高二年級(jí)英語(yǔ)備課組集體教案
Module 6
Unit 1 Art
組 長(zhǎng) 李新釗
組 員 師朝關(guān) 余繼光 張雪芹 張彩鳳
王 晶 李 森 陳 茜
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． Writer a letter to give suggestion
II. 目標(biāo)語(yǔ)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(yǔ)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.
III. 教材分析。
本單元以ART 為主題，主要介紹了西方繪畫(huà)簡(jiǎn)視，描寫(xiě)了曼哈頓最好的藝術(shù)長(zhǎng)廊。幫助學(xué)生了解更多的有關(guān)美術(shù)的背景知識(shí)，分析中西藝術(shù)史上各大流派的特點(diǎn)，指出其代表性的畫(huà)家和作品，并對(duì)中西方的繪畫(huà)藝術(shù)進(jìn)行比較。
1． Warming up 部分要求學(xué)生運(yùn)用相關(guān)目標(biāo)語(yǔ)言對(duì)自己喜歡的藝術(shù)形式和流派展開(kāi)討論，并說(shuō)明喜歡的原因。
2． Pre-reading 讓學(xué)生有關(guān)畫(huà)展或書(shū)中的藝術(shù)作品以及西方不同時(shí)期的著名畫(huà)家。
3． Reading 介紹了西方繪畫(huà)監(jiān)視，不同的藝術(shù)流派，藝術(shù)特點(diǎn)及其代表性的畫(huà)家和作品。
4． Comprehending要求學(xué)生在理解課文的基礎(chǔ)上，寫(xiě)出三件有關(guān)西方藝術(shù)史的事并西方藝術(shù)分割變化大的原因。
5． Using language 是由reading, listening, discussing and writing 四部分組成，要求學(xué)生在了解藝術(shù)長(zhǎng)廊相關(guān)知識(shí)的基礎(chǔ)上，為當(dāng)?shù)嘏e辦的一場(chǎng)畫(huà)展提出合理化的建議。
IV．課型設(shè)計(jì)與課時(shí)安排
1st period reading
2nd period language point
3rd period grammar
4th period listening and talking
5th period using language
6th period speaking and writing
Period 1 Welcome to the Unit
Word study, Warming up & Pre-reading
Teaching aims
1 .Knowledge Aims
1) Learn something about some famous scientists in the world.
2) Know about the outstanding discoveries, inventions and theories from some well-known scientists.
3) Try to understand and learn the important words and expressions.
2. Ability Aims
1) Develop the students’ ability of speaking.
2) Encourage the students to give more information about the great scientists.
3. Emotional Aims
1) Encourage the students to learn more about the great scientists and learn from them.
2) Help the students to form the good habit in learning and encourage the students to take part in social practice.
3) Help the students to realize that it is scientific spirit that makes those scientists successful.
4) Encourage the students to develop their love.
Teaching Important Points
1 .Have the students discuss great scientist.
2. Understand and learn the new word and expressions.
Teaching difficulties
1. What can we learn from the scientists?
2. What should we do in our daily life to develop our interest and love for science?
Teaching Aids
CAI equipment with a Multi-media classroom and other normal teaching tools.
Teaching Procedure
StepⅠ Greeting
Greet the whole class.
StepⅡ Learning Goals
Get Ss to go through the summing up form on Page 8 in order to have a general idea of the learning goals of Unit 1
StepⅢ Word Study
1. Read the new words aloud, and pay attention to the pronunciation
2. Use the correct form of the words in this unit to fill in the chart.
n. v. adj.
abstract/abstraction
believe
value
religion
possess
convince
exhibit
reality
aim
civilize/se
attempt
symbolic
prediction
consequently
aggressiveness
3. Match some new words in column A with the correct English meanings in Column B.
A B
a. abstract 1. accurate
b .existence 2. state or fact of existing
c. detailed 3. being in thought but having a physical or practical existence
d. religious 4. lifelike, true to life
e .traditional 5. classical, of old beliefs
f. realistic 6. sincere to believe in a god or gods
StepⅣ Brainstorm
StepⅤ Pre-Reading
1. Show some paintings to students to put forward the topic ---paintings
2. Let students discuss some familiar Chinese painters and their paintings and a famous painting of Leonardo da Vinci.
StepⅥ Summary
StepⅦ Homework
Afterthoughts
Period 2 Reading
Teaching aims
1 .Knowledge Aims
Have a good understanding of the text by doing the exercises.
