Unit7Art

Lesson1Masterpieces

TeachingObjective:

·Toreadandtalkaboutpaintingsandmasterpieces

·Toreadforgeneralunderstanding

·Toreadforspecificinformationandunderstandingwordsincontext

·Toreadforsimilaritiesbetweenthreedifferentpaintings

·Tolearnaboutandpractisenounclauses

Difficultpoints

·Studentsmayneedtimetoanswerthecomprehensionquestions.

·Studentsmaystruggletounderstandthevocabularytofindsimilaritiesbetweenthepaintings.

·Studentsmayneedhelptofindthedifferenttypesofclausesinasentence.

Process：

Step1：

ActivateandShare

Whatdoyouseeinthefollowingpaintings?Usethephrasesbelowtohelpyou.Doyoulikethem?Whatarethenamesofthethreepaintings?

·Discussonepaintingatatime.Studentscanusethevocabularytohelp.Whatwouldyoutitlethepainting?Writetheheadingofeachpaintingontheboard;"TheStarryNight","TheScream"and"TheEmpireofLight".Whatdoesthetitlesayaboutthepainting?Whatelementscanbeseeninthepainting?Whatisyouropinionofthepainting?Explain,whatemotiondoesthepaintingbringtomind?Howdoesthepaintingmakeyoufeel?

·Asstudentsaretalking,writevocabularywordsthattheymentionontheboard.Makesurethateverystudenthasachancetoanswerthequestionsandtakepartinthediscussion.

Step2：

ReadandExplore

Readthedescriptionsofthethreepaintings.Underlinethenameofeachpaintinganditsartist.Findoutwhateachpaintingisabout.

·Inpairs,studentsreadthroughthedescriptionsofthethreepaintings.

·Instructstudentstounderlinethetitleofeachpaintingandthegeneralsentenceforeachparagraph.

·Encouragestudentstousethecontexttounderstandunknownterms.

·Insmallgroups,studentsdiscusswhateachpaintingisabout.

Step3：

Readthethreedescriptionsagain.Usethediagrambelowtohelpyoutakenotes.Thentalkabouteachpainting.

·Readtherubricanddiscussthediagram:Whatdoesthepaintingshow?Whatmayhaveinspiredthepainter?Whatdidtheartistthink,sayorwriteaboutthepainting?Thismaybedifficultforstudentsbuttheycanusecontextualclues.

·Inpairs,studentscompletethediagram.Highlevelstudentscanattempttocompletethediagramindependently.

·Discusstheanswersasaclass.

Step4：

PairWorkSorttheexpressionsintothecorrectcolumns.Usethemtopractiseintroducingthepaintings.

·Readtherubricandphrasesaloud.Explainanydifficultwords.

·Inpairs,studentscompletethetablewhilediscussingeachphraseandwhyitappliestothepainting.

Step5：

Lookatthethreepaintingsandreadthefirstparagraphofeachdescription.Dotheyhaveanythingincommon?Ifso,underlinethewordsandphrasesinthedescriptionsthatshowtheircommonfeatures.Explainyouropinions.

·Readtherubric.Suggestthatstudentsunderlineandtakenoteofthesimilaritiesineachdescriptionastheyarelistening.

·Askstudentstovolunteertoreadthefirstparagraphofeachdescription.

·Createaclassdiscussiononthesimilaritiesthatstudentsnoticed.Encourageallstudentstoparticipate.Studentsneedtoexplaintheiropinions.

Step6：

What'syouropinionofthethreepaintingsafterreadingthedescriptions?Doyoulikeordislikethemmore?Giveyourreasons.

·Instructstudentstoworkindependently,towriteafewsentencesoneachpainting,expressingtheiropinion.Theycanusethefollowingvocabularywords:artisticbeauty,originality,emotional,atmosphere,colourscheme,dramatic,highlights,thepaintingmakesmefeeluneasy/inspired,darkandtroubling,failure,powerful.

Step7：

GroupWorkSupposeyouareavolunteeratanartexhibition.Introduceoneofthethreeplantingstothevisitors.

·Dividestudentsintosmallgroups.

·Eachgroupchoosesonepaintingandselectsonepersontobethescribeandwritedownnotesforthegroup.

·Eachstudentinthegroupdescribesthepainting,andprovidesbackgroundtothepainting,theartist,theinspirationbehindthepaintingetc.Thescribecanmindmapthisinformation.

·Eachgroupwritesatleasttencompletesentencesaboutthepaintingusingthesedescriptions.

·Avolunteerfromthegroupreadsthispassagetotheclass,roleplayingthatheorsheisintroducingthepaintingtovisitorsatanartgallery.

·Theclasscanaskquestionsaboutthepaintingandmembersfromthegroupcanhelptoanswerthequestions.

FocusonLanguage:NounClauses

Step8：

PairWorkReadthesentences.Answerthequestions.

·Beforestarting,revisethedifferenttypesofnounclauses.StudentscanreadtheGrammarSummaryforUnit7,NounClausesonpage94.Readthroughtherulesandexampleswiththeclassandensurethatstudentsunderstandclausesintheexamples.

·Studentsworkinpairstoanswerthequestions.

Step9：

Combinethetwoexpressionsusingasubjectclause,anobjectclauseorapredicativeclause.Thenwriteacompletesentence.

·Dividestudentsintopairs.

·Explaintostudentsthatfullsentencesincludeasubject(noun),averbandacompletethought.Showthattheshortersentencesdonotmakesenseontheirownastheyareincompletethoughts.Highlightthatshortsentencescanbefullsentencesbutnotalways.

·Instructstudentstoreadeachsentencepairaloudanddecidehowtojointhetwoexpressionsusingasubjectclause,anobjectclauseorapredicativeclause.Studentsneedtosupporttheiranswers.

·Studentswritethecompletedsentences.

Step10：

Rewritetheunderlinedsentencesinthefollowingparagraphusingnounclauses.

·Askstudentstoreadtherubricandthepassagealoud.Discussanydifficultwordsandterminology.

·Askstudentswhatthepassageisabouttogainadeeperunderstandingofit:Whattypeofartdidhecreate?Whatinspiredhisart?Whatishefamousfor?

·Explaintostudentsthattheywilljointhetwoindependentsentencesforeachnumber,usingnounclauses.Thesentencesneedtoma