unit1 Madame Curie教學目標。
每個老師需要在上課前弄好自己的教案課件，大家在用心的考慮自己的教案課件。教案課件工作計劃寫好了之后，這樣接下來工作才會更上一層樓！有沒有好的范文是適合教案課件？小編特地為大家精心收集和整理了“unit1 Madame Curie教學目標”，僅供您在工作和學習中參考。
教學目標
1．交際用語；掌握交際用語中關(guān)于Certainty and uncertainty 的使用，并使學生能夠熟練運用下列表達：
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. 語言點：掌握詞語succeed , devote, set off, pay off 等的用法
3．語法：復習定語從句的用法
4．語言運用及情感，價值觀：
運用所學語言，完成教科書和練習冊中所規(guī)定的聽說讀寫的任務(wù)；閱讀課文Madame Curie", 確切理解，讓學生了解科學家居里夫婦一生為人類作出的貢獻，引導他們學習居里夫婦從事科學事業(yè)所表現(xiàn)出來的毅力，勇氣和獻身精神，并完成有關(guān)課文內(nèi)容的練習。
教學建議Lesson 1
教學教法建議：
由于高三學年的學習面臨著高考任務(wù)，因此應(yīng)從第一節(jié)課開始，向?qū)W生宣講"突出語篇，強調(diào)應(yīng)用，注意實際。"這十二個字為高考題原則。從現(xiàn)在起以語篇為基本單位，進行全面的綜合的高考復習，本學年除要學完高三兩冊課本內(nèi)容外，還需要有一定時間進行各項分類講解與練習以及綜合試卷的模擬練習，因此，對于課本內(nèi)容的處理應(yīng)根據(jù)本校，本教學班的具體英語水平及程度進行適當調(diào)整。若學生程度較好，可將課文主要作為閱讀材料進行處理，建議每單元（包括聽力）用三課時完成。若學生程度較弱，對課文內(nèi)容的處理可以從細，尤其是對每篇文章結(jié)構(gòu)，主旨大意，難句，高考中?？嫉降脑~語用法，異同辨析等的講解，練習與檢測。當然，對于部分課后練習以及課文內(nèi)容依然要做適當刪減，刪減標準，以上述十二字原則為準。以保證綜合復習時間。需要教師注意的是，教學速度的加快極易導致教學過程 流于形式，難于保證效果，因此，要特別注意檢查落實的實施。例如每單元以語篇為單位檢測語法點、短語及詞匯，并記分。就本單元而言，因有較為重要的語法定語從句，建議用四至七課時完成。兩篇課文中的語法點和辨析內(nèi)容較多，可不必一次性講完，每課時最多處理四至五個。資源中提供的資料要根據(jù)高考要求經(jīng)過適當裁剪教與學生。另外，在作詞語辨析時，應(yīng)盡量從原有的知識入手，發(fā)揮學生的主觀能動性，多讓他們張嘴，或?qū)⑿枰嫖龅脑~語作為作業(yè) 布置下去，由學生去找出異同，教師后來作出評價和取舍。課文結(jié)構(gòu)和內(nèi)容的分析可與語法點的講解分開處理，若條件許可，個別詞語可通過讓學生課上課下造句的形式加以掌握和強化。
Lesson 1 詞匯辨析：
1. I'm not sure whether to go to the one about accidents. 我還沒有決定是否去聽那個有關(guān)事故的報告。
(1) be sure + whether等連詞+不定式
be sure + of/about短語
be sure + that-clause（從句）
這些句型表示主語對所提到的未來或當時的事情有無把握。e．g。
① She isn't sure whether to stay in New York next month．下個月是否留在紐約，她還不能肯定。(注：不定式的邏輯主語與全句主語一致)
② I wasn't sure about/of the way，so I asked someone．我對于怎么走沒有把握，所以我就問人了。
③I'm sure he'll come．我肯定他會來。
（2）be sure to do sth.表示"一定會...，必定會..."。e.g.
It's a really good film-you're sure to like it.它確實是一部好電影，你一定會喜歡
(3)be sure作"有把握"解時，還可用feel sure。e.g.
