Unit 1 Art

Teaching plan

I. 單元教學(xué)目標(biāo)：

1． Talk about art and galleries

2． Talk about likes and preferences

3． Learn words in families

4． Use the subjunctive mood

5． Write a letter to give suggestions

II. 目標(biāo)語言

1． 功能句式。

Talk about likes and preference:

I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ would you rather…/ would you like…or…

2. 詞匯

abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar…

3. 語法: the subjunctive mood

if I were you…./ I wish I could…

4. 重點(diǎn)句子

1. there are so many different styles of western art it would be impossible to describe all of them in a short text.

2. people became focused more on human and less on religion.

3. if the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures.

4. at the time they were created, the impressionists’ painting were controversial but today they are accepted as the beginning of what we now call “modern art”.

5. it is amazing that so many great works of art from late-19th century to 21st century could be contained in the same museum.

IV．課型設(shè)計(jì)與課時(shí)安排

1st period Warming up and reading

2nd period Language study

3rd period Grammar

4th period Using language

分課時(shí)教案

The First Period Warming up Reading

Teaching goals：

1. To enable the students to have a knowledge of the short history of Western painting.

2. To improve the students’ reading ability.

Teaching important & difficult points

Enable the Ss to talk about the short history of Western painting

Teaching methods

Skimming and scanning; individual, pair or group work; discussion

Teaching aids

A computer, a tape recorder and a projector.

Teaching procedures & ways

Step I Lead-in

To lead in such a topic by mentioning the sculptures or paintings around the students, for example, sculptures on the campus, famous paintings hanging on the walls of the corridor of the school building, etc. Ask Ss to figure out their functions and the general term to call them---the works of art

Step II Warming-up

Show some famous paintings and ask : Do you know the following famous paintings and painters?

Mona Lisa Smile → Leonardo Da Vinci (Italian, 1452-1519)

Sunflowers & starry night → Vincent van Gogh (Dutch, 1853-1890)

Water Lilies → Claude Monet (French, 1840-1926)

Dream & Seated woman → Pablo Picasso (Spanish, 1881-1973)

Ask: Can you tell the ages of the paintings?

Say : Today we’ll learn about the short history of western painting.

Step III Reading

1. Comparison: Make a comparison of Western and Chinese painting and ask: Which do you think has a greater change? Why?

2. Scanning

Read Para. 1, and answer the question.

Scan Para2-5, and find the representative artists and the features of their paintings.

Names of Ages Time Artist Feature

The Middle Ages 5th to 15th century Giotto Di Bondone religious, realistic

The Renaissance 15th to 16th century Massaccio perspective, realistic

Impressionism Late 19th to early 20th century ／ detailed, ridiculous

Modern art 20th century to today ／ Controversial, abstract, realistic

3. Careful reading

Read the text carefully and find some detailed information.

The Middle Ages Features:

1. theme: religion

2. Artists were not interested in showing nature and people as…but interested in creating respect and love for God.

The Renaissance

Masaccio：the first person to use perspective in painting

1. Focused more on humans and less on religion.

2. Two developments: a. Drawing things in perspectives

b. Oil painting.

Impressionism

1. What changes led to the change in painting styles?

2. Look at these paintings, what did they paint?

3. Why did the impressionist have to paint quickly?

Modern art

Two extremes

Style A. Abstract B. Realistic

Concentrate on Certain qualities

of the object What we see with our eyes

Presentation Color, line and shape photograph

Step IV Comprehending

Ask the students to read the passage again and deal with Exercises.

Step V Homework

1. Underline the useful expressions and the time expressions in the reading passage.

2. Retell the passage with the help of the chart about the text.

The Second Period Language Study

Teaching goals:

To enable the students to learn the useful expressions.

To help the students lean how to judge the parts of speech according to the suffixes and determine their functions in the sentences.

Teaching important & difficult points:

Get the Ss to learn word formation by adding suffixes

Teaching methods:

Explanation and practice

Teaching aids:

A computer and a projector, a blackboard

Teaching procedures & ways:

Step I Revision

Check the students’ homework and let one read their work.

