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Unit 4 Amazing art 教学设计
单元主题 本单元的主题语境是“人与社会"，涉及的主题语境内容是多种艺术形式和相关艺术家的故事。本单元从介绍常见的几种艺术形式开始，通过展现世界各地不同的经典、民间、现代艺术作品，以及讲述艺术创作的故事，引导学生了解绘画、雕塑、剪纸等多种艺术形式和相关艺术家，以及艺术对生活的重要性，使学生最终能够体会到艺术并不是高高在上的，它就在我们身边，艺术来源于生活;只要发挥创造力，人人都可以创作出自己的艺术作品。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的网络直播、图表、人物介绍等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂并谈论与艺术作品相关的话题，发表自己的看法，使用新学语言描述多种艺术形式;恰当使用现在进行时的被动语态描述正在发生的事情;能够使用本单元所学语言介绍艺术作品，了解中外艺术作品、艺术形式和有代表性的艺术家，了解中国传统艺术和现代艺术，比较中外艺术的特点;能够应用本单元所学词汇和表达，联系自身经历，描述身边的艺术，向他人介绍中国艺术作品和艺术家，思考人类艺术创作的价值，初步培养艺术鉴赏力;能够运用各种学习策略，在自主学习、合作学习与探究式学习的过程中，结合单元所提供的反思性和评价性问题，不断监控、评价、反思和调整自己的学习内容和进程，激发英语学习的兴趣，提高自己的理解和表达能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
课时划分
Period 1：Starting out & Chinese art forms
Period 2 ：Understanding ideas
Period 3 ：Using language（1）
Period 4 : Using language（2）
Period 5 ：Developing ideas
Period 6 ：Writing
Period 7 ：A Test
分课时教学设计：
Period 1 Starting out & Chinese art forms
课型 视听说课
教学内容 Starting out and Chinese art forms
内容分析 活动1呈现一段视频，简单介绍了佛罗伦萨、纽约和北京三座充满艺术气息的城市，展现了这三座城市艺术发展的特点，引人话题。活动2通过图片呈现了四种不同的艺术形式，包括舞蹈、绘画、歌剧和雕塑、引导学生初步思考不同种类的艺术形式给人带来的不同感受。本板块旨在激活学生已有的语言、背景知识，为接下来整个单元的学习活动做铺垫和预热。
教学要点
借助视频、图片学习，通过看、听、说的学习活动，加工整理话题信息，形成对主题意义的理解。运用逻辑性和批判性思维，分析话题信息，理解文本内容，提升思维品质和表达能力，发展英语核心素养。
教学目标
1带领学生看视频，使其说出视频中介绍的三座城市的名字和每一座城市在艺术领域的特色, 激发对话题的兴趣;
2引导学生判断图片呈现的艺术形式，激发对话题的兴趣;
3引导学生初步表达自己对艺术作品的感受，使用恰当的形容词表达对中外艺术形式的美的欣赏。
4带领学生学习中国传统艺术形式的英文说法并对其进行描述，培养学生用英语介绍中国艺术文化的能力。
Step 1 Starting out
Activity 1
Watch the video and answer the questions.
1. What cities are introduced in the video
2. What is each city famous for in the world of art
Activity 2
Look at the pictures and talk about artworks.
1. Identify the following artworks and the forms of art:
The Thinker by Auguste Rodin 奥古斯特·罗丹《思想者》 sculpture
The Peacock by Yang Liping 杨丽萍《孔雀》 dance
The Persistence of Memory by Salvador Dali 萨尔瓦多·达利《永恒的记忆》 painting
Turandot by Giacomo Puccini 贾科莫·普契尼《图兰朵》 opera
2. How do you feel about these works Choose the most impressive artwork to tell the reason why it makes such an impression on you.
【设计意图】通过视频和图片引出本单元关于艺术的话题，进而通过讨论，引导学生对话题内容进行梳理，引出单元主题。
Step 2 Chinese art forms
Activity 1
1. look at the pictures showing Chinese art forms and know the meanings of the art terms.
