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【原创】M8 Unit 3 The world of colors and light(教案全)  

2013-09-19 08:27:23|  分类: 课件教案 |  标签: |举报 |字号 订阅

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Unit 3 The world of colors and light

Welcome to the unit

Teaching goals:

(1) To help the students to raise their interest in art.

(2) To help them to realize the differences between types of painting and the differences between traditional Chinese painting and traditional European painting.

(3) To discuss their favorite paintings and painters.

Important points and difficult points:

(1) Understand the different types of arts

(2) Discuss the arts with some professional art vocabulary.

Teaching procedures:

Step 1: Leading-in

    T:  Tell the students that nowadays people have many choices for entertainment. Different people have different tastes. Then let them think about the following questions:

1)        What do you usually do for entertainment in your spare time?

2)        Please introduce some to your classmates.

3)        If you are asked to recommend one to a friend, what will you choose? Why?

(Give them a few minutes to discuss them in pairs. Encourage them to speak in English as much as possible. If necessary, T can do them a favour.)

Step 2: Talking and Discussing

   T: Go on with the next step by asking them whether they like the art of paintings. Then let them to look at the pictures and read the instructions below them. Meanwhile let them think about the questions:

1)        How many types of paintings are there? What are they?

2)        What is a mural?

3)        What is abstract art?

4)        What are the differences between them?

 (Make sure all of the students know the exact meanings and recognize some differences between these paintings. T can ask them to put their answers into Chinese. This step can help the students get some common knowledge about paintings which may help them to continue the next.)

   T: Later T shows them another five pictures and ask them tell which type each one belongs to (murals, pictures of object, abstract art, paintings of nature, or portraits.)

1)  What types do they belong to?

2)  Do you know the painter of these pictures? Who are they?

3)  Which of the paintings above do you like best? Why?

  Further discussion:

1)  Do you know any other famous painters both at home and abroad? If you do, do you like their works? Why?

2)  In your opinion, what are the differences between traditional Chinese painting and traditional European painting?

    (After looking at the paintings, let them answer the first three questions. Then let them think about the last two questions. Give them a few minutes to discuss the two questions and exchange their information with their partners. T can walk around the class during the discussion and give help in time.)

Step 3: Language Points

1)        be around   存在;流行

2)        still adj. 静止不动的;(湖面)平静的

calm adj. 镇静的;(大海)风平浪静的

quiet adj. 宁静,安静(不吵闹,不骚乱)

silent adj. 无声的(没有声音,不说话)

Step 3: Homework

1.      After class, read some books about the art of painting

2.  Preview the next lesson reading

Unit 3 Reading

Teaching goals:

1) To help the students to improve their reading ability.

2) To help the students to gain an overall understanding of the world-famous artists and their works.

3) To learn how to read a life story of biography with the help of the time order.

Teaching Important points:

1) Master the reading strategy to improve the students’ reading ability.

2) Master the usage of some new words and phrases

Teaching Aids:

The multimedia and the blackboard

Teaching procedures:

Step1: Leading-in

T: At first, ask the students to consider the following questions to prepare for reading the passage. This may help them get a good understanding of the article.

(1)  Have you ever visited an art museum? If so, what did you see in the art museum?

(2)  How did you feel about what you saw?

(If few students have ever visited an art museum, show them a painting they have talked about in the last lesson and ask them the questions below.)

1) What type of painting is it and who created it?

2) How do you feel when you look at the picture?

3) Do you like it or not? Why or why not?

(Ss have talked something about the artists and their works, which will help them to carry on the activity freely.)

Step2: Listening

T:  Tell the students that in this lesson they will read an e-mail written by Li Ming, who went to Europe to visit some famous art museums. After the reading they will know more about some famous painters and their works. Then let them to pay attention to the three questions in part A and then play the tape for the students to find the answers. If necessary, stop the tape so that the students can take down the answers.)

