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1、Unit 1 Art 单元话题和结构本单元的话题是Art/ 艺术，介绍了绘画和西方绘画史。 单元句法项目是虚拟语气（1） 。 艺术是人类以情感和想象为特性，来把握和反映世界，表示对世界及自 身，对二者关系的看法的一种特殊方式。 金色教案 教学设计在单元课时划分上与课本保持一致，即“阅读课、 知识课、运用课三课时/三课型划分”。但在实际教学过程中，我们建议 教师依据学生基础、教学条件、学校安排的因素，对课本、对金色教 案教学设计重新划分课时、裁剪、拼接使用我们提供的材料，以便“物 尽所用”，达到最佳教学效果。教师也可以参照我们提出的“实际教学 过程课时划分建议”进行教学。 实际教学过程课时划分建
2、议 Period 1 将 Warming Up 、 Pre-reading、Reading 和 Comprehending 整合在一起上 一节“阅读课” 。 Period 2 将 Learning about language 和 Workbook 中的USING WORDS AND EXPRESSIONS 、USING STRUCTURES 整合在一起上一节“语言知识 课” 。 Period 3 将 Using language 设计为一节包括听说读写单项技能或组合技能训练 的“综合技能课（一） ” 。 Period 4 将 Workbook 的 READING AND LISTENING和
3、 TALKING整合在一起 上一节“听说课” 。 Period 5 将 Workbook 的 LISTENING TASK、READING AND WRITING TASK 和SPEAKING TASK整合为一节“综合技能课（二）” 。 Period 1 Warming up 1. Warming up Warming up by talking about what paining is Hello, everyone. Today we shall read a passage entitled A SHORT HISTORY OF WESTERN PAINTING. But first
4、what do you know about painting? Could anyone stand up to tell the class something about painting? Warming up by talking about Chinese painting Before we read about the western painting let s talk a bit about Chinese painting. How much do you know about Chinese painting? Have you ever seen any famou
5、s Chinese paintings? You may use words like Chinese Paint, Wall paintings, the hanging scroll, aesthetic values and tastes to express your views. Warming up by looking at and saying about Mona Lisa Hello, class. Before we read about western painting, we shall look at one of the masterpieces by one o
6、f the western painters. Mona Lisa, or La Gioconda (La Joconde), is a 16th-century oil painting on poplar wood by Leonardo da Vinci, and is arguably the most famous painting in the world. Few works of art have been subject to as much scrutiny, study, mythologizing and parody. It is owned by the Frenc
7、h government and hangs in the Muse du Louvre in Paris. The painting, a half-length portrait, depicts a woman whose gaze meets the viewers with an expression often described as enigmatic. Period 2 Reading Objectives To help students learn to make reference To help students learn to read an exposition
8、 about western painting To help students better understand “ art” To help students learn to use some important words and expressions To help students identify examples of “Subjunctive Mood (1) I wish I could/ did/ would If I did , I would do” in the text Focus Words focus, convince, attempt, predict
9、 Expressions focus on, a great deal, scores of Patterns If the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures. If the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures. During
10、 the Renaissance oil paints were also developed, which made colours look richer and deeper. But without the impressionists many of these painting styles would not exist. The painter does not attempt to paint objects as we see them with our eyes When you walk into the gallery you feel like you are in
11、side a huge white sea shell. Aids Multimedia facilities, tape-recorder, photos, diagrams Step1 Greeting Step2 Introduction In this period, after the warming up, students will first be guided to talk about galleries。 Then they shall read an expository piece by reading and underlining, explaining diff
12、icult points, reading and transferring, reading to decide on the type of writing and summary of the ideas, retelling the text. The period will be ended by students taking a quiz. Step3 Pre-reading by talking about galleries Do you know the word gallery? How much do you know about a gallery? a room o
13、r series of rooms where works of art are exhibited a long usually narrow room used for some specific purpose; “shooting gallery“ a place where art is shown or sold. Step4 Reading Reading, underlining and writing We are going to read the text A SHORT HISTORY OF WESTERN PAINTING. But first let s read
14、it to the recording and underline all the useful expressions at the same time. Main Styles of Western Painting The Middle Ages (5 th to 15 th century AD The Renaissance (15 th to 16th century) Impressionism (late 19 th to early 20 th Modern art (20 th century to today) religious themes humans; thing
15、s drawn in perspective outdoor objects changed with light object qualities abstract; realistic changed many times What were they like? Artists of The Middle Ages Artists of The Renaissance Artists of Impressionism Artists of Modern Time Reading to decide on the type of writing and summary of the tex
16、t Type of writing This is a piece of descriptive writing. Topic sentence of 1 st paragraph The styles of Western art has changed many times, while Chinese art has changed less often. Topic sentence of 2nd paragraph During the Middle Ages, the main aim of painter was to represent religious themes. To
17、pic sentence of 3rd paragraph In the Renaissance, painters tried to paint people and nature as they really were. Topic sentence of 4th paragraph From late 19 th to early 20 th century, the impressionist painters wanted to show how light and shadow fell on objects. Topic sentence of 5th paragraph Fro
18、m 20 th century to now, there have appeared scores of modern art and styles. (5) Making a diagram of the text We have come to understand the ideas of the passage. Now it s time to look into its organization. Go ahead to read the text once again to make a diagram of it, ok? Step5 Sumary Step6 Hoework
19、 Period3 Reading Step1 greeting Step2 Reading Step3 Expianation be influenced by , follow a similar way, describe in a short text, represent religious terms, show as it is, create respect and love for , paint religious scenes, take the place of, become focused on , return to , paint people as they a
20、re, collect art for , paint pictures of , draw in perspective, look through a hole in the wall, paint realistic pictures, make look richer and deeper, change a great deal, move from to , break away from , fall on , at different times of the day, become angry about , be accepted as , scores of , see
21、with one s eyes, Step4 Closing down by taking a quiz To end this period you are to take a quiz. Fill in the blank with one word to complete the summary of the text. Impressionism The history of modern art started with 1 _ . It all began in Paris as a reaction to a very formal style of painting - don
22、e inside studios 2 _ set by traditional schools like the Academie des Beaux-Arts in 3 _. The show of Edouard Manets famous painting, Dejeuner sur lherbe, 4 _ 1863 in the Salon des Refuses (organized by those painter who were turned away by the Academie des Beaux-Arts), caused a scandal. It 5 _ be co
23、nsidered as the beginning 6 _ Impressionism. The Impressionist painters preferred 7 _ paint outside and studied the effect of light on objects. Their preferred subjects were landscapes 8 _ scenes from daily life. The best known names in Impressionist painting 9 _ Edouard Manet, Claude Monet, Edgar D
24、egas, Camille Pissarro and Pierre Auguste Renoir in France 10 _ Alfred Sisley in England. (Keys: 1 Impressionism 2 and 3 Paris4 in 5 can 6 of 7 to 8 and 9 are 10 and) Work out the word and structure questions. 1. Writers are not interested in creating writing about people and places _ they really we
25、re. A: what B: which C: as D: that 2. Teachers and students then became focused more on grammar and less on vocabulary. A: excited B: interested C: absorbed D: focused 3. The mine owner paid me _ report of himself and his family. A: to write B: writing C: write D: wrote 4. His death naturally led to
26、 _ in his family life. A: change B: changes C: changing D: be changed 5. The railway station of this lovely city is also well _ a visit. A: worth B: worthy C: paid D: paying (Keys: CDABA) Period 4 Subjunctive Mood In this period students will be warming up by underlining time expressions They shall
27、be doing vocabulary exercises, learning about the subjunctive mood and reading and discovering. The class is to end by students doing grammar exercises. Objectives To help students learn about Subjunctive Mood (1) I wish I could/ did/ would If I did , I would do To help students discover and learn t
28、o use some useful words and expressions Procedures 1. Warming up by underlining time expressions Historical texts make use of time expressions to tell stories. Now go back to page 1 and underline all the expressions about time. The Middle Ages(5 th to 15 th century AD) ,The Renaissance(15 th to 16 t
29、h century), Impressionism (late 19 th to early 20th century), 2. Doing vocabulary exercises Turn to page 3 and do exercises 2, 3 and 4. 3. Learning about the subjunctive mood 1)Please turn to page 87 and let s learn something about The Subjunctive Mood. 2)Ok. Now here are more details about the use
30、of The Subjunctive Mood. Shall we learn them together to get a better and clearer understanding? 虚拟语气在条件句中的用法: 1表示与现在事实相反,谓语动词的主要形式如下: 非真实条件句 /if 条件句主句 动词的过去式（ be的过去式用were ）wouldshould, could, might +动词原形 如： We would go with you if we had time. If I were you, I would consider their plan. If I knew t
31、his telephone number, I would ring him up. 注意 : should 多用于第一人称后。在非正式场合中，特别是在口语中，第一、二人称中单数 现在用 was 的也不少。 If he was here, we could ask him. 2. 表示和过去事实相反，谓语动词的主要形式如下： 如： If he had seen you yesterday, he would have asked you about it. If you had come earlier, you might have met him. If I had known your
32、telephone number, I would have called you. If I hadn t taken your advice, I would have made a bad mistake. You wouldnt have caught a cold if you had put on more clothes. 3. 表示和将来事实相反，谓语动词的主要形式如下： 如： If it should rain, the crops would be saved. 非真实条件句 /if 条件句主句 had+过去分词wouldshould, could, might +have done 非真实条件句 /if 条件句主句 should /were to+ 动词原形 动词的过去时 wouldshould, could, might +动词原形