（2019版）新人教版选择性必修第三册英语 Unit 1 ArtReadingand Thinking 教学设计.doc

1、Unit 1 ARTReading and Thinking: A Short History of Western Painting文本简析文本简析本单元阅读文本的主题是西方绘画简史。 通过介绍不同时期的西方绘画以及因各时代代表画家引领而发展出的独特风格， 激发读者品鉴艺术历史， 探究西方绘画未来可能的发展方向和促进艺术发展的源动力，思考艺术的功能和价值，提高审美素养，崇扬人文价值。该文本采用说明性文体， 以第三者视角客观简述西方绘画发展的四个关键时期， 内容紧凑，语言平实，文风平易近人。标题“A Short History of Western Painting”指向文本主题，标示语篇类型

2、。全文以“总分”建构，分述部分以副标题切分。第一段为总起段，阐述为什么要了解绘画发展史。其余段落以时间为主线，选取代表人物，依次介绍四个不同时期的西方绘画，并在最后留下思考空间，引发对于艺术本质的思考。在进行文本教学设计时，要帮助学生梳理关于绘画艺术和历史发展相关的话题类语言，包括绘画特点， 以及变化发展的相关表达。 此外， 逻辑功能性语言， 例如 while still, lessmore, but instead 等，也是值得关注的。本文四个时期虽由副标题统领独立成文，但全文在内容过渡、行文逻辑和语言衔接上是串联的整体，在文本梳理中也需特别注意。此外，本课需要关注西方艺术区别于中国艺术的独

3、特魅力， 同时要培养发展的眼光看待文化， 感受跨越文化的艺术之美。教学设计教学设计(共共 2 课时课时)第第 1 课时课时一、教学内容一、教学内容梳理全文信息， 了解西方绘画四个时期的代表人物及绘画特色和风格， 理清信息的整合方式。二、课时目标二、课时目标1. 围绕西方绘画进行主题讨论，根据文本布局和语篇要素预测文本内容，激活背景知识和主题词汇。2. 运用略读、细读、归纳、整合等阅读策略，梳理文本信息，根据原文逻辑进行加工输出，理清代表人物在西方绘画发展史的作用，并完善对于西方绘画史的认知和理解。3. 通过文本分析和语篇解读整理西方绘画各时期代表人物的绘画风格，并能够使用相关信息表达观点和解决

4、实际问题。三、教学过程三、教学过程Activity 1: Leading into the topic about Western painting本活动旨在落实课时目标本活动旨在落实课时目标 1。1.Brainstorm and talk about Western painting.Students brainstorm and share their knowledge about Western painting.Q1: What do you think of when talking about Western painting?Q2: Do you know any great

5、Western paintings or famous painters? What do you know aboutthem?Q3: How do you like Western paintings? Why?【设计意图】此活动是导入环节。学生就上述三个问题展开头脑风暴，就主题展开发散联想，激活并储备话题词汇。第一个问题引出主题相关词汇如 style, painter, painting, master,work 等。第二个问题激活相关背景知识，为预测课文内容作铺垫。第三个问题为评判性问题，引发关于绘画价值的初始思考，为后面深入思考艺术发展做好铺垫。Activity 2: Predict

6、ing and understanding the content of the passage本活动旨在落实课时目标本活动旨在落实课时目标 1。1.Skim the title, clarify the layout and predict the content.Students make predictions about the content of the passage by studying the title, viewing thepictures and clarifying the layout.Q1: What will the text be about? How d

7、o you know?S1: About the history of Western paintings. From the title.S2: About paintings. From the pictures.Q2: In what order is the text developed? How do you know?S1: In time order. From the subtitles.S2: From the word “history”.【设计意图】引导学生关注语篇要素，通过读标题，看配图，定位中心主题词。运用扫读阅读策略，明确文本布局，纲举目张，整体把控，预测文本内容，

8、创设阅读期待，提高阅读效率，为下一环节的主题讨论做好铺垫。Activity 3: Exploring the purpose of the writing本活动旨在落实课时目标本活动旨在落实课时目标 2。1.Read for the writing purpose.Students read paragraph 1 for the writing purpose and check their predictions.Q1: Whats the key word or key sentence in this paragraph?S: The development of Western pa

9、inting over the centuries.Q2: Why does the text tell about the development of Western painting?S: Because the best way to understand Western art is to look at the development of Westernpainting over the centuries. It is hard to give a precise definition of Western art, and it isimpossible to describ

