【全册教案】高中英语人教版（2019）选择性必修第三 册教案（最新版本）.doc

高中英语人教版（2019）选择性必修第三册教案高二英语教案（选择性必修第三册）ContentsUnit1 ArtPeriod 1 Reading and thinkingPeriod 2 Discovering Useful StructuresPeriod 3 Using language（Listening and speaking）Period 4 Using language Reading for writingPeriod 5 Assessing Your Progress Unit 2 Healthy LifestylePeriod 1 Reading and thinkingPeriod 2 Discovering Useful StructuresPeriod 3 Using language（Listening and speaking）Period 4 Using language Reading for writingPeriod 5 Assessing Your Progress Unit 3 Environmental ProtectionPeriod 1 Reading and thinkingPeriod 2 Discovering Useful StructuresPeriod 3 Using language（Listening and speaking）Period 4 Using language Reading for writingUnit 4 Adversity and CouragePeriod 1 Reading and thinkingPeriod 2 Discovering Useful StructuresPeriod 3 Using language（Listening and speaking）Period 4 Using language Reading for writingUnit 5 PoemsPeriod 1 Reading and thinking 1Period 2 Reading and thinking 2Period 3 Discovering Useful StructuresPeriod 4 Using language（Listening and speaking）Period 5 Using language Reading for writingM6U1 Reading and thinking (1st period) 教学设计课 型：阅读课主题语境：人与社会语篇类型：知识性小品文授课时长：40 分文本分析“A Short History of Western Painting”是一篇知识性小品文 (informative essay)，主要针对西方绘画的主题提供相关的知识。

这类文章既不发表个人观点，也不为说服他人趣味性较强的知识性小品文往往能够让读者产生进一步学习的欲望本单元选用这一体裁，旨在激发学生对西方绘画艺术的兴趣，让他们在了解西方绘画简史的过程中感受艺术的魅力，从而能够热爱艺术、热爱生活、热爱美阅读语篇的文本结构比较简单：第一段是引言，介绍文章的主题和写作目的；其余为主体内容，按时间顺序分为四个部分，各有独立的小标题（中世纪、文艺复兴、印象派和现代艺术）文章较为细致地描述了前三个时期的绘画风格，还介绍了各个时期的优秀画家及其代表作品；而在现代艺术阶段，由于艺术家们对绘画艺术的理解和思考角度不同，多种流派风格各异，故只进行简要概括学情分析授课对象为广州市全体高二学生基于一年半的高中学习和生活，学生或多或少对于艺术领域有所探究和发现，因此对本单元话题会饶有兴趣在学习能力上，学生对于课标词汇和单元词汇掌握较好，并且已逐步熟悉阅读教学的流程，掌握了一定的阅读策略基于以上情况，本课作为本单元第一课时，将从话题引入到主旨阅读再到利用教材上的图表填写语篇信息逐步展开，从而引导学生把握结构、寻找细节，提升思维能力的同时加入语言学习，为后续课时做准备教学目标在本课学习结束时，学生能够：1. 通过观察图片，对本单元的话题产生兴趣，思考艺术家创作的意图和动机。

2. 通过阅读获取文章的主旨大意、组织结构和体裁风格3. 有效利用可视化工具和相关学习策略对文本信息进行重组与比较，实现深度学习4. 通过细读文本，提炼和总结西方绘画艺术历史及各时期绘画作品的显著特点教学重点引导学生通过阅读文章，了解西方四个不同时期的绘画艺术的风格特点教学难点引导学生通过阅读文章，横向对比西方四个时期绘画艺术的发展历程，掌握每个阶段艺术画作的不同风格，从而能够独立判断不同画作属于哪个阶段，达到艺术欣赏的目的其次，引导学生纵向对比四个时期绘画发展变化的原因，能够从经济、政治、科技等角度分析画作特点的变化，从而理解艺术的本质和功能，回答文章最后的问题“What is art”教学资源教材、多媒体课件、电脑、黑板和粉笔教学过程步骤教学活动设计意图互动模式&时间Lead-inStep 1Activity 1. Discuss the Opening Page1. T presents the title of the unit and the picture on Page 1 and let students discuss the following questions in class.What do you know about the painting School of Athens? Do you know who painted it?Who are those people in the painting and what are they doing?Why do you think the painter created this work of art? What idea did the painter want to convey?2. Ss read the quote by Ralph Waldo Emerson and tryto understand it.引导学生讨论开3’篇页，通过观察主CW题图和名人名言，激活学生相关的背景知识，构建话题词汇，激发学生对本单元话题的兴趣，引导学生思考“艺术的鉴赏和创作”这个命题，为后续单元活动作铺垫。

Pre-readingStep 2Activity 2. Talk about some Western paintings激活学生的已有知8’T presents some typical western paintings in different识，激发学生的学GWperiods of art and let students discuss the following习兴趣，使他们形questions in groups and try to put the paintings in成阅读期待，为后chronological order.续梳理西方绘画艺What do you know about them? Do you know who painted them?术的发展变化作铺垫How do you feel about these paintings?Which painting do you like best? Why?Which painting came first? How do you know?While-readingStep 3Activity 3. Read for the text organization and the main idea1. Ss read through the title, the first paragraph and引导学生快速浏览文本标题、首段和文中的小标题，获取文章的主旨大9’ IWGWthe subtitles. Then discuss the following questions in groups.What is the passage about?Who are the target readers of this passage? Why does the author use subheadings?2. Ss identify the text structure and write information from the passage into the graphic organizer or draw a timeline to show how theinformation is organized.意，通过画时间线来展示文本的组织结构，帮助学生了解文本的基本信息，掌握结构文本的方法。

Step 4Activity 4. Read for detailed information1. Ss study the flow chart in Activity 2 on page 3 and discuss the questions.What is a flow chart?What information should be included in the flow chart?2. Take the paragraph of The Middle Ages as an example. Ss discuss it in pairs and work out what other information can be included in the chart.3. Ss read the text carefully to fill in the information of the other three periods in the chart individually.4. T presents and explains some new words which appear in the chart.5. T checks the answers. Then Ss read aloud the information in the flow chart and focus on the pronunciation of some nouns and names.引导学生仔细阅20’读文本， 获取文本细节信息， 根IW据表格栏目总结不同时期西方绘PW画作品风格特点及代表人物， 培养学生整理和归纳细节信息的能力， 并在整合信息时引导学生积累相关生词的表达。