unit1 Madame Curie教学目标。
每个老师需要在上课前弄好自己的教案课件，大家在用心的考虑自己的教案课件。教案课件工作计划写好了之后，这样接下来工作才会更上一层楼！有没有好的范文是适合教案课件？小编特地为大家精心收集和整理了“unit1 Madame Curie教学目标”，仅供您在工作和学习中参考。
教学目标
1．交际用语；掌握交际用语中关于Certainty and uncertainty 的使用，并使学生能够熟练运用下列表达：
Perhaps I'll go to that one.
Maybe it was useful for some people.
I'm not sure if/whether…
I doubt if he'll be asked to speak again next year.
I'm not sure that …
I'm sure …
2. 语言点：掌握词语succeed , devote, set off, pay off 等的用法
3．语法：复习定语从句的用法
4．语言运用及情感，价值观：
运用所学语言，完成教科书和练习册中所规定的听说读写的任务；阅读课文Madame Curie", 确切理解，让学生了解科学家居里夫妇一生为人类作出的贡献，引导他们学习居里夫妇从事科学事业所表现出来的毅力，勇气和献身精神，并完成有关课文内容的练习。
教学建议Lesson 1
教学教法建议：
由于高三学年的学习面临着高考任务，因此应从第一节课开始，向学生宣讲"突出语篇，强调应用，注意实际。"这十二个字为高考题原则。从现在起以语篇为基本单位，进行全面的综合的高考复习，本学年除要学完高三两册课本内容外，还需要有一定时间进行各项分类讲解与练习以及综合试卷的模拟练习，因此，对于课本内容的处理应根据本校，本教学班的具体英语水平及程度进行适当调整。若学生程度较好，可将课文主要作为阅读材料进行处理，建议每单元（包括听力）用三课时完成。若学生程度较弱，对课文内容的处理可以从细，尤其是对每篇文章结构，主旨大意，难句，高考中常考到的词语用法，异同辨析等的讲解，练习与检测。当然，对于部分课后练习以及课文内容依然要做适当删减，删减标准，以上述十二字原则为准。以保证综合复习时间。需要教师注意的是，教学速度的加快极易导致教学过程 流于形式，难于保证效果，因此，要特别注意检查落实的实施。例如每单元以语篇为单位检测语法点、短语及词汇，并记分。就本单元而言，因有较为重要的语法定语从句，建议用四至七课时完成。两篇课文中的语法点和辨析内容较多，可不必一次性讲完，每课时最多处理四至五个。资源中提供的资料要根据高考要求经过适当裁剪教与学生。另外，在作词语辨析时，应尽量从原有的知识入手，发挥学生的主观能动性，多让他们张嘴，或将需要辨析的词语作为作业 布置下去，由学生去找出异同，教师后来作出评价和取舍。课文结构和内容的分析可与语法点的讲解分开处理，若条件许可，个别词语可通过让学生课上课下造句的形式加以掌握和强化。
Lesson 1 词汇辨析：
1. I'm not sure whether to go to the one about accidents. 我还没有决定是否去听那个有关事故的报告。
(1) be sure + whether等连词+不定式
be sure + of/about短语
be sure + that-clause（从句）
这些句型表示主语对所提到的未来或当时的事情有无把握。e．g。
① She isn't sure whether to stay in New York next month．下个月是否留在纽约，她还不能肯定。(注：不定式的逻辑主语与全句主语一致)
② I wasn't sure about/of the way，so I asked someone．我对于怎么走没有把握，所以我就问人了。
③I'm sure he'll come．我肯定他会来。
（2）be sure to do sth.表示"一定会...，必定会..."。e.g.
It's a really good film-you're sure to like it.它确实是一部好电影，你一定会喜欢
(3)be sure作"有把握"解时，还可用feel sure。e.g.
①I've never felt sure of success．我从来没有像现在这样对胜利有充分的信心。
②I feel sure we have disturbed you of your work．我确信我们已打扰了你的工作。
(4)be sure 与be certain
be certain意思是"确信，有把握"，用法与be sure同，即：
be certain + 不定式
be certain + of/about-phrase
be certain + that-clause
但sure强调主语的心理状态，指主语心中无疑或十分确信、有把握，着重于人的内心世界，故其主语只能是人，且不能用来形容事件。所以当主语是表示事件的名词、代词或it时，只能用certain. certain 着重说明有肯定的理由和证据使人相信或确信，强调内心世界之外的证据。e.g.