1. Ask Ss to speak out the time expressions they underlined as homework

2. Ask a student to retell the short history of western painting

3. Ask Ss to discuss the questions in Exercises 3 on page 3 in groups of 4.

Art is influenced by beliefs of the people, the way of life and so on.

Step II Language points

1. Painting is silent poetry, and poetry is a speaking picture.

畫是無言的詩, 詩是有聲的畫。

2. Good painting is like good cooking; it can be tasted, but not explained

好的畫猶如佳肴，可以品其美味，卻無法解釋。

3. would rather寧愿，寧可

I would rather walk than take a bus.

She would rather die than lose her child.

would rather do sth.

would rather not do sth.

would rather do sth. rather than do sth.

prefer sth. to sth.

prefer to do sth. rather than do sth.

I always prefer starting early, rather than leaving everything to the last minute.

4. 認(rèn)為，看待

Consider + n. + adj./ n. + to be/ n. + as /+that-clause/ it + adj. / + n.+ to do sth.

We consider that you are not to blame.

Do you consider it wise to interfere?

I consider you( to be )honest.

5. 比較suit, fit ,match

suit多指合乎需要、口味、性格、條件、地位等

fit多指大小、形狀合適，引申為“吻合，協(xié)調(diào)”

match多指大小、色調(diào)，形狀、性質(zhì)等方面的搭配

1) No dish suits all tastes. 沒有人人合口味的菜。

2) Try the new key and see if it fits the keyhole.

試試新配的鑰匙，看看與鎖眼是否吻合。

3) The people’s Great Hall and the Historical Museum match the Tian An Men beautifully.

人民大會(huì)堂和歷史博物館與天安門陪襯得極為優(yōu)美。

6. attempt v.試圖，企圖，嘗試

The prisoner attempted an escape / to escape.

She will attempt to beat the world record.

n. They made no attempt to escape.

比較 attempt: 表示未知結(jié)果的嘗試或失敗的嘗試

manage: 表示成功的嘗試

7.painting (油、水彩）畫drawing（素描）圖sketch草圖 portrait肖像illustration 插圖

A painting of sb A painting by sb

某人的畫 ？ 某人畫的畫？

8. abstract adj . n . V

an abstract painting 抽象畫 in the abstract 抽象地 abstract …from… 從…中提取

9.detailed adj./n. detailed information in detail 詳細(xì)地

Reading

10. belief 相信，看法

It’s my belief that he will win.

It was once a common belief that the earth is flat.

Their beliefs in God are very firm. 信仰，信條

The rumor is beyond belief. beyond belief難以置信

n---v: belief--- believe life --- live proof--- prove safe--- save thief --- thieve

11. while

Some people respect him, while others look down upon him . ( 表對(duì)比 )

12.influence v. n.

The weather in summer influences the rice crops .

He has no influence over his children .

搭配：Have an influence on /upon …對(duì)…有影響

Under the influence of … 受….的影響 ，被 …左右

Influential adj. 有影響的; 有勢(shì)力的

The Middle Ages (5th to …)

13.aim n. v. What is your aim in life ? He aimed the gun at a bird .

搭配：:achieve one’s aim達(dá)到目的 miss one’s aim未擊中目標(biāo)without aim 無目的的

14.take the place of = replace

“ please take your place , everyone ,” said John Smith .”

From now on I will take the place of Mr.George as chairman of the meeting .

15.focus vt. Vi . focus on 集中于 All eyes were focused on the speaker .

16. possession n.所有，占有;（ pl ）所有物，財(cái)產(chǎn)personal possessions

Compare:

in possession of (主動(dòng)） / in the possession of （被動(dòng)）

v. possess n . possessor

17.convince vt 使確信，使信服

I managed to convince them that the story was true.

搭配：convince sb of sth = convince sb that … 使… 相信

be convinced of sth = be convinced that …相信…

Translation :

我怎樣才能讓你相信她的誠實(shí)呢？How can I convince you of her honesty?

她說的話使我認(rèn)識(shí)的我錯(cuò)了。What she said convinced me that I was mistaken .

Impressionism (late 19th to…)

18. 修飾不可數(shù)名詞：a great /good deal of / a great amount of

修飾可數(shù)名詞: a large /great number of ;large/great numbers of ;a great /good many

dozens of / scores of

修飾不可數(shù)名詞或不可數(shù)名詞: a lot of / lots of ; a large quantity of /large quantities of

plenty of

19.mostly adv . ( =mainly , largely )大部分的，主要的

They are mostly students.

most pron . adj . adv

This is the most I can do for you.

