高二英语Art-Listening教案

Unit 1 Art语言技能目标1.Enable students to talk about art esp. styles of paintings in terms of its history.2.Enable students to give suggestions in a proper way.3. Help students to get familiar with the grammar item “subjective mood”.语言知识目标1. 功能喜好和偏爱(Preference)I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ W ould you rather…/ W ould you like…or…/ Which would you prefer…/If it was up to me, I’d choose… / We shouldn’t miss…/ That’s my first choice/ I’m not fond of…/ I don’t like…/ What’s your preference?2. 语法虚拟语气(Subjunctive Mood) (1)Have you ever wished you could paint as well as a professional artist?If you were an artist, what kind of pictures would you paint?If you could have three of these paintings on the walls of your classroom, which would you choose?3. 词汇abstract, sculpture, gallery, faith, faithfully, aim, conventional, typical, evident, adopt, possess, possession, superb, technique, coincidence, shadow, ridiculous, controversial, attempt, predict, specific, figure, clay, marble, carve, delicate, café, allergic, exhibition, aggressive, scholar, flesh, geometry, bunch, avenue, preference, appeal, fragile, reputation, civilization, civilization, Egypt, Egyptian, visual, fragrant, contemporary, permanent, district, committee, signatureby coincidence, a great deal, on the other hand, in the flesh, appeal to学习策略目标1.认知策略：通过对所提供材料的分析和理解来提高相关话题的语言知识和文化知识。

Period 6 Summing Up, Learning Tip and Assessment整体设计教学内容分析This is the last teaching period of this unit, so the emphasis should be placed on going over and summarizing what has been learned in this unit .It includes the following parts: Summing Up, Learning Tip, Checking Yourself and some other consolidation exercises・Summing Up summarizes the whole unit from the aspects of topics, vocabulary and grammar.The teacher can first use this part to let students sum up what they have learned in this unit and then let them find out what they can't understand very well.Learning Tip gives students instructions on how to get the general idea of the tex匚Let the students think about what they already know about the topic and what new information they will find・Finally、 ask students to finish Checking Yourself on Page 47 in the Workbook.Th is part aims at encouraging students to make a self- assessment after they finish learning this unit.lt is very important to improve their learning.Of course, a testing assessment is also needed・In this period, the teacher can also provide more practice to consolidate what students have learned in this unit.三维目标设计Knowledge and skills1 ・ To get students to master all the useful new words and expressions in this unit.2. To have students understand the new grammar item "Subjunctive Mood (1)" better, and enable them use the following structures correctly：I wish I could/did/would...； If I did..., I would do...3・ To develop the students* ability to use the important language points in this unit.Process and methodsDesign some additional exercises for students to do in order that they can learn to use and grasp all the contents.Emotion attitude and value1 ・ To encourage students to learn more about Western paintings and Chinese art and know more about some famous artists and works of art.2. To train the students to appreciate some of the major landmarks in art history.教学重、难点Using what they have learned in this unit to solve real problems・教学过程^7 Step 1 Revision1 ・ Check the homework exercises.2. Dictate some useful new words and expressions in this unit.bStep 2 Lead-inAsk the students to turn to Page 8.Think about what they have learned in this unit and tick the boxes to see how well and how much they have learned・Step 3 Summing upFive minutes for the students to summarize what they have learned in this unit by themselves.Then check and explain something where necessary.Suggested answers：Write down what you have learned about arts.(Students* answers may vary.)From this unit we have learned some of the major movements in Western art and demonstrated how art has changed stylistically over centuries.From the Workbook we have learned the history of Chinese art in a similar way.From this unit you have also learned：useful verbs： aim, adopt, possess, attempt, predict, carve, appeal phrasal verbs： appeal to, attempt to do sth., break away from, convince sb.of sth.useful nouns： sculpture, gallery, faith, possession, technique, coincidence, shadow, figure, clay, marble, exhibition, scholar, flesh, bunch, avenue, preference, reputation, civilization, district, committee, signature useful adjectives and adverbs： abstract, faithfully, conventional, typical, evident, superb, ridiculous, controversial, specific, delicate, allergic, aggressive, fragile, visual, fragrant, contemporary, permanent useful expressions： by coincidence, a great deal, on the other hand new grammar item： Subjunctive Mood9Step 4 PracticeShow the exercises on the screen or give out exercise papers・I ・Word spelling：1 ・ This novel is ____ （典型的）of his early work and many people want to buy it.2・ What a fine tree—lined _____ （林荫道）！While walking on it, you can enjoy the fresh air.3・ There will be an exhibition of _____ （当彳弋的）Japanese prints onSunday・4・ It is bad manners for some tourists to ___ （亥!j 记）their names onthe trees ・5・ Is this program meant for a ____ （特定的）age—group?6・ As the couple had no children of their own, they a ______ a girl who was four years old.7・ He lost all his p ____ in the big fire and became penniless・8・ The modern s ____ in the centre of the square has become the talk of the town.9・ The big tree in front of our house casts its s ____ on the wall.10・ The heavy rain had been g ____ s everal days before.11.Fill in the blanks with the expressions given e each expression only once and make changes where necessary.错误！1 ・ This idea ____ the women at the meeting which was held yesterday ・2・ I've got all her records and seen her performance on television, but I've never met her _________ ・3・ We all know that communication is ____ l istening and speaking.4. The father ______ see a doctor about his daughter's cut.5・On the one hand, I believe that he can do the job, but ______ , I still worried about him.6・ ____ people attended the performance yesterday・7・ Reading English newspapers can increase our vocabulary _____ keep us informed of the latest news from all over the world・& I hear that you are going to the supermarket. ______ I will go too, so lets go together.9・ Juliana has changed _____ since I saw her last year.10. I _______ o pen the locked door, but I failed at last.plete the following sentences according to the sample English sentences and the Chinese given.1 ・ Among the painters who broke away from the traditional style of painting were the Impressionists, who lived and worked in Paris・In front of our school ___________ （有一条大河）.2.At the time they were created, the Impressionist paintings were controversial, but today they are accepted as the beginning of what we call "modern art".A park has been built in ____________ （十年前曾是一个工厂的地方）.3 ・There are scores of modern art styles , but without the Impressionists, many of these painting styles might not exist.____________________ （没有你的帮助，这个计划不会成功实4・ Their paintings were not as detailed as those of earlier painters.The weather in the north is ________________ （不如南方的天气那么热）.5・ When you walk into the gallery, you feel as if you were inside a fragile, white seashell.The boy talked to us _______________ （像个成年人似的）.IV .Multiple choice1 ・ I ____ you a beautiful present for your birthday, but I was short of money at that time・A. would buyB ・ had boughtC ・ would like to have boughtD・ must have bought2. I lost your address, otherwise I ________ you long before・A. had visited B・ have visitedC・ would have visited D・ should visit3・_____ h e come, the problem would be settled・A・ Would B・ Should C・ ShallD・If4・the fog, we should have reached our school on time.A. Because of B・ In spite ofC・ In case of D・ But for5・ If I YOU,I more attention to English idioms and phrases.A. was；shall pay B・ am； will payC・ would be； would pay D・ were； would pay 6・一It's really a miracle! You T re still alive at all after such a terrible accident!一Thank goodness! But for the stick of the tree branch, I ______A. would have been killed B・ had been killedC・ be killed D・ was killed7・_____ t oday, he would get there by Friday.A ・ Would he leaveB ・ Was he leavingC ・ Were he to leaveD ・ If he leave8・ We _____ the work on time without your help・A. hadn*t had finished B・ didn*t have finishedC・ couldn't have finished D・ can*t have finished9・ I don't think he will attend the party, and ____ he attend it what would he wear?A. were B・ hadC・ should D・ did10. —Where ______ ?一I got stuck in the heavy traffic, or I _____ here earlier.A. did you go； had arrivedB ・ are you ； would comeC・ were you； would comeD・ have you been； would have beenFirst get the students to do the exercises.Then the answers are given.The teacher can give them explanations where necessary.Suggested answers：I .1.typical 2.avenue 3.contemporary 4.carve 5.specific6.adopted7.possessions8.sculpture9.shadow lO.predictedII .1.appealed to 2.in the flesh 3.more than 4.was eager to 5.on the other hand6・Scores of 7.as well as 8.By coincidence 9.a great deal 10.attempted toIII.l .lies a big river 2.what was once a factory ten years ago3.Without your help, this plan wouldn't be carried out successfully4.not ashot as that in the south 5.as if he were a grown—upIV」〜5 CCBDD 6—10ACCCD勺Step 5 Learning tipAsk the students to turn to Page 8.Read through the passage and make sure they understand it.Encourage them to do as the passage tells because if they are doing so they will be teaching themselves a useful way of learning ・勺Step 6 Assessment1 ・ Checking yourself(on Page 47 in the Workbook)First get the students to think about these questions individually.Then they can discuss in groups sharing their experience.The teacher can join in and give them advice and suggestions where necessary.2. Testing assessmentI ・Fill in the blanks with the proper forms of the words given.1 ・ If you _____ (arrive)ten minutes earlier, you could have seen them off.2. It's time that we ______ (go)to the railway station.3 ・ If they _____(not help)us, our experiment would have failed・4.You're five minutes late.I suggested that you _____ (come)earlier tomorrow.5 ・ Mother often tells us that it is necessary that we _____ (drink)a glass of water after we get up.6・ She insisted that she _____ (send)to work in the faraway small town.7・_____ I not ______ (forget)his telephone number, I would have rung him.8 ・ He is busy now.If he _____ (be)free, he ______ (go)with you.9・ The manager was in his office then.If he _________ (be)here, everything ______ (settle)in a minute.10・ Noisy as it was , he went on reading as if nothing (happen). 11・Rewrite the following sentences according to the patterns given.1 ・ It is necessary for college students to master at least one foreign language・It is necessary ______ college students _____________ at least one foreign language.2. Without sun light, there would be neither plants nor animals._________________________ sunlight, there would be neither plants nor animals.3 ・ She insisted on translating the sentence this way.She insisted that the sentence ___________________ t his way.4. The students suggested going there on foot.The students suggested ____________ there on foot.5 ・ She suggested that we should go to his help・___________ is that we _____ to his help.6・ Lucy didn't come to class today because she didn't feel well・_____ she ______ well, Lucy ______________________ t o class today.7・ I don't know French, so I can't talk to the French friends.If I ______ French, I could talk to the French friends.8 ・ He didn't take his parents1 advice and he is not a college student now.If he _____________ his parents* advice, he ________________ a college student now.9・ The professor helped me a lot and I finished the work.I couldn't ____________ the work ______ the professor's help・Suggested answers：I .l.had arrived 2,went/should go 3.had not helped4.(should)come5.(should)drink6.(should)be sent7.Had ；forgotten8.were；would go9.had been；would have been settled 10.were happeningII .1.that； should master 2.If there were no 3.should be translated 4.they go5.Her suggestion； go 6.Had； felt； would have come 7.knew8.had taken； would be9.have finished； without9Step 7 Homework1 ・ Finish off the Workbook exercises・2・ Review and summarize what you have learned in Unit 1.勺Step 8 Reflection after teaching。

