新高中英語教材解析高二市公開課一等獎(jiǎng)百校聯(lián)賽特等獎(jiǎng)?wù)n件

人教版《新高中英語》教材透視與解析─把握教材關(guān)鍵，靈活整合教材人民教育出版社外語分社肖菲第1頁一、關(guān)于新課標(biāo)教材反饋和認(rèn)識二、《新高中英語》教材透視與解析IGettingtoknowacoursebookIIHowtoapproachNSECPreviewingthewholeunit

預(yù)覽整個(gè)單元（模塊）Focusingonvocabulary關(guān)注單元詞匯，分門別類進(jìn)行處理Lessonplanning(1)單元板塊內(nèi)容整合Lessonplanning(2)

課型設(shè)計(jì)（以閱讀課為例）

◆閱讀策略培養(yǎng)與活動(dòng)設(shè)計(jì)◆閱讀篇章特色分析Contents第2頁一、關(guān)于新課標(biāo)教材反饋與認(rèn)識培訓(xùn)目標(biāo)：

經(jīng)過第一部分培訓(xùn)內(nèi)容展現(xiàn)和講述，參加培訓(xùn)教師能夠：發(fā)覺英語教師常見提問中所隱含關(guān)于教材和教師本身角色定位誤區(qū)；說出教材所能囊括內(nèi)容，教材優(yōu)點(diǎn)及其不足；用若干動(dòng)詞來簡述幾個(gè)常見教材處理方式。第3頁P(yáng)roblemsmostfrequentlymentionedbyEnglishteachers教材提供話題太廣，內(nèi)容太多，教學(xué)任務(wù)繁重，課時(shí)擔(dān)心。學(xué)生基礎(chǔ)微弱，拼讀單詞尚存在問題，詞匯量不夠，聽力和口語水平較弱，無法實(shí)現(xiàn)新課標(biāo)教材中各項(xiàng)任務(wù)。教材詞匯量太大，處理起來非常困難。第4頁QuestionsmostfrequentlyaskedbyEnglishteachers新課標(biāo)教材一個(gè)單元要用幾個(gè)課時(shí)來完成教學(xué)？新課標(biāo)教材要教完幾冊書才能到達(dá)高考要求？聽說課/詞匯課/語法課/寫作課怎么上？第5頁Questionsforteacherstothinkabout:Howdoyoudefinetheroleofyourcoursebooks?What’sinyourcoursebooks?Howwouldyouusethecoursebooks?Why?第6頁WhatcoursebookscanofferThesyllabusLanguagepresentationmaterialLanguagepracticematerialSkillsdevelopmentmaterialAsequenceofworkRecyclingandreviewoflanguageAdditionalmaterialTakenfromSuccessinEnglishTeaching,OxfordUniversityPress第7頁Whatacoursebookcannotprovidespecificteachingconditionsspecificlearners’interestOnlyTEACHERScanrespondfullyto:TakenfromSuccessinEnglishTeaching,OxfordUniversityPress第8頁OnlyTEACHERSCan:bringcoursebookmaterialtolifeandmakeitworkinclassroommotivatestudentsrespondsensitivelytolearnersmakelanguagelearningpersonalenjoyableandsatisfyingTakenfromSuccessinEnglishTeaching,OxfordUniversityPress第9頁Coursebooks

Benefits

VsRestrictions優(yōu)點(diǎn)缺點(diǎn)1提供了課程標(biāo)準(zhǔn)所要求全部或大部分信息，為幫助學(xué)生達(dá)成課程目標(biāo)提供了內(nèi)容上確保。1提供材料和內(nèi)容有可能離學(xué)生生活較遠(yuǎn)、缺乏趣味性或不符合學(xué)生實(shí)際水平。2減輕教師準(zhǔn)備教材負(fù)擔(dān)。2可能對語言學(xué)習(xí)一些方面提供材料多而對另一些有所忽略。3提供材料有利于教師創(chuàng)造出形式多樣學(xué)習(xí)活動(dòng)。3提供材料和活動(dòng)教師可能難以處理。4提供了評價(jià)學(xué)生學(xué)習(xí)基本方式。4要求了教學(xué)內(nèi)容和步驟，但給教師留空間小。5含有教參、練習(xí)冊、視聽等各種資源輔助教學(xué)。5材料可能過時(shí)或缺乏針對性。第10頁ShallIcompareacoursebooktoapiano?第11頁AboutHowtoUseCoursebooksNevilleGrant:

“omit,replace,addandadapt”RAcklam:

