北师大版（2019）必修三Unit 7 Art Lesson 1Masterpieces教案

Unit 7 Art
Lesson 1 Masterpieces
Teaching Objective:
· To read and talk about paintings and masterpieces
· To read for general understanding
· To read for specific information and understanding words in context
· To read for similarities between three different paintings
· To learn about and practise noun clauses
Difficult points
· Students may need time to answer the comprehension questions.
· Students may struggle to understand the vocabulary to find similarities between the paintings.
· Students may need help to find the different types of clauses in a sentence.
Process：
Step 1：
Activate and Share
What do you see in the following paintings Use the phrases below to help you. Do you like them What are the names of the three paintings
· Discuss one painting at a time. Students can use the vocabulary to help. What would you title the painting Write the heading of each painting on the board; "The Starry Night", "The Scream" and "The Empire of Light". What does the title say about the painting What elements can be seen in the painting What is your opinion of the painting Explain, what emotion does the painting bring to mind How does the painting make you feel
· As students are talking, write vocabulary words that they mention on the board. Make sure that every student has a chance to answer the questions and take part in the discussion.
Step 2：
Read and Explore
Read the descriptions of the three paintings. Underline the name of each painting and its artist. Find out what each painting is about.
· In pairs, students read through the descriptions of the three paintings.
· Instruct students to underline the title of each painting and the general sentence for each paragraph.
· Encourage students to use the context to understand unknown terms.
· In small groups, students discuss what each painting is about.
Step 3：
Read the three descriptions again. Use the diagram below to help you take notes. Then talk about each painting.
· Read the rubric and discuss the diagram: What does the painting show What may have inspired the painter What did the artist think, say or write about the painting This may be difficult for students but they can use contextual clues.
· In pairs, students complete the diagram. High level students can attempt to complete the diagram independently.
· Discuss the answers as a class.
Step 4：
Pair Work Sort the expressions into the correct columns. Use them to practise introducing the paintings.
· Read the rubric and phrases aloud. Explain any difficult words.
· In pairs, students complete the table while discussing each phrase and why it applies to the painting.
Step 5：
Look at the three paintings and read the first paragraph of each description. Do they have anything in common If so, underline the words and phrases in the descriptions that show their common features. Explain your opinions.
· Read the rubric. Suggest that students underline and take note of the similarities in each description as they are listening.
· Ask students to volunteer to read the first paragraph of each description.
· Create a class discussion on the similarities that students noticed. Encourage all students to participate. Students need to explain their opinions.
Step 6：
What's your opinion of the three paintings after reading the descriptions Do you like or dislike them more Give your reasons.
· Instruct students to work independently, to write a few sentences on each painting, expressing their opinion. They can use the following vocabulary words: artistic beauty, originality, emotional, atmosphere, colour scheme, dramatic, highlights, the painting makes me feel uneasy/inspired, dark and troubling, failure, powerful.
Step 7：
Group Work Suppose you are a volunteer at an art exhibition. Introduce one of the three plantings to the visitors.
· Divide students into small groups.
· Each group chooses one painting and selects one person to be the scribe and write down notes for the group.
· Each student in the group describes the painting, and provides background to the painting, the artist, the inspiration behind the painting etc. The scribe can mind map this information.
· Each group writes at least ten complete sentences about the painting using these descriptions.
·A volunteer from the group reads this passage to the class, role playing that he or she is introducing the painting to visitors at an art gallery.
· The class can ask questions about the painting and members from the group can help to answer the questions.
Focus on Language: Noun Clauses
Step 8：
Pair Work Read the sentences. Answer the questions.
· Before starting, revise the different types of noun clauses. Students can read the Grammar Summary for Unit 7, Noun Clauses on page 94. Read through the rules and examples with the class and ensure that students understand clauses in the examples.
· Students work in pairs to answer the questions.
Step 9：
Combine the two expressions using a subject clause, an object clause or a predicative clause. Then write a complete sentence.
· Divide students into pairs.
· Explain to students that full sentences include a subject (noun), a verb and a complete thought. Show that the shorter sentences do not make sense on their own as they are incomplete thoughts. Highlight that short sentences can be full sentences but not always.
· Instruct students to read each sentence pair aloud and decide how to join the two expressions using a subject clause, an object clause or a predicative clause. Students need to support their answers.
· Students write the completed sentences.
Step 10：
Rewrite the underlined sentences in the following paragraph using noun clauses.
· Ask students to read the rubric and the passage aloud. Discuss any difficult words and terminology.
· Ask students what the passage is about to gain a deeper understanding of it: What type of art did he create What inspired his art What is he famous for
· Explain to students that they will join the two independent sentences for each number, using noun clauses. The sentences need to make sense and be a complete thought.
Step 11：
Express Yourself
Group Work Read the quotes. Discuss the features of good plantings.
· In small groups ask students to answer the questions: How can a man paint with his brain Why is painting similar to poetry Poetry involves the beauty of words while painting involves the beauty of the world. How can poetry speak Why is painting similar to cooking How can you taste painting
· Ask students: What are the features of a good painting Discuss focal point, beauty, skill of the artist, inherent meaning, uniqueness and the artist's intent. Read the information from the online resources to provide further information.
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