2. Share your experience about trying one of the art forms with the class.
【设计意图】引导学生学习与使用更多与单元主题有关的词汇，提高运用与主题有关的词汇的能力，帮助学生表达自己对不同艺术形式的感受。
Activity 2
Read the passage about an experience of taking part in a Chinese art festival and then complete the passage with the expressions in Activity 4.
Activity 3
Talk about a Chinese art form that your home town is well-known for.
My hometown is well-known for the traditional art of ...
【设计意图】带领学生学习中国传统艺术形式的英文说法并对其进行描述，培养学生用英语介绍中国艺术文化的能力。
Homework
1.Search for stories behind the artworks we discussed today and make a presentation .
2.Preview the passage in Understanging ideas.
Period 2 Understanding ideas
课型 阅读课
教学内容 Understanding ideas
内容分析 本板块呈现了一篇反映单元主题的课文，语篇类型为网络直播，属于新媒体语篇。课文通过主播介绍了在巴黎卢浮宫陈列的雕塑the Winged Victory of Samothrace、 Leonardo da Vini的作品MonaLisa和Rembrandt的自画像，在介绍这些艺术作品的同时，主播表达了自己的看法。读前的导人活动是一个有关卢浮宫的常识小测验，帮助学生了解相关背景知识，为课文学习做铺垫。读中活动主要考查学生对课文的整体理解。读后活动则通过对课文主旨大意和细节的理解以及开放式问题的回答,启发学生表达自己对课文中介绍的艺术作品的看法，鼓励学生分享自己参观博物馆的经历。
教学要点
借助多模态语篇（视频、图片）学习和阅读文本研读，通过听、说、读、看、写的学习活动，加工整理话题信息，理清作者的观点和写作意图，形成对主题意义的理解。运用逻辑性和批判性思维，分析话题信息，理解文本内容，训练阅读策略，培养综合语言运用能力，提升思维品质，发展英语核心素养。
教学目标
1带领学生通过略读，了解课文中介绍的艺术作品的基本信息，概括课文主旨大意;
2引导学生理解课文中描述艺术作品的语言，理解关键词和关键句的意义及其传递的作者意图和态度;
3引导学生初步欣赏艺术作品的美。
教学过程
Step 1 Lead in
Show some pictures about Louvre Museum and the artworks and ask students to describe them.
【设计意图】通过卢浮宫及其艺术作品的图片展示，激活背景知识，激发学生学习兴趣。
Step 2 Before reading
Have a quiz to learn about the Louvre Museum.
1 The Louvre Museum is located in ____________(city) A. London B. Pairs C. Berlin
2 The original castle of the Louvre Museum was built in the ___________ century. A. 12th B. 15th C. 18th
3 There are around ____________ works of art in its collection. A. 180,000 B. 400,000 C. 480.000
4 Which work of art is among the “Big Three” attractions of the Louvre. A. The Code of Hammurabi--《汉谟拉比法典》 B. Liberty Leading the People--《自由领导人民》 C. Venus de Milo-- “断臂维纳斯”
【设计意图】通过测试题进一步引出卢浮宫相关的文章内容，激发学生阅读兴趣。
Step 3 While reading
Activity 1
Read the text and answer the following questions.
1. What is Zack doing in the Louvre Museum
2. What amazing artworks are mentioned in the text
3. Why does the painting Mona Lisa attract many visitors every day
【设计意图】通过泛读，能够让学生对文章每个部分有初步了解，锻炼学生对文章表层含义理解，养成良好的阅读习惯，提高阅读技能。并且帮助学生组织语言回答读前问题
Activity 2
Choose three tags that best describe the main idea of the passage and give reasons for your choices.
Louvre museum Selfie Mona Lisa tour guide
fantastic art history exhibition live broadcast
【设计意图】通过细节阅读深层次把握文章细节内容，使学生建立起上下文关联的能力。
Activity 3
Complete the route with expressions from the passage.
