Unit 7 Art
Lesson 1 Masterpieces
【教学目标】
Students will be able to
1. read and talk about paintings and masterpieces
2. read for general understanding
3. read for specific information and understanding words in context
4. read for similarities between three different paintings
5. learn about and practise noun clauses
6. learn about and practise subject clauses, object clauses and predicative clauses
【教学重难点】
1. reading for specific information
2. Using noun clauses in context
【教学过程】
1. Talk about paintings on page 8.
(1) Discuss one painting at a time. Students can use the vocabulary under the paintings. What title would you give to each painting? Write the heading of each painting on the board; “The Starry Night”, “The Scream” and “The Empire of Light”. Ask students:
a. What does the title say about the painting?
b. What elements can be seen in the painting?
c. What is your opinion of the painting? Explain.
d. What emotion does the painting bring to mind?
e. How does the painting make you feel?
(2) 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.
2. Read and find out what each painting is about.
(1) In pairs, students read through the descriptions of the three paintings.
(2) Instruct students to underline the title of each painting and the general sentence for each paragraph.
(3) Encourage students to use the context to understand unknown terms.
(4) In small groups, students discuss what each painting is about.
(5) Review the answers as a class.
3. Read again, take notes and talk about each painting.
(1) Read and discuss the diagram:
a. What does the painting show?
b. What may have inspired the painter?
c. What did the artist think, say or write about the painting?
This may be difficult for students but they can use contextual clues.
(2) Allow students time to read the full article again or call on volunteers to read the passage aloud.
(3) In pairs, students complete the diagram. High level students can attempt to complete the diagram independently.
(4) Discuss the answers as a class.
4. Pair Work: Sort and introduce.
(1) Read the phrases aloud. Explain any difficult words.
(2) In pairs, students complete the table while discussing each phrase and why it applies to the painting.
5. Read and find out similarities.
(1) Suggest that students underline and take note of the similarities in each description as they are listening.
(2) Ask students to volunteer to read the first paragraph of each description.
(3) Create a class discussion on the similarities that students noticed. Encourage all students to participate. Students need to explain their opinions.
6. Group Work: Discuss.
(1) Discussion questions:
a. What’s your opinion of the three paintings after reading the descriptions?
b. Do you like or dislike them more? Give your reasons.
(2) 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, color scheme, dramatic, contrast, highlights, the painting makes me feel uneasy/inspired, dark and troubling, failure, powerful.
7. Group Work: Introduce the paintings.
(1) Divide students into small groups.
(2) Each group chooses one painting and selects one person to be the scribe and write down notes for the group.
(3) 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.
(4) Each group writes at least ten complete sentences about the painting using these descriptions.
(5) 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.
(6) The class can ask questions about the painting and members from the group can help to answer the questions.
8. Pair Work: Read and answer.
(1) 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.
(2) Students work in pairs to answer the questions on page 10.
9. Combine two expressions to make a complete sentence.
(1) Divide students into pairs.
(2) 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.
(3) 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.
(4) Students write the completed sentences.
10. Rewrite sentences.
(1) Ask volunteer students to read the passage aloud to the class. Discuss any difficult words and terminology.
(2) Ask students what the passage is about to gain a deeper understanding of the passage:
a. What type of art did he create?
b. What inspired his art?
c. What is he famous for?
(3) Let students work independently. 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.
(4) Students read their constructed sentences to their partner when complete and compare answers.
11. Read the quotes and discuss.
(1) In small groups ask students to answer the questions:
a. How can a man paint with his brain?
b. Why is painting similar to poetry? Poetry involves the beauty of words while painting involves the beauty of the world.
c. How can poetry speak?
d. Why is painting similar to cooking?
e. How can you taste painting?
(2) 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.
4 / 4
Unit 7 Art
Lesson 2 Beijing Opera
【教学目标】
Students will be able to
1. read and talk about Beijing Opera
2. listen for understanding
3. recall information previously heard
4. express and discuss emotions
【教学重难点】
1. talking about Beijing Opera
2. expressing and discussing emotions
【教学过程】
1. Talk about Beijing Opera
(1) Ask the students if they have watched Beijing Opera and what their experiences were. Write these examples on the board.
(2) Discuss the questions as a class. Ensure that all students get a chance to answer the questions.
(3) Instruct students to work independently and match the photos with the descriptions.
(4) Discuss the answers as a class.
