高中英語人教版本冊總復(fù)習 u1p

Unit1Art第一部分教學(xué)設(shè)計說明Aboutthetopicandthestructures單元話題和結(jié)構(gòu)本單元的話題是Art/藝術(shù)，介紹了繪畫和西方繪畫史。單元句法項目是虛擬語氣（1）。藝術(shù)是人類以情感和想象為特性，來把握和反映世界，表示對世界及自身，對二者關(guān)系的看法的一種特殊方式。教學(xué)設(shè)計在單元課時劃分上與課本保持一致，即“閱讀課、知識課、運用課三課時/三課型劃分”。但在實際教學(xué)過程中，我們建議教師依據(jù)學(xué)生基礎(chǔ)、教學(xué)條件、學(xué)校安排的因素，對課本、對教學(xué)設(shè)計重新劃分課時、裁剪、拼接使用我們提供的材料，以便“物盡所用”，達到最佳教學(xué)效果。教師也可以參照我們提出的“實際教學(xué)過程課時劃分建議”進行教學(xué)。Period1Reading閱讀課WarmingUp引導(dǎo)學(xué)生Warmingupbydefiningartist，bytalkingaboutChinesepainting或者bylookingandsayingaboutChinese，激發(fā)背景、學(xué)生相關(guān)詞匯和句法結(jié)構(gòu)，為閱讀作好準備。根據(jù)表現(xiàn)手段和方式的不同，藝術(shù)可分為：表演藝術(shù)（音樂、舞蹈等），造型藝術(shù)（繪畫、雕塑、建筑藝術(shù)等），視聽藝術(shù)（電影，電視等），語言藝術(shù)（文學(xué)等），綜合藝術(shù)（戲劇、攝影等）。比較新的分法，則根據(jù)時空性質(zhì)將藝術(shù)分為：時間藝術(shù)，空間藝術(shù)，綜合藝術(shù)。Pre-reading要求學(xué)生回答有關(guān)“galleries”和“西方藝術(shù)家”方面的問題，呈現(xiàn)自己對“藝術(shù)”的認識和了解，為閱讀做心理的鋪墊和準備。下列是常見的藝術(shù)類別：建筑，文學(xué)，音樂，戲劇，舞蹈，魔術(shù)，戲曲曲藝，雜技，電影，電視，攝影，廣播，美術(shù)，繪畫，油畫，中國畫，水粉畫，水彩畫，素描，版畫，木刻，水印，絲網(wǎng)，銅版，石版，書法，雕塑，木雕，泥塑，石雕，金屬雕塑，篆刻，陶藝，裝置藝術(shù)，行為藝術(shù)。Reading“西方繪畫簡史”是篇說明文，簡要說明了西方繪畫的發(fā)展歷程和代表人物。教師可以參考我們提供的如下步驟：Readingandunderlining，Explainingdifficultpoints，Readingandtransferring，Readingtodecideonthetypeofwritingandsummaryoftheideas，Retellingthetext和Closingdownbytakingaquiz引導(dǎo)學(xué)生從形式和內(nèi)容兩方面閱讀本文，提高對說明文文體的認識。同時了解：繪畫是一種在二維的平面上以手工方式臨摹自然的藝術(shù)，在中世紀的歐洲，常把繪畫稱作“猴子的藝術(shù)”，因為如同猴子喜歡模仿人類活動一樣，繪畫也是模仿場景。在20世紀以前，繪畫模仿的越真實技術(shù)越高超，但進入20世紀，隨著攝影技術(shù)的出現(xiàn)和發(fā)展，繪畫開始轉(zhuǎn)向表現(xiàn)畫家主觀自我的方向，看到一幅畫鑒賞家有時已經(jīng)說不清畫的是什么，但一定能說出是誰畫的。每個畫家開始發(fā)展自己獨特的風格。Period2Learningaboutlanguage知識課Learningaboutlanguage第一、三部分是詞法訓(xùn)練，強化學(xué)生對本單元重點詞匯、短語的掌握和實用；第二部分是句法訓(xùn)練，進一步強化學(xué)生對英語“虛擬語氣（1）”的理解和運用。為了使學(xué)生對虛擬語氣用法有一個清晰完整的理解，建議有關(guān)語法講解全部放在本單元，第二單元主要注重通過練習鞏固強化。Period3Usinglanguage運用課Usinglanguage重點閱讀“Manhattan最佳藝術(shù)畫廊”，可以補充“名畫鑒賞”：達芬奇自畫像，天上的愛與世間的愛，巖間圣母，圣母升天，蒙娜麗莎，泉，最后的晚餐，土耳其浴場，創(chuàng)造亞當，美麗的女園丁?！奥?、討論、寫”依然圍繞“畫廊”展開。實際教學(xué)過程課時劃分建議Period1將WarmingUp、Pre-reading、Reading和Comprehending整合在一起上一節(jié)“閱讀課”。Period2將Learningaboutlanguage和Workbook中的USINGWORDSANDEXPRESSIONS、USINGSTRUCTURES整合在一起上一節(jié)“語言知識課”。Period3將Usinglanguage設(shè)計為一節(jié)包括聽說讀寫單項技能或組合技能訓(xùn)練的“綜合技能課（一）”。Period4將Workbook的READINGANDLISTENING和TALKING整合在一起上一節(jié)“聽說課”。Period5將Workbook的LISTENINGTASK、READINGANDWRITINGTASK和SPEAKINGTASK整合為一節(jié)“綜合技能課（二）”。第二部分教學(xué)資源說明Section1Background背景圍繞單元話題“藝術(shù)”我們提供了若干實用性背景材料。這些材料既可以作為教師教學(xué)參考材料為教師所用，也可以直接或改寫、重組后作為課堂內(nèi)外的拓展性閱讀材料呈現(xiàn)給學(xué)生。