     (While checking the answers, collect the names of countries and related information on Bb which will help them to complete Part C2)

      Spain       Spanish            France   French

      Netherlands  Dutch             Italy     Italian

Step3: Fast reading

   T: After the listening, let the students read the article silently as quickly as possible to decide the following sentences are ‘True’ or ‘False’

1.            Pablo Picasso was born in England.

2.            Picasso wasn’t just a painter.

3.            The painting of Mona Lisa is in the Louvre Museum.

4.            Leonardo da Vinci is an Italian.

5.            Monet was an American painter.

6.            Van Gogh’s early paintings were abstract.

7.            Rembrandt lived from 1606 to 1669.

(Check the answers with the whole class and ask them to correct the wrong ones.)

      Suggested Answers;

      1. F   2. T  3.T  4.T   5.F   6.F   7.T

Step4: Careful reading

T: When they have got a general idea of the article, ask them to read it aloud again carefully to complete C1 on page 36. This time, require them to make a mark where they get the answers. Before reading, let them read the reading strategy and the eight questions first and make sure all the students know what to do and participate in this activity. Ask them circle the dates and the names of paintings.)

 ( After checking the answers, let them go on with Part C2. Remind them to make use the information they have got in the steps above and on Bb. T can ask them cooperate to complete the table and share their information. Explain any difficulties while checking the answers with the whole class. Later on if time permits, T can ask the students to do Part E as consolidation or let them finish it after class.)

T: In the end, let them think about the three questions in Part F using what they have learnt and known.

  1) Is there an art museum in your city or town? If there is one, have you visited it? If you have, what do you think of the artwork there?

2) Do you think we need art museums? Why or why not?

3) Do you think art is important? Why or why not?

 

Step4: Language points

1)      think about … 考虑

think over     考虑(仔细,认真)

think out      想出

think of …    想到

think of … as …   … 看作 …

2) 介词of用法小结

?        同位结构

the city of Beijing

?        物主关系

the surface of a pond

?        定语结构表示性质、特征等

a book of (great) help/value

3)  amazed  adj. 吃惊的,好奇的

amazing  adj. 令人惊异的

amazement  n. 吃惊

        be amazed at  吃惊于……

e.g. We were amazed at the change in his appearance.

4)  represent vt. 表现,描绘,声称,象征

represent … as …  把…描绘成

e.g. The picture represents a hunting scene

    e.g. He represented himself as an expert. 

    5)  share vt./vi. 分享、分担、共用;有相同的(观点、意见、境遇、爱好等)

        share (in) … with sb.    同某人分享、分担、共用

        share in … 分享、分担 (不表示共同使用)

     e.g. Tom shared my opinions.

6)  range … from …  … 到 …

e.g. She has a lot of hobbies, ranging from playing chess to canoeing.

7)  on the/one’s way to …   在去…的路上

    be on the/one’s way to …  接近…(目标);离…(目标)不远了

      (After the explanation, give them a few minutes to go over these phrases and structures. Then let them do the relevant exercises in the WB. Explain any questions raised by the students.)

Step5: Summary and homework

?       After class, review these words and sentence structures.

?       Go to the school library to search more information about the famous painters and their works we have read about in this lesson

?       Preview the next lesson

 

Unit 3  Word Power

Teaching goals:

1) To enlarge the students’ vocabulary about paintings

2) To help them understand different types of paintings

2) To practice and reinforce what they have learnt in this part.

Teaching Important Points:

1) Make the students be free to talk about the painting materials.

2) Master the words in this part and use them freely.

Teaching Methods:

1) Talking to improve the students’ speaking ability.

2) Practice to get the students to master what they have learnt.

3) Discussion to make every student work in class.

Teaching Aids:

?        The multi media and the blackboard

Teaching Procedures:

Step1: Leading-in

T: Since they have read a passage about some famous painters and their masterpieces, T can ask them to think the following questions to prepare for the next step.)

1)        Do you know how an artist draws a painting?

2)        What painting materials and tools do they use?

3)        How many types of paintings do you know?

(Ask the students to think about the questions with the text books closed. When they answer the third question, remind them that paintings can be put different groups according to different standards. While checking the answers, collect some key words on Bb which can help the students understand the passage in part A.)

Step2.Vocabulary learning

T: Tell them that they will read an article about different types of paintings people have developed.

