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⼈教版⾼中英语选修6《Unit1Art》教案 ⼈教版⾼中英语选修6《Unit 1 Art》教案【⼀】 教学准备 教学⽬标 a. 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, focus on, a great deal, scores of b. 重点句式 There are so many ... that it would be impossible to ... P1 People became focused more on ... and less on ... P2 If the rules of perspective had not been discovered, people would not have been able to paint ... P2 教学重难点 a. 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, focus on, a great deal, scores of b. 重点句式 There are so many ... that it would be impossible to ... P1 People became focused more on ... and less on ... P2 If the rules of perspective had not been discovered, people would not have been able to paint ... P2 教学过程 Teaching procedures: 【写⼀写】 (Some pictures are given to the students to learn some about western paintings) 写出所有相应关于作品的英语名称 _____________________________________________________________________________________________________________________________________________ 【想⼀想】 Which style of paintings do you prefer, western or Chinese? Why? _____________________________________________________________________________ 【skimming】Skim the text and complete the main idea of it. The text mainly tells us _____ of the major movements in ________ art over the centuries. 绘制时间轴 课⽂P3---exercise 1 【判⼀判】 1. Western art has changed very little over the last seventeen centuries. 2. Painters in the Middle Ages did not use perspective. 3. Impressionists painted landscapes. 4. You cannot recognize any object in abstract modern art. 5. In the Renaissance most artists painted indoors. 6. Abstract art is still art style today. 【选⼀选】 Choose the best answer. 1. According to the text, art is least influenced by ________. A. social changes B. the way of life C. the development of agriculture D. beliefs of a people 2. When did painters mainly 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. 3. Who were the first to paint outdoors? A. Painters in the Middle Ages. B. Painters in the Renaissance. C. The Impressionists. D. Contemporary painters. 【巩固训练】讲练通---P2 retelling 课后习题 【Homework】 课时跟踪训练 ⼈教版⾼中英语选修6《Unit 1 Art》教案【⼆】 教学准备 教学⽬标 1. 知识与技能⽬标 (1)通过阅读有关曼哈顿著名的艺术博物馆加深对博物馆的了解和认识。
Unit 1 Living wellTeaching aims（教学目标）三维目标知识目标Knowledge aims:1.Key words and phrases in this unit: 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)．2．To learn about some major movements in Western art and how art has changed stylistically over the centuries.3．To learn how the information is organized.4．To develop the students' reading ability by skimming and scanning the passage. 5．To develop the students' speaking ability by talking about Western paintings. 6．To get the students to understand and use the following important and useful sentence patterns：If you could have three of these paintings on the walls of your classrooms，which would you choose?If you were an artist，what kind of pictures would you paint?Grammar in this unit: 虚拟语气(Subjunctive Mood)能力目标Ability aims:1.To learn about some major movements in Western art and how art has changed stylistically over the centuries.2.To guess what will be talked about in the listening materials.3.To improve their reading skills.4. Develop students’ reading ability and let them learn different reading skills.情感目标1．To stimulate students' sense of beauty and the ability of understanding，enjoying and creating beauty.2．To develop students' sense of cooperative learning.3. Activate the students’interest of learning English by using many kinds ofclassroom activities.Important points（教学重点）1. How to gain the ability to use the key words and expressions from the context.2.Get students to know about Western painting and Chinese art，famous artists and works of art.3．Enable students to grasp and use the expressions of preference.4．Let students learn the new grammar item：the subjunctive mood(1)．5．