1、Unit 1 Art. 单元教学目标技能目标 Skill Goals Talk about art and galleries Talk about likes and preferences Learn words in families Use the subjunctive mood Write a letter to give suggestions. 目标语言功 能 句 式Talk about likes and preferences:Id prefer . Id rather . Id like .Which would you prefer .?I really prefer
2、.Would you rather .?Would you like . or .?词 汇1 四会词汇abstract, sculpture, gallery, consequently, belief, consequent, aim, symbol, value, focus, religion, possession, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive, scholar, flesh, geometry, bunch, avenue, exhibition
3、, civilization, contemporary, permanent, district, tip2 认读词汇realistic, Giotto di Bondone, renaissance, the Renaissance, perspective, Masaccio, impressionism, impressionist, Madison, post-impressionist, Manhattan, mansion, Guggenheim, metropolitan, Metropolitan Museum of Art, Monet, Picasso, Matisse,
4、 Whitney3 词组focus on, a great deal, scores of, in the flesh语法The subjunctive mood If I were you . I wish I could .Learn words in families重点句子1. Art is influenced by the customs and faith of a people. . P12. People became to concentrate less on religious themes and adopt a more humanistic attitude to
5、 life. P23. If the rules of perspective had not been discovered, no one would have been able to paint such realistic pictures. P24. At the time they were created, the impressionists paintings were controversial but today they are accepted as the beginning of what we now call “modern art”. P35. It is
6、 amazing that so many great works of art from the late-19th century to the 21st century are housed in the same museum P66. We would like to turn the empty land at the back of the school into a nature garden. P457. When we have finished the work, we hope the council will join us in a celebration morn
7、ing tea so that the whole school can thank you. P45. 教材分析与教材重组1. 教材分析本单元以 Art 为主题, 主要介绍了西方绘画简史，描写了曼哈顿最好的艺术长廊。帮助学生了解更多有关美术的背景知识，分析中西方艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方绘画艺术进行比较。最后要求学生为当地举办的一场别开生面的画展提出合理化建议。1.1 Warming Up 部分要求学生运用相关的目标语言对自己所喜欢的艺术形式和艺术流派展开讨论，并说明喜欢的原因。1.2 Pre-reading 让学生讨论有关画展或书中的艺术作品以及西方不同历
8、史时期的著名画家。1.3 Reading 介绍了西方绘画简史上不同历史时期的艺术流派、艺术特点及其代表性的画家和作品等。1.4 Comprehending 要求学生在理解课文的基础上，写出三件有关西方艺术史的事并指出西方艺术风格变化大的原因。1.5 Learning about Language 由 Discovering useful words and expressions 和Discovering useful structures 两部分组成。要求学生对课文进行概括和总结，找出所提供单词的词根，并学习虚拟语气在条件状语从句中的运用。1.6 Using Language 是由 Read
9、ing, Listening and speaking 和 Writing 三部分组成，通过对学生听说读写综合能力的培养，要求学生在了解艺术长廊相关知识的基础上，为当地举办的一场别开生面的画展提出合理化建议。1.7 SUMMING UP 要求学生总结本单元所学的知识。1.8 LEARNING TIP 在阅读技巧方面对学生进行指导。2. 教材重组2.1 Warming Up, Pre-reading, Reading 和 Comprehending 四部分都是关于西方绘画简史的内容，整合为一节精读课。2.2 Learning about Language 中的 Discovering usefu
10、l words and expressions 以及Workbook 中的 USING WORDS AND EXPRESSIONS 都是关于形容词、动词和名词后缀及其三者之间的相互转换，整合为一节语言学习课。2.3 Learning about Language 中的 Discovering useful structures 和 Workbook 中的 USING STRUCTURES，都是有关虚拟语气用法的讲解与练习，整合为一节语法课。2.4 Workbook 中 LISTENING， TALKING 和 LISTERNING TASK 三个部分,都是有关于中国不同历史时期各种绘画流派的特
11、点及其不同的艺术表现形式，整合为一节听说课。2.5 Using Language 中的 Reading, Listening and speaking 和 Writing，都是艺术长廊的相关知识，整合为一节综合课（一） 。2.6 Workbook 中的 READING TASK， SPEAKING TASK 与 WRITING TASK都是关于学校环境保护的内容,整合为一节综合课（二） 。3. 课型设计与课时分配1st Period Reading 2nd Period Language Study3rd Period Grammar4th Period Listening and Speak
12、ing5th Period Integrating Skills (I)6th Period Integrating Skills (II). 分课时教案The First Period ReadingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语realistic, abstract, religion, religious, sculpture, gallery, belief, consequent, consequently, aim, symbol, value, focus, possession, convince, im
13、pressionism, impressionist, shadow, ridiculous, nowadays, attempt, predict, the Renaissance, focus on, a great dealb. 重点句式 As there are so many . it would be impossible to . P1People began to concentrate less on religious themes and adopt a more humanistic attitude to life. P2If the rules of perspec
14、tive had not been discovered, no one would have been able to paint . P22. Ability goals 能力目标Enable the students to talk about the short history of Western painting.3. Learning ability goals 学能目标Help the students learn how to talk about the short history of Western painting. Teaching important indivi
