小學(xué)五年級英語教案

九年級英語下冊Unit6Topic2SectionD教案(仁愛版)。

教案課件是老師不可缺少的課件，大家應(yīng)該在準備教案課件了。只有規(guī)劃好教案課件工作計劃，才能使接下來的工作更加有序！你們會寫多少教案課件范文呢？為滿足您的需求，小編特地編輯了“九年級英語下冊Unit6Topic2SectionD教案(仁愛版)”，供您參考，希望能夠幫助到大家。

SectionDneeds1period.SectionD需用1課時。

Themainactivitiesare1aand4.本課重點活動是1a和4。

Ⅰ.Aimsanddemands目標要求

1.Masternewwordandphrase:

fly,can’thelpdoing

2.SumupthesentencepatternsandusefulexpressionsinTopic2.

3.Improvelistening,speakingandwritingskillsofthestudents.

4.Goontalkingaboutartandliterature.

5.Learnaboutseverallitterateursandartistsathomeandabroad.

Ⅱ.Teachingaids教具

錄音機/文學(xué)藝術(shù)作品/圖片

Ⅲ.Five-fingerTeachingPlan五指教學(xué)方案

Step1Review第一步復(fù)習(xí)(時間:15分鐘)

談?wù)撍囆g(shù)家及其作品，加深學(xué)生對藝術(shù)作品的理解。

1.(復(fù)習(xí)藝術(shù)家及作品，給出本單元所涉及的藝術(shù)家及其作品的圖片。)

T:Inthistopicwe’velearnedsomeartistsandtheirworks.Youcanappreciatetheirworks.Let’sdiscussthestylesoftheirworks.

(1)(討論凡高。)

T:Whoisthisman?

Ss:HeisVincentvanGogh.

T:Wherewashefrom?

Ss:HewasfromHolland.

T:Whatdidhedo?

Ss:HewasagreatDutchartist.

T:What’shisstyle?

Ss:Hispaintingsexpressstrongfeelings.Also,hispaintingsareverylivelywithbrightcolors.

(2)(讓學(xué)生兩人一組編相似的對話，討論顧愷之。)

(3)(總結(jié)兩者的異同點。)

T:Theyhavesomedifferentpointsthoughtheirpaintingsbelongtothesametype.Whattypeofpaintingsdidtheypaint?

Ss:Theypaintedlandscapes.

T:Whatarelandscapesabout?

Ss:Theyshowbeautifulscenes.

T:What’sthedifferencebetweentheirpaintings?

Ss:Thewaytheyshowthingsinthedistance.

(4)(討論達芬奇。)

T:Whoisthisman?

Ss:HeisLeonardodaVinci.

T:Wherewashefrom?

Ss:HewasfromItaly.

T:What’shismostfamouspicture?

Ss:MonaLisa.

T:Whattypedoesitbelongto?

Ss:Itbelongstoportrait.

T:Whatareportraitsabout?

Ss:Theyareaboutpeople.

(5)(讓學(xué)生兩人一組編相似的對話，討論徐悲鴻。)

(6)(總結(jié)圖畫的分類，并讓學(xué)生們把自己所搜集的圖畫進行分類。)

T:Weknowthreetypesofpicturesnow.Pleasetellthemrespectivelyanddescribethem.

(讓同學(xué)們對自己的圖畫進行描述。)

S1:Thisisaportrait.It’sdrawnby….Inthispicture,wecansee...

S2:...

...

2.(復(fù)習(xí)文學(xué)作品及作品涉及的人物，呈現(xiàn)《西游記》和《哈里波特》的圖片。)

T:Inliteraturetherearemanyfamouscharacters.WeknowmoreabouttheMonkeyKingandHarryPotter.Wecandiscussthemtogetheragain.

(1)(討論《西游記》。)

T:What’sthepictureabout?

Ss:It’sapictureofJourneytotheWest.

T:Whoisyourfavoritecharacterinthenovel?

Ss:TheMonkeyKing.

T:Why?

Ss:Becauseheisverypowerful.Hewonmanybattleswithhisfriends.

T:Whatareyoumostinterestedinabouthim?

Ss:Hecanchange.

T:Yes.Hecanchange.Healwaysturnshimselfintootherthingsorpeople.Sometimesheturnshimselfintoasmallthing,assmallasabee.