2. Listen and tick.
(1) Ask a volunteer student to read the four aspects. Explain any unknown terms.
(2) Instruct students to tick the aspects that are mentioned as they listen to the radio programme.
3. Listen again and answer questions.
(1) Explain to students that they will listen to the radio programme once more, and this time to listen for details.
(2) Preview the questions with the students.
(3) Suggest that students underline or take notes as they listen.
(4) Students work independently or in pairs to answer the questions in full sentences.
(5) Check answers as a class. If needed, replay the radio programme and point out the different features of Beijing Opera.
4. Listen again, take notes, and answer questions.
(1) Read aloud the instruction and the Skill Builder. Then read each question. Explain any difficult words.
(2) In pairs, students discuss the answers.
(3) While the radio programme is playing, students check and complete their answers.
(4) Discuss the answers as a class.
5. Listen again. List key phrases and talk about whether you like Beijing Opera.
(1) In pairs, students listen and take notes of the key phrases used by Dr. Liu to give reasons.
(2) Review the answers as a class.
(3) Create a class discussion on the students’ opinion of Beijing Opera. Each student needs to provide their opinion and support with logical reasoning.
6. Introduce Beijing Opera.
(1) Divide students into five groups. Each group discusses one of the topics in relation to Beijing Opera: the four roles, costumes and masks, sound and singing, history and interesting features.
(2) Each group selects one person to be the scribe and write down notes for the group.
(3) Each student in the group describes the chosen topic. The scribe can mind map this information.
(4) Each group writes a few complete sentences about their topic on Beijing Opera using these descriptions.
(5) A volunteer from the group reads this passage to the class, role playing that he or she is introducing Beijing Opera to a group of foreign students.
(6) The class can ask questions about the topic and members from the group can help to answer the questions.
7. Listen and answer.
(1) Read the instruction and questions aloud to the students.
(2) Play the dialogue.
(3) In pairs, students answer the questions in full sentences.
(4) If needed, play the dialogue a second time. Give the students time to complete the answers.
(5) Discuss the answers as a class.
8. Listen, imitate, and talk about emotions.
(1) Read aloud the instruction and the Talk Builder box as a class. Explain any unknown terms.
(2) Ask students to give a personal example of an emotion, either satisfaction, worry or regret.
a. What do these emotions mean?
b. Which are positive emotions and which are negative emotions?
c. How can your facial features or tone of voice show these emotions?
Students can use their dictionaries, if needed.
(3) Tell students that they will listen to the dialogue for more detail.
(4) As students listen to the dialogue, they need to identify the emotion for each sentence in the brackets.
(5) Review the answers as a class.
9. Pair Work: Act it out.
(1) Explain to students that they will be watching a short local opera. Students need to take notes of the roles, costumes and masks, sound and singing, history and interesting features. Play only some parts of the prepared video, either from TV or from online resources.
(2) Divide the class into pairs. Tell students that they will role play a dialogue between a Chinese student and a foreign student.
(3) Student A is role playing a Chinese student, who understands the different elements of opera. Student B is role playing a foreign student, who does not understand opera and asks questions.
(4) In pairs, students first write down five questions that a foreign student would ask about the opera; then students provide responses in a script format.
(5) Students can practise their role play and perform it for the class.
1 / 3
Unit 7 Art
Lesson 3 A Musical Genius
【教学目标】
Students will be able to
1. read and talk about Ludwig van Beethoven
2. read for deep understanding
3. summarise information
4. learn about and practise word building
【教学重难点】
1. reading for deep understand
2. summarising information
【教学过程】
1. What do you know about Ludwig van Beethoven?
(1) Read aloud the title of the lesson and the four questions. Discuss any difficult words or terminology.
(2) Students answer the questions independently as a benchmark assessment.
2. Scan the story and answer questions.
(1) Ask volunteer students to read the italicised paragraph and the first paragraph.
(2) Give students a few moments to correct their answers in Activity 1.
(3) Discuss the answers as a class.
3. Read and find out.
(1) Read the Skill Builder. Draw a diagram to show the main information of the passage and how the passage is structured. Let’s read the passage to find details on Symphony No. 9 and supporting sentences.
(2) Volunteer students read the story.
(3) In pairs, while listening, students add the details to the diagram. Support students as they complete the task.
(4) Encourage students to answer the questions in the Skill Builder about the passage that they have just read.
(5) Discuss the answers as a class.