2. Ability Aims
1). Grasp some reading skills.
2). Develop the ability to describe some famous scientists.
3. Emotional Aims
Encourage the students to work hard at their lessons in order to devote themselves to science.
Teaching Important Points
1. Have a good understanding of the text by doing the exercises.
2. Get the students to learn different reading skills, especially gist reading and comprehending beyond lines.
Teaching Difficulties
1. Know the meanings between lines and beyond lines.
2. Learn different reading skills for different reading purposes.
Teaching Aids
CAI equipment with a mult-media classroom and other normal teaching tools.
Teaching Procedure
StepⅠ Greeting & Revision
Check the homework.
StepⅡ Lead in
StepⅢ Fast Reading：
Read the passage as quickly as you can to find out the answers to the questions on the screen
1. What were the artists interested in from 5th to 15th century AD?
Creating _respect_ and _love_ for God.
2. How did Masaccio paint his paintings?
He drew things in perspective_, which makes pictures very _realistic.
3. Why did the impressionists have to paint quickly?
Because the natural light _changes_ quickly, they had to _paint_ quickly.
StepⅣ Careful reading:
Deal with exe.2 on page 3
True or False
1. Western art has changed very little over the last seventeen centuries. F
2. Painters in the Middle Ages painted mainly religious subjects. T
3. Paintings in the Middle Ages were very realistic. F
4. Renaissance painters tried to paint things in a realistic way. T
5. Two important discoveries in the Renaissance period were oil paints and drawing in perspective. T
6. Impressionists painted their pictures mainly indoors. F
7. At first people did not like the impressionists’ paintings. T
8. Modern art began with the impressionists. T
StepⅤ Discussion
Go through the passage and analyze the characters of each period.
Ages Time Artist Feature
Middle Ages 5th to 15th century AD Giotto Religious, realistic
Renaissance 15th to 16th century AD Masaccio perspective, realistic
Impressionism Late 19th to early 20th not mentioned Not detailed, ridiculous
Modern 20th century to today not mentioned controversial, abstract, realistic
StepⅥ. Summary
The style of Western art has changed ____ _____ , while Chinese art has changed___ ____. Art is_________ by the way of ____and_______.
During the Middle Ages, the main_____ of painters was to ______ _______themes. Artists were _________ ____ creating _______and _____for God.
In the Renaissance, people became_______ more on _______and less on_______. Artists tried to paint _____ and _______ ____they really______.
Masaccio used___________ in his paintings which made people________ they were _______ _______a hole in the wall ____ a real scene.
In the late 19th century, Europe changed __________from a mostly_________ society to a mostly_________ one. The ___________were the first to paint_______. They had to paint ______and their paintings were not ___ _____ ___ ______of earlier painters.
Today people accept ___________ ________as the ________ of_______ ____. Some modern art is _______while some is________.
StepⅦ. Homework
1. Underline the time expressions in the reading passage.
2. Retell the passage with the help of the chart about the text.
3. Disscuss the questions in Ex 3 on page 3.
Afterthoughts
Period 3&4 Language Points
Teaching aims
1 .Knowledge Aims
To learn the useful expressions and sentence structures in Warming up and Reading.
2. Ability Aims
To enable the students to use these language points both orally and in the written form.
3. Emotional Aims
Develop the students’ sense of loving English.
Teaching Important Points
1) Learn the useful expressions and sentence structures.
2) The usage of “suggest & in addition”
Teaching Difficulties
How to let the students learn to use these phrases and sentence structures in written and oral English
Teaching Aids
CAI equipment with a mult-media classroom and other normal teaching tools.
Teaching Procedure
StepⅠ Greeting & Revision
Check the homework.
Step II. Expressions & phrases
StepⅣ. Language Points
1. Art is influenced by the way of life and beliefs of the people. 藝術(shù)受人們生活方式和信仰的影響。
He is interested in the beliefs of the Christian Church.
