【英语】2018届人教新课标选修6一轮复习：Unit1Art教案设计（32页）

【英语】2018届人教新课标选修6一轮复习：Unit1Art教案设计（32页）

Unit 1 Art Ⅰ. 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 Ⅱ. 目标语言 功 ‎ 能 ‎ 句 ‎ 式 Talk about likes and preferences:‎ I’d prefer ... ‎ I’d rather ... ‎ I’d like ...‎ Which would you prefer ...?‎ I really prefer ...‎ 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, civilization, contemporary, permanent, district, tip ‎2． 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, Whitney ‎3． 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. . P1‎ ‎2. People became to concentrate less on religious themes and adopt a more humanistic attitude to life. P2‎ ‎3. If the rules of perspective had not been discovered, no one would have been able to paint such realistic pictures. P2‎ ‎4. 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”. P3‎ ‎5. It is amazing that so many great works of art from the late-19th century to the 21st century are housed in the same museum.. P6‎ ‎6. We would like to turn the empty land at the back of the school into a nature garden. P45‎ ‎7. When we have finished the work, we hope the council will join us in a celebration morning tea so that the whole school can thank you. P45‎ Ⅲ. 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Reading, 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 useful 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 Study ‎3rd Period Grammar ‎4th Period Listening and Speaking ‎5th Period Integrating Skills (I)‎ ‎6th Period Integrating Skills (II)‎ ‎ ‎ Ⅳ. 分课时教案 The First Period ‎Reading Teaching 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, impressionism, impressionist, shadow, ridiculous, nowadays, attempt, predict, the Renaissance, focus on, a great deal b. 重点句式 ‎ As there are so many ... it would be impossible to ... P1‎ People began to concentrate less on religious themes and adopt a more humanistic attitude to life. P2‎ If the rules of perspective had not been discovered, no one would have been able to paint ... P2‎ ‎2. 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 & difficult points 教学重难点 Enable the students to talk about their opinions about different styles of Western art.‎ Teaching methods 教学方法 Skimming and scanning; individual, pair or group work; discussion.‎ Teaching aids 教具准备 A recorder, a computer, a projector and some famous paintings.‎ Teaching procedures & ways 教学过程与方式 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. being in thought but having a physical or practical c. detailed 3. lifelike, true to life d. religious 4. classical, of old beliefs e. traditional 5. sincere to believe in a god or gods Key: a-3, b-2, d-6, e-4 ‎ 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 Impressionism late 19th to early 20th century detailed, ridiculous Modern art ‎20th century to today controversial, abstract, realistic Task 3 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 Grammar Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇和短语 wish,, aggressive, scholar, in the flesh b. 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 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 & ways 教学过程与方式 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 come true. If you saw a falling star, what kind of wishes would you make? ‎ ‎3. Besides a falling star, a magic lamp can also let your dreams come true. If you had a magic lamp, what would you ask it to do for you?‎ After discussion.‎ T: All right, now who would like to be volunteers to speak out your wishes?‎ Ss: If I were Helen, I would ask for living longer / follow the doctors’ advice.‎ ‎(I wish I had a longer life / I followed the doctors’ advice.)‎ If I saw a falling star, I would promise to have a flourish future. / I would promise to make my parents happy forever.‎ ‎(I wish I would have a flourish future / make my parents happy forever.)‎ If I had a magic lamp, I would ask it help the poor / I would ask it to bring peace to the whole world.‎ ‎(I wish it could help the poor / bring peace to the whole world.)‎ Step Ⅲ Consolidation Ask the students to do Exercises 1 ＆ ‎2 in Discovering useful structures on page 4 and Exercises 1‎-‎‎4 in USING STRUCTURES on page 43. Then check the answers. ‎ Step Ⅳ Homework Prepare for the Listening and Talking on page 41.‎ ‎ The third Period Listening and Speaking Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇和短语 traditional, abstract, figurative, photography, dimensional, sculpture, pottery, wood carving, clay figures, paper cutting b. 重点句式 P7‎ Talk about likes and preferences:‎ I’d prefer ... ‎ I’d rather ... ‎ I’d like ...