Unit3 Art and architecture Teaching program
Ⅰ.Brief Statements Based on the Unit
In this unit, Ss will read about art and architecture, learn to express preferences, learn about the Past Participle used as Object Complement, and learn to write a review of a painting.
In Warming up & Speaking period, Ss will learn to express preferences by making dialogues with the help of given expressions and pictures.
By listening test, help the Ss improve their listening ability.
In Reading period, after Fast Reading, let them answer some easy questions to get the main information. Then by Carefully Reading the teacher can help the Ss master some information in detail; Language Learning: the teacher can deal with some difficult sentences and some language points (with exercises to master it better). Retell the story & Discussion: master the reading materials better.
The Grammar item is the Past Participle used as Object Complement. Teacher should give some explanations to help Ss understand it and then after Ss finish the exercises they will master better. Teacher may provide more practice if necessary.
In the last period, Ss will do some reading and writing practice to improve their integrating skills.
Ⅱ. Teaching Goals
1. Talk about art and architecture
2. Learn to express preferences
3. Learn about the Past Participle (2): use as Object Complement.
4. Write a review of a painting
Ⅲ. Background Information (另参《英语周报》编名师说课)
Antonio Gaudi
One of Spain’s most internationally recognized architects, Antonio Gaudi has left his mark throughout Barcelona and Catalonia. His whimsical vision and imaginative designs have brought a bit of magic to this historic region. Gaudis culmination of traditional elements with fanciful ornamentation and brilliant technical solutions paved the way for future architects to step outside the box.
Born in Reus, Catalonia in 1852, Gaudi was the first in over four generations to leave the family tradition of metal working. As a child, Antonio never excelled in school. He suffered from arthritis, which kept his attendance low, and preferred to spend his time observing plants and animals, as well as studying forms in nature, which would eventually be so prominent in his designs. It was also during his early years studying with the Escolapius Fathers that Gaudi recognized the “value of the divine history of the salvation of man through Christ incarnate, given to the world by the Virgin Mary.” He later incorporated such beliefs into his greatest work, The Sagrada Familia.
Around 1870 Gaudi moved to Barcelona to study architecture at the Provincial School of Architecture. His grades were again less than superior. However, the young student did earn special recognition in the areas of Trial Drawings and Projects, which allowed him to put his outlandish ideas to use. His professor proclaimed that what had been produced in these two courses was either the work of an insane man or a genius. In 1878 Antoni Gaudi was one of only four students to be granted the title of Architect by the schools director.
At a time of cultural and political renaissance in Europe, Gaudi looked to many sources of inspiration for his work. Medieval books, Gothic art, Oriental structures, the Art Nouveau movement, and, of course, the glory of nature, strongly influenced his designs. His deep love of music, as well as his interest in writers such as John Ruskin, who said that “ornament is the origin of architecture,” also played a roll in the development of Gaudis unmistakable style.
After graduating, Gaudi found comfort in the flourishing city life of turn-of-the century Barcelona. Numerous doors were opened for him among the bourgeoisie, artists, and intellectuals of the time. The young architect had a reputation for dressing in the latest fashion, and surrounding himself by high society. However, Gaudi never forgot his working-class roots. His first major project as a professional architect was workers housing in a factory, the Coopertiva Mataronese, which was intended to improve the workers quality of life.
Gaudi presented his design at the Paris World Fair in 1878. It was there that he met Eusebi Guell, the man who would become one of the artist’s closest friends and most loyal patrons. In the following years, with rapidly growing interest in his work, Gaudi took on many important projects. Among them was the house built for the wealthy ceramic manufacturer, Manuel Vicens, as well as “El Capricho,” a villa for the brother-in-law of the Marquee of Comillas. Soon after, Gaudi began designing a palace for his good friend Guell (Palau Guell), and then later the two collaborated on Park Guell, which was intended to be a garden city.
Gaudi, however, is most recognized for his work on “La Sagrada Familia,” a twentieth century cathedral in Barcelona. Gaudi took over the project in 1884 after a disagreement between a member of the Temple Council and the original project manager, Fracisco de Paula del Villar (Gaudi’s former professor), over materials. Antonio Gaudi was a mere 31 years of age when he officially gained control over the building. The architect devoted the next forty-two years of his life to its construction, until his sudden death at age 74 in 1926.