①it is certain to rain．天肯定会下雨。
②His information was by no means certain．他的消息-点也不可靠。
③ It's almost certain that the government will lose the next election．几乎可以肯定现政府会在下次选举中输掉。
④We are sure/certain of victory．我们确信自己会获胜。
(5)make sure表示"查明，弄确实"和"(采取行动)确保"，其用法是：
make sure + of-phrase
make sure + that-clause
① I think I locked the door，but I'll just go back and make sure of it/that I did．
我想我是锁了门，但我还是回去查看一下吧。
②They made sure of winning by scoring two goals in the last five minutes．
他们在最后五分钟进了两个球，确保了这场比赛的胜利。
2. Perhaps I'll go to that one。也许我会去听那个报告。
Maybe it was useful for some people．它(指报告)对一些人或许有益。
这两句都不表示可能性的句型。此外还有probably和possibly。注意它们的区别。
（1）maybe"大概，或许"，意思与perhaps很接近，多数地方可以换用，但不及perhaps正式，多用于口语，还可用于礼貌的建议或请求，多用于句首或句末，多用于美国。
(2)perhaps"也许，可能，大概"，可与maybe换用，但比maybe正式。perhaps还可用于建议，清求及温和的命令，英国用法。
(3)probably"大概，很可能"，所表示的可能性虽不是完全肯定，但比maybe，perhaps实现的可能性大多与动词连用。
（4）possibly"可能地，也许，或许"，较probably意味弱，在肯定句里表可能性很小，在否定、疑问句中与can，could连用，表示"无沦如何也不"，肯定句中与can，could连用，以加强语气，表示"设法，竭力地"。e.g.
①Perhaps/Maybe I'll go．我或许会去。
②This is perhaps his best novel yet．这也许是他迄今为止写得最好的一部小说。
③Perhaps/Maybe you would like to join us for lunch．也许您愿意和我们一块去吃午饭。（表请求）
④You'd better go now，perhaps．您最好还是现在就走。（表命令）
⑤John probably told his father all about the matter；he usually tells him everything．约翰很可能把这一切都告诉了他的父亲；他通常对父亲是什么都说的。(表可能性很大)
⑥I'll do all I possibly can.我将尽我的所能去做。(与can连用)
⑦I can't possibly drink any more．我无论如何不能再喝了。
4．I doubt if he'll be asked to speak again next year．我怀疑明年是否会再次邀请他发言。
用doubt表示怀疑的句型：
(1)doubt + that-clause。e.g.
I doubt that she will get the job．我不相信她会得到那个工作。
(2)doubt + 名词/代词。e．g.
I doubt his honesty.我对他的诚实表示怀疑。
(3)doubt + v．-ing form。e.g.
We ever doubted being able to finish the work in time．我们曾经对能否及时完成这工作怀疑过。
(4)doubt + of-phrase。e．g.
They have never doubted of success．他们从未对取得成功有什么怀疑。
如果要表示"对……没有怀疑/疑虑"，则用句型There is no doubt about sth．/as to sth./that-clause。
①There is no doubt about the truth of the news．=There is no doubt as to the troth Of the news．消息的真实性无可怀疑。
②There is no doubt that the news is true．=No doubt that the news is true. 消息无疑是真实的。
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高三英语假案：unit1 Madame Curie——4
一名优秀的教师在教学方面无论做什么事都有计划和准备，作为教师就要好好准备好一份教案课件。教案可以让学生更容易听懂所讲的内容，减轻教师们在教学时的教学压力。那么，你知道教案要怎么写呢？下面是小编精心为您整理的“高三英语假案：unit1 Madame Curie——4”，希望对您的工作和生活有所帮助。
> 5. Which characteristic(性格) belonged to Mrs. Curie?
A. Devotion B. Impatience C. Carelessness D. Selfishness
(Key1.D 2.B 3.B 4.d 5.A)
探究活动
A Debate
The teacher says, " We all know that Marie Curie was a great woman scientist. Her are two opinions about her success. One is that she succeeded because she married Pierre Curie, a university professor at that time, and he and his fame actually helped her become famous. In fact, Marie Curie was not so outstanding as nowadays we think she was. Another idea is that Marie Curie's success is based on her hard work , brightness and the belief in herself. I'll divide all of you students into two groups and each of you can only be for one opinion and against the other. You have to show your evidence for the opinion that you support. When you show your idea and try to defeat those who are on the other side publicly, that is called "a debate". I'll give you some time after class to prepare for the debate. You can try your best to look for information about the Curies and you are supposed to put down what you think in your writing book. Then we'll hold a live debate and some students will be chosen to give their representation."
