人教版高中英语选修6Unit 1 Art 教案

Unit
1
Art
Ⅰ.
单元教学目标
技能目标Skill
Goals▲
Talk
about
art
and
galleries▲
Talk
about
likes
and
preferences▲
Learn
words
in
families▲
Use
the
subjunctive
mood▲
Write
a
letter
to
give
suggestions
Ⅱ.
目标语言
功
能
句
式
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
like
...
or...?
词
汇
1．
四会词汇abstract,
sculpture,
gallery,
consequently,
belief,
consequent,
aim,
symbol,
value,
focus,
religion,
possession,
convince,
shadow,
ridiculous,
controversial,
nowadays,
attempt,
predict,
aggressive,
scholar,
flesh,
geometry,
bunch,
avenue,
exhibition,
civilization,
contemporary,
permanent,
district,
tip2．
认读词汇realistic,
Giotto
di
Bondone,
renaissance,
the
Renaissance,
perspective,
Masaccio,
impressionism,
impressionist,
Madison,
post-impressionist,
Manhattan,
mansion,
Guggenheim,
metropolitan,
Metropolitan
Museum
of
Art,
Monet,
Picasso,
Matisse,
Whitney3．
词组focus
on,
a
great
deal,
scores
of,
in
the
flesh
语法
The
subjunctive
mood
If
I
were
you
...
I
wish
I
could
...Learn
words
in
families
重点句子
1.
There
are
so
many
different
styles
of
Western
art
that
it
would
be
impossible
to
describe
all
of
them
in
a
short
text.
P12.
People
became
focused
more
on
humans
and
less
on
religion.
P23.
If
the
rules
of
perspective
had
not
been
discovered,
people
would
not
have
been
able
to
paint
such
realistic
pictures.
P24.
At
the
time
they
were
created,
the
impressionists’
paintings
were
controversial
but
today
they
are
accepted
as
the
beginning
of
what
we
now
call
“modern
art”.
P35.
It
is
amazing
that
so
many
great
works
of
art
from
the
late-19th
century
to
the
21st
century
could
be
contained
in
the
same
museum.
P66.
We
would
like
to
turn
the
empty
land
at
the
back
of
the
school
into
a
nature
garden.
P457.
When
we
have
finished
the
work,
we
hope
the
council
will
join
us
in
a
celebration
morning
tea
so
that
the
whole
school
can
thank
you.
P45
Ⅲ.
教材分析与教材重组
1.
教材分析
本单元以Art为主题,
主要介绍了西方绘画简史，描写了曼哈顿最好的艺术长廊。帮助学生了解更多有关美术的背景知识，分析中西方艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方绘画艺术进行比较。最后要求学生为当地举办的一场别开生面的画展提出合理化建议。
1.1
Warming
Up部分要求学生运用相关的目标语言对自己所喜欢的艺术形式和艺术流派展开讨论，并说明喜欢的原因。
1.2
Pre-reading让学生讨论有关画展或书中的艺术作品以及西方不同历史时期的著名画家。
1.3
Reading介绍了西方绘画简史上不同历史时期的艺术流派、艺术特点及其代表性的画家和作品等。
1.4
Comprehending要求学生在理解课文的基础上，写出三件有关西方艺术史的事并指出西方艺术风格变化大的原因。
1.5
Learning
about
Language由Discovering
useful
words
and
expressions
和Discovering
useful
structures两部分组成。要求学生对课文进行概括和总结，找出所提供单词的词根，并学习虚拟语气在条件状语从句中的运用。
1.6
Using
Language是由Reading,
Listening,
Discussing
和Writing四部分组成，通过对学生听说读写综合能力的培养，要求学生在了解艺术长廊相关知识的基础上，为当地举办的一场别开生面的画展提出合理化建议。
1.7
SUMMING
UP
要求学生总结本单元所学的知识。
1.8
LEARNING
TIP在阅读技巧方面对学生进行指导。
2.
教材重组
2.1
Warming
Up,
Pre-reading,
Reading和Comprehending四部分都是关于西方绘画简史的内容，整合为一节精读课。
2.2
Learning
about
Language中的Discovering
useful
words
and
expressions
以及Workbook中的USING
WORDS
AND
EXPRESSIONS
都是关于形容词、动词和名词后缀及其三者之间的相互转换，整合为一节语言学习课。
2.3
Learning
about
Language
中的
Discovering
useful
structures和Workbook
中的
USING
STRUCTURES，都是有关虚拟语气用法的讲解与练习，整合为一节语法课。
2.4
Workbook中LISTENING，
TALKING和LISTERNING
TASK三个部分,都是有关于中国不同历史时期各种绘画流派的特点及其不同的艺术表现形式，整合为一节听说课。
2.5
Using
Language中的Reading,
Listening,
Discussing
和Writing，都是艺术长廊的相关知识，整合为一节综合课（一）。
2.6
Workbook
中的READING
TASK，
SPEAKING
TASK与WRITING
TASK都是关于学校环境保护的内容,整合为一节综合课（二）。
3.
课型设计与课时分配
1st
Period
Reading
2nd
Period
Language
Study
3rd
Period
Grammar
4th
Period
Listening
and
Speaking
5th
Period
Integrating
Skills
(I)
6th
Period
Integrating
Skills
(II)
Ⅳ.
分课时教案
The
First
Period
Reading
Teaching
goals
教学目标
1.
Target
language
目标语言
a.
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
of
b.
重点句式
There
are
so
many
...
that
it
would
be
impossible
to
...
P1
People
became
focused
more
on
...
and
less
on
...
P2
If
the
rules
of
perspective
had
not
been
discovered,
people
would
not
have
been
able
to
paint
...
P2
2.
Ability
goals
能力目标
Enable
the
students
to
talk
about
the
short
history
of
Western
painting.
3.
Learning
ability
goals
学能目标
Help
the
students
learn
how
to
talk
about
the
short
history
of
Western
painting.
Teaching
important
&
difficult
points
教学重难点
Enable
the
students
to
talk
about
their
opinions
about
different
styles
of
Western
art.
Teaching
methods
教学方法
Skimming
and
scanning;
individual,
pair
or
group
work;
discussion.
Teaching
aids
教具准备
A
recorder,
a
computer,
a
projector
and
some
famous
paintings.
Teaching
procedures
&
ways
教学过程与方式
Step
ⅠLead-in
T:
Good
morning,
class.
Another
week
begins.
Have
you
found
any
changes
in
our
school?
S:
The
walls
were
painted
white.
S:
Some
figure
sculptures
stand
along
the
two
sides
of
the
school
yard
near
the
school
gate.
S:
There
are
many
world
famous
paintings
hanging
on
the
walls
of
the
corridors
of
the
school
building.
T:
Wonderful!
You
are
very
good
at
observing.
These
things
like
sculptures
and
paintings
can
make
our
school
more
beautiful.
What
do
we
usually
call
them
in
general?
S:
Generally,
we
call
the
things
which
can
bring
us
beauty
the
works
of
art.
T:
Exactly.
Step
ⅡWarming
Up
At
first,
ask
the
students
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
them
to
answer
the
other
questions
in
pairs.
At
last,
check
the
answers
with
the
whole
class.
T:
First,
please
match
some
new
words
in
Column
A
with
the
correct
English
meanings
in
Column
B.
Show
them
on
the
screen.
A
B
a.
realistic
1.
accurate,
minute
b.
abstract
2.
state
or
fact
of
existing
c.
existence
3.
being
in
thought
but
having
a
physical
or
practical
existence
d.
detailed
4.
lifelike,
true
to
life
e.
religious
5.
classical,
of
old
beliefs
f.
traditional
6.
sincere
to
believe
in
a
god
or
gods
Key:
a-4,
b-3,
c-2,
d-1,
e-6,
f-5
T:
I’d
like
you
to
look
at
the
paintings
in
this
unit,
and
then
work
in
groups
of
4
to
discuss
the
questions
in
Warming
Up.
I
will
give
you
six
minutes.
Six
minutes
later.
T:
Which
would
you
choose
to
put
up
on
the
walls
of
our
classroom?
And
why?
Volunteers?
S:
Let
me
have
a
try.
I
like
the
painting
on
page
3.
Because
it
gives
us
a
special
feeling.
S:
I
prefer
to
choose
the
painting
on
the
top
of
page
2.
The
painter
painted
it
in
a
more
realistic
style
to
show
respect
and
love
for
God.
S:
I’d
rather
choose
the
painting
on
the
bottom
of
page
2.
It
gives
us
an
abstract
impression
and
appears
very
lively
and
vivid.
T:
Excellent
job!
Then
would
you
rather
have
Chinese
or
Western
paintings
in
your
home?
Give
your
reasons.
S:
I’d
rather
have
Chinese
paintings
in
my
home,
because
traditional
Chinese
painting
is
a
combination
of
the
arts
of
poetry,
calligraphy,
painting
and
seal
engraving.