Gaudi’s works in Barcelona:
Casa Vicens
Sagrada Familia
Palau Guell
Colegio Teresano
Casa Calvet
Colonia Guell
Bellesguard
Park Guell
Casa Batllo
Casa Mila
Frank Lloyd Wright 赖特（1867～1959）
美国建筑师。1867年6月8日生于威斯康星州里奇兰森特，1959年4月9日卒于菲尼克斯。曾在威斯康星大学攻读土木工程，毕业前3个月离校，去芝加哥进入建筑界。深受建筑师D.阿特勒和L.沙利文的影响。1893年创立事务所，共设计出800余座建筑物，其中建成的约400座。
赖特一生创作的作品约有3／4是住宅。1901～1909年，他以“草原住宅”显示出革新的胆识和卓越的才能。这种住宅不设阁楼和地下室，低层高，深壁炉，小卧室，缓坡屋顶，大出檐。外部造型突出水平起伏，与草原韵律相呼应，并尽量利用当地的建筑材料。赖特因之声誉鹊起。1936年的“美国人住宅”是赖特试图解决美国人居住问题的又一次尝试。同草原住宅相比，这种建筑多靠近街道一侧，结构紧凑，尽可能扩大内院面积。不讲究进餐和宴客的环境，不粉刷和不装饰墙面，不设汽车库等。赖特设计的住宅中最负盛名的是流水别墅。赖特目睹资本主义城市化的阴暗面 ，1932年在《正在消失的城市》一书中提出“广亩城市”（带有田园风味的城市）的纲领。他设计的东塔里埃辛住宅、西塔里埃辛冬季营地、佛罗里达南方大学和约翰逊公司总部大楼，可以说是这方面的尝试。此外，赖特还创作设计了联合教堂、东京帝国饭店和纽约古根汉姆美术馆。20世纪初，赖特提出了有机建筑的概念，其一生的全部著作和实践都以此为核心。
流水别墅Falling Water
F.L.赖特的现代建筑代表作。建于1936～1939年，位于美国匹兹堡市郊。赖特由环境而激发起创作灵感，在一块背崖临溪，最宽处不足12米的地方精心设计了这座依山就势、凌空飞跃、参差俯仰相间的建筑。他的创作见解为有机建筑奠定了理论基础。流水别墅中凹凸起伏的墙垛，上下左右前后错叠的阳台栏板，以及室外平台、阳台面积几乎与室内面积相近的大范围内外交融，使人置身于绿树玄岩、清泉湍流的美好环境中。
有机建筑organic architecture
现代建筑运动中的一个派别。代表人物是美国建筑师F.L.赖特。这个流派的核心思想是“道法自然”，即依照大自然所启示的道理行事，而不是模仿自然。自然界是有机的，故名有机建筑。赖特主张在建筑设计中应根据各自的客观条件，形成一个理念，贯穿于建筑的每一个局部，使每一个局部互为关联，成为不可分隔的整体。他认为建筑的实质是内部空间设计，屋顶、墙和门窗应服从空间效果。这种观念为建筑学开辟了新的境界。典型实例有赖特的流水别墅和德国H.沙龙设计的柏林爱乐音乐厅。
Warming up & Speaking
Teaching Aims:1. Improve the students’ speaking ability
2. Learn and master some useful words and expressions
a. 重点词汇和短语
preference, furniture, sale, sofa, honey, block, apartment, style, stand, in a hurry
b. 交际用语 P19 useful expressions
Teaching important point: Learning the patterns used to express one’s preferences
Teaching difficult points: 1. How to improve their speaking ability
2. Making up dialogue and act it out in class
Teaching methods: 1. Discussion to make the Ss talk about art and architecture
2. Individual & pair work to practise speaking ability.
Teaching aids: CAI, blackboard etc.
Teaching procedures:
Step Ⅰ.Greetings & leading in
Greet the whole class as usual. Then ask some students about their houses. Then lead them into the topic about modern building and traditional one.
Step Ⅱ. Warming up
Show them the pictures on the screen, let the Ss describe what they have seen in the pictures. And ask “Where do you like to live? Why?”
“If you have a house, how will you design your own dream house?”(Different answers are OK)
Look at the title and let them express their own views on the two words ART & ARCHITECTURE
Step Ⅲ. Speaking
Let the Ss remember words about furniture as many as possible. Then show them some pictures about furniture, then let them discuss their preferences.