Develop students' listening，speaking，reading and writing ability.2. Understanding the listening materials.Difficult points（教学难点）1. Get students to learn different reading skills.2.Enable students to master the use of the subjunctive mood.3．Let students learn to write a letter of suggestion.Teaching methods（教学方法）1. Task-based teaching and learning2. Cooperative learning and practice3.Asking-and-answering activity to check the students’ answers of the exercises；individual，pair or group work to finish each task.4. Fast and careful reading.5. Discussion.Teaching aids（教具）（1）a tape recorder（2）a projector（3）the blackboard、whiteboard and other normal teaching tools学法指导合作探究对话推理教材分析本单元的中心话题是西方绘画艺术的历史、中西方各种艺术形式与风格，各时代的著名画家以及他们的作品。
Unit 1 Living wellTeaching aims（教学目标）三维目标知识目标Knowledge aims:1.Key words and phrases in this unit: 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)．2．To learn about some major movements in Western art and how art has changed stylistically over the centuries.3．To learn how the information is organized.4．To develop the students' reading ability by skimming and scanning the passage.5．To develop the students' speaking ability by talking about Western paintings.6．To get the students to understand and use the following important and useful sentence patterns：If you could have three of these paintings on the walls of your classrooms，which would you choose?If you were an artist，what kind of pictures would you paint?Grammar in this unit: 虚拟语气(Subjunctive Mood)能力目标Ability aims:1.To learn about some major movements in Western art and how art has changed stylistically over the centuries.2.To guess what will be talked about in the listening materials.3.To improve their reading skills.4. Develop students’ reading ability and let them learn different reading skills.情感目标1．To stimulate students' sense of beauty and the ability of understanding，enjoying and creating beauty.2．To develop students' sense of cooperative learning.3. Activate the students’interest of learning English by using many kinds of classroom activities. Important points（教学重点）1. How to gain the ability to use the key words and expressions from the context.2.Get students to know about Western painting and Chinese art，famous artists and works of art. 3．Enable students to grasp and use the expressions of preference.4．Let students learn the new grammar item：the subjunctive mood(1)．5．Develop students' listening，speaking，reading and writing ability.2. Understanding the listening materials.Difficult points（教学难点）1. Get students to learn different reading skills.2.Enable students to master the use of the subjunctive mood.3．Let students learn to write a letter of suggestion.Teaching methods（教学方法）1. Task-based teaching and learning2. Cooperative learning and practice3.Asking-and-answering activity to check the students’ answers of the exercises；individual，pair or group work to finish each task.4. Fast and careful reading.5. Discussion.Teaching aids（教具）（1）a tape recorder（2）a projector（3）the blackboard、whiteboard and other normal teaching tools学法指导合作探究对话推理教材分析本单元的中心话题是西方绘画艺术的历史、中西方各种艺术形式与风格，各时代的著名画家以及他们的作品。
Warming-upLead-in:In order to decorate our classroom, we have several paintings to choose from. Now I’d like you to look at the paintings in this unit. (p2 and p44)Which would you like to put up on the walls of our classroom? And why? What kind of the style for each painting?Important points:1. include v. including prep.E.g. Thirty people, including six children, went to visit the factory.== Thirty people, six children included, went to visit the factory.(介词短语including six children可用独立主格结构six children included替换，即including sb.=sb. included)2. painting n.(油，水彩) 画paint v.（用颜料）画drawing n.(素描) 画draw v.（用线条）勾画3. abstract adj.抽象的，深奥的n.摘要（of）v.