10、e so many different styles of western art in a short text either.Q3: Why does the writer ask a question at the beginning?S: To attract readers attention, and meanwhile to lead into the topic.【设计意图】 通过提炼关键词和关键句归纳段落大意， 并根据主题句整体把握文本内容，锻炼学生的概括能力。同时，通过探究写作意图，明确内容走向，凸显阅读主线，提升阅读效度。此外，关注本文“问题导入式”的写作手法，引导学生关

11、注语言和内容双维度融合，并为读后活动中分析作者的写作方法和技巧作铺垫。Activity 4: Unfolding the development of Western painting本活动旨在落实课时目标本活动旨在落实课时目标 2。1. Skim the passage for the general idea.Students skim the text to find the general information about the text by answering thefollowing questions.Q1: How does the writer tell about t

12、he history/development of Western painting?S: By showing the characteristics of the famous painters in each period.Q2: Who are mentioned in each period?S: Giotto di Bondone in the Middle Ages; Masaccio, Leonardo da Vinci, Michelangelo,Raphael, Giotto, Masaccio and Rembrandt in the Renaissance; Claud

13、e Monet and Renoir inImpressionism; Picasso in Modern Art.Q3: Why are they mentioned?S: Because they are the influential painters.2. Scan the passage for detailed information.Students read the text carefully to fill in the box and think about the questions below.Q1: How did painters develop painting

14、?Q2: What role did they play in the development? Find sentences to support your idea.Q3: Why did painters make changes of the former style of painting?Some of the leading questions:Period 1: The Middle AgesQ1: Who is mentioned as the important painter? Why is he mentioned?Q2: What did he do to the p

15、aintings?Q3: How are his paintings different from the former ones?Q4: How can we understand the structure “Whilestill”?Period 2: The RenaissanceQ1: Who are mentioned in this period?Q2: Why is Giotto also mentioned? What can we infer? How do you know?Q3: How many groups of painters are mentioned?Q4:

16、Why is more than one chosen in each group? Find key words to explain.Q5: How did they develop the painting?Q6: Whats the meaning of “shift”? Why is “increasingly” put before it?Period 3: ImpressionismQ1: Who led the development? How do you know?Q2: Did he still build upon the former painters? Why?Q3

17、: How are his paintings different?Q4: Whats the function of “While”?Q5: Who else also played a part? How?Period 4: Modern ArtQ1: Did painters reach an agreement on how to develop the painting?Q2: What did they share in common?【设计意图】 引导学生扫读文本， 定位各个绘画时期的共性， 即绘画大师引领艺术发展。明晰共性之后，以此为线，整合并串联文本信息。学生再读文本，根据表

18、格提示，结合文本关键句的理解， 梳理完成各个时期绘画大师在继承和发展绘画艺术中所起的作用。 在呈现表格内容时，教师根据各段落语言和结构的差异，设计问题链进行追问，深入理解内容，体会衔接连贯，品读语言，为后续解决实际问题做好语言和内容的准备。Activity 5: Integrating and applying本活动旨在落实课时目标本活动旨在落实课时目标 3。1.Think and match.Students match the paintings with the right painters based on their understanding of Westernpainting.

19、 (Exercise 3 on Page 3)Q1: Who painted these paintings? Why do you think so?Q2: How are the paintings different from each other?Q3: Which painting do you like most? Why?【设计意图】学生整合所学知识，并进行运用，解决实际问题，在过程中验证并调整对于西方绘画大师及绘画发展的认识，形成认知体系。在此基础上进行美学欣赏和判断，提升对于艺术的认知和理解。Assignment:1.Review the target words and e

20、xpressions concerning art and paintings.2.Retell how Western painting has developed throughout the four periods in time sequence.【设计意图】运用习得的知识和语言，结合文本结构进行语言输出练习，既巩固内化知识，强化主题语言，又导入第二课时，实现契合衔接。第第 2 课时课时一、教学内容一、教学内容回顾文本，深度思考，理解绘画或艺术发展变化的原因和驱动力，感受艺术之于生活的价值，并从语言、语篇视角品读文本。二、课时目标二、课时目标1. 通过细读文本，探究深意，思考除绘画大