The teacher gives the students some time and necessary help in their looking for information and writing. Then an oral debate between two groups of four students each. After that, a rewriting of the debate.
unit1 Madame Curie搜集整理
高三英语教案：unit1 Madame Curie——2
一名合格的教师要充分考虑学习的趣味性，作为教师就要在上课前做好适合自己的教案。教案可以让上课时的教学氛围非常活跃，帮助教师掌握上课时的教学节奏。那么如何写好我们的教案呢？小编为此仔细地整理了以下内容《高三英语教案：unit1 Madame Curie——2》，仅供参考，希望能为您提供参考！
Unit 1 Lesson 2
MADAME CURIE (!)
课文阅读理解检测题
1．The text is mainly about Madame Curie's _____.
A. life, hard work and achievements B. college life in Paris
C. talent (天才) for physics D. cooperation (合作) with her husband
2. The greatest contribution (贡献) Madame Curie made to the word is the discovery of ____.
A. uranium B. radium C. polonium D. silicon
3. Marie became interested in physics ____.
A. before she went to university B. after she graduated from university
C. before she graduated from university D. after she went to university
4. From this text you can infer that life was ____ for Marie when she studied in Paris.
A. hard and meaningful B. easy and colorful
C. hard and tiresome D. Easy and interesting
5. Marie began her research work after she ____.
A. graduated from university B. got another degree in mathematics
C. got married D. gave birth to her first child
6. The radioactive nature of uranium was first discovered by ____.
A. Marie B. Mr. Curie C. another scientist D. Mr. And Mr. Curie
7. Which mineral is the most radioactive?
A. Polonium B. Uranium C. Radium D. Silicon
8. When did Mr. and Mrs. Curie begin to do research work together?
A. After they got married. B. After Mrs. Curie got her degree in mathematics.
C. After Mrs. Curie found polonium D. After Mr. Curie got a job.
9. What is the meaning of the word "share" in the text?
A. Have free time. B. Have something in common. C. Study. D. Research.
10. The second paragraph shows Marie's ____.
A. determination to succeed B. belief in her own ability
C. devotion to her research work D. understanding of the importance of science
(Key:1.A 2.B 3.A 4.A 5.C 6.C 7.C 8.C 9.B 10.B)
While checking the answers to the ten questions, pay attention to those that are questioned.
For some, maybe you have to explain or analyze the meaning of the questions clearly and exactly, and for others, maybe you have to tell the students the meanings of the new vocabulary. Besides, some answers can be clear when the teacher and the students are reading the text carefully, so it is also OK to leave some questions aside for a while as long as you remember to mention them in the text.
II. Go through the text.
1. Say to the students,
"I'm going to play the tape of the text and you should read in a low voice after the tape. Please pay attention to the pronunciation and intonation. While you are reading, please think of this question "In what order is the text written?" And underline the useful phrases and expressions you find in the text."
If the students' English level is high enough, they can finish the tasks without difficulty. Then the teacher can go through the language of the text quickly.
If the students' English is not so good, it is necessary for the teacher to spend some time on the structure of the t
高三英语教案：unit1 Madame Curie——3
教案课件是每个老师工作中上课需要准备的东西，是认真规划好自己教案课件的时候了。只有规划好教案课件工作计划，才能更好地安排接下来的工作！究竟有没有好的适合教案课件的范文？为此，小编从网络上为大家精心整理了《高三英语教案：unit1 Madame Curie——3》，欢迎阅读，希望您能阅读并收藏。
ext in order to train and culture the students' of reading skills in grasping the main idea of a reading material. The teacher can ask the students to summary the main idea of each paragraph or pick out the key words in each paragraph and help the students to connect the internal relationship between each paragraph so as to find out the main idea of the whole text.
A. Language points:
a. succeed in doing /sth.
e.g. I am sure they will succed in passing the examination
b. in honor/honour of 为纪念……
e.g. They called the boy Sam in honour of his father who died before his birth.
c. On the laboratory bench was a glass container form which came a tiny soft light.
