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（Reading）教材分析本课是本单元的第一课。教材围绕三个著名的画家以及他们的作品展开。大部分学生对绘画不是很了解，所以需要对相关简单的知识进行介绍并引出话题词汇。本单元的Warm-up部分做了很好的铺垫，学生在此基础上了解三位画家及其作品，并学会如何描述绘画作品。本课的难点在于对话题词汇的积累，以及运用适当的词汇来描述绘画作品。因此在几个活动中分层次帮助学生识记并运用这些词汇。本课计划按两课时进行：第一课时的重点是获取有关画家的相关信息及话题词汇。第二学时的重点是巩固词汇，归纳表示时间地点以及动作的介词，并在语境中学会运用。教学内容话题：AMatterofTaste词汇:话题词汇:realistic,abstract,scenery,landscape,light/dark,bright,soft,straight/wavy，shade短语及搭配:combine…with,befixedon,leavetheaudienceguessing,语法:表时间、地点以及动作的介词第一课时FirstPeriod教学目标：Attheendofthislesson,studentswillbeableto:1.gettoknowthreefamouspaintersandtheirmasterpieces;2.learntodescribepaintingswiththewordslearned教学过程：教学活动设计意图互动模式&时间Lead-inStep1InvitesSstotalkaboutiftheyhavebeeninanartexhibitionandwhattheythinkofit?通过对日常生活的回忆,引出话题。IndividualWork1’Warm-upStep2ShowSssomepicturesandintroducesomekeyelementsofpaintingandusethesetopicwordstodescribedifferentpaintings.熟悉话题词汇Individualworkandpairwork4’Step3SslistentothetapeandidentifypicturesonPage35话题词汇在听力材料中重现Individualwork2’Pre-reading’Step5Sstalkaboutwhichonesatisfiestheirtastesandwhopaintedthethreepaintings.在新语境下使用话题词汇并引出课文内容Groupwork3’While-readingStep6Ssreadthetextquicklyandchecktheirpredictions有目的的快速读课文,检测预测Individualwork2’Step7Readthetext,thendiscussthefollowingquestionswithyourpartners.1.Whoisfamousfordrawingprettywomen?2.Whoismoregoodatdrawingsimplepicturesweoftenseeinourlife?3.WhoheldexhibitionsabroadtoadvanceChineseart?4.WhydidChenYifeiuseblackasthebackgroundofPoppy?5.WhatisXuBeihong’smasterpiece?AftergettingsomeknowledgeofthepaintersandTshowssomeotherpaintingsandSstrytoguesswhosepaintingstheyare.提取信息,从整体上把握文章Pairwork7’Step7Sstrytofillintheblanksandfindouthowtointroduceafamouspainter.提取细节信息,重现词汇Individualworkandpairwork5’Step8Sstrytolocatethekeywordsusedtodescribepaintings.提取细节信息,重现词汇Groupwork4’Step9Ssgiveadescriptionofthethreepaintingswiththehelpofthekeywords内化信息Pairwork4’After-readingStep10Tshowssevenpicturesandeachgroupchooseonepicturetodescribe.Tchoosesomegroupstopresenttheirinterviewinfrontoftheclass.在新的语境下练习使用话题词汇Groupwork6’（Grammar）教学目标：Attheendofthislesson,studentswillbeableto:1.usethenewwordsinanewcontext2.useprepositionsoftime,placeandmovement3.usetheprepositionsandtopicwordslearnedtodescribeapicture教学过程：教学活动设计意图互动模式&时间ReviewStep1ThelpsSstorecallallthetopicvocabularyandbrainstormsomeothertopicwords回顾上节课内容并适当拓展新词汇Groupwork5’Step2TasksSstofinishexercise3topracticethetopicwordsofthetext在新语境中练习课文的单词Individualwork.4’Step3Tshowsapassagewithgaps.Ssdiscussaboutthemissingwordsandreadthemout在新语境中练习话题词汇Groupwork5’GrammarlearningStep4AskSstolocatealltheprepositionsfromthetextandclassifythem.在课文的语境中理解介词的用法,并归纳不同的介词用途Pairwork.5’Step5Withthehelpofthepicture,Sstrytofinishex.6byfillingintheblankswithprepositions.在新语境中练习，通过和图片对照更直观的理解介词的含义Individualwork.6’LanguageinuseStep6Askstudentstobringapictureoraphototheylikeanddescribeittoyourgroupmembers.在真实的语境中，学生用本课词汇和语法进行表达Groupwork.15’第一课时学案IWordBankA:KeyWordsaboutpainting:colours:________________________________________________________style:________________________________________________________:________________________________________________________lines:________________________________________________________B:Fillintheblankswiththekeywords1.Thisisa_________paintingof_______with______coloursand________shapes/_______background.2.Thisisa(n)_________paintingof___________with_______coloursand______shapes.IIReadandanswerthefollowingquestions1.Whoisfamousfordrawingprettywomen?2.Whoismoregoodatdrawingsimplepicturesweoftenseeinourlife?3.WhoheldexhibitionsabroadtoadvanceChineseart?4.WhydidChenYifeiuseblackasthebackgroundofPoppy?5.WhatisXuBeihong’smasterpiece?IIIReadtolearn:FindthespecificinformationA:FillintheblankswithmissedkeywordsusedtointroducethepaintersLifeXuBeihongimportantin…,_________________,between…and,heldexhibitionsto________…QiBaishigreatest,earlyyouth,between…and,______andpainted,_______,___________,suchas…,style,leave_________ChenYifei__________,soft__________of…,_________soldfor…,B:Howmanythingsshouldbeincludedtointroduceafamouspainter?C:Keywordsusedtodescribethethreepaintings?Descriptionofthewell-knownpaintingsRacingHorseCabbagePoppy