摘录，提取，分离（from）(perfect adj./v increase v./n. conduct v./n.)an abstract painting 抽象画abstract noun 抽象名词abstract…from…从…中提取in the abstract 抽象地，一般性地e.g. Beauty is abstract but a house is not.e.g. Salt can be abstracted from sea water.e.g. I like dogs in the abstract, but I can’t bear this one.4.What would you rather do … 你更愿意做什么…Pre-reading (说课p94)ReadingScanning:1. What were the artists interested in from 5 th to 15 th century AD?They are interested in creating respect and love for God.2. How did Masaccio paint his paintings?He drew things in perspective(透视画法), which make picture very realistic.3. Why did the impressionists have to paint quickly?Because natural light changes quickly, they had to paint quickly.SkimmingImportant points:1. influence v.& n. 影响（力）；有影响（之人或物）have an influence on/upon… 对…有影响have influence over/with… 对…有影响力under the influence of 受…所影响，受…所左右e.g. The weather in summer influences the rice crops.e.g. He has no influence over his children.2. belief n.相信；信念；信仰；信心believe v.belief-believe life-live proof-prove safe-save thief-thievebeyond believe 难以置信have belief in… 对…有信心It’s one’s belief that- 某人相信to the best of one’s belief （某人）深信e.g. My belief is that he will win. 我确信他会赢。
unit 1 Art Reading 教学设计一、教材分析：本单元是必修六第一单元，以Art为主题, 主要介绍了西方绘画简史，描写了曼哈顿最好的艺术长廊。
文中介绍了西方绘画历史中的四个重要阶段：中世纪，文艺复兴时期，印象主义时期和现代艺术时期。
对于每个阶段文中主要介绍的是不同的绘画手法，绘画特点，以及引起绘画特点转变的社会风俗等原因。
另外，应帮助学生了解更多有关美术的背景知识，分析中西方艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方绘画艺术进行比较。
二、学生分析:本班为普通高二理科班，刚刚从高一完成跨越。
学生成绩普遍低，学习态度不太端正，学习积极性较高，大部分学生在学习上还存在着依赖性，不愿意自己探究知识，没有好的学习习惯，但是他们却非常活跃，很有激情，教师在学习中进行渗透鼓励与指导。
学生对西方文化艺术非常感兴趣，这也有利于提高他们个人修养与素质。
三、Teaching aims教学目标1. Knowledge and SkillsTo understand the meanings of the following new words and phrases. （abstract, sculpture, gallery, consequently, belief, aim, symbol, value, religion, possession, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive, scholar, flesh, bunch, avenue, exhibition, civilization, contemporary, permanent, district）To learn about some major movements in Western art and how styles have changed.To develop the students’ reading ability by skimming and scanning the passage. 2.Process and methodsWhile doing Warming Up the teacher can let students talk about different art forms. And show a group of Western paintings to recall their knowledge about Western paintings.During Pre-reading the teacher can let students predict the content of the passage by reading the title of the passage.Reading and comprehending: the teacher asks students to read the passage quickly to get its structure. After that, the teacher lets students read carefully to get more detailed information.Post-reading: let student retell the passage in their own words at the end of the class.3.Emotion, attitude and valueTo stimulate students’ sense of beauty and the ability of understanding, enjoying and creating beauty.To develop students’ sense cooperation learning.四、Teaching important points教学重点1. Enable the students to grasp the new words and impressions.2. Try to get the main idea of the text and improve the students’ reading abilities.五、Teaching difficult points教学难点1. Help the students learn how to talk about the short history of Western painting.2. Enable the students to talk about their opinions about different styles of Western art.六、Teaching aids 教具The multimedia , blackboard七、Teaching method教学方法Task-Based Language Teaching, Skimming and scanning, Discussion八、Teaching procedures教学过程Step 1. GreetingsGood morning, everyone! So happy to see you here.Step 2. RevisionLast class, we have learned the new words, now let us have a short review. Please open your book and turn to page 89, and read follow me.设计意图：本班学生基础较差，基础的单词必须每节课都巩固，上课读一遍，加强记忆，有助于更好理解课文，并且为以后学习打好基础。
选修六Unit 1 ARTUsing Language _____The Best of Manhattan’s Art Galleries教学设计一、本节课课堂设计原则：1. 本节课遵循先输入再输出的原则，Listening 后设计了一个Speaking和一个Singing的环节，为学生提供平台提升学生的语言应用能力和赏析。
促进语言知识向语言能力的转化。
2. 创造相对真实的语境，介绍潍坊本地的博物馆、广场、乐园等学生喜闻乐见的场景，贴近学生日常生活，激发学生学习英语的兴趣。
3. 充分利用小组合作和小组之间的评比竞争来激发学生课堂上的积极性。
4. 体现学生的主体地位，大胆放手，让学生真正地成为课堂的主人，激发学生的积极性和主动性。
5. 让学生展示以口头表演和师生评价等多种方式结合进行，提高课堂效益。
二、学生课前学习活动设计：1.设计预习学案，让学生提前预习课文并从文中找出相对应的短语和句子完成预习学案来确保预习效果。
