人教版高二英语选修620Unit120Art20全单元教案

TheFirstPeriodReadingTeachinggoals教学目标1.Targetlanguage目标语言：重点词汇和短语Realistic,abstract,religion,religious,sculpture,gallery,belief,consequent,consequently,aim,symbol,value,focus,possession,convince,impressionism,impressionist,shadow,ridiculous,nowadays,attempt,predict,theRenaissance,focuson,agreatdeal,scoresofTherearesomany…thatitwouldbeimpossibleto…Peoplebecamemorefocusedon…andlesson…Iftherulesofperspectivehadnotbeendiscovered,peoplewouldnothavebeenabletopaint…2.Abilitygoals能力目标EnablethestudentstotalkabouttheshorthistoryofWesternpainting3.Learningabilitygoals学能目标HelpthestudentslearnhowtotalkabouttheshorthistoryofWesternpaintingTeachingimportant&difficultpoints教学重难点EnabletheSstotalkabouttheshorthistoryofWesternpaintingTeachingmethods教学方法Skimmingandscanning;individual,pairorgroupwork;discussionTeachingaids教具准备Acomputer,ataperecorderandaprojector.Teachingprocedures&ways教学过程与方法StepILead-inToleadinsuchatopicbymentioningthesculpturesorpaintingsaroundthestudents,forexample,sculpturesonthecampus,famouspaintingshangingonthewallsofthecorridoroftheschoolbuilding,etc.AskSstofigureouttheirfunctionsandthegeneraltermtocallthem---theworksofartStepIIWarming-upAsktheSstomatchsomenewwordswiththecorrectEnglishmeanings.ThenaskthemtolookatthepaintingsinthisunitanddiscussthequestionsinWarmingUpingroupsof4.Next,getthemtoanswertheotherquestionsinpairs.Atlast,checktheanswerswiththewholeclass.ShowthemontheScreen.ABa.realistic1.accurateb.abstract2.stateoffactofexistingc.existence3.beinginthoughtbuthavingaphysicalorpracticalexistenced.detailed4.lifelike,truetolifee.religious5.classical,ofoldbelieff.traditional6.sinceretobelieveinagodorgodsThenaskSstogivetheiropinionstofillthetasklistedintheWarming-upStepIIIPre-readingGettheSstodiscussthequestionsinpre-readinginpairs.Thenchecktheanswerwiththewholeclass,iftheyhavenoidea,usethematerialspreviouslypreparedtolettheSshavesomeacquaintancewiththeknowledgeofartandartists.StepⅣReadingTask1ScanningShowsomequestionsonthescreen.1.Whatweretheartistsinterestedinfrom5thto15thecenturyAD?2.HowdidMasaccio3.painthispaintings?4.Whydidtheimpressionistshavetopaintquickly.Task2ScanningLettheSsredthepassageagainandgetthemainideaofit.Thencompletethefollowingchartnotheirown.NamesofAgesTimeArtistFeatureTheMiddleAges5thto15thcenturyGiottoDiBondonereligious,realisticTheRenaissance15thto16thcenturyMassaccioperspective,realisticImpressionismLate19thtoearly20thcenturydetailed,ridiculousModernart20thcenturytotodayControversial,abstract,realisticTask3ExplanationTherearesomany…thatitwouldbeimpossibleto…Thesentencemeansthattherearetoomanydifferentstylesof/westernarttointroduceinashortpassage.Peoplebecamemorefocusedon…andlesson…IttellusthatpeoplepaymoreattentiontohumansthanreligionIftherulesofperspectivehadnotbeendiscovered,peoplewouldnothavebeenabletopaint…Thesentencemeansthatpeoplediscoveredtherulesofperspective,sothattheypaintedsuchrealisticpictures.StepVComprehendingAskthestudentstoreadthepassageagainanddealwithExercises.StepVHomework1.Underlinethetimeexpressioninthereadingpassage.2.Retellthepassagewiththehelpofthechartaboutthetext.3.DiscussthequestioninExercise3onpage3.TheSecondPeriodLanguageStudyTeachinggoals教学目标1.Targetlanguage目标语言：Influenced,symbolic,shadowy,attemptable,valuable,aimless,prediction,believable,European,ridiculousIwouldlovetovisitFranceIlikereligiousartbetterthanrealisticartbecauseitmakesyousee2.Abilitygoals能力目标Enablethestudentstolearntheuseofwordfamily3.Learningabilitygoals学能目标Helpthestudentsleanhowtojudgethepartsofspeechaccordingtothesuffixesanddeterminetheirfunctionsinthesentences.Teachingimportant&difficultpoints教学重难点GettheSstolearnwordformationbyaddingsuffixesTeachingmethods教学方法ExplanationandpracticeTeachingaids教具准备Acomputerandaprojector,ablackboardTeachingprocedures&ways教学过程与方法StepIRevisionCheckthestudents’homeworkandletonereadtheirwork.1.AskSstospeakoutthetimeexpressionstheyunderlinedashomework2.Askastudenttoretelltheshorthistoryofwesternpainting3.AskSstodiscussthequestionsinExercises3onpage3ingroupsof4.Artisinfluencedbybeliefsofthepeople,thewayoflifeandsoon.StepIISuffixationLetSslearnsomeusesofsuffixesAskSswhatsuffixis(Asuffixisaparticle,whichisaddedtotheendofaroot.Suffixesusuallydonotchangethemeaningoftheroot,butcanchangeitspartofspeech.Forexample:lead(v.)---leadership(n.);ill(adj.)---illness(n.)Butsometime,somesuffixesaddnewmeaningtothenewlyformedwords.Forexample:meaning---meaningless;think---thinker1.SuffixesusedasanounsignifierVerbAdjectiveSuffixNounread-erreaderact-oractortrain-eetraineebuild-ingbuildingattend-anceattendancepunish-mentpunishmentinvent-tioninventionsick-nesssicknessspecial-istspecialisttrue-thtruth2.SuffixesusedasanadjectivesignifierNounVerbSuffixAdjectivewind-ywindyadventure-ousadventuroushope-fulhopefulhero-ic,(-ical)heroicnation-alnationalcare-lesscarelesstrouble-sometroublesomedepend-ent/-antdependentcomfort-able/-iblecomfortableact/imagine-ive/-tive-ative/-itiveactiveimaginativesecond-arysecondarychange-ablechangeableannoy-ingannoyingexcite-edexcited3.Suffixesusedasanad