SARS—Select,Adapt,Replace,Supplement第12頁《普通高中課程標(biāo)準(zhǔn)（試驗(yàn)）》中關(guān)于教材使用提議：對教材內(nèi)容進(jìn)行適當(dāng)補(bǔ)充和刪減替換教學(xué)內(nèi)容和活動(dòng)擴(kuò)展教學(xué)內(nèi)容或活動(dòng)步驟調(diào)整教學(xué)次序調(diào)整教學(xué)方法總結(jié)教材使用情況第13頁二、《新高中英語》教材透視與解析

培訓(xùn)目標(biāo)：

經(jīng)過第二部分培訓(xùn)內(nèi)容展現(xiàn)和講述，希望參加培訓(xùn)教師能夠：在日常備課時(shí)，先預(yù)覽整本教材或整個(gè)單元，對教材所提供內(nèi)容進(jìn)行整體分析。在完成單元整體分析后，列出對教材內(nèi)容進(jìn)行選擇、刪減、替換或補(bǔ)充計(jì)劃，并能說明原因。針對各單元不一樣詞匯特點(diǎn)，整理出不一樣處理方法，并將詞匯展現(xiàn)、講解、訓(xùn)練及鞏固合理地安排在不一樣課時(shí)中。依據(jù)語篇特點(diǎn)進(jìn)行閱讀活動(dòng)設(shè)計(jì)，并將閱讀策略培養(yǎng)滲透到活動(dòng)之中。第14頁AMarley:materialsuseisa“complextrade-off（權(quán)衡，協(xié)調(diào)）betweenthethreemajorelementsintheequation:thematerials,theteachersandthelearners”JeremyHarmer:“Usingcoursebooksappropriatelyisanartwhichbecomesclearerwithexperience.”第15頁IGettingtoknowacoursebookthesyllabus(objectives,content,sequence,lessonorunitdivisions)thelayout(typicalorganizationofeachlessonorunit,formatandpresentationofthemaintypesofmaterial,includingactivitiesandexercises)theproposedmethodologyandprocedures(suggesteduseofthecoursebookasindicatedbythetypesofactivity,instructions,TB)thesupplementarymaterial(cassettes,WB,wall-charts,DVD,etc.)TakenfromSuccessinEnglishTeaching,OxfordUniversityPress第16頁IIHowtoapproachNSEC——教材解析思緒與案例參考第17頁目標(biāo)：了解各板塊內(nèi)容特色以及蘊(yùn)含文化背景，方便領(lǐng)會(huì)教學(xué)重難點(diǎn)，合理取舍1Previewingthewholeunit

預(yù)覽整個(gè)單元（模塊）第18頁1)Previewthereadingpassagesandlisteningscripts目標(biāo)：

比較分析語篇內(nèi)容、篇幅與操作難易度瀏覽單元語篇，了解話題和文化信息第19頁Book5

Unit1GreatScientists

Topics（主題內(nèi)容概況分析）跨學(xué)科知識（如右圖）ScientistCountrySubjectJohnSnowBritainMedicineQianXuesenChinaPhysicsCopernicusPolandAstronomyCarlLinnaeusSwedenBiologyLeonhardEulerSwitzerlandMaths第20頁追求真理精神

(Copernicus)科學(xué)研究步驟

(JohnSnow,Euler)科學(xué)家應(yīng)具備素質(zhì)和條件

(curiosity,responsibility,determination,bravery,goodeducation,etc)第21頁SB：Reading1:abriefintroductiontotheUnitedKingdomReading2:touristattractionsinLondonListening:TowerofLondonandstoriesabouttheroyalfamilyBook5Unit2TheUnitedKingdomWB：Listening:BritishcitizenshipReadingtask:GuyFawkes’DayListeningtask:ReligioushistoryinBritain第22頁話題與文化信息英國地理名稱、概況及其發(fā)展歷史專有名詞和文化古跡（倫敦）英國宗教歷史與焰火節(jié)第23頁2)Previewingthewordlist,contents