S:
I
agree
with
her.
I
also
like
Chinese
paintings
because
they
have
an
air
of
living
in
nature,
harmony
and
peace,
which
is
not
always
found
in
the
art
of
other
civilizations.
T:
Quite
right.
The
Chinese
strive
to
maintain
a
delicate,
harmonious
balance
between
tradition
and
innovation.
Any
other
ideas?
S:
I
prefer
to
have
Western
paintings.
I
like
the
abstract
paintings
of
the
modern
art
using
color,
line
and
shape
to
show
the
objects.
I
think
they
can
make
people
create
limitless
imagination.
S:
I’d
rather
like
the
western
styles.
And
I
prefer
to
choose
the
paintings
of
realistic
style.
T:
Well
done!
If
you
were
an
artist,
what
kind
of
pictures
would
you
paint?
S:
If
I
were
an
artist,
I’d
like
to
paint
the
romantic
pictures
which
deal
with
the
destinies
and
passions
of
mankind.
Romanticism’s
aim
was
to
unify
the
mind
within
the
finite
world
with
the
infinite.
S:
I’d
rather
choose
to
paint
the
Chinese
paintings.
I
like
the
bird-and-flower
paintings.
It
has
been
a
popular
theme
among
modern
artists.
S:
I
enjoy
painting
landscape
very
much.
You
know,
Yin
and
Yang
are
opposite
forces,
which
are
expressed
almost
completely
in
this
type
of
art.
Shan
shui
or
mountain-water
is
in
itself
symbol
of
yin-yang.
Mountains
are
believed
to
be
associated
with
yang
while
water
is
associated
with
yin.
T:
OK!
You
have
done
a
good
job.
The
last
question?
S:
I’d
rather
paint
pictures.
I
think
it’s
very
interesting.
I
can
express
my
own
feelings
by
painting
an
object
or
landscape.
S:
In
my
spare
time,
I
enjoy
painting
pictures
with
a
pen,
a
pencil
or
crayon.
I
like
many
styles
of
drawings,
such
as
sketch,
diagrams
and
graphs.
S:
I
prefer
to
make
sculptures.
I
made
some
simple
sculptures
by
hand
before.
I
think
it
is
very
interesting.
S:
I
enjoy
designing
buildings.
The
famous
architect
Gaudi
designed
his
buildings
like
dreams,
full
of
fantastic
colors
and
shapes.
The
Opera
House
in
Sydney
makes
people
think
of
seashells.
The
2008
Olympic
Stadium
in
Beijing
looks
like
a
bird’s
nest
made
of
tree
branches.
Although
the
stadium
will
be
made
of
concrete
and
steel,
the
flowing
lines
and
round
shapes
make
the
building
look
warm
and
friendly.
I
dream
some
day
I
can
design
a
building
that
would
draw
the
attention
of
people
all
over
the
world.
Step
Ⅲ
Pre-reading
Get
the
students
to
discuss
the
questions
in
Pre-reading
in
pairs.
Then
check
the
answers
with
the
whole
class.
T:
Do
you
ever
visit
art
galleries?
What
kind
of
paintings
have
your
ever
seen?
S:
Yes,
I
have
ever
visited
an
art
gallery
with
my
parents.
There
were
many
famous
paintings
in
it.
What
impressed
me
most
was
the
horses
drawn
by
Xu
Beihong.
S:
Till
now
I
haven’t
a
chance
to
visit
an
art
gallery.
But
I
saw
many
paintings
by
Picasso
on
the
Internet.
Though
I
cannot
understand
them
completely,
I
think
they
are
fairly
beautiful
and
can
make
me
have
a
special
feeling.
T:
Quite
good!
From
what
you
said,
I
can
see
that
you
know
about
many
artists
at
home
and
abroad.
Can
you
speak
out
the
names
of
some
famous
Western
artists
and
tell
me
in
which
century
they
lived?
S:
Vincent
van
Gogh
was
a
Dutch
Post-Impressionist.
His
thickly
painted
canvases
with
their
kinetic,
swirling
brushstrokes
have
come
to
symbolize
Expressionism.
He
was
a
famous
artist
in
19th
century.
S:
Henri
Matisse
was
a
French
painter
considered
to
be
one
of
the
great
formative
figures
in
20th-century
art.
...
T:
I’m
proud
of
you
for
your
great
jobs.
Do
you
want
to
know
more
about
the
Western
painting?
Now
let’s
begin
to
learn
a
passage
introducing
the
short
history
of
Western
painting.
Step
Ⅳ
Reading
Task
1
Scanning
T:
Please
read
the
passage
as
quickly
as
you
can
to
find
out
the
answers
to
the
questions
on
the
screen.
Show
some
questions
on
the
screen.
1.
What
were
the
artists
interested
in
from
5th
to
15th
century
AD?
2.
How
did
Masaccio
paint
his
paintings?
3.
Why
did
the
impressionists
have
to
paint
quickly?
After
the
students
finish
reading
the
passage,
check
the
answers.
T:
Now
who
would
like
to
answer
Question
1?
S:
They
were
interested
in
creating
respect
and
love
for
God.
S:
They
painted
many
religious
scenes.
T:
Good!
Who’d
like
to
answer
Question
2?
S:
He
drew
things
in
perspective,
which
makes
pictures
very
realistic.
T:
Who
can
tell
us
the
reasons
why
the
impressionists
had
to
paint
quickly?
S:
Because
natural
light
changes
quickly,
they
had
to
paint
quickly.
T:
Well
done.
Task
2
Skimming
Let
the
students
read
the
passage
again
and
get
the
main
idea
of
it.
Then
complete
the
following
chart
on
their
own.
And
check
the
answers
with
the
whole
class.
T:
Now
please
read
the
text
again
to
get
the
main
idea
of
it.
And
fill
in
the
following
chart.
Show
the
chart
with
blanks
on
the
screen.
A
few
minutes
later,
check
the
answers.
Sample
answers:
Name
of
Ages
Time
Artist
Feature
The
Middle
Ages
5th
to
15th
century
AD
Giotto
di
Bondone
religious,
realistic
The
Renaissance
15th
to
16th
century
Masaccio
perspective,
realistic
Impres-sionism
late
19th
to
early
20th
century
detailed,
ridiculous
Modern
art
20th
century
to
today
controver-sial,
abstract,
realistic
Task
3
Explanation
T:
Now
I’ll
deal
with
some
language
points
about
the
text.
Please
turn
to
the
reading
passage.
Let’s
explain
some
sentences.
1.
There
are
so
many
...
that
it
would
be
impossible
to...
This
sentence
means
that
there
are
too
many
different
styles
of
Western
art
to
introduce
in
a
short
passage.
2.
People
became
focused
more
on
humans
and
less
on
religion.
It
tells
us
that
people
began
to
pay
more
attention
to
humans
than
religion.
3.
If
the
rules
of
perspective
had
not
been
discovered,
people
would
not
have
been
able
to
paint...
This
sentence
means
that
people
discovered
the
rules
of
perspective,
so
that
they
painted
such
realistic
pictures.
4.
During
the
Renaissance
oil
paints
were
also
developed,
which
made
colors
look
...
That
is
to
say,
during
the
Renaissance
oil
paintings
were
so
advanced
that
colors
looked
richer
and
deeper.
5.
At
the
time
they
were
created,
the
impressionists’
paintings
were
controversial
but
today
they
are
accepted
as
the
beginning
of
what
we
now
call
“modern
art”.
When
the
impressionists
started
to
paint
in
their
own
way,
some
people
did
not
accept
their
paintings.
However,
nowadays
people
consider
them
as
the
beginning
of
the
Modern
Art.
Step
Ⅴ
Comprehending
Let
the
students
read
the
passage
again
and
deal
with
the
Exercises
1
＆
2
in
Comprehending.
T:
Now
please
read
the
passage
again
and
then
do
the
Exercises
1
＆
2
in
Comprehending.
I
will
give
you
five
minutes.
Then
I
will
ask
some
of
you
to
answer
them.
Five
minutes
later,
check
the
answers.
T:
Quite
right!
Now
that
we
have
learned
the
passage,
I
have
a
question:
What
is
the
writing
style
of
the
passage?
S:
The
passage
is
a
historical
narrative
article.
It
briefly
introduces
the
main
features
of
different
Western
painting
styles
during
the
main
periods
of
times.
It
also
analyzes
why
and
how
the
styles
changed.
The
short
history
of
Western
painting
styles
is
described
clearly
and
vividly,
which
gives
the
readers
deep
impression.
T:
Good.
How
about
its
writing
characteristic?
S:
The
writing
characteristic
of
it
is:
Arranged
well
in
the
order
of
time;
Catch
the
features
of
people
and
things
and
use
adjectives
very
exactly;
Lay
the
stress
on
the
main
subjects
and
purpose,
writing
details
and
briefs
properly;
Insert
the
typical
paintings
to
make
the
passage
more
vivid
and
lively.
Step
Ⅵ
Homework
1.
Underline
the
time
expressions
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
Study
Teaching
goals
教学目标
1.
Target
language
目标语言
a.
重点词汇和短语
influenced,
symbolic,
shadowy,
attemptable,
valuable,
aimless,
prediction,
believable,
European,
ridiculous
b.
重点句式
I
would
love
to
visit
France
...
P4
I
like
religious
art
better
than
realistic
art
because
it
makes
you
see
...
P4
2.
Ability
goals
能力目标
Enable
the
students
to
learn
the
uses
of
the
word
family.
3.
Learning
ability
goals
学能目标
Help
the
students
learn
how
to
judge
the
parts
of
speech
according
to
the
suffixes
and
determine
their
functions
in
the
sentences.
Teaching
important
points
教学重点
Get
the
students
to
learn
word
formation
by
adding
suffixes.
Teaching
difficult
points
教学难点
Get
the
students
to
judge
the
parts
of
speech
according
to
the
suffixes
and
determine
their
functions
in
the
sentences.
Teaching
methods
教学方法
Study
individually;
practice
in
groups.
Teaching
aids
教具准备
A
computer
and
a
recorder.
Teaching
procedures
&
ways
教学过程与方式
Step
ⅠRevision
T:
At
the
end
of
the
last
period,
I
asked
you
to
underline
all
the
time
expressions
in
the
reading
passage,
have
you
finished?
Ss:
Yes.
Ask
some
students
to
speak
them
out.
T:
Now
who’d
like
to
have
a
try
to
retell
the
short
history
of
Western
painting?
S:
Let
me
try.
The
Middle
Ages
in
Europe
began
from
the
5th
century
and
lasted
about
10
centuries.
Paintings
from
this
period
are
full
of
religious
symbols.
The
following
period
is
called
The
Renaissance,
which
lasted
almost
100
years.
Masaccio
discovered
how
to
make
paintings
look
more
real
by
using
perspective.
This
led
to
a
great
change
in
painting
styles.
Oil
paints
were
developed
which
made
colours
look
much
richer.
In
the
late
19th,
the
impressionists
developed
a
new
style
of
painting.
They
were
more
interested
in
light
and
color.
The
impressionists’
paintings
are
recognized
as
the
beginning
of
modern
art.
Today
there
are
many
different
styles
of
Western
art
and
no
doubt
there
will
be
even
more
new
styles
in
the
future.
T:
Now
I’d
like
you
to
discuss
the
question
in
Exercise
3
on
page
3
in
groups
of
4.
And
then
we’ll
check
the
answers
with
the
whole
class.
The
students
talk
about
their
answers.
T:
All
right!
Now
who’d
like
to
give
us
the
reasons?
S:
Art
is
influenced
by
beliefs
of
the
people.
For
example,
during
the
Middle
Ages,
the
main
aim
of
painters
was
to
represent
religious
themes
because
of
the
people’s
respect
and
love
for
God.
But
in
the
Renaissance,
people
became
focused
more
on
humans
and
less
on
religion.
Therefore,
painters
drew
people
and
nature
as
they
really
were.
S:
Art
is
also
changed
according
to
the
way
of
life.
Take
the
Europe
in
the
late
19th
century
for
example,
many
new
inventions
were
created
and
society
changed
greatly,
so
painting
styles
were
different
from
the
traditional
style.
S:
China
has
lived
the
similar
way
of
life
for
a
very
long
time,
so
Chinese
art
has
changed
less
often.
But
nowadays
China
has
more
and
more
modern
styles.
S:
Yes,
I
think
so.
With
the
great
development
of
our
economy
and
changes
of
thoughts,
there
will
be
more
new
Chinese
art
styles
in
the
near
future.
Step
Ⅱ
Suffixation
Let
the
students
learn
some
uses
of
suffixes.
T:
Today
we’re
going
to
learn
some
uses
of
suffixes.
Do
you
know
what
a
suffix
is?
S:
A
suffix
is
a
particle,
which
is
added
to
the
end
of
a
root.
T:
Right.
Anything
more
about
it?
S:
Generally,
suffixes
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.)
S:
Although
each
suffix
has
its
own
meaning,
it
cannot
be
used
separately
without
the
root.
S:
Sometimes,
some
suffixes
add
new
meanings
to
the
newly
formed
words.
For
example:
meaning
→
meaningless;
think
→
thinker
T:
Quite
good!
Now
let’s
present
some
most
commonly
used
suffixes.
1.
Suffixes
used
as
a
noun
signifier
Verb
Adjective
Suffix
Noun
read
-er
reader
act
-or
actor
train
-ee
trainee
build
-ing
building
attend
-ance
attendance
punish
-ment
punishment
invent
-tion
invention
sick
-ness
sickness
special
-ist
specialist
true
-th
truth
2.
Suffixes
used
as
an
adjective
signifier
Noun
Verb
Suffix
Adjective
wind
-y
windy
adventure
-ous
adventurous
hope
-ful
hopeful
hero
-ic
(-ical)
heroic
nation
-al
national
care
-less
careless
trouble
-some
troublesome
depend
-ent
/
-ant
dependent
comfort
-able
/
-ible
comfortable
act,
imagine
-ive
/
-tive
/
-ative
/
-itive
active,
imaginative
second
-ary
secondary
change
-able
changeable
annoy
-ing
annoying
excite
-ed
excited
3.
Suffixes
used
as
a
verb
signifier
Adjective
Noun
Suffix
Verb
broad
fright
-en
broaden,
frighten
simple
-fy
simplify
modern
-ize
(-ise)
modernize
Then
let
the
students
do
Exercise
1
on
page
42
and
check
the
answers.
Step
Ⅲ
Practice
Get
the
students
to
review
the
uses
of
verbs,
nouns
and
adjectives.
T:
Now
let’s
review
the
uses
of
verbs,
nouns
and
adjectives.
Please
fill
in
the
form
below.
Who
can
tell
us
what
these
three
parts
of
speech
can
be
used
as?
Ss:
Part
of
speech
Noun
Verb
Adjective
Subject
√
Object
√
Predicate
√
Predicative
√
√
√
Objective
Complement
√
√
Attribute
√
T:
Terrific!
Now
practice
Exercises
2,
3
＆
4
on
page
42.
A
few
minutes
later,
check
the
answers
with
the
whole
class.
Then
let
the
students
do
Exercises
2,
3
＆
4
on
page
4
and
check
the
answers.
Step
Ⅳ
Homework
Prepare
to
learn
the
grammar
of
the
subjunctive
mood.
The
Third
Period
Grammar
Teaching
goals
教学目标
1.
Target
language
目标语言
a.
重点词汇和短语
wish,
factual,
non-factual,
aggressive,
scholar,
in
the
flesh
b.
重点句式
I
wish
...
were
/
did...
If
...
were
/
did
...,
...
would
/
could
/
should
/
might
do...
2.
Ability
goals能力目标
Enable
the
students
to
use
the
subjunctive
mood
correctly
in
different
situations.
3.
Learning
ability
goals
学能目标
Help
the
students
learn
how
to
use
the
subjunctive
mood.
Teaching
important
and
difficult
points
教学重难点
Enable
the
students
to
use
the
correct
form
of
the
subjunctive
mood.
Teaching
methods教学方法
Summarizing;
comparative
method;
practising
activities.
Teaching
aids教具准备
A
projector
and
a
blackboard.
Teaching
procedures
&
ways
教学过程与方式
Step
ⅠPresentation
At
first,
give
the
students
an
example
to
present
what
the
subjunctive
mood
is
and
in
what
situations
we
should
use
the
subjunctive
mood.
Then,
show
them
the
sentence
structures
of
the
subjunctive
mood.
T:
Now
please
listen
to
the
following
example:
Suppose
I’m
a
basketball
fan,
Yao
Ming
is
coming
here
to
play
a
basketball
game
this
evening.
But
unfortunately,
I
haven’t
got
a
ticket
for
it.
I
feel
sorry
about
that
and
what
should
I
say
in
this
situation?
I
will
say:
I
wish
I
watched
the
basketball
game.
/
If
I
had
got
a
ticket,
I
would
go
to
watch
the
basketball
game.
Have
you
ever
heard
such
kind
of
sentences?
Ss:
Yes.
They
use
the
subjunctive
mood.
T:
Then
do
you
know
what
is
the
subjunctive
mood
and
in
what
situations
we
should
use
the
subjunctive
mood?
S:
The
subjunctive
mood
is
used
when
we
want
to
express
a
wish,
request,
recommendation
or
report
of
a
command.
S:
Also,
the
subjunctive
mood
is
used
to
express
something
that
is
contrary
to
the
fact,
highly
unlikely
or
doubtful.
T:
Exactly.
How
can
we
show
our
feelings
in
such
situations?
We
can
use
the
following
two
sentence
structures
to
express
our
regretting.
1.
Subject
+
wish
+
Object
Clause
Time
Verb
Object
clause
now
wish
would
do
/
could
do
/
were
/
did
past
wished
had
been
/
done
future
wish
would
do
/
could
do
/
were
/
did
2.
“If”
clause
...,
main
clause...
Time
Verb
Main
clause
now
were
/
did
Would
/
could
/
should
/
might
do
past
had
done
Would
/
could
/
should
/
might
have
done
future
were
/
did
Would
/
could
/
should
/
might
do
were
to
do
should
do
Samples:
Fact
Request
Subjunctive
mood
not
getting
a
ticket(If
I
got
a
ticket,)
watch
the
game(I
could
watch
the
game.)
I
wish
I
watched
the
basketball
games.
not
having
wings(If
I
had
wings,
)
fly
in
the
sky(I
could
fly
in
the
sky.)
I
would
fly
freely
in
the
sky.
not
having
enough
money(If
I
had
enough
money,)
buy
a
new
computer(I
could
buy
a
new
computer.)
I
could
buy
a
new
computer.
Step
Ⅱ
Practice
First,
show
the
students
some
more
situations.
Then
raise
some
questions
and
ask
them
to
discuss
them
according
to
the
situations
in
groups
of
4,
using
the
subjunctive
mood.
At
last,
get
them
to
show
their
sentences.
T:
Now
I’d
like
to
give
you
some
more
situations.
Please
discuss
how
to
answer
the
questions
using
the
subjunctive
mood
in
groups
of
4.
Show
them
on
the
screen.
1.
Helen
has
been
living
with
AIDS
for
many
years.
Now
she
is
celebrating
her
birthday
with
her
friends.
If
you
were
Helen,
what
kind
of
wishes
would
you
make?
2.
It
is
said
that
a
falling
star
can
let
your
dreams
come
true.
If
you
saw
a
falling
star,
what
kind
of
wishes
would
you
make?
3.
Besides
a
falling
star,
a
magic
lamp
can
also
let
your
dreams
come
true.
If
you
had
a
magic
lamp,
what
would
you
ask
it
to
do
for
you?
After
discussion.
T:
All
right,
now
who
would
like
to
be
volunteers
to
speak
out
your
wishes?
Ss:
If
I
were
Helen,
I
would
ask
for
living
longer
/
follow
the
doctors’
advice.
(I
wish
I
had
a
longer
life
/
I
followed
the
doctors’
advice.)
If
I
saw
a
falling
star,
I
would
promise
to
have
a
flourish
future.
/
I
would
promise
to
make
my
parents
happy
forever.
(I
wish
I
would
have
a
flourish
future
/
make
my
parents
happy
forever.)
If
I
had
a
magic
lamp,
I
would
ask
it
help
the
poor
/
I
would
ask
it
to
bring
peace
to
the
whole
world.
(I
wish
it
could
help
the
poor
/
bring
peace
to
the
whole
world.)
Step
Ⅲ
Consolidation
Ask
the
students
to
do
Exercises
1
＆
2
in
Discovering
useful
structures
on
page
4
and
Exercises
1-4
in
USING
STRUCTURES
on
page
43.
Then
check
the
answers.
Step
Ⅳ
Homework
Prepare
for
the
Listening
and
Talking
on
page
41.
The
Fourth
Period
Listening
and
Speaking
Teaching
goals
教学目标
1.
Target
language
目标语言
a.
重点词汇和短语
traditional,
abstract,
figurative,
photography,
dimensional,
sculpture,
pottery,
wood
carving,
clay
figures,
paper
cutting
b.
重点句式
P7
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
like
...
or...?
2.
Ability
goals能力目标
Enable
the
students
to
express
their
likes
and
preferences.
3.
Learning
ability
goals
学能目标
Help
the
students
learn
how
to
express
their
likes
and
preferences.
Teaching
important
&
difficult
points
教学重难点
Teach
the
students
to
express
their
likes
and
preferences.
Teaching
methods教学方法
Speaking;
making
conversation;
comparative
method.
Teaching
aids教具准备
A
computer,
a
recorder
and
some
slides.
Teaching
procedures
&
ways
教学过程与方式
Step
Ⅰ
Listening
Task
1
Do
some
listening
practice
on
page
41.
At
first,
ask
the
students
to
listen
to
the
tape
for
the
first
time
to
number
the
presents
1-4.
Next,
listen
to
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.
Task
2
Do
some
listening
practice
on
page
44.
Before
listening,
ask
the
students
to
look
at
the
paintings
and
discuss
in
what
period
of
Chinese
history
they
were
created.
Then,
listen
to
the
tape
for
the
first
time
and
number
the
pictures.
Next,
listen
to
it
again
to
write
the
names
of
the
historical
periods
when
they
were
painted.
At
last,
listen
again
and
list
the
features.
Check
the
answers
with
the
whole
class.
Step
Ⅱ
Talking
Ask
the
students
to
discuss
the
questions
in
TALKING
in
pairs.
T:
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
some
sentence
structures
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
...
or...
A
few
minutes
later,
ask
some
students
to
present
their
dialogues.
Sample
dialogue
1:
S1:
Who
are
your
favorite
Chinese
artists?
S2:
I’d
prefer
the
Chinese
famous
painter
Qi
Baishi,
who
is
a
master
of
traditional
Chinese
realistic
painting.
He
is
good
at
combining
two
kinds
of
techniques:
traditional
Chinese
realistic
painting
and
freehand
brushwork
in
traditional
Chinese
painting.
S1:
Would
you
like
any
western
artists?
S2:
Yes,
of
course.
I
prefer
the
Italian
artist
Giotto
di
Bondone.
He
is
well-known
for
his
rediscovery
of
the
third
dimension.
Sample
dialogue
2:
S1:
What
kind
of
art
do
you
prefer,
traditional
or
modern?
S2:
I’d
prefer
the
traditional
styles.
Chinese
traditional
painting
dates
back
to
the
Neolithic
Age
about
6,000
years
ago.
According
to
Chinese
tradition,
painting
is
a
delineating
form
of
brush
lines.
In
great
paintings,
the
mark
of
the
brush
stroke
remains
invisible,
while
the
structural
action
of
the
strokes
goes
on.
Chinese
painting
is
an
important
part
of
Chinese
culture.
It
has
a
long
history.
Would
you
like
traditional
styles?
S1:
No,
I’d
rather
enjoy
modern
styles.
The
pictures
of
this
kind
are
designed
according
to
the
artists’
own
aesthetic
values.
Their
artistic
creations
are
not
restricted
by
any
regulations
and
rules,
and
sometimes
look
strange
and
absurd.
The
colors
used
are
simple
and
bright,
providing
a
strong
visual
effect.
Then
what
would
you
like,
abstract
or
figurative?
S2:
I’d
prefer
the
abstract
styles.
And
I
like
the
paintings
by
Picasso
best.
Some
of
his
paintings
are
rich,
soft
colored
and
beautiful.
Others
are
ugly,
cruel
and
strange.
But
such
paintings
allow
us
to
imagine
things
for
ourselves.
They
force
us
to
ask
ourselves,
“What
does
he
see
that
makes
him
paint
like
that?”
And
we
begin
to
look
beneath
the
surface
of
the
things
we
see.
Would
you
like
the
abstract
styles?
S1:
No,
I
like
figurative
products
very
much,
such
as
all
kinds
of
sculptures,
stainless
steel
sculpture,
interior
ornament,
handcraft
and
so
on.
I
have
ever
been
to
a
Sand
Sculpture
Festival.
From
July
18th
to
August
1st
artists
were
working
daily
to
build
the
giant
sand
sculpture
which
was
ultimately
100
meters
long,
100
meters
wide
and
15
meters
tall.
Seventy-five
international
sculptors
once
again
transformed
nine
million
kilos
sand
into
28
fabulous
sand
sculptures,
creating
a
fantastic
city
in
sand
on
the
Zeebrugge
beach.
Sample
dialogue
3:
S1:
Which
style
would
you
prefer,
two-dimensional
or
three-dimensional?
S2:
I
prefer
two-dimensional
style.
My
favorite
art
style
is
photography.
My
ideal
is
to
be
a
photographer.
Images
and
information
can
be
presented
to
thrill
and
inspire
people.
S1:
I’d
rather
like
three-dimensional
style.
I
like
pottery
very
much.
Sample
dialogue
4:
S1:
There
are
many
kinds
of
folk
arts
in
China,
such
as
paper
cutting,
kites,
jade
and
other
stone
carvings,
etc.
What
kind
of
Chinese
art
do
you
like
best?
S2:
I
enjoy
paper
cutting
very
much.
The
crafts
use
simple
materials.
Though
they
require
very
simple
skills,
their
contents
are
rich
and
reveal
many
local
Chinese
customs.
I
think
an
understanding
and
scrutiny
of
paper
cuts
is
a
good
beginning
to
get
to
know
and
appreciate
the
complexity
of
Chinese
folk
arts.
S1:
I’d
rather
like
clay
figures.
Chinese
folk
artists
use
simple
and
cheap
materials
to
make
small
and
delicate
handicraft.
Clay
figurine
making
is
a
unique
folk
handicraft
of
China.
The
most
famous
were
the
Clay
Figurine
Zhang
made
in
Tianjin
and
the
Huishan
clay
figurines
made
in
Wuxi,
Jiangsu
Province.
It
has
been
introduced
abroad
as
a
cultural
envoy
between
China
and
foreign
countries,
and
it
has
been
widely
accepted
and
appreciated
by
China’s
foreign
friends.
Step
Ⅲ
Homework
Ask
the
students
to
introduce
the
galleries
they
have
ever
been
to.
The
Fifth
Period
Integrating
Skills
(I)
Teaching
goals
教学目标
1.
Target
language
目标语言
a.
重点词汇和短语
avenue,
mansion,
exhibition,
metropolitan,
Manhattan,
civilization,
contemporary,
permanent,
district,
tip
b.
重点句式
Henry
Clay
Frick,
...,
died
in
1919,
leaving
his
house
...
to
the
American
people.
P5
The
garden
of
this
...
is
also
well
worth
a
visit.
P5
Its
art
collection
covers
...
civilization
from
...,
including
...
P6
2.
Ability
goals能力目标
Enable
the
students
to
talk
about
art
galleries.
Enable
the
students
to
write
a
letter
to
give
suggestions.
3.
Learning
ability
goals
学能目标
Help
the
students
learn
how
to
talk
about
art
galleries.
Help
the
students
learn
how
to
write
a
letter
to
give
suggestions.
Teaching
important
&
difficult
points
教学重难点
Teach
the
students
to
write
a
letter
to
give
suggestions.
Teaching
methods教学方法
Fast
reading;
close
reading;
discussion.
Teaching
aids
教具准备
A
projector,
a
computer
and
a
recorder.
Teaching
procedures
&
ways
教学过程与方式
Step
ⅠRevision
and
Lead-in
T:
Have
you
ever
been
to
any
galleries
before?
Do
you
think
visiting
galleries
is
interesting?
Now
work
in
groups
of
4
and
I’ll
give
you
a
few
minutes
to
talk
about
the
galleries
you
have
been
to.
And
then
I’d
like
to
ask
some
of
you
to
introduce
the
galleries
to
the
class.
After
discussion.
T:
Who
would
like
to
introduce
something
about
the
galleries
you’ve
ever
been
to
before?
S:
I’ve
ever
been
to
the
Gallery
of
China.
It
has
various
kinds
of
beautiful
Chinese
paintings.
The
one
I
like
best
is
a
dragon
painting.
It
gives
people
the
feeling
of
admiration.
And
I
think
the
Gallery
is
able
to
establish
an
“Art
Kingdom”.
S:
I
have
ever
been
to
a
gallery
in
Beijing.
Its
exhibition
halls
are
filled
with
oil
paintings,
sketch,
watercolor,
gouache,
prints,
tempera,
lacquer
painting,
traditional
Chinese
paintings,
calligraphy,
photography,
sculptures,
performance
art
and
installation
art.
I
like
all
of
them,
because
they
can
bring
me
pleasure
and
by
visiting
it
I
have
learned
much
about
the
cultures
of
many
countries.
T:
Wonderful!
Visiting
galleries
can
not
only
bring
people
wonderful
feelings
but
also
teach
them
many
things.
So
I
think
you
should
visit
some
galleries
if
you
have
a
chance.
Step
Ⅱ
Reading
Ask
the
students
to
read
the
passage
about
art
galleries
on
page
5.
T:
Today
we’re
going
to
read
a
passage
about
art
galleries.
Now
please
open
your
books
and
turn
to
page
5.
Read
the
passage
quickly
to
get
the
main
idea.
After
the
students
finish
reading.
T:
Who
would
like
to
tell
us
the
main
idea
of
this
passage?
S:
Let
me
have
a
try.
The
passage
introduces
some
best
art
galleries
of
Manhattan.
And
I
think
this
passage
is
perhaps
from
a
tourist
guide
book.
T:
Very
good.
Then
please
read
the
passage
carefully
again,
and
deal
with
Exercises
1
＆
2
below.
A
few
minutes
later,
check
the
answers.
Step
Ⅲ
Listening
Ask
the
students
to
do
some
listening
practice
on
page
7.
At
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
Discussion
First,
ask
the
students
to
read
the
passage
“The
Best
of
Manhattan’s
Art
Galleries”
again
by
themselves.
And
then
show
them
some
expressions
about
likes
and
preferences,
and
ask
them
to
tell
the
group
members
which
galleries
being
introduced
they
prefer
in
groups
of
4.
At
last,
discuss
how
they
will
spend
the
day.
A
few
minutes
later,
ask
several
groups
to
show
their
discussions
and
report
their
decisions.
T:
Now
I’d
like
you
to
do
some
discussion
work.
Please
work
in
groups
of
4.
Read
the
passage
again
and
use
the
expressions
on
the
screen
to
tell
the
others
in
your
groups
which
galleries
you
prefer.
If
you
have
a
chance
to
visit
the
galleries
in
the
district,
how
will
you
spend
the
day?
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
...
or...
A
few
minutes
later,
ask
several
groups
to
show
their
discussions.
A
sample
dialogue:
S1:
I’d
prefer
to
go
to
the
Frick
Collection
because
I
like
western
paintings
very
much.
By
the
way,
I
also
enjoy
exploring
Frick’s
lovely
garden,
beautiful
house
and
the
furniture.
Which
do
you
prefer?
S2:
I
really
prefer
to
visit
the
Whitney
Museum
of
American
Art.
I’m
interested
in
the
contemporary
American
paintings
and
sculptures
very
much.
I
think
they
are
very
special,
fashionable
and
modern
with
exhibition
of
new
art.
And
we
can
also
watch
some
videos
and
see
films
when
we
have
a
rest.
Which
do
you
like,
Metropolitan
Museum
of
Art
or
Museum
of
Modern
Art?
S3:
I’d
rather
visit
Metropolitan
Museum
of
Art.
This
museum
has
the
greatest
collection
of
art
in
the
USA,
which
covers
over
5,000
years
of
civilization
from
all
over
the
world.
I
prefer
it
partly
because
the
museum
displays
more
than
just
art
with
many
other
special
exhibitions.
Would
you
rather
visit
this
museum?
S4:
Yes,
I’d
love
to.
But
I
also
prefer
Guggenheim
Museum,
because
the
largest
collection
in
it
is
the
impressionist
and
post-impressionist
section
and
its
building
is
famous
worldwidely.
And
it
has
an
excellent
restaurant.
We
can
have
a
rich
dinner
there.
T:
Excellent
job!
If
you
have
the
chance
to
visit
the
galleries
in
the
district
one
day,
how
will
you
spend
the
day?
S:
After
discussion,
we
decide
to
visit
the
four
museums
from
south
to
north.
We
shall
have
breakfast
at
home.
At
8:00
am,
we’ll
meet
at
the
Frick
Collection,
which
is
on
the
5th
and
Madison
Avenue.
After
watching
the
western
paintings
there,
we
can
explore
its
beautiful
garden.
Later,
we’ll
take
a
taxi
to
the
Whitney
Museum
of
American
Art.
After
visiting
the
exhibition
of
new
art,
we
will
watch
some
videos
and
see
films
to
have
a
rest,
eat
some
fast
food
for
lunch.
In
the
afternoon,
we
plan
to
take
a
bus
to
go
to
the
Metropolitan
Museum
of
Art,
the
greatest
collection
of
art
in
the
USA.
There
we
can
enjoy
over
5,000
years
of
civilization
from
all
over
the
world
and
many
other
special
exhibitions.
Next,
we’ll
continue
to
go
northward
by
taxi
until
we
get
to
the
Guggenheim
Museum.
We
can
see
the
collection
that
is
impressionist
and
post-impressionist
and
appreciate
its
great
architectural
art.
At
last,
we
decide
to
have
a
rich
dinner
in
its
restaurant.
We
wish
we
spent
a
meaningful
day,
had
a
good
time
and
learned
much
knowledge
about
art.
Step
Ⅴ
Writing
First,
ask
the
students
to
discuss
the
questions
in
Exercise
1
on
page
8
in
groups
of
4,
giving
their
own
suggestions
and
reasons.
Then,
write
a
letter
to
give
their
opinions.
T:
Today
we’re
going
to
practice
writing
a
letter
to
the
art
gallery
committee.
You
can
practice
according
to
the
following
steps:
1.
Discuss
the
questions
in
Exercise
1
in
groups
of
4,
expressing
your
suggestions
and
reasons.
2.
Write
a
letter
to
give
your
suggestions
and
reasons.
A
sample
letter:
Dear
Sir,
As
we
know,
we
will
establish
a
great
museum
of
the
21st
century,
building
up
an
“Art
Kingdom”
of
the
cyber
world,
which
has
a
plentiful
supply
of
art
and
an
invaluable
collection
of
works
of
art.
I
think
we
should
serve
art
lovers
from
all
over
the
world,
making
their
life
more
prosperous
through
art.
In
order
to
meet
the
2008
Olympic
Games,
I
suggest
starting
a
new
gallery
to
spread
our
national
civilization
and
improve
the
Olympic
movement.
The
emblem
“Chinese
Seal,
Dancing
Beijing”
adopts
a
special
form
of
traditional
Chinese
art
combining
the
arts
of
Chinese
characters,
seal
carving
and
art
of
handwriting.
Some
fine
photographs
of
some
famous
Olympic
athletes
also
can
be
collected.
Sculpture
works
will
be
exhibited
and
confirmed
the
great
progress
that
has
been
made
in
the
creation
of
Chinese
sculpture.
One
of
the
sculptures
conveys
the
strenuous
effort
made
by
Chinese
athletes
in
global
sports
competitions
in
order
to
bring
honor
to
their
homeland.
It
captures
a
typical
movement
of
the
athlete
as
she
relaxes
her
hip
joints
and
walks
on
her
heels
and
toes.
So
we
should
mainly
show
Chinese
paintings.
In
this
broad
and
deep
historical
river,
Chinese
calligraphy
art
reappear
this
historic
evolutional
process
with
its
particular
artistic
form
and
artistic
language
seals
carving
and
art
of
handwriting.
People
will
be
pleased
with
Chinese
folk
art,
such
as
paper
cutting,
kites,
jade
and
other
stone
carvings,
wooden
toys
—
these
arts
with
ancient
roots
in
China
are
still
widely
practiced,
especially
among
ethnic
groups.
Embroidery
is
a
traditional
Chinese
craft,
which
consists
of
pulling
colored
threads
through
a
background
material
with
embroidery
needles
to
stitch
colored
patterns.
All
kinds
of
products
about
Chinese
knots,
which
is
a
kind
of
characteristic
folk
decoration
of
handicraft
art
expressing
warmest
regards,
best
wishes
and
finest
ideal.
Today,
more
and
more
people
are
fond
of
it
for
its
characteristic
form,
colorfulness
and
profound
meaning.
What’s
more,
the
following
products
can
be
considered
to
be
shown:
the
colorful
national
arts
of
minor
nationalities,
especially
the
condemns,
beautiful
natural
sightseeing
and
landscape
pictures
of
our
motherland,
glorious
architectural
sculptures
and
the
photographs
showing
the
great
changes
of
all
professions
after
joining
WTO.
Yours
sincerely,
Li
Hua
Step
Ⅵ
Homework
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
a.
重点词汇和短语
environment,
council,
attractive,
permission,
imagination,
cross
out
b.
重点句式
P45
We
would
like
to
turn
...
into...
When
we
have
finished
the
work,
we
hope
...
will
join
us
in
...
so
that...
2.
Ability
goals能力目标
Enable
the
students
to
talk
about
environment.
Enable
the
students
to
write
a
letter
asking
for
permission.
3.
Learning
ability
goals
学能目标
Help
the
students
learn
how
to
talk
about
environment.
Help
the
students
learn
how
to
write
a
letter
asking
for
permission.
Teaching
important
&
difficult
points
教学重难点
Teach
the
students
to
write
a
letter
asking
for
permission.
Teaching
methods教学方法
Fast
reading;
careful
reading;
discussion.
Teaching
aids
教具准备
A
projector,
a
computer
and
a
recorder.
Teaching
procedures
&
ways教学过程与方式
Step
I
Reading
Task
Task
1
Fast
reading
T:
At
the
beginning
of
this
week,
we
have
noticed
that
our
school
has
been
painted
white
and
decorated
with
many
famous
works
of
art.
They
all
make
our
school
look
more
beautiful.
Here
is
a
letter
on
page
45
from
a
group
of
students
who
would
like
to
make
their
school
more
attractive.
Please
read
it
as
fast
as
possible
to
answer
the
questions
on
the
screen.
Show
the
questions
on
the
screen.
1.
Why
do
they
become
worried?
2.
What
do
they
hope
the
headmaster
to
do
for
their
project?
After
a
few
minutes,
check
the
answers.
Sample
answers:
1.
Lately
their
class
has
become
worried
about
the
environment
at
the
back
of
the
school
and
they
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
them
donate
500
dollars.
Task
2
Careful
reading
T:
Suppose
you
were
the
president
of
the
high
school
council
and
you
received
this
letter.
Prepare
to
make
notes
for
a
report
about
the
letter
to
the
school
council,
filling
the
blanks
on
page
46.
Before
reading,
I’ll
show
you
some
tips
about
how
to
make
notes.
Show
the
following
on
the
screen.
1.
Just
write
down
some
key
words.
2.
Use
words
or
phrases.
3.
Omit
the
small
words
like
prepositions.
T:
Now
please
read
the
letter
carefully.
When
you
read,
please
catch
the
key
words.
Then
make
notes
for
the
report
by
filling
the
blanks.
A
few
minutes
later,
check
the
answers
with
the
whole
class.
Step
II
Speaking
Task
Ask
the
students
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.
T:
Now
I
would
like
you
to
discuss
how
to
improve
the
environment
of
our
school
to
make
it
more
attractive
in
groups
of
4.
Practice
the
tasks
according
to
the
instruction
in
SPEAKING
TASK
on
page
46.
After
a
few
minutes.
T:
I’d
like
some
of
you
to
give
your
opinions
about
what
and
how
we
should
do
to
improve
the
environment
of
our
school.
S:
I
suggest
planting
more
trees,
grass
and
flowers
to
make
our
school
look
like
a
beautiful
garden.
They
can
also
make
the
air
fresh.
You’d
better
not
to
pick
the
flowers
and
stamp
the
grass.
S:
I
think
we
should
not
throw
litter
on
the
ground
or
floor.
Instead,
pick
up
rubbish
and
throw
it
into
a
dustbin,
collect
waste
paper
and
bottles
for
recycling.
We
should
put
different
rubbish
into
different
dustbins.
S:
We
should
prevent
the
factories
from
pouring
waste
and
polluted
water
not
only
into
the
river
near
our
school
but
also
into
the
other
rivers.
We
can
go
outside
to
hand
out
leaflets
about
protecting
the
environment.
We
also
can
visit
the
factories
to
tell
the
owners
the
serious
result
they
will
bring
to
the
people.
S:
Keep
the
schoolyard
or
the
classroom
clean.
Don’t
draw
pictures
on
walls.
Don’t
carve
names
on
the
trees
or
on
the
desks
and
chairs.
Do
some
cleaning
carefully
and
regularly.
We
may
draw
some
big
posters
about
environmental
protection.
We
shouldn’t
throw
about
waste
batteries
and
fruit
peel.
S:
I
advise
making
our
school
a
non-smoking
place.
I’d
like
to
persuade
both
teachers
and
staffs
not
to
smoke,
telling
them
it’s
a
bad
habit
to
smoke,
and
smoking
does
damage
to
one’s
health
and
cause
some
deadly
diseases.
T:
It
means
that
you
have
already
done
something
useful
to
improve
the
environment.
If
everyone
makes
contribution
to
protecting
the
environment,
the
world
will
become
much
more
beautiful.
If
all
Chinese
care
about
the
environment,
I’m
sure
China
will
become
one
of
the
most
beautiful
countries
in
the
world.
Step
Ⅲ
Writing
Task
Ask
the
students
to
write
a
letter
to
the
headmaster
of
the
school
asking
for
permission
to
improve
the
environment
of
the
school.
Tell
them
while
writing,
they
can
refer
to
the
instruction
in
WRITING
TASK.
A
sample
letter:
Dear
Mr.
Wang,
As
you
know,
our
school
used
to
look
like
a
beautiful
garden
with
green
trees
and
many
kinds
of
flowers
in
our
schoolyard
all
year
round.
But
great
changes
have
taken
place
since
a
chemical
work
was
built
near
our
school
two
years
ago.
It
produces
poisonous
gases
and
pours
a
large
amount
of
waste
water
into
the
river.
The
terrible
pollution
has
done
great
harm
to
students
and
teachers
as
well
as
to
the
surroundings.
It’s
time
for
us
to
do
something
to
protect
our
school
and
prevent
her
from
being
polluted.
First,
we
must
make
great
efforts
to
clean
up
polluted
water
and
stop
further
water
pollution.
Ask
the
government
to
maintain
and
improve
present
facilities,
and
construct
new
project
with
health,
safety,
and
protection
of
the
environment
as
primary
concerns.
Second,
we
must
insist
that
water
pollution
control
laws
be
passed
and
strictly
enforced.
This
responsibility
extends
also
to
members
of
the
general
public
in
our
surrounding
community.
An
important
aspect
of
this
responsibility
is
making
ongoing
programs
to
protect
the
community’s
air,
land
and
water
quality.
This
is
of
such
importance,
that
is
must
be
given
precedence
over
operating
productivity.
Finally,
we
can
also
protect
ourselves
against
polluted
water.
We
should
take
measures
to
clean
the
polluted
water.
To
cooperate
with
government,
industry
and
academia
is
supporting
research
and
maximizing
benefits
for
the
general
public
in
safety,
health
and
environmental
matters.
We
hope
you
will
give
us
a
permission
to
carry
out
the
project
and
donate
5,000
yuan
we
need.
And
we
also
require
you
to
make
a
report
to
ask
for
the
government’s
rescue.
By
doing
so,
we
will
be
able
to
live
a
healthier
and
happier
life.
Yours
sincerely,
Liu
Wei
附
件
Ⅰ.
课文重点难点解析
1.
There
are
so
many
different
styles
of
Western
art
that
it
would
be
impossible
to
describe
all
of
them
in
a
short
text.
P1
a.
so
...
that
...
如此……以致于……;
so之后可接形容词、副词或加修饰语的名词：
e.g.
This
is
so
interesting
a
book
that
we
all
like
to
read
it.
这本书很有趣，
我们都喜欢读。
He
had
so
many
falls
that
he
was
black
and
blue
all
over.
他摔了许多跤，以致全身都青一块紫一块。
b.
当不定式、动名词、从句等结构用作主语时，
为了避免“头重脚轻”，往往用it作形式主语而把真正的主语放在句子末尾。
e.g.
Is
it
necessary
to
tell
her
father
everything?
有必要把一切都告诉她父亲吗？
It
is
said
that
he
got
married
last
month.
据说他上个月已经结婚了。
2.
People
became
focused
more
on
humans
and
less
on
religion.
P2
focus
...
on
...
对准焦点；使集中
e.g.
He
focused
the
camera
on
her.
他把照相机的焦点对准了她。
The
teacher
focuses
her
attention
on
the
book.
老师正集中精力看书。
3.
During
the
Renaissance
oil
paints
were
also
developed,
which
made
colors
look
richer
and
deeper.
P2
Which可用作关系代词，引导非限制性定语从句时，可指代其前面的一个指代事物的名词，在此句中指代整个主句。
e.g.
She
received
an
invitation
from
her
boss,
which
came
as
a
surprise.
她收到了老板的邀请，这是她意想不到的。
The
river,
which
flows
through
London,
is
called
the
Thames.
这条流经伦敦的河叫泰晤士河。
Ⅱ.
文化背景知识
Painting
Styles
When
we
speak
of
painting
styles
coming
and
going,
we
often
think
in
terms
of
a
decade
or
so
of
prominence
in
this
century,
perhaps
twice
that
length
of
time
in
the
previous
century,
and
a
generation
or
two
in
the
century
before
that.
As
painting
has
developed
in
the
art
of
man,
the
lifespan
of
a
given
style
of
painting
has
decreased
in
duration
geometrically.
Broadly
speaking,
for
instance,
the
so-called
“Renaissance”
style
of
painting
spans
a
hundred
years
or
more.
The
mannerist
style
of
painting
that
followed
it
somewhat
less
than
that,
perhaps
75
years,
while
the
Baroque
era
lasted
anywhere
from
75
to
100
years
depending
upon
which
art
historian
you
prefer.
Moving
back
a
century
or
so,
early
Christian
art,
sometimes
called
Byzantine
art
was
little
changed
for
perhaps
1,000
years.
Talk
about
a
style
with
legs!
A
Madonna
and
Child
fresco
painting
from
the
Catacomb
of
Priscilla
in
Rome
dates
from
the
third
century.
It
features
a
sitting
Madonna
holding
a
child-like
Christ
on
her
lap.
Stylistically,
it
is
little
different
from
one
painted
in
the
1300’s
by
the
Italian
artist,
Duccio.
The
Duccio
panel
is
rich
in
heavy
gold
leaf
and
much
more
linear
in
design
with
the
Madonna
enthroned
in
what
would
appear
to
be
a
circular
seat
that
would
appear
to
have
been
modelled
after
the
Coliseum.
The
third
century
fresco,
in
contrast,
lacks
a
halo
and
actually
seems
more
naturalistic
than
the
Duccio
figure.
It
seems
possible,
if
not
certain,
that
Duccio
might
have
been
familiar
with
the
catacomb
fresco.
Whatever
the
case,
though
different,
there
is
little
doubt
that
stylistically,
they
are
cut
from
the
same
thousand-year-old
cloth.
Pursuing
Madonna
and
child
paintings
down
through
Giotto,
(a
student
of
Duccio)
to
Massaccio
(a
student
of
Giotto)
to
his
student,
Piero
della
Francesca
we
can
watch
generation
by
generation
as
the
Byzantine
slowly
gave
birth
to
the
Renaissance
like
a
mother
giving
birth
to
a
child.
Traditional
Chinese
Painting
Next
to
the
supremely
difficult
art
of
calligraphy,
the
Chinese
have
for
centuries
seen
painting
as
the
highest
form
of
art.
Chinese
paintings
have
an
air
of
living
nature,
harmony
and
peace
that
is
not
always
found
in
the
art
of
other
civilizations.
Like
all
other
forms
of
art,
the
Chinese
strive
to
maintain
a
delicate,
harmonious
balance
between
tradition
and
innovation.
Painting
originated
in
the
late
Chou
Dynasty,
and
its
roots
were
cultivated
in
the
Han
Dynasty.
These
early
paintings,
which
usually
depicted
the
afterlife
and
heroic
tales,
saw
a
heightened
sensitivity
to
space,
distance
and
the
first
exhibition
of
the
elements
of
the
landscape:
small
trees
and
great
mountains.
In
the
period
of
the
Six
Dynasties,
which
harbored
Ku
K’ai-chih,
long
considered
the
father
of
landscape
painting,
Chinese
painting
took
on
a
delicate
and
ethereal
quality
that
has
been
adhered
to
throughout
the
long
tradition
of
Chinese
landscape
art.
The
Tang
Dynasty
(618-906),
the
golden
age
of
cultural
accomplishment,
saw
the
rise
of
three
great
painters
—
Wang
Wei,
who
instilled
a
sense
of
intimacy,
simplicity
and
sad
quietness
into
his
works,
Li
Su-hsun
and
Li
Chao-tao,
who
are
both
known
for
the
vivid
green
and
blue,
complex
landscapes
that
have
come
to
define
the
Tang
painting.
Painting
diverged
into
many
threads
of
ideas,
styles
and
schools
in
what
is
generally
seen
as
its
culmination
in
the
Song
Dynasty
(960-1279).
The
Song
established
a
royal
painting
academy
for
the
first
time,
and
officially
patronized
a
plethora
of
famous
artists.
The
bird-and-flower
painting
found
its
home
in
the
royal
court
and
has
since
been
a
popular
theme
among
modern
artists.
A
split
between
the
Northern
and
the
Southern
styles
emerged
as
well.
The
paintings
of
the
North
Song
reflected
a
concern
with
complex
composition
and
brushwork,
texture,
and
high
concentrations
of
rocky
cliffs,
waterfalls,
and
bands
of
small
figures.
A
type
of
literati
painting,
known
as
wen-jen
hua,
surfaced,
preferring
simple,
revelatory
subjects
such
as
a
tree
or
a
rock
or
a
bamboo
shoot.
The
South
Song
saw
a
landscape
tradition
regarded
as
the
Ma-Hsia
school,
after
Ma
Yuan
and
Hsia
Kuei,
which
produced
expansive,
over-arching
views,
covering
great
spans
of
land
and
mist,
and
cultivating
a
feeling
of
weightlessness
and
otherworldliness.
To
convey
the
void,
the
sensation
of
open
space,
and
to
suggest
the
never-ending
quality
of
the
world
was
the
greatest
objective
here.
Ma
Yuan,
“one-corner
Ma”,
liked
to
paint
in
one
corner
of
the
canvas
and
leave
the
rest
empty.
The
Zen
painting,
originating
with
Zen
monks,
who
disliked
the
academic
cult
and
coveted
the
spontaneity
of
painting,
produced
free
and
loosely
defined
paintings,
which
would
be
popular
in
later
centuries.
The
Yuan
(1279-1368),
Ming
(1368-1644)
and
Qing
(1644-1912)
Dynasties,
saw
a
gradual
disillusionment
with
the
court,
and
many
officials
retired
from
royalty
to
become
painters,
comprising
a
school
known
as
the
literati
and
separate
from
the
patronized
and
academic
tradition.
In
the
Yuan
and
Ming,
bolder
dashes
of
brush
strokes
were
employed
and
interested
in
void
and
space
yielded
to
a
dramatic
appreciation
for
form.
While
the
academic
art
school
continued
to
imitate
the
work
of
previous
centuries,
individual
scholars
or
literati,
compensated
by
contributing
to
the
dynamism
and
mutability
of
Chinese
painting.
The
seeds
of
individuality
were
planted
as
painters
rejected
orthodoxy
and
imitation,
and
became
freer
and
less
restrained
with
their
art.
In
the
20th
century,
with
the
fall
of
the
Qing
Dynasty
and
the
rise
of
the
Republic
of
China
and
then
the
People’s
Republic
of
China,
Chinese
painting
has
also
undergone
the
pressure
to
modernize
and
adopt
Western
styles
and
traditions.
Many
painters
studied
in
the
international
world
and
brought
innovative
styles,
such
as
the
use
of
bold
colors,
European
brushwork
and
perspective.
Some
paintings
by
Mao
Zedong
even
took
on
political
commentary
in
subject
matter
while
retaining
the
old
styles.
Nevertheless,
Chinese
painting
has
never
let
go
of
its
long-standing
and
centuries-old
tradition.
Painting
will
always
contain
the
Tao,
the
notion
of
one
power
penetrating
the
whole
universe.
The
Chinese
artist
still
seeks
harmony
with
the
universe
by
communion
with
all
things.
If
an
artist
has
qi,
the
spirit
of
art
and
of
the
universal
order,
everything
else
follows;
but
if
he
or
she
misses
chi,
no
amount
of
likeness,
embellishment,
skill,
or
even
genius
can
save
the
work
from
lifelessness.
The
western
mind
is
apt
to
think
of
Chinese
painting
as
unemotional,
as
western
content
leans
so
heavily
on
the
portrayal
of
love,
joy,
grief,
anger
and
courage.
But
in
Chinese
painting,
drama
is
handled
differently.
Brush
and
ink
are
not
just
tools.
They
possess
the
Tao,
and
reveal
the
spirit
of
chi.
The
chi
is
in
the
tip
of
the
brush.
The
brush
is
an
extension
of
the
hand,
which
is
the
servant
of
the
spirit.
Use
of
the
brush
must
be
effortless.
Yet
there
must
be
strength
in
the
brush,
which
depicts
the
trees
and
mountains.
Ink
is
thought
to
have
five
colors.
It
can
be
used
to
depict
both
what
is
and
what
is
not.
There
must
be
unity
in
composition.
Yin
and
yang
are
opposing
forces,
which
need
one
another
for
completeness.
The
term
for
landscape,
shan
shui
or
mountain-water,
is
in
itself
symbolic
of
yin-yang.
Mountains
are
believed
to
be
associated
with
yang
while
water
is
associated
with
yin.
Yin-yang
applies
to
perspective.
Objects
in
the
layout
should
be
looked
at
from
the
front
and
the
side.
Brush
strokes
should
be
upright
and
slanted.
There
should
be
parts
that
are
sparse
and
parts
are
dense.
The
light
and
the
thick
should
balance.
Thick
ink
must
be
accompanied
by
thin
ink.
Everywhere
this
principle
of
the
opposites
is
applied
to
painting.
Voids
contribute
much
towards
the
suggestive
quality
of
landscape
painting.
Like
all
other
forms
of
art,
Chinese
painting,
while
changing
and
yielding
to
the
times
like
an
organism,
will
always
have
its
distinctly
Chinese
character.
The
Pioneer
of
Contemporary
Realistic
Painting
The
New
Culture
Movement
started
from
the
May
Fourth
Movement,
which
at
the
beginning
of
the
20th
century
started
a
revolution
against
imperialism
and
feudalism
in
Chinese
cultural
fields.
Many
Chinese
painters
went
abroad
to
learn
Western
painting
skills.
One
of
them
was
Xu
Beihong,
who
went
to
Europe
to
study
Western
classical
realist
painting,
and
then
combined
it
with
traditional
Chinese
painting
methods.
He
was
the
pioneer
of
contemporary
Chinese
realist
fine
arts.
　　
Xu
Beihong
(1895-1953)
was
a
native
of
Yixing,
Jiangsu
Province.
His
father,
from
whom
he
learned
painting
in
his
childhood,
was
also
a
painter.
At
the
age
of
20,
Xu
went
to
Shanghai
to
sell
paintings.
In
1918,
at
the
invitation
of
Cai
Yuanpei,
he
went
to
Peking
University
to
work
as
an
instructor
at
the
Painting
Research
Society.
The
next
year,
he
went
to
Paris
to
study,
then
transferred
to
Berlin
and
Belgium
to
learn
oil
painting
and
sketch
drawing.
He
liked
the
Western
classical
paintings
of
the
Renaissance
very
much
and
diligently
copied
them
day
and
night.
After
he
came
back
to
Beiping
(present-day
Beijing)
in
1927,
he
served
as
the
president
of
the
Beiping
Art
Institute,
dean
of
the
Art
Department
of
Nanjing
Central
University
and
later
as
principal
of
the
Beiping
Vocational
Art
School.
After
the
liberation
of
the
People’s
Republic
of
China
in
1949,
Xu
worked
as
the
president
of
the
Chinese
Central
Academy
of
Fine
Arts
and
chairman
of
the
Chinese
Artists’
Association.
Learning
from
Western
paintings,
Xu
also
incorporated
his
knowledge
of
human
anatomy
and
modeling
in
his
figure
paintings.
During
his
eight
years
in
Europe,
he
studied
the
classic,
romantic
and
impressionist
painting
styles
and
tried
to
understand
their
different
ideas.
After
he
came
back
to
China,
he
blended
them
with
traditional
Chinese
painting.
He
considered
Chinese
and
Western
paintings
as
different
branches
of
art
with
respective
advantages
and
he
thought
they
should
be
combined,
absorbing
the
essence
and
rejecting
the
dross.
Though
Xu
adopted
many
Western
painting
techniques,
he
was
also
a
master
of
traditional
Chinese
painting.
He
spoke
highly
of
Yan
Liben,
Wu
Daozi,
Li
Sixun
of
the
Tang
Dynasty,
Huang
Quan
and
Fan
Kuan
of
the
Five
Dynasties
and
Xu
Wei,
Chen
Laolian,
Shi
Tao
and
Bada
Shanren
of
the
Ming
and
Qing
Dynasties.
He
also
had
great
admiration
for
Ren
Bonian.
According
to
him,
artists
should
seek
after
truth
and
take
a
proper
attitude
to
life.
He
summarized
seven
painting
rules
in
the
preface
of
his
book,
The
Painting
Center.
The
seven
rules
are
proper
composition,
accurate
proportion,
clear
distinction
of
white
and
black,
natural
movements
and
gestures,
harmony
between
bright
and
light
colors,
clear
characterization
and
unambiguous
expression
of
emotions.
From
these
rules,
we
can
see
Xu’s
careful
research
into
traditional
Chinese
and
Western
paintings
and
his
quest
to
combine
the
painting
methods
of
the
two.
The
rules
provide
a
good
summary
of
his
art
practice
and
also
represent
a
big
achievement
in
modern
realist
fine
arts
research.
Xu
Beihong
created
thousands
of
excellent
traditional
Chinese
paintings,
oil
paintings
and
sketches
during
his
life.
In
his
traditional
Chinese
painting
Foolish
Old
Man
Removing
Mountains,
(Fig.
2-40)
oil
paintings
Five
Hundred
Soldiers
in
The
Field
and
Wait
After
Me,
he
depicted
traditional
Chinese
folk
tales
or
historical
stories
to
hint
obliquely
at
contemporary
realist
themes.
His
works
have
impeccable
composition,
extensive
scenes
and
rich
characterization
to
reflect
the
themes.
His
paintings
of
animals,
flowers
and
birds,
such
as
Crowing
Cock
in
Storm
and
Galloping
Horses,
all
reflect
positive
ideas.
His
works
reveal
his
concern
about
society,
the
people
and
his
devotion
to
art.
Xu
Beihong
had
researched
the
body
shape
and
characteristics
of
horses
and
drew
sketches
of
thousands
of
horses.
The
horses
under
his
painting
brush
combine
Western
and
traditional
Chinese
painting
skills,
which
have
a
unique
attraction.
During
his
life,
Xu
Beihong
also
devoted
heart
and
soul
to
the
education
of
new
artists
and
made
important
contributions
to
fine
arts
education
after
the
founding
of
New
China.