
4. Students can use reading strategies t slve practical reading prblems;
5. Students can appreciate wrks f art and cherish artistic treasures.
學(xué)習(xí)準(zhǔn)備：學(xué)生預(yù)習(xí)新單詞和課文。
教學(xué)流程：步驟、教學(xué)活動(dòng)、設(shè)計(jì)意圖
Blackbard design
B3U4 Understanding ideas
Live frm the Luvre
bradcaster
vivid incredible
lifelike mysterius
imaginative exciting
creative humrus
教學(xué)步驟
教學(xué)活動(dòng)
設(shè)計(jì)意圖
互動(dòng)模式&時(shí)間
Befre class
Play a sng named Travel with yu.
T interest Ss and mentin them the tpic f this class
Lead in
Step 1
T shws sme pictures f Dazhu Museum and its the “Big Fur” attractins, Ss talk abut them, including the characters and their feelings.
Students knw little abut Luvre Museum, s they can discuss the characteristics and feelings f Dazhu Museum's cllectin "the big fur" in English, s as t stimulate students' interest and reduce their learning anxiety.
GW
IW
3’
Pre-reading
Step 2
Ss watch a vide abut the brief intrductin f the Luvre and d a “Luvre fun quiz” with the backgrund， including where, when, hw many wrks, and the “Big Three”. They can guess if necessary.
Use vide t create cntext, intrduce the tpic, and ask questins t let students quickly enter the tpic situatin t frm reading expectatins.
IW
CW
2’
While-reading
Step 3
Step 4
Reading fr structures
Ss read the title and the last part, find ut what Zack is ding and what type f the passage is. Then Ss read the passage Live frm the Luvre quickly and match the main idea with its crrespnding paragraph.
Ss read and draw a think map f the structure accrding t task 1 tgether with T.
Reading fr details
Wrk n Part 1 (Pare.1)-- brief intrductin f the passage, finding ut smething abut Wh, Where, What, Why, Hw questins.
Wrk n Part 2 (Pare.2-4)--Intrductin f the three wrks: Winged Victry f Samthrace, Mna Lisa and Rembrandt’s self-prtrait, including their characters and the authr’s feelings.
Ss read Part 2 and wrk in grups f three t cmplete Zack’s rute(P40, task 4). Each student wrks n just ne wrk and then exchanges their answers.
2)Reading cmprehensins fcusing n Part 2.
1.Hw des Zack find the Winged victry f Samthrace?
2.Why is Zack being pushed arund in the Luvre?
3.What can exactly explain why Rembrandt painted s many self-prtraits?
3)Practice : T be a bradcaster
Ss read the passage again and develp their think-map with mre details and retell the passage with it.
Wrk n Part 3 (Pare.5)--summary f the bradcast and the authr’s expectatin.
4.Grammar filling
Pay attentin t the genre f the article, understand the netwrk bradcast and the structure f the article, train the reading strategy Skimming, master the general idea f the article and draw the structure diagram under the guidance f the teacher, s as t prepare fr the retell in the later activities.
Training reading strategy Scanning, accurate extractin f effective infrmatin and prcessing infrmatin t cmplete related tasks.
This activity cntinues t train students' ability t extract infrmatin effectively and their speaking ability.
This activity fcuses n training students t use reading strategies t slve practical prblems in reading cmprehensin, accurately lcate the riginal text accrding t keywrds, and emphasize finding the basis fr answers.
Further srt ut the details, summarize and integrate the article, and realize the internalizatin f language and knwledge in the retell prcess.
IW
CW
6’
GW
18’
Pst-reading
Step 5
Think and share
Ss recall the passage and think critically f the questins Which f the three artwrks makes the greatest impressin n yu? and Why? and share with the class with referring expressins.
If there were a fire at the Luvre, the largest museum in France, and nly ne painting culd be salvaged, which ne wuld yu take?
Thrugh pst-reading activities t further test and cnslidate the effect f reading activities, cmbined with discussin activities t further strengthen cultural awareness infiltratin, guide students t discver and understand the significance f the article, we shuld learn t appreciate beauty, cherish beauty, prtect beauty.Cite interesting Weib tpics, deepen the tpic, guide students t think psitively and put frward unique insights.
IW
GW
9’
Summary and assignment
Step 6
Underline the wrds & phrases f the passage that yu think are useful!
If yu were a bradcaster, hw d yu bradcast Dazhu Museum?
Prepare a presentatin within 5 minutes and shw it t us next class!
Stimulate students t think and slve prblems, use the knwledge learned t draw lessns frm ne example, efficient utput, reflecting migratin and innvatin.
2’