Peter made the most mistakes of all the class.

What interested you most? ( 最)

Most students say that it is a most interesting book, but it isn’t the most interesting they have read , and that they read such books mostly on weekends.

20.lead to

The heavy rain leads to serious floods.

Lead to / lie in

Hard work leads to success and failure often lies in laziness. (result in / result from)

21. shadow n.

The willow’s shadow falls on the lake .

shadow （陰影、影子---指一個(gè)平面）

shade （樹陰、陰影---指一個(gè)立體空間）

Stay in the shade ------it’s cooler . (陰涼處)

The shadows of the trees grew longer as the afternoon went on.

隨著下午時(shí)光的延續(xù)，樹影會(huì)越來越長(zhǎng)。

Step III Suffixation

Let Ss learn some uses of suffixes

Ask Ss what suffix is ( A suffix is a particle, which is added to the end of a root.

Suffixes usually do not change the meaning of the root, but can change its part of speech. For example: lead (v.)---leadership (n.); ill(adj.)---illness(n.) But sometime, some suffixes add new meaning to the newly formed words. For example: meaning---meaningless; think--- thinker

1. Suffixes used as a noun signifier

Verb Adjective Suffix Noun

read -er reader

act -or actor

train -ee trainee

build -ing building

attend -ance attendance

punish -ment punishment

invent -tion invention

sick -ness sickness

special -ist specialist

true -th truth

2. Suffixes used as an adjective signifier

Noun Verb Suffix Adjective

wind -y windy

adventure -ous adventurous

hope -ful hopeful

hero -ic,(-ical) heroic

nation -al national

care -less careless

trouble -some troublesome

depend -ent/-ant dependent

comfort -able/-ible comfortable

act/imagine -ive/-tive -ative/-itive active

imaginative

second -ary secondary

change -able changeable

annoy -ing annoying

excite -ed excited

3. Suffixes used as an adjective signifier

Adjective Noun Suffix Verb

broad fright -en broaden, frighten

simple -fy simplify

modern -ize(-ise) modernize

Step IV Practice

Get the Ss to review the uses of verbs, nouns and adjectives.

Parts of Speech Nouns Verb Adjective

Subject ☆

Object ☆

Predicate ☆

Predicative ☆ ☆ ☆

Objective Complement ☆ ☆

Attribute ☆

Then practice Exercises 2, 3 &4 on page 42.

Step V Homework

Prepare to learn the grammar of the subjunctive mood.

Period 3 Grammar

Teaching aims

1. To enable the students to use the Subjunctive mood correctly in different situations.

Teaching important and difficult points

To enable the students to use the correct form o f of the subjunctive mood.

Teaching methods

Summarizing, comparative method; practicing activities

Teaching procedures:

Step I Presentation

At first, give the students an example to present what the subjunctive mood is and in what situation we should use the subjunctive mood. Then, show them the sentence structure of the subjunctive mood.

Ask Ss to listen to the following example:

Suppose I’m a basketball fan. Yao Ming is coming here to play a basketball game this evening. But unfortunately, I haven’t’ got a ticket for it. I feel sorry about that and what should I say in this situation? I will say: I wish I watched the basketball game. / If I had got a ticket, I would go to watch the basketball game. Have you ever heard such kind of sentences?

They use subjunctive mood. The subjunctive mood is used when we want to express a wish, request, recommendation or report of a command. Also the subjunctive mood is used to express something that is contrary to the fact, highly unlikely or doubtful.

We can use the following tow sentence structures to express our regretting.

Ⅰ.“If” clause---, main clause

Time Verb Main Clause

Now were/ did would/could/should/might +V（原）

Past had done would/could/should/might+have+p.p.