 (Make sure they what to do. While checking the answers, T can ask the students use the sentences in the article to describe each type of paintings according the materials. T can show them some paintings of different types. This can give them a clear and vivid impression. Meanwhile, let them pay attention to the words in blue. They can refer to the notes or their dictionary.)

T:  Then ask them to go on with Part B. This time they will learn more words related to various painting materials. Then let them look at the screen to tell the names of different painting materials with the books closed.

 Step3: Practice

T: Ask the students to complete Part C using the words they have learnt in Part A and B. Remind them to read the passage first and then fill in the blanks with proper words.

Step4: Vocabulary extension

T: Tell the students that this part will show some words used to describe colours. T can let them to tell some words about colours such as white, black, yellow, blue and so on. Then tell them many colours have different shades, like light blue and dark blue. Often they are similar to the colours of objects. So we can use these objects to describe colours of different shades. Let them look at the words and get their exact meanings. Later match these words with correct pictures.

 Step5: Language Pionts

1.      mix … with … 将…同…混合

mixture n. 混合物 [C]

2.      build up  增加;搭建;

build up one’s body 增强体质

3.      afford vt. (经济上、时间上)承担,负担得起

afford to do sth  承担的起做某事

     e.g.  I can’t afford a car.

     e.g.  I can’t afford to buy a car.

(Let them to do the relevant exercises in the WB to consolidate what they have learnt in this lesson.)

Step6: Homework

1.      Get familiar with the words learnt in this lesson.

2.      Read some books about colours and drawing or ask your art teacher

3.      Preview the next period

 

Unit 3 Grammar and usage

Teaching Aims:

    1) To help them understand what is an inversion

2) To help them to learn how to make an inversion and in what cases inversion is used.

3) To help them to use what they have leant to complete the related exercises

Teaching Difficulties and Keys:

?       When and how to use an inversion.

?       How to apply what they have learnt

Teaching procedures:

Step1: Leading-in

T: Show them one pair of sentences and ask them to tell the differences between them, especially the changes in word order.

?        They went to the park last Sunday 

?        Did they go to the park last Sunday?           

(In the above sentences, the first is a statement while the second is question, and in fact, it is an inversion. Remind them that they use inversion in most questions. T can let them to show more sentences in inversion and then let them to read the guidelines on the top of page 40. Later ask them to tell the exact definition of inversion and explain it in Chinese.

Step2.Grammar

T: Inversion is the changing of the order of the words in the sentence. When we use inversion, we put the predicate or part of it before the subject. This puts emphasis on the predicate instead of on the subject. We can use inversion in many cases. 倒装是对句中语序的改变,在使用倒装时将谓语或谓语的一部分置于主语之前(正常语序主语在谓语之前)表示对谓语的强调。

T: Explain any questions raised by students. After they know what inversion is, let them work in groups to read the points on page 40 one by one. First let them summarize the rules and then T and other students make some modifications.

We use version in the following cases:

1. Usually we put the auxiliary verb before the subject.

?        When the sentence begins with a negative word or a negative phrase such as neither, nor, not, never, at no time, seldom, hardly, (rarely, by no means, in no way, in no time.)

?         When the sentence begins with so and only (When only modifies the subject, we do not invert the subject and the predicate.)

     2. We can put the subject after the verb.

?      When the sentence begins with direct speech or part of it.

?      When the subject is too long.

?      When the sentence begins with here, there, in, out, up, down, on, etc

      (When the subject is a pronoun, we do not use inverted order in this case)

3. In formal unreal conditionals, we sometimes use should, were, and had to begin a sentence. (‘had’ here is an auxiliary verb for the past perfect tense)

Step3: Practice

T: Give the students a few minutes to go through the rules above. T explains any questions raised by them. Then let them do some relevant exercises to digest the rules. Ask them turn to page 41, and finish A and B. Several minutes later, check the answers with the whole class.

Step4: Further Extension

T: After exercises, T can ask some students to retell the rules of the inversion. Then ask them to pay special attention to the following common structures.

