《Art》教学设计

《Art》教学设计（精选2篇）

《Art》教学设计 篇1

　　三年级  年级     英语     学科教案、学案一体化设计

　　课型

　　新授

　　课题

　　module 2 unit 1 i’m ms smart

　　课时

　　第一课时

　　设计教师

　　教学目标设计1能听懂和正确说出“good morning, good afternoon”这些新短语。 2能运用句型how are you ? i’m fine.and how are you?i’m fine, too.2.能力目标：发音准确，能听懂录音。会用本课词汇模仿录音语调

　　教学方法设计情景教学法，游戏教学法，动作教学法、活动教学法等。

　　教学程序设计

　　教材处理设计

　　师生活动设计一、导入以复习第一模块第三单元的游戏的方式，选出四位同学，用手帕蒙住一位同学的眼睛，大家向他问how are you?,让他猜测是谁说的，并回应说i’m fine, thank you. how are you?二、new teaching.1、学习问候句：good morning.及i’m ms smart.2、学习：how are you ? i’m fine. thank you. and how are you?i’m fine, too. thank you.1)、设置情境,导入新知1、通过复习以前学过的歌曲《good morning to you》，以“旧”引“新”，掌握“good morning”2、教师与分别与几名学生合作，示范good morning,i’m ms ju.引导学生说 good morning,ms ju. 3.教师戴上smart 的头饰，向全体学生打招呼，good morning,i’m ms smart.学生回应good morning, ms smart.再单独和学生打招呼，巩固ms smart.集体唱歌:good morning to yougood morning to yougood morning , dear ms ju.good morning to yousay and d2)、学习单词：how are you ? i’m fine. thank you. and how are you?i’m fine, too. thank you.1)、告诉学生，我们的新朋友sam amy daming lingling他们也刚开学，让我们来看一看他们开学是怎样的，并且找出和我们相似的地方。2)、将找出的句型how are you ? i’m fine. thank you. and how are you?i’m fine, too. thank you. 读出，比一比谁读的又好又对，表扬同学并给予奖励。3)、用手指着重点句型，老师领读两遍，再请小老师教授。纠正发音，如girls ms smart.          对读的好的同学，老师在这段文的旁边盖一朵小红花。

　　教学程序设计

　　教材处理设计

　　师生互动设计三、learn the text.1. presenting the new text.2. listen and point3. listen and repeat.4.role play. 三、.阅读前活动 1. t: look at the pictures in your textbook. who are they? what are they doing? work in groups.学生通过对话交流,有助于学生理解的同时认读课文。 2.听录音，跟读课文 3. role play.1）教师示范表演，然后分组表演，让学生在表演中学会运用语言。2）游戏：找朋友。1、找发音较好的学生戴上人物头饰，教师就是ms. smart. 让全班学生来参与表演。2、找学生扮演ms.smart.表演。3、四人小组，分组表演练习。4、让学生在班上自由组合，根据今天所学句型，结合自己课外所学的知识，如：what’s your name?how old are you?等一些简单日常用语，在最短的时间里找到自己的朋友。比一比，练一练，看谁的朋友最多，谁的对话最有意思。四、summing up四、总结本课知识重点。五、homework把今天学的《point to the door》读给家长听。

　　板书设计module 3  classroom                        unit 1  i’m ms smar  good morning. i’m ms smarthow are you ? i’m fine. thank you. and how are you?i’m fine, too. thank you.

　　课后反思

《Art》教学设计 篇2

　　unit1 《art》教案

　　（新人教版选修6）

　　warming-up

　　lead-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)reading

　　scanning:

　　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