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111 Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. 重點(diǎn)詞匯和短語 realistic, abstract, religion, religious, sculpture, gallery, belief, consequent, consequently, aim, symbol, value, focus, possession, convince, impressionism, impressionist, shadow, ridiculous, nowadays, attempt, predict, the Renaissance, focus on, a great deal, scores of b. 重點(diǎn)句式 There are so many ... that it would be impossible to ... P1 People became focused more on ... and less on ... P2 If the rules of perspective had not been discovered, people would not have been able to paint ... P2 2. Ability goals 能力目標(biāo) Enable the students to talk about the short history of Western painting. 3. Learning ability goals 學(xué)能目標(biāo) Help the students learn how to talk about the short history of Western painting. Teaching important & difficult points 教學(xué)重難點(diǎn) Enable the students to talk about their opinions about different styles of Western art. Teaching methods 教學(xué)方法 Skimming and scanning; individual, pair or group work; discussion. Teaching aids 教具準(zhǔn)備 A recorder, a computer, a projector and some famous paintings. Teaching procedures & ways 教學(xué)過程與方式 Step ⅠLead-in T: Good morning, class. Another week begins. Have you found any changes in our school? S: The walls were painted white. S: Some figure sculptures stand along the two sides of the school yard near the school gate. S: There are many world famous paintings hanging on the walls of the corridors of the school building. T: Wonderful! You are very good at observing. These things like sculptures and paintings can make our school more beautiful. What do we usually call them in general? S: Generally, we call the things which can bring us beauty the works of art. T: Exactly. Step ⅡWarming Up At first, ask the students to match some new words with the correct English meanings. Then ask them to look at the paintings in this unit and discuss the questions in Warming Up in groups of 4. Next, get them to answer the other questions in pairs. At last, check the answers with the whole class. T: First, please match some new words in Column A with the correct English meanings in Column B. Show them on the screen. A B a. realistic 1. accurate, minute b. abstract 2. state or fact of existing c. existence 3. being in thought but having a physical or practical existence d. detailed 4. lifelike, true to life e. religious 5. classical, of old beliefs f. traditional 6. sincere to believe in a god or gods Key: a-4, b-3, c-2, d-1, e-6, f-5 T: I’d like you to look at the paintings in this unit, and then work in groups of 4 to discuss the questions in Warming Up. I will give you six minutes. Six minutes later. T: Which would you choose to put up on the walls of our classroom? And why? Volunteers? S: Let me have a try. I like the painting on page 3. Because it gives us a special feeling. S: I prefer to choose the painting on the top of page 2. The painter painted it in a more realistic style to show respect and love for God. S: I’d rather choose the painting on the bottom of page 2. It gives us an abstract impression and appears very lively and vivid. T: Excellent job! Then would you rather have Chinese or Western paintings in your home? Give your reasons. S: I’d rather have Chinese paintings in my home, because traditional Chinese painting is a combination of the arts of poetry, calligraphy, painting and seal engraving. S: I agree with her. I also like Chinese paintings because they have an air of living in nature, harmony and peace, which is not always found in the art of other civilizations. T: Quite right. The Chinese strive to maintain a delicate, harmonious balance between tradition and innovation. Any other ideas? S: I prefer to have Western paintings. I like the abstract paintings of the modern art using color, line and shape to show the objects. I think they can make people create limitless imagination. S: I’d rather like the western styles. And I prefer to choose the paintings of realistic style. T: Well done! If you were an artist, what kind of pictures would you paint? S: If I were an artist, I’d like to paint the romantic pictures which deal with the destinies and passions of mankind. Romanticism’s aim was to unify the mind within the finite world with the infinite. S: I’d rather choose to paint the Chinese paintings. I like the bird-and-flower paintings. It has been a popular theme among modern artists. S: I enjoy painting landscape very much. You know, Yin and Yang are opposite forces, which are expressed almost completely in this type of art. Shan shui or mountain-water is in itself symbol of yin-yang. Mountains are believed to be associated with yang while water is associated with yin. T: OK! You have done a good job. The last question? S: I’d rather paint pictures. I think it’s very interesting. I can express my own feelings by painting an object or landscape. S: In my spare time, I enjoy painting pictures with a pen, a pencil or crayon. I like many styles of drawings, such as sketch, diagrams and graphs. S: I prefer to make sculptures. I made some simple sculptures by hand before. I think it is very interesting. S: I enjoy designing buildings. The famous architect Gaudi designed his buildings like dreams, full of fantastic colors and shapes. The Opera House in Sydney makes people think of seashells. The 2008 Olympic Stadium in Beijing looks like a bird’s nest made of tree branches. Although the stadium will be made of concrete and steel, the flowing lines and round shapes make the building look warm and friendly. I dream some day I can design a building that would draw the attention of people all over the world. Step Ⅲ Pre-reading Get the students to discuss the questions in Pre-reading in pairs. Then check the answers with the whole class. T: Do you ever visit art galleries? What kind of paintings have your ever seen? S: Yes, I have ever visited an art gallery with my parents. There were many famous paintings in it. What impressed me most was the horses drawn by Xu Beihong. S: Till