Winged Victory of Samothrace ↓↓↓ Here at the top of the stairs is this 1 ________.Although 2_________, you can still imagine her posture. The folded dress shows incredible 3 ______________.
Mona Lisa ↓↓↓ This is perhaps the most famous painting here, protected by glass. It’s smaller than 4___________. The lady in the painting seems to have 5 ____________, which makes her so interesting!
Rembrandt’s self-portrait This is one of the 90 or more self-portraits Rembrandt made in his lifetime. We don’t know it was his way of 6 _________! Or maybe it was just 7 ____________
【设计意图】通过细节阅读深层次把握文章细节内容，训练获取细节信息的能力。
Step 4 Post reading
1. Which of the three artworks makes the greatest impression on you Why
2. Share your experience in which you have visited some galleries or museums.
【设计意图】充分发挥学生主观能动性，调动学生创造性思维，开发学生潜能，使学生主动参与深层次阅读，以检测学生是否对文章掌握透彻。
Step 5 Fill in the blanks according to the text.
There are many 1.amazing (amaze) treasures in the Louvre.First get 2.a load of a huge stone sculpture—the Winged Victory of Samothrace 3.whose head and arms are missing.However，you can imagine her 4.holding (hold) her arms up 5.high (highly)，celebrating the result of an ancient battle.When looking into Mona Lisa，you may find she has a mind of her own，a sense of 6.sadness (sad) in her smile! That’s 7.why she attracts so many visitors every day.Artist Rembrandt 8.painted (paint) over 90 self－portraits in the 17th century.But no one really knows why.About 35，000 works 9.are__being__displayed (display) in over 300 rooms in the Louvre currently，and it would take a lifetime 10.to__see (see) everything！
【设计意图】引导学生回顾全文，更深层次理解作者的写作意图，并帮助学生学习和初步运用所学的语言知识。
Step 6 Language appreciation
1. I can’t even begin to tell you how amazing this is!
[句式分析] “how amazing this is!”感叹句在句中充当“宾语从句”，注意在这种情况下宾语从句引导词通常用感叹句本身的引导词“ how”,不宜再加 “that”. what引导的感叹句也同样适用这一规则。
[尝试翻译] 我简直无法告诉你（这件雕塑）多么让人惊叹！
2. They really do reach out to us across the centuries as if time itself were nothing.
[句式分析] 本句谓语 “do reach”采用了“谓语强调结构”， 此种强调只适用于与含实义动词的谓语， 只采用“do/ does和did + 动词原形 ”。as if引导的状语从句“ time itself were nothing”采用“ ”（语气）——表示与现在实际情况相反，从句的谓语用“一般过去时态”，注意谓语动词be只能用“were”。
[尝试翻译]它们真的跨越了几个世纪与我们接触，仿佛时间本身什么都不是。
【设计意图】引导学生分析句子结构和句式特点，帮助学生进一步学习和运用语言知识。
Homework
1. Review new words and expressions learned in this period.
2. .Preview the grammar Present continuous passive.
Period 3 Using language（ 1） grammar
课型 语言知识运用：语法
教学内容 Present continuous passive现在进行时的被动语态
内容分析
语法部分通过呈现课文中的语句,并利用一篇紧扣本单元主题的语篇，帮助学生巩固语法知识。语法部分包含一个小语篇，描述街头艺术，之后提供了一幅学校艺术展布展场景的图片，旨在创设情境，引导学生应用所学语法结构;词汇部分采用图文结合的形式呈现了描述中国传统艺术形式的词汇，并提供了描述个人参加中国艺术节经历的语篇，引导学生应用所学词汇来介绍中国传统艺术形式。
教学要点
基于话题和课文，通过多模态的形式，引导学生通过语篇活动，复习语法知识，学习相关词汇，从不同方面开拓视野，提升语言学习能力，进一步理解单元主题
教学目标
1引导学生分析了解总结现在进行时的被动语态的用法;
2引导学生学会在真实语境中恰当地使用进行时的被动语态这一语法结构。
教学过程
Step 1 lead in
Ask students to scan the passage and find sentences containing present continuous passive form. To encourage Students to focus on the present continuous passive in the passage.