＜第五课教案（一）课文讲解赏析（二）理解与翻译（三）补充材料：上下文The Art of Listening＜Martin ArmstrongThere are few people, I imagine ,except those who are alreadygood lecturers of orators®( orator: person who makes speeches, esp. a good speaker), to whom speaking on t h ewireless comes naturally. 除了老练、出色的院校讲师或演说家，我料想极少有人能在无线电播音机前自自然然地讲话。

Like acting, it is an art which must be patiently acquired.如同表演，这是一门须耐心磨练才能获得的艺术。

M a ny lively, self-confident folkdon’t believe this. "Nonsence!"says one. "You've simply to beyour own natural self, forget thestudio and. the microphone andtalk as you would t a lk to a groupof friends. "许多活跃、自信的人不相信此事。

“胡扯!”有人如是说：“你只须像平常一样自然，不去管那演播室和麦克风，就如同对一群朋友说话那样就行了。

”There is a simply cure for thisflattering conviction®(conviction: firm or assured belief), namely to treat him to the hum i liating experience of arecording of himself.治疗此类夸夸其谈，有一种简单的办法，那就是让他经历一下给他自己录音的难堪。

高二英语人教课标选修6UnitArt教案一、教学目标1.让学生掌握本单元的核心词汇和短语，如：artwork,masterpiece,gallery,creativity,inspiration等。