(2)(討論《哈里波特》。)

T:Thisisapictureofanotherliterature—HarryPotter.Whoisyourfavoritecharacterinthenovel?

Ss:HarryPotter.

T:Why?

Ss:Becauseheisverybrave,handsomeandkind.Hehasmanypowers.Hecanflyandwantstoprotecthisfriendsfromdanger.

3.(讓學(xué)生們說出自己喜歡的文學(xué)作品中的人物形象。)

T:Tellotherswhoisyourfavoritecharacter.Whydoyoulikehimorher?

S3:...

S4:...

4.(教師總結(jié)學(xué)生們對這些人物形象的描述，引出聽力材料中的內(nèi)容，降低聽力訓(xùn)練的難度。)

T:Thecharactersyoulikebestareallbrave,cleverorkind.Theyarealwaysthemain

charactersintheworks,wecallthemheroesorheroines.Wecanlearnmuchaboutlife

fromtheirstories.

Step2Presentation第二步呈現(xiàn)(時間:5分鐘)

完成1a。通過活動培養(yǎng)學(xué)生的閱讀能力。

1.(聽1a，找出文中所提及的重點人物，培養(yǎng)學(xué)生從聽力材料中獲取信息的能力。)

T:Let’slistento1aandfindtheanswertothequestion:Whoarementionedinthispassage?

(聽完錄音后，教師核對答案。)

2.(對哈里波特和孫悟空作比較。以加深學(xué)生對文章的理解和培養(yǎng)他們對人物分析的能力。)

T:ComparethesimilaritiesanddifferencesbetweenHarryPotterandtheMonkeyKing.Youcandoitwithyourpartner.

Thesimilarities:canfly,bothbraveandclever.

Thedifferences:HarryPottertheMonkeyKing

1)supperpower1)funnybehavior

2)protecthisfriendsfromdanger2)isgoodathiding

3)handsomeandkind3)hidesbyturninghimselfintoasmalllivingthing

3.(讓學(xué)生聽錄音并跟讀。再一起朗讀。)

T:Listentothetapeagainandreadafterit.Thenreadthepassagetogether.

Step3Consolidation第三步鞏固(時間:5分鐘)

鞏固1a，并討論1b。

1.(學(xué)生自讀短文，根據(jù)文中所提供信息，描述哈里波特和美猴王。)

T:ReadbyyourselvesanddescribeHarryPotterandtheMonkeyKing.

S1:HarryPotterhasmanypowers.Hecanflyandprotecthisfriendsfromdanger.Heisnotonlybrave,butalsohandsomeandkind.

S2:TheMonkeyKingisabravehero.Heisverycleverandfunny.Heoftenbehaveslikeachildandmakesuslaugh.TheMonkeyKingcanflyandheisgoodathiding.Hehidesbyturninghimselfintosmalllivingthings,suchasabee.

2.(讓學(xué)生們描述其他文學(xué)作品中的人物形象。)

T:Whoisyourfavoriteheroinliterature?Describetheherowithafewsentencestoyourpartner.

3.(教師總結(jié)，對學(xué)生們進行情感教育。)

T:Theheroesyoumentionedareallverysuccessful.Butwhosucceedsallbyhimself?

Ss:...

T:Noonecansucceedallbyhimself.Theyalwaysneedthehelpfromhisrelativesorfriends.Onetreecan’tmakeaforest.Wemustworktogetherwithothers.

(板書畫線部分,復(fù)習(xí)此諺語。)

Onetreecan’tmakeaforest.

Step4Practice第四步練習(xí)(時間:15分鐘)

完成2和3。

1.(呈現(xiàn)2的圖片。)

T:Doyouknowthesepeople?Ifso,tellyourpartnerwhatyouknowabouttheirworks.Youcanusethefollowingwordstohelpyou.

(1)XuBeihong:Heiswell-knownfortraditionalpaintingsofhorses.HismostfamouspaintingsarecalledRunningHorses.Thehorsesinhispaintingsareverypowerfulandenergetic.

(2)BingXinisgoodatwritingnovelsforchildren.WeallknowALettertotheYoungReadersandAnotherLettertotheYoungReaders.

(3)WilliamShakespeareisknownforhisplaysandpoems.HismostfamouspoemisHamlet,andhismostfamousplayisRomeoandJuliet.Inthatplay,heshowsthegreattruelovebetweentwoyoungpeople.