地点状语置于句首，句子主谓倒装。
d. devote … to… (devote oneself to) 专心致志于……（do sth. In a very single-minded way）to 是介词，后接名词或-ing 形式。
e.g.1.He devoted part of his time to the study of history.
2. They devoted themselves to the work of children's health care.
e. give off 散发，放出 （to send out sth. especially a liquid, gas or smell）
e.g. 1. If plastic and rubber are burned, they give off poisonous gases.
2. The water gives off an unpleasant smell. You cannot drink it any more.
3.Let's go out and see the flowers. They're giving off a sweet fragrance.
f.give out 发出声音，光，热；分发; 发布；用尽（vi）
e.g. 1.The radiator is giving out a lot of heat, and my wet clothes are surely to become dry soon.
2. The teacher gave out the examination papers.
3. The news of his death was given out in a radio broadcast.
4. Her patient finally gave out and he lost his temper at last.
5. One of the plane's engines gave out in mid-Atlantic.
f. work hard at 为了……而努力工作；致力于……
e.g.1. He is working hard at a maths problem.
2. You can make rapid progress in your English if you work hard at it.
B. Underline useful expressions and phrases while going through the text, for example:
be admitted to, be determined to do…, from then on, go by, share sth. with sb.
Step3 Workbook (Ex.3, Page 74)
Homework:
1. Ex.4, Page 74 （分类找出，至少5个）
2. Read aloud the text and learn by heart paragraphs2 & 3.
教学设计Unit 1 Lesson 3
Unit 1 Lesson 3 (略)
set off :出发（vi）;引起，引爆/引发（vt）
e.g.1. We'd better set off at 8 tomorrow morning.
2. A slight touch will set the bomb off.
3. Tom's speech set off a wave of anger.
set out 与set off 用法相似时，意为"出发，动身"，另外，set out to do, set about doing 意为"着手去做。。。。。"
Unit 1 Lesson 3
MADAME CURIE (2)
课文阅读理解检测题
! Radium may not do serious damage to ____.
A. people's health B. animal's life C. plants D. metal things
2. Which can be used to cure (治愈) human beings' disease?
A. Polonium B. Radium C. Uranium D. Silicon
3. The verb phrase "set off " in the text means to cause the bomb to ____.
A. start B. burst C. balance D. make
4. In which countries were two Radium Institutes set up?
A. Poland and America B. France and America
C. France and England D. Poland and France
Unit1 Art
Unit1 Art
单元要览
本单元的中心话题是西方绘画和中国艺术的历史、中西方各种艺术形式与风格，不同时代的著名画家以及他们的作品。语言知识的选择和听说读写等语言技能的训练主要围绕“绘画艺术”这一主题进行。本单元的目的在于帮助学生掌握与“绘画艺术”这一主题有关的词汇知识，引导学生了解绘画艺术及其各个历史发展时期的 本单元的主要教学内容如下表所示： 类别 课程标准要求掌握的内容 话题 AbriefhistoryofWesternpaintingandChineseart；famousartistsandworksofart 词 汇 adopt v.采用；采纳；收养 scholar n.学者 possess v.拥有；具有；支配 preference n.喜爱；偏爱 attempt v.n.尝试；企图 reputation n.名声；名誉 predict v.预言；预告；预测 civilization n.文明；文化 appeal v.呼吁，求助 Egypt n.埃及 aim n.目标；目的 v.瞄准 district n.区；区域 typical adj.典型的；有代表性的 committee n.委员会 specific adj.确切的；特定的 signature n.署名；签字 carve v.雕刻；刻记 abstract adj.抽象的；深奥的 sculpture n.雕塑 conventional adj.常规的；传统的 gallery n.画廊；美术陈列室 evident adj.明显的；明白的 faith n.信任；信念 superb adj.卓越的；杰出的 possession n.所有；财产 ridiculous adj.荒谬的；可笑的 technique n.技术；方法；技能 controversial adj.争论的；争议的 coincidence n.巧合；相合 delicate adj.脆弱的；容易生病的 shadow n.阴影；影子 allergic adj.过敏性的；对……过敏的 figure n.画像；身材；数字 aggressive adj.侵略的；好斗的 clay n.黏土 fragile adj.精细的；易碎的 marble n.大理石 Egyptian adj.埃及的；埃及人的 cafe n.咖啡馆；小餐馆 visual adj.视觉的；看得见的 exhibition n.展览；陈列；展览会 fragrant adj.香的；令人愉快的 flesh n.肉；肉体 contemporary adj.当代的；同时代的 词 汇 geometry n.几何学 permanent adj.永久的；持久的 bunch n.束；串 faithfully adv.忠实地 avenue n.林荫道；大街 agreatdeal大量 attempttodosth.