Section2Explanation解析重點針對“閱讀課型”中的課文難句，我們提供了詳盡的，就句論句的解析和翻譯，并且以解析的焦點話題為線索，進行了一定的歸納、辨析和總結(jié)，以幫助教師更好地實施“語言形式”的教學(xué)。Section3Vocabulary詞匯按照課本單元詞匯表順序，我們重點提供動詞、短語搭配的講解。所提供的例句，經(jīng)典、地道、實用、易懂，完全可以直接用于教學(xué)。第三部分教學(xué)測評說明圍繞單元詞法、句法項目，我們提供了長短不一的“單元教學(xué)測評”，并備有參考答案供教師使用。有些測評題目直接源于歷年高考試卷，更具有說服力和實用性。Part1TeachingDesign第一部分教學(xué)設(shè)計Period1Asamplelessonplanforreading(ASHORTHISTORYOFWESTERNPAINTING)IntroductionInthisperiod,afterthewarmingup,studentswillfirstbeguidedtotalkaboutgalleries。Thentheyshallreadanexpositorypiecebyreadingandunderlining,explainingdifficultpoints,readingandtransferring,readingtodecideonthetypeofwritingandsummaryoftheideas,retellingthetext.Theperiodwillbeendedbystudentstakingaquiz.ObjectivesTohelpstudentslearntomakereferenceTohelpstudentslearntoreadanexpositionaboutwesternpaintingTohelpstudentsbetterunderstand“art”TohelpstudentslearntousesomeimportantwordsandexpressionsTohelpstudentsidentifyexamplesof“SubjunctiveMood(1)IwishIcould/did/would…IfIdid…,Iwoulddo…”inthetextFocusWordsfocus,convince,attempt,predictExpressionsfocuson,agreatdeal,scoresofPatternsIftherulesofperspectivehadnotbeendiscovered,peoplewouldnothavebeenabletopaintsuchrealisticpictures.Iftherulesofperspectivehadnotbeendiscovered,peoplewouldnothavebeenabletopaintsuchrealisticpictures.DuringtheRenaissanceoilpaintswerealsodeveloped,whichmadecolourslookricheranddeeper.Butwithouttheimpressionistsmanyofthesepaintingstyleswouldnotexist.Thepainterdoesnotattempttopaintobjectsasweseethemwithoureyes…Whenyouwalkintothegalleryyoufeellikeyouareinsideahugewhiteseashell.AidsMultimediafacilities,tape-recorder,photos,diagramsProcedures1.Warmingup⑴WarmingupbytalkingaboutwhatpainingisHello,everyone.TodayweshallreadapassageentitledASHORTHISTORYOFWESTERNPAINTING.Butfirstwhatdoyouknowaboutpainting?Couldanyonestanduptotelltheclasssomethingaboutpainting?Paintinghasexistedasanartistictraditionforthousandofyears.FromthecavepaintingofLascauxtothegreat,masterpiecesofDaVinciithasplayedahistoricalandaestheticroleinthedifferentagesofexistence.Schoolsofpaintingweredevelopedaswellasmanyvarioustextsdiscussingtheartform.Severalstylesofpaintinghavecomeintobeing.Historical,allegorical,religious,portraiture,landscapeandstilllifearealldifferentformsofpaintingthathavedevelopedovertheyears.