【设计意图】复习课文，感知现在进行时的被动语态。
Step 2 Analyzing
Activity 1
Teacher asks Students to read the sentences (a) and (b) in Activity 1, think about the questions given below and voice their opinions.
Q1. What causes the action in sentence (a) The dress or the wind
Q2. What is happening to “me” in sentence (b) To encourage Students to analyze present continuous passive form and compare it with present continuous active form.
Activity 2.
Teacher asks Students to read the sentences (c) and (d) in Activity 1, think about the questions given below and voice their opinions.
Q3. What is the difference between the two groups of sentences
Q4. Why does the author choose to use the passive form instead of the active form in the reading passage
Guide the students to discover and summarize the rules for the use of passive structure of the present continuous tense.
a c And just look at how her dress is being folded by the wind! And just look at how the wind is folding her dress!
b d I’m being pushed around quite a bit, in fact. People are pushing me around quite a bit, in fact.
【设计意图】引导学生通过对比例句去发现、分析现在进行时的被动语态的用法。
Step 3 Application
Activity 1 Read thepassage and rewrite the underlined parts using the passive structure.
1 Young people are painting beautiful pictures. _________________________________________________.
2 Some people are trimming trees into interesting shapes. _________________________________________________.
3 Construction workers are building impressive, original buildings. _________________________________________________.
4 People are creating it everywhere you look. _________________________________________________.
【设计意图】带领学生阅读语篇，理解语篇传递出的“生活处处有艺术”的观点，并在真实语境中巩固对现在进行时的被动语态的理解和运用。
Activity 2
According to the pictures, make sentences using the passive forms of the expressions given
arrange carry hang paint put up sweep write
1. Various works of art are being arranged (arrange) in the school exhibition room.
2. The ground of the room is being swept(sweep).
3. The walls of the exhibition room are being painted (paint).
4. A statue made of plaster is being carried (carry) over.
5. Some paintings are being put (put) up onto the wall.
6. The colored lights are being hung (hang) up across the room.
7. The illustrations of the exhibits are being written (write) .
【设计意图】引导学生观看图片，理解图片内容，运用现在进行时的被动语态去描述，在真实语境中巩固对现在进行时的被动语态的理解和运用。
Step 4 Summarizing of present continuous passive
一、基本特征感悟
①It is reported that many a new house is being built at present in the disaster area.
②The plan is not being discussed at the meeting now.
③Is the house you bought last month being decorated now
④What is being done to the machine
1．以上例句中都用了现在进行时的被动语态，其谓语构成是：be＋being＋done。
2．以上例句中第①句是现在进行时被动语态的肯定句式；第②句是否定句式；第③句是一般疑问句式；第④句是特殊疑问句式。
二、主要用法精讲
1．含义
现在进行时的被动语态表示现在或现阶段正在进行或发生的被动动作，强调主语是动作的承受者。
2．结构
(1)肯定式：主语＋am/is/are＋being done
Some trees are being cut down in the park.公园里的一些树木正在被砍倒。
(2)否定式：主语＋am/is/are＋not being done
It is reported that the water in the lake is not being protected now.
据报道，这个湖里的水现在没有得到保护。
(3)一般疑问式：Am/Is/Are (not)＋主语＋being done
Are the babies being taken care of by this nurse
这些婴儿正由这个护士照看吗？
(4)特殊疑问式：特殊疑问词＋am/is/are (not)＋主语＋being done
Who is being trained for the coming English speech contest
为了即将举行的英语演讲比赛，谁正接受训练？
3．具体用法
(1)表示说话时正在进行的被动动作。句中常用now，at the moment等时间状语。
My younger sister is now being interviewed.我妹妹现在正在接受采访。
He is now being treated in China.现在，他正在中国接受治疗。
(2)表示现阶段正在进行的被动动作(说话时不一定在进行)。
These animals are being hunted at such a speed that they will disappear soon.