企图做某事 ontheotherhand(可是)另一方面 beallergicto对……过敏 appealto(对某人)有吸引力 haveapreferencefor喜欢 makesculptures制作雕塑 intheflesh活着的；本人 bycoincidence巧合地 句 型 1.Ifyouwereanartist，whatkindofpictureswouldyoupaint？(thesubjunctivemood) 2.Iftherulesofperspectivehad_not_been_discovered，noonewould_have_beenabletopaintsuchrealisticpictures.(thesubjunctivemood) 3.Therearescoresofmodernartstyles，butwithouttheImpressionists，manyofthesepaintingstylesmight_not_exist.(thesubjunctivemood) 4.Among_the_painters_whobrokeawayfromthetraditionalstyleofpaintingweretheImpressionists，wholivedandworkedinParis.(inversion) 功能 语 法 虚拟语气(SubjunctiveMood)(1)(IwishIwere/did/could/would...；IfIdid...，Iwoulddo...) Ifyoucouldhavethreeofthesepaintingsonthewallsofyourclassrooms，whichwouldyouchoose? Ifyouwereanartist，whatkindofpictureswouldyoupaint? Haveyoueverwishedyoucouldpaintaswellasaprofessionalartist？ 教 学 重 点 1.GetstudentstoknowaboutWesternpaintingandChineseart，famousartistsandworksofart. 2．Havestudentslearnsomeusefulnewwordsandexpressionsaboutpaintingandartandletthemlearneffectivewaystomasterthem. 3．Enablestudentstograspandusetheexpressionsofpreference. 4．Letstudentslearnthenewgrammaritem：thesubjunctivemood(1)． 5．Developstudentslistening，speaking，readingandwritingability. 教学 难点 1.Enablestudentstomastertheuseofthesubjunctivemood. 2．Letstudentslearntowritealetterofsuggestion. 3．Developstudentsintegrativeskills. 课 时 安 排 Periodsneeded：6 Period1 WarmingUp，Pre－reading，ReadingandComprehending Period2 LanguageStudy Period3 Grammar—theSubjunctiveMood(1) Period4 ListeningandSpeaking Period5 ReadingandWriting Period6 SummingUp，LearningTipandAssessment Period1 WarmingUp， Pre－reading，ReadingandComprehending 整体设计 教学内容分析 Thisisthefirstteachingperiodofthisunit.ThecentralpartofthisperiodisthereadingpassagewiththenameofAShortHistoryofWesternPaintingshowingthestudentsthehistoryofWesternpainting. WarmingUpgivesstudentsfourquestionstodiscuss，aimingatpreparingstudentsforboththecontentandthegrammaroftheunit. Pre－readingprovidesthreequestionstohelpstudentsfocusonthetopicofthereadingpassageandleadsthestudentstothinkaboutanypersonalexperiencesofWesternarttheymayhave，suchasthingsaboutartgalleries，paintingsingalleries，someWesternartistsandpaintings. ReadingmainlyintroducesthehistoryofWesternpainting.TherearefourmajormovementsinWesternart.Social，politicalandculturalchangescontributetothechangesinartisticstyles.Therearefourpicturesofpaintingsinthepassagerepresentingthefourmajormovements.Afteraglanceatthetitleofthetextandtheheadlineswithinitweknowthatitisahistoricalreport，inwhichtherearemanytimeexpressions.Thenwecanknowthetopicofthetextandhowtheinformationisorganized—intheorderoftime，fromtheearliesttothepresent. Comprehendingconsistsoffourwrittenororalexercisesforthestudentstodosoastohelpthestudentstogetabetterunderstandingofthetext，thatistosay，tohelptheteachertocheckhowmuchthestudentshaveunderstoodthetext. 三维目标设计 Knowledgeandskills 1．Tounderstandthemeaningsofthefollowingnewwordsandphrases：abstract(抽象的)，sculpture(雕塑)，gallery(画廊)，faith(信念)，aim(目标)，conventional(传统的)，typical(典型的，有代表性的)，evident(明显的)，adopt(采用)，possess(拥有)，superb(卓越的，杰出的)，possession(财产)，technique(技术)，bycoincidence(巧合地)，agreatdeal(大量)，shadow(阴影)，ridiculous(可笑的)，controversial(争议的)，attempt(尝试；企图)，ontheotherhand(另一方面)，predict(预测)． 2．TolearnaboutsomemajormovementsinWesternartandhowarthaschangedstylisticallyoverthecenturies. 