andgrammaritems目標(biāo)：

瀏覽單元詞匯表，簡單總結(jié)單元詞匯特點(diǎn)。瀏覽教材目錄以及各單元語法教學(xué)部分，了解該語法項(xiàng)目在整套教材中編排次序以及教學(xué)重點(diǎn)。第24頁Book5structures（語法結(jié)構(gòu)）Unit1(ThePastParticiple)astheAttribute&PredicativeUnit2astheObjectComplementUnit3astheAdverbial&AttributeUnit4InversionUnit5Ellipsis第25頁RevisingthePastParticiple選修8：Unit3astheAttribute,Predicative&ObjectComplementUnit4astheAdverbial選修9：Unit3thePredicativeUnit5theObjectComplement選修10：Unit1theAttributeUnit2theAdverbial第26頁詞匯：名詞較多，短語較多，非課標(biāo)詞匯包含專有名詞較多（學(xué)會(huì)讀）語法：過去分詞作賓補(bǔ)，篇章中示例較少(需要補(bǔ)充，讓學(xué)生大量接觸相關(guān)語法現(xiàn)象)Book5Unit2TheUnitedKingdom第27頁供教師參考工具書GrammarBooks:

GrammarinContext《英語語境語法》EnglishGrammarinUse《英語在用－劍橋中/高級英語語法》GrammarDimensions《湯姆森三維英語語法》EnglishGrammarToolsforLife《高中英語語法與詞匯》《薄冰新編英語語法》《張道真英語語法》VocabularyBooks:EnglishVocabularyinUse《英語在用－劍橋中/高級英語詞匯》ADictionaryofCurrentEnglishUsage《當(dāng)代英語使用方法詞典》LongmanDictionaryofContemporaryEnglish《朗文當(dāng)代英語詞典》PracticalVocabularyforStudents《高中英語詞匯實(shí)用手冊》第28頁3)Previewingthespeakingtasksandwritingtasks目標(biāo)：依據(jù)單元教學(xué)目標(biāo)要求，權(quán)衡任務(wù)難易程度、學(xué)生興趣及其實(shí)際英文寫作水平等原因，選擇適宜口語和寫作任務(wù)，并采取適當(dāng)補(bǔ)充調(diào)整策略幫助學(xué)生有效完成。第29頁Book5Unit1SBSpeaking第30頁Book5Unit1WBTalking第31頁Book5Unit1WBSpeakingtask第32頁Book5Unit1GreatScientists

Functionalitems（功效項(xiàng)目分析）Describingpeople:Appearance(WBtalking)Characterorpersonality(SBListeningandspeaking,WBSpeakingtask)Characteristicsandqualities(SBListeningandspeaking,WBWritingtask)第33頁思索題除了教材中提供句型以外，教師還可提供哪些資源以確保學(xué)生口語活動(dòng)得以順利進(jìn)行？怎樣幫助學(xué)生有條理地進(jìn)行表示？第34頁Describingpeople’sappearanceHeightandbuild:

tall,slim,short,fat,stoutHair:

straighthair,wavyhear,curlyhair,blondehairFace:

thin-faced,round-faced,long-facedSkin:

white/darkskin,dark-skinnedSpecialfeatures:

broadshoulders,beard,moustacheGeneralappearance:

elegant,well-dressed,good-looking,handsome,pretty,beautiful第35頁DescribingcharacterandqualitiesAbility:

intelligent,bright,clever,smart,able,talented,simple,sillyAttitudestowardslife:optimistic,pessimistic,sensible,sensitive,relaxedAttitudestowardsotherpeople:

sociable,easy-going,bad-tempered,honest,reliable,sincere第36頁Book5Unit1SBSpeaking

Yourdiscussionmayinclude:

YourjobinthefutureEducationTraining/workexperiencePersonalityProblems第37頁功效：Askingforrepetition:

/speaking/asking_repetition.htmlGivingdirections:

/speaking/asking_place_location.htmlBook5Unit2TheUnitedKingdom第38頁2Focusingonvocabulary

關(guān)注單元詞匯，分門別類進(jìn)行處理第39頁guessfromthecontext

putforward,challenge,absorb,severe,linkto,announce,blame,polluteAdjectives(todescribesb’scharacterorpersonality)positive,(be)strictwith,enthusiastic,cautiousImportantverbsandphrasesconclude,drawaconclusion,defeat,attend,expose(to),cure,challenge,suspect,blame,pollute,handle,contribute,apartfrom,makesense,spinBook5Unit1GreatScientists第40頁wordformationpainter,scientific,conclusion,physician,neighbourhood,movement,backward,EnglishVsChinesecharacteristic,radium,expert,victim,enquiry,pump,handle,firework,chart,universe,constructionOtherverbs:analyse,foresee,instruct,construct,reject第41頁IMatching

