1、Unit 7 Art Lesson 1 Masterpieces 【教学目标】【教学目标】 Students will be able to 1. read and talk about paintings and masterpieces 2. read for general understanding 3. read for specific information and understanding words in context 4. read for similarities between three different paintings 5. learn about and
2、 practise noun clauses 6. learn about and practise subject clauses, object clauses and predicative clauses 【教学重难点】【教学重难点】 1. reading for specific information 2. Using noun clauses in context 【教学过程】【教学过程】 1. Talk about paintings on page 8. (1) Discuss one painting at a time. Students can use the voca
3、bulary under the paintings. What title would you give to each painting? Write the heading of each painting on the board; “The Starry Night”, “The Scream” and “The Empire of Light”. Ask students: a. What does the title say about the painting? b. What elements can be seen in the painting? c. What is y
4、our opinion of the painting? Explain. d. What emotion does the painting bring to mind? e. How does the painting make you feel? (2) As students are talking, write vocabulary words that they mention on the board. Make sure that every student has a chance to answer the questions and take part in the di
5、scussion. 2. Read and find out what each painting is about. (1) In pairs, students read through the descriptions of the three paintings. (2) Instruct students to underline the title of each painting and the general sentence for each paragraph. (3) Encourage students to use the context to understand
6、unknown terms. (4) In small groups, students discuss what each painting is about. (5) Review the answers as a class. 3. Read again, take notes and talk about each painting. (1) Read and discuss the diagram: a. What does the painting show? b. What may have inspired the painter? c. What did the artist
7、 think, say or write about the painting? This may be difficult for students but they can use contextual clues. (2) Allow students time to read the full article again or call on volunteers to read the passage aloud. (3) In pairs, students complete the diagram. High level students can attempt to compl
8、ete the diagram independently. (4) Discuss the answers as a class. 4. Pair Work: Sort and introduce. (1) Read the phrases aloud. Explain any difficult words. (2) In pairs, students complete the table while discussing each phrase and why it applies to the painting. 5. Read and find out similarities.
9、(1) Suggest that students underline and take note of the similarities in each description as they are listening. (2) Ask students to volunteer to read the first paragraph of each description. (3) Create a class discussion on the similarities that students noticed. Encourage all students to participa
10、te. Students need to explain their opinions. 6. Group Work: Discuss. (1) Discussion questions: a. Whats your opinion of the three paintings after reading the descriptions? b. Do you like or dislike them more? Give your reasons. (2) Instruct students to work independently, to write a few sentences on
11、 each painting, expressing their opinion. They can use the following vocabulary words: artistic beauty, originality, emotional, atmosphere, color scheme, dramatic, contrast, highlights, the painting makes me feel uneasy/inspired, dark and troubling, failure, powerful. 7. Group Work: Introduce the pa
12、intings. (1) Divide students into small groups. (2) Each group chooses one painting and selects one person to be the scribe and write down notes for the group. (3) Each student in the group describes the painting, and provides background to the painting, the artist, the inspiration behind the painti
13、ng etc. The scribe can mind map this information. (4) Each group writes at least ten complete sentences about the painting using these descriptions. (5) A volunteer from the group reads this passage to the class, role playing that he or she is introducing the painting to visitors at an art gallery.
14、(6) The class can ask questions about the painting and members from the group can help to answer the questions. 8. Pair Work: Read and answer. (1) Before starting, revise the different types of noun clauses. Students can read the Grammar Summary for Unit 7, Noun Clauses on page 94. Read through the
15、rules and examples with the class and ensure that students understand clauses in the examples. (2) Students work in pairs to answer the questions on page 10. 9. Combine two expressions to make a complete sentence. (1) Divide students into pairs. (2) Explain to students that full sentences include a
16、subject (noun), a verb and a complete thought. Show that the shorter sentences do not make sense on their own as they are incomplete thoughts. Highlight that short sentences can be full sentences but not always. (3) Instruct students to read each sentence pair aloud and decide how to join the two ex
17、pressions using a subject clause, an object clause or a predicative clause. Students need to support their answers. (4) Students write the completed sentences. 10. Rewrite sentences. (1) Ask volunteer students to read the passage aloud to the class. Discuss any difficult words and terminology. (2) A
18、sk students what the passage is about to gain a deeper understanding of the passage: a. What type of art did he create? b. What inspired his art? c. What is he famous for? (3) Let students work independently. Explain to students that they will join the two independent sentences for each number, usin
19、g noun clauses. The sentences need to make sense and be a complete thought. (4) Students read their constructed sentences to their partner when complete and compare answers. 11. Read the quotes and discuss. (1) In small groups ask students to answer the questions: a. How can a man paint with his bra
20、in? b. Why is painting similar to poetry? Poetry involves the beauty of words while painting involves the beauty of the world. c. How can poetry speak? d. Why is painting similar to cooking? e. How can you taste painting? (2) Ask students: What are the features of a good painting? Discuss focal point, beauty, skill of the artist, inherent meaning, uniqueness and the artists intent. Read the information from the online resources to provide further information.