‎ Which would you prefer ...?‎ I really prefer ...‎ Would you rather ...?‎ Would you like ... or ...?‎ ‎2. Ability goals能力目标 Enable the students to express their likes and preferences.‎ ‎3. Learning ability goals 学能目标 Help the students learn how to express their likes and preferences.‎ Teaching important & difficult points 教学重难点 Teach the students to express their likes and preferences.‎ Teaching methods教学方法 Speaking; making conversation; comparative method.‎ Teaching aids教具准备 A computer, a recorder and some slides.‎ Teaching procedures & ways 教学过程与方式 Step Ⅰ Listening Task 1 Do some listening practice on page 41. ‎ At first, ask the students to listen to the tape for the first time to number the presents 1-4. Next, listen to it again to fill in the form. Then listen again and answer the questions in Exercise 3. At last, check the answers with the whole class.‎ Task 2 Do some listening practice on page 44.‎ Before listening, ask the students to look at the paintings and discuss in what period of Chinese history they were created. Then, listen to the tape for the first time and number the pictures. Next, listen to it again to write the names of the historical periods when they were painted. At last, listen again and list the features. ‎ Check the answers with the whole class.‎ Step Ⅱ Talking Ask the students to discuss the questions in TALKING in pairs. ‎ T: So far, we have learned some knowledge about the art. Today let’s talk about how to express likes and preferences. Now I’ll show you some sentence structures. Please discuss the questions on page ‎41 in pairs and make up a dialogue.‎ Show some sentence structures on the screen.‎ I’d prefer ... ‎ I’d rather ... ‎ I’d like ...‎ Which would you prefer ...?‎ I really prefer ...‎ Would you rather ...?‎ Would you like ... or ...‎ A few minutes later, ask some students to present their dialogues.‎ Sample dialogue 1:‎ S1: Who are your favorite Chinese artists? ‎ S2: I’d prefer the Chinese famous painter Qi Baishi , who is a master of traditional Chinese realistic painting. He is good at combining two kinds of techniques: traditional Chinese realistic painting and freehand brushwork in traditional Chinese painting. ‎ S1: Would you like any western artists? ‎ S2: Yes, of course. I prefer the Italian artist Giotto di Bondone. He is well-known for his rediscovery of the third dimension. ‎ Sample dialogue 2:‎ S1: What kind of art do you prefer, traditional or modern? ‎ S2: I’d prefer the traditional styles. Chinese traditional painting dates back to the Neolithic Age about 6,000 years ago. According to Chinese tradition, painting is a delineating form of brush lines. In great paintings, the mark of the brush stroke remains invisible, while the structural action of the strokes goes on. Chinese painting is an important part of Chinese culture. It has a long history. Would you like traditional styles? ‎ S1: No, I’d rather enjoy modern styles. The pictures of this kind are designed according to the artists’ own aesthetic values. Their artistic creations are not restricted by any regulations and rules, and sometimes look strange and absurd. The colors used are simple and bright, providing a strong visual effect. Then what would you like, abstract or figurative?‎ S2: I’d prefer the abstract styles. And I like the paintings by Picasso best. Some of his paintings are rich, soft colored and beautiful. Others are ugly, cruel and strange. But such paintings allow us to imagine things for ourselves. They force us to ask ourselves, “What does he see that makes him paint like that?” And we begin to look beneath the surface of the things we see. Would you like the abstract styles?‎ S1: No, I like figurative products very much, such as all kinds of sculptures, stainless steel sculpture, interior ornament, handcraft and so on. I have ever been to a Sand Sculpture Festival. From July 18th to August 1st artists were working daily to build the giant sand sculpture which was ultimately 100 meters long, 100 meters wide and 15 meters tall. Seventy-five international sculptors once again transformed nine million kilos sand into 28 fabulous sand sculptures, creating a fantastic city in sand on the Zeebrugge beach. ‎ Sample dialogue 3:‎ S1: Which style would you prefer, two-dimensional or three-dimensional?‎ S2: I prefer two-dimensional style. My favorite art style is photography. My ideal is to be a photographer. Images and information can be presented to thrill and inspire people. ‎ S1: I’d rather like three-dimensional style. I like pottery very much.