(4)LeonardodaVinciisknownfortheportraitofMonaLisa.Thesmileonherfaceisverymysterious,noonecancorrectlytellwhatkindofsmileitis.

T:Doyoulikepaintings?

Ss:Thatdependsonwhattypesofpaintingsyouaretalkingabout.

(板書畫線部分，復(fù)習(xí)固定句式:Thatdependson...)

Thatdependsonwhattypesofpaintingsyouaretalkingabout.

T:Doyoulikeportraits?

Ss:No,Ilikelandscapesbetter.Theyshowbeautifulscenes.PerhapsthatisthereasonwhyIprefertopaintlandscapes.

(板書畫線部分，復(fù)習(xí)固定句式:Thatisthereasonwhy...)

PerhapsthatisthereasonwhyIprefertopaintlandscapes.

T:Doyoulikereadingbooks?

Ss:Yes.Wecanlearnmuchaboutlifebyreadinggoodbooks.

(教師總結(jié)，加深學(xué)生對文學(xué)和藝術(shù)的了解。)

T:Fromthepaintingsandtheliterature,wecanlearnmuchaboutthesociety,thehistoryandsomepoliticalproblems.Thescientistsandthewritersareverygreat,theycanshowsomanythingstous.Wemustlearnfromthem.

2.(完成3。)

T:Lookattheexpressions.Listentothetapeandreadafterit.

Step5Project第五步綜合探究活動(時間:5分鐘)

完成4。以表格的形式對本話題內(nèi)容進行總結(jié)。

1.(讓學(xué)生先看活動4(1)的圖畫，分析圖畫中所描述的內(nèi)容，并標出正確的序號。)

T:Lookatthepicturesin4andnumbertheminrightorder.

(讓學(xué)生對6幅圖逐個進行描述，并核對答案。)

T:Let’slookatthesepictures.Whocandescribethem?

S1:TheMonkeyKingisjumpingoutofastone.

S2:Theyfourgotothewesttogether.

S3:TheMonkeyKingisunderthemountain.

S4:TheMonkeyKingisfightingintheheaven.

S5:TheMonkeyKingthanksXuanzang.

S6:TheMonkeyKinghasaspecialstick.

2.(做一個表格，列出本話題所談的藝術(shù)家、文學(xué)家及其作品，對本話題內(nèi)容進行總結(jié)。)

T:Pleasefillintheform.

NameWorksTypeStyle/Story

3.Homework

Findandappreciatesomeforeignartsandpoems.

延伸閱讀

九年級英語下冊Unit6Topic3SectionD教案(仁愛版)

九年級英語下冊Unit6Topic2SectionA教案(仁愛版)

每個老師在上課前需要規(guī)劃好教案課件，大家在細心籌備教案課件中。只有寫好教案課件計劃，才能促進我們的工作進一步發(fā)展！你們到底知道多少優(yōu)秀的教案課件呢？以下是小編為大家收集的“九年級英語下冊Unit6Topic2SectionA教案(仁愛版)”但愿對您的學(xué)習(xí)工作帶來幫助。

SectionA

SectionAneeds1period.SectionA需用1課時。

Themainactivitiesare1aand3a.本課重點活動是1a和3a。

Ⅰ.Aimsanddemands目標要求

1.Masternewwordandphrase:

makeupone’smind,work

2.Reviewdifferentkindsofclauses.

(1)attributiveclauses

(2)adverbialclauses

(3)objectclauses

3.Learnaboutsomefamouspaintersandtheirpaintings.

Ⅱ.Teachingaids教具

錄音機/不同風(fēng)格的圖畫及其作者畫像或圖片

Ⅲ.Five-fingerTeachingPlan五指教學(xué)方案

Step1Review第一步復(fù)習(xí)(時間:15分鐘)

復(fù)習(xí)賓語從句、狀語從句、定語從句，并導(dǎo)入新課。

1.(師生問答，復(fù)習(xí)電視節(jié)目，為下面引出教育節(jié)目及凡高的出現(xiàn)作鋪墊。)

T:DidyouwatchTVlastnight?

S1:Yes,Idid.

T:Whatprogramdidyouwatch?

S1:Iwatched...(讓學(xué)生說出節(jié)目名稱。)

T:Whatwasitabout?

S1:Itwasabout...(讓學(xué)生用自己的話描述節(jié)目內(nèi)容。)

2.(學(xué)生用相似的對話問教師，導(dǎo)入新課。)

Ss:DidyouwatchTVlastnight?