①I've never felt sure of success．我從來沒有像現(xiàn)在這樣對勝利有充分的信心。
②I feel sure we have disturbed you of your work．我確信我們已打擾了你的工作。
(4)be sure 與be certain
be certain意思是"確信，有把握"，用法與be sure同，即：
be certain + 不定式
be certain + of/about-phrase
be certain + that-clause
但sure強調(diào)主語的心理狀態(tài)，指主語心中無疑或十分確信、有把握，著重于人的內(nèi)心世界，故其主語只能是人，且不能用來形容事件。所以當主語是表示事件的名詞、代詞或it時，只能用certain. certain 著重說明有肯定的理由和證據(jù)使人相信或確信，強調(diào)內(nèi)心世界之外的證據(jù)。e.g.
①it is certain to rain．天肯定會下雨。
②His information was by no means certain．他的消息-點也不可靠。
③ It's almost certain that the government will lose the next election．幾乎可以肯定現(xiàn)政府會在下次選舉中輸?shù)簟?/p>
④We are sure/certain of victory．我們確信自己會獲勝。
(5)make sure表示"查明，弄確實"和"(采取行動)確保"，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．
我想我是鎖了門，但我還是回去查看一下吧。
②They made sure of winning by scoring two goals in the last five minutes．
他們在最后五分鐘進了兩個球，確保了這場比賽的勝利。
2. Perhaps I'll go to that one。也許我會去聽那個報告。
Maybe it was useful for some people．它(指報告)對一些人或許有益。
這兩句都不表示可能性的句型。此外還有probably和possibly。注意它們的區(qū)別。
（1）maybe"大概，或許"，意思與perhaps很接近，多數(shù)地方可以換用，但不及perhaps正式，多用于口語，還可用于禮貌的建議或請求，多用于句首或句末，多用于美國。
(2)perhaps"也許，可能，大概"，可與maybe換用，但比maybe正式。perhaps還可用于建議，清求及溫和的命令，英國用法。
(3)probably"大概，很可能"，所表示的可能性雖不是完全肯定，但比maybe，perhaps實現(xiàn)的可能性大多與動詞連用。
（4）possibly"可能地，也許，或許"，較probably意味弱，在肯定句里表可能性很小，在否定、疑問句中與can，could連用，表示"無淪如何也不"，肯定句中與can，could連用，以加強語氣，表示"設(shè)法，竭力地"。e.g.
①Perhaps/Maybe I'll go．我或許會去。
②This is perhaps his best novel yet．這也許是他迄今為止寫得最好的一部小說。
③Perhaps/Maybe you would like to join us for lunch．也許您愿意和我們一塊去吃午飯。（表請求）
④You'd better go now，perhaps．您最好還是現(xiàn)在就走。（表命令）
⑤John probably told his father all about the matter；he usually tells him everything．約翰很可能把這一切都告訴了他的父親；他通常對父親是什么都說的。(表可能性很大)
⑥I'll do all I possibly can.我將盡我的所能去做。(與can連用)
⑦I can't possibly drink any more．我無論如何不能再喝了。
4．I doubt if he'll be asked to speak again next year．我懷疑明年是否會再次邀請他發(fā)言。
用doubt表示懷疑的句型：
(1)doubt + that-clause。e.g.
I doubt that she will get the job．我不相信她會得到那個工作。
(2)doubt + 名詞/代詞。e．g.
I doubt his honesty.我對他的誠實表示懷疑。
(3)doubt + v．-ing form。e.g.
We ever doubted being able to finish the work in time．我們曾經(jīng)對能否及時完成這工作懷疑過。
(4)doubt + of-phrase。e．g.
