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人教2003课标版《Warming up、Pre-reading、Reading、Comprehending》公开课教案优质课下载
b）．To learn about some major movements in Western art and how art has changed stylistically over the centuries.
2. 语言技能目标：
a).To develop the students' reading ability by skimming for general idea and scanning the passage for specific information.
b).To learn how the information is organized and the purpose of the author writing the passage.
c).To develop the students' speaking ability by talking about Western paintings.
3.情感态度与文化意识目标：(Emotion，attitude and value)
a)．To stimulate students' sense of beauty and the ability of understanding，enjoying and creating beauty.
b)．To develop students' sense of cooperative learning.
二．教学重点和难点：
1．重点
a)．To enable the students to learn about the history of Western art and to develop their reading ability.
b)．To enable the students to talk about Western paintings.
2．难点
1)??How to get the main idea and details in the given time .
2)??How styles changed and what were the characteristics of each period.
三． 教学方法与教材处理 （Process and methods）
1．While doing Warming Up the teacher can lead in the topic of this unit by showing students some Chinese and Western－style paintings to recall their own knowledge and opinions about various art forms.
2．While doing Reading and Comprehending，the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.After reading the passage，students are encouraged to answer some questions and discuss the text structure.
3．To consolidate the contents of the reading passage，the students should be required to retell the history of Western art in their own words at the end of the class.
整体语言教学法
整体语言教学法要求按 “整体－部分－整体”的模式，进行语篇阅读训练，即从“整体”开始，以“整体”结束的“三段式”阅读教学法。本课采用从整体略读——分段细读——整合课文内容，进一步理解课文内容，即是这种教学策略的体现。
情感激励教学法
在教学中重视师生之间的思想交流，充分调动自己情绪的感染力，适时进行情感与策略调整，通过情感激励，使教师与学生达到情感交融，在愉悦的课堂氛围中发展创新，体验成功。
教材处理
教师用书明确指出：“教师在使用教材的过程中，可以根据学生的实际情况对教材内容进行补充或删减，对教材的内容、编排顺序和教学方法等进行取舍或调整。”因此，在驾驭教材方面，笔者根据本校学生实际在Pre-reading和Post-reading部分做了大胆的修改与补充。