2. 让学生提前上网查阅一下潍坊本地的博物馆的信息，为课堂活动做铺垫和准备。
、三、课堂教学设计（一）教学目标1.知识与技能目标（1）通过复习有关曼哈顿著名的艺术博物馆加深对博物馆的了解和认识。
为听力进行预设和铺垫，同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。
（2）通过扮演导游与游客，让学生对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力，同时掌握本单元教学目标和要求中的词汇用法。
（3）通过提供相关用语进行对潍坊本地的场景（潍坊博物馆、风筝广场、富华游乐园等）进行游览，提高学生的英语口语能力。
2.过程与方法目标（1）通过展现曼哈顿以及曼哈顿五个著名艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。
（2）通过泛听找到相关艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。
再精听了解人物特点，同时掌握表达喜好的用语，为下一步扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。
人教版高中英语选修6教案Unit1 Art 教学目标•熟悉并掌握本课的核心词汇和短语•理解并运用本课的重点语法知识•能够在日常生活中运用所学知识进行交流和表达•培养学生对艺术的鉴赏和欣赏能力教学重点•学习并运用本课的核心词汇和短语•理解并运用本课的重点语法知识教学难点•运用所学知识进行交流和表达•培养对艺术的鉴赏和欣赏能力教学准备•多媒体设备•教材和教具•板书工具教学过程步骤一：导入新课内容（10分钟）1.教师向学生介绍本节课的主题——艺术。
2.让学生进行小组讨论，谈一谈自己对艺术的理解，以及喜欢的艺术作品和艺术家。
步骤二：学习核心词汇与短语（20分钟）1.教师出示幻灯片，呈现本节课的核心词汇和短语，并分别解释含义。
2.通过例句和练习，帮助学生掌握并巩固所学词汇和短语。
步骤三：学习重点语法知识（30分钟）1.教师出示幻灯片，介绍本节课的重点语法知识——介词短语的使用。
2.通过例句和练习，帮助学生理解并熟练运用介词短语。
3.引导学生以所学的介词短语描述一幅艺术作品，鼓励他们进行口语表达练习。
步骤四：语言实践与交流（20分钟）1.将学生分成小组，让他们互相展示自己喜欢的艺术作品，并用所学的词汇和短语进行介绍。
2.鼓励学生之间进行交流和提问，培养他们的表达和倾听能力。
步骤五：课堂总结与小结（10分钟）1.教师总结本课所学的核心词汇和短语，并强调其重要性。
2.引导学生思考本节课所学的语法知识在实际生活中的应用价值。
3.鼓励学生在日常生活中运用所学知识进行表达和交流。
课后作业1.用英语写一篇短文，讲述你对一幅艺术作品的理解和感受。
2.阅读一篇关于艺术的文章，收集其中的关键词和短语。
3.查找一些关于艺术的图片，并用英语描述它们。
教学反思本节课通过导入新课内容、学习核心词汇与短语、学习重点语法知识、语言实践与交流以及课堂总结与小结等环节，帮助学生全面理解和运用所学知识。
通过小组讨论和展示，学生的表达和倾听能力得到了提升。
人教版高中英语选修六全册教案人教版高中英语选修六全册教案Unit 1 ArtPart 1 Introduction to ArtObjectives:1. Understand the concept of art and appreciate the beauty of art.2. Develop the ability to use adjectives to describe paintings and sculptures.3. Analyze the significance and cultural value of art.4. Learn how to express opinions and justify views.Teaching Procedures:Step 1. Lead-inIntroduce the concept of art and ask students to share their understanding and appreciation of art.Step 2. ReadingRead the text "What is Art?" and answer the accompanying questions.Step 3. VocabularyPresent new vocabulary related to art and ask students to use them in sentences.Step 4. AnalysisAnalyze paintings and sculptures and use adjectives to describe them.Step 5. Cultural ValueDiscuss the cultural value of art and how it reflects society.Step 6. Opinion SharingEncourage students to express their opinions on art and justify their views.Part 2 Artistic StylesObjectives:1. Understand the differences and similarities between various artistic styles.2. Analyze how the social, political, andcultural context affects the development of artistic styles.3. Develop the ability to use conjunctions to connect ideas and opinions.Teaching Procedures:Step 1. Lead-inAsk students to name some artistic styles they are familiar with and discuss the differences and similarities between them.Step 2. ReadingRead the text "Artistic Styles" and answer the accompanying questions.Step 3. VocabularyPresent new vocabulary related to artistic stylesand ask students to use them in sentences.Step 4. AnalysisAnalyze how the social, political, and cultural context affects the development of artistic styles.Step 5. Opinion SharingEncourage students to express their opinions on artistic styles and justify their views using conjunctions.Part 3 The Arts and SocietyObjectives:1. Analyze the role of art in society.2. Understand the significance of art in various social contexts.3. Develop the ability to use modal verbs to express probability and possibility.Teaching Procedures:Step 1. Lead-inAsk students to think of various social contexts where art plays a significant role.Step 2. ReadingRead the text "The Arts and Society" and answer the accompanying questions.Step 3. VocabularyPresent new vocabulary related to the role of art in society and ask students to use them in sentences.Step 4. AnalysisAnalyze the role of art in society and discussits significance in various social contexts.Step 5. Probability and PossibilityUse modal verbs to express probability