北師大版(2019)英語(yǔ)必修第三冊(cè)Unit7ArtLesson1Masterpieces教案

/4Unit7ArtLesson1Masterpieces【教學(xué)目標(biāo)】Studentswillbeabletoreadandtalkaboutpaintingsandmasterpiecesreadforgeneralunderstandingreadforspecificinformationandunderstandingwordsincontextreadforsimilaritiesbetweenthreedifferentpaintingslearnaboutandpractisenounclauseslearnaboutandpractisesubjectclauses,objectclausesandpredicativeclauses【教學(xué)重難點(diǎn)】readingforspecificinformationUsingnounclausesincontext【教學(xué)過(guò)程】Talkaboutpaintingsonpage8.Discussonepaintingatatime.StudentscanusethevocabularyunderthepaintinWgsh.attitlewouldyougivetoeachpainting?Writetheheadingofeachpaintingontheboard;TheStarryNigh“t”,“TheScream”andTh“eEmpireofLight”.Askstudents:Whatdoesthetitlesayaboutthepainting?Whatelementscanbeseeninthepainting?Whatisyouropinionofthepainting?Explain.Whatemotiondoesthepaintingbringtomind?Howdoesthepaintingmakeyoufeel?Asstudentsaretalking,writevocabularywordsthattheymentionontheboard.Makesurethateverystudenthasachancetoanswerthequestionsandtakepartinthediscussion.Readandfindoutwhateachpaintingisabout.Inpairs,studentsreadthroughthedescriptionsofthethreepaintings.Instructstudentstounderlinethetitleofeachpaintingandthegeneralsentenceforeachparagraph.Encouragestudentstousethecontexttounderstandunknownterms.Insmallgroups,studentsdiscusswhateachpaintingisabout.Reviewtheanswersasaclass.Readagain,takenotesandtalkabouteachpainting.Readanddiscussthediagram:Whatdoesthepaintingshow?Whatmayhaveinspiredthepainter?Whatdidtheartistthink,sayorwriteaboutthepainting?Thismaybedifficultforstudentsbuttheycanusecontextualclues.Allowstudentstimetoreadthefullarticleagainorcallonvolunteerstoreadthepassagealoud.Inpairs,studentscompletethediagram.Highlevelstudentscanattempttocompletethediagramindependently.Discusstheanswersasaclass.PairWork:Sortandintroduce.Readthephrasesaloud.Explainanydifficultwords.Inpairs,studentscompletethetablewhilediscussingeachphraseandwhyitappliestothepainting.Readandfindoutsimilarities.Suggestthatstudentsunderlineandtakenoteofthesimilaritiesineachdescriptionastheyarelistening.Askstudentstovolunteertoreadthefirstparagraphofeachdescription.Createaclassdiscussiononthesimilaritiesthatstudentsnoticed.Encourageallstudentstoparticipate.Studentsneedtoexplaintheiropinions.GroupWork:Discuss.Discussionquestions:What’syouropinionofthethreepaintingsafterreadingthedescriptions?Doyoulikeordislikethemmore?Giveyourreasons.Instructstudentstoworkindependently,towriteafewsentencesoneachpainting,expressingtheiropinion.Theycanusethefollowingvocabularywords:artisticbeauty,originality,emotional,atmosphere,colorscheme,dramatic,contrast,highlights,thepaintingmakesmefeeluneasy/inspired,darkandtroubling,failure,powerful.GroupWork:Introducethepaintings.Dividestudentsintosmallgroups.Eachgroupchoosesonepaintingandselectsonepersontobethescribeandwritedownnotesforthegroup.Eachstudentinthegroupdescribesthepainting,andprovidesbackgroundtothepainting,theartist,theinspirationbehindthepaintingetc.Thescribecanmindmapthisinformation.Eachgroupwritesatleasttencompletesentencesaboutthepaintingusingthesedescriptions.Avolunteerfromthegroupreadsthispassagetotheclass,roleplayingthatheorsheisintroducingthepaintingtovisitorsatanartgallery.Theclasscanaskquestionsaboutthepaintingandmembersfromthegroupcanhelptoanswerthequestions.PairWork:Readandanswer.Beforestarting,revisethedifferenttypesofnounclauses.StudentscanreadtheGrammarSummaryforUnit7,NounClausesonpage94.Readthroughtherulesandexampleswiththeclassandensurethatstudentsunderstandclausesintheexamples.Studentsworkinpairstoanswerthequestionsonpage10.Combinetwoexpressionstomakeacompletesentence.Dividestudentsintopairs.Explaintostudentsthatfullsentencesincludeasubject(noun),averbandacompletethought.Showthattheshortersentencesdonotmakesenseontheirownastheyareincompletethoughts.Highlightthatshortsentencescanbefullsentencesbutnotalways.Instructstudentstoreadeachsentencepairaloudanddecidehowtojointhetwoexpressionsusingasubjectclause,anobjectclauseorapredicativeclause.Studentsneedtosupporttheiranswers.Studentswritethecompletedsentences.Rewritesentences.Askvolunteerstudentstoreadthepassagealoudtotheclass.Discussanydifficultwordsandterminology.Askstudentswhatthepassageisabouttogainadeeperunderstandingofthepassage:Whattypeofartdidhecreate?Whatinspiredhisart?Whatishefamousfor?Letstudentsworkindependently.Explaintostudentsthattheywilljointhetwoindependentsentencesforeachnumber,usingnounclauses.Thesentencesneedtomakesenseandbeacompletethought.Studentsreadtheirconstructedsentencestotheirpartnerwhencompleteandcompareanswers.Readthequotesanddiscuss.Insmallgroupsaskstudentstoanswerthequestions:Howcanamanpaintwithhisbrain?Whyispaintingsimilartopoetry?Poetryinvolvesthebeautyofwordswhilepaintinginvolvesthebeautyoftheworld.Howcanpoetryspeak?Wh