⑵WarmingupbytalkingaboutChinesepaintingBeforewereadaboutthewesternpaintinglet’stalkabitaboutChinesepainting.HowmuchdoyouknowaboutChinesepainting?HaveyoueverseenanyfamousChinesepaintings?YoumayusewordslikeChinesePaint,Wallpaintings,thehangingscroll,aestheticvaluesandtastestoexpressyourviews.ChinesePaintisveryfamousintheworld.WeknowfromtextualandarchaeologicalsourcesthatpaintingwaspracticedinChinafromveryearlytimesandinavarietyofmedia.WallpaintingswereproducedingreatnumbersintheearlyperiodofChina’shistory,butbecausesolittleearlyarchitectureinChinaremainedintactoverthecenturies,fewoftheselarge-scalepaintingshavesurvived.Paintingswerealsooftendoneonscreens,whichservedinasenseasportablewalls,butthesetoohavenotsurvived.FromtheSongdynastyonwards,paintingsinavarietyofothermoreportableformats,suchasthehangingscrollandthehandscroll,werecollectedandpassedontolatergenerationsinsignificantquantities.Intheirdetailsofeverydaylifeandsocialcustoms,thesepaintingsoftenprovideinformationunavailablefromwrittentexts.Manypaintingsareespeciallyinterestingtohistoriansbecausetheycanhelpusimaginewhatlifelookedlikeinearlierperiods.Furthermore,becausepaintingsofthisperiodhavecometobeviewedasoneofthehighestculturalachievementsinChina'shistory,theyprovidevaluableinsightintoaestheticvaluesandtastesthatwouldhavelastingimpactonlaterartistsandconnoisseurs.⑶WarmingupbylookingatandsayingaboutMonaLisaHello,class.Beforewereadaboutwesternpainting,weshalllookatoneofthemasterpiecesbyoneofthewesternpainters.MonaLisa,orLaGioconda(LaJoconde),isa16th-centuryoilpaintingonpoplarwoodbyLeonardodaVinci,andisarguablythemostfamouspaintingintheworld.Fewworksofarthavebeensubjecttoasmuchscrutiny,study,mythologizingandparody.ItisownedbytheFrenchgovernmentandhangsintheMuséeduLouvreinParis.Thepainting,ahalf-lengthportrait,depictsawomanwhosegazemeetstheviewer'swithanexpressionoftendescribedasenigmatic.2.Pre-readingbytalkingaboutgalleriesDoyouknowthewordgallery?Howmuchdoyouknowaboutagallery? aroomorseriesofroomswhereworksofartareexhibitedalongusuallynarrowroomusedforsomespecificpurpose;"shootinggallery"●aplacewhereartisshownorsold.3.Reading⑴Reading,underliningandwritingWearegoingtoreadthetextASHORTHISTORYOFWESTERNPAINTING.Butfirstlet’sreadittotherecordingandunderlinealltheusefulexpressionsatthesametime.ExpressionsfromASHORTHISTORYOFWESTERNPAINTINGbeinfluencedby…,followasimilarway,describe…inashorttext,representreligiousterms,show…asitis,createrespectandlovefor…,paintreligiousscenes,taketheplaceof…,becomefocusedon…,returnto…,paintpeopleastheyare,collectartfor…,paintpicturesof…,draw…inperspective,lookthroughaholeinthewall,paintrealisticpictures,make…lookricheranddeeper,changeagreatdeal,movefrom…to…,breakawayfrom…,fallon…,atdifferenttimesoftheday,becomeangryabout…,beacceptedas…,scoresof…,see…withone’seyes,concentrateon…,ontheotherhand⑵ExplainingdifficultpointsNowlet’shaveaquestionandanswerperiod.Arethereanypointsyoudonotunderstand？