这些动物正以如此速度被捕杀，它们很快就会消失。
Preparations are being made for the 2022 Winter Olympic Games in Beijing.
北京正在为2022年冬季奥运会做准备。
(3)表示一种习惯的被动行为，常与always，constantly，often等词连用，表示有赞赏、羡慕、讨厌等感彩。
I feel very surprised that the window of our classroom is often being broken.
我感到非常吃惊的是我们教室的那扇窗户经常被打破。
Tom is always being praised by the teacher.汤姆总是被老师表扬。
(4)与某些情态动词连用，表示对正在发生的动作的推测。
Jim may be being interviewed by the reporters at the very moment.
吉姆此刻可能正在被记者们采访。
—Do you know what Smith is doing
—He is ill.He may be being examined by the doctor.
——你知道史密斯正在做什么吗？
——他病了。他可能正在接受医生的检查。
即学即练1同义句转换
They are building a modern school in his hometown.
①A modern school is__being__built in his hometown.(改为被动语态)
②A modern school isn’t__being__built in his hometown.(把①句改为否定句)
③ Is a modern school being__built in his hometown？(把①句改为一般疑问句)
④Where is a modern school being__built？(对①句就in his hometown进行提问)
名师提醒
(1)stay，love，have，want，belong to等一般不用于现在进行时的被动语态。
(2)“be＋under/in等介词＋名词”结构可用来表示现在进行时的被动语态的含义。
The telephone is in use.
＝The telephone is being used.
电话正在使用中。
即学即练2 补全句子
①The little boy has made rapid progress recently and is__always__being__praised by his teachers.
那个小男孩最近进步很快，总是被他的老师表扬。
②The plan to explore the South Pole is__being__made these days.
最近正在制订勘探南极的计划。
③Because of bad scores，Jimmy may be__being__criticized by his father at the very moment.
由于成绩不好，吉米此刻可能正在被父亲批评。
④The question about where is the factory going to be built is__being__discussed now.
关于在哪儿建厂的问题现在正在被讨论。
⑤A project about protecting the natural resources is__being__designed．
正在设计一个保护自然资源的项目。
4.巩固练习
Ⅰ.单句运用
1．Now these old houses belong__to my uncle (属于我叔叔)．
2．At the moment my house is__being__repaired (正在被修理)．
3．She is__being__questioned (正在被提问) by several reporters now.
4．The evening party the children are looking forward to is__being__held (正在被举行) now.
5．A new park is__being__built (正在被建) here.They hope to finish it next year.
6．You aren’t allowed to go into the meeting room.A secret plan is__being__made (正在被制订) there.
7．The new law is__under__discussion/being__discussed (在讨论当中)．
8．A new song is__being__taught (正在被教) by the teacher.
9．The water in the lake is__under__pollution (受到污染)．
10．Is the meeting being__held (正在举行) in the hall now (hold)
Ⅱ.语段填空(用所给词的正确时态、语态填空)
Li Ming：Hi，Lin Tao，it’s several months since we 1.met (meet) last time.You said you were tired of your work and you 2.would__find (find) a new job.What are you doing now
Lin Tao：Oh，I 3.am__being__trained (train) for the work in the supermarket.You know，a supermarket 4.is__being__built (build) in our town，and it 5.will__be (be) open in about two months.Where are you going now
Li Ming：I 6.am__going (go) to the centre stadium，where the spring sports meeting 7.is__being__held (hold)．
Lin Tao：I hear that a car exhibition is also 8.being__held (hold) there.Why don’t you drive there It’s a long way from here.