T:Yes,Idid.

Ss:Whatprogramdidyouwatch?

T:Iwatchedaneducationalprogram.

Ss:Whatwasitabout?

T:ItwasastoryaboutVincentvanGogh.HewasafamousDutchartist.It’sapitythathediedwhenhewasveryyoung.Thecolorsinhispaintingsarebrightandbeautiful.

(板書畫線部分，讓學(xué)生們猜VincentvanGogh的中文名字，解釋Dutch的英語意思，使學(xué)生們對凡高有一定的了解。)

VincentvanGogh:Dutchartist

T:“Dutch”meanspeoplefromHolland,languagespokeninHollandandotherthingsaboutHolland.Iwantsomestudentstosaysomethingaboutthegreatartist,VincentvanGogh,whocan?Handsup!

(分別讓幾個同學(xué)單獨說，然后大家一起說，學(xué)會對藝術(shù)家的描述。)

3.(讓一個喜歡藝術(shù)的學(xué)生回答教師的問題，引出對從句的復(fù)習(xí)。)

T:Doyoulikedrawing?

S2:Yes.

T:Whatdoyouknowaboutpaintings?

S2:...

(讓學(xué)生根據(jù)自己的情況說一些內(nèi)容。)

T:Ifyouwanttolearnmoreaboutpaintings,youcangotoBeijingNationalArtGallery.

(板書畫線部分，讓學(xué)生朗讀，并了解短語的含義。)

BeijingNationalArtGallery

T:Doyouwanttobeanartist?

Ss:Yes,...

(引導(dǎo)學(xué)生做肯定回答。)

T:Whatwillyoudoifyouwanttobeanartist?

Ss:...

(引導(dǎo)學(xué)生說一些做法。)

T:Yes.Ifyouwanttobeanartist,youmustworkveryhard.

(讓其他學(xué)生模仿造句，教師總結(jié)觀點。)

S3:Ifyouwanttobeanartist,youmustgotoartclasses.

S4:Ifyouwanttobeanartist,youmustwatchthingscarefully.

S5:Ifyouwanttobeanartist,youmustworkveryhard.

(板書畫線句子，總結(jié)條件狀語從句。)

Ifyouwanttobeanartist,youmustgotoartclasses.

Ifyouwanttobeanartist,youmustwatchthingscarefully.

Ifyouwanttobeanartist,youmustworkveryhard.

T:BeijingNationalArtGalleryisagreatplaceforyoutogo.Ifyoudon’tknowmuchaboutart,youcanasksomebodywhoknowsarttogowithyou.Ifyoudon’tknowtheway,youcanaskyourfriendswhoknowthewaytogowithyou.

(板書定語從句，并歸納。)

Youcanasksomebodywhoknowsarttogowithyou.

Youcanaskyourfriendswhoknowthewaytogowithyou.

(引導(dǎo)學(xué)生們用含有定語從句的句子回答問題。)

T:Whocanyouasktogowith?

S6:Icanasksomebodywhohasacartogowithme.

S7:Icanasksomebodywhoishelpfultogowithme.

S8:...

S9:...

(找?guī)讉€不喜歡藝術(shù)的同學(xué)，說出自己不喜歡的原因，引導(dǎo)他們用原因狀語從句來表達。)

T:Doyouwanttobeanartist?

S10:No,Idon’t.

T:Why?

S10:BecauseImustworkveryhard.

(教師對學(xué)生觀點作出總結(jié)。)

T:Nowyouknowthatitisnoteasytobeanartist,youcandecidewhetherornotyouwanttobeanartist.Ifyoustillwanttobeanartist，youmustknowhowhardyoumustwork.

4.(點將比賽。要求用以上所涉及的各種從句。男女學(xué)生分為兩組。)

T:Let’sdoacontest.Allthegirlsinonegroup:G,alltheboysintheothergroup:B.Youcanchallengethemembersoftheothergroup.

(第一輪，用if條件狀語從句。)

T:Let’smakesentenceswith“if”.Iwillmakethefirstsentence.

(教師說出第一句，讓第一個學(xué)生說第二句，第一個學(xué)生說完叫第二個學(xué)生。)

T:Iwillgototheparkifitisfinetomorrow.(T→B1)

B1:Iwillgotoschoolifitisfinetomorrow.(B1→G1)

G1:IwillgototheNationalArtGalleryifitisfinetomorrow.(G1→B2)

B2:...