and possibility of art playing a role in certain social contexts.Unit 2 Film and TheatrePart 1 Introduction to FilmObjectives:1. Understand the basics of film theory and film analysis.2. Analyze the social, cultural, and political context of various films.3. Develop the ability to use prepositions oftime to describe movie plots.4. Appreciate the artistry of film and the roleof film in society.Teaching Procedures:Step 1. Lead-inAsk students to share their experience ofwatching movies and what they look for in a good movie.Step 2. Film TheoryIntroduce the basics of film theory and film analysis, including framing, composition, lighting, editing and sound, and ask students to analyze various film clips.Step 3. Cultural ContextAnalyze the social, cultural, and politicalcontext of various films.Step 4. VocabularyPresent new vocabulary related to film analysis and ask students to use them in sentences.Step 5. Plot SummaryUse prepositions of time to describe movie plots.Step 6. AppreciationEncourage students to appreciate the artistry of film and the role of film in society.Part 2 Introduction to TheatreObjectives:1. Understand the history and basic elements of theatre.2. Analyze the differences between theatre and film.3. Develop the ability to use verbs of communication to describe dialogue and acting.4. Appreciate the artistry of theatre and therole of theatre in society.Teaching Procedures:Step 1. Lead-inAsk students to share their experience of watching or participating in theatre performances.Step 2. History and ElementsIntroduce the history and basic elements of theatre, including stage, sets, costumes, lighting, and sound, and ask students to analyze various theatreperformances.Step 3. Differences with FilmAnalyze the differences between theatre and film, including the use of stage vs. screen, live performance vs. recording, and acting techniques.Step 4. VocabularyPresent new vocabulary related to theatre and ask students to use them in sentences.Step 5. Dialogue and ActingUse verbs of communication to describe dialogue and acting in theatre performances.Step 6. AppreciationEncourage students to appreciate the artistry of theatre and the role of theatre in society.Part 3 Film and Theatre in SocietyObjectives:1. Analyze the role of film and theatre in society.2. Understand the significance of film and theatre in various social contexts.3. Develop the ability to use adverbs of degree to express opinions.Teaching Procedures:Step 1. Lead-inAsk students to think of various social contexts where film and theatre play a significant role.Step 2. Role in SocietyAnalyze the role of film and theatre in society and discuss its significance in various social contexts.Step 3. VocabularyPresent new vocabulary related to film and theatre in society and ask students to use them in sentences.Step 4. Opinion SharingEncourage students to express their opinions on the role of film and theatre in society and justify their views using adverbs of degree.Unit 3 MusicPart 1 Introduction to MusicObjectives:1. Understand the basics of music theory and music analysis.2. Analyze the cultural and historical context of various music genres.3. Develop the ability to use adjectives and adverbs of manner to describe music.4. Appreciate the artistry and emotions of music and the role of music in society.Teaching Procedures:Step 1. Lead-inAsk students to share their experience and preference of listening to music.Step 2. Music TheoryIntroduce the basics of music theory and music analysis, including melody, harmony, rhythm, and form, and ask students to analyze various music pieces.Step 3. Cultural and Historical ContextAnalyze the cultural and historical context of various music genres, including classical, folk, pop, and rock.Step 4. VocabularyPresent new vocabulary related to music and music analysis and ask students to use them in sentences.Step 5. Adjectives and Adverbs of