Li Ming：There is something wrong with my car and it 9.is__being__repaired (repair) in a company.I 10.am__losing (lose) weight recently，so I’d like to go there on foot.
Lin Tao：I see.Then wish you a good day!
Li Ming：Thank you! Bye!
Lin Tao：Bye！
【设计意图】进一步扩展并有条理地展现和总结现在进行时的被动语态的用法，通过练习巩固所学。
Homework
1. Finish the relative exercise of grammar.
2.Describe an event using the present continuous passive forms as many as possible.
Period 4 Using language（2） Listening and Speaking
课型 语言知识运用：听说
教学内容 Listening and Speaking
内容分析
听说部分的材料是朋友间关于现代艺术的一段对话，引导学生了解现代艺术。通过真实语境下技能的综合训练，学生能够加深对单元主题的理解，提高综合语言运用能力。
教学目标
(1) 学习更多与艺术相关的词汇和表达，进一步理解本单元主题。
(2) 带领学生用英语讨论艺术作品和艺术家，并表达个人观点。
教学过程
Step 1 Lead-in
Show some pictures of contemporary artworks and ask students to answer some questions .
Q1: What are the artworks about
Q2: What do you think of them
【设计意图】介绍一些当代艺术的特点和作品，激发学生对当代艺术的兴趣，引入听力内容。
Step 2 Pre-listening
1. Read “ Did You Know ” to know something about contemporary art.
2. Learn about developing a listening skill--master where and when to pause while listening.
【设计意图】在听力活动开始前适当介绍一些当代艺术的特点和作品，激发学生对当代艺术的兴趣，帮助他们更好地理解听力材料的内容，了解谈话中语音停顿的作用，注意何时何处停顿帮助理解说话者表达的意思。
Step 3 While listening
Activity 1 Listening for main idea
1.Ask students to read the sentences in Activity 7. Teacher plays the recording of the conversation for the first time and get students to choose the main idea of the conversation between Jill and Andrew. Students listen and complete Activity 7. Share answers.
2. Teacher plays the tape again and students answer the following questions and check the answers.
Q1： Where are the two speakers
Q2： How many artworks are they talking about
Q3 ：What are the names of the artworks
【设计意图】带领学生听录音，理解对话大意，记录关键信息。
Activity 2 Listening for detailed information
Teacher plays the tape for the third time and has students note down what the three contemporary artworks are about and Check the answers.
Teacher plays the recording for the fourth time and students fill in the blanks in a form with information showing different opinions. Divide the listening material into two parts to make it easier. Students check answers in pairs. If necessary, teacher plays the recording again. Students check answers with teacher.
【设计意图】引导学生在掌握对话大意的基础上，全面获取对话的细节内容。
Step 4 Post listening
1. Shows students the script of the conversation on screen and play the recording again. Students follow the recording and read it aloud, paying attention to useful expressions showing opinions.
2. Ask students to sum up and read useful expressions and sentences from the script on screen.
【设计意图】展示听力原文，让学生边看边听，扫除没有听准确的一些词句障碍，展示总结一些重要的关于现代艺术的表述。
Step 5 Speaking
1. Students work in pairs and act out a conversation by referring to clues on Page 82 and 85.
Teacher shows students the criteria and classmates watch performance from different groups, grade it and give comments. (Criteria: attached at the end of this teaching plan)
2. Teacher offers more famous contemporary artworksin an art gallery that students may have interest in. Students work in pairs. Think about their opinions on the artworks and have a similar conversation.