2.培养学生对艺术作品的欣赏能力，提高其审美水平。

3.引导学生运用所学知识，探讨艺术与生活的关系，提高其跨文化交际能力。

二、教学重难点1.重点：掌握本单元的核心词汇和短语，理解课文内容，学会欣赏艺术作品。

2.难点：运用所学知识进行艺术作品的鉴赏和评论。

三、教学过程第一课时1.导入利用多媒体展示一些著名艺术家的作品，如：毕加索的《格尔尼卡》，梵高的《向日葵》等。

请学生谈谈对这些作品的感受，引导学生思考艺术与生活的关系。

2.学习课文分组阅读课文，让学生了解课文大意。

讨论课文中的生词和短语，如：artwork,masterpiece,gallery,creativity,inspiration等。

3.课堂活动重要性。

小组展示：每组选出一篇艺术作品，进行鉴赏和评论。

4.作业布置完成课后练习题。

收集一些自己喜欢的艺术作品，准备下节课的分享。

第二课时1.复习回顾上节课的学习内容，检查学生对课文的理解。

2.课堂活动分组讨论：让学生谈谈自己对艺术的理解，以及艺术在生活中的重要性。

小组展示：每组选出一篇艺术作品，进行鉴赏和评论。

3.课文拓展让学生阅读课文中的拓展阅读部分，了解更多的艺术知识。

讨论拓展阅读中的问题，如：艺术家的创作灵感来源、艺术作品的价值等。

4.作业布置完成课后练习题。

结合自己的兴趣，创作一篇关于艺术的文章，下节课分享。

第三课时1.课堂活动重要性。

小组展示：每组选出一篇艺术作品，进行鉴赏和评论。

2.学生分享让学生展示自己的艺术作品，分享创作心得。

教师对学生的作品进行点评，给予鼓励和建议。

强调艺术与生活的紧密关系，鼓励学生在生活中发现艺术，欣赏艺术。

四、教学反思本节课通过让学生阅读课文、讨论、分享和实践，提高了学生对艺术的理解和欣赏能力。

Unit 1 Art单元要览本单元的中心话题是西方绘画和中国艺术的历史、中西方各种艺术形式与风格，不同时代的著名虺家以及他们的作品。

语言知识的选择和听说读写等语言技能的训练主要围绕“绘画艺术”这一主题进行。

本单元的目的在于帮助学生掌握与“绘画艺术”这一主题有关的词汇知识，引导学生了解绘画艺术及其各个历史发展时期的不同风格，培养他们对艺术的兴趣以及理解美、欣赏美、创造美的能力。