They have never doubted of success．他們從未對取得成功有什么懷疑。
如果要表示"對……沒有懷疑/疑慮"，則用句型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．消息的真實性無可懷疑。
②There is no doubt that the news is true．=No doubt that the news is true. 消息無疑是真實的。
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高三英語假案：unit1 Madame Curie——4
一名優(yōu)秀的教師在教學方面無論做什么事都有計劃和準備，作為教師就要好好準備好一份教案課件。教案可以讓學生更容易聽懂所講的內(nèi)容，減輕教師們在教學時的教學壓力。那么，你知道教案要怎么寫呢？下面是小編精心為您整理的“高三英語假案：unit1 Madame Curie——4”，希望對您的工作和生活有所幫助。
> 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)
探究活動
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
高三英語教案：unit1 Madame Curie——2
一名合格的教師要充分考慮學習的趣味性，作為教師就要在上課前做好適合自己的教案。教案可以讓上課時的教學氛圍非?；钴S，幫助教師掌握上課時的教學節(jié)奏。那么如何寫好我們的教案呢？小編為此仔細地整理了以下內(nèi)容《高三英語教案：unit1 Madame Curie——2》，僅供參考，希望能為您提供參考！
Unit 1 Lesson 2
MADAME CURIE (!)
課文閱讀理解檢測題
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 (貢獻) 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
高三英語教案：unit1 Madame Curie——3
教案課件是每個老師工作中上課需要準備的東西，是認真規(guī)劃好自己教案課件的時候了。只有規(guī)劃好教案課件工作計劃，才能更好地安排接下來的工作！究竟有沒有好的適合教案課件的范文？為此，小編從網(wǎng)絡(luò)上為大家精心整理了《高三英語教案：unit1 Madame Curie——3》，歡迎閱讀，希望您能閱讀并收藏。
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 為紀念……
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.
地點狀語置于句首，句子主謂倒裝。
d. devote … to… (devote oneself to) 專心致志于……（do sth. In a very single-minded way）to 是介詞，后接名詞或-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 散發(fā)，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 發(fā)出聲音，光，熱；分發(fā); 發(fā)布；用盡（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 為了……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 （分類找出，至少5個）
2. Read aloud the text and learn by heart paragraphs2 & 3.
教學設(shè)計Unit 1 Lesson 3
Unit 1 Lesson 3 (略)
set off :出發(fā)（vi）;引起，引爆/引發(fā)（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 與set off 用法相似時，意為"出發(fā)，動身"，另外，set out to do, set about doing 意為"著手去做。。。。。"
Unit 1 Lesson 3
MADAME CURIE (2)
課文閱讀理解檢測題
! 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
單元要覽
本單元的中心話題是西方繪畫和中國藝術(shù)的歷史、中西方各種藝術(shù)形式與風格，不同時代的著名畫家以及他們的作品。語言知識的選擇和聽說讀寫等語言技能的訓練主要圍繞“繪畫藝術(shù)”這一主題進行。本單元的目的在于幫助學生掌握與“繪畫藝術(shù)”這一主題有關(guān)的詞匯知識，引導學生了解繪畫藝術(shù)及其各個歷史發(fā)展時期的 本單元的主要教學內(nèi)容如下表所示： 類別 課程標準要求掌握的內(nèi)容 話題 AbriefhistoryofWesternpaintingandChineseart；famousartistsandworksofart 詞 匯 adopt v.采用；采納；收養(yǎng) scholar n.學者 possess v.擁有；具有；支配 preference n.喜愛；偏愛 attempt v.n.嘗試；企圖 reputation n.名聲；名譽 predict v.預言；預告；預測 civilization n.文明；文化 appeal v.呼吁，求助 Egypt n.埃及 aim n.目標；目的 v.瞄準 district n.區(qū)；區(qū)域 typical adj.典型的；有代表性的 committee n.委員會 specific adj.確切的；特定的 signature n.署名；簽字 carve v.雕刻；刻記 abstract adj.抽象的；深奧的 sculpture n.雕塑 conventional adj.常規(guī)的；傳統(tǒng)的 gallery n.畫廊；美術(shù)陳列室 evident adj.明顯的；明白的 faith n.信任；信念 superb adj.卓越的；杰出的 possession n.所有；財產(chǎn) ridiculous adj.荒謬的；可笑的 technique n.技術(shù)；方法；技能 controversial adj.爭論的；爭議的 coincidence n.巧合；相合 delicate adj.脆弱的；容易生病的 shadow n.陰影；影子 allergic adj.過敏性的；對……過敏的 figure n.畫像；身材；數(shù)字 aggressive adj.侵略的；好斗的 clay n.黏土 fragile adj.精細的；易碎的 marble n.大理石 Egyptian adj.埃及的；埃及人的 cafe n.咖啡館；小餐館 visual adj.