1)          虚拟条件句中有wereshouldhad(过去完成时的助动词)则if可以省略,从句倒装。

2)          Not only … but (also) … 连接两个句子,not only 之后的句子倒装,而but (also) 之后的不倒装。

3)          not … until … 句型,当 Not until 置于句首,主语倒装,Not until 之后的从句不倒装

4)          结果状语从句 … so/such … that … So/Such置于句首,主语倒装,that引导的从句不倒装。

5)          Hardly … when … No sooner … than … 主句倒装whenthan引导的从句不倒装,且主句多用过去完成时,从句多用一般过去是。

6)          Neither … nor … 连接连个句子,两句都要倒装。

7)          As引导让步状语从句,要将as引导的从句中的表语或状语置于as之前构成倒装。如表语是an/a/the +n的结构,倒装后不能由冠词an/a/the修饰。

(以上是倒装语法的常见考点,需学生理解掌握。)

Step5: Homework

1.        Go over what they have learnt in this lesson

2.        Preview the next lesson

 Unit 3 The world of colors and light

Task

Teaching goals:

(1)Train the students’ language skills of listeningspeaking reading and writing.

(2)Teaching students to report or artist to an art exhibition.

(3)Help the students ask technical questions.

(4)Help students learn how to write a report a visit and how to organize information properly for a report.

Teaching Difficult points:

(1)When and how to help them when they have difficulties.

(2)How to help the timid students speak out.

Teaching procedures:

Step1. Lead-in

T: When someone speaking , not all the information is important, So when you listen to someone’s speaking, you may choose some important information from his/her words.

When someone reports on a visit, What information will you pay close attention to? And work in pairs to discuss the following questions:

If you are going to report on a visit to an exhibition, What information do you need to include?

Step2.Listening

T: When someone talking, maybe you can’t remember all the important information, so you’d better take notes

This is a note with some words missing. even though the notes are not complete, we can still predict the information that is missing, you can think it over that what will be filled in the blanks

Now listen to the tape A and complete the notes about what you need to include in your report

OK, very good, let’s go on listening B and fill in the missing information.

Step3.Speaking

T: Suppose that you’re at a photographic exhibition and you happen to see the photographer, what questions you would like to ask the photographer? Work in pairs and discuss the questions.

……

Now you can read the guidelines and get through the nine points on the top of Page44, and you can work in pairs for this role-play activity. One acts as the artist and the other as the student who interview the artist. You can use the nine points to help you display.

Step4. Writing

T: We have learnt listening and speaking about the report, and now we’ll learn how to write a report on a visit to the art gallery.

T: Do you want to know the instructions of this kind? Pay attention to the information on Page45.

Now four students in a group to prepare for the writing according to the information gathered in Step2 and 3.

Step5. Summary and homework

Today we’ve learnt so much about the report, after class, review what we have learnt today.

 

Unit 3  Project

Teaching goals:

(1)Train the students’ speaking and writing abilities.

(2)Make the students have a better understanding about unusual pictures and make an unusual picture of their own.

Teaching Important Points:

(1)Help students use what they have learnt to finish the project by working together.

(2)Help students search for the information about unusual pictures and choose useful information for a short article about unusual information.

Teaching Difficult Point:

How to help the students finish the tasks of writing and speaking in 45minutes

Teaching procedures:

Step1. Lead-in

Step2.Skaning and skimming

Now let’s listen to the tape and finish the following questions:

(1)How many unusual ways to create pictures are mentioned in the passage?

(2)what are they?

4students a group to prepare for the reading, and each group member may only focus on one way to make unusual pictures. Finish reading you can complete the chart below.

Step3. Discussion

Now you can read the passage again and ask each group to discuss the following questions:

(1)What other things could be used to make art?

(2)How could you use them to make new art?

You can say whatever you want to express about the two questions.

Step4. Preparation

Each group may discuss the eight questions in Part B, and prepare for the project, and then you can write an article about unusual pictures.

Step5.Presentation

Ok, each group may present your work and other groups may have comments or raise questions.

Step6.Summary and homework

Today we’ve learnt something about unusual pictures, and each group wrote a short article about unusual pictures and unusual picture of your own .

After class, display your articles and remember them.

 

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