He has lost his belief in god.
The story of his miseries is beyond belief.
1我們有相同的政治信仰。
We share the same ______ _________
2我非常信任醫(yī)生。
I have_______ _______ in doctors.
2. Consequently, this text will describe only a few of the main styles. 因此，本文僅介紹其中主要的幾種風(fēng)格。
The bank refused to help the company; consequently, it went bankrupt.
She overslept and, consequently, she was late.
consequently adv. =as a result ,therefore
adj. consequent
It rained that day and___ the baseball game was called off.
(however, still, consequently, so)
A. As a result of her mother’s illness, she left school.
B. Her mother became ill; ______________ she left school.
3. During the Middle Ages, the main aim of the painters was to represent religious themes.中世紀(jì)，畫(huà)家們的主要目的是表達(dá)宗教主題。
aim
take aim at 瞄準(zhǔn)
Ex.
1這些措施旨在削減政府的開(kāi)支。
These measures are ______ _______ government costs.
2他沒(méi)有瞄準(zhǔn)就開(kāi)槍。
He fired _______ _________.
3他的人生沒(méi)有目標(biāo)。
He has________ ___________ in life。
4. In the Renaissance, new ideas and values took the place of those that were held in the Middle Ages.文藝復(fù)興時(shí)期，新的觀點(diǎn)和價(jià)值觀取代了中世紀(jì)人們堅(jiān)持的觀點(diǎn)和價(jià)值觀。
value n .價(jià)值
v.重視，估價(jià)
價(jià)值觀pl. values to be of value 有價(jià)值
1他的意見(jiàn)沒(méi)有價(jià)值。
His opinions are_____________________
2她重視你的忠告。
She ___________________________
3那幅畫(huà)被估計(jì)為一萬(wàn)美元。
The painting was ____________________ $ 10 000.
5. People became focused more on humans and less on religion.人們變得多關(guān)心人，少關(guān)心宗教。
Focus your attention on your work.
focus on sth. focus sth on sth.
focus on 集中精力，注意力 =concentrate on
focus on無(wú)賓語(yǔ)時(shí)，focus on
Ex.
We must focus on this question.
We must _________________ this question.
他的目光集中在她身上。
His eyes __________________ her.
focus on 聚焦于，使…成為興趣的焦點(diǎn)
我要把鏡頭對(duì)準(zhǔn)那兒的一群重要人物。
所有的目光都集中到他的身上。
6. They paid famous artists to paint pictures of themselves, their houses and other possessions.他們雇請(qǐng)著名藝術(shù)家來(lái)畫(huà)他們，及他們的住宅和其他的財(cái)產(chǎn)。
possession n.
1私有財(cái)產(chǎn) [c]
2占有，擁有 [u]
sb be in possession of sth. 某人擁有某物
sth be in the possession of sth.. 為某人擁有
When her father died, she came into possession of a large fortune.
The people had to gather up their few possessions and escape to the hills.
1那幢房子為我所有。
The house is_____________________________
2他已經(jīng)失去全部財(cái)產(chǎn)。
He has lost______________________________.
7. When people first saw his paintings, they were convinced they were looking through a hole in a wall at a real scene. 人們初次看到他的作品，認(rèn)為是通過(guò)在墻上的一個(gè)小孔看到了真實(shí)的場(chǎng)景。
他使我確信他的真誠(chéng)。
He convinced me of his sincerity.
你的錯(cuò)誤使我確信你沒(méi)有學(xué)習(xí)功課。
Your mistakes convinced me that you hadn’t study your lesson.
convince vt. 使確信
convince sb. of sth convince sb. that
be convinced of sth be convinced that
1我們說(shuō)服她搭火車去。
We__________ her_____________ by train.
2她試圖使我們相信她的清白。
She tried to ______________her innocence.
8. attempt vt. =try
attempt to do/doing=try to do /doing
attempt n.
Step V. Practice
.
Step VI Homework Assignment
.
Afterthoughts
Period 5 Grammar
Teaching Aims
1 .Knowledge Aim
Help the students to use the subjunctive mood correctly in different situations.
2. Ability Aim
To learn the subjunctive mood freely and properly in speaking and writing.
