高中必修第三册英语《Lesson 1 Masterpieces》获奖说课教学设计

Unit7ArtLesson1Masterpieces【教学目标】Students willbe ableto

1.read and talk aboutpaintings andmasterpieces

2.read forgeneral understanding

3.read fbrspecific informationand understandingwords incontext

4.read fbrsimilarities betweenthree diflerentpaintings

5.learn aboutand practisenoun clauses

6.learn aboutand practisesubject clauses,object clausesand predicativeclauses【教学重难点】

1.reading fbrspecific information

2.Using nounclauses incontext【教学过程】

1.Talk aboutpaintings on page

8.1Discuss onepainting ata time.Students canuse thevocabulary underthe paintings.What titlewouldyou giveto each painting Writethe headingof eachpainting on the board;The StanyNighf\TheScream andThe Empireof Light.Ask students:a.What does the titlesay about the paintingb.What elementscan beseen in the paintingc.What isyour opinion of the painting Explain.d.What emotiondoesthe painting bringto minde.How doesthe paintingmake youfeel2As studentsare talking,write vocabularywords thatthey mentionon theboard.Make surethatevery studenthas achance to answer the questions and take partin thediscussion.

2.Read andfind outwhat eachpainting isabout.1In pairs,students readthrough thedescriptions of the threepaintings.2Instruct students to underlinethe titleof eachpainting andthe generalsentence fbr eachparagraph.3Encourage students to use the contextto understandunknown terms.4In smallgroups,students discusswhat eachpainting isabout.5Review theanswers asa class.

3.Read again,take notesandtalkabout eachpainting.1Read anddiscuss the diagram:a.What doesthe paintingshowb.What mayhave inspiredthe painterc.What didthe artistthink,say orwrite aboutthe paintingThismay bedifficult fbrstudents butthey canuse contextualclues.2Allow studentstime to read thefull articleagain orcall onvolunteers to read thepassage aloud.3In pairs,students complete thediagram.High levelstudents canattempt tocompletethediagramindependently.4Discuss theanswers asa class.

4.Pair Work:Sort andintroduce.1Read thephrases aloud.Explain anydifficult words.2In pairs,students completethe tablewhile discussingeach phraseand whyit appliesto thepainting.

5.Read andfind outsimilarities.1Suggest that students underlineandtakenote of the similaritiesin each description as they arelistening.2Ask studentsto volunteertoread the firstparagraph ofeachdescription.3Create aclass discussiononthesimilarities thatstudents noticed.Encourage allstudents toparticipate.Students need to explain their opinions.

6.Group Work:Discuss.1Discussion questions:a.Whafs youropinionofthe threepaintings afterreading thedescriptionsb.Do youlike ordislike themmore Giveyour reasons.2Instruct studentsto work independently,to writea fewsentences oneachpainting,expressingtheir opinion.They canusethefollowing vocabularywords:artistic beauty,originality,emotional,atmosphere,color scheme,dramatic,contrast,highlights,the paintingmakes mefeel uneasy/inspired,dark andtroubling,failure,powerfill.

7.Group Work:Introduce the paintings.1Divide studentsinto smallgroups.2Each groupchooses onepainting andselects oneperson tobe thescribe andwrite downnotes fbrthegroup.3Each studentinthegroup describesthepainting,and providesbackground to thepainting,theartist,the inspirationbehind thepainting etc.The scribecan mindmap thisinformation.4Each groupwrites atleast tencomplete sentencesaboutthepainting usingthese descriptions.5A volunteerfrom thegroup readsthis passageto theclass,role playingthat heor sheisintroducing thepainting tovisitors atan artgallery.6The classcan askquestions aboutthepaintingand membersfrom thegroup canhelp toanswer thequestions.

8.Pair Work:Read and answer.1Before starting,revise thedifferent typesof nounclauses.Students canread theGrammarSummary fbrUnit7,Noun Clauseson page

94.Read throughthe rulesand exampleswith theclass andensurethatstudentsunderstand clausesintheexamples.2Students workin pairstoanswer thequestionsonpage

10.

9.Combine twoexpressions tomake acomplete sentence.1Divide studentsinto pairs.2Explain tostudents thatfull sentencesinclude a subject noun,a verbandacomplete thought.Show thatthe shortersentences donot make sense ontheir ownastheyare incompletethoughts.Highlightthat shortsentences canbe fullsentences butnot always.3Instruct studentstoreadeach sentencepair aloudand decidehow tojoin thetwo expressionsusingasubjectclause,an objectclause ora predicativeclause.Students needto supporttheir answers.4Students writethe completedsentences.

10.Rewrite sentences.1Ask volunteerstudentstoreadthepassage aloudtotheclass.Discuss anydifficult wordsandterminology.2Ask studentswhat thepassage isabout togain adeeper understandingofthepassage:a.What typeof artdid hecreateb.What inspiredhis artc.What ishe famousfor3Let studentsworkindependently.Explain tostudents thatthey willjoin thetwo independentsentencesfbreachnumber,using nounclauses.The sentencesneedtomakesenseand bea completethought.4Students readtheir constructedsentences totheir partnerwhen completeand compareanswers.

11.Read thequotes anddiscuss.1In smallgroups askstudentstoanswerthequestions:a.How cana manpaint withhis brainb.Why ispainting similarto poetryPoetry involvesthe beautyof wordswhile paintinginvolves thebeautyoftheworld.c.How canpoetry speakd.Why ispainting similarto cookinge.How canyou tastepainting2Ask students:What arethe featuresof agood paintingDiscuss focalpoint,beauty,skill oftheartist,inherent meaning,uniqueness andthe artisfsintent.Read theinformation fromthe onlineresourcesto providefurther information.。