...

(第二輪，用定語從句。)

T:Ilikebookswhichhaveinterestingstories.(T→B1)

B1:Ilikepaintingswhichhavebeautifullandscapes.(B1→G1)

G1:…

…

(第三輪，用條件狀語從句。)

T:××saidhewouldhaveagoodrestifhehadenoughtime.(T→B1)

B1:Ifyouwouldn’tknowtheway,youcanaskyourfriends.(B1→G1)

G1:…

…

(教師宣布結(jié)果，并給予獎勵。)

Step2Presentation第二步呈現(xiàn)(時間:5分鐘)

學(xué)習(xí)1a。

1.(就1a對話，進行簡單介紹，然后設(shè)置聽力任務(wù)，降低聽力難度。)

T:Todaywe’lllearnsomethingaboutSteve,hewantstobeanartistlikeVincentvanGoghbecausehelikesVincentvanGogh’sworksverymuch.Nowlistenandfindtheanswerstothefollowingquestions:

(1)What’sthemostimportantthingsStevethinksaboutpaintings?

(2)WhenishegoingtoBeijingNationalArtGallery?

(聽錄音，回答問題并核對答案。)

2.(讓學(xué)生找出本段對話的復(fù)合句，并說出從句的類型。)

T:Pleasefindoutthecomplexsentencesandpointouttheirtypes.

(本段對話含有賓語從句、狀語從句、定語從句。含有where引導(dǎo)的定語從句，教師需講解。)

Example:

T:MyfavoritecityisBeijing.InBeijingIcanvisittheGreatWall.Wecanalsosay:MyfavoritecityisBeijingwhereIcanvisittheGreatWall.(先行詞是地點名詞通常用where引導(dǎo)。)

(讓學(xué)生組合句子。)

Thisisthehouse.InthehouseIhaveeverlived.

Answers:①ThisisthehousewhereIhaveeverlived.

②ThisisthehouseinwhichIhaveeverlived.

Step3Consolidation第三步鞏固(時間:5分鐘)

鞏固1a。

1.(放1a錄音，讓學(xué)生跟讀。)

T:Followthetape,andpayattentiontothepronunciationandintonation.

2.(兩人一組表演1a。)

T:Workinpairs.Actoutthedialog.

3.(學(xué)生自讀，注意黑板上所標的復(fù)合句的類型，對從句作出總結(jié)。)

T:Readthedialogbyyourselvesandpayattentiontothecomplexsentencesontheblackboard.Thensummarizethekindsofthesentences.

4.(完成1b。)

T:Discusswithyourpartnerwhetheryouwanttobeanartistornot.Check(√)thereasonsof1b.ThenI’llasksomeofyoutosay.

Example:

IwanttobeanartistbecauseIlikepainting…

5.(呈現(xiàn)第34頁3a的圖片，引出對圖畫的分類，并學(xué)習(xí)生詞。)

T:Inthispicturewecanseeawoman.It’saportrait.ItisLeonardo

daVinci’swork.

(以同樣的方法講解其他兩幅圖片，學(xué)習(xí)另外一個生詞:landscape。)

(板書畫線部分。)

portraitlandscape

(領(lǐng)讀生詞并對圖片進行描述，為學(xué)生自己描述奠定基礎(chǔ)。)

Step4Practice第四步練習(xí)(時間:15分鐘)

完成2。

1.(展示一張凡高的畫像。根據(jù)這張圖，設(shè)計幾個問題并板書，讓同學(xué)們討論。)

T:Lookatthepicture.HeisSteve’sfavoriteartistVincentvanGogh.StevelikesVincentvanGogh’sworksverymuch，becausethecolorsinhispaintingsarebrightandbeautiful.Hispaintingsbelongtotraditionalarts.

(1)Doyouhaveafavoriteartist?Whoishe/she?

(2)Whydoyoulikehis/herpaintings?

(3)Whatkindofartdoyouprefer,modernartsortraditionalarts?

(為了讓同學(xué)們能夠順利描述自己喜愛的藝術(shù)家，老師再給學(xué)生示范一幅其他的圖畫，比如齊白石的畫。)

T:MyfavoriteartistisQiBaishi.Heshowsgreatlovetolifeinhispaintings.Hispaintingsbelongtomodernarts.