3. Emotional Aims
1) Encourage the students learn more about the grammar.
2) Help the students to form the good habit in learning.
3) Encourage the students to do more exercise consolidate the knowledge.
Teaching Important Point
Enable the students to use the correct form o f of the subjunctive mood
Teaching Difficult Point
To know the differences between the attributive and the predicative.
Teaching Methods:
Summarizing, comparative method; practicing activities
Teaching Aids
Multi-media classroom and other normal teaching tools
Teaching Procedure
StepⅠ Greeting
Greet the whole class.
StepⅡ Dictation
StepⅢ Homework checking
StepⅣ Grammar
虛擬語(yǔ)氣(Subjunctive Mood)這一語(yǔ)法項(xiàng)目是各類英語(yǔ)考試中心測(cè)試的重點(diǎn)之一。虛擬語(yǔ)氣是一種特殊的動(dòng)詞形式，用來(lái)表示說(shuō)話人所說(shuō)的話并不是事實(shí)，而是一種假設(shè)、愿望、懷疑或推測(cè)。判斷是真實(shí)條件句還是非真實(shí)條件句。只有在非真實(shí)條件句中才使用虛擬語(yǔ)氣。通過(guò)句子意思，看假設(shè)的條件是否能夠?qū)崿F(xiàn)，能夠?qū)崿F(xiàn)是真實(shí)條件句，不能使用虛擬語(yǔ)氣；假設(shè)的條件不能實(shí)現(xiàn)則是非真實(shí)條件句，要用虛擬語(yǔ)氣.判斷這個(gè)假設(shè)是與哪個(gè)事實(shí)相反。通常有三種情況：①與過(guò)去事實(shí)相反。②與現(xiàn)在事實(shí)相反。③與將來(lái)事實(shí)可能相反
I:虛擬條件句:
1. 虛擬現(xiàn)在時(shí)表示與現(xiàn)在事實(shí)相反的假設(shè)，其if 從句的謂語(yǔ)形式用動(dòng)詞的過(guò)去式(be 一般用were)，主句用would/ should/ could/ might +動(dòng)詞原形。
If places were a like, there would be little need for geographers.如果各個(gè)地方都一樣，就不需要地理學(xué)家了。
2. 虛擬過(guò)去時(shí)是表示與過(guò)去事實(shí)相反的假設(shè)，if 從句的謂語(yǔ)形式用過(guò)去完成時(shí)即had＋過(guò)去分詞，主句用would / should / could / might + have +過(guò)去分詞。
If he had known your address yesterday,he would have telephoned you.
3. 虛擬將來(lái)時(shí)是表示對(duì)將來(lái)實(shí)現(xiàn)的可能性很小的或不確定的假設(shè)。If從句的謂語(yǔ)形式用一般過(guò)去式或用were to / should +動(dòng)詞原形，主句用would / should/could/ might +動(dòng)詞原形。
If he were to leave today, he would get there by Friday
4. 省略if 采用倒裝語(yǔ)序的條件句。有時(shí)可以把含有助動(dòng)詞、情態(tài)動(dòng)詞、be或have的虛擬條件句中的連詞if省去，而將had , should, were 等詞提到主語(yǔ)之前，即用倒裝結(jié)構(gòu)。
Had he worked harder, he would have got through the exams.
Were he to leave today, he would get there by Friday.
Were I in your place, I wouldn’t do that.
5混合虛擬語(yǔ)氣
有時(shí)主句和從句的謂語(yǔ)動(dòng)詞指不同的時(shí)間，這時(shí)需要用混合虛擬語(yǔ)氣。一般來(lái)說(shuō)，在這種情況下，主從句謂語(yǔ)動(dòng)詞指代的時(shí)間不同，所以我們又可以錯(cuò)綜時(shí)間條件句，在這種虛擬情況，動(dòng)詞形式應(yīng)根據(jù)實(shí)際情況靈活使用，在做這些題目時(shí)候尤其要注意每道題目的提示語(yǔ)：時(shí)間狀語(yǔ)。絕大多數(shù)情況下，從句或者主句都有相關(guān)的時(shí)間狀語(yǔ)，這是我解題的關(guān)鍵。
If you _____ that late movie last night, you wouldn’t be so sleepy.