本单元的主要教学内容如下表所示:Pre-reading, Reading and Comprehending整体设计教学内容分析This is the first teaching period of this unit.The central part of this period is the reading passage with the name of A Short History of Western Painting showing the students the history of Western painting.Warming Up gives students four questions to discuss, aiming at preparing students for both the content and the grammar of the unit.Pre-reading provides three questions to help students focus on the topic of the reading passage and leads the students to think about any personal experiences of Western art they may have, such as things about art galleries, paintings in galleries, some Western artists and paintings.Reading mainly introduces the history of Western painting.There are four major movements in Western art.Social, political and cultural changes con tribute to the changes in artistic styles.There are four pictures of paintings in the passage representing the four major movements.After a glance at the title of the text and the headlines within it we know that it is a historical report, in which there are many time expressions.Then we can know the topic of the text and how the information is organized一in the order of time, from the earliest to the present・Comprehending consists of four written or oral exercises for the students to do so as to help the students to get a better understanding of the text, that is to say, to help the teacher to check how much the students have understood the text.三维目标设计Knowledge and skills1・To understand the meanings of the following new words and phrases：abstract（抽象的），sculpture（雕塑），gallery（画廊）,faith（信念），aim （目标），conventional（传统的），typical（典型的，有代表性的），evident （明显的），adopt保用），possess（拥有）,superb（卓越的，杰出的）, possession（财产），technique（技术），by coincidence（巧合地），a great deal （大量）,shadow（阴影）,ridiculous（可笑的）,controversial（争议的），attempt 尝试；企图），on the other hand（另一方面），predict（预测）.2. To learn about some major movements in Western art and how arthas changed stylistically over the centuries・3・ To learn how the information is organized・4・ To develop the students* reading ability by skimming and scanning the passage.5・To develop the students* speaking ability by talking about Western paintings.Process and methods1 ・ While doing Warming Up the teacher can lead in the topic of this unit by showing students some Chinese and Western—style paintings to recall their own knowledge and opinions about various art forms.Students should also be introduced to the subjunctive mood and try to use it when talking about the art forms.2・During Pre-reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student—centered and arouse students* interest in Western painting.The teacher should also ask the students to look at the paintings in the reading passage and try to identify which style each of them belongs to so as to letthem have a general knowledge of these paintings・3 ・ While doing Reading and Comprehending, the teacher may first askthe students to read the text quickly to get the general idea of each paragraph.After reading the passage, students are encouraged to answer somequestions and discuss the text structure・4. To consolidate the contents of the reading passage, the students should be required to retell the history of Western art in their own words at the end of the class.Emotion, attitude and value1 • To stimulate students1 sense of beauty and the ability of understanding, enjoying and creating beauty.2. To develop students* sense of cooperative learning.教学重、难点1 ・To enable the students to learn about the history of Western art and to develop their reading ability.2. To enable the students to talk about Western paintings・教学过程Step 1 Warming up 1 • Warming up by looking and talkingShow the following paintings to the students and let them find outtheir favorites and give the reasons.Then help them find out the differences between the first three pictures and the next three ones.Sample expressions：If I were to choose paintings on the wall, I would choose the first one, because..・If I were an artist, I would paint horses.Because..・2. Warming up by reading the short passage below.The Chinese have for centuries seen painting as the highest form ofart.Chinese paintings have an air of living nature, harmony and peace that isnot always found in the art of other civilizations.lt is entirely different from Western painting, but that difference is hard to grasp and express.The following are some different forms of art：Figure painting：It includes portraits, story painting and genre painting（风俗i田l）with figures as the main subject.Lines are the key point.Landscape painting：Chinese landscape paintings can be divided into blue—and—green landscape, gold—and—green landscape, light —purple—red landscape and water ink landscape according to the colors usedin paintings.The one without outlines is called boneless landscape・Flower and bird painting：Flowers, rocks and birds are usually themain subjects of this kind of paintings.Technically, there are detailed stylewith colors and free style with ink.Court painting：It refers to the works done by those professional painters employed by the royal court, or imitations of their works by otherpainters.The passage above is about Chinese art forms.With this, the teachercan arouse students1 interest to read the passage about Western painting.Step 2 Pre—reading1 ・ Match the paintings and their painters.Suggested answers: Painting 1: Picasso；Painting 2：Masaccio；Painting 3: Da Vinci； Painting 4： Van Gogh2. Encourage students to talk more about the paintings and the artists.Keys for reference： Leonardo da Vinci was born in 1452 in the village of Vinci.Leonardo began his career working for a master painter in Florence.His masterpiece is Mona Lisa.Leonardo was truly a "Renaissance Man'，skilled in many fields.He was a scientist and an inventor as well as an artist.He made notes and drawings of everything he saw.Leonardo invented clever machines, and even designed imitation wings that he hoped would let a person fly like a bird.bStep 3 Reading and comprehending1・ Fast—readingPainting 1 Painting 2 Painting 3 Painting 4Picasso Van Gogh Masaccio Da VinciAsk students to skim the passage to get the key words and general idea of each paragraph and answer the following questions：(1)What f s the main idea of the text?(2)How many styles of Western art are mentioned in the text? What are they?Suggested answers：(1)The style of Western art has changed a lot as time goes by.(2)Four.They are： the Middle Ages, the Renaissance, Impressionism and Modern art.2 • Detailed—reading (l)Ask students to read the text carefully to getsome specificthe following multiple choices・(Din the Renaissance, painters ________ ・A. painted religious scenes in a more realistic styleB・ focused more on religion than on humansC ・ began to paint outdoorsD・ returned to classical Roman and Greek ideas about art② _____ discovered how to make paintings look more real by using perspective.A. Giotto di Bondone B・ Masaccio C・ Claude Monet D・ PabloPicasso©According to the text, art is influenced less likely by _________ ・A. social changes B ・ the way of lifeC・ agriculture D・ beliefs of people©When did people focus more on people and less on religion?A. From 5th to 15th century AD.B・ From 15th to 16th century.C・F TOHI late 19th to early 20th century.D ・ From 20th century to today.⑤Most people hate the Impressionists1 style of painting at first because they thought _____________ ・A. their paintings were very abstractB ・ they broke away from the traditional style of paintingC ・ their paintings were very realisticD・ their paintings were very ridiculous@What does the text mainly tell us?A. How religious painting developed・B ・ How oil painting developed・C・ How Impressionist painting developed・D・ How Western art developed ・(3)Guess which period the following pictures belong to.③people and nature ④late 19th to early 20th ⑤light and shadow ©Modem Art ⑦ Abstract(2)①D②B ③C ④B ⑤D⑥DPainting 1 Painting 2 Painting 3 Painting 4 Suggested answers : (1)①religious ② Giotto di Bondone(3)Painting 1： the Renaissance； Painting 2： the Middle Ages；Painting 3: Modern Art ； Painting 4: ImpressionismStep 4 Language studyDealing with any language problems (words or sentences students might not understand)to help the students to have a better understanding of the text.Step 5 Listening, reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework・Collocations： concentrate on, adopt a humanistic attitude to life, possess sth., be convinced that, by coincidence, a great deal, lead to, break away from, attempt to do, on the other hand・Step 6 Structure analyzingAfter reading, ask students to discuss the text structure・Keys for reference：This passage is a historical report.The first paragraph introduces the topic and the theme of the text.The rest of the report presents the information in chronological order.A feature of historical reports is the abundance of time expressions.The last sentence of the report functions as a conclusion.In addition, each section begins with a topic sentence・Step 7 RetellingAsk students to talk about the history of Western painting in their own words.Give them some key words and expressions on the bl ackboard.Then let them try to retell the passage.Step 8 Homework1 ・ Learn the useful new words and expressions in this part by heart.2. Try to find a book with reproductions of Western paintings or Chinese paintings and explain what you like or dislike about them.Step 9 Reflection after teaching教学参考Chinese PaintingChinese painting is generally divided by subject matter into four broad categories: figures, landscapes, flowers and birds, and bamboo and rocks.The first three categories succeeded each other in the summits of their developments, while the painting of bamboo and rocks became a casual pleasure of the educated elite from the 12th century on.Before the Han Dynasty, founded in 202 B・ C・，there was already a tradition of figure painting and portraiture of which remnants survive on later bronzes, jades, and pottery. During the Han Dynasty, the art of depicting figures became increasingly elaborate.Rulers used didactic art to emphasize codes of govemment.Surviving examples of stone engraving and wall painting show strong and lively drawing.LandscapeThe art of landscape painting formed the central and most standing tradition in Chinese painting.On a basis of Taoist communion with nature and strengthened by Buddhism, there was a strong literary tradition of seclusion among , and meditation upon the forests , streams and mountains.China's landscape painting brought nature^ presence to wherever man desired it.Elements of landscape are already present in art of the Han Dynasty, but development did not really begin until the Tang Dynasty.The succeeding Northern Sung Dynasty(960—1127)has often been called the Golden Age of Chinese Landscape.The differences in approach and technique that naturally appeared became gradually categorized into traditions： the northern and southern schools.Birds and FlowersIn the Tang Dynasty at least one painter, Tiao Kuang—yin, was already known as a specialist in birds and flowers.However, the first two important names in bird and flower painting, Huang Chuan and Hsu Hsi, occur in the 10th century.Huang Chuan, a subject of the latter Shu Dynasty, inherited the traditions of the Tang Dynasty.His paintings of flowers and birds were in an accordingly archaic style, with strict conventions and conservative attention to careful real is m.Hsu His, who lived under the Southern Tang Dynasty created the “boneless" mo—ku style in which forms are built up with pale washes andoutlines are not used.His inspirations were unrestrained and the school he initiated was considered much the more creative.Mi Fu, the leading literati critic of the 11 th century remarked that ten paintings by Huang Chuan were not worth one by Hsu ter bird and flower painters generally belonged to either the Huang or the Hsu tradition.Stones and BambooStones and bamboo originally appeared as background objects in other types of paintings but gradually evolved into a separate genre.The 10th century Southern Tang ruler Li Hou—chu developed a trembling brush technique in calligraphy that was also particularly suitable for painting bamboo and rocks.Tang Hsi— ya, an artist of the same time, adapted it for that purpose.In the following Sung Dynasty, the painting of bamboo became more and more popular and many famous scholars such as Wen Tung and Su Shih were also well known for their paintings of bamboo.。

本文将围绕高中英语教学之《Unit 1 Art》教案二展开详细的分析和探讨，结合自己的教学经验和感受，探究如何在教学过程中更好地落实教案的内容，实现教学的有效性和提高学生的学习兴趣。

1.教案设计背景教案二是《Unit 1 Art》课程中的第二个教案，主要围绕艺术与文化这一主题展开，帮助学生了解不同的艺术形式和文化背景，并通过各种学习活动提高学生的英语听说读写能力。

这一教案的主要目标是让学生更好地理解艺术和文化的联系，以及通过学习艺术和文化来提高他们的英语水平。

2.教案分析与应用教案设计中，我们要充分考虑到学生的实际情况，采用多种教学方法和策略来满足不同学生的需求。

例如，在听力部分中，我们应该多听多说，按照不同学生的实际情况设置难易程度，以确保所有学生都能完成听力任务。

在阅读部分中，我们可以设置自主阅读任务，让学生通过阅读文章自主获取信息，进一步进行思考和讨论，以提高他们的阅读和思维能力。

在写作部分中，我们应该采用小组合作形式，让学生互相之间进行交流和分享，促进彼此的学习和进步。

另外，在教学过程中，我们还要注重学生的情感体验，通过各种视听材料、游戏和互动形式来增强学生的学习兴趣和参与度。

例如，在教学中可以结合实际例子来讲解，通过展示不同的艺术作品或文化风俗，让学生进一步了解艺术与文化的魅力和意义，同时也能满足学生的好奇心和求知欲。

3.教学效果评估与总结教学效果评估是教学中非常重要的一环，通过对学生的学习成果和反馈进行分析和总结，及时发现教学中存在的问题和不足之处，进一步完善教学方法和策略，实现教学的有效性和提高学生的学习兴趣。

总体来说，教案二的设计对于学生的英语能力提升和文化认知的培养都有着积极意义和促进作用。

通过增强教师与学生之间的互动和配合关系，促进学生的积极参与和思维深度，提高学生的自主学习能力和对艺术和文化的理解和认识。

相信在教学中不断探索和深化，我们一定能够在《Unit 1 Art》课程中取得更为优秀的教学效果和推动学生对艺术与文化的热爱。

The First PeriodReadingTeaching goals 教学目标1. Target language目标语言：重点词汇和短语Realistic, abstract, religion, religious, sculpture, gallery, belief, consequent, consequently, aim, symbol, value, focus, possession, convince, impressionism, impressionist, shadow, ridiculous, nowadays, attempt, predict, the Renaissance, focus on, a great deal , scores ofThere are so many… that it would be impossible to …People became more focused on… and less on…If the rules of perspective had not been discovered, people would not have been able to paint …2. Ability goals能力目标Enable the students to talk about the short history of Western painting3. Learning ability goals 学能目标Help the students learn how to talk about the short history of Western paintingTeaching important & difficult points教学重难点Enable the Ss to talk about the short history of Western paintingTeaching methods教学方法Skimming and scanning; individual, pair or group work; discussionTeaching aids教具准备A computer, a tape recorder and a projector.Teaching procedures & ways教学过程与方法Step I Lead-inTo lead in such a topic by mentioning the sculptures or paintings around the students, for example, sculptures on the campus, famous paintings hanging on the walls of the corridor of the school building, etc. Ask Ss to figure out their functions and the general term to call them---the works of artStep II Warming-upAsk the Ss to match some new words with the correct English meanings. Then ask them to look at the paintings in this unit and discuss the questions in Warming Up in groups of 4. Next, get themto answer the other questions in pairs. At last , check the answers with the whole class.Show them on the Screen.A Ba. realistic 1. accurateb. abstract 2. state of fact of existingc. existence 3. being in thought but having a physical or practicalexistenced. detailed 4. lifelike, true to lifee. religious 5. classical, of old belieff. traditional 6. sincere to believe in a god or godsT hen ask Ss to give their opinions to fill the task listed in the Warming-upStep III Pre-readingGet the Ss to discuss the questions in pre-reading in pairs. Then check the answer with the whole class, if they have no idea, use the materials previously prepared to let the Ss have some acquaintance with the knowledge of art and artists.Ste pⅣReadingTask 1 ScanningShow some questions on the screen.1.What were the artists interested in from 5th to 15the century AD2.How did Masaccio3.paint his paintings4.Why did the impressionists have to paint quickly.Task 2 ScanningLet the Ss red the passage again and get the main idea of it. Then complete the following chart no their own.Names of Ages Time Artist FeatureThe Middle Ages 5th to 15th century Giotto Di Bondone religious, realisticThe Renaissance 15th to 16th century Massaccio perspective, realistic Impressionism Late 19th to early 20thdetailed, ridiculouscenturyModern art 20th century to today Controversial,abstract, realisticTask 3 ExplanationThere are so many… that it would be impossible to …The sentence means that there are too many different styles of /western art to introduce in a short passage.People became more focused on… and less on…It tell us that people pay more attention to humans than religionIf the rules of perspective had not been discovered, people would not have been able to paint The sentence means that people discovered the rules of perspective, so that they painted such realistic pictures.Step V ComprehendingAsk the students to read the passage again and deal with Exercises.Step V Homework1.Underline the time expression in the reading passage.2.Retell the passage with the help of the chart about the text.3.Discuss the question in Exercise 3 on page 3.The Second Period Language StudyTeaching goals 教学目标1. Target language目标语言：Influenced, symbolic, shadowy, attemptable, valuable, aimless, prediction, believable, European, ridiculousI would love to visit FranceI like religious art better than realistic art because it makes you see2. Ability goals能力目标Enable the students to learn the use of word family3. Learning ability goals 学能目标Help the students lean how to judge the parts of speech according to the suffixes and determine their functions in the sentences.Teaching important & difficult points教学重难点Get the Ss to learn word formation by adding suffixesTeaching methods教学方法Explanation and practiceTeaching aids教具准备A computer and a projector, a blackboardTeaching procedures & ways教学过程与方法Step I RevisionCheck the students’ homework and let one read their work.1.Ask Ss to speak out the time expressions they underlined as homework2.Ask a student to retell the short history of western painting3.Ask Ss to discuss the questions in Exercises 3 on page 3 in groups of4.Art is influenced by beliefs of the people, the way of life and so on.Step II SuffixationLet Ss learn some uses of suffixesAsk Ss what suffix is ( A suffix is a particle, which is added to the end of a root.Suffixes usually do not change the meaning of the root, but can change its part of speech. For example: lead (v.)---leadership (n.); ill(adj.)---illness(n.) But sometime, some suffixes add new meaning to the newly formed words. For example: meaning---meaningless; think--- thinker1.Suffixes used as a noun signifierVerb Adjective Suffix Nounread -er readeract -or actortrain -ee traineebuild -ing building attend -ance attendance punish -ment punishment invent -tion inventionsick -ness sicknessspecial -ist specialisttrue -th truth2.Suffixes used as an adjective signifierNoun Verb Suffix Adjective wind -y windy adventure -ous adventurous hope -ful hopeful hero -ic,(-ical) heroic nation -al national care -less careless trouble -some troublesomedepend -ent/-ant dependentcomfort -able/-ible comfortableact/imagine -ive/-tive-ative/-itive active imaginativesecond -ary secondarychange -able changeableannoy -ing annoyingexcite -ed excited3.Suffixes used as an adjective signifierAdjective Noun Suffix Verbbroad fright -en broaden, frighten simple -fy simplifymodern -ize(-ise) modernizeStep III PracticeGet the Ss to review the uses of verbs, nouns and adjectives.Parts of Speech Nouns Ver Adjective Subject ☆Object ☆Predicate ☆Predicative ☆☆☆Objective Complement ☆☆Attribute ☆Then practice Exercises 2, 3 &4 on page 42.Step V HomeworkPrepare to learn the grammar of the subjunctive mood.Period 3 GrammarTeaching aims1.Enable the students to use the Subjunctive mood correctly in different situations Teaching important and difficult pointsTeaching methodsAnalysis and have some discussions.Teaching proceduresStep 1 PresentationAt first, give the students an example to present what the subjunctive mood is and in what situation we should use the subjunctive mood. Then, show them the sentence structure of the subjunctive mood.Ask Ss to listen to the following example:Suppose I’m a basketball fan. Yao Ming is coming here to play a basketball game this evening.got a ticket for it. I feel sorry about that and what should I say in this But unfortunately, I haven’t’situation I will say: I wish I watched the basketball game. / If I had got a ticket, I would go towatch the basketball game. Have you ever heard such kind of sentencesThey use subjunctive mood. The subjunctive mood is used when we want to express a wish, request, recommendation or report of a command. Also the subjunctive mood is used to express something that is contrary to the fact, highly unlikely or doubtful.We can use the following tow sentence structures to express our regretting.1. Subject +wish+ Object ClauseTime Verb Objective clausenow wish would do / could do / were /didpast wished had been / donefuture wish would do/ could do / were / did2.“If” clause---, main clauseTime Verb Main ClauseNow were/ did would/could/should/might +V（原）Past had done would/could/should/might+have+p.p. Futrue were /did would/could/should/might +V（原）were to doshould doStep 2 PracticeFirst, show the Ss some more situations. Then raise some questions and ask them to discuss in groups of 4 the according to the situations using the subjunctive mood. At last, get them to show their sentencesShow the on the screen.1.Helen has been living with AIDS for many years. Now she is celebrating her birthday with herfriends. If you were Helen., what kind of wishes would you make2.It is said that a falling star can let your dreams come ture. If you saw a falling star, what kindof wishes would you make3.Besides a falling star, a magic lamp can also let your dreams come true. If you had a magiclamp, what would you ask it to do for youStep 3 ConsolidationAsk the Ss to do Exercise 1 & 2 in Discovering useful structures on page 4 and Exercises 1-4 on page 43.Then check the answers.Step 4 HomeworkPrepare for the Listening and Talking on page 41.The Fourth Period Listening and SpeakingTeaching goals 教学目标1. Target language目标语言：重点词汇和短语Traditional, abstract, figurative, photography, dimensional, sculpture, pottery, wood carving, clay figures ,paper cutting重点句子Talk about likes and preferences:I’d prefer…I’d rather…I’d like…Which would you prefer…I really prefer…Would you rather…Would you lik e…2. Ability goals能力目标Enable the Ss to express their likes and preference3. Learning ability goals 学能目标Help the Ss learn how to express their likes and preferenceTeaching important & difficult points教学重难点Teach the Ss how to express their likes and preferenceTeaching methods教学方法Speaking; making conversation; comparative methodTeaching aids教具准备A computer, a recorder and some slidesTeaching procedures & ways教学过程与方法Step I Listening1.Do some listening practice on page 41.At first, ask the Ss to listen to the tape for the first time and number the presents 1-4. Next, listento it again to fill in the form. Then listen again and answer the questions in Exercise 3. At last,check the answers with the whole class.2.Do some listening practice on page 44.Before listening, ask the Ss to look at the paintings and discuss in what period of Chinese history they were created. Then, listen to the tape the first time and number the pictures. Next, listen to it again to write the names of historical periods they were painted. At last, listen again and list the features.Step II TalkingAsk the Ss to discuss the questions in Talking in pairs.“So far, we have learned some knowledge about the art. Today let’s talk about how to express likes and preferences. Now I’ll show you some sentence structures. Please discuss the questions on page 41 in pairs and make up a dialogue.Show the following on the screen.I’d prefer…I’d rather…I’d like…Which would you prefer…I really prefer…Would you rather…Would you lik e…orAfter a few minutes, ask Ss to present their dialogues.Step III Homework1.Ask Ss to introduce the galleries the have ever been to.The Fifth Integrating SkillsTeaching goals 教学目标1. Target language目标语言：重点词汇和短语Avenue, mansion, exhibition, metropolitan, Manhattan, civilization, contemporary, permanent, district, tip重点句子Henry Clay Click, … died in 1919, leaving his house … to the American people. The garden of this … is also well worth a visit.Its art collection covers … civilization from … , including …能力目标Enable the students to talk about art galleries and write a letter giving suggestions3. Learning ability goals 学能目标Help the students to learn to how to talk about art galleries and write a letter giving suggestionsTeaching important & difficult points教学重难点Teach the Ss how to write a letter giving suggestionsTeaching methods教学方法Fast reading, close reading, discussionTeaching aids教具准备A computer and a projector, a recorderTeaching procedures & ways教学过程与方法Step I Revision and Lead-inT: “H ave you ever been to any galleries before Do you think visiting galleries in interesting Now works in groups of 4 and I’ll give you a few minutes to talk about the galleries you have beento. And then I’d like to ask some of you to introduce the galleries to the class.Ask one or two Ss to give a short speech.Step II ReadingAsk Ss to read the passage about art galleries on page 5.General reading for the main idea of the passage, & detail reading to finish Exercises 1& 2 belowAfter that, ask the Ss to listen to the recording and answer the questions in Part 3.Play the tape for three times and after that, check the answers.Step III Listening (P7)Ask the Ss to do some listening practice on page7At first, ask them to listen to the tape for the first time and number the galleries.Next, listen again and answer the questions.At last, check the answers with the whole class.Step IV DiscussionFirst ask the Ss to read the passage “The Best of Manhattan’s Art Galleries” again by them And then show them some expressions about likes and preferences, and ask them to tell the groupmembers which galleries being introduced they prefer in groups of 4. At last, discuss how theywill spend the day. A few minutes later, ask several groups to show their discussions and reporttheir decisions.Show some expressions on the screen.I’d prefer…I’d rather…I’d like…Which would you prefer…I really prefer…Would you rather…Would you like…orA few minutes later, ask several groups to show their discussions.Step V WritingFirst, ask the Ss t discuss the questions in Exercise 1 on page 8 in groups of 4, giving their ownsuggestions and reason./then write a letter to give their opinions.StepⅥ Homework:1.Finish the writing task.2.Prepare for the Reading task on page 45.The Sixth Period Integrating Skills (Ⅱ)Teaching goals 教学目标1. Target language目标语言：Environment, council, attractive, permission, imagination, cross outWe would like to tur n…int o…When we have finished the work, we hope …will join us in …so that…2. Ability goals能力目标Enable the Ss to talk about environment aEnable the Ss to write letter to ask for permissions3. Learning ability goals 学能目标Help the Ss to write letter to ask for permissionsTeaching important & difficult points教学重难点Help the Ss to write letter to ask for permissionsTeaching methods教学方法Task-based method, discussion and practiceTeaching aids教具准备A computer and a projectorTeaching procedures & ways教学过程与方法Step I Reading TaskTask1 Fast reading.Questions:1.Why do they become worried2.what do they hope the headmaster to do for their projectAnswers:tely their class has become worried about the environment at the back of the school andthey would like to do something to make their school more attractive.2.They hope their headmaster will give them permission for their valuable plan and help themdonate500 dollars.Task2 Careful Reading1.Just write down some key words.e words or phrases.3.Omit the small words like prepositions.Step II Speaking TaskAsk the Ss to discuss how to improve the environment of their school in groups of 4. Then ask some of them to speak out some proposals to make their school more attractive.StepⅢ WritingAsk the Ss to write a letter to the headmaster of the school. Tell them while writing, they can refer to the while writing they can refer to the instructions in Writing Task.。

选修三英语Art 写听说课教案教案标题：选修三英语Art 写听说课教案教学目标：1. 学生能够理解和运用与艺术相关的词汇和表达方式。

2. 学生能够运用所学的艺术知识进行写作和口语表达。

3. 学生能够通过听力练习提高对艺术主题的理解和表达能力。

教学重点：1. 艺术词汇和表达方式的学习和掌握。

2. 写作和口语表达能力的提高。

3. 听力练习的进行和艺术主题的理解。

教学准备：1. 教材：选修三英语教材2. 多媒体设备：投影仪、音响设备等3. 艺术相关的图片、视频或音频素材教学过程：一、导入（5分钟）1. 利用多媒体设备展示一幅艺术作品的图片，引起学生对艺术的兴趣。

2. 提问学生对艺术的理解和感受，鼓励他们积极参与讨论。

二、词汇学习（10分钟）1. 利用多媒体设备展示一些与艺术相关的词汇，并给出中文解释。

2. 通过图片、视频或音频素材来帮助学生理解词汇的意义和用法。

3. 引导学生进行词汇的拼读和朗读练习，确保他们掌握词汇的发音和拼写。

三、写作练习（15分钟）1. 给学生发放一些艺术主题的写作题目，如"Describe your favorite artwork and explain why you like it"。

2. 提供一些写作框架和句型，帮助学生组织他们的思路和表达。

3. 鼓励学生在写作过程中使用所学的艺术词汇和表达方式。

4. 学生完成写作后，互相交换作文并进行互评和讨论。

四、口语表达练习（15分钟）1. 利用多媒体设备展示一段与艺术相关的对话或演讲视频。

2. 带领学生一起观看视频，并提问相关问题，引导学生进行口语表达。

3. 鼓励学生使用所学的艺术词汇和表达方式进行口语表达，提高他们的口语表达能力。

五、听力练习（15分钟）1. 准备一段与艺术相关的听力材料，如一段艺术家的采访录音或关于艺术展览的介绍。

2. 播放录音并提问相关问题，帮助学生理解和回答问题。

3. 鼓励学生使用所学的艺术词汇和表达方式进行听力练习，提高他们对艺术主题的理解和表达能力。

Period 4 Listening and Speaking整体设计教学内容分析The emphasis of this period will be placed on listening and speaking.There are altogether three texts for the students to listen to in this period：one is in the Student's Book and the other two are in the Workbook.The first one(on Page 7，Listening and speaking)is a conversation among three friends，Gao Yan，John and Susan，who are on holiday in New York.They are talking about the art galleries they would like to visit.While listening to the dialogue for the first time the students are asked to get some specific information about it and answer seven wh－questions.After listening to the second part of the dialogue for the second time the students are asked to talk about the characters of Gao Yan，John and Susan.Then the students are asked to tell what attitude each of the three friends has to modern art.At last the students are asked to give their own points of view and attitudes towards the galleries in New York in a certain situation to show their own preference，using the expressions about preference given in the box on Page 7.The second one(on Page 41，Listening)is a conversation among three classmates，Steve Lee，Wang Pei and Xiao Wei.They are talkingabout what kind of present they would like to get for Mr Hang，their art teacher，before he leaves the school.And the third one(on Page 44，Listening Task)is a talk from Zhang Lin.He is talking about six Chinese artworks.三维目标设计Knowledge and skills1．To understand the meanings of the following key words and expressions while hearing them in the tape：traditional(传统的)，abstract(抽象的)，figurative(修饰丰富的)，photography(照片)，two －dimensional(两维的)，sculpture(雕塑)，pottery(陶器)，wood carving(木雕)，clay figures(泥塑)，paper cutting(剪纸)．2．To enable the students to understand the listening texts.3．To help the students learn how to express their preference.Process and methods1．Smoothing away language problems if any before listening.Before asking the students to listen to the tape，help them to smooth away any language problems such as new words and expressions that they may not understand while listening.2．Listening for needed information.Before asking the students to listen to the tape for the first time，give them one or two questions about the general idea of the text so as to lead the students to concentrate only on the neededinformation.Then ask them to listen to the tape for a second or even a third time for some specific information by giving them some detailed questions to answer.3．Speaking freely and making conversations.At last the students may be asked to give their own points of view and attitudes towards certain subject mentioned in the text.Emotion，attitude and value1．To stimulate students' sense of communication and cooperation.2．To develop students' ability of enjoying beauty.教学重、难点1．The understanding of the listening texts.2．The expressing of preference.教学过程Step 1Revision1．Retell the text on Page 1－Page 3.2．Check the answers of the exercises in Learning about Language and explain the difficulties.Step 2Listening1．Listen to Text 1 (Page 7)and do the following exercises.(1)Listen for the first time and fill in the blanks.Gao Yan，John and Susan are on holiday in New York.______ firstsuggest they visit art galleries，but ______ don't like large museums.(2)Listen again and choose the best answer to the following questions.①How long will they spend visiting galleries?A．One day. B．Two days. C．Three days.②Which museum is too big，crowded and expensive?A．The Frick Collection.B．Metropolitan Museum of Art.C．Museum of Modern Art.③Who doesn't like modern art?A．Susan. B．John. C．Gao Yan.④Which museum do they decide to visit on Saturday?A．Museum of Modern Art. B．Guggenheim Museum. C．The Frick Collection.(3)Listen to Part 1 for a third time and fill in the blanks.①Gao Yan would like to go to the ______ ______.It's got art from all over the world.②Susan would prefer something ______ to start with，so the ______ ______ is her best choice.③______ might go back to the ______ after dinner.(4)Listen to Part 2 for a third time and fill in the blanks.①The Museum of Modern Art on Saturday is ______，______ and too ______.②Susan thinks that a ______ could paint better pictures than some of those paintings.③John wanted to see contemporary art，so the ______ might be better.2．Listen to Text 2(Page 41) and do the following exercises.(1)Listen for a first time and number the presents 1－4 to show the order in which you hear them discussed.(2)Listen for a second time and choose the best answer to the following questions.①Who arrived late?A．Xiao Wei. B．Wang Pei. C．Steve Lee.②Why didn't they choose the vase? Because ______.A．it is too oldB．it's too expensiveC．Mr Hang has got one③Who does Steve wish they had talked to before they cameshopping?A．Mr Hang. B．Mrs Hang. C．Mr Hang's daughter.④Mr Hang said in class that he liked ______.A．book B．paints and brushes C．wall hangings(3)Listen for a third time and answer the following questions.①Q：Who likes the vase best？A：______ likes it best of all，because it is ______.②Q：Who would rather get Mr Hang the book?A：______，because he thinks ______ likes Qi Baishi's paintings in the book.3．Listening task on Page 44.Before listening，ask the students to look at the paintings and discuss in what period of Chinese history they were created.(1)Listen to Zhang Lin's talk all the way through.Try and number the artworks 1－6 to show the order in which he talks about them.(2)Listen again to Parts 1－3 and add the historical period when each was made.Suggested answers：1．(1)John；Susan(2)BCAB(3)①Metropolitan Museum②smaller；Frick Collection ③Susan；hotel (4)①big；crowded；expensive ②monkey ③Whitney2．(1)①vase ②paints and brushes ③book ④wall hanging(2)ABBC (3)①Steve；beautiful ②Wang Pei；everyone3．(1)3 5 26 1 4(2)15 000－3000 BC2 First century AD3 Tang Dynasty4 Yuan Dynasty5 &6 20th centuryStep 3SpeakingSince the students have learned much knowledge about art by both reading and listening.It's necessary for them to talk about it now.Teach them how to express preference by showing them the following sentences on the screen.(Slide show)(1)I want to...I'dlike/prefer/rather...That's my first choice. If it was up to me，I'd choose...We shouldn't miss... Personally，I'd rather enjoy...It seems to me that... As for me，I'd like...better than...In my view/opinion， I'd prefer...to...(2)I don't like... I'm not found of...(3)Would you rather...? Would you like...or...?What's your preference? Which would you prefer，...?Ask the students to look at the talking topics shown on the screen and discuss with their partners and then make up their own dialogues.(Show the following on the screen.)Talking Topics1．Who is your favorite artist，both from China and from other countries？Give your reasons.2．What kind of art do your prefer，modern or traditional，abstract or figurative(修饰丰富的)，painting or photography，two－dimensional(两维的)(e.g.painting，photography)or three－dimensional(e.g.sculpture，pottery)?3．What kind of Chinese art do you like best？(You may talk about examples of folk art，such as New Year Graphics，wood carving，paper cutting，clay figures and so on.)4．What kind of Western art do you like best？(You may talk about examples of the Middle Ages，the Renaissance，Impressionism and Modern art.)Give the students three minutes to prepare and practice，and then ask two groups to demonstrate their dialogues in front of the whole class.Step 4HomeworkWrite a passage to introduce the galleries you have ever been to.Step 5Reflection after teaching___________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _____________教学参考Ⅰ.The Museum of Modern Art(MOMA)(现代艺术博物馆)The Museum of Modern Art(MOMA)is an art museum located in Midtown Manhattan in New York City，on 53rd Street，between Fifth and Sixth Avenues.It has been singularly important in developingand collecting modernist art，and is often identified as the most influential museum of modern art in the world.The museum's collection offers an unparalleled overview in modern and contemporary art，including works of architecture and design，drawings，painting，sculpture，photography，prints，illustrated books and artist books，film，and electronic media.MOMA's library and archives hold over 300 000 books，artist books，and periodicals，as well as individual files on more than 70 000 artists.The archives contain primary source material related to the history of modern and contemporary art.It also houses an award －winning fine dining restaurant，The Modern，run by Alsace－born chef Gabriel Kreuther.Ⅱ.The Guggenheim Museum(古根海姆博物馆)The Guggenheim Museum is a well－known museum located on the Upper East Side of Manhattan in New York City，United States.It is the permanent home to a renowned collection of Impressionist，Post －Impressionist，early Modern，and contemporary art and also features special exhibitions throughout the year.Designed by Frank Lloyd Wright，it is one of the 20th century's most important architectural landmarks.The museum opened on October 21,1959，and was the second museum opened by the Solomon R．Guggenheim Foundation.It recently underwent an extensive，three－year renovation.11。