3．Tolearnhowtheinformationisorganized. 4．Todevelopthestudentsreadingabilitybyskimmingandscanningthepassage. 5．TodevelopthestudentsspeakingabilitybytalkingaboutWesternpaintings. Processandmethods 1．WhiledoingWarmingUptheteachercanleadinthetopicofthisunitbyshowingstudentssomeChineseandWestern－stylepaintingstorecalltheirownknowledgeandopinionsaboutvariousartforms.Studentsshouldalsobeintroducedtothesubjunctivemoodandtrytouseitwhentalkingabouttheartforms. 2．DuringPre－readingtheteachercangoaroundtheclassroomanddiscussthequestionswithseveralstudents.Thisdiscussionshouldbestudent－centeredandarousestudentsinterestinWesternpainting.Theteachershouldalsoaskthestudentstolookatthepaintingsinthereadingpassageandtrytoidentifywhichstyleeachofthembelongstosoastoletthemhaveageneralknowledgeofthesepaintings. 3．WhiledoingReadingandComprehending，theteachermayfirstaskthestudentstoreadthetextquicklytogetthegeneralideaofeachparagraph.Afterreadingthepassage，studentsareencouragedtoanswersomequestionsanddiscussthetextstructure. 4．Toconsolidatethecontentsofthereadingpassage，thestudentsshouldberequiredtoretellthehistoryofWesternartintheirownwordsattheendoftheclass. Emotion，attitudeandvalue 1．Tostimulatestudentssenseofbeautyandtheabilityofunderstanding，enjoyingandcreatingbeauty. 2．Todevelopstudentssenseofcooperativelearning. 教学重、难点 1．ToenablethestudentstolearnaboutthehistoryofWesternartandtodeveloptheirreadingability. 2．ToenablethestudentstotalkaboutWesternpaintings. 教学过程 Step1 Warmingup 1．Warmingupbylookingandtalking Showthefollowingpaintingstothestudentsandletthemfindouttheirfavoritesandgivethereasons.Thenhelpthemfindoutthedifferencesbetweenthefirstthreepicturesandthenextthreeones. Sampleexpressions： IfIweretochoosepaintingsonthewall，Iwouldchoosethefirstone，because... IfIwereanartist，Iwouldpainthorses.Because... 2．Warmingupbyreadingtheshortpassagebelow. TheChinesehaveforcenturiesseenpaintingasthehighestformofart.Chinesepaintingshaveanairoflivingnature，harmonyandpeacethatisnotalwaysfoundintheartofothercivilizations.ItisentirelydifferentfromWesternpainting，butthatdifferenceishardtograspandexpress.Thefollowingaresomedifferentformsofart： Figurepainting：Itincludesportraits，storypaintingandgenrepainting(风俗画)withfiguresasthemainsubject.Linesarethekeypoint. Landscapepainting：Chineselandscapepaintingscanbedividedintoblue－and－greenlandscape，gold－and－greenlandscape，light－purple－redlandscapeandwaterinklandscapeaccordingtothecolorsusedinpaintings.Theonewithoutoutlinesiscalledbonelesslandscape. Flowerandbirdpainting：Flowers，rocksandbirdsareusuallythemainsubjectsofthiskindofpaintings.Technically，therearedetailedstylewithcolorsandfreestylewithink. Courtpainting：Itreferstotheworksdonebythoseprofessionalpaintersemployedbytheroyalcourt，orimitationsoftheirworksbyotherpainters. ThepassageaboveisaboutChineseartforms.Withthis，theteachercanarousestudentsinteresttoreadthepassageaboutWesternpainting. Step2 Pre－reading 1．Matchthepaintingsandtheirpainters. Suggestedanswers:Painting1：Picasso；Painting2：Masaccio；Painting3：DaVinci；Painting4：VanGogh 2．Encouragestudentstotalkmoreaboutthepaintingsandtheartists. Keysforreference：LeonardodaVinciwasbornin1452inthevillageofVinci.LeonardobeganhiscareerworkingforamasterpainterinFlorence.HismasterpieceisMonaLisa.Leonardowastrulya“RenaissanceMan”skilledinmanyfields.Hewasascientistandaninventoraswellasanartist.Hemadenotesanddrawingsofeverythinghesaw.Leonardoinventedclevermachines，andevendesignedimitationwingsthathehopedwouldletapersonflylikeabird. ?Step3 Readingandcomprehending 1．