【教學(xué)目標(biāo)】
Students will be able t
1. read and talk abut paintings and masterpieces
2. read fr general understanding
3. read fr specific infrmatin and understanding wrds in cntext
4. read fr similarities between three different paintings
5. learn abut and practise nun clauses
6. learn abut and practise subject clauses, bject clauses and predicative clauses
【教學(xué)重難點(diǎn)】
1. reading fr specific infrmatin
2. Using nun clauses in cntext
【教學(xué)過(guò)程】
1. Talk abut paintings n page 8.
(1) Discuss ne painting at a time. Students can use the vcabulary under the paintings. What title wuld yu give t each painting? Write the heading f each painting n the bard; “The Starry Night”, “The Scream” and “The Empire f Light”. Ask students:
a. What des the title say abut the painting?
b. What elements can be seen in the painting?
c. What is yur pinin f the painting? Explain.
d. What emtin des the painting bring t mind?
e. Hw des the painting make yu feel?
(2) As students are talking, write vcabulary wrds that they mentin n the bard. Make sure that every student has a chance t answer the questins and take part in the discussin.
2. Read and find ut what each painting is abut.
(1) In pairs, students read thrugh the descriptins f the three paintings.
(2) Instruct students t underline the title f each painting and the general sentence fr each paragraph.
(3) Encurage students t use the cntext t understand unknwn terms.
(4) In small grups, students discuss what each painting is abut.
(5) Review the answers as a class.
3. Read again, take ntes and talk abut each painting.
(1) Read and discuss the diagram:
a. What des the painting shw?
b. What may have inspired the painter?
c. What did the artist think, say r write abut the painting?
This may be difficult fr students but they can use cntextual clues.
(2) Allw students time t read the full article again r call n vlunteers t read the passage alud.
(3) In pairs, students cmplete the diagram. High level students can attempt t cmplete the diagram independently.
(4) Discuss the answers as a class.
4. Pair Wrk: Srt and intrduce.
(1) Read the phrases alud. Explain any difficult wrds.
(2) In pairs, students cmplete the table while discussing each phrase and why it applies t the painting.
5. Read and find ut similarities.
(1) Suggest that students underline and take nte f the similarities in each descriptin as they are listening.
(2) Ask students t vlunteer t read the first paragraph f each descriptin.
(3) Create a class discussin n the similarities that students nticed. Encurage all students t participate. Students need t explain their pinins.
6. Grup Wrk: Discuss.
(1) Discussin questins:
a. What’s yur pinin f the three paintings after reading the descriptins?
b. D yu like r dislike them mre? Give yur reasns.
(2) Instruct students t wrk independently, t write a few sentences n each painting, expressing their pinin. They can use the fllwing vcabulary wrds: artistic beauty, riginality, emtinal, atmsphere, clr scheme, dramatic, cntrast, highlights, the painting makes me feel uneasy/inspired, dark and trubling, failure, pwerful.
7. Grup Wrk: Intrduce the paintings.
(1) Divide students int small grups.
(2) Each grup chses ne painting and selects ne persn t be the scribe and write dwn ntes fr the grup.
(3) Each student in the grup describes the painting, and prvides backgrund t the painting, the artist, the inspiratin behind the painting etc. The scribe can mind map this infrmatin.
(4) Each grup writes at least ten cmplete sentences abut the painting using these descriptins.
(5) A vlunteer frm the grup reads this passage t the class, rle playing that he r she is intrducing the painting t visitrs at an art gallery.
(6) The class can ask questins abut the painting and members frm the grup can help t answer the questins.
8. Pair Wrk: Read and answer.
(1) Befre starting, revise the different types f nun clauses. Students can read the Grammar Summary fr Unit 7, Nun Clauses n page 94. Read thrugh the rules and examples with the class and ensure that students understand clauses in the examples.
(2) Students wrk in pairs t answer the questins n page 10.
9. Cmbine tw expressins t make a cmplete sentence.
(1) Divide students int pairs.
(2) Explain t students that full sentences include a subject (nun), a verb and a cmplete thught. Shw that the shrter sentences d nt make sense n their wn as they are incmplete thughts. Highlight that shrt sentences can be full sentences but nt always.
(3) Instruct students t read each sentence pair alud and decide hw t jin the tw expressins using a subject clause, an bject clause r a predicative clause. Students need t supprt their answers.
(4) Students write the cmpleted sentences.
10. Rewrite sentences.
(1) Ask vlunteer students t read the passage alud t the class. Discuss any difficult wrds and terminlgy.
(2) Ask students what the passage is abut t gain a deeper understanding f the passage:
a. What type f art did he create?
b. What inspired his art?
c. What is he famus fr?
(3) Let students wrk independently. Explain t students that they will jin the tw independent sentences fr each number, using nun clauses. The sentences need t make sense and be a cmplete thught.
(4) Students read their cnstructed sentences t their partner when cmplete and cmpare answers.
11. Read the qutes and discuss.
(1) In small grups ask students t answer the questins:
a. Hw can a man paint with his brain?
b. Why is painting similar t petry? Petry invlves the beauty f wrds while painting invlves the beauty f the wrld.
c. Hw can petry speak?
d. Why is painting similar t cking?
e. Hw can yu taste painting?
(2) Ask students: What are the features f a gd painting? Discuss fcal pint, beauty, skill f the artist, inherent meaning, uniqueness and the artist’s intent. Read the infrmatin frm the nline resurces t prvide further infrmatin.

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高中英語(yǔ)北師大版 (2019)必修 第三冊(cè)電子課本

Lesson 1 Masterpieces

版本： 北師大版 (2019)

年級(jí)： 必修 第三冊(cè)

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