A. haven’t watched B. didn’t watch
C. hadn’t watched D. wouldn’t have watched 答案選C。
Had Paul received six more votes in the last election, he would be our chairman now.
混合虛擬語(yǔ)氣還有一種情況就是事實(shí)和虛擬假設(shè)的混合句，這樣的句子不僅僅是時(shí)間的不同，而重要是事實(shí)和假設(shè)的混合。
I would have gone to visit him in the hospital had it been at all possible, but I was fully occupied the whole of last week.
該句前半部分是假設(shè)虛擬，而后半部分是事實(shí)的陳述。
Your math instructor would have been happy to give you a make-up examination had you gone and explained that your parents were ill at the time.
該句前半句用的是假設(shè)虛擬，后半句主句也用的是假設(shè)虛擬（如果你去并且解釋的話），但是后半句的從句用的是事實(shí)語(yǔ)氣，因?yàn)椤案改覆×恕笔强陀^事實(shí)，故不需要用虛擬形式had been。
6. 含蓄虛擬條件句
含蓄條件句是指句中沒(méi)有明顯的虛擬條件句，而是利用其他手段來(lái)暗示存在虛擬條件。但是這類隱含式虛擬條件句往往都可以轉(zhuǎn)化為if引導(dǎo)的條件句。常來(lái)表示含蓄虛擬條件的手段有：
（1）介詞或介詞短語(yǔ)，如but for, but that, without, in case of, under more favorable condition等。
Without the leadership of the party, we could not be living a happy today.=If there hadn’t been the leadership of the party, we could not be living a happy today.
A. In spite of B. But for C. Because of D. As for 答案選B。
(2)連詞，如：so that, unless, in case, supposing, lest, provided(倘若……)，for fear that(唯恐)，in order that, on condition that, if only(要是……就好了)等。
She listened carefully in order that she might discover exactly what he wanted. =if she listened carefully, she might discover exactly what he wanted.
If only I had more money, I could buy a car.
(注：lest, for fear that 和 in case 引起的從句中謂語(yǔ)動(dòng)詞多用should+動(dòng)詞原形，但可以不用虛擬語(yǔ)氣，而用動(dòng)詞的陳述語(yǔ)氣形式。)例如：
The foreign teacher spoke slowly in case we misunderstood him. 這位外籍教師說(shuō)得很慢以免我們聽(tīng)不懂。
Care must be taken in using this method lest overflow should occur.在使用此法時(shí)要小心謹(jǐn)慎，以免會(huì)發(fā)生溢流現(xiàn)象。
II: wish 后的 that 從句中:
1. 表示現(xiàn)在或?qū)?lái)的愿望,從句中過(guò)去式.
I wish I knew his address.
I wish I were young.
2. 表示過(guò)去沒(méi)有實(shí)現(xiàn)或不可能實(shí)現(xiàn)的愿望, 從句用過(guò)去完成式或would, could, might + have + 過(guò)去分詞.
I wish you had written to him.
I wish I could have slept longer this morning, but I had to get up and come to class.
3. 如果將wish改成wished, 其后that 從句中的動(dòng)詞形式不變.
4. 如果that 從句中用would , 一般表示 對(duì)現(xiàn)狀不滿或希望未來(lái)有所改變或請(qǐng)求
I wish he would answer my letter.
I wish prices would come down.
I wish you would help me.
I wish you would stop asking silly questions.
StepⅤ Exercises
Ex.1----4 in using structures on page 43.Then check the answers.
Prepare for the Listening and Talking on page 41.
StepⅥ Homework
Prepare for the Listening and Talking on page 41
Afterthoughts
Period 6 Exercises
Teaching aims
Encourage the students learn more about the grammar.
Help the students to form the good habit in learning.
Encourage the students to do more exercise consolidate the knowledge.
Teaching Important Point
To learn about the past participle used as the attributive and the predicative
Teaching difficulty
To know the differences between the attributive and the predicative
Teaching Aids
Multi-media classroom and other normal teaching tools
Teaching Procedure
StepⅠ Greeting
Greet the whole class as usual.
StepⅡ Reviewing Grammar: The Past Participle
T: In this unit, we have learned a lot about the past participle. Now let’s do some exercises about this grammar.