Step Ⅳ. Explanation of some language points
1. prefer preference
2. design
3. convenient
4. I must say
5. stand
Step Ⅴ. Homework
Ask them to try to find out the history of art and architecture, names of artist and architects, famous buildings and works of art in the world.
Listening
Teaching Aims:1. Improve the students’ listening ability
2. Learn and master some useful words and expressions
furniture, taste, be made of
Teaching important point: Learning and mastering the contents of the goals
Teaching difficult points: 1. How to improve their listening ability
2. Retelling
Teaching methods: 1. Intensive listening 2. Extensive listening
Teaching aids: CAI, blackboard etc.
Teaching procedures:
Step Ⅰ. Intensive listening
Listen to the contents of the unit 4 and then have a dictation
Step Ⅱ. Extensive listening
Do some listening test.
Reading
Teaching Aims:1. Improve the students’ reading ability
2. Learn and master some useful words and expressions
3. Learn more about art and architecture
Teaching important point: 1. Help the students to understand the passage better.
2. Learn and master the important words and phrases in this period
Teaching difficult points:
1. How to improve their reading ability and understand the passage better
2. How to master the important language points in the passage
Teaching methods:
1. Seeing the pictures & discussion to help the Ss learn better about the passage
2. Fast reading to get the main idea of the passage
3. Careful reading to understand the passage better
4. Explanation to help Ss master language points
Teaching aids: tape, CAI, blackboard etc.
Teaching procedures:
Step Ⅰ. Greetings & lead in
After greeting as usual, revise some language points in last period. Ask some students to tell the whole class about their learning about the history of art & architecture.
Then show them some pictures about architecture, ask them to express different views.
Step Ⅱ. Pre-reading
1. Turn to page 19,let them answer the questions about the pictures. “What does it look like?”
2. Let them guess what the writer will tell us.
Step Ⅲ. Fast-reading
Listen to the tape and answer some questions about main idea. (Multiple choices)
Step Ⅳ.Careful reading
1. Answer some questions with “T” or “F”
2. Find out the main idea of each paragraph.
Step Ⅴ. Language study
1. find + 宾语 ＋ 宾补
2. construct
3. 复合形容词构成
4. impress
5. act as
6. despite
Step Ⅵ. Practicing
Give them a summary of modern architecture.
Then let the students do the exercises on page 21.
句型 A is to B what C is to D.
Step Ⅶ. Homework
Workbook Ex.1 ---- Ex.3
Grammar
Teaching Aims:
1. Learn about the past participle: used as Object Complement
2. Enable students to use the following structure freely.
have/find/want + abject + object complement
3. By doing the exercises on page 22,students will be able to use the structure
Teaching important point: have/find/want + object + object complement
Teaching difficult point: How to master it and use it
Teaching methods: Explaining & practicing
Teaching aids: CAI, blackboard etc.
Teaching procedures:
Step Ⅰ. Revision & brief introduction
Give them a sum-up of last lessons. Ask some students to translate Chinese into English.
Step Ⅱ. Explanation
Show on the PowerPoint.
Step Ⅲ. Exercises
P22 Ex.1-2 P98 Workbook Ex.1---2
Integrating Skills & Writing
Teaching Aims: 1. Talk about how to reuse old building
2. Developing their reading ability & integrating skills
3. Help the Ss understand the passage
Teaching important point: 1. Language points in this passage
2. Writing
Teaching difficult points: How to write a plan
Teaching methods: Task-based teaching method, discussion, writing
Teaching aids: CAI, blackboard etc.
Teaching procedures:
Step Ⅰ. Revision & leading in
Revise the grammar learned in last period.
Show them some pictures of Forbidden City on the PowerPoint and lead in.
Step Ⅱ. Reading
Play the tape for students to listen. At same time, students are used to find the answers to questions.
Step Ⅲ. Language study
1. They are decorated with small round windows that remind you of ships, bent roofs and twenty-foot high walls of glass that make them special when compared with other architecture from the same period.
2. set aside
Step Ⅳ. Post-reading
Try to finish the blank of the summary of the text.
Step Ⅴ. Writing
Write an essay about the advantages & disadvantages of using old buildings to create an art centre.