now I haven’t a chance to visit an art gallery. But I saw many paintings by Picasso on the Internet. Though I cannot understand them completely, I think they are fairly beautiful and can make me have a special feeling. T: Quite good! From what you said, I can see that you know about many artists at home and abroad. Can you speak out the names of some famous Western artists and tell me in which century they lived? S: Vincent van Gogh was a Dutch Post-Impressionist. His thickly painted canvases with their kinetic, swirling brushstrokes have come to symbolize Expressionism. He was a famous artist in 19th century. S: Henri Matisse was a French painter considered to be one of the great formative figures in 20th-century art. ... T: I’m proud of you for your great jobs. Do you want to know more about the Western painting? Now let’s begin to learn a passage introducing the short history of Western painting. Step Ⅳ Reading Task 1 Scanning T: Please read the passage as quickly as you can to find out the answers to the questions on the screen. Show some questions on the screen. 1. What were the artists interested in from 5th to 15th century AD? 2. How did Masaccio paint his paintings? 3. Why did the impressionists have to paint quickly? After the students finish reading the passage, check the answers. T: Now who would like to answer Question 1? S: They were interested in creating respect and love for God. S: They painted many religious scenes. T: Good! Who’d like to answer Question 2? S: He drew things in perspective, which makes pictures very realistic. T: Who can tell us the reasons why the impressionists had to paint quickly? S: Because natural light changes quickly, they had to paint quickly. T: Well done. Task 2 Skimming Let the students read the passage again and get the main idea of it. Then complete the following chart on their own. And check the answers with the whole class. T: Now please read the text again to get the main idea of it. And fill in the following chart. Show the chart with blanks on the screen. A few minutes later, check the answers. Sample answers: Name of Ages Time Artist Feature The Middle Ages 5th to 15th century AD Giotto di Bondone religious, realistic The Renaissance 15th to 16th century Masaccio perspective, realistic Impres-sionism late 19th to early 20th century detailed, ridiculous Modern art 20th century to today controver-sial, abstract, realistic Task 3 Explanation T: Now I’ll deal with some language points about the text. Please turn to the reading passage. Let’s explain some sentences. 1. There are so many ... that it would be impossible to... This sentence means that there are too many different styles of Western art to introduce in a short passage. 2. People became focused more on humans and less on religion. It tells us that people began to pay more attention to humans than religion. 3. If the rules of perspective had not been discovered, people would not have been able to paint... This sentence means that people discovered the rules of perspective, so that they painted such realistic pictures. 4. During the Renaissance oil paints were also developed, which made colors look ... That is to say, during the Renaissance oil paintings were so advanced that colors looked richer and deeper. 5. 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”. When the impressionists started to paint in their own way, some people did not accept their paintings. However, nowadays people consider them as the beginning of the Modern Art. Step Ⅴ Comprehending Let the students read the passage again and deal with the Exercises 1 ＆ 2 in Comprehending. T: Now please read the passage again and then do the Exercises 1 ＆ 2 in Comprehending. I will give you five minutes. Then I will ask some of you to answer them. Five minutes later, check the answers. T: Quite right! Now that we have learned the passage, I have a question: What is the writing style of the passage? S: The passage is a historical narrative article. It briefly introduces the main features of different Western painting styles during the main periods of times. It also analyzes why and how the styles changed. The short history of Western painting styles is described clearly and vividly, which gives the readers deep impression. T: Good. How about its writing characteristic? S: The writing characteristic of it is: Arranged well in the order of time; 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; Insert the typical paintings to make the passage more vivid and lively. Step Ⅵ Homework 1. 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 Language Study Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. 重點(diǎn)詞匯和短語 influenced, symbolic, shadowy, attemptable, valuable, aimless, prediction, believable, European, ridiculous b. 重點(diǎn)句式 I would love to visit France ... P4 I like religious art better than realistic art because it makes you see ... P4 2. Ability goals 能力目標(biāo) Enable the students to learn the uses of the word family. 3. Learning ability goals 學(xué)能目標(biāo) Help the students learn how to judge the parts of speech according to the suffixes and determine their functions in the sentences. Teaching important points 教學(xué)重點(diǎn) Get the students to learn word formation by adding suffixes. Teaching difficult points 教學(xué)難點(diǎn) Get the students to judge the parts of speech according to the suffixes and determine their functions in the sentences. Teaching methods 教學(xué)方法 Study individually; practice in groups. Teaching aids 教具準(zhǔn)備 A computer and a recorder. Teaching procedures & ways 教學(xué)過程與方式 Step ⅠRevision T: At the end of the last period, I asked you to underline all the time expressions in the reading passage, have you finished? Ss: Yes. Ask some students to speak them out. T: Now who’d like to have a try to retell the short history of Western painting? S: Let me try. The Middle Ages in Europe began from the 5th century and lasted about 10 centuries. Paintings from this period are full of religious symbols. The following period is called The Renaissance, which lasted almost 