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1、Unit7Art1.esson1MasterpiecesTeachingObjective: Toreadandtalkaboutpaintingsandmasterpieces Tbreadforgeneralunderstanding Tbreadforspecificinformationandunderstandingwordsincontext Tbreadforsimilaritiesbetweenthreedifferentpaintings TblearnaboutandpractisenounclausesDifficultpoints Studentsmayneedtime
2、toanswerthecomprehensionquestions. Studentsmaystruggletounderstandthevocabularytofindsimilaritiesbetweenthepaintings. Studentsmayneedhelptofindthedifferenttypesofclausesinasentence.Process：Step1：ActivateandShareWhatdoyouseeinthefollowingpaintings?Usethephrasesbelowtohelpyou.Doyoulikethem?Whatarethen
3、amesofthethreepaintings? Discussonepaintingatatime.Studentscanusethevocabularytohelp.Whatwouldyoutitlethepainting?Writetheheadingofeachpaintingonthebord;TheStairyNight,TheScreamnandTheEmpireofLight.Whatdoesthetitlesayaboutthepainting?Whatelementscanbeseeninthepainting?Whatisyouropinionofthepainting?
4、Explain,whatemotiondoesthepaintingbringtomind?Howdoesthepaintingmakeyoufeel? Asstudentsaretalking,writevocabularywordsthattheymentionontheboard.Makesurethateverystudenthasachancetoanswerthequestionsandtakepartinthediscussion.Step2：ReadandExploreReadthedescriptionsofthethreepaintings.Underlinethename
5、ofeachpaintinganditsartist.Findoutwhateachpaintingisabout. Inpairs,studentsreadthroughthedescriptionsofthethreepaintings. Instructstudentstounderlinethetitleofeachpaintingandthegeneralsentenceforeachparagraph. Encouragestudentstousethecontexttounderstandunknownterms. Insmallgroups,studentsdiscusswha
6、teachpaintingisabout.Step3：Readthethreedescriptionsagain.Usethediagrambelowtohelpyoutakenotes.Thentalkabouteachpainting. Readtherubricanddiscussthediagram:Whatdoesthepaintingshow?Whatmayhaveinspiredthepainter?Whatdidtheartistthink,sayorwriteaboutthepainting?Thismaybedifficultforstudentsbuttheycanuse
7、contextualclues. Inpairs,studentscompletethediagram.Highlevelstudentscanattempttocompletethediagramindependently. Discusstheanswersasaclass.Step4：PairWorkSorttheexpressionsintothecorrectcolumns.Usethemtopractiseintroducingthepaintings. Readtherubricandphrasesaloud.Explainanydifficultwords. Inpairs,s
8、tudentscompletethetablewhilediscussingeachphraseandwhyitappliestothepainting.Step5：1.ookatthethreepaintingsandreadthefirstparagraphofeachdescription.Dotheyhaveanythingincommon?Ifso,underlinethewordsandphrasesinthedescriptionsthatshowtheircommonfeatures.Explainyouropinions. Readtherubric.Suggestthats
9、tudentsunderlineandtakenoteofthesimilaritiesineachdescriptionastheyarelistening. Askstudentstovolunteertoreadthefirstparagraphofeachdescription. Createaclassdiscussiononthesimilaritiesthatstudentsnoticed.Encourageallstudentstoparticipate.Studentsneedtoexplaintheiropinions.Step6：Whatsyouropinionofthe
10、threepaintingsafterreadingthedescriptions?Doyoulikeordislikethemmore?Giveyourreasons. Instructstudentstoworkindependently,towriteafewsentencesoneachpainting,expressingtheiropinion.Theycanusethefollowingvocabularywords:artisticbeauty,originality,emotional,atmosphere,colourscheme,dramatic,highlights,t
11、hepaintingmakesmefeeluneasy/inspired,darkandtroubling,failure,powerful.Step7：GroupWorkSupposeyouareavolunteeratanartexhibition.Introduceoneofthethreeplantingstothevisitors. Dividestudentsintosmallgroups. Eachgroupchoosesonepaintingandselectsonepersontobethescribeandwritedownnotesforthegroup. Eachstu
12、dentinthegroupdescribesthepainting,andprovidesbackgroundtothepainting,theartist,theinspirationbehindthepaintingetc.Thescribecanmindmapthisinformation. Eachgroupwritesatleasttencompletesentencesaboutthepaintingusingthesedescriptions. Avolunteerfromthegroupreadsthispassagetotheclass,roleplayingthatheo
13、rsheisintroducingthepaintingtovisitorsatanartgallery. Theclasscanaskquestionsaboutthepaintingandmembersfromthegroupcanhelptoanswerthequestions.FocusonLanguage:NounClausesStep8：PairWorkReadthesentences.Answerthequestions. Beforestarting,revisethedifferenttypesofnounclauses.StudentscanreadtheGrammarSu
14、mmaryforUnit7,NounClausesonpage94.Readthroughtherulesandexampleswiththeclassandensurethatstudentsunderstandclausesintheexamples. Studentsworkinpairstoanswerthequestions.Step9：Combinethetwoexpressionsusingasubjectclause,anobjectclauseorapredicativeclause.Thenwriteacompletesentence. Dividestudentsinto
15、pairs. Explaintostudentsthatfullsentencesincludeasubject(noun),averbandacompletethought.Showthattheshortersentencesdonotmakesenseontheirownastheyareincompletethoughts.Highlightthatshortsentencescanbefullsentencesbutnotalways. Instructstudentstoreadeachsentencepairaloudanddecidehowtojointhetwoexpress
16、ionsusingasubjectclause,anobjectclauseorapredicativeclause.Studentsneedtosupporttheiranswers. Studentswritethecompletedsentences.Step10：Rewritetheunderlinedsentencesinthefollowingparagraphusingnounclauses. Askstudentstoreadtherubricandthepassagealoud.Discussanydifficultwordsandterminology. Askstudentswhatthepassageisaboutto
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