Futrue were /did would/could/should/might +V（原）

were to do

should do

Ⅱ.虛擬語氣特殊句型

1. Subject +wish+ Object Clause

Time Verb Objective clause

now wish would do / could do / were /did

past wished had been / done

future wish would do/ could do / were / did

2. would rather (that) 現(xiàn)在：過去時(shí)

過去：過去完成時(shí)

將來：過去時(shí)

3. as if /though + Clause 虛擬 從句動(dòng)作與主句動(dòng)作同時(shí)發(fā)生用過去時(shí)

從句動(dòng)作先于主句動(dòng)作發(fā)生用過去完成時(shí)

4.It’s (about/high) time +(that)…過去時(shí) /should +V. (Should不可省略)

5.表示要求，命令，建議的虛擬語氣 賓語從句。常見動(dòng)詞： 一個(gè)堅(jiān)持，兩個(gè)命令，三個(gè)建議，四個(gè)要求。即:1. insist 2. order, command 3. advise, suggest, propose 4. demand , require, request, desire 這些動(dòng)詞后面的賓語從句要使用虛擬語氣。即從句中的動(dòng)詞 使用should + 動(dòng)詞原形，或者將should省略。

6.without和but for 構(gòu)成虛擬. but for(要不是)

7. If only …要是就好了

If only I knew his name!

If only we had followed your advice!

If only I could see him again!

8. It’s necessary /strange/ natural/ important + that-Clause 從句中的動(dòng)詞要用虛擬，即（should）+動(dòng)詞原形

9. 某些簡(jiǎn)單句的固定句型：

Heaven help him!

God bless you!

May you succeed!

Long live the People’s Republic of China!

三： 虛擬語氣假設(shè)條件句型注意點(diǎn)：

假設(shè)條件從句謂語動(dòng)詞發(fā)生的時(shí)間與主句所假設(shè)的謂語動(dòng)詞不一致，這種條件句叫做混合條件句。主句和從句的謂語動(dòng)詞要依照假設(shè)的時(shí)間而定。(“各歸各” 的原則）

If the weather had been finer, the crops would be growing better.

If you had followed the teacher’s advice, you wouldn’t be in the hospital.

2. 虛擬條件句倒裝。 條件從句中有should， were， had三個(gè)助動(dòng)詞可以把if省略，并將這三個(gè)詞提至句首。

Step II Practice

Exercises for the Subjunctive mood.

Step III Consolidation

Ask the Ss to do Exercise 1 & 2 in Discovering useful structures on page 4 and Exercises 1-4 on page 43.Then check the answers.

Step Ⅵ4 Homework

Prepare for the Listening and Talking on page 41.

The Fifth Period Using Language

Teaching goals:

1. To read about the best of Manhattan’s art galleries and develop the students’ interest in art.

2. To help the students improve listening skills.

3. To enable the students to talk about art galleries and write a letter giving suggestions.

Teaching procedures:

Step I Lead-in

Show pictures of some famous art galleries around the world: Chinese Art Gallery, The Frick Collection, Guggenheim Museum, Metropolitan Museum Of Art, British Museum, Louvre Museum in France and so on.

Step II Reading

1. Fast reading:

Ask Ss to read the passage about art galleries on page 5, and answer the question: How many galleries mentioned in this text? What are they? What can you see there?

2. Careful reading:

Detailed reading to check Exercises 1& 2 below

After that, ask the Ss to listen to the recording and answer the questions in Part 3.

Play the tape for the students to follow and after that, check the answers.

1. Post-reading

Answer the following questions:

1. What do you think the purpose of this text is?

To give people information about various art galleries in New York and to show them where they are.

2. Who do you think the text was written for?

Tourists, art gallery visitors.

3. Where might you see such a text?

Possibly in guide book.

Step III Discussing and listening (P7)

ⅰ.Suppose you were staying in a hotel in Manhattan with Gao Yan, Susan and John. Now if you have a chance to visit art galleries, which galleries do you prefer? Why?

Ask the students to tell the group members which galleries introduced they prefer in groups of 4.

ⅱ.Ask the Ss to do some listening practice on page7

At first, ask them to listen to the tape for the first time and number the galleries.

Next, listen again and answer the questions.

At last, check the answers with the whole class.

Step IV Writing

First, ask the Ss to discuss the questions in Exercise 1 on page 8 in groups of 4, giving their own suggestions and reasons and then write a letter to give their opinions.

StepⅥ Homework:

1. Finish the writing task.

2. Prepare for the Reading task on page 45.