21、师引领之外，绘画艺术发展的内在和外在驱动力，培养深度思考的阅读能力。2. 通过品读文本语言，建立语言与内容的联系，构建主题语言库，巩固语言学习效果，增强语用正迁移，为语言输出提供语料支撑。3. 结合文本中得到的启示，谈论对于绘画、艺术的见解，最后通过模仿介绍中国绘画艺术，学以致用，提高思维品质和语言能力。三、教学过程三、教学过程Activity 1: Retelling the development of Western painting本活动旨在回顾和复习第一课时的内容。本活动旨在回顾和复习第一课时的内容。1.Review and retell.The teacher asks sever

22、al students to retell how Western painting has developed / how therepresentative painters have developed Western painting throughout the four periods.【设计意图】此活动承上启下，既是对上节课的回顾梳理，也是对本节课深层理解环节的有效铺垫。 学生通过第一课时的学习， 厘清了西方绘画发展简史， 掌握了主题相关的词汇，具备了从文本信息的梳理整合过渡到文本内容的深层理解的能力。Activity 2: Exploring the cause of the

23、development of Western painting本活动旨在落实课时目标本活动旨在落实课时目标 1。1. Think and answer.Students think about the role painters play in the development based on the followingquestions.Q1: Why does the author choose these painters as examples?S: Because they are the influential masters and representatives of each

24、 period.Q2: Are these painters exclusive in each period? What can we infer?S: No. Some developed and led Western painting into the next period while some created anew style. This reflected the particular role those painters played in the development.2. Reread and explore.Students re-read the text to

25、 find out more about the drive of the development.Q1: What else helped drive the development of Western painting? How?Q2: Why did Giotto di Bondone change his way of painting?Q3: Why could/did Leonardo da Vinci and Rembrandt improve the painting skills?Q4: Before the invention of photography, why co

26、uld paintings flourish for a long time?Q5: What happened after the invention of photography? What can you infer?【设计意图】引导学生再次细读文章，尤其关注两个时期之间的过渡与衔接，探究绘画艺术变化更迭的诸多原因，如社会需求、科技发展、艺术认知，并从整个历史变化过程抽离出贯穿始终的驱动力艺术家对艺术本质的不懈追求。 培养学生细究文本深层意思的阅读意识和能力。Activity 3: Predicting the future development of Western painting

27、本活动旨在落实课时目标本活动旨在落实课时目标 1。1.Discuss and predict.Students work in groups and discuss the possible development of Western painting.Q1: Do you think the art of painting will go on developing?Q2: What are the key factors that may influence the future development?【设计意图】 该环节是一个半开放的活动， 学生根据文章预留的内容空白进行头脑风暴。基

28、于已经梳理的关于绘画发展的理解，通过讨论和分析，推测西方绘画可能的发展，学以致用，培养迁移运用能力。Activity 4: Sharing personal insights into art本活动旨在落实课时目标本活动旨在落实课时目标 3。1.Ponder and share.Students express their opinions about art.Q1: Have the painters found the answer to the question “What is art?”Q2: How would you answer the question “What is ar

29、t?”【设计意图】回归到对本文写作意图的开放性讨论，学习西方绘画发展史是为了更好地了解西方艺术。学生根据自己的理解，结合文章信息和提示，展开想象，发散思路，分享对于艺术的看法。该环节既锻炼口语表达，迁移巩固知识，也在分享过程中启迪思维，打开思路，探究艺术的价值。Activity 5: Grouping words and expressions about change and development本活动旨在落实课时目标本活动旨在落实课时目标 2。1.Build word families.Students scan the text again to sort out words of s

30、imilar use, i.e. words and expressions toexpress development.Q1: What words are used to express development?1 In particular, his paintings are set apart from2 An important breakthroughwas3 Another innovation was 4 the emphasis increasingly shifted fromto5 New ideas and values gradually replaced6 Whi

31、le his paintings still had religious themesT: All these expressions serve to show how Western painting has developed. Some of themshare similar structure but with varied use of words, which makes the text vivid and morereadable.【设计意图】主题类语言整理有助于学生类化语言应用，提高语言输出的丰富性。处理完文本内容信息后，进入语篇信息处理，进行主题相关的词块归类。引导学生快速阅读，寻找表达相同主题(发展或者艺术)的词和短语，再根据词性、用法和结构进行归类，储备主题相关词汇，丰富语言储备，提升语言素养。Assignment:Go online to gather more information about Chinese painting and write a short history of it.【设计意图】结合所学，迁移运用，根据实际语境，进行模仿性运用。在此过程中，学生尝试借鉴已学的语言、内容、语篇结构和写作手法来建构新文本，实现语篇输出，同时关注中西艺术文化的差别，加深对优秀文化的认同，培养文化意识。