(四人小組活動，描述自己喜歡的藝術(shù)家。)

T:Workingroupsoffouranddescribeyourfavoriteartistaccordingtothemodels.

2.(完成2，讓學(xué)生們拿出自己的藝術(shù)課本及事先準備好的圖片，根據(jù)以上內(nèi)容做出相似的描述。)

T:Pleasetakeoutthepicturesyouhave.Describethem.

(在學(xué)生們描述之后，讓他們對這些圖畫進行不同方式的分類。)

T:Whattypesofpicturesarethey,portrait,landscapeoranimal?Whoarethepainters?Whatfeelingsdotheyshowinthepictures?

PictureTypePainterDescriptionofthepicture

Picture1

Picture2

Picture3

Picture4

Picture5

T:Haveyoueverreadanybooksaboutartists?Ifso,pleasetellyourclassmatesastoryofyourfavoriteartist.

Example:

MyfavoriteartistisLeonardodaVinci.HewasfromItaly.Whenhewasveryyoung,helikeddrawingverymuch.Fromdrawinganegg,helearnedhowtobeagoodartist.Inhispictures,heshowsdeeplovetohislife.HismostfamousworkisMonaLisa.

(板書畫線部分，讓學(xué)生根據(jù)示例寫出自己喜愛的藝術(shù)家的故事。)

MyfavoriteartistisLeonardodaVinci.

Heshowsdeeplovetohislife.HismostfamousworkisMonaLisa.

S1:Myfavoriteartistis...He/Sheshowed...inhis/herpictures.His/Hermostfamousworkis...

Step5Project第五步綜合探究活動(時間:5分鐘)

完成3b.

1.(讓深處拿出自備的圖畫，總結(jié)藝術(shù)的分類，并調(diào)查學(xué)生最喜歡的藝術(shù)家和他們的作品、風(fēng)格及喜歡他們的原因。)

2.(學(xué)生完成調(diào)查表后，把調(diào)查結(jié)果匯報給全班同學(xué)。)

T:Youcanreportittoyourclasslikethis:

KangkanglikesXuBeihong’spaintingsbest.Becausethehorsesinhispicturesareverypowerful.

3.Homework

(查找有關(guān)藝術(shù)家的資料，包括其作品及風(fēng)格，并記錄下來，下節(jié)課匯報給大家。)

Ⅳ.疑點探究

It’sapitythathediedyoung.含有主語從句的復(fù)合句，thathediedyoung是真正的主語，it是形式主語?？勺g為:真可惜他英年早逝。

九年級英語下冊Unit6Topic2SectionB教案(仁愛版)

SectionB

SectionBneeds1period.SectionB需用1課時。

Themainactivitiesare1aand2.本課重點活動是1a和2。

Ⅰ.Aimsanddemands目標要求

1.Reviewobjectclausesandattributiveclauses.

2.Goontalkingaboutartistsandtheirworks.

3.Learnaboutpaintingsathomeandabroad.

4.Learntowriteastory.

Ⅱ.Teachingaids教具

錄音機/圖片/小黑板

Ⅲ.Five-fingerTeachingPlan五指教學(xué)方案

Step1Review第一步復(fù)習(xí)(時間:15分鐘)

復(fù)習(xí)并學(xué)習(xí)對畫的分析與賞析，學(xué)會用英語表達。

1.(拿出事先準備好的三幅屬于不同種類的圖畫，師生問答，復(fù)習(xí)對圖畫的分類。)

(1)(拿出達芬奇的《蒙娜麗莎》，本圖畫屬于肖像。)

T:Whosepaintingisit?

Ss:It’sLeonardodaVinci’s.

T:Whattypeofpaintingisit?

Ss:It’saportrait.

(2)(然后學(xué)生之間對話。)

T:Pleasetalkaboutpicture2andpicture3

inpairs.

(教師指導(dǎo)。)

2.(繼續(xù)引導(dǎo)學(xué)生說出這三幅圖的作者的藝術(shù)風(fēng)格，并復(fù)習(xí)Thatisthereasonwhy...表示原因的定語從句。目的是為后面的描述藝術(shù)風(fēng)格作鋪墊。)

(1)(達芬奇的畫)

:ThisisLeonardodaVinci’sMonaLisa.He

showsthebeautyofthefemale.Thatisthe

reasonwhyIlikeit.