【设计意图】结合所学内容，运用新学语言知识，谈论艺术作品。
Homework
1. Describe the contemporary artworks in the listening part .
2. Preview the passage in Developing ideas.
Period 5 Developing ideas
课型 阅读课
教学内容 Developing ideas
内容分析
教材分析本板块呈现了从另一角度反映单元主题的课文，语篇类型为人物介绍。课文介绍了唐代著名画家韩干的生平和画作，通过讲故事的手法体现韩干对绘画技艺的精益求精。
教学目标
1引导学生理解课文内容，复述韩干的生平，感受艺术创作过程的艰辛和韩干对绘画技艺的精益求精;
2. 了解韩干这位中国古代著名画家，感受中国艺术的美。引导学生进一步了解中外艺术创作，体会艺术家对艺术的追求和为艺术献身的精神并且初步了解如何描述艺术作品。
教学过程
Step1 Before reading
Activity 1
Show somepicturesofhorses and askstudents to think of some adjectives which are used to describe horse and what you know about horses.
【设计意图】展示一些马的图片，引导学生用形容词来描述，激活阅读内容的背景知识。
Step 2 While reading
Activity 1
Skim the text and complete the following questions quickly.
1. Which of the following statements is the best topic of the passage
A. An introduction to the Metropolitan Museum of Art.
B. The story behind Night-Shining White.
C. The famous artist Hun Gan.
2. What is the artist called Han Gan famous for
A. He was born into a poor family in the early Tang Dynasty.
B. He served as a Chinese court painter.
C. His skills in capturing the physical features of horses and its inner spirit ad strength.
3. As an painter, who is regarded as the best teacher by Han Gan
A. Living horses B. Previous paintings of horses C. A drawing master of Tan Dynasty
【设计意图】通过快速阅读文章，完成相关练习，训练快速获得信息的技巧和能力。
Activity 2 Read again and complete the diagram with information from the text.
【设计意图】再次阅读，进一步理解课文，培养检测学生对课文细节内容的理解和信息获取能力。
Step 3 Post reading Think and Share
1. What made Han Gan a successful painter
2. What does Su Shi’s comment mean to you
3. What can you learn from Han Gan’s way of painting
4. Imagine you are a tour guide and the guide explained the life and work of Han Gan to the tourists
Tips for your introduction:
① Think about what information to include.
② Decide in what order you will introduce.
③ Introduce Han Gan and his painting to your group members.
【设计意图】鼓励学生在深入理解文章主题的同时联系实际，用所学语言知识介绍韩干及其画作，增强传播中华传统文化、讲好中国故事的意识，进行知识和思维能力的拓展和迁移。
Step 4 Language appreciation
1. The horses, whether resting or on the move, offered him plenty of inspiration.
[句式分析] whether resting or on the move插入句中充当让步状语，其完成形式为：No matter whether the horses rested or were on the move. 当从句的主语和主句的主语相同时，状语从句通常采用省略其主语，变形其谓语为非谓语形式作状语。本句the horses 与动词rest构成主动语态，故用现在分词resting； were为be动词，通常直接省略掉。
[尝试翻译] 这些马，无论是在休息还是在运动，都给了他很多灵感。
2. Day after day, Han Gan painted the horses, his brush presenting every detail that he saw with his own eyes.
[句式分析] his brush presenting every detail 该结构为“独立主格结构”，本语境中，它相当于并列句“and his brush presented every detail.” 从句法构造看，逻辑主语his brush与句子的主语Han Gan不同，这时采用“一去一留一变形”，即：去连词and, 留his brush, 变谓语presented为现在分词“presenting”(因为his brush 与动词present 构成主动语态)
[尝试翻译] 日复一日，韩干不停画马，他的画笔描绘了他亲眼所见的每一个细节。
【设计意图】引导学生分析句子结构和句式特点，帮助学生进一步学习和运用语言知识。
Homework
1.Review what wenlearnt in the passage .
2.Write a summary of Han Gan and his painting.
