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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.

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.

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.

 

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