(2)(張偉明的山水畫)

T:ThisisZhangWeiming’slandscape.Heshowshislovetolifeinthegreatmountains.ThatisthereasonwhyIlikeit.

(3)(齊白石的國畫)

T:ThisisQiBaishi’spainting.Heshowsdeeplovetohislife.ThatisthereasonwhyIlikeit.

(鼓勵學(xué)生自己用Thatisthereasonwhy…說出這三幅圖的藝術(shù)風(fēng)格。)

3.(展示顧愷之的風(fēng)景畫，對其藝術(shù)風(fēng)格進行描述，為下一步的復(fù)述作準備。)

T:ThisisGuKaizhi’slandscape.What’shisstyle?

(讓學(xué)生用自己的話進行描述。)

S1:Thesceneinhispictureisbeautiful.

S2:Thecolorsarenotsobright.

S3:Thepeoplearequiet.

...

T:Heisgoodatpaintingfigures.Dothelandscapesinhisworkslookattractive?

Ss:Yes.

(教師總結(jié)并板書課本上所出現(xiàn)的描述其藝術(shù)風(fēng)格的語句。)

Andthelandscapesinhisworksalsolookattractive.

T:What’sGuKaizhi’sstyle?

Ss:Hepaintedbeautifullandscapesandpeople.

4.(展示凡高的風(fēng)景畫，對其藝術(shù)風(fēng)格進行描述，為下一步的復(fù)述作準備。)

T:ThisisVincentvanGogh’slandscape.What’shisstyle?

(讓學(xué)生們用自己的話進行描述。)

S4:Thesceneisaboutcountryside.

S5:Thecolorsareverybright.

S6:Theskyissoblue.

S7:...

(教師總結(jié)，并板書課本上所出現(xiàn)的描述其藝術(shù)風(fēng)格的語句。)

T:Healwaysexpectedthatpeoplelivedinasimpleandhappylife.Sohispaintingsexpressstrongfeelings.Alsohispaintingsareverylivelywithcolors.

…,VincentvanGogh’sworksusuallyexpressstrongfeelings.

VincentvanGogh’spaintingsareverylivelywithbrightcolors.

(為了讓學(xué)生們在問及藝術(shù)家的藝術(shù)風(fēng)格時能夠進行完整的問答，把同學(xué)們分成兩大組，第一組問，第二組答，然后交換角色進行練習(xí)。)

Group1:What’sVincentvanGogh’sstyle?

Group2:Hispaintingsexpressstrongfeelings.Hispaintingsareverylivelywithbrightcolors.

(交換)

Group2:What’sVincentvanGogh’sstyle?

Group1:Hispaintingsexpressstrongfeelings.Hispaintingsareverylivelywithbrightcolors.

Step2Presentation第二步呈現(xiàn)(時間:5分鐘)

學(xué)習(xí)1a。

1.(設(shè)置聽力任務(wù)。讓學(xué)生帶著任務(wù)聽錄音，將問題呈現(xiàn)在小黑板上。)

T:Listentothetape,please.Don’tlookatyourbooks.Trytoanswerthequestions.

(1)What’sthedifferencebetweenGuKaizhi’sandVincentvanGogh’sstyles?

(2)WhatdoesSteveprefer,landscapeorportraitpaintings?

(聽錄音，回答問題。)

(因為這兩個問題有一定的難度，如果需要，可再聽一遍。)

(板書畫線部分，為復(fù)述兩個藝術(shù)家的情況做基礎(chǔ)。)

GuKaizhi:ThewayheshowsthingsinthedistanceisdifferentfromthewayVincentvanGoghdoes.

Step3Consolidation第三步鞏固(時間:10分鐘)

鞏固1a，完成1b。

1.(教師放錄音，讓學(xué)生跟讀。在這一過程中讓學(xué)生畫出對兩位藝術(shù)家進行描述的句子。)

T:Followthetapeandunderlinethesentencesthatdescribethetwoartists.

2.(學(xué)生自讀，準備描述兩位藝術(shù)家。)

T:Readbyyourselvesandpreparefordescribingtheartists.

3.(學(xué)生用課本上的句子及其所知道的內(nèi)容對兩位藝術(shù)家進行描述。)

T:Pleasedescribethetwoartistswithwhatyouknowaboutthem.

(首先教師用問題提示學(xué)生，引導(dǎo)他們說出所知道的內(nèi)容。)

T:WherewasGuKaizhifrom?