(FormandMeaning)Usefulverbsinthefirstreadingpassage:analyze→toexamineorthinkaboutsomethingcarefullydefeat→towinavictoryoversbattend→tolookaftersbexpose→toleavesb/sthunprotectedabsorb→totakesthinblame→tosayorthinkthatitissb’sfaultlinkto→tomakeaconnectionbetweenpeopleorthingsannounce→tomakeknownrepubliclyinstruct→togiveordersordirectionstosbcure→tomakeanillnessgoaway第42頁IISorting

(Classifyingthewordsandphrasesintogroups)asaverboranoun:

defeat,blame,cure,pump,handle,linkprefixorsuffix:

-tion:instruct→instruction,-ment:announce→announcement…topics:

Relatedtoresearchorstudy:putforward,scientific,drawaconclusion,analyzeRelatedtoqualitiesorcharacters:positive,strict,enthusiastic,cautious…第43頁IIICompletion

(ofsentencesandtexts)第44頁第45頁IVUsethedictionary第46頁VOthers第47頁閱讀部分（熱身，讀前，閱讀，了解）：熱身或讀前時(shí)，利用圖片和語境展現(xiàn)：

Province/counties,currency,institution,architecture,convenience,administration,clarify讀中讓學(xué)生猜測詞匯或用英文釋義解釋：

Nationwide,accomplish,conflict,totheircredit,roughly,attract非課標(biāo)專有名詞需帶讀：

UnitedKingdom,Scotland,Wales,NorthernIreland…無須處理：

Unwilling,countryside,enjoyable,union,port,leaveoutBook5Unit2TheUnitedKingdom第48頁語言學(xué)習(xí)部分：學(xué)生查字典自學(xué)：

Description,furnished,fax,possibility,quarrels,alike,wedding,fold泛讀部分：大部分詞匯都可用漢字或英文釋義展現(xiàn)，或讓學(xué)生完成詞匯形義搭配（可重點(diǎn)講解：thrilled）第49頁詞匯課：教師重點(diǎn)講解：

toone’scredit;attract;leaveout;plus;taketheplaceof;arrange;delight;thrill總結(jié)歸納比較：

consistof,divide…into,bemadeupof….Breakdown,breakawayfrom,break….寫作課：用英文釋義展現(xiàn):Error,tense,consistent第50頁3Lessonplanning(1)

單元板塊內(nèi)容整合第51頁1）“熱身”部分整合案例參考第52頁第53頁關(guān)注點(diǎn)：科學(xué)家－貢獻(xiàn)－學(xué)科領(lǐng)域生詞展現(xiàn)(characteristics,radium,painter,putforward)第54頁Archimedes―mathematicianCharlesDarwin―biologistThomasNewcomen―inventorGregorMendel―geneticsMarieCurie―physicist&chemistThomasEdison―inventorLeonardodaVinci―painter&inventorSirHumphryDavy―chemist,physicistZhangHeng―astonomerStephenHawking―physicist第55頁（供參考）“熱身”教學(xué)步驟：堂上展現(xiàn)人物圖片和名字，提供正確答案，讓學(xué)生課后自己搜集相關(guān)材料，利用下幾節(jié)課dailyreport時(shí)間，讓學(xué)生自己組織語言完成簡短介紹（口頭、筆頭）。節(jié)約時(shí)間，能激發(fā)學(xué)生學(xué)習(xí)興趣，勉勵(lì)學(xué)生自主進(jìn)行探索研究，進(jìn)行合作學(xué)習(xí)，鍛煉口語和筆頭表示能力。第56頁P(yáng)roject:areportofagreatscientist“Givemeaplacetostandon,andIwillmovetheearth”

－Archimedes

第57頁熱身或?qū)耄▌h減，調(diào)整）Usingpics:HowmanycountriesdoestheUKconsistof?Whatarethey?WhichisthenationalflagoftheUK?UnionJackWhatcurrencyisusedintheUK?WhatdoyouknowaboutBritisharchitecture?Canyounamesomeofthefamousbuildings?WhorulestheUK:thePrimeMinisterortheQueen?WhataretheprovincescalledinEngland?CanyounamesomefamouscitiesinBritain?WhatelsedoyouknowaboutBritishhistory?Book5Unit2TheUnitedKingdom第58頁2）單元板塊整合案例參考第59頁第一課時(shí)：閱讀課(WarmingUp,Pre-reading,Reading,Comprehending)

（Homework:記憶閱讀部分詞匯）第二課時(shí)：語法課(Discoveringstructures,Usingstructures)

（Homework:語法練習(xí),collectinformationabouttouristattractionsinLondon）第三課時(shí)：綜合技能課(Reading2,SBspeaking)