4. Take notes and answer questions.
(1) Students volunteer to each read a few sentences of the text.
(2) Divide students into groups based on their reading level. Allow high level readers to read independently and complete the activity alone. Encourage middle level readers to read the account quietly and work together to find the answers. Support low level readers by listening as they read the account aloud and explaining unknown terms and tricky sentence structures. If necessary, provide sentence frames for low level readers to complete in order to answer the questions.
(3) Discuss the answers as a class.
5. Pair Work: Choose a topic to introduce to your partner.
(1) Students choose a topic and mind map information on that topic.
(2) Using those ideas and the discussed vocabulary, students write at least five sentences. High level learners can research further and write more information.
(3) In pairs, students read their sentences to their partner and review what they have learnt.
6. Group Work: Think and share.
(1) Divide students into groups to answer the questions and provide logical reasoning.
(2) Discuss the answers as a class.
7. Complete sentences on page 16.
(1) Volunteer students can read the phrases in the box and the sentence frames. Discuss any difficult words or terms.
(2) Encourage students to work independently and not to turn back to the passage, to complete the sentences by filling in the terms.
(3) Students can read their sentences to a partner to hear that they sound correct.
(4) Discuss the answers as a class.
8. Complete the Word Builder on page 17.
(1) Instruct students that they will use their dictionaries to assist with completing the table.
(2) Ask students to look up one of the words in their dictionary.
a. What part of speech is it? How do you know?
b. What is the verb form? How do you know? What is the adjective form?
c. How did the word change?
(3) Divide students into groups based on their reading level. Allow high level readers to complete the activity alone. Encourage middle level readers to work together to find the answers. Support low level readers to complete the Word Builder by providing guidance with dictionary skills.
(4) Discuss the answers as a class.
9. Complete sentences.
(1) Volunteer students read the sentence frames. Explain any difficult words or terms.
(2) Divide students into groups based on their reading level. Allow high level readers to complete the activity alone. Encourage middle level readers to work together to complete the sentences. Support low level readers by providing a key with the answers that they can choose from.
(3) Discuss the answers as a class.
10. Pair Work: Which part of the story impressed you most? Why?
(1) In pairs, students discuss what impressed them most about the passage and what they learnt.
(2) Each student shares their answer with the class.
3 / 3
Unit 7 Art——Topic Talk
【教学目标】
Students will be able to
1. read and talk about art
2. listen for general understanding
3. read for specific information and understanding words in context
【教学重难点】
1. listening for general understanding
2. reading for specific information
【教学过程】
1. Pair Work: Discuss different art forms.
(1) Instruct students to page through a magazine on art.
(2) Brainstorm different forms of art on the board, e.g., Beijing Opera, band performance, painting and dancing. Ask students:
a. Define each of these forms of art. Give an example.
b. Have you seen these forms of art? Share your experience with the class.
(3) Discuss the vocabulary below the photos on page 6.
(4) Have students show and explain their example of art, found in their magazine.
(5) In pairs, students discuss the four photos using the vocabulary words and say whether they like them or not. Students’ answers must be supported by logical reasons.
2. Complete the Text Builder.
(1) Explain to the students that they will be listening to a dialogue about going to a classical concert.
(2) Before playing the dialogue, play a classical show from TV or radio.
(3) Discuss the students’ opinions of classical music.
(4) Have students preview the text in the Text Builder. Explain the meanings of unknown terms.
(5) Play the dialogue.
(6) Ask students to recall the information they heard in the dialogue to complete the sentence frames. If needed, play the dialogue a second time and pause after key statements in the talk.
(7) Review the answers with students.
3. Talk about an art form.
(1) Ask students to use the Text Builder to talk about an art from they like.
(2) Allow students time to prepare on their chosen form of art using the Text Builder for vocabulary. What form of art inspires you? Explain why. Define that art form. When did you first see that art form? Share an experience.
(3) Students share their idea with a partner or the class.
4. Listen and answer questions.
(1) Have students preview the questions on page 7.
(2) Tell students that they should take notes or answer the questions while listening.
(3) Play the dialogue.
(4) Have students discuss what they heard in small groups. If needed, play the dialogue again.
(5) Instruct students to answer the questions independently, in full sentences.
5. Write a short paragraph.
(1) Ask students to call out words they learnt in this section, such as atmosphere, costumes, stage design, opera, modern art. Write the new words on the board.
