2023-2024学年北师大版（2019）必修三Unit 7 Art Lesson 1Masterpieces教案.docx

Unit7Art1.esson1MasterpiecesTeachingObjective: Toreadandtalkaboutpaintingsandmasterpieces Tbreadforgeneralunderstanding Tbreadforspecificinformationandunderstandingwordsincontext Tbreadforsimilaritiesbetweenthreedifferentpaintings TblearnaboutandpractisenounclausesDifficultpoints Studentsmayneedtimetoanswerthecomprehensionquestions. Studentsmaystruggletounderstandthevocabularytofindsimilaritiesbetweenthepaintings. Studentsmayneedhelptofindthedifferenttypesofclausesinasentence.Process：Step1：ActivateandShareWhatdoyouseeinthefollowingpaintings?Usethephrasesbelowtohelpyou.Doyoulikethem?Whatarethenamesofthethreepaintings? Discussonepaintingatatime.Studentscanusethevocabularytohelp.Whatwouldyoutitlethepainting?Writetheheadingofeachpaintingonthebo<rd;"TheStairyNight","TheScreamnand"TheEmpireofLight".Whatdoesthetitlesayaboutthepainting?Whatelementscanbeseeninthepainting?Whatisyouropinionofthepainting?Explain,whatemotiondoesthepaintingbringtomind?Howdoesthepaintingmakeyoufeel? Asstudentsaretalking,writevocabularywordsthattheymentionontheboard.Makesurethateverystudenthasachancetoanswerthequestionsandtakepartinthediscussion.Step2：ReadandExploreReadthedescriptionsofthethreepaintings.Underlinethenameofeachpaintinganditsartist.Findoutwhateachpaintingisabout. Inpairs,studentsreadthroughthedescriptionsofthethreepaintings. Instructstudentstounderlinethetitleofeachpaintingandthegeneralsentenceforeachparagraph. Encouragestudentstousethecontexttounderstandunknownterms. Insmallgroups,studentsdiscusswhateachpaintingisabout.Step3：Readthethreedescriptionsagain.Usethediagrambelowtohelpyoutakenotes.Thentalkabouteachpainting. Readtherubricanddiscussthediagram:Whatdoesthepaintingshow?Whatmayhaveinspiredthepainter?Whatdidtheartistthink,sayorwriteaboutthepainting?Thismaybedifficultforstudentsbuttheycanusecontextualclues. Inpairs,studentscompletethediagram.Highlevelstudentscanattempttocompletethediagramindependently. Discusstheanswersasaclass.Step4：PairWorkSorttheexpressionsintothecorrectcolumns.Usethemtopractiseintroducingthepaintings. Readtherubricandphrasesaloud.Explainanydifficultwords. Inpairs,studentscompletethetablewhilediscussingeachphraseandwhyitappliestothepainting.Step5：1.ookatthethreepaintingsandreadthefirstparagraphofeachdescription.Dotheyhaveanythingincommon?Ifso,underlinethewordsandphrasesinthedescriptionsthatshowtheircommonfeatures.Explainyouropinions. Readtherubric.Suggestthatstudentsunderlineandtakenoteofthesimilaritiesineachdescriptionastheyarelistening. Askstudentstovolunteertoreadthefirstparagraphofeachdescription. Createaclassdiscussiononthesimilaritiesthatstudentsnoticed.Encourageallstudentstoparticipate.Studentsneedtoexplaintheiropinions.Step6：What'syouropinionofthethreepaintingsafterreadingthedescriptions?Doyoulikeordislikethemmore?Giveyourreasons. Instructstudentstoworkindependently,towriteafewsentencesoneachpainting,expressingtheiropinion.Theycanusethefollowingvocabularywords:artisticbeauty,originality,emotional,atmosphere,colourscheme,dramatic,highlights,thepaintingmakesmefeeluneasy/inspired,darkandtroubling,failure,powerful.Step7：GroupWorkSupposeyouareavolunteeratanartexhibition.Introduceoneofthethreeplantingstothevisitors. Dividestudentsintosmallgroups. Eachgroupchoosesonepaintingandselectsonepersontobethescribeandwritedownnotesforthegroup. Eachstudentinthegroupdescribesthepainting,andprovidesbackgroundtothepainting,theartist,theinspirationbehindthepaintingetc.Thescribecanmindmapthisinformation. Eachgroupwritesatleasttencompletesentencesaboutthepaintingusingthesedescriptions. Avolunteerfromthegroupreadsthispassagetotheclass,roleplayingthatheorsheisintroducingthepaintingtovisitorsatanartgallery. Theclasscanaskquestionsaboutthepaintingandmembersfromthegroupcanhelptoanswerthequestions.FocusonLanguage:NounClausesStep8：PairWorkReadthesentences.Answerthequestions. Beforestarting,revisethedifferenttypesofnounclauses.StudentscanreadtheGrammarSummaryforUnit7,NounClausesonpage94.Readthroughtherulesandexampleswiththeclassandensurethatstudentsunderstandclausesintheexamples. Studentsworkinpairstoanswerthequestions.Step9：Combinethetwoexpressionsusingasubjectclause,anobjectclauseorapredicativeclause.Thenwriteacompletesentence. Dividestudentsintopairs. Explaintostudentsthatfullsentencesincludeasubject(noun),averbandacompletethought.Showthattheshortersentencesdonotmakesenseontheirownastheyareincompletethoughts.Highlightthatshortsentencescanbefullsentencesbutnotalways. Instructstudentstoreadeachsentencepairaloudanddecidehowtojointhetwoexpressionsusingasubjectclause,anobjectclauseorapredicativeclause.Studentsneedtosupporttheiranswers. Studentswritethecompletedsentences.Step10：Rewritetheunderlinedsentencesinthefollowingparagraphusingnounclauses. Askstudentstoreadtherubricandthepassagealoud.Discussanydifficultwordsandterminology. Askstudentswhatthepassageisabouttogainadeeperunderstandingofit:Whattypeofartdidhecreate?Whatinspiredhisart?Whatishefamousfor? Explaintostudentsthattheywilljointhetwoindependentsentencesforeachnumber,usingnounclauses.Thesentencesneedtomakesenseandbeacompletethought.Step11：ExpressYourselfGroupWorkReadthequotes.Discussthefeaturesofgoodplantings. Insmallgroupsaskstudentstoanswerthequestions:Howcanamanpaintwithhisbrain?Whyispaintingsimilartopoetry?Poetryinvolvesthebeautyofwordswhilepaintinginvolvesthebeautyoftheworld.Howcanpoetryspeak?Whyispaintingsimilartocooking?Howcanyoutastepainting? Askstudents:Whatarethefeaturesofagoodpainting?Discussfocalpoint,beauty,skilloftheartist,inherentmeaning,uniquenessandtheartist'sintent.Readtheinformationfromtheonlineresourcestoprovidefurtherinformation.