Putyourquestionstomeandlet’sdiscussthem.Lifeisshort;artislongGoodworktakesalongtimetoaccomplish.TheearliestversionofthisfamoussayingthatweknowofisbythegreatGreekmedicaldoctorHippocrates.ItwasrepeatedbymanyartistsandwritersincludingSeneca,GeoffreyChaucer,Goethe,Longfellow,andBrowning.⑶ReadingandtransferringWeshallgooverthetextonceagainbyskimmingittocompletethetablebelow.Whatweretheylike?ArtistsofTheMiddleAgesArtistsofTheRenaissanceArtistsofImpressionismArtistsofModernTime⑷ReadingtodecideonthetypeofwritingandsummaryofthetextTypeofwritingThisisapieceofdescriptivewriting.Topicsentenceof1stparagraphThestylesofWesternarthaschangedmanytimes,whileChinesearthaschangedlessoften.Topicsentenceof2ndparagraphDuringtheMiddleAges,themainaimofpainterwastorepresentreligiousthemes.Topicsentenceof3rdparagraphIntheRenaissance,painterstriedtopaintpeopleandnatureastheyreallywere.Topicsentenceof4thparagraphFromlate19thtoearly20thcentury,theimpressionistpainterswantedtoshowhowlightandshadowfellonobjects.Topicsentenceof5thparagraphFrom20thcenturytonow,therehaveappearedscoresofmodernartandstyles.(5)MakingadiagramofthetextWehavecometounderstandtheideasofthepassage.Nowit’stimetolookintoitsorganization.Goaheadtoreadthetextonceagaintomakeadiagramofit,ok?MainStylesofWesternPaintingMainStylesofWesternPaintingModernart(20thcenturytotoday)Impressionism(late19Modernart(20thcenturytotoday)Impressionism(late19thtoearly20thcentury)TheRenaissance(15thto16thcentury)TheMiddleAges(5thto15thcenturyADchangedmanytimesobjectqualitiesabstract;realisticoutdoorobjectschangedwithlighthumans;thingsdrawninperspectivereligiousthemeschangedmanytimesobjectqualitiesabstract;realisticoutdoorobjectschangedwithlighthumans;thingsdrawninperspectivereligiousthemes(6)RetellingthetextYouaregoingtoretellthetextinyourownwordswiththehelpofthediagramjustfinished.(7)WritingashortpassageofyourownNowyouaregoingtowriteashortpassagemakinguseoftheunderlinedexpressionsafterclass.4.ClosingdownbytakingaquizToendthisperiodyouaretotakeaquiz.Fillintheblankwithonewordtocompletethesummaryofthetext.ImpressionismThehistoryofmodernartstartedwith1_____.ItallbeganinParisasareactiontoaveryformalstyleofpainting-doneinsidestudios2_____setbytraditionalschoolsliketheAcademiedesBeaux-Artsin3_____.TheshowofEdouardManet'sfamouspainting,Dejeunersurl'herbe,4_____1863intheSalondesRefuses(organized