Period 6 Unit 4 Amazing art Writing
课型 写作课
教学内容 Writing 介绍一件艺术品
内容分析
读写部分介绍了荷兰著名画家Van Gogh 的画作Sunflowers，学生通过看图片，并结合课本提供的信息描述这一作品。通过这一板块的学习，学生能够进一步了解中外艺术创作，体会艺术家对艺术的追求和为艺术献身的精神并且初步掌握如何描述艺术作品。
教学目标
（1）通过本课学习，学生能够对艺术品介绍这一语篇类型的文体结构、内容组织及语言表达有深入了解；
（2）将本单元所学内容进行迁移、创新，以书面语形式描述作品，阐述观点、想法；
（3）学会艺术品介绍文体的句型。
3.教学重难点：
（1）艺术品介绍文体的结构、内容与语言表达方式；
（2）写出高质量的艺术品介绍的短文。
教学过程
Step 1 Before writing
Look at the painting and read the museum introduction to the painting and answer the questions.
1. What else do you know about Van Gogh’s sunflower paintings
2. What do you think of this one
【设计意图】带领学生欣赏Van Gogh 的Sunflowers,阅读对画作的介绍，帮助学生、理解阅读材料的能力，为接下来的写作做准备。
Step 2 While writing
Activity 1
Read the introducyion again and know about how a passage about appreciating an artwork is well organized.
Activity 2
Complete the writing Outline with the information in Activity 5.
Introduction give basic information about the artist and the artwork This sunflower painting was an 1________________ by 2______________ It is among his 3 _______________________________________ It was completed 4 _______________________________________
Main body describe the artwork It show 5 ________________________________________ It is painted mostly in 6 _________________________________ The colors range from 7 ____________________________________ 8 _____________________________________________________
Conclusion give your own comments _______________________________________________________.
【设计意图】引导学生利用阅读信息，整理写作大纲，让学生在写作时目标明确思路清晰。
Activity 3 技法指导，写作更规范
介绍艺术品的文章属于说明文，其主体时态通常是一般现在时。内容一般包括该艺术品的作者、时间、特点、影响等。但是一定要抓住该艺术品的主要特色，这样才能给读者留下深刻的印象。
[基本框架]
1．开头(Introduction )——交代该艺术品的基本信息
2．主体(Main body)——介绍该艺术品的详细信息
3．结尾(Conclusion)——写出自己关于该艺术品的评论
【增分表达】
1．重点单词
artist n． 艺术家
painter n. 画家
painting n. 画作
colour n. 色彩
shade n. 色度
award v. 授予n. 奖品
background n. 背景
classic adj. 经典的
original adj. 原创的
educational adj. 有教育意义的，具有启发性的
2．重点短语
one’s masterpiece　　　　　　　某人的杰作
best loved and world famous 最受喜爱和闻名世界的
highly respected and well－known 备受尊敬和著名的
attract/catch one’s attention 引起某人的注意
be impressed by 对……印象深刻
give a vivid description of 生动描述
give/award a prize to... 授予……奖
be enthusiastic about... 对……充满热情
in the traditional Chinese style 按照中国传统风格
3．重点句型
(1)This is a painting by the Spanish artist，Pablo Picasso，considered to be the greatest western artist of the twentieth century.这是一幅西班牙艺术家巴勃罗·毕加索的画，他被认为是二十世纪最伟大的西方艺术家。
(2)Pop art was an important modern art movement that aimed to show ordinary twentieth－century city life.波普艺术是一个重要的现代艺术流派，着眼于展现20世纪普通的城市生活。
(3)Qi Baishi，one of China’s greatest painters，followed the traditional Chinese style of painting.齐白石，中国最伟大的画家之一，遵循着传统的中国画风格。
(4)Chinese painting is known for its brush drawings in black inks and natural colors.
中国画因用黑色墨汁和自然原色的毛笔画而出名。
(5)Cubist artists painted objects and people，with different aspects of the object or person showing
Activity 4
Write an article about the painting Sunflowers.
Step 4 Post-writing
Work in pairs. Discuss your draft and then share your article with the class.
【设计意图】学生交流展示初步写作成果，通过讨论训练学生相互批改、赏析作文，提高学生写作能力以及口语表达能力。
Homework
Polish your article and hand in .
Period 7 Unit 4 Amazing art
A Test

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