100 years. Masaccio discovered how to make paintings look more real by using perspective. This led to a great change in painting styles. Oil paints were developed which made colours look much richer. In the late 19th, the impressionists developed a new style of painting. They were more interested in light and color. The impressionists’ paintings are recognized as the beginning of modern art. Today there are many different styles of Western art and no doubt there will be even more new styles in the future. T: Now I’d like you to discuss the question in Exercise 3 on page 3 in groups of 4. And then we’ll check the answers with the whole class. The students talk about their answers. T: All right! Now who’d like to give us the reasons? S: Art is influenced by beliefs of the people. For example, during the Middle Ages, the main aim of painters was to represent religious themes because of the people’s respect and love for God. But in the Renaissance, people became focused more on humans and less on religion. Therefore, painters drew people and nature as they really were. S: Art is also changed according to the way of life. Take the Europe in the late 19th century for example, many new inventions were created and society changed greatly, so painting styles were different from the traditional style. S: China has lived the similar way of life for a very long time, so Chinese art has changed less often. But nowadays China has more and more modern styles. S: Yes, I think so. With the great development of our economy and changes of thoughts, there will be more new Chinese art styles in the near future. Step Ⅱ Suffixation Let the students learn some uses of suffixes. T: Today we’re going to learn some uses of suffixes. Do you know what a suffix is? S: A suffix is a particle, which is added to the end of a root. T: Right. Anything more about it? S: Generally, suffixes 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.) S: Although each suffix has its own meaning, it cannot be used separately without the root. S: Sometimes, some suffixes add new meanings to the newly formed words. For example: meaning → meaningless; think → thinker T: Quite good! Now let’s present some most commonly used suffixes. 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 a verb signifier Adjective Noun Suffix Verb broad fright -en broaden, frighten simple -fy simplify modern -ize (-ise) modernize Then let the students do Exercise 1 on page 42 and check the answers. Step Ⅲ Practice Get the students to review the uses of verbs, nouns and adjectives. T: Now let’s review the uses of verbs, nouns and adjectives. Please fill in the form below. Who can tell us what these three parts of speech can be used as? Ss: Part of speech Noun Verb Adjective Subject √ Object √ Predicate √ Predicative √ √ √ Objective Complement √ √ Attribute √ T: Terrific! Now practice Exercises 2, 3 ＆ 4 on page 42. A few minutes later, check the answers with the whole class. Then let the students do Exercises 2, 3 ＆ 4 on page 4 and check the answers. Step Ⅳ Homework Prepare to learn the grammar of the subjunctive mood. The Third Period Grammar Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. 重點(diǎn)詞匯和短語 wish, factual, non-factual, aggressive, scholar, in the flesh b. 重點(diǎn)句式 I wish ... were / did... If ... were / did ..., ... would / could / should / might do... 2. Ability goals能力目標(biāo) Enable the students to use the subjunctive mood correctly in different situations. 3. Learning ability goals 學(xué)能目標(biāo) Help the students learn how to use the subjunctive mood. Teaching important and difficult points 教學(xué)重難點(diǎn) Enable the students to use the correct form of the subjunctive mood. Teaching methods教學(xué)方法 Summarizing; comparative method; practising activities. Teaching aids教具準(zhǔn)備 A projector and a blackboard. Teaching procedures & ways 教學(xué)過程與方式 Step ⅠPresentation At first, give the students an example to present what the subjunctive mood is and in what situations we should use the subjunctive mood. Then, show them the sentence structures of the subjunctive mood. T: Now please 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? Ss: Yes. They use the subjunctive mood. T: Then do you know what is the subjunctive mood and in what situations we should use the subjunctive mood? S: The subjunctive mood is used when we want to express a wish, request, recommendation or report of a command. S: Also, the subjunctive mood is used to express something that is contrary to the fact, highly unlikely or doubtful. T: Exactly. How can we show our feelings in such situations? We can use the following two sentence structures to express our regretting. 1. Subject + wish + Object Clause Time Verb Object clause now wish would do / could do / were / did past wished had been / done future wish would do / could do / were / did 2. “If” clause ..., main clause... Time Verb Main clause now were / did Would / could / should / might do past had done Would / could / should / might have done future were / did Would / could / should / might do were to do should do Samples: Fact Request Subjunctive mood not getting a ticket(If I got a ticket,) watch the game(I could watch the game.) I wish I watched the basketball games. not having wings(If I had wings, ) fly in the sky(I could fly in the sky.) I would fly freely in the sky. not having enough money(If I had enough money,) buy a new computer(I could buy a new computer.) I could buy a new computer. Step Ⅱ Practice First, show the students some more situations. Then raise some questions and ask them to discuss them according to the situations in groups of 4, using the subjunctive mood. At last, get them to show their sentences. T: Now I’d like to give you some more situations. Please discuss how to answer the questions using the subjunctive mood in groups of 4. Show them on the screen. 1. Helen has been living with AIDS for many years. Now she is celebrating her birthday with her friends. If you were Helen, what kind of wishes would you make? 2. It is said that a falling star can let your dreams