高中英语 Unit 1教案 新人教版选修6 教案 44页

Unit1ArtⅠ.单元教学目标技能目标SkillGoals▲Talkaboutartandgalleries▲Talkaboutlikesandpreferences▲Learnwordsinfamilies▲Usethesubjunctivemood▲WritealettertogivesuggestionsⅡ.目标语言功能句式Talkaboutlikesandpreferences:I’dprefer...I’drather...I’dlike...Whichwouldyouprefer...?Ireallyprefer...Wouldyourather...?Wouldyoulike...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,GiottodiBondone,renaissance,theRenaissance,\nperspective,Masaccio,impressionism,impressionist,Madison,post-impressionist,Manhattan,mansion,Guggenheim,metropolitan,MetropolitanMuseumofArt,Monet,Picasso,Matisse,Whitney3．词组focuson,agreatdeal,scoresof,intheflesh语法ThesubjunctivemoodIfIwereyou...IwishIcould...Learnwordsinfamilies重点句子1.TherearesomanydifferentstylesofWesternartthatitwouldbeimpossibletodescribealloftheminashorttext.P12.Peoplebecamefocusedmoreonhumansandlessonreligion.P23.Iftherulesofperspectivehadnotbeendiscovered,peoplewouldnothavebeenabletopaintsuchrealisticpictures.P24.Atthetimetheywerecreated,theimpressionists’paintingswerecontroversialbuttodaytheyareacceptedasthebeginningofwhatwenowcall“modernart”.P35.Itisamazingthatsomanygreatworksofartfromthelate-19thcenturytothe21stcenturycouldbecontainedinthesamemuseum.P66.Wewouldliketoturntheemptylandatthebackoftheschoolintoanaturegarden.P457.Whenwehavefinishedthework,wehopethecouncilwilljoinusinacelebrationmorningteasothatthewholeschoolcanthank\nyou.P45Ⅲ.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。1.1WarmingUp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。1.2Pre-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。1.3Reading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。1.4Comprehending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。1.5LearningaboutLanguage由Discoveringusefulwordsandexpressions和Discoveringusefulstructures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。1.6UsingLanguage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。1.7SUMMINGUP要求学生总结本单元所学的知识。1.8LEARNINGTIP在阅读技巧方面对学生进行指导。2.教材重组2.1WarmingUp,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。\n2.2LearningaboutLanguage中的Discoveringusefulwordsandexpressions以及Workbook中的USINGWORDSANDEXPRESSIONS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。2.3LearningaboutLanguage中的Discoveringusefulstructures和Workbook中的USINGSTRUCTURES，都是有关虚拟语气用法的讲解与练习，整合为一节语法课。2.4Workbook中LISTENING，TALKING和LISTERNINGTASK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。2.5UsingLanguage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）。2.6Workbook中的READINGTASK，SPEAKINGTASK与WRITINGTASK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1stPeriodReading2ndPeriodLanguageStudy3rdPeriodGrammar4thPeriodListeningandSpeaking5thPeriodIntegratingSkills(I)6thPeriodIntegratingSkills(II)Ⅳ.分课时教案TheFirstPeriodReadingTeachinggoals教学目标1.Targetlanguage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,\nconvince,impressionism,impressionist,shadow,ridiculous,nowadays,attempt,predict,theRenaissance,focuson,agreatdeal,scoresofb.重点句式Therearesomany...thatitwouldbeimpossibleto...P1Peoplebecamefocusedmoreon...andlesson...P2Iftherulesofperspectivehadnotbeendiscovered,peoplewouldnothavebeenabletopaint...P22.Abilitygoals能力目标EnablethestudentstotalkabouttheshorthistoryofWesternpainting.3.Learningabilitygoals学能目标HelpthestudentslearnhowtotalkabouttheshorthistoryofWesternpainting.Teachingimportant&difficultpoints教学重难点EnablethestudentstotalkabouttheiropinionsaboutdifferentstylesofWesternart.Teachingmethods教学方法Skimmingandscanning;individual,pairorgroupwork;discussion.Teachingaids教具准备Arecorder,acomputer,aprojectorandsomefamouspaintings.Teachingprocedures&ways教学过程与方式StepⅠLead-inT:Goodmorning,class.Anotherweekbegins.Haveyoufoundanychangesinourschool?S:Thewallswerepaintedwhite.S:Somefiguresculpturesstandalongthetwosidesoftheschoolyardneartheschoolgate.S:Therearemanyworldfamouspaintingshanging\nonthewallsofthecorridorsoftheschoolbuilding.T:Wonderful!Youareverygoodatobserving.Thesethingslikesculpturesandpaintingscanmakeourschoolmorebeautiful.Whatdoweusuallycallthemingeneral?S:Generally,wecallthethingswhichcanbringusbeautytheworksofart.T:Exactly.StepⅡWarmingUpAtfirst,askthestudentstomatchsomenewwordswiththecorrectEnglishmeanings.ThenaskthemtolookatthepaintingsinthisunitanddiscussthequestionsinWarmingUpingroupsof4.Next,getthemtoanswertheotherquestionsinpairs.Atlast,checktheanswerswiththewholeclass.T:First,pleasematchsomenewwordsinColumnAwiththecorrectEnglishmeaningsinColumnB.Showthemonthescreen.ABa.realistic1.accurate,minuteb.abstract2.stateorfactofexistingc.existence3.beinginthoughtbuthavingaphysicalorpracticalexistenced.detailed4.lifelike,truetolifee.religious5.classical,ofoldbeliefsf.traditional6.sinceretobelieveinagodorgodsKey:a-4,b-3,c-2,d-1,e-6,f-5T:I’dlikeyoutolookatthepaintingsinthisunit,andthenworkingroupsof4todiscussthequestionsinWarmingUp.Iwillgiveyousixminutes.\nSixminuteslater.T:Whichwouldyouchoosetoputuponthewallsofourclassroom?Andwhy?Volunteers?S:Letmehaveatry.Ilikethepaintingonpage3.Becauseitgivesusaspecialfeeling.S:Iprefertochoosethepaintingonthetopofpage2.ThepainterpainteditinamorerealisticstyletoshowrespectandloveforGod.S:I’dratherchoosethepaintingonthebottomofpage2.Itgivesusanabstractimpressionandappearsverylivelyandvivid.T:Excellentjob!ThenwouldyouratherhaveChineseorWesternpaintingsinyourhome?Giveyourreasons.S:I’dratherhaveChinesepaintingsinmyhome,becausetraditionalChinesepaintingisacombinationoftheartsofpoetry,calligraphy,paintingandsealengraving.S:Iagreewithher.IalsolikeChinesepaintingsbecausetheyhaveanairoflivinginnature,harmonyandpeace,whichisnotalwaysfoundintheartofothercivilizations.T:Quiteright.TheChinesestrivetomaintainadelicate,harmoniousbalancebetweentraditionandinnovation.Anyotherideas?S:IprefertohaveWesternpaintings.Iliketheabstractpaintingsofthemodernartusingcolor,lineandshapetoshowtheobjects.Ithinktheycanmakepeoplecreatelimitlessimagination.S:I’dratherlikethewesternstyles.AndIprefertochoosethepaintingsofrealisticstyle.T:Welldone!Ifyouwereanartist,whatkindofpictureswouldyoupaint?S:IfIwereanartist,I’dliketopainttheromanticpictureswhichdealwiththedestiniesandpassionsofmankind.Romanticism’saimwas\ntounifythemindwithinthefiniteworldwiththeinfinite.S:I’dratherchoosetopainttheChinesepaintings.Ilikethebird-and-flowerpaintings.Ithasbeenapopularthemeamongmodernartists.S:Ienjoypaintinglandscapeverymuch.Youknow,YinandYangareoppositeforces,whichareexpressedalmostcompletelyinthistypeofart.Shanshuiormountain-waterisinitselfsymbolofyin-yang.Mountainsarebelievedtobeassociatedwithyangwhilewaterisassociatedwithyin.T:OK!Youhavedoneagoodjob.Thelastquestion?S:I’dratherpaintpictures.Ithinkit’sveryinteresting.Icanexpressmyownfeelingsbypaintinganobjectorlandscape.S:Inmysparetime,Ienjoypaintingpictureswithapen,apencilorcrayon.Ilikemanystylesofdrawings,suchassketch,diagramsandgraphs.S:Iprefertomakesculptures.Imadesomesimplesculpturesbyhandbefore.Ithinkitisveryinteresting.S:Ienjoydesigningbuildings.ThefamousarchitectGaudidesignedhisbuildingslikedreams,fulloffantasticcolorsandshapes.TheOperaHouseinSydneymakespeoplethinkofseashells.The2008OlympicStadiuminBeijinglookslikeabird’snestmadeoftreebranches.Althoughthestadiumwillbemadeofconcreteandsteel,theflowinglinesandroundshapesmakethebuildinglookwarmandfriendly.IdreamsomedayIcandesignabuildingthatwoulddrawtheattentionofpeopleallovertheworld.StepⅢPre-readingGetthestudentstodiscussthequestionsinPre-readinginpairs.Then\nchecktheanswerswiththewholeclass.T:Doyouevervisitartgalleries?Whatkindofpaintingshaveyoureverseen?S:Yes,Ihaveevervisitedanartgallerywithmyparents.Thereweremanyfamouspaintingsinit.WhatimpressedmemostwasthehorsesdrawnbyXuBeihong.S:TillnowIhaven’tachancetovisitanartgallery.ButIsawmanypaintingsbyPicassoontheInternet.ThoughIcannotunderstandthemcompletely,Ithinktheyarefairlybeautifulandcanmakemehaveaspecialfeeling.T:Quitegood!Fromwhatyousaid,Icanseethatyouknowaboutmanyartistsathomeandabroad.CanyouspeakoutthenamesofsomefamousWesternartistsandtellmeinwhichcenturytheylived?S:VincentvanGoghwasaDutchPost-Impressionist.Histhicklypaintedcanvaseswiththeirkinetic,swirlingbrushstrokeshavecometosymbolizeExpressionism.Hewasafamousartistin19thcentury.S:HenriMatissewasaFrenchpainterconsideredtobeoneofthegreatformativefiguresin20th-centuryart....T:I’mproudofyouforyourgreatjobs.DoyouwanttoknowmoreabouttheWesternpainting?Nowlet’sbegintolearnapassageintroducingtheshorthistoryofWesternpainting.StepⅣReadingTask1ScanningT:Pleasereadthepassageasquicklyasyoucantofindouttheanswerstothequestionsonthescreen.Showsomequestionsonthescreen.\n1.Whatweretheartistsinterestedinfrom5thto15thcenturyAD?2.HowdidMasacciopainthispaintings?3.Whydidtheimpressionistshavetopaintquickly?Afterthestudentsfinishreadingthepassage,checktheanswers.T:NowwhowouldliketoanswerQuestion1?S:TheywereinterestedincreatingrespectandloveforGod.S:Theypaintedmanyreligiousscenes.T:Good!Who’dliketoanswerQuestion2?S:Hedrewthingsinperspective,whichmakespicturesveryrealistic.T:Whocantellusthereasonswhytheimpressionistshadtopaintquickly?S:Becausenaturallightchangesquickly,theyhadtopaintquickly.T:Welldone.Task2SkimmingLetthestudentsreadthepassageagainandgetthemainideaofit.Thencompletethefollowingchartontheirown.Andchecktheanswerswiththewholeclass.T:Nowpleasereadthetextagaintogetthemainideaofit.Andfillinthefollowingchart.Showthechartwithblanksonthescreen.Afewminuteslater,checktheanswers.Sampleanswers:NameofAgesTimeArtistFeatureTheMiddleAges5thto15thcenturyADGiottodiBondonereligious,realisticTheRenaissance15thto16thcenturyMasaccioperspective,realistic\nImpres-sionismlate19thtoearly20thcenturydetailed,ridiculousModernart20thcenturytotodaycontrover-sial,abstract,realisticTask3ExplanationT:NowI’lldealwithsomelanguagepointsaboutthetext.Pleaseturntothereadingpassage.Let’sexplainsomesentences.1.Therearesomany...thatitwouldbeimpossibleto...ThissentencemeansthattherearetoomanydifferentstylesofWesternarttointroduceinashortpassage.2.Peoplebecamefocusedmoreonhumansandlessonreligion.Ittellsusthatpeoplebegantopaymoreattentiontohumansthanreligion.3.Iftherulesofperspectivehadnotbeendiscovered,peoplewouldnothavebeenabletopaint...Thissentencemeansthatpeoplediscoveredtherulesofperspective,sothattheypaintedsuchrealisticpictures.4.DuringtheRenaissanceoilpaintswerealsodeveloped,whichmadecolorslook...Thatistosay,duringtheRenaissanceoilpaintingsweresoadvancedthatcolorslookedricheranddeeper.5.Atthetimetheywerecreated,theimpressionists’paintingswerecontroversialbuttodaytheyareacceptedasthebeginningofwhatwenowcall“modernart”.\nWhentheimpressionistsstartedtopaintintheirownway,somepeopledidnotaccepttheirpaintings.However,nowadayspeopleconsiderthemasthebeginningoftheModernArt.StepⅤComprehendingLetthestudentsreadthepassageagainanddealwiththeExercises1＆2inComprehending.T:NowpleasereadthepassageagainandthendotheExercises1＆2inComprehending.Iwillgiveyoufiveminutes.ThenIwillasksomeofyoutoanswerthem.Fiveminuteslater,checktheanswers.T:Quiteright!Nowthatwehavelearnedthepassage,Ihaveaquestion:Whatisthewritingstyleofthepassage?S:Thepassageisahistoricalnarrativearticle.ItbrieflyintroducesthemainfeaturesofdifferentWesternpaintingstylesduringthemainperiodsoftimes.Italsoanalyzeswhyandhowthestyleschanged.TheshorthistoryofWesternpaintingstylesisdescribedclearlyandvividly,whichgivesthereadersdeepimpression.T:Good.Howaboutitswritingcharacteristic?S:Thewritingcharacteristicofitis:Arrangedwellintheorderoftime;Catchthefeaturesofpeopleandthingsanduseadjectivesveryexactly;Laythestressonthemainsubjectsandpurpose,writingdetailsandbriefsproperly;Insertthetypicalpaintingstomakethepassagemorevividandlively.StepⅥHomework1.Underlinethetimeexpressionsinthereadingpassage.2.Retellthepassagewiththehelpofthechartaboutthetext.3.DiscussthequestioninExercise3onpage3.\nTheSecondPeriodLanguageStudyTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语influenced,symbolic,shadowy,attemptable,valuable,aimless,prediction,believable,European,ridiculousb.重点句式IwouldlovetovisitFrance...P4Ilikereligiousartbetterthanrealisticartbecauseitmakesyousee...P42.Abilitygoals能力目标Enablethestudentstolearntheusesofthewordfamily.3.Learningabilitygoals学能目标Helpthestudentslearnhowtojudgethepartsofspeechaccordingtothesuffixesanddeterminetheirfunctionsinthesentences.Teachingimportantpoints教学重点Getthestudentstolearnwordformationbyaddingsuffixes.Teachingdifficultpoints教学难点Getthestudentstojudgethepartsofspeechaccordingtothesuffixesanddeterminetheirfunctionsinthesentences.Teachingmethods教学方法Studyindividually;practiceingroups.Teachingaids教具准备Acomputerandarecorder.Teachingprocedures&ways教学过程与方式StepⅠRevision\nT:Attheendofthelastperiod,Iaskedyoutounderlineallthetimeexpressionsinthereadingpassage,haveyoufinished?Ss:Yes.Asksomestudentstospeakthemout.T:Nowwho’dliketohaveatrytoretelltheshorthistoryofWesternpainting?S:Letmetry.TheMiddleAgesinEuropebeganfromthe5thcenturyandlastedabout10centuries.Paintingsfromthisperiodarefullofreligioussymbols.ThefollowingperiodiscalledTheRenaissance,whichlastedalmost100years.Masacciodiscoveredhowtomakepaintingslookmorerealbyusingperspective.Thisledtoagreatchangeinpaintingstyles.Oilpaintsweredevelopedwhichmadecolourslookmuchricher.Inthelate19th,theimpressionistsdevelopedanewstyleofpainting.Theyweremoreinterestedinlightandcolor.Theimpressionists’paintingsisrecognizedasthebeginningofmodernart.TodaytherearemanydifferentstylesofWesternartandnodoubttherewillbeevenmorenewstylesinthefuture.T:NowI’dlikeyoutodiscussthequestioninExercise3onpage3ingroupsof4.Andthenwe’llchecktheanswerswiththewholeclass.Thestudentstalkabouttheiranswers.T:Allright!Nowwho’dliketogiveusthereasons?S:Artisinfluencedbybeliefsofthepeople.Forexample,duringtheMiddleAges,themainaimofpainterswastorepresentreligiousthemesbecauseofthepeople’srespectandloveforGod.ButintheRenaissance,peoplebecamefocusedmoreonhumansandlessonreligion.Therefore,paintersdrewpeopleandnatureastheyreallywere.S:Artisalsochangedaccordingtothewayoflife.TaketheEuropein\nthelate19thcenturyforexample,manynewinventionswerecreatedandsocietychangedgreatly,sopaintingstylesweredifferentfromthetraditionalstyle.S:Chinahaslivedthesimilarwayoflifeforaverylongtime,soChinesearthaschangedlessoften.ButnowadaysChinahasmoreandmoremodernstyles.S:Yes,Ithinkso.Withthegreatdevelopmentofoureconomyandchangesofthoughts,therewillbemorenewChineseartstylesinthenearfuture.StepⅡSuffixationLetthestudentslearnsomeusesofsuffixes.T:Todaywe’regoingtolearnsomeusesofsuffixes.Doyouknowwhatasuffixis?S:Asuffixisaparticle,whichisaddedtotheendofaroot.T:Right.Anythingmoreaboutit?S:Generally,suffixesdonotchangethemeaningoftheroot,butcanchangeitspartofspeech.Forexample:lead(v.)→leadership(n.);ill(adj.)→illness(n.)S:Althougheachsuffixhasitsownmeaning,itcannotbeusedseparatelywithouttheroot.S:Sometimes,somesuffixesaddnewmeaningstothenewlyformedwords.Forexample:meaning→meaningless;think→thinkerT:Quitegood!Nowlet’spresentsomemostcommonlyusedsuffixes.1.SuffixesusedasanounsignifierVerbAdjectiveSuffixNounread-erreaderact-oractor\ntrain-eetraineebuild-ingbuildingattend-anceattendancepunish-mentpunishmentinvent-tioninventionsick-nesssicknessspecial-istspecialisttrue-thtruth2.SuffixesusedasanadjectivesignifierNounVerbSuffixAdjectivewind-ywindyadventure-ousadventuroushope-fulhopefulhero-ic(-ical)heroicnation-alnationalcare-lesscarelesstrouble-sometroublesomedepend-ent/-antdependentcomfort-able/-iblecomfortableact,imagine-ive/-tive/-ative/-itiveactive,imaginativesecond-arysecondarychange-ablechangeableannoy-ingannoyingexcite-edexcited3.Suffixesusedasaverbsignifier\nAdjectiveNounSuffixVerbbroadfright-enbroaden,frightensimple-fysimplifymodern-ize(-ise)modernizeThenletthestudentsdoExercise1onpage42andchecktheanswers.StepⅢPracticeGetthestudentstoreviewtheusesofverbs,nounsandadjectives.T:Nowlet’sreviewtheusesofverbs,nounsandadjectives.Pleasefillintheformbelow.Whocantelluswhatthesethreepartsofspeechcanbeusedas?Ss:PartofspeechNounVerbAdjectiveSubject√Object√Predicate√Predicative√√√ObjectiveComplement√√Attribute√T:Terrific!NowpracticeExercises2,3＆4onpage42.Afewminuteslater,checktheanswerswiththewholeclass.ThenletthestudentsdoExercises2,3＆4onpage4andchecktheanswers.StepⅣHomeworkPreparetolearnthegrammarofthesubjunctivemood.TheThirdPeriodGrammar\nTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语wish,factual,non-factual,aggressive,scholar,inthefleshb.重点句式Iwish...were/did...If...were/did...,...would/could/should/mightdo...2.Abilitygoals能力目标Enablethestudentstousethesubjunctivemoodcorrectlyindifferentsituations.3.Learningabilitygoals学能目标Helpthestudentslearnhowtousethesubjunctivemood.Teachingimportantanddifficultpoints教学重难点Enablethestudentstousethecorrectformofthesubjunctivemood.Teachingmethods教学方法Summarizing;comparativemethod;practisingactivities.Teachingaids教具准备Aprojectorandablackboard.Teachingprocedures&ways教学过程与方式StepⅠPresentationAtfirst,givethestudentsanexampletopresentwhatthesubjunctivemoodisandinwhatsituationsweshouldusethesubjunctivemood.Then,showthemthesentencestructuresofthesubjunctivemood.T:Nowpleaselistentothefollowingexample:SupposeI’mabasketballfan,YaoMingiscomingheretoplayabasketballgamethisevening.Butunfortunately,Ihaven’tgotaticketforit.IfeelsorryaboutthatandwhatshouldIsayinthissituation?Iwillsay:IwishIwatched\nthebasketballgame./IfIhadgotaticket,Iwouldgotowatchthebasketballgame.Haveyoueverheardsuchkindofsentences?Ss:Yes.Theyusethesubjunctivemood.T:Thendoyouknowwhatisthesubjunctivemoodandinwhatsituationsweshouldusethesubjunctivemood?S:Thesubjunctivemoodisusedwhenwewanttoexpressawish,request,recommendationorreportofacommand.S:Also,thesubjunctivemoodisusedtoexpresssomethingthatiscontrarytothefact,highlyunlikelyordoubtful.T:Exactly.Howcanweshowourfeelingsinsuchsituations?Wecanusethefollowingtwosentencestructurestoexpressourregretting.1.Subject+wish+ObjectClauseTimeVerbObjectclausenowwishwoulddo/coulddo/were/didpastwishedhadbeen/donefuturewishwoulddo/coulddo/were/did2.“If”clause...,mainclause...TimeVerbMainclausenowwere/didWould/could/should/mightdopasthaddoneWould/could/should/mighthavedonefuturewere/didWould/could/should/mightdoweretodo\nshoulddoSamples:FactRequestSubjunctivemoodnotgettingaticket(IfIgotaticket,)watchthegame(Icouldwatchthegame.)IwishIwatchedthebasketballgames.nothavingwings(IfIhadwings,)flyinthesky(Icouldflyinthesky.)Iwouldflyfreelyinthesky.nothavingenoughmoney(IfIhadenoughmoney,)buyanewcomputer(Icouldbuyanewcomputer.)Icouldbuyanewcomputer.StepⅡPracticeFirst,showthestudentssomemoresituations.Thenraisesomequestionsandaskthemtodiscussthemaccordingtothesituationsingroupsof4,usingthesubjunctivemood.Atlast,getthemtoshowtheirsentences.T:NowI’dliketogiveyousomemoresituations.Pleasediscusshowtoanswerthequestionsusingthesubjunctivemoodingroupsof4.Showthemonthescreen.1.HelenhasbeenlivingwithAIDSformanyyears.Nowsheiscelebratingherbirthdaywithherfriends.IfyouwereHelen,whatkindofwisheswouldyoumake?2.Itissaidthatafallingstarcanletyourdreamscometrue.Ifyousawafallingstar,whatkindofwisheswouldyoumake?3.Besidesafallingstar,amagiclampcanalsoletyourdreamscometrue.\nIfyouhadamagiclamp,whatwouldyouaskittodoforyou?Afterdiscussion.T:Allright,nowwhowouldliketobevolunteerstospeakoutyourwishes?Ss:IfIwereHelen,Iwouldaskforlivinglonger/followthedoctors’advice.(IwishIhadalongerlife/Ifollowedthedoctors’advice.)IfIsawafallingstar,Iwouldpromisetohaveaflourishfuture./Iwouldpromisetomakemyparentshappyforever.(IwishIwouldhaveaflourishfuture/makemyparentshappyforever.)IfIhadamagiclamp,Iwouldaskithelpthepoor/Iwouldaskittobringpeacetothewholeworld.(Iwishitcouldhelpthepoor/bringpeacetothewholeworld.)StepⅢConsolidationAskthestudentstodoExercises1＆2inDiscoveringusefulstructuresonpage4andExercises1-4inUSINGSTRUCTURESonpage43.Thenchecktheanswers.StepⅣHomeworkPreparefortheListeningandTalkingonpage41.TheFourthPeriodListeningandSpeakingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语traditional,abstract,figurative,photography,dimensional,sculpture,pottery,woodcarving,clayfigures,papercuttingb.重点句式P7Talkaboutlikesandpreferences:I’dprefer...\nI’drather...I’dlike...Whichwouldyouprefer...?Ireallyprefer...Wouldyourather...?Wouldyoulike...or...?2.Abilitygoals能力目标Enablethestudentstoexpresstheirlikesandpreferences.3.Learningabilitygoals学能目标Helpthestudentslearnhowtoexpresstheirlikesandpreferences.Teachingimportant&difficultpoints教学重难点Teachthestudentstoexpresstheirlikesandpreferences.Teachingmethods教学方法Speaking;makingconversation;comparativemethod.Teachingaids教具准备Acomputer,arecorderandsomeslides.Teachingprocedures&ways教学过程与方式StepⅠListeningTask1Dosomelisteningpracticeonpage41.Atfirst,askthestudentstolistentothetapeforthefirsttimetonumberthepresents1-4.Next,listentoitagaintofillintheform.ThenlistenagainandanswerthequestionsinExercise3.Atlast,checktheanswerswiththewholeclass.Task2Dosomelisteningpracticeonpage44.Beforelistening,askthestudentstolookatthepaintingsanddiscussinwhatperiodofChinesehistorytheywerecreated.Then,listentothetapeforthefirsttimeandnumberthepictures.Next,listentoitagain\ntowritethenamesofthehistoricalperiodswhentheywerepainted.Atlast,listenagainandlistthefeatures.Checktheanswerswiththewholeclass.StepⅡTalkingAskthestudentstodiscussthequestionsinTALKINGinpairs.T:Sofar,wehavelearnedsomeknowledgeabouttheart.Todaylet’stalkabouthowtoexpresslikesandpreferences.NowI’llshowyousomesentencestructures.Pleasediscussthequestionsonpage41inpairsandmakeupadialogue.Showsomesentencestructuresonthescreen.I’dprefer...I’drather...I’dlike...Whichwouldyouprefer...?Ireallyprefer...Wouldyourather...?Wouldyoulike...or...Afewminuteslater,asksomestudentstopresenttheirdialogues.Sampledialogue1:S1:WhoareyourfavoriteChineseartists?S2:I’dprefertheChinesefamouspainterQiBaishi,whoisamasteroftraditionalChineserealisticpainting.Heisgoodatcombiningtwokindsoftechniques:traditionalChineserealisticpaintingandfreehandbrushworkintraditionalChinesepainting.S1:Wouldyoulikeanywesternartists?S2:Yes,ofcourse.IprefertheItalianartistGiottodiBondone.Heiswell-knownforhisrediscoveryofthethirddimension.\nSampledialogue2:S1:Whatkindofartdoyouprefer,traditionalormodern?S2:I’dpreferthetraditionalstyles.ChinesetraditionalpaintingdatesbacktotheNeolithicAgeabout6,000yearsago.AccordingtoChinesetradition,paintingisadelineatingformofbrushlines.Ingreatpaintings,themarkofthebrushstrokeremainsinvisible,whilethestructuralactionofthestrokesgoeson.ChinesepaintingisanimportantpartofChineseculture.Ithasalonghistory.Wouldyouliketraditionalstyles?S1:No,I’dratherenjoymodernstyles.Thepicturesofthiskindaredesignedaccordingtotheartists’ownaestheticvalues.Theirartisticcreationsarenotrestrictedbyanyregulationsandrules,andsometimeslookstrangeandabsurd.Thecolorsusedaresimpleandbright,providingastrongvisualeffect.Thenwhatwouldyoulike,abstractorfigurative?S2:I’dprefertheabstractstyles.AndIlikethepaintingsbyPicassobest.Someofhispaintingsarerich,softcoloredandbeautiful.Othersareugly,cruelandstrange.Butsuchpaintingsallowustoimaginethingsforourselves.Theyforceustoaskourselves,“Whatdoesheseethatmakeshimpaintlikethat?”Andwebegintolookbeneaththesurfaceofthethingswesee.Wouldyouliketheabstractstyles?S1:No,Ilikefigurativeproductsverymuch,suchasallkindsofsculptures,stainlesssteelsculpture,interiorornament,handcraftandsoon.IhaveeverbeentoaSandSculptureFestival.FromJuly18thtoAugust1startistswereworkingdailytobuildthegiantsandsculpturewhichwasultimately100meterslong,100meterswideand15meterstall.Seventy-fiveinternationalsculptorsonceagaintransformedninemillionkilossandinto28fabuloussandsculptures,creatingafantasticcity\ninsandontheZeebruggebeach.Sampledialogue3:S1:Whichstylewouldyouprefer,two-dimensionalorthree-dimensional?S2:Iprefertwo-dimensionalstyle.Myfavoriteartstyleisphotography.Myidealistobeaphotographer.Imagesandinformationcanbepresentedtothrillandinspirepeople.S1:I’dratherlikethree-dimensionalstyle.Ilikepotteryverymuch.Sampledialogue4:S1:TherearemanykindsoffolkartsinChina,suchaspapercutting,kites,jadeandotherstonecarvings,etc.WhatkindofChineseartdoyoulikebest?S2:Ienjoypapercuttingverymuch.Thecraftsusesimplematerials.Thoughtheyrequireverysimpleskills,theircontentsarerichandrevealmanylocalChinesecustoms.IthinkanunderstandingandscrutinyofpapercutsisagoodbeginningtogettoknowandappreciatethecomplexityofChinesefolkarts.S1:I’dratherlikeclayfigures.Chinesefolkartistsusesimpleandcheapmaterialstomakesmallanddelicatehandicraft.ClayfigurinemakingisauniquefolkhandicraftofChina.ThemostfamousweretheClayFigurineZhangmadeinTianjinandtheHuishanclayfigurinesmadeinWuxi,JiangsuProvince.IthasbeenintroducedabroadasaculturalenvoybetweenChinaandforeigncountries,andithasbeenwidelyacceptedandappreciatedbyChina’sforeignfriends.StepⅢHomeworkAskthestudentstointroducethegalleriestheyhaveeverbeento.TheFifthPeriodIntegratingSkills(I)Teachinggoals教学目标\n1.Targetlanguage目标语言a.重点词汇和短语avenue,mansion,exhibition,metropolitan,Manhattan,civilization,contemporary,permanent,district,tipb.重点句式HenryClayFrick,...,diedin1919,leavinghishouse...totheAmericanpeople.P5Thegardenofthis...isalsowellworthavisit.P5Itsartcollectioncovers...civilizationfrom...,including...P62.Abilitygoals能力目标Enablethestudentstotalkaboutartgalleries.Enablethestudentstowritealettertogivesuggestions.3.Learningabilitygoals学能目标Helpthestudentslearnhowtotalkaboutartgalleries.Helpthestudentslearnhowtowritealettertogivesuggestions.Teachingimportant&difficultpoints教学重难点Teachthestudentstowritealettertogivesuggestions.Teachingmethods教学方法Fastreading;closereading;discussion.Teachingaids教具准备Aprojector,acomputerandarecorder.Teachingprocedures&ways教学过程与方式StepⅠRevisionandLead-inT:Haveyoueverbeentoanygalleriesbefore?Doyouthinkvisitinggalleriesisinteresting?Nowworkingroupsof4andI’llgiveyouafewminutestotalkaboutthegalleriesyouhavebeento.AndthenI’dliketoasksomeofyoutointroducethegalleriestotheclass.\nAfterdiscussion.T:Whowouldliketointroducesomethingaboutthegalleriesyou’veeverbeentobefore?S:I’veeverbeentotheGalleryofChina.IthasvariouskindsofbeautifulChinesepaintings.TheoneIlikebestisadragonpainting.Itgivespeoplethefeelingofadmiration.AndIthinktheGalleryisabletoestablishan“ArtKingdom”.S:IhaveeverbeentoagalleryinBeijing.Itsexhibitionhallsarefilledwithoilpaintings,sketch,watercolor,gouache,prints,tempera,lacquerpainting,traditionalChinesepaintings,calligraphy,photography,sculptures,performanceartandinstallationart.Ilikeallofthem,becausetheycanbringmepleasureandbyvisitingitIhavelearnedmuchabouttheculturesofmanycountries.T:Wonderful!Visitinggalleriescannotonlybringpeoplewonderfulfeelingsbutalsoteachthemmanythings.SoIthinkyoushouldvisitsomegalleriesifyouhaveachance.StepⅡReadingAskthestudentstoreadthepassageaboutartgalleriesonpage5.T:Todaywe’regoingtoreadapassageaboutartgalleries.Nowpleaseopenyourbooksandturntopage5.Readthepassagequicklytogetthemainidea.Afterthestudentsfinishreading.T:Whowouldliketotellusthemainideaofthispassage?S:Letmehaveatry.ThepassageintroducessomebestartgalleriesofManhattan.AndIthinkthispassageisperhapsfromatouristguidebook.T:Verygood.Thenpleasereadthepassagecarefullyagain,anddealwithExercises1＆2below.\nAfewminuteslater,checktheanswers.StepⅢListeningAskthestudentstodosomelisteningpracticeonpage7.Atfirst,askthemtolistentothetapeforthefirsttimeandnumberthegalleries.Next,listenagainandanswerthequestions.Atlast,checktheanswerswiththewholeclass.StepⅣDiscussionFirst,askthestudentstoreadthepassage“TheBestofManhattan’sArtGalleries”againbythemselves.Andthenshowthemsomeexpressionsaboutlikesandpreferences,andaskthemtotellthegroupmemberswhichgalleriesbeingintroducedtheypreferingroupsof4.Atlast,discusshowtheywillspendtheday.Afewminuteslater,askseveralgroupstoshowtheirdiscussionsandreporttheirdecisions.T:NowI’dlikeyoutodosomediscussionwork.Pleaseworkingroupsof4.Readthepassageagainandusetheexpressionsonthescreentotelltheothersinyourgroupswhichgalleriesyouprefer.Ifyouhaveachancetovisitthegalleriesinthedistrict,howwillyouspendtheday?Showsomeexpressionsonthescreen.I’dprefer...I’drather...I’dlike...Whichwouldyouprefer...?Ireallyprefer...Wouldyourather...?Wouldyoulike...or...Afewminuteslater,askseveralgroupstoshowtheirdiscussions.\nAsampledialogue:S1:I’dprefertogototheFrickCollectionbecauseIlikewesternpaintingsverymuch.Bytheway,IalsoenjoyexploringFrick’slovelygarden,beautifulhouseandthefurniture.Whichdoyouprefer?S2:IreallyprefertovisittheWhitneyMuseumofAmericanArt.I’minterestedinthecontemporaryAmericanpaintingsandsculpturesverymuch.Ithinktheyareveryspecial,fashionableandmodernwithexhibitionofnewart.Andwecanalsowatchsomevideosandseefilmswhenwehavearest.Whichdoyoulike,MetropolitanMuseumofArtorMuseumofModernArt?S3:I’drathervisitMetropolitanMuseumofArt.ThismuseumhasthegreatestcollectionofartintheUSA,whichcoversover5,000yearsofcivilizationfromallovertheworld.Ipreferitpartlybecausethemuseumdisplaysmorethanjustartwithmanyotherspecialexhibitions.Wouldyourathervisitthismuseum?S4:Yes,I’dloveto.ButIalsopreferGuggenheimMuseum,becausethelargestcollectioninitistheimpressionistandpost-impressionistsectionanditsbuildingisfamousworldwidely.Andithasanexcellentrestaurant.Wecanhavearichdinnerthere.T:Excellentjob!Ifyouhavethechancetovisitthegalleriesinthedistrictoneday,howwillyouspendtheday?S:Afterdiscussion,wedecidetovisitthefourmuseumsfromsouthtonorth.Weshallhavebreakfastathome.At8:00am,we’llmeetattheFrickCollection,whichisonthe5thandMadisonAvenue.Afterwatchingthewesternpaintingsthere,wecanexploreitsbeautifulgarden.Later,we’lltakeataxitotheWhitneyMuseumofAmericanArt.Aftervisitingtheexhibitionofnewart,wewillwatchsomevideosandseefilmstohave\narest,eatsomefastfoodforlunch.Intheafternoon,weplantotakeabustogototheMetropolitanMuseumofArt,thegreatestcollectionofartintheUSA.Therewecanenjoyover5,000yearsofcivilizationfromallovertheworldandmanyotherspecialexhibitions.Next,we’llcontinuetogonorthwardbytaxiuntilwegettotheGuggenheimMuseum.Wecanseethecollectionthatisimpressionistandpost-impressionistandappreciateitsgreatarchitecturalart.Atlast,wedecidetohavearichdinnerinitsrestaurant.Wewishwespentameaningfulday,hadagoodtimeandlearnedmuchknowledgeaboutart.StepⅤWritingFirst,askthestudentstodiscussthequestionsinExercise1onpage8ingroupsof4,givingtheirownsuggestionsandreasons.Then,writealettertogivetheiropinions.T:Todaywe’regoingtopracticewritingalettertotheartgallerycommittee.Youcanpracticeaccordingtothefollowingsteps:1.DiscussthequestionsinExercise1ingroupsof4,expressingyoursuggestionsandreasons.2.Writealettertogiveyoursuggestionsandreasons.Asampleletter:DearSir,Asweknow,wewillestablishagreatmuseumofthe21stcentury,buildingupan“ArtKingdom”ofthecyberworld,whichhasaplentifulsupplyofartandaninvaluablecollectionofworksofart.Ithinkweshouldserveartloversfromallovertheworld,makingtheirlifemoreprosperousthroughart.Inordertomeetthe2008OlympicGames,IsuggeststartinganewgallerytospreadournationalcivilizationandimprovetheOlympicmovement.The\nemblem“ChineseSeal,DancingBeijing”adoptsaspecialformoftraditionalChineseartcombiningtheartsofChinesecharacters,sealcarvingandartofhandwriting.SomefinephotographsofsomefamousOlympicathletesalsocanbecollected.SculptureworkswillbeexhibitedandconfirmedthegreatprogressthathasbeenmadeinthecreationofChinesesculpture.OneofthesculpturesconveysthestrenuouseffortmadebyChineseathletesinglobalsportscompetitionsinordertobringhonortotheirhomeland.Itcapturesatypicalmovementoftheathleteassherelaxesherhipjointsandwalksonherheelsandtoes.SoweshouldmainlyshowChinesepaintings.Inthisbroadanddeephistoricalriver,Chinesecalligraphyartreappearthishistoricevolutionalprocesswithitsparticularartisticformandartisticlanguagesealscarvingandartofhandwriting.PeoplewillbepleasedwithChinesefolkart,suchaspapercutting,kites,jadeandotherstonecarvings,woodentoys—theseartswithancientrootsinChinaarestillwidelypracticed,especiallyamongethnicgroups.EmbroideryisatraditionalChinesecraft,whichconsistsofpullingcoloredthreadsthroughabackgroundmaterialwithembroideryneedlestostitchcoloredpatterns.AllkindsofproductsaboutChineseknots,whichisakindofcharacteristicfolkdecorationofhandicraftartexpressingwarmestregards,bestwishesandfinestideal.Today,moreandmorepeoplearefondofitforitscharacteristicform,colorfulnessandprofoundmeaning.What’smore,thefollowingproductscanbeconsideredtobeshown:thecolorfulnationalartsofminornationalities,especiallythecondemns,beautifulnaturalsightseeingandlandscapepicturesofourmotherland,gloriousarchitecturalsculpturesandthephotographsshowingthegreatchangesofallprofessionsafterjoiningWTO.\nYourssincerely,LiHuaStepⅥHomeworkPreparefortheREADINGTASKonpage45.TheSixthPeriodIntegratingSkills(II)Teachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语environment,council,attractive,permission,imagination,crossoutb.重点句式P45Wewouldliketoturn...into...Whenwehavefinishedthework,wehope...willjoinusin...sothat...2.Abilitygoals能力目标Enablethestudentstotalkaboutenvironment.Enablethestudentstowritealetteraskingforpermission.3.Learningabilitygoals学能目标Helpthestudentslearnhowtotalkaboutenvironment.Helpthestudentslearnhowtowritealetteraskingforpermission.Teachingimportant&difficultpoints教学重难点Teachthestudentstowritealetteraskingforpermission.Teachingmethods教学方法Fastreading;carefulreading;discussion.Teachingaids教具准备Aprojector,acomputerandarecorder.Teachingprocedures&ways教学过程与方式StepIReadingTaskTask1Fastreading\nT:Atthebeginningofthisweek,wehavenoticedthatourschoolhasbeenpaintedwhiteanddecoratedwithmanyfamousworksofart.Theyallmakeourschoollookmorebeautiful.Hereisaletteronpage45fromagroupofstudentswhowouldliketomaketheirschoolmoreattractive.Pleasereaditasfastaspossibletoanswerthequestionsonthescreen.Showthequestionsonthescreen.1.Whydotheybecomeworried?2.Whatdotheyhopetheheadmastertodofortheirproject?Afterafewminutes,checktheanswers.Sampleanswers:1.Latelytheirclasshasbecomeworriedabouttheenvironmentatthebackoftheschoolandtheywouldliketodosomethingtomaketheirschoolmoreattractive.2.Theyhopetheirheadmasterwillgivethempermissionfortheirvaluableplanandhelpthemdonate500dollars.Task2CarefulreadingT:Supposeyouwerethepresidentofthehighschoolcouncilandyoureceivedthisletter.Preparetomakenotesforareportaboutthelettertotheschoolcouncil,fillingtheblanksonpage46.Beforereading,I’llshowyousometipsabouthowtomakenotes.Showthefollowingonthescreen.1.Justwritedownsomekeywords.2.Usewordsorphrases.3.Omitthesmallwordslikeprepositions.T:Nowpleasereadthelettercarefully.Whenyouread,pleasecatchthekeywords.Thenmakenotesforthereportbyfillingtheblanks.Afewminuteslater,checktheanswerswiththewholeclass.\nStepIISpeakingTaskAskthestudentstodiscusshowtoimprovetheenvironmentoftheirschoolingroupsof4.Thenasksomeofthemtospeakoutsomeproposalstomaketheirschoolmoreattractive.T:NowIwouldlikeyoutodiscusshowtoimprovetheenvironmentofourschooltomakeitmoreattractiveingroupsof4.PracticethetasksaccordingtotheinstructioninSPEAKINGTASKonpage46.Afterafewminutes.T:I’dlikesomeofyoutogiveyouropinionsaboutwhatandhowweshoulddotoimprovetheenvironmentofourschool.S:Isuggestplantingmoretrees,grassandflowerstomakeourschoollooklikeabeautifulgarden.Theycanalsomaketheairfresh.You’dbetternottopicktheflowersandstampthegrass.S:Ithinkweshouldnotthrowlitteronthegroundorfloor.Instead,pickuprubbishandthrowitintoadustbin,collectwastepaperandbottlesforrecycling.Weshouldputdifferentrubbishintodifferentdustbins.S:Weshouldpreventthefactoriesfrompouringwasteandpollutedwaternotonlyintotherivernearourschoolbutalsointotheotherrivers.Wecangooutsidetohandoutleafletsaboutprotectingtheenvironment.Wealsocanvisitthefactoriestotelltheownerstheseriousresulttheywillbringtothepeople.S:Keeptheschoolyardortheclassroomclean.Don’tdrawpicturesonwalls.Don’tcarvenamesonthetreesoronthedesksandchairs.Dosomecleaningcarefullyandregularly.Wemaydrawsomebigpostersaboutenvironmentalprotection.Weshouldn’tthrowaboutwastebatteriesandfruitpeel.\nS:Iadvisemakingourschoolanon-smokingplace.I’dliketopersuadebothteachersandstaffsnottosmoke,tellingthemit’sabadhabittosmoke,andsmokingdoesdamagetoone’shealthandcausesomedeadlydiseases.T:Itmeansthatyouhavealreadydonesomethingusefultoimprovetheenvironment.Ifeveryonemakescontributiontoprotectingtheenvironment,theworldwillbecomemuchmorebeautiful.IfallChinesecareabouttheenvironment,I’msureChinawillbecomeoneofthemostbeautifulcountriesintheworld.StepⅢWritingTaskAskthestudentstowritealettertotheheadmasteroftheschoolaskingforpermissiontoimprovetheenvironmentoftheschool.Tellthemwhilewriting,theycanrefertotheinstructioninWRITINGTASK.Asampleletter:DearMr.Wang,Asyouknow,ourschoolusedtolooklikeabeautifulgardenwithgreentreesandmanykindsofflowersinourschoolyardallyearround.Butgreatchangeshavetakenplacesinceachemicalworkwasbuiltnearourschooltwoyearsago.Itproducespoisonousgasesandpoursalargeamountofwastewaterintotheriver.Theterriblepollutionhasdonegreatharmtostudentsandteachersaswellastothesurroundings.It’stimeforustodosomethingtoprotectourschoolandpreventherfrombeingpolluted.First,wemustmakegreateffortstocleanuppollutedwaterandstopfurtherwaterpollution.Askthegovernmenttomaintainandimprovepresentfacilities,andconstructnewprojectwithhealth,safety,andprotectionoftheenvironmentasprimaryconcerns.\nSecond,wemustinsistthatwaterpollutioncontrollawsbepassedandstrictlyenforced.Thisresponsibilityextendsalsotomembersofthegeneralpublicinoursurroundingcommunity.Animportantaspectofthisresponsibilityismakingongoingprogramstoprotectthecommunity’sair,landandwaterquality.Thisisofsuchimportance,thatismustbegivenprecedenceoveroperatingproductivity.Finally,wecanalsoprotectourselvesagainstpollutedwater.Weshouldtakemeasurestocleanthepollutedwater.Tocooperatewithgovernment,industryandacademiaissupportingresearchandmaximizingbenefitsforthegeneralpublicinsafety,healthandenvironmentalmatters.Wehopeyouwillgiveusapermissiontocarryouttheprojectanddonate5,000yuanweneed.Andwealsorequireyoutomakeareporttoaskforthegovernment’srescue.Bydoingso,wewillbeabletoliveahealthierandhappierlife.Yourssincerely,LiuWei附件Ⅰ.课文重点难点解析1.TherearesomanydifferentstylesofWesternartthatitwouldbeimpossibletodescribealloftheminashorttext.P1a.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.Thisissointerestingabookthatweallliketoreadit.这本书很有趣，我们都喜欢读。Hehadsomanyfallsthathewasblackandblueallover.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，\n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.Isitnecessarytotellherfathereverything?有必要把一切都告诉她父亲吗？Itissaidthathegotmarriedlastmonth.据说他上个月已经结婚了。2.Peoplebecamefocusedmoreonhumansandlessonreligion.P2focus...on...对准焦点；使集中e.g.Hefocusedthecameraonher.他把照相机的焦点对准了她。Theteacherfocusesherattentiononthebook.老师正集中精力看书。3.DuringtheRenaissanceoilpaintswerealsodeveloped,whichmadecolorslookricheranddeeper.P2Which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.Shereceivedaninvitationfromherboss,whichcameasasurprise.她收到了老板的邀请，这是她意想不到的。Theriver,whichflowsthroughLondon,iscalledtheThames.这条流经伦敦的河叫泰晤士河。Ⅱ.文化背景知识PaintingStylesWhenwespeakofpaintingstylescomingandgoing,weoftenthinkintermsofadecadeorsoofprominenceinthiscentury,perhapstwicethatlengthoftimeinthepreviouscentury,andagenerationortwointhecenturybeforethat.Aspaintinghasdevelopedintheartofman,thelifespanofagivenstyleofpaintinghasdecreasedindurationgeometrically.Broadlyspeaking,forinstance,theso-called“Renaissance”styleof\npaintingspansahundredyearsormore.Themanneriststyleofpaintingthatfolloweditsomewhatlessthanthat,perhaps75years,whiletheBaroqueeralastedanywherefrom75to100yearsdependinguponwhicharthistorianyouprefer.Movingbackacenturyorso,earlyChristianart,sometimescalledByzantineartwaslittlechangedforperhaps1,000years.Talkaboutastylewithlegs!AMadonnaandChildfrescopaintingfromtheCatacombofPriscillainRomedatesfromthethirdcentury.ItfeaturesasittingMadonnaholdingachild-likeChristonherlap.Stylistically,itislittledifferentfromonepaintedinthe1300’sbytheItalianartist,Duccio.TheDucciopanelisrichinheavygoldleafandmuchmorelinearindesignwiththeMadonnaenthronedinwhatwouldappeartobeacircularseatthatwouldappeartohavebeenmodelledaftertheColiseum.Thethirdcenturyfresco,incontrast,lacksahaloandactuallyseemsmorenaturalisticthantheDucciofigure.Itseemspossible,ifnotcertain,thatDucciomighthavebeenfamiliarwiththecatacombfresco.Whateverthecase,thoughdifferent,thereislittledoubtthatstylistically,theyarecutfromthesamethousand-year-oldcloth.PursuingMadonnaandchildpaintingsdownthroughGiotto,(astudentofDuccio)toMassaccio(astudentofGiotto)tohisstudent,PierodellaFrancescawecanwatchgenerationbygenerationastheByzantineslowlygavebirthtotheRenaissancelikeamothergivingbirthtoachild.TraditionalChinesePaintingNexttothesupremelydifficultartofcalligraphy,theChinesehaveforcenturiesseenpaintingasthehighestformofart.Chinesepaintingshaveanairoflivingnature,harmonyandpeacethatisnotalwaysfoundintheartofothercivilizations.Likeallotherformsofart,theChinesestrivetomaintainadelicate,harmoniousbalancebetweentraditionand\ninnovation.PaintingoriginatedinthelateChouDynasty,anditsrootswerecultivatedintheHanDynasty.Theseearlypaintings,whichusuallydepictedtheafterlifeandheroictales,sawaheightenedsensitivitytospace,distanceandthefirstexhibitionoftheelementsofthelandscape:smalltreesandgreatmountains.IntheperiodoftheSixDynasties,whichharboredKuK’ai-chih,longconsideredthefatheroflandscapepainting,ChinesepaintingtookonadelicateandetherealqualitythathasbeenadheredtothroughoutthelongtraditionofChineselandscapeart.TheTangDynasty(618-906),thegoldenageofculturalaccomplishment,sawtheriseofthreegreatpainters—WangWei,whoinstilledasenseofintimacy,simplicityandsadquietnessintohisworks,LiSu-hsunandLiChao-tao,whoarebothknownforthevividgreenandblue,complexlandscapesthathavecometodefinetheTangpainting.Paintingdivergedintomanythreadsofideas,stylesandschoolsinwhatisgenerallyseenasitsculminationintheSongDynasty(960-1279).TheSongestablishedaroyalpaintingacademyforthefirsttime,andofficiallypatronizedaplethoraoffamousartists.Thebird-and-flowerpaintingfounditshomeintheroyalcourtandhassincebeenapopularthemeamongmodernartists.AsplitbetweentheNorthernandtheSouthernstylesemergedaswell.ThepaintingsoftheNorthSongreflectedaconcernwithcomplexcompositionandbrushwork,texture,andhighconcentrations\nofrockycliffs,waterfalls,andbandsofsmallfigures.Atypeofliteratipainting,knownaswen-jenhua,surfaced,preferringsimple,revelatorysubjectssuchasatreeorarockorabambooshoot.TheSouthSongsawalandscapetraditionregardedastheMa-Hsiaschool,afterMaYuanandHsiaKuei,whichproducedexpansive,over-archingviews,coveringgreatspansoflandandmist,andcultivatingafeelingofweightlessnessandotherworldliness.Toconveythevoid,thesensationofopenspace,andtosuggestthenever-endingqualityoftheworldwasthegreatestobjectivehere.MaYuan,“one-cornerMa”,likedtopaintinonecornerofthecanvasandleavetherestempty.TheZenpainting,originatingwithZenmonks,whodislikedtheacademiccultandcovetedthespontaneityofpainting,producedfreeandlooselydefinedpaintings,whichwouldbepopularinlatercenturies.TheYuan(1279-1368),Ming(1368-1644)andQing(1644-1912)Dynasties,sawagradualdisillusionmentwiththecourt,andmanyofficialsretiredfromroyaltytobecomepainters,comprisingaschoolknownastheliteratiandseparatefromthepatronizedandacademictradition.IntheYuanandMing,bolderdashesofbrushstrokeswereemployedandinterestedinvoidandspaceyieldedtoadramaticappreciationforform.Whiletheacademicartschoolcontinuedtoimitatetheworkofpreviouscenturies,individualscholarsorliterati,compensatedbycontributingtothedynamismandmutabilityofChinesepainting.Theseedsofindividualitywereplantedaspaintersrejectedorthodoxyandimitation,andbecamefreerandlessrestrainedwiththeirart.Inthe20thcentury,withthefalloftheQingDynastyandtheriseoftheRepublicofChinaandthenthePeople’sRepublicofChina,ChinesepaintinghasalsoundergonethepressuretomodernizeandadoptWestern\nstylesandtraditions.Manypaintersstudiedintheinternationalworldandbroughtinnovativestyles,suchastheuseofboldcolors,Europeanbrushworkandperspective.SomepaintingsbyMaoZedongeventookonpoliticalcommentaryinsubjectmatterwhileretainingtheoldstyles.Nevertheless,Chinesepaintinghasneverletgoofitslong-standingandcenturies-oldtradition.PaintingwillalwayscontaintheTao,thenotionofonepowerpenetratingthewholeuniverse.TheChineseartiststillseeksharmonywiththeuniversebycommunionwithallthings.Ifanartisthasqi,thespiritofartandoftheuniversalorder,everythingelsefollows;butifheorshemisseschi,noamountoflikeness,embellishment,skill,orevengeniuscansavetheworkfromlifelessness.ThewesternmindisapttothinkofChinesepaintingasunemotional,aswesterncontentleanssoheavilyontheportrayaloflove,joy,grief,angerandcourage.ButinChinesepainting,dramaishandleddifferently.Brushandinkarenotjusttools.TheypossesstheTao,andrevealthespiritofchi.Thechiisinthetipofthebrush.Thebrushisanextensionofthehand,whichistheservantofthespirit.Useofthebrushmustbeeffortless.Yettheremustbestrengthinthebrush,whichdepictsthetreesandmountains.Inkisthoughttohavefivecolors.Itcanbeusedtodepictbothwhatisandwhatisnot.Theremustbeunityincomposition.Yinandyangareopposingforces,whichneedoneanotherforcompleteness.Thetermforlandscape,shanshuiormountain-water,isinitselfsymbolicofyin-yang.Mountainsarebelievedtobeassociatedwithyangwhilewaterisassociatedwithyin.Yin-yangappliestoperspective.Objectsinthelayoutshouldbelookedatfromthefrontandtheside.Brushstrokesshouldbeuprightandslanted.Thereshouldbepartsthataresparseandpartsaredense.Thelightandthethickshouldbalance.Thickinkmust\nbeaccompaniedbythinink.Everywherethisprincipleoftheoppositesisappliedtopainting.Voidscontributemuchtowardsthesuggestivequalityoflandscapepainting.Likeallotherformsofart,Chinesepainting,whilechangingandyieldingtothetimeslikeanorganism,willalwayshaveitsdistinctlyChinesecharacter.ThePioneerofContemporaryRealisticPaintingTheNewCultureMovementstartedfromtheMayFourthMovement,whichatthebeginningofthe20thcenturystartedarevolutionagainstimperialismandfeudalisminChineseculturalfields.ManyChinesepainterswentabroadtolearnWesternpaintingskills.OneofthemwasXuBeihong,whowenttoEuropetostudyWesternclassicalrealistpainting,andthencombineditwithtraditionalChinesepaintingmethods.HewasthepioneerofcontemporaryChineserealistfinearts.　　XuBeihong(1895-1953)wasanativeofYixing,JiangsuProvince.Hisfather,fromwhomhelearnedpaintinginhischildhood,wasalsoapainter.Attheageof20,XuwenttoShanghaitosellpaintings.In1918,attheinvitationofCaiYuanpei,hewenttoPekingUniversitytoworkasaninstructoratthePaintingResearchSociety.Thenextyear,hewenttoParