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 (另參《英語(yǔ)周報(bào)》編名師說(shuō)課)
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 賴特（1867～1959）
美國(guó)建筑師。1867年6月8日生于威斯康星州里奇蘭森特，1959年4月9日卒于菲尼克斯。曾在威斯康星大學(xué)攻讀土木工程，畢業(yè)前3個(gè)月離校，去芝加哥進(jìn)入建筑界。深受建筑師D.阿特勒和L.沙利文的影響。1893年創(chuàng)立事務(wù)所，共設(shè)計(jì)出800余座建筑物，其中建成的約400座。
賴特一生創(chuàng)作的作品約有3／4是住宅。1901～1909年，他以“草原住宅”顯示出革新的膽識(shí)和卓越的才能。這種住宅不設(shè)閣樓和地下室，低層高，深壁爐，小臥室，緩坡屋頂，大出檐。外部造型突出水平起伏，與草原韻律相呼應(yīng)，并盡量利用當(dāng)?shù)氐慕ㄖ牧�。賴特因之聲譽(yù)鵲起。1936年的“美國(guó)人住宅”是賴特試圖解決美國(guó)人居住問(wèn)題的又一次嘗試。同草原住宅相比，這種建筑多靠近街道一側(cè)，結(jié)構(gòu)緊湊，盡可能擴(kuò)大內(nèi)院面積。不講究進(jìn)餐和宴客的環(huán)境，不粉刷和不裝飾墻面，不設(shè)汽車庫(kù)等。賴特設(shè)計(jì)的住宅中最負(fù)盛名的是流水別墅。賴特目睹資本主義城市化的陰暗面 ，1932年在《正在消失的城市》一書中提出“廣畝城市”（帶有田園風(fēng)味的城市）的綱領(lǐng)。他設(shè)計(jì)的東塔里埃辛住宅、西塔里埃辛冬季營(yíng)地、佛羅里達(dá)南方大學(xué)和約翰遜公司總部大樓，可以說(shuō)是這方面的嘗試。此外，賴特還創(chuàng)作設(shè)計(jì)了聯(lián)合教堂、東京帝國(guó)飯店和紐約古根漢姆美術(shù)館。20世紀(jì)初，賴特提出了有機(jī)建筑的概念，其一生的全部著作和實(shí)踐都以此為核心。
流水別墅Falling Water
F.L.賴特的現(xiàn)代建筑代表作。建于1936～1939年，位于美國(guó)匹茲堡市郊。賴特由環(huán)境而激發(fā)起創(chuàng)作靈感，在一塊背崖臨溪，最寬處不足12米的地方精心設(shè)計(jì)了這座依山就勢(shì)、凌空飛躍、參差俯仰相間的建筑。他的創(chuàng)作見(jiàn)解為有機(jī)建筑奠定了理論基礎(chǔ)。流水別墅中凹凸起伏的墻垛，上下左右前后錯(cuò)疊的陽(yáng)臺(tái)欄板，以及室外平臺(tái)、陽(yáng)臺(tái)面積幾乎與室內(nèi)面積相近的大范圍內(nèi)外交融，使人置身于綠樹(shù)玄巖、清泉湍流的美好環(huán)境中。
有機(jī)建筑organic architecture
現(xiàn)代建筑運(yùn)動(dòng)中的一個(gè)派別。代表人物是美國(guó)建筑師F.L.賴特。這個(gè)流派的核心思想是“道法自然”，即依照大自然所啟示的道理行事，而不是模仿自然。自然界是有機(jī)的，故名有機(jī)建筑。賴特主張?jiān)诮ㄖO(shè)計(jì)中應(yīng)根據(jù)各自的客觀條件，形成一個(gè)理念，貫穿于建筑的每一個(gè)局部，使每一個(gè)局部互為關(guān)聯(lián)，成為不可分隔的整體。他認(rèn)為建筑的實(shí)質(zhì)是內(nèi)部空間設(shè)計(jì)，屋頂、墻和門窗應(yīng)服從空間效果。這種觀念為建筑學(xué)開(kāi)辟了新的境界。典型實(shí)例有賴特的流水別墅和德國(guó)H.沙龍?jiān)O(shè)計(jì)的柏林愛(ài)樂(lè)音樂(lè)廳。
Warming up & Speaking
Teaching Aims:1. Improve the students’ speaking ability
2. Learn and master some useful words and expressions
a. 重點(diǎn)詞匯和短語(yǔ)
preference, furniture, sale, sofa, honey, block, apartment, style, stand, in a hurry
b. 交際用語(yǔ) 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 + 賓語(yǔ) ＋ 賓補(bǔ)
2. construct
3. 復(fù)合形容詞構(gòu)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.