Fast－reading Askstudentstoskimthepassagetogetthekeywordsandgeneralideaofeachparagraphandanswerthefollowingquestions： (1)Whatsthemainideaofthetext? ________________________________________________________________________ (2)HowmanystylesofWesternartarementionedinthetext?Whatarethey? ________________________________________________________________________ Suggestedanswers： (1)ThestyleofWesternarthaschangedalotastimegoesby. (2)Four.Theyare：theMiddleAges，theRenaissance，ImpressionismandModernart. 2．Detailed－reading (1)Askstudentstoreadthetextcarefullytogetsomespecificinformationandfillinthechartbelow. Period Mainaimofpainters Characteristicsofthepaintings Representativeartist TheMiddleAges(5thto15thcenturyAD) Torepresent__①__themes Religious，realistic __②__ TheRenaissance(15thto16thcentury) Topaint__③__astheyreallywere Perspective，realistic，newoilpaints Masaccio Impressionism(__④__century) Toshowhow__⑤__fellonobjectsatdifferenttimesoftheday Notdetailed，paintedoutdoors，paintedchangesinlight Notmentioned __⑥__(20thcenturytotoday) Toconcentrateoncertainqualitiesoftheobject __⑦__，veryrealistic Notmentioned(2)Askstudentstoscanthepassagefordetailedinformationanddothefollowingmultiplechoices. ①IntheRenaissance，painters______. A．paintedreligiousscenesinamorerealisticstyle B．focusedmoreonreligionthanonhumans C．begantopaintoutdoors D．returnedtoclassicalRomanandGreekideasaboutart ②______discoveredhowtomakepaintingslookmorerealbyusingperspective. A．GiottodiBondone B．Masaccio C．ClaudeMonetD．PabloPicasso ③Accordingtothetext，artisinfluencedlesslikelyby______. A．socialchanges B．thewayoflife C．agricultureD．beliefsofpeople ④Whendidpeoplefocusmoreonpeopleandlessonreligion? A．From5thto15thcenturyAD. B．From15thto16thcentury. C．Fromlate19thtoearly20thcentury. D．From20thcenturytotoday. ⑤MostpeoplehatetheImpressionistsstyleofpaintingatfirstbecausetheythought______. A．theirpaintingswereveryabstract B．theybrokeawayfromthetraditionalstyleofpainting C．theirpaintingswereveryrealistic D．theirpaintingswereveryridiculous ⑥Whatdoesthetextmainlytellus? A．Howreligiouspaintingdeveloped. B．Howoilpaintingdeveloped. C．HowImpressionistpaintingdeveloped. D．HowWesternartdeveloped. (3)Guesswhichperiodthefollowingpicturesbelongto. Suggestedanswers：(1)①religious ②GiottodiBondone ③peopleandnature ④late19thtoearly20th ⑤lightandshadow ⑥ModernArt ⑦Abstract (2)①D ②B ③C ④B ⑤D ⑥D (3)Painting1：theRenaissance；Painting2：theMiddleAges；Painting3：ModernArt；Painting4：Impressionism Step4 Languagestudy Dealingwithanylanguageproblems(wordsorsentencesstudentsmightnotunderstand)tohelpthestudentstohaveabetterunderstandingofthetext. Step5 Listening，readingaloudandunderlining Askstudentstoreadthepassagealoudtothetapeandletthempayattentiontothepronunciationofeachwordandthepauseswithineachsentence.Tellthemtopickoutalltheusefulexpressionsorcollocationsfromthepassagewhilereadingandcopythemtothenotebookafterclassashomework. Collocations：concentrateon，adoptahumanisticattitudetolife，possesssth.