（Homework:記憶Reading2詞匯，自學(xué)learningaboutlanguage詞匯）Book5Unit2TheUnitedKingdom第60頁第四課時(shí)：詞匯課(Learningaboutlanguage,Usingwordsandexpressions)

(Homework:reviewingvocabulary)第五課時(shí)：聽說課(SBListening/WBListening,Speaking:makingcomparison)

(Homework:collectingadsorpostersabouttouristattractions)第六課時(shí)：寫作課(SBWriting)

(Homework:finalisingthedraft)第七課時(shí)：評價(jià)綜合課(SummingUp,Checkingyourself,exercisesorextensivereading)第61頁Book5Unit2單元整體課時(shí)設(shè)計(jì)*每節(jié)課容量均包含課外任務(wù)Period1---Warming-up;Pre-reading;Reading；LearningaboutlanguageEx.1閱讀課（微技能訓(xùn)練，文章從淺層到深層了解,生詞初步學(xué)習(xí)-音形意）Period2---LearningaboutLanguage（1），P12Ex.2Reading中詞匯句型及拓展Period3---LearningaboutLanguage（2）語法,WBUsingstructures-1(P50)語法課Period4---UsingLanguage;Learningtip(P8);

綜合活動(dòng)課Period5---P51-53ReadingTask-WritingTask

Period6---Reviewandpractiseusefullanguageitems

(P50Ex.2,3及自編練習(xí)或配套練習(xí)冊)andSummingup(P8);Period7---Quizandevaluation

(Checkingyourself(P47))摘自廣州市第五中學(xué)陳艷華老師培訓(xùn)講義第62頁4Lessonplanning(2)

課型設(shè)計(jì)（以閱讀課為例）第63頁閱讀了解活動(dòng)設(shè)計(jì)

設(shè)計(jì)閱讀了解練習(xí)和活動(dòng)時(shí)，最少應(yīng)該從以下多個(gè)角度考慮：閱讀策略閱讀體裁及其語篇特色篇章（單元）結(jié)構(gòu)教學(xué)重難點(diǎn)文化內(nèi)涵與背景第64頁Book5Unit1GreatScientists

Pre-reading,Reading&Comprehending（1）1）閱讀策略培養(yǎng)與活動(dòng)設(shè)計(jì)第65頁Thestagesofdoingscientificresearch(Howtodescribethescientificresearch)Infectiousdiseases(Cholera)Predictwhatthereadingpassageisabout(title,picture,map）FindaproblemMakeaquestionThinkofamethodCollectresultsAnalyzetheresultsFindsupportingevidenceDrawaconclusion第66頁預(yù)讀：提出若干問題，目標(biāo)是啟發(fā)學(xué)生預(yù)測課文內(nèi)容。預(yù)覽：主要目標(biāo)是幫助學(xué)生了解文章主題思想和主要內(nèi)容。TitleSub-titlePicturesThefirstparagraphThelastparagraphThetopicsentenceineachparagraphQuestions第67頁第68頁閱讀篇章重點(diǎn)：

Howtodoscientificresearch(Howtodescribethescientificresearch)HowJohnSnowtracedthesourceofcholera第69頁ReadingandComprehending表層信息了解（搞清段落主要意思和文中細(xì)節(jié)）深層信息了解區(qū)分事實(shí)與觀點(diǎn)：作者所寫內(nèi)容不一定全部是事實(shí)，作者既陳說客觀事實(shí)也表示個(gè)人觀點(diǎn)。做出合理推理：讀者能依據(jù)文章細(xì)節(jié)材料推測出作者言外之意、弦外之音，依據(jù)字面意思進(jìn)行必要推理、推論。合理推理必須以文章中出現(xiàn)事實(shí)為依據(jù)，同時(shí)需要學(xué)生生活體驗(yàn)、閱歷等背景知識參加。閱讀內(nèi)容遷移應(yīng)用依據(jù)學(xué)生水平實(shí)際需要,教師能夠在原來書本設(shè)計(jì)活動(dòng)基礎(chǔ)上設(shè)計(jì)一些愈加綜合性活動(dòng),其目標(biāo)是為了讓學(xué)生充分利用所學(xué)知識處理實(shí)際中生活問題.第70頁閱讀活動(dòng)（先整體，后細(xì)節(jié)）包括整體了解活動(dòng)1概括文章大意2如無標(biāo)題，補(bǔ)充標(biāo)題3提問4信息轉(zhuǎn)換，填表5排序6找關(guān)鍵信息7其它第71頁包括細(xì)節(jié)活動(dòng)（要有認(rèn)知深度）1