MannerUse adjectives and adverbs of manner to describe music and the emotions it evokes.Step 6. AppreciationEncourage students to appreciate the artistry and emotions of music and the role of music in society.Part 2 Music PerformancesObjectives:1. Understand the elements and techniques of music performances.2. Analyze the differences between various music performances.3. Develop the ability to use relative pronounsto connect ideas.4. Appreciate the skill and artistry of music performers.Teaching Procedures:Step 1. Lead-inAsk students to share their experience ofwatching or participating in music performances.Step 2. Elements and TechniquesIntroduce the elements and techniques of music performances, including pitch, tone, dynamics, rhythm, and phrasing, and ask students to analyze variousmusic performances.Step 3. Differences between PerformancesAnalyze the differences between various music performances, including solo vs. ensemble, acoustic vs. electronic, and live vs. recorded.Step 4. VocabularyPresent new vocabulary related to music performances and ask students to use them in sentences.Step 5. Relative PronounsUse relative pronouns to connect ideas and describe music performances.Step 6. AppreciationEncourage students to appreciate the skill and artistry of music performers.Part 3 Music in SocietyObjectives:1. Analyze the role of music in society.2. Understand the significance of music invarious social contexts.3. Develop the ability to use discourse markersto connect ideas.Teaching Procedures:Step 1. Lead-inAsk students to think of various social contexts where music plays a significant role.Step 2. Role in SocietyAnalyze the role of music in society and discussits significance in various social contexts.Step 3. VocabularyPresent new vocabulary related to music insociety and ask students to use them in sentences.Step 4. Discourse MarkersUse discourse markers to connect ideas and structure arguments about the role of music in society.Step 5. Opinion SharingEncourage students to express their opinions onthe role of music in society and justify their views.。
Unit 1 Art教材分析I．教学内容分析本单元的中心话题是西方绘画艺术的历史、中西方各种艺术形式与风格，各时代的著名画家以及他们的作品。
听说读写等语言知识和语言技能主要围绕“绘画艺术”这一主题设计的。
本单元引导学生讨论这些问题，目的在于让他们了解绘画艺术及其各个历史发展时期的不同风格，培养他们对艺术的兴趣。
Warming up部分共有四个问题，引导学生讨论本单元出现的所有绘画，包括宗教绘画、文艺复兴时期的绘画、印象派风景画和抽象画等。
通过为教室选张贴画、为家居选布置画、谈个人对绘画等艺术的喜好等活动，让学生交流对绘画等艺术形式的认识，并在此过程中学习本单元即将出现的生词。
Pre-reading部分有三个问题，引导学生回顾在画廊或书本上见过的绘画。
尤其要学生回顾所见的西洋绘画和著名的画家，这和“热身”部分的讨论有机地联系起来，帮助学生认识国画和西洋画的不同特征、代表性作品及画家。
Reading部分主要介绍西方绘画史。
文章开头阐述导致艺术发展的因素：生活方式和人们的信仰，并由此得出结论：西方艺术不断变化发展，而中国艺术相对保持稳定。
随后文章从四个方面介绍了主要的西方艺术绘画流派。
中世纪的绘画主题主要与宗教有关，这个时期的作品充满了宗教符号，表达作者对上帝的崇敬和热爱。
直到13世纪，意大利画家乔托（Giotto）才开始描绘现实的宗教活动。
文艺复兴时，人们的思想和价值观发生了根本性的变化，绘画主题从宗教转向人与自然，绘画手法更为现实。
意大利画家马萨乔（Masaccio）采用透视法绘画，开创了现实主义绘画的新纪元。
19世纪晚期，欧洲的工业化导致了巨大的社会变革，也使绘画风格产生了变化。
在法国的巴黎出现了印象派艺术画家，他们走出家门，捕捉瞬间作用于物体的光线。
印象派绘画一段时间引起了争议，但如今被公认为现代艺术的开端。
无论是抽象画还是现实画，都得益于印象派艺术的启发。
阅读文章中有四幅图，分别为：1.亚博拉罕接待天使（大圣母教堂侧壁）432—440 ——中世纪 2.巴۰卡斯蒂利昂伯爵像（拉斐尔）1515 ——文艺复兴3. 日出（莫奈）1872-1873——印象主义4.海边人物形象（斯塔尔）1952——现代艺术Comprehending部分设置了四个练习。
Unit 1 Art教学设计I.单元教学目标：1．Talk about art and galleries2．Talk about likes and preferences3．Learn words in families4．Use the subjunctive mood5．Write a letter to give suggestionsII. 目标语言1．功能句式。
Talk about likes and preference:I’d prefer…/ I’d rather…/ I’d like…/which would you prefer…./ I really prefer…/ would you rather…/ would you like…or…2. 词汇abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar…3. 语法: the subjunctive moodif I were you…./ I wish I could…4. 重点句子1.there are so many different styles of western art it would be impossible todescribe all of them in a short text.2.people became focused more on human and less on religion.3.if the rules of perspective had not been discovered, people would not havebeen able to paint such realistic pictures.4.at the time they were created, the impressionists’ painting werecontroversial but today they are accepted as the beginning of what we nowcall “modern art”.5.it is amazing that so many great works of art from late-19th century to 21stcentury could be contained in the same museum.III. 教材分析本单元以ART 为主题，主要介绍了西方绘画简史，描写了曼哈顿最好的艺术长廊。