虛擬語(yǔ)氣專練
1.--Did you submit(遞交）your application for a Master’s degree(碩士學(xué)位）？
--Not yet. If I_____ to see my father, I would have.”
A. didn’t go B. haven’t gone C. wouldn’t have gone D. hadn’t gone
2.--Why didn’t Tom give you one of his paintings?
--I didn’t want one, but he would have given me one if I ____.
A. Do B. would C. will D. had
3.--Do you think the thief entered through the garage door?
--No, if he had, I don’t believe _____broken the living room window.
A. would he have B. he had C. he would have D. he has
4._______I’d have told you.
A. If I would have known it B. If I had have known it
C. Had I know it D. Should I know it
5. I ____come yesterday, but I couldn’t.
A. was to have B. must C. ought D. have to
6.--It is raining, and I have no umbrella.
--Here’s mine, and I insist ____it.
A. you to take B. that you take C. that you taking D. you taking
7. The professor gave orders that the test ____before 5:30.
A. be finished B. will finish C .will be finished D. shall finish
8. I must go there earlier. John has suggested that I _____an hour before the discussion begins.
A. go B. shall go C. will go D. would go
9. I didn’t go to the party, but I do wish I ____there.
A. was B. were C. had been D. went
10. She speaks as if she ____on the spot.
A. was B. were C. had been D. is
11. If I ______ten years younger, I _____ very happy.
A. were, would be B. am, shall be C. were, shall be D. am, would be
12.-- You can ask your brother for help.
-- He is not at home. If he ____, I _____.
A. is, would B. were, would C. is, will D. were, will
13. If you ____the doctors advice, you would have already recovered.
A. follow B. followed C. would follow D. had followed
14. If he had not missed the train, he _____by then.
A. might get B. might have got C. got D. had got
15. What would you have done last night, if you _____to write your homework.
A. hadn’t B. haven’t had C. didn’t have D. hadn’t had
16. -- Did you catch the plane?
--No. if I had hurried, I ______.
A. would B. would have C. could D. did
17. Why didn’t you tell him the truth? If I _____you, I would have.
A. were B. had been C. am D. would be
18.--How do you like the party?
--Wonderful. If you had come with us, you ____a good time.
A. had B. had had C. would have D. would have had
19. If I _____out of my ink, I would have finished writing the paper.
A. didn’t run B. shouldn’t run C. haven’t run D. hadn’t run
20. If you _____early tomorrow morning, you would be there by noon.
A. have started B. were started C. were to start D. had started
21.--Did you hand in your application for a league member?
--Not yet. If I _____to see my father, I would have.
A. didn’t go B. haven’t gone C. wouldn’t have gone D. hadn’t gone
22.--Why didn’t Tom give you one of his paintings?
--I didn’t want one, but he would have given me one if I _____.
A. do B. would C. will D. had
23.--Do you think the thief entered through the garage door?
--No, if he had, I don’t believe ____broken the living room window.
A. would he have B. he had C. he would have D. he has
24.______I’d have told you.
A. If I would have known it B. If I had have known it
C. Had I known it D. should I know it
25. I ____come yesterday, but I couldn’t.
A. was to have B. must C. ought D. have to
Keys: 1-5 DDCCA 6-10 BAACB 11-15 ABDBD
16-20 BBDDC 21-25 DDCCA
StepⅢ Homework
Master the grammar
Preview Listening & speaking.
Afterthoughts
Period 7 Listening
Teaching aims
1 .Knowledge Aims
1).Let the Ss know about some scientists and their life and conditions.
2).Get the Ss to learn to learn how to talk about scientific wok and how to describe a person..
2. Ability Aims
1).Train the Ss’ speaking ability by describing, talking and discussing.
2).Train the Ss’ listening ability.
3. Emotional Aims
Encourage the students to learn from scientists to show interest in scientific exploration and research.
Teaching Important Points
1. Train the Ss’ speaking ability by describing, talking and discussing.
2. Help the students to improve their listening ability.
Teaching Difficulties
Train the Ss’ listening ability.
Teaching Aids
CAI equipment with a mult-media classroom and other normal teaching tools.