15、dual, pair or group work; discussion.Teaching aids 教具准备A recorder, a computer, a projector and some famous paintings.Teaching procedures Catch the features of people and things and use adjectives very exactly; Lay the stress on the main subjects and purpose, writing details and briefs properly; Inse
16、rt the typical paintings to make the passage more vivid and lively.Step Homework1. Underline the time expressions in the reading passage.2. Retell the passage with the help of the chart about the text.3. Discuss the question in Exercise 3 on page 3.The Second Period GrammarTeaching goals 教学目标1. Targ
17、et language 目标语言a. 重点词汇和短语wish, aggressive, scholar, in the fleshb. 重点句式I wish . were / did .If . were / did ., . would / could / should / might do .2. Ability goals 能力目标Enable the students to use the subjunctive mood correctly in different situations.3. Learning ability goals 学能目标Help the students
18、learn how to use the subjunctive mood. Teaching important and difficult points 教学重难点Enable the students to use the correct form of the subjunctive mood.Teaching methods 教学方法Summarizing; comparative method; practising activities.Teaching aids 教具准备A projector and a blackboard.Teaching procedures makin
19、g conversation; comparative method.Teaching aids 教具准备A computer, a recorder and some slides.Teaching procedures close reading; discussion.Teaching aids 教具准备A projector, a computer and a recorder.Teaching procedures careful reading; discussion.Teaching aids 教具准备A projector, a computer and a recorder.
20、Teaching procedures but if he or she misses chi, no amount of likeness, embellishment, skill, or even genius can save the work from lifelessness. The western mind is apt to think of Chinese painting as unemotional, as western content leans so heavily on the portrayal of love, joy, grief, anger and c
21、ourage. But in Chinese painting, drama is handled differently. Brush and ink are not just tools. They possess the Tao, and reveal the spirit of chi. The chi is in the tip of the brush. The brush is an extension of the hand, which is the servant of the spirit. Use of the brush must be effortless. Yet
22、 there must be strength in the brush, which depicts the trees and mountains. Ink is thought to have five colors. It can be used to depict both what is and what is not. There must be unity in composition. Yin and yang are opposing forces, which need one another for completeness. The term for landscap
23、e, shan shui or mountain-water, is in itself symbolic of yin-yang. Mountains are believed to be associated with yang while water is associated with yin. Yin-yang applies to perspective. Objects in the layout should be looked at from the front and the side. Brush strokes should be upright and slanted
24、. There should be parts that are sparse and parts are dense. The light and the thick should balance. Thick ink must be accompanied by thin ink. Everywhere this principle of the opposites is applied to painting. Voids contribute much towards the suggestive quality of landscape painting. Like all othe
25、r forms of art, Chinese painting, while changing and yielding to the times like an organism, will always have its distinctly Chinese character.The Pioneer of Contemporary Realistic PaintingThe New Culture Movement started from the May Fourth Movement, which at the beginning of the 20th century start
26、ed a revolution against imperialism and feudalism in Chinese cultural fields. Many Chinese painters went abroad to learn Western painting skills. One of them was Xu Beihong, who went to Europe to study Western classical realist painting, and then combined it with traditional Chinese painting methods
27、. He was the pioneer of contemporary Chinese realist fine arts. Xu Beihong (1895-1953) was a native of Yixing, Jiangsu Province. His father, from whom he learned painting in his childhood, was also a painter. At the age of 20, Xu went to Shanghai to sell paintings. In 1918, at the invitation of Cai Yuanpei, he went