問題層次性（字面了解、推斷、應(yīng)用或評定）2排列次序及其它3猜測詞義4語篇標(biāo)識詞5指代6長句和難句

第72頁閱讀課提議步驟：快速閱讀，預(yù)測篇章大意和內(nèi)容仔細(xì)閱讀，了解篇章信息：判斷正誤、回答下列問題或排序(ComprehendingEx2,Q1-2;ComprehendingEx1)梳理篇章結(jié)構(gòu)(Pre-reading:Q1)了解詞匯與句型（猜測詞義，分析難句）讀后討論(ComprehendingEx2,Q3)Book5Unit1GreatScientists

Pre-reading,Reading&Comprehending（1）第73頁預(yù)讀/預(yù)覽(Pre-readingQ3)

Readthetitleandpictures,predictwhattheauthormaytalkaboutinthereadingpassage,thenskimtocheckifyouwereright.

快速閱讀(ComprehendingEx.4)

Skimthereadingpassageanddivideitintothreeparts,matchingthemainideawithdifferentparts(TB)（降低難度）Book5Unit2TheUnitedKingdom第74頁P(yáng)aragraph1-3:

HowTheUnitedKingdomwasformedParagraph4:ThreezonesofEngland(characteristics)Paragraph5-6:TreasureinLondonandotherthingstoseeinBritain第75頁仔細(xì)閱讀(CarefulReading)Part1:Paragraph1-3Recallingdetails：Activity1:Readpart1andfinishEx.1inComprehending.Activity2:

Lookatthepicsandwritethecorrectnamesnexttothepictures.（替換）第76頁《英語聽說》Book5Unit2第77頁Sequencing:

Activity3Readpart1andputalltheeventsinorder,thenmatchtheflagswiththecountries.(EX.2Q1)EnglandWalesScotlandNorthernIrelandTheUnitedKingdomofGreatBritainandNorthernIsland13thcentury:England17thcentury:Britain/GreatBritain20thcentury第78頁InterpretingMeaning

(bottom-up):Activity4

Readthesentencesbelowanduseyourwordstoexplainthemeaning.HappilythiswasaccomplishedwithoutconflictwhenKingJamesofScotlandbecameKingofEnglandandWalesaswell.Totheircreditthefourcountriesdoworktogetherinsomeareas,buttheystillhaveverydifferentinstitutions.第79頁P(yáng)art2:Paragraph4Guessingwordsfromthecontext:

Readparagraph4carefullyandguesssomenewwordsbasedonthecontext:convenience,roughly,nationwide,attract.Makingcomparison:

Englandcanbedividedintothreezones.Whatarethecharacteristicsofthesezones?WhatarethedifferencesifwecompareitwithChina?（增加難度）第80頁P(yáng)art3:Paragraph5-6Organizinginformation:Readthelasttwoparagraphsandcompletethetablebelow.TimeInvadersInfluencebrought第81頁SummarizingOption1:Getintogroupsoffourandgetreadytouseyourownwordstosummarizethereadingpassage.A:Part1;B:Part2;C:Part3;D:whatelseyouwanttoknowabouttheUnitedKingdomThemaps,pics,tablescanhelpyoutomakethesummary.Trytouseasmanynewwordsaspossible.

Option2:Blank-filling第82頁HomeworkReviewthenewwordsyouhavelearnedfromthislesson.SBEx.1-2(readingaloud,classifywordsintodifferentcategories,wordformation,translation,mindmap,etc)第83頁主課文分析題材：介紹西方繪畫史上最主要幾個(gè)歷史時(shí)期，以及這些時(shí)期最具代表性藝術(shù)格調(diào)、藝術(shù)家及其作品特色體裁：描寫文（Description)Book6Unit1Art2）閱讀篇章特色分析第84頁篇章結(jié)構(gòu)閱讀教學(xué)提議：依據(jù)篇章特點(diǎn)把握教學(xué)重點(diǎn)，可先整體閱讀（快速），后分段閱讀。每個(gè)段落教學(xué)過程中，既要捕捉關(guān)鍵內(nèi)容信息，又要關(guān)注語言本身（猜詞，難句解析），還有給予充分文化背景補(bǔ)充。第85頁難句解析Atypicalpictureatthistimewasfullofreligioussymbols,whichcreatedafeelingofrespectandloveforGod.Butitwasevidentthatideaswerechanginginthe13thcenturywhenpainterslikeGiottodiBondonebegantopaintreligio