視覺的；看得見的 exhibition n.展覽；陳列；展覽會 fragrant adj.香的；令人愉快的 flesh n.肉；肉體 contemporary adj.當代的；同時代的 詞 匯 geometry n.幾何學 permanent adj.永久的；持久的 bunch n.束；串 faithfully adv.忠實地 avenue n.林蔭道；大街 agreatdeal大量 attempttodosth.企圖做某事 ontheotherhand(可是)另一方面 beallergicto對……過敏 appealto(對某人)有吸引力 haveapreferencefor喜歡 makesculptures制作雕塑 intheflesh活著的；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 語 法 虛擬語氣(SubjunctiveMood)(1)(IwishIwere/did/could/would...；IfIdid...，Iwoulddo...) Ifyoucouldhavethreeofthesepaintingsonthewallsofyourclassrooms，whichwouldyouchoose? Ifyouwereanartist，whatkindofpictureswouldyoupaint? Haveyoueverwishedyoucouldpaintaswellasaprofessionalartist？ 教 學 重 點 1.GetstudentstoknowaboutWesternpaintingandChineseart，famousartistsandworksofart. 2．Havestudentslearnsomeusefulnewwordsandexpressionsaboutpaintingandartandletthemlearneffectivewaystomasterthem. 3．Enablestudentstograspandusetheexpressionsofpreference. 4．Letstudentslearnthenewgrammaritem：thesubjunctivemood(1)． 5．Developstudentslistening，speaking，readingandwritingability. 教學 難點 1.Enablestudentstomastertheuseofthesubjunctivemood. 2．Letstudentslearntowritealetterofsuggestion. 3．Developstudentsintegrativeskills. 課 時 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 整體設(shè)計 教學內(nèi)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. 三維目標設(shè)計 Knowledgeandskills 1．Tounderstandthemeaningsofthefollowingnewwordsandphrases：abstract(抽象的)，sculpture(雕塑)，gallery(畫廊)，faith(信念)，aim(目標)，conventional(傳統(tǒng)的)，typical(典型的，有代表性的)，evident(明顯的)，adopt(采用)，possess(擁有)，superb(卓越的，杰出的)，possession(財產(chǎn))，technique(技術(shù))，bycoincidence(巧合地)，agreatdeal(大量)，shadow(陰影)，ridiculous(可笑的)，controversial(爭議的)，attempt(嘗試；企圖)，ontheotherhand(另一方面)，predict(預測)． 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. 教學重、難點 1．ToenablethestudentstolearnaboutthehistoryofWesternartandtodeveloptheirreadingability. 2．ToenablethestudentstotalkaboutWesternpaintings. 教學過程 Step1 Warmingup 1．Warmingupbylookingandtalking Showthefollowingpaintingstothestudentsandletthemfindouttheirfavoritesandgivethereasons.Thenhelpthemfindoutthedifferencesbetweenthefirstthreepicturesandthenextthreeones. Sampleexpressions： IfIweretochoosepaintingsonthewall，Iwouldchoosethefirstone，because... IfIwereanartist，Iwouldpainthorses.Because... 2．Warmingupbyreadingtheshortpassagebelow. TheChinesehaveforcenturiesseenpaintingasthehighestformofart.Chinesepaintingshaveanairoflivingnature，harmonyandpeacethatisnotalwaysfoundintheartofothercivilizations.ItisentirelydifferentfromWesternpainting，butthatdifferenceishardtograspandexpress.Thefollowingaresomedifferentformsofart： Figurepainting：Itincludesportraits，storypaintingandgenrepainting(風俗畫)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．a(chǎn)gricultureD．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?、贕iottodiBondone?、踦eopleandnature?、躭ate19thtoearly20th?、輑ightandshadow ⑥ModernArt?、逜bstract (2)①D ②B?、跜?、蹷?、軩?、轉(zhuǎn) (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 ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 教學參考 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.