帮助学生了解更多的有关美术的背景知识，分析中西艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方的绘画艺术进行比较。
1.Warming up 部分要求学生运用相关目标语言对自己喜欢的艺术形式和流派展开讨论，并说明喜欢的原因。
2．Pre-reading 让学生讨论有关画展或书中的艺术作品以及西方不同时期的著名画家。
3．Reading 介绍了西方绘画监视，不同的艺术流派，艺术特点及其代表性的画家和作品。
4．Comprehending要求学生在理解课文的基础上，写出三件有关西方艺术史的事并西方艺术分割变化大的原因。
5．Using language 是由reading, listening, discussing and writing 四部分组成，要求学生在了解艺术长廊相关知识的基础上，为当地举办的一场画展提出合理化的建议。
IV．课型设计与课时安排1st periodWarming up and reading2nd period Language study3rd period Grammar4th period Listening and talking5th period Using language6th period Reading,speaking and writing分课时教案The First Period Warming up ReadingTeaching goals：1.To enable the students to have a knowledge ofthe short history of Westernpainting.2.To improve the students’ reading ability.Teaching important & difficult pointsEnable the Ss to talk about the short history of Western paintingTeaching methodsSkimming and scanning; individual, pair or group work; discussionTeaching aidsA computer, a tape recorder and a projector.Teaching procedures & waysStep I Lead-inTo lead in such a topic by mentioning the sculptures or paintings around the students, for example, sculptures on the campus, famous paintings hanging on the walls of the corridor of the school building, etc. Ask Ss to figure out their functions and the general term to call them---the works of artStep II Warming-upShow some famous paintings and ask :Do you know the following famous paintings and painters?Mona Lisa Smile → Leonardo Da Vinci (Italian, 1452-1519)Sunflowers & starry night → Vincent van Gogh (Dutch, 1853-1890)Water Lilies → Claude Monet (French, 1840-1926)Dream & Seated woman → Pablo Picasso (Spanish, 1881-1973)Ask: Can you tell the ages of the paintings?Say : Today we’ll learn about the short history of western painting.Step IIIReading1. Comparison: Make a comparison of Western and Chinese painting and ask: Which do you think has a greater change? Why?2. ScanningRead Para. 1, and answer the question.3. Careful readingRead the text carefully and find some detailed information.The Middle AgesFeatures:1.theme: religion2.Artists were not interested in showing nature and people as…but interested in creating respect and love for God.The RenaissanceMasaccio：the first person to use perspective in painting1.Focused more on humansand less on religion.2.Two developments: a. Drawing things in perspectivesb. Oil painting.Impressionism1.What changes led to the change in painting styles?2.Look at these paintings, what did they paint?3.Why did the impressionist have to paint quickly?Modern artSte p IV ComprehendingAsk the students to read the passage again and deal with Exercises.Step V Homework1.Underline the useful expressions and the time expressions in the reading passage.2.Retell the passage with the help of the chart about the text.The Second Period Language StudyTeaching goals:To enable the students to learn the useful expressions.To help the students lean how to judge the parts of speech according to the suffixes and determine theirfunctions in the sentences.Teaching important & difficult points:Get the Ss to learn word formation by adding suffixesTeaching methods:Explanation and practiceTeaching aids:A computer and a projector, a blackboardTeaching procedures & ways:Step I RevisionCheck the students’ homework and let one read their work.1.Ask Ss to speak out the time expressions they underlined as homework2.Ask a student to retell the short history of western painting3.Ask Ss to discuss the questions in Exercises 3 on page 3 in groups of4.Art is influenced by beliefs of the people, the way of life and so on.StepII Language points1.Painting is silent poetry, and poetry is a speaking picture.画是无言的诗, 诗是有声的画。