Teaching Procedure
StepⅠ Greeting & Revision
StepⅡListening
Listen and answer the questions in Exercise1&2
Answers2: 1John.2Susan. 3He wants to see the exhibition of Chinese art.4Small galleries. 5It is big, crowded and too expensive.6Modern art. 7The Frick collection and the Metropolitan Museum on Friday and the Whitney and the Guggenheim on Saturday.
StepⅢ Discussion
So far, we have learned some knowledge about the art. Let's talk about how to express likes and preferences. Let's see some sentence structures. Discuss the questions on page 41
Look at some sentences structures:
I ’d prefer…
I ’d rather…
I’d like…
Which would you prefer…?
I really prefer…
Would you rather…?
Would you like…or
Sample dialogue 1
S1: Who are your favorite Chinese artists?
S2: I’d prefer the Chinese famous painter Qi Baishi, who is a master of traditional Chinese realistic paintings. He is good at combining two kinds of techniques: traditional Chinese realistic painting and freehand brushwork in traditional Chinese painting.
S1: Would you like any western artists?
S2: Yes, of course. I prefer the Italian artist Giotto di Bondone. He is well-known for his rediscovery of the third dimension
Sample dialogue 2
S1: Which style would you prefer, two –dimensional or three-dimensional?
S2: I prefer two-dimensional style. My favorite art style is photography. My ideal is to be a photographer. Images and information can be presented to thrill and inspire people.
S1: I’d rather like three dimensional style. I like pottery very much
Sample dialogue 3
S1: There are many kinds of folk arts in China, such as paper cutting ,kites, jade and other stone carvings, etc. what kind of Chinese art do you like best?
S2: I enjoy paper cutting very much. The crafts use simple materials.
S3: I’d rather like clay figures. Chinese folk artists use simple and cheap materials to make small and delicate handicraft. Clay figurine making is a unique folk handicraft of China.
Task 2:
Do some listening practice on page 44.Keys
1 What about visiting some art galleries?
3There’s even a section on Chinese art .I’d like to see that.
4 Well, the Frick Collection is quite small, and it has a beautiful garden.
5 Oh no. It’s too big and crowded.
6 Modern art! Do we have to ?I’m not very fond of that stuff. A monkey could have painted better pictures than some of those paintings.
7 Metropolitan stays open until 8:45 on Friday evenings.
7 ...They ‘re quite close together. The Guggenheim stays open till late on Saturdays...
2 Listen again and then answer the questions.
P41
3 book 1vase
4wall hanging 2paints and brushes
P41 2
1Xiao Wei. 2It was too expensive.
3Mrs Hang would probably have known What to get Mr Wang.
4At first he liked the book but later he thought the wall hanging would be the best.
5I think they will probably get the wall hanging because the others seem to respect Wang Pei’s opinion. Also, they know Mr Hang likes that type of Wall Hanging.
P44 Listening task
1 discuss :In what period do you think they were?
2Listen to the tape: Number the artworks 1---6 to show the order in which Zhang Lin talks about them.
3 5 2
6 1 4
Learn new words pottery陶器
Buddhism 佛教 Architecture 建筑
Brush strokes 繪畫(huà)的技巧 Typical 典型的 Technique 技巧，手法
Answer key for Ex.2
15000-3000BC 2First century AD Tang Dynasty 4Yuan Dynasty 5 20th century
6 20th century
Key for Ex 4
1. Painted pottery.
2. Religious theme, organized system of drawing focused on the use of brush strokes.
3. The traditional style that is practised even today was well developed .Pictures of human figures, animals and everyday life were popular during the Tang Dynasty.
4. Pictures of human figures and still life became popular. Scenery did not look realistic with a particular part of the scenery enlarged/focused on.
5& 6
Painters have become influenced by Western art, both abstract and realistic art painted.
StepⅣSummary and homework
Afterthoughts
Period 8 Reading
Teaching aims
1 .Knowledge Aims
Get the students to know about The Best Of Manhattan’s Art Galleries.
2. Ability Aims
1). Master the skill of gist reading.
2). Develop the students’ reading ability, such as skimming and scanning.
3). Improve the students’ writing ability.