‎ Sample dialogue 4: ‎ S1: There are many kinds of folk arts in China, such as paper cutting, kites, jade and other stone carvings, etc. What kind of Chinese art do you like best? ‎ S2: I enjoy paper cutting very much. The crafts use simple materials. Though they require very simple skills, their contents are rich and reveal many local Chinese customs. I think an understanding and scrutiny of paper cuts is a good beginning to get to know and appreciate the complexity of Chinese folk arts.‎ S1: I’d rather like clay figures. Chinese folk artists use simple and cheap materials to make small and delicate handicraft. Clay figurine making is a unique folk handicraft of China. The most famous were the Clay Figurine Zhang made in Tianjin and the Huishan clay figurines made in Wuxi‎, ‎Jiangsu Province. It has been introduced abroad as a cultural envoy between China and foreign countries, and it has been widely accepted and appreciated by China’s foreign friends.‎ Step Ⅲ Homework Ask the students to introduce the galleries they have ever been to.‎ The fourth Period Integrating Skills (I)‎ Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇和短语 avenue, mansion, exhibition, metropolitan, Manhattan, civilization, contemporary, permanent, district, tip b. 重点句式 Henry Clay Frick, ..., died in 1919, leaving his house ... to the American people. P5‎ ‎... is also well worth a visit. P5‎ This covers ... civilization from ..., including ... P6‎ ‎2. Ability goals能力目标 Enable the students to talk about art galleries. ‎ Enable the students to write a letter to give suggestions.‎ ‎3. Learning ability goals 学能目标 Help the students learn how to talk about art galleries.‎ Help the students learn how to write a letter to give suggestions.‎ Teaching important & difficult points 教学重难点 Teach the students to write a letter to give suggestions.‎ Teaching methods教学方法 Fast reading; close reading; discussion.‎ Teaching aids 教具准备 A projector, a computer and a recorder.‎ Teaching procedures & ways 教学过程与方式 Step ⅠRevision and Lead-in T: Have you ever been to any galleries before? Do you think visiting galleries is interesting? Now work in groups of 4 and I’ll give you a few minutes to talk about the galleries you have been to. And then I’d like to ask some of you to introduce the galleries to the class.‎ After discussion.‎ T: Who would like to introduce something about the galleries you’ve ever been to before?‎ S: I’ve ever been to the Gallery of China. It has various kinds of beautiful Chinese paintings. The one I like best is a dragon painting. It gives people the feeling of admiration. And I think the Gallery is able to establish an “Art‎ ‎Kingdom”.‎ S: I have ever been to a gallery in Beijing. Its exhibition halls are filled with oil paintings, sketch, watercolor, gouache, prints, tempera, lacquer painting, traditional Chinese paintings, calligraphy, photography, sculptures, performance art and installation art. I like all of them, because they can bring me pleasure and by visiting it ‎ I have learned much about the cultures of many countries.‎ T: Wonderful! Visiting galleries can not only bring people wonderful feelings but also teach them many things. So I think you should visit some galleries if you have a chance.‎ Step Ⅱ ‎Reading Ask the students to read the passage about art galleries on page 6. ‎ T: Today we’re going to read a passage about art galleries. Now please open your books and turn to page 6. Read the passage quickly to get the main idea.‎ After the students finish reading.‎ T: Who would like to tell us the main idea of this passage?‎ S: Let me have a try. The passage introduces some best art galleries of Manhattan. And I think this passage is perhaps from a tourist guide book.‎ T: Very good. Then please read the passage carefully again, and deal with Exercises 1 ＆ 2 below.‎ A few minutes later, check the answers. ‎ Step Ⅲ Listening Ask the students to do some listening practice on page 7.‎ At first, ask them to listen to the tape for the first time and number the galleries.‎ Next, listen again and answer the questions.‎ At last, check the answers with the whole class. ‎ ‎ ‎ Step Ⅳ Discussion First, ask the students to read the passage “The Best of Manhattan’s Art‎ ‎Galleries” again by themselves. And then show them some expressions about likes and preferences, and ask them to tell the group members which galleries being introduced they prefer in groups of 4. At last, discuss how they will spend the day. A few minutes later, ask several groups to show their discussions and report their decisions.‎ T: Now I’d like you to do some discussion work. Please work in groups of 4. Read the ‎ passage again and use the expressions on the screen to tell the others in your groups which galleries you prefer. If you have a chance to visit the galleries in the district, how will you spend the day? ‎ Show some expressions on the screen.‎ I’d prefer ...‎ I’d rather ... ‎ I’d like ...‎ Which would you prefer ...?‎ I really prefer ...‎ Would you rather ...?‎ Would you like ... or ...‎ A few minutes later, ask several groups to show their discussions. ‎ A sample dialogue:‎ S1: I’d prefer to go to the Frick Collection because I like western paintings very much. By the way, I also enjoy exploring Frick’s lovely garden, beautiful house and the furniture. Which do you prefer?‎ S2: I really prefer to visit the Whitney Museum of American Art. I’m interested in the contemporary American paintings and sculptures very much. I think they are very special, fashionable and modern with exhibition of new art. And we can also watch some videos and see films when we have a rest. Which do you like, Metropolitan Museum of Art or Museum‎ of ‎Modern Art? ‎ S3: I’d rather visit Metropolitan Museum of Art. This museum has the greatest collection of art in the USA, which covers over 5,000 years of civilization from all over the world. I prefer it partly because the museum displays more than just art with many other special exhibitions. Would you rather visit this museum?‎ S4: Yes, I’d love to. But I also prefer Guggenheim‎ ‎Museum, because the largest collection in it is the impressionist and post-impressionist section and its building is famous world widely. And it has an excellent restaurant. We can have a rich dinner there.‎ T: Excellent job! If you have the chance to visit the galleries in the district one day, ‎ how will you spend the day? ‎ S: After discussion, we decide to visit the four museums from south to north. We shall have breakfast at home. At 8:00 am, we’ll meet at the Frick Collection, which is on the 5th and Madison Avenue. After watching the western paintings there, we can explore its beautiful garden. Later, we’ll take a taxi to the Whitney Museum of American Art. After visiting the exhibition of new art, we will watch some videos and see films to have a rest, eat some fast food for lunch. In the afternoon, we plan to take a bus to go to the Metropolitan Museum of Art, the greatest collection of art in the USA. There we can enjoy over 5,000 years of civilization from all over the world and many other special exhibitions. Next, we’ll continue to go northward by taxi until we get to the Guggenheim‎ ‎Museum. We can see the collection that is impressionist and post-impressionist and appreciate its great architectural art. At last, we decide to have a rich dinner in its restaurant. We wish we spent a meaningful day, had a good time and learned much knowledge about art.‎ Step Ⅴ Writing First, ask the students to discuss the questions in Exercise 1 on page ‎8 in groups of 4, giving their own suggestions and reasons. Then, write a letter to give their opinions.‎ T: Today we’re going to practice writing a letter to the art gallery committee. You can practice according to the following steps:‎ ‎1. Discuss the questions in Exercise ‎1 in groups of 4, expressing your suggestions and reasons. ‎ ‎2. Write a letter to give your suggestions and reasons. ‎ A sample letter:‎ Dear Sir,‎ As we know, we will establish a great museum of the 21st century, building up an “Art‎ ‎Kingdom” of the cyber world, which has a plentiful supply of art and an invaluable collection of works of art. I think we should serve art lovers from all over the world, making their life more prosperous through art.‎ In order to meet the 2008 Olympic Games, I suggest starting a new gallery to spread ‎ our national civilization and improve the Olympic movement. The emblem “Chinese Seal, Dancing Beijing” adopts a special form of traditional Chinese art combining the arts of Chinese characters, seal carving and art of handwriting. Some fine photographs of some famous Olympic athletes also can be collected. Sculpture works will be exhibited and confirmed the great progress that has been made in the creation of Chinese sculpture. One of the sculptures conveys the strenuous effort made by Chinese athletes in global sports competitions in order to bring honor to their homeland. It captures a typical movement of the athlete as she relaxes her hip joints and walks on her heels and toes. ‎ So we should mainly show Chinese paintings. In this broad and deep historical river, Chinese calligraphy art reappear this historic evolutional process with its particular artistic form and artistic language seals carving and art of handwriting. People will be pleased with Chinese folk art, such as paper cutting, kites, jade and other stone carvings, wooden toys — these arts with ancient roots in China are still widely practiced, especially among ethnic groups. Embroidery is a traditional Chinese craft, which consists of pulling colored threads through a background material with embroidery needles to stitch colored patterns. All kinds of products about Chinese knots, which is a kind of characteristic folk decoration of handicraft art expressing warmest regards, best wishes and finest ideal. Today, more and more people are fond of it for its characteristic form, colorfulness and profound meaning.‎ What’s more, the following products can be considered to be shown: the colorful national arts of minor nationalities, especially the condemns, beautiful natural sightseeing and landscape pictures of our motherland, glorious architectural sculptures and the photographs showing the great changes of all professions after joining WTO. ‎ Yours sincerely,‎ Li Hua ‎ ‎ Step Ⅵ Homework Prepare for the READING TASK on page 45.‎ The fifth Period Integrating Skills (II)‎ Teaching goals教学目标 ‎1. Target language 目标语言 a. 重点词汇和短语 environment, council, attractive, permission, imagination, cross out ‎ b. 重点句式 P45‎ We would like to turn ... into ...‎ When we have finished the work, we hope ... will join us in ... so that ...‎ ‎2. Ability goals能力目标 Enable the students to talk about environment. ‎ Enable the students to write a letter asking for permission.‎ ‎3. Learning ability goals 学能目标 Help the students learn how to talk about environment.‎ Help the students learn how to write a letter asking for permission.‎ Teaching important & difficult points 教学重难点 Teach the students to write a letter asking for permission.‎ Teaching methods教学方法 Fast reading; careful reading; discussion.‎ Teaching aids 教具准备 A projector, a computer and a recorder.‎ Teaching procedures & ways教学过程与方式 Step I Reading Task ‎ Task 1 Fast reading T: At the beginning of this week, we have noticed that our school has been painted white and decorated with many famous works of art. They all make our school look more beautiful. Here is a letter on page 45 from a group of students who would like to make their school more attractive. Please read it as fast as possible to answer the questions on the screen.‎ Show the questions on the screen.‎ ‎1. Why do they become worried?‎ ‎2. What do they hope the headmaster to do for their project?‎ After a few minutes, check the answers.‎ Sample answers:‎ ‎1. Lately their class has become worried about the environment at the back of the school and they would like to do something to make their school more attractive.‎ ‎2. They hope their headmaster will give them permission for their valuable plan and help them donate 500 dollars.‎ Task 2 Careful reading T: Suppose you were the president of the high school council and you received this letter. Prepare to make notes for a report about the letter to the school council, filling the blanks on page 46. Before reading, I’ll show you some tips about how to make notes.‎ Show the following on the screen.‎ ‎1. Just write down some key words.‎ ‎2. Use words or phrases.‎ ‎3. Omit the small words like prepositions.‎ T: Now please read the letter carefully. When you read, please catch the key words. Then make notes for the report by filling the blanks.‎ A few minutes later, check the answers with the whole class.‎ Step II Speaking Task Ask the students to discuss how to improve the environment of their school in groups of 4. Then ask some of them to speak out some proposals to make their school more attractive. ‎ T: Now I would like you to discuss how to improve the environment of our school to make it more attractive in groups of 4. Practice the tasks according to the instruction in SPEAKING TASK on page 46.‎ After a few minutes.‎ T: I’d like some of you to give your opinions about what and how we should do to ‎ improve the environment of our school.‎ S: I suggest planting more trees, grass and flowers to make our school look like a beautiful garden. They can also make the air fresh. You’d better not to pick the flowers and stamp the grass.‎ S: I think we should not throw litter on the ground or floor. Instead, pick up rubbish and throw it into a dustbin, collect waste paper and bottles for recycling. We should put different rubbish into different dustbins. ‎ S: We should prevent the factories from pouring waste and polluted water not only into the river near our school but also into the other rivers. We can go outside to hand out leaflets about protecting the environment. We also can visit the factories to tell the owners the serious result they will bring to the people. ‎ S: Keep the schoolyard or the classroom clean. Don’t draw pictures on walls. Don’t carve names on the trees or on the desks and chairs. Do some cleaning carefully and regularly. We may draw some big posters about environmental protection. We shouldn’t throw about waste batteries and fruit peel.‎ S: I advise making our school a non-smoking place. I’d like to persuade both teachers and staffs not to smoke, telling them it’s a bad habit to smoke, and smoking does damage to one’s health and cause some deadly diseases. ‎ T: It means that you have already done something useful to improve the environment. If everyone makes contribution to protecting the environment, the world will become much more beautiful. If all Chinese care about the environment, I’m sure China will become one of the most beautiful countries in the world.‎ Step Ⅲ Writing Task Ask the students to write a letter to the headmaster of the school asking for permission to improve the environment of the school. Tell them while writing, they can refer to the instruction in WRITING TASK.‎ A sample letter:‎ Dear Mr. Wang,‎ As you know, our school used to look like a beautiful garden with green trees and ‎ many kinds of flowers in our schoolyard all year round. But great changes have taken place since a chemical work was built near our school two years ago. It produces poisonous gases and pours a large amount of waste water into the river. The terrible pollution has done great harm to students and teachers as well as to the surroundings. It’s time for us to do something to protect our school and prevent her from being polluted.‎ First, we must make great efforts to clean up polluted water and stop further water pollution. Ask the government to maintain and improve present facilities, and construct new project with health, safety, and protection of the environment as primary concerns.‎ Second, we must insist that water pollution control laws be passed and strictly enforced. This responsibility extends also to members of the general public in our surrounding community. An important aspect of this responsibility is making ongoing programs to protect the community’s air, land and water quality. This is of such importance, that is must be given precedence over operating productivity. ‎ Finally, we can also protect ourselves against polluted water. We should take measures to clean the polluted water. To cooperate with government, industry and academia is supporting research and maximizing benefits for the general public in safety, health and environmental matters.‎ We hope you will give us a permission to carry out the project and donate 5,000 yuan we need. And we also require you to make a report to ask for the government’s rescue. By doing so, we will be able to live a healthier and happier life.‎ Yours sincerely, ‎ Liu Wei 附 件 文化背景知识 Painting Styles When we speak of painting styles coming and going, we often think in terms of a decade or so of prominence in this century, perhaps twice that length of time in the ‎ previous century, and a generation or two in the century before that. As painting has developed in the art of man, the lifespan of a given style of painting has decreased in duration geometrically. Broadly speaking, for instance, the so-called “Renaissance” style of painting spans a hundred years or more. The mannerist style of painting that followed it somewhat less than that, perhaps 75 years, while the Baroque era lasted anywhere from 75 to 100 years depending upon which art historian you prefer. Moving back a century or so, early Christian art, sometimes called Byzantine art was little changed for perhaps 1,000 years. Talk about a style with legs! A Madonna and Child fresco painting from the Catacomb of Priscilla in Rome dates from the third century. It features a sitting Madonna holding a child-like Christ on her lap. Stylistically, it is little different from one painted in the ‎1300’‎s by the Italian artist, Duccio. The Duccio panel is rich in heavy gold leaf and much more linear in design with the Madonna enthroned in what would appear to be a circular seat that would appear to have been modelled after the Coliseum. ‎ The third century fresco, in contrast, lacks a halo and actually seems more naturalistic than the Duccio figure. It seems possible, if not certain, that Duccio might have been familiar with the catacomb fresco. Whatever the case, though different, there is little doubt that stylistically, they are cut from the same thousand-year-old cloth. Pursuing Madonna and child paintings down through Giotto, (a student of Duccio) to Massaccio (a student of Giotto) to his student, Piero della Francesca we can watch generation by generation as the Byzantine slowly gave birth to the Renaissance like a mother giving birth to a child. ‎ Traditional Chinese Painting Next to the supremely difficult art of calligraphy, the Chinese have for centuries seen painting as the highest form of art. Chinese paintings have an air of living nature, harmony and peace that is not always found in the art of other civilizations. Like all other forms of art, the Chinese strive to maintain a delicate, harmonious balance between tradition and innovation. ‎ Painting originated in the late Chou Dynasty, and its roots were cultivated in the Han ‎ Dynasty. These early paintings, which usually depicted the afterlife and heroic tales, saw a heightened sensitivity to space, distance and the first exhibition of the elements of the landscape: small trees and great mountains. In the period of the Six Dynasties, which harbored Ku K’ai-chih, long considered the father of landscape painting, Chinese painting took on a delicate and ethereal quality that has been adhered to throughout the long tradition of Chinese landscape art. ‎ The Tang Dynasty (618-906), the golden age of cultural accomplishment, saw the rise of three great painters — Wang Wei, who instilled a sense of intimacy, simplicity and sad quietness into his works, Li Su-hsun and Li Chao-tao, who are both known for the vivid green and blue, complex landscapes that have come to define the Tang painting. ‎ Painting diverged into many threads of ideas, styles and schools in what is generally seen as its culmination in the Song Dynasty (960-1279). The Song established a royal painting academy for the first time, and officially patronized a plethora of famous artists. The bird-and-flower painting found its home in the royal court and has since been a popular theme among modern artists. A split between the Northern and the Southern styles emerged as well. The paintings of the North Song reflected a concern with complex composition and brushwork, texture, and high concentrations of rocky cliffs, waterfalls, and bands of small figures. A type of literati painting, known as wen-jen hua, surfaced, preferring simple, revelatory subjects such as a tree or a rock or a bamboo shoot. The South Song saw a landscape tradition regarded as the Ma-Hsia school, after Ma Yuan and Hsia Kuei, which produced expansive, over-arching views, covering great spans of land and mist, and cultivating a feeling of weightlessness and otherworldliness. To convey the void, the sensation of open space,‎ ‎ and to suggest the never-ending quality of the world was the greatest objective here. Ma Yuan, “one-corner Ma”, liked to paint in one corner of the canvas and leave the rest empty. The Zen painting, originating with Zen monks, who disliked the academic cult and coveted the spontaneity of painting, produced free and loosely defined paintings, which would be popular in later centuries. ‎ The Yuan (1279-1368), Ming (1368-1644) and Qing (1644-1912) Dynasties, saw a gradual disillusionment with the court, and many officials retired from royalty to become painters, comprising a school known as the literati and separate from the patronized and academic tradition. In the Yuan and Ming, bolder dashes of brush strokes were employed and interested in void and space yielded to a dramatic appreciation for form. While the academic art school continued to imitate the work of previous centuries, individual scholars or literati, compensated by contributing to the dynamism and mutability of Chinese painting. The seeds of individuality were planted as painters rejected orthodoxy and imitation, and became freer and less restrained with their art. ‎ In the 20th century, with the fall of the Qing Dynasty and the rise of the Republic of China and then the People’s Republic of China, Chinese painting has also undergone the pressure to modernize and adopt Western styles and traditions. Many painters studied in the international world and brought innovative styles, such as the use of bold colors, European brushwork and perspective. Some paintings by Mao Zedong even took on political commentary in subject matter while retaining the old styles. Nevertheless, Chinese painting has never let go of its long-standing and centuries-old tradition. Painting will always contain the Tao, the notion of one power penetrating the whole universe. The Chinese artist still seeks harmony with the universe by communion with all things. If an artist has qi, the spirit of art and of the universal order, everything else follows; 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 courage. 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 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 landscape, 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. 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 other 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 Painting The New Culture Movement started from the May Fourth Movement, which at the beginning of the 20th century started 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. 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 to Peking‎ ‎University to work as an instructor at the Painting Research Society. The next year, he went to Paris to study, then transferred to Berlin and Belgium to learn oil painting and sketch drawing. He liked the Western classical paintings of the Renaissance very much and diligently copied them day and night. After he came back ‎ to Beiping (present-day Beijing) in 1927, he served as the president of the Beiping Art Institute, dean of the Art Department of Nanjing Central University and later as principal of the Beiping‎ Vocational Art ‎School. After the liberation of the People’s Republic of China in 1949, Xu worked as the president of the Chinese Central Academy of Fine Arts and chairman of the Chinese Artists’ Association.‎ Learning from Western paintings, Xu also incorporated his knowledge of human anatomy and modeling in his figure paintings. During his eight years in Europe, he studied the classic, romantic and impressionist painting styles and tried to understand their different ideas. After he came back to China, he blended them with traditional Chinese painting. He considered Chinese and Western paintings as different branches of art with respective advantages and he thought they should be combined, absorbing the essence and rejecting the dross.‎ Though Xu adopted many Western painting techniques, he was also a master of traditional Chinese painting. He spoke highly of Yan Liben, Wu Daozi, Li Sixun of the Tang Dynasty, Huang Quan and Fan Kuan of the Five Dynasties and Xu Wei, Chen Laolian, Shi Tao and Bada Shanren of the Ming and Qing Dynasties. He also had great admiration for Ren Bonian. According to him, artists should seek after truth and take a proper attitude to life. He summarized seven painting rules in the preface of his book, The Painting Center. The seven rules are proper composition, accurate proportion, clear distinction of white and black, natural movements and gestures, harmony between bright and light colors, clear characterization and unambiguous expression of emotions. From these rules, we can see Xu’s careful research into traditional Chinese and Western paintings and his quest to combine the painting methods of the two. The rules provide a good summary of his art practice and also represent a big achievement in modern realist fine arts research.‎ Xu Beihong created thousands of excellent traditional Chinese paintings, oil paintings and sketches during his life. In his traditional Chinese painting Foolish Old Man Removing Mountains, (Fig. 2-40) oil paintings Five Hundred Soldiers in The Field and Wait After Me, he depicted traditional Chinese folk tales or historical stories to hint obliquely at contemporary realist themes. His works have impeccable ‎ composition, extensive scenes and rich characterization to reflect the themes. His paintings of animals, flowers and birds, such as Crowing Cock in Storm and Galloping Horses, all reflect positive ideas. His works reveal his concern about society, the people and his devotion to art. Xu Beihong had researched the body shape and characteristics of horses and drew sketches of thousands of horses. The horses under his painting brush combine Western and traditional Chinese painting skills, which have a unique attraction.‎ During his life, Xu Beihong also devoted heart and soul to the education of new artists and made important contributions to fine arts education after the founding of New China.‎