，beconvincedthat，bycoincidence，agreatdeal，leadto，breakawayfrom，attempttodo，ontheotherhand. Step6 Structureanalyzing Afterreading，askstudentstodiscussthetextstructure. Keysforreference： Thispassageisahistoricalreport.Thefirstparagraphintroducesthetopicandthethemeofthetext.Therestofthereportpresentstheinformationinchronologicalorder.Afeatureofhistoricalreportsistheabundanceoftimeexpressions.Thelastsentenceofthereportfunctionsasaconclusion.Inaddition，eachsectionbeginswithatopicsentence. Step7 Retelling AskstudentstotalkaboutthehistoryofWesternpaintingintheirownwords.Givethemsomekeywordsandexpressionsontheblackboard.Thenletthemtrytoretellthepassage. Step8 Homework 1．Learntheusefulnewwordsandexpressionsinthispartbyheart. 2．TrytofindabookwithreproductionsofWesternpaintingsorChinesepaintingsandexplainwhatyoulikeordislikeaboutthem. Step9 Reflectionafterteaching ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 教学参考 ChinesePainting Chinesepaintingisgenerallydividedbysubjectmatterintofourbroadcategories：figures，landscapes，flowersandbirds，andbambooandrocks.Thefirstthreecategoriessucceededeachotherinthesummitsoftheirdevelopments，whilethepaintingofbambooandrocksbecameacasualpleasureoftheeducatedelitefromthe12thcenturyon.BeforetheHanDynasty，foundedin202B．C.，therewasalreadyatraditionoffigurepaintingandportraitureofwhichremnantssurviveonlaterbronzes，jades，andpottery.DuringtheHanDynasty，theartofdepictingfiguresbecameincreasinglyelaborate.Rulersuseddidacticarttoemphasizecodesofgovernment.Survivingexamplesofstoneengravingandwallpaintingshowstrongandlivelydrawing. Landscape TheartoflandscapepaintingformedthecentralandmoststandingtraditioninChinesepainting.OnabasisofTaoistcommunionwithnatureandstrengthenedbyBuddhism，therewasastrongliterarytraditionofseclusionamong，andmeditationupontheforests，streamsandmountains.Chinaslandscapepaintingbroughtnaturespresencetowherevermandesiredit.ElementsoflandscapearealreadypresentinartoftheHanDynasty，butdevelopmentdidnotreallybeginuntiltheTangDynasty. ThesucceedingNorthernSungDynasty(960－1127)hasoftenbeencalledtheGoldenAgeofChineseLandscape.Thedifferencesinapproachandtechniquethatnaturallyappearedbecamegraduallycategorizedintotraditions：thenorthernandsouthernschools. BirdsandFlowers IntheTangDynastyatleastonepainter，TiaoKuang－yin，wasalreadyknownasaspecialistinbirdsandflowers.However，thefirsttwoimportantnamesinbirdandflowerpainting，HuangChuanandHsuHsi，occurinthe10thcentury.HuangChuan，asubjectofthelatterShuDynasty，inheritedthetraditionsoftheTangDynasty.Hispaintingsofflowersandbirdswereinanaccordinglyarchaicstyle，withstrictconventionsandconservativeattentiontocarefulrealism.HsuHis，wholivedundertheSouthernTangDynastycreatedthe“boneless”mo－kustyleinwhichformsarebuiltupwithpalewashesandoutlinesarenotused.Hisinspirationswereunrestrainedandtheschoolheinitiatedwasconsideredmuchthemorecreative.MiFu，theleadingliteraticriticofthe11thcenturyremarkedthattenpaintingsbyHuangChuanwerenotworthonebyHsuHsi.LaterbirdandflowerpaintersgenerallybelongedtoeithertheHuangortheHsutradition. StonesandBamboo Stonesandbamboooriginallyappearedasbackgroundobjectsinothertypesofpaintingsbutgraduallyevolvedintoaseparategenre.The10thcenturySouthernTangrulerLiHou－chudevelopedatremblingbrushtechniqueincalligraphythatwasalsoparticularlysuitableforpaintingbambooandrocks.TangHsi－ya，anartistofthesametime，adapteditforthatpurpose.InthefollowingSungDynasty，thepaintingofbamboobecamemoreandmorepopularandmanyfamousscholarssuchasWenTungandSuShihwerealsowellknownfortheirpaintingsofbamboo.