(2) Students discuss what they learnt about these words.
(3) Ask students to write and share some information about their favourite art form.
2 / 2
Unit 7 Art
Viewing Workshop
【教学目标】
Students will be able to
1. read and talk about two famous paintings
2. view for understanding
3. summarise information
【教学重难点】
understanding and summarising specific information in the videos
【教学过程】
1. Pair Work: Describe Painting A.
(1) Ask students what they remember about Painting A. Write the words and phrases on the board.
(2) In pairs, each student describes the painting and shares their feelings about the painting.
2. Talk about Painting B.
(1) Ask students to describe Painting B. Write vocabulary and students’ descriptions on the board.
(2) Each student shares their feelings about Painting B and what name they would give it.
3. Watch the first video and answer questions on page 20.
(1) Explain to students that they will be watching a video on Painting A. Ask students what questions they would like answered about Painting A.
(2) Read the questions. Suggest that students take notes as they are watching.
(3) Watch the video.
(4) In pairs, students answer the questions in full sentences.
4. Pair Work: Watch the second video and write T (true) or F (false) on page 20.
(1) Read aloud the sentences and explain any difficult words.
(2) In pairs, students complete the activity while they are watching the video.
(3) Play the video.
(4) Discuss the answers as a class.
5. Watch again and answer questions on page 20.
(1) In pairs, student read through the questions and answer them as they watch both videos.
(2) Watch both videos.
(3) Review the answers as a class.
6. Group Work: Introduce your favourite painting.
(1) Each student chooses one painting and writes a few sentences on why it is their favourite. Answer:
a. How does the painting make you feel?
b. What do you like about the painting?
c. What caught your eye about the painting first?
d. Describe the features of the painting.
(2) In small groups, students introduce their favourite painting.
2 / 2
Unit 7 Art
Writing Workshop
【教学目标】
Students will be able to
1. read and talk about writing a formal email
2. read for writing
3. summarise information
4. write a formal email to ask for more information
【教学重难点】
1. identifying structure and a formal email
2. writing a formal email
【教学过程】
1. Get ready for writing.
(1) Volunteer students can read each advertisement. Explain any difficult words or terminology.
(2) Ask students:
a. Which activity would you like to sign up for? Why?
b. What additional information would you ask for?
Ensure that all students have a chance to take part in the class discussion and that all the advertisements have been discussed.
(3) Explain that students will mind map their chosen advertisement and the additional information and questions that they would want to know.
2. Read the email and answer questions.
(1) Volunteer students read the email on page 19. Explain any difficult words or terminology.
(2) Ask the students:
a. Who is the email from? How do you know this?
b. Who is the email addressed to? How do you know this?
c. What is the subject of the email?
d. What information does the student want to find out?
(3) Explain the components of an email: From: To: Subject, introduction and salutation.
(4) Read and discuss the questions.
(5) Read the email aloud again, and students underline key words in the email.
(6) Students answer the questions in pairs.
(7) Discuss the answers as a class.
3. Identify structure and useful language.
(1) Read the instruction and discuss the table.
a. What is the structure and purpose of each paragraph?
b. What useful language supports this purpose?
(2) As the teacher reads the email aloud, students complete the table.
4. Write the purpose of the email and two related questions.
(1) Read the Sentence Builder. Discuss polite requests using the email above as an example.
(2) Students write out the purpose of their email and two questions they would like to ask about the advertisements.
(3) Ask volunteers to share their questions.
5. Compose your writing: Outlining.
(1) Students need to outline their email.
(2) Make sure that students are writing notes and not complete sentences.
(3) Remind students that in the early stages of writing, it is alright to cross out ideas in favour of better ideas.
6. Compose your writing: Drafting.
(1) Read and discuss the Writing Help on how to write a formal email.
(2) Remind students that a draft is the first version of a piece of writing and that it is also called a rough draft because it is not “smooth” or finished.
(3) Have students use their outlines to write complete sentences and draft their email.
7. Compose your writing: Editing.
(1) Remind students that the final stage of writing, before publishing, is editing. When we edit, we check that our ideas are clear and that our sentences are complete.
(2) Have students exchange their writing with a partner and offer each other suggestions to improve their drafts.
(3) After editing, writers will make changes to their drafts and either rewrite or print a clean copy of the work.
(4) Ask students to prepare a final edited draft of their work to submit and then place in a writer’s portfolio.
3 / 3