3. Emotional Aims
Arouse the students’ interest in science and devotion to science.
Teaching Important Points
1. Help the students know about Copernicus and his theory.
2. Develop the students’ reading ability.
3. Improve the students’ writing ability.
Teaching Difficulties
Develop the students’ reading ability.
Teaching Aids
CAI equipment with a mult-media classroom and other normal teaching tools.
Teaching Procedure
StepⅠ Greeting & Revision
StepⅡWarming up
Talk some background of the best of Manhattan’s art galleries.
StepⅢ Fast Reading
Read the passage quickly and match the number on the map with the names of the museum.
Number on map Museum
Metropolitan Museum of Art
Whitney Museum of American Art
The Frick Collection
Museum of Modern Art
Guggenheim Museum
Step IV Detailed Reading
Complete the chart with the information from the reading passage.
Name Address Type of Art
Which centuries? What countries?
Whitney Museum of American Art 945 Madison Avenue (near 75th St.)
Museum of Modern Art
Metropolitan Museum of Art
Guggenheim Museum
The Frick Museum
Step V Homework
Afterthoughts
Period 9 Speaking & Writing
Teaching Aims:
Help and Enable the students learn how to talk about environment.
Help the students learn how to write a letter asking for permission.
Difficulty and importance
Teach the students learn how to write a letter asking for permission
Teaching methods:
Fast reading; careful reading; discussion
Teaching aids
A computer a projector, and a recorder
Teaching Procedures & ways
StepⅠ Reading Task
Here is a letter on page 45 from a group of students who would like to make their school more attractive.
Fast reading
1. Why do they become worried?
2. What do they hope the headmaster to do for their project?
Careful reading: suppose you were the president of the high school council and you received the letter. Prepare to make notes for a report about the letter, filling the blanks on page 46
Some tips about how to make notes
Just write down some key words
Use words or phrases
Omit the small words like prepositions
Letter from____________________________
Asking for______________ and____________
Reason ______________________________
Their plan: 1___________________________
2___________________________
3___________________________
Work will be done by :___________________
StepⅡ Speaking task
Ask the Ss to discuss how to improve the environment of our school in fours, then speak out.
A: planting more trees, grass and flowers, a beautiful garden, not pick the flowers and stamp the grass
B: not throw litter, pick the rubbish, throw it into a dustbin, collect waste paper and bottles for recycling.
C: keep the schoolyard or classroom clean, not draw pictures on walls, not carve names on the trees or desks and chairs
D: make our school a non-smoking place
In all, if everyone makes contribution to protecting the environment, the world will become much more beautiful. If all Chinese care about the environment, I ’m sure China will become one of the most beautiful countries in the world
StepⅢ Writing task
Write a letter to the headmaster of the school asking for permission to improve the environment of the school. While writing, refer to the instructions in WRITING TASK.
A sample letter:
Dear Mr. Wang,
As you know, our school used to look like a beautiful garden with green trees and many kinds of flowers in our schoolyard all year round. But great changes have taken place since a
chemical work was built near our school two years ago .It produces poisonous gases and pours a large amount of waste water into the river. The terrible pollution has done great harm to students and teachers as well as to the surroundings. It's time for us to do something to protect our school and prevent her from being polluted.
First, we must make great efforts to clean up polluted water and stop further water pollution. Ask the government to maintain and improve present facilities, and construct new project with health, safety, and protection of the environment as primary concerns.
Second, we must insist that water pollution control laws be passed and strictly enforced. This responsibility extends also to members of the general public in our surrounding community. An important aspect of this responsibility is making ongoing water quality. This is of such importance, that is must be given precedence over operating productivity.
Finally, we can also protect ourselves against polluted water. We should take
measures to clean the polluted water. To cooperate with government, industry and academia is supporting research and maximizing benefits for the general public in safety, heath and environmental matters.
We hope you will give us a permission to carry out he project and donate 5,000yuan we need. And we also require you to make a report to ask for the government’s rescue. By doing so , we will be able to live a healthier and happier life.
Yours sincerely,
Liu Wei
StepⅣHomework
1 Revise the composition and hand it in tomorrow.
2 Revise the language points for tomorrow’s quiz.
Afterthoughts