Ss:HewasfromChina.

T:Whichdynastydidhelivein?

Ss:HelivedintheTangdynasty.

(教師總結(jié)兩句話所描述的意思。)

T:GuKaizhiwasaChinesepainterwholivedintheTangdynasty.

(繼續(xù)提問學(xué)生，引導(dǎo)學(xué)生說出其他內(nèi)容。)

T:WhatishecalledinChina?

Ss:Heisconsideredtobethefatheroflandscapepaintings.

T:Whatdidhepaintinhispaintings?

Ss:Hepaintedbeautifullandscapeandpeople.

(教師帶領(lǐng)學(xué)生總結(jié)以上內(nèi)容，系統(tǒng)地描述顧愷之的情況。)

TSs:GuKaizhiwasaChinesepainter.HelivedintheTangdynasty.Heisconsideredtobethefatheroflandscapepaintings.Hepaintedbeautifullandscapesandpeople.

(如此重復(fù)兩次，使同學(xué)們都能夠?qū)ζ溥M行描述，然后抽查兩個同學(xué)以檢驗效果。)

T:I’llasktwostudentstodescribehim.

S1:...

S2:...

(用相同的方法對凡高進行描述。)

4.(小組討論，完成1b。)

T:PleaseworkingroupstotalkaboutGuKaizhiandVincentvanGogh，andthenfillintheblanks.

5.(兩人一組，討論以下問題。)

(教師板書)

(1)Whosepaintingsdoyouprefer,GuKaizhi’sorVincentvanGogh’s?Why?

(2)Describeyourfavoritepicturein1awithafewsentences.Whatisitinthepicture?Whatcolorscanyousee?

(3)DoyouagreewithStevethatlandscapesaremorebeautifulthanportraits?Whyorwhynot?

T:Pleaseworkinpairsandreportyourideastoothers.

(學(xué)生們討論以后，讓兩組同學(xué)站起來向全班匯報。)

T:I’llasktwopairstogivetheirideastoothers.

Step4Practice第四步練習(xí)(時間:10分鐘)

完成2和3。

1.(進行3，讓學(xué)生們拿出自備的圖畫，借助以下問題進行討論，板書問題。)

(1)Whosepaintingisit?

(2)Whattypeofpaintingisit?

(3)Whatisitinthepicture?

(4)Whatcolorsdoesthepainteruse?

(5)What’sthepainter’sstyle?

T:Pleasetakeoutyourownpicturesandtalkaboutthem.Youcanusetheabovequestionstohelpyou.

(討論完畢之后，找兩組學(xué)生指著自己手中的圖以問答的方式向其他學(xué)生作匯報，每做完一組后，教師要求其他學(xué)生對他們進行補充。)

T:I’llasktwopairstotalkabouttheirpictures.

2.(讓學(xué)生們各自畫出自己的圖畫，交給同伴加以描述，再由作者本人進行補充說明。完成3。)

T:Pleasedrawyourownpictures.Thengiveittoyourpartner,lethe/shedescribeit.Afterthat,youcanaddsomethingtohisorherdescription.

(為了幫助學(xué)生們順利描述同伴的圖畫，教師可先描述其中一幅作為示范。)

3.(完成2。)

T:Listentothetapetwice,please.Fillintheblanks.

Step5Project第五步綜合探究活動(時間:5分鐘)

完成4。

1.(完成4。)

T:Lookatthepicturesof4onpage36.Talkaboutthemingroups.Thenchooseoneofthemandwriteastory.

(教師向?qū)W生講解此類作文應(yīng)注意的事項，要求學(xué)生寫出故事發(fā)生的時間、地點、人物、起因、經(jīng)過和結(jié)果。)

2.(讓學(xué)生們討論一些文學(xué)作品，說出它們的作者、寫作風(fēng)格，最喜歡的人物形象及其特點，為下一節(jié)課的內(nèi)容打下基礎(chǔ)。)

T:Let’smakeachart,findtheinformationtofillinit.Whichbookdoyoulikebest?Whoisyourfavoritecharacter?Whatarehis/hercharacteristicsandwhat’sthewriter’sstyle?

NameYourfavoritecharacterCharacteristicsWriterStyle

3.Homework

Findasmanybooksasyoucan.Findoutthemaincharacters,theircharacteristicsandthewriters’styles.