高中英语 Unit 1　Art教案5

Unit1Art教材分析I．教学内容分析本单元的中心话题是西方绘画艺术的历史、中西方各种艺术形式与风格，各时代的著名画家以及他们的作品。听说读写等语言知识和语言技能主要围绕“绘画艺术”这一主题设计的。本单元引导学生讨论这些问题，目的在于让他们了解绘画艺术及其各个历史发展时期的不同风格，培养他们对艺术的兴趣。Warmingup部分共有四个问题，引导学生讨论本单元出现的所有绘画，包括宗教绘画、文艺复兴时期的绘画、印象派风景画和抽象画等。通过为教室选张贴画、为家居选布置画、谈个人对绘画等艺术的喜好等活动，让学生交流对绘画等艺术形式的认识，并在此过程中学习本单元即将出现的生词。Pre-reading部分有三个问题，引导学生回顾在画廊或书本上见过的绘画。尤其要学生回顾所见的西洋绘画和著名的画家，这和“热身”部分的讨论有机地联系起来，帮助学生认识国画和西洋画的不同特征、代表性作品及画家。Reading部分主要介绍西方绘画史。文章开头阐述导致艺术发展的因素：生活方式和人们的信仰，并由此得出结论：西方艺术不断变化发展，而中国艺术相对保持稳定。随后文章从四个方面介绍了主要的西方艺术绘画流派。中世纪的绘画主题主要与宗教有关，这个时期的作品充满了宗教符号，表达作者对上帝的崇敬和热爱。直到13世纪，意大利画家乔托（Giotto）才开始描绘现实的宗教活动。文艺复兴时，人们的思想和价值观发生了根本性的变化，绘画主题从宗教转向人与自然，绘画手法更为现实。意大利画家马萨乔（Masaccio）采用透视法绘画，开创了现实主义绘画的新纪元。19世纪晚期，欧洲的工业化导致了巨大的社会变革，也使绘画风格产生了变化。在法国的巴黎出现了印象派艺术画家，他们走出家门，捕捉瞬间作用于物体的光线。印象派绘画一段时间引起了争议，但如今被公认为现代艺术的开端。无论是抽象画还是现实画，都得益于印象派艺术的启发。阅读文章中有四幅图，分别为：1.亚博拉罕接待天使（大圣母教堂侧壁）432—440——中世纪2.巴۰卡斯蒂利昂伯爵像（拉斐尔）1515——文艺复兴3.日出（莫奈）1872-1873——印象主义4.海边人物形象（斯塔尔）1952——现代艺术Comprehending部分设置了四个练习。练习1为填表活动，考查学生对四种西方绘画艺术流派所处历史时期及其基本特征的了解。练习2是写的活动，要求学生写出从课文了解到的有关西方艺术的三项新知识。练习3为检测性练习，通过判断正误，检查学生对阅读内容的理解和掌握情况。练习4是包含两个议题的讨论题，鼓励学生就自己喜好的艺术风格进行口头交流。Learningaboutlanguage的词汇部分，通过三个练习帮助学生理解并运用课文中的生词。练习1为词语释义练习。练习2要求学生用课文中出现的词填空。练习3是词汇分类练习，并要求学生在完成“思维图”后写句子或短文。语法部分学习虚拟语气。练习1通过“热身”中的两个问句，让学生认识虚拟语气，要求学生从阅读课文中找出含有虚拟语气的句子。练习2要求学生区分虚拟条件句与表示真实情况的条件句。练习3让学生用所给动词的正确形式填空，进一步理解和巩固虚拟语气的用法。练习4要求学生用虚拟语气做游戏。Usinglanguage部分综合训练听说读写能力。阅读部分综合介绍了曼哈顿的主要艺术画廊。纽约富翁弗里克（HenryClayFrick）去世后，给美国人留下了房屋、家具以及艺术收藏品，许多艺术爱好者把弗里克收藏馆（TheFrickCollecting）视为最好的小型艺术画廊；古根海姆博物馆（GuggenheimMuseum）珍藏着5000件现代油画、雕塑和素描作品。博物馆本身也是世界著名的建筑，走进博物馆，就好像置身于巨大的贝壳之中。（纽约）大都会博物馆（MetropolitanMuseumofArt）珍藏着美国最好的艺术品，它展现给人们的是世界各地5000多年的历史。现代艺术博物馆（MuseumofModernArt）收藏着19世纪晚期到21世纪的伟大的艺术作品。惠特尼美国艺术博物馆（WhitneyMuseumofAmericanArt）与时代同步，展现当代美国绘画和雕塑作品。阅读材料后设置了两个练习：一是在地图上找出各个展览馆的位置；二是根据阅读内容填表格。听说部分与阅读部分密切相关，谈论参观曼哈顿的主要艺术画廊，学习和运用表达“偏爱”的交际用语。写的部分要求学生写封信，就开办艺术画廊谈谈自己的想法。Summingup部分要求学生就西方艺术、艺术画廊、词语和结构等方面进行自我评价，判定是否需要进一步巩固练习。Learningtip部分就如何把握文章的主题思想提出建议：阅读标题和副标题；阅读图片和图表；阅读第一段或各段的第一句；阅读结论；思考写作意图。II．本单元涉及的要点是：㈠简要了解西方和中国绘画艺术的历史和风格，各时代的著名画家以及他们的作品。㈡学习有关绘画艺术的词汇。㈢学会表达喜好和偏爱的日常交际用语。㈣学习虚拟语气（和现在、将来事实相反）的用法。㈤学习写提出建议的信。III．教学计划本单元分六课时：第一课时:Warmingup,Pre-reading,Reading,Comprehending第二、三课时：LanguagepointsinWarmingup,Pre-reading&Reading第四课时：Learningaboutlanguage第五课时：UsingLanguage-Reading第六课时：UsingLanguage-Listening,Discussing&WritingIV．教学步骤：Period1WarmingUp,Pre-reading,Reading,ComprehendingTeachingGoals:1.ToarouseSs’interestinlearningaboutart.2.Todevelopsomebasicreadingskills.3.Tolearnsomenewwords.4.Toknowaboutthehistoryofwesternpainting.TeachingProcedures:Step1Leading-inPurpose:ToactivateSsandarousethemtotalkaboutart.Pairwork:Showthepicture,MonaLisasmile.AskSsthreequestions.Andseehowmuchtheyknowaboutthefamouspicture.isthewomaninthepicture?MonaLisa.paintedthepicture?LeonardodaVinci(1452～1519).longdidittakehimtopaintit?Fouryears(1503～1506).Step2.WarmingUpPurpose:ToleadSstoprepareforboththecontentandthegrammarfocusoftheunit.GroupworkLookatthefollowingpicturesanddiscussingroups.(1)Ifyoucouldhavethreeofthesepaintingsonthewallofyourclassroom,whichwouldyouchoose?Discussyourreasons.Thesewordsmighthelpyouinyourdiscussion:realisticabstractnaturedetailedtraditionallinerichreligiousunfinishedmoderncolorshape(2)WouldyouratherhaveChineseorWestern-stylepaintingsinyourhome?Giveyourreasons.(3)Haveyoueverwishedyoucouldpaintaswellasaprofessionalartist?Ifyouwereanartist,whatkindofpictureswouldyoupaint?(4)Whatwouldyouratherdo—paintpictures,makesculptures,ordesignbuildings?Why?Step3.Pre-readingPurpose:introducetoSssomefamouswesternartistsofeachperiodandtheirfamousworks.Sstotalkaboutthefamouswesternartistsandtheirfamousworks.1.PairworkDoyouknowthenamesofthefollowingwesternartistsandtheirfamousworks?Whatdoyouknowaboutthem?Discusswithyourpartner.Giotto乔托(1267-1337)GiottowasrecognizedasthefirstgeniusofartintheItalianRenaissance.Hepaintedreligiousscenesinamorerealisticstyle.ThispictureisEscapetoEgypt.Raphael拉斐尔(1483-1520)RaphaelwasanItalianpainter,whoseworksincludedreligioussubjects,portraits,andfrescoes,exemplifytheidealsoftheHighRenaissance.ThispictureisPortraitofBaldassareCastiglione.VanGogh凡高(1853-1890)VanGoghwasaDutchpainterwhowenttoliveinsouthernFranceandhelpedtodevelopthestyleofPost-impressionism.Hispaintingstypicallyusebrightcolorsandhavethicklines.oneofthemostfamousonesisSunflowers.Heisalsoknownforbeingmentallyillandforcuttingoffoneofhisearsandlaterkillinghimself.Poorashewasduringhislife,hispaintingsarenowextremelyvaluableandsoldatveryhighprices.ThispictureisSunflowers.ClaudeMonet克劳德·莫奈(1840-1926)Heinfluencedthedevelopmentofimpressionism.Hepaintedeverydayobjects.Monethadafascinationwithlightandthatledhimtonotonlypaintthispicture,butalsoseveralothersshowingthesameeffectondifferentobjects.ThispictureisSunrise.PabloPicasso毕加索(1881-1973)Spanishartist.Oneofthemostprolificandinfluentialartistsofthe20thcentury,Picassoexcelledinpainting,sculpture,etching,stagedesign,andceramics.WithGeorgesBraquehelaunchedcubism(1906-1925),andheintroducedthetechniqueofcollage.AmongPicasso'smasterpiecesareLesDemoisellesd'Avignon(1907)andGuernica(1937).ThispictureisLesDemoisellesd'Avignon.TheabovepicturescanbeusedforSstotalkabout,andtheteachercangiveSsabriefintroductiontoeachofthem.2.GroupworkAskSstodiscussingroupshowtousethefollowingwords.realisticabstractsculpturegallerybeliefconsequentsymbolrenaissancefocusreligionpossessionperspectiveconvinceimpressionismshadowridiculouscontroversialattemptpredictaggressivescholarfleshgeometrybunch3.PracticeMatchthewordswiththecorrectmeanings:[A][B]a.realisticb.abstractc.existenced.detailede.religiousf.traditional1.accurate,minute2.stateorfactofexisting3.beinginthoughtbuthavingaphysicalorpracticalexistence4.lifelike,truetolife5.classical,ofoldbeliefs6.sinceretobelieveinagodorgodsSuggestedAnswers:a4,b3,c2,d1,e6,f5Step4.SkimmingPurpose:TohelpSslearnsomeskillsusedbyexperiencedreaders.GroupworkAskSstodiscussthetitleofthetextandtheheadingswithinitwiththeirpartnersingroupsoffourandanswerthefollowingtwoquestions.1.Whatisthetopicofthetextandhowistheinformationorganized?ItisaboutWesternpaintingandtheinformationisorganizedintimeperiods,fromearliesttopresenttime.2.Skimthefirstparagraphtofindthetopicsentencethattellsthereaderwhatthetextisgoingtobeabout.Thelastsentence.Step5.FirstreadingPurpose:ToseewhetherSsunderstandthepassageornot.PairworkReadthepassageandfinishthefollowingtrueorfalsequestions.Westernarthaschangedverylittleoverthelastseventeencenturies.()PaintingsintheMiddleAgesdidnotuseperspective.()Impressionistspaintedlandscapes.()Youcannotrecognizeanyobjectinabstractmodernart.()IntheRenaissancemostartistspaintedindoors.()Abstractartisstillanartstyletoday.()SuggestedAnswers:Step6.SecondreadingPurpose:ToseewhetherSscanfullyunderstandthepassage.PairworkReadthepassageagainandchoosethebestansweranddiscusswithyourpartner.WhyhasChineseartchangedlessoften?A.Itdevelopedslowly.B.Chinesepeopledidn’tlikeart.C.ArtinChinafollowedasimilarwayoflifeforalongtime.D.Chinesearthadasteadyroot.WhatdidtheWesternpaintingsintheMiddleAgesmainlydraw?A.Naturepaintings.B.Realisticpaintings.C.Abstractpaintings.D.Religiouspaintings.Whendidpaintersmainlyfocusmoreonpeopleandlessonreligion?A.5thto15thcenturyAD.B.15thto16thcentury.C.Late19thtoearly20thcentury.D.20thcenturytotoday.Whowasthefirstpersontouseperspectiveinpaintings?A.Masaccio.B.GiottodiBondone.C.ClaudeMonet.D.PabloPicasso.Whydidn’tpeopleinthelate19thcenturylikeimpressionists’paintings?A.Becausetheartistsmainlyrepresentedthereligioustheme.B.Becausetheartistsfocusedonhumans.C.Becausethepeopleofthattimesaidthatthepainterswerecarelessandtheirpaintingswereridiculous.D.Becausethepaintersbrokeawayfromthetraditionalstyleofpainting.SuggestedAnswers:1.C2.D3.B4.A5.CStep7.ThirdreadingPurpose:Togetthemaincharacteristicsofeachperiod.PairworkReadeachperiodagainandtrytogetthegeneralideaofeachperiodandfillintheblanks.1.TheMiddleAges(5th–15thcentury)Duringthemiddleages,themainaimofpainterswastorepresent______________.SuggestedAnswers:religiousthemes2.TheRenaissance(15thto16thcentury)Peoplebecamefocused_________________.SuggestedAnswers:moreonhumansandlessonreligion3.Impressionism(late19thtoearly20thcentury)Theartistspaintedoutdoors.Theywanttoshow___________.SuggestedAnswers:howlightandshadowfellonobjectsatdifferenttimesoftheday4.Modernart(20thcenturytotoday)Nowadays,therearescoresof______styles,suchasCubism(立体派)，Surrealism(超现实主义),Expressionism（表现主义）…SuggestedAnswers:modernartStep8.DiscussionGroupworkAskSstodiscussthetextstructureingroups.(1)Whichparagraphtellsyouwhatthetextisabout?Paragraph1(2)Whydoyouthinkthewriterputheadingsinthetext?Letreadersknowwhathisarticleisaboutandhowitisorganized.(3)Underlinethetopicsentenceineachparagraph.Thefirstsentenceofeachparagraph.2.PairworkLookatthefollowingfourpicturesandworkinpairstodiscussthefollowingquestions.(1)Whichonedoyoulikebest?Whydoyoulikeit?(2)Whichperioddoeseachpicturebelongto?(3)Whopaintedit?(4)Whatkindofstyleisit?3.Pleasefillintheformandmakeupasmallconversationbetweenyouandyourpartner表格SEQ表格\*ARABIC1PeriodMiddleagesRenaissanceImpressionismModernArtTimeCharacteristicsofthepaintingsSuggestedanswers:PeriodMiddleagesRenaissanceImpressionismModernArtTime5th-15thcentury15th-16thcenturyLate19th-early20thcentury20thcentury-todayCharacteristicsofthepaintingsReligiousthemesManyreligioussmbolsRealisticthemesPerspectiveNewoilpaintsPaintedoutdoorsPaintedchangesinlightNotdetailedAbstract:concentratedonqualitiesoftheobjectVeryrealistic:likephotographsStep9Homework1.Readthetextfluentlyandthenprepareforthefollowingquestionsonyourtextbook.2.Getonthelineandfindoutmoreinformationaboutwesternpainting.Periods2&3LanguagepointsinWarmingup,Pre-reading,Reading,ComprehendingTeachingGoals:1.ToenableSstomastertheusageofsomenewwordsandexpressions.2.TogetSstolearnsomekeystructures.TeachingProcedures:Step2.LanguagepointsinWarmingUp1.PairworkAskSstostudyandunderstandhowtousethefollowinglanguagepointinpairs.WouldyouratherhaveChineseorWestern-stylepaintingsinyourhome?你愿意在家里挂中国画还是西方风格的画？wouldrather意为“宁愿”，常见的用法如下：wouldratherdo宁愿做某事wouldrathernotdo宁愿不做wouldratherdo…thando宁愿做……而不做……wouldrathersb.did∕haddone宁愿某人做（从句中谓语用一般过去时表示现在或将来的动作；用过去完成时表过去的动作。）2.Practice:(1)Iwouldrather_______(stay)athometoday.(2)Hewouldrather______________surrender.他宁死不屈。(3)Iwouldratheryou_______(come)heretomorrow.(4)–DoyoumindifIkeeppetsinthisbuilding?--___________.(2000年上海高考)I’dratheryoudidn’t,actuallyOfcoursenot.It’snotallowedhereGreat!IlovepetsNo,youcan’t(5)Toenjoythescenery,Irenewouldratherspendlonghoursonthetrain_____travelbyair.A.asB.toC.thanD.whileSuggestedAnswers：(1)stay(2)diethan(3)came(4)A(5)CStep3.LanguagepointsininReadingGroupworkSsaredividedintofivegroupsandeachgroupdiscussthelanguagepointsineachpart.Part11.consequentlyadv因此；所以IhaveneverbeentoChina.Consequently,Iknowverylittleaboutit.Part21.aimn.&v.(1)〔U〕瞄准;对准Thehuntertookaimatthelion.(2)〔C〕目标;目的What'syouraiminworkingsohard?Hehasachievedhisaim.(3)v.瞄准；对准Heaimedhisgunattheenemy.2.symbolThedoveisthesymbolofpeace.Part31.valuen用途；价值YouwillfindthedictionaryofgreatvaluewhenyoulearnEnglish.2.concentrate…on…聚焦于，把……聚集于……I’llconcentrateonthemaingroupofpeopleoverthere.3.possessionn(pl)财产Hewasfoundinpossessionofdangerousdrugs.Thehouseisinmypossession.Theyhavetakenpossessionofthecity.●常见词组：inpossessionof拥有inthepossessionofsb.为……所占有；掌握在……手中takepossessionof占有，占领4.convincev使相信Wecouldn’tconvincehimofhismistakes.Wecouldn’tconvincehimtocorrecthismistakes.Iamconvincedthattheycandoit.5.Iftherulesofperspectivehadnotbeendiscovered,noonewouldhavebeenabletopaintsuchrealisticpictures.如果没有发现透视法，人们就不可能画出如此逼真的画。该句使用了虚拟语气,这是本单元的语法项目。与过去事实相反的假设,主句中用wouldhavedone,if从句中用haddone。如：IfIhadhelpedhim,hewouldhavefinishedthework.如果我帮了他,他就完成工作了。(事实是没帮他)Part41.agreatdeal作状语Inthelate19thcentury,Europechangedagreatdeal.●拓展：agreatdealof+不可数名词，表示“许多”。英语中表示“许多、大量”的词(组)：修饰可数名词的：many,alargenumberof,agreatmany,quiteafew,scoresof等修饰不可数名词的：much,agreatdealof,alargeamountof等既可修饰可数名词,又可修饰不可数名词的：alotof,lotsof,plentyof,aquantityof,quantitiesof等2.AmongthepainterswhobrokeawayfromthetraditionalstyleofpaintingweretheimpressionistswholivedandworkedinParis.打破传统绘画风格的画家中就有生活工作在巴黎的印象派画家。该句采用了倒装语序，主语是impressionists。表示地点的介词短语放在句首，常引起完全倒装。如：AmongthesurvivorswasaBritishwoman.幸存者中有一位英国妇女。Insidethepyramidsaretheburialroomsforthekingsandqueensandlongpassagestotheserooms.金字塔内是国王和王后的墓穴以及通向这些墓穴的通道。3.thefirst/second/last+n.+todosth.第一/二/最后……做某事的Theimpressionistswerethefirstartiststopaintoutdoors.Part5of许多Scoresofpeoplearewaitingtobuyticketsoverthere.v&nIattemptedtospeak,butwastoldtobequiet. Ipassedthedrivingtestatthesecondattempt.3.ontheotherhand另一方面OnonehandIwishtogotothepartytogetherwithyou,butontheotherhandIoughttobestudying.Step5.HomeworkUsethenewwordsandexpressionstomakesomesentences.Periods4LearningaboutLanguageTeachingGoals:1.ToenableSstomastersomenewwordsandexpressions.2.TogetSstohaveknowledgeofthisgrammarpoint:thesubjectivemood.TeachingProcedures:Step1.PairworkPurpose:Tolearnanumberoftimeexpressions.Readthepassageagainandunderlineallthetimeexpressionsinthereadingpassage.Compareyouranswerwithyourpartner.SuggestedAnswers:Artisinfluencedbythecustomsandfaithofapeople.StylesinWesternarthavechangedmanytimes.…thistextwilldescribeonlythemostimportantstyles,startingfromthesixthcenturyAD.DuringtheMiddleAges,themainaimofpainterswastorepresentreligiousthemes.Butitwasevidentthatideaswerechanginginthe13thcentury…DuringtheRenaissance,newideasandvaluesgraduallyreplacedtheseheldintheMiddleAges.Oneofthemostimportantdiscoveriesduringthisperiodwashowtodrawthingsinperspective.ThistechniquewasfirstusedbyMasaccioin1428.Whenpeoplefirstsawhispaintingstheywereconvincedtheywerelooking……oilpaintswerealsodevelopedatthistime…Inthelate19thcentury,Europechangedagreatdeal…Atfirst,manypeopledislikedthisstyleofpainting….Atthetimetheywerecreated,theimpressionists’paintingswerecontroversial…Step2IndividualworkPurpose:Topracticetimeexpressions.Usetimeexpressionstocompletethetextbelow.TheMiddleAgesinEuropebegan_________andlasted__________.TheperiodaftertheMiddleAgesiscalledthe______._____mostartistspaintedreligiouspaintings.However,in_____Masacciodiscoveredhowtomakepaintingslookmorerealbyusingperspective.Thisledtoagreatchangeinpaintingstyles.DuringtheRenaissance,whichlasted______,paintersalsodiscoveredoilpaintswhichmadetheirpaintingslookmuchricher.Theyalsobeganpaintingotherthingsbesidesreligiousimpressionistpaintersdevelopedanewstyleofpainting.Theyweremoreinterestedinlightandcolorthandetail.Theimpressionistperiodisgenerallyrecognizedasthebeginningofmodernpainting.____therearemanydifferentstylesofWesternartandnodoubttherewillbeevenmorenewstyles_____.SuggestedAnswers:inthe5thcentury,untilthe15thcentury,Renaissance,IntheMiddleAges,1428,fromthe15thtothe16thcentury,Inthelate19thcentury,Nowadays,inthefutureStep3.GroupworkWritedowntherootwordfromwhichthesewordsareformed.Discusstheanswersingroups.realisticimpressionismsymbolicshadowyreligiousattemptablevaluableaimlesspredictionbelievableEuropeanridiculousSuggestedAnswers:realimpresssymbolshadowreligionattemptvalueaimpredictbelieveEuroperidiculeStep4.PairworkFindwordsinthetexttocompletethesentences.My____istogotoanartcollegewhenIfinishhighschool.Acrossisa____oftheChristianreligion.Ilostallmy_____whenafiredestroyedmyhouse.IwouldlovetovisitFrance,Italy,Germanyandothercountriesin____.Ilike____artbetterthanrealisticartbecauseitmakesyouseethingsinanewway.SuggestedAnswers:1.aim2.symbol3.possessions4.Europe5.abstractStep5.FreetalkPurpose:Topracticethesubjectivemood.Pairwork:Pleasehaveafreetalkwithyourpartnerusingthestructure:IfIdid/were…,Iwoulddo…Youcanchooseanytopicbelow.youbecametheheadoftheUnitedNations,whatwouldyoudofirst?youwerethemayorofourcity,whatchangeswouldyoumake?youcouldtravelanywhereintheworld,wherewouldyougoandwhatwouldyoudo?Step7Grammar1.Explanationofthesubjectivemood虚拟语气表示说的话不是事实，或者是不可能发生的情况，而是一种愿望、建议或者与事实相反的假设等。一般常用于正式的书面语中。与现在事实相反的条件句虚拟语气在条件句中共有三种情况：与现在的事实相反；与过去的事实相反；与将来的事实相反。本单元只练习与现在的事实相反的条件句，其谓语动词的形式如下：if条件从句主句动词的过去式（be的过去式用were）would(should,could,might)+动词原形IfIwereyou,Iwouldgothere.Idon'thaveacellphone.IfIhaveone,itwouldbeconvenientformetogetintouchwithothers.2.Practice(1)如果我是你，我不会如此自负。IfI____(be)you,Iwouldnotbesoproud.(2)Ifhe______todoso,hecouldfindthetime.A.wantsB.wantedC.wouldwant D.haswanted(3)IfI____abird,I____veryhappy.A.were,wouldbeB.am,shallbeC.am,wouldbeD.were,shallbeSuggestedAnswers:(1)were(2)B(3)AStep8.HomeworkReviewtimeexpressionsandthesubjectivemood.Periods5Reading(UsingLanguage)TeachingGoals:1.ToarouseSs’interestinknowingaboutartgalleries.2.Tolearnsomenewwords.3.ToknowaboutsomefamousartgalleriesinManhattan.TeachingProcedures:Step1.WarmingUpPurpose:ToactivateSsandarousethemtotalkaboutartgalleries.PairworkDiscussthefollowingquestionswithyourpartner.Doyouknowthenameofthisworkofart?Venus《维纳斯》.2.Whereisitnow?ItisinLouvreMuseum(卢浮宫),whichisafamousmuseuminFrance.Step2.Pre-readingPurpose:TointroducetoSssomefamousartgalleriesinManhattan.PairworkDoyouknowthefollowingfamousartgalleriesinManhattan?Pleasetellyourpartnerwhatyouknowaboutthem.WhitneyMuseumofAmericanArtMuseumTheFrickCollectionGuggenheimMuseumMetropolitanStep3.FastreadingPurpose:BeforeSsbeginreadingthetext,encouragethemtoskimitbytheaskingthefollowingquestions.PairworkGetSstoaskandanswerthefollowingquestions.1.Whatisthetitleofthetext?(TheBestofManhattan’sArtGalleries)2.Whatdoesthemapshow?(TheavenuesandstreetsinManhattan.)3.Whatdoyouthinkthenumbersonthemaparefor?(ArtgalleriesinManhattan.)4.Whatdoyouthinkthepurposeofthetextis?(TogivepeopleinformationaboutvariousartgalleriesinNewYorkandtoshowthemwheretheyare.)doyouthinkthetextwaswrittenfor?(Tourists,artgalleryvisitors.)6.Wheremightyouseesuchatext?(Possiblyinaguidebook.)Step4.SecondreadingPurpose:LetSsknowsomespecificinformationofthetext.PairworkScanthetextandmatchthenumbersonthemapwiththenameofthemuseumanddiscussyouranswerswithyourpartner.NumberonmapMuseum1Guggenheim2Metropolitan3Whitney4TheFrickCollection5MuseumofStep5.ThirdreadingPurpose:LetSsknowsomeotherspecificinformation.TeamworkScanthetextandcompletethechartwiththeinformationfromthereadingpassage.TypeofartNameAddressWhichcenturiesWhatcountriesAmericaMuseumofFromancienttomoderntimesGuggenheimTheFrickCollectionWesterncountriesSuggestedAnswers:TypeofartNameAddressWhichcenturiesWhatcountriesWhitney945MadisonAvenuenear7520th-21stcenturiesAmericaMuseumof53rdSt,between5thand6thAvenues19th-21stcenturiesWesternartMetropolitan5thAvenueand82ndStreetFromancienttomoderntimesAllovertheworldGuggenheim5thAvenueand88thStreet.20th-21stcenturiesWesterncountriesTheFrickCollection5thAvenueandE.70Pre-20thcenturyWesterncountriesStep6.LanguagepointsPurpose:TotrainSs’listeningability.TotrainSs’languagecapacity.Listentothetapeandfollowitinalowvoiceanddealwiththelanguagepointsingroups.GroupworkSsaredividedintogroupsofthree.Eachgroupissupposedtoreadthrougheachpartandthendiscussthem.Part1.TheFrickCollection1.avenuen大街Thereisabeautifulavenuebesidethebuilding.2.leave…to…把……留给……Heleftallhismoneytohisson.3.(sth)bewellworthavisit(某物)非常值得参观Thenewly-builtparkiswellworthavisit.Part2.Guggenheim1.Theseartworksarenotalldisplayedatthesametime.=Alltheseartworksarenotdisplayedatthesametime.All,both与not连用时表示部分否定。完全否定时分别用none和neither。2.exhibitionn.展览；展览会Thereisgoingtobeanartexhibitioninthemuseumthisweekend.Part3.Metropolitan1.civilizationn.文明；文化It'sgoodtogetbacktocivilizationafterlivinginatentfor2weeks!2.morethan不仅仅是ChinaDailyismorethananewspaper.ItcanhelptoimproveourEnglish.●拓展：notmorethan不超过；至多nomorethan仅仅nomore…than…与……同样不more…than…与其说……倒不如说……Ihavenomorethan10dollarsinmypocket.Heismoreafarmerthanascientist.3.waysofliving生活方式Wroducesb.tosth.使某人了解某事；引导某人了解某事Thefirstlectureintroducesstudentstothemaintopicsofthecourse.Part4.MuseumofItisamazingthat…令人惊奇的是……Itisamazingthathegot99pointsintheexam.somany/few+可数名词复数;somuch/little+不可数名词Therearesofewpeopleinthestreet.Thereisstillsomuchmilkinthebottle.3.worksofart艺术品Therearesomanyworksofartinthemuseum.admissionprice门票价格Thoughtheadmissionpriceisrelativelyhigh,wedecidedtovisitthemuseum.Part5.Whitneyadj当代的，同时代的Ilikecontemporaryliteratureverymuch.Thisbookiscontemporarywiththatone.adj.永久的；长久的Sheislookingforapermanentjob.Theaccidenthasnotdoneanypermanentdamage.thetime一直，始终●拓展：atthesametime同时；可是atalltimes总是；随时attimes有时atonetime一度；曾经aheadoftime提前fromtimetotime有时，偶尔intime及时；迟早ontime准时innotime立刻，马上twoyears每两年●拓展：everyotherday每隔一天everyfewdays每隔几天（不可用everyafewdays）everythirdday每隔两天Step6.HomeworkSurfontheInternettofindmoreinformationaboutfamousartgalleriesintheworld.Period6Listening,Discussing,Writing(UsingLanguage)TeachingGoals:TogetSstotalkaboutthegalleriesintheirownwords.TotrainSs’listening,speakingandwritingability.TeachingProcedures:Step1.FreetalkPurpose：TogetSstotalkaboutthegalleriesintheirownwordsandgetthemtopredictwhatthethreepeopleinthelisteningtextmightsee.Groupwork:CanyousaysomethingaboutthefivegalleriesinEx2(P7)?Whatkindofartdoeseachgallerycontainandfromwhatcountriesandperiod?Doyouthinktheywillagreeatthebeginningofthetapewhichgalleriestheywillvisit?Whatkindofdifferentopinionsmighttheyhave?Step2.FirstlisteningListencarefullyandnumberthegalleriesintheorderthatyouhearaboutthem.PairworkDiscusstheanswerswithyourpartner.SuggestedAnswers:1MetropolitanMuseumofArt2TheFrickCollection3Museumof4WhitneyMuseumof5GuggenheimMuseumStep3.SecondlisteningPurpose：TohelpSstofocusontheinformationtheymustlistenfor.PairworkAskSstoreadthefollowingquestionsAskthemtoworkwithapartnertoseehowmanyofthequestionstheycanalreadyanswer.1.Whofirstsuggestedtheyvisitartgalleries?2.Whodoesnotlikelargemuseums?3.WhyisGaoYaninterestedinvisitingtheMetropolitan4.Whatistheirplanforthefirstday?5.WhatdotheydotomakeSusanhappy?6.Whydoesn’tSusanwanttogototheMuseumof7.WhichtwogalleriesdotheydecidetovisitonSaturday?SuggestedAnswers:1John.2.Susan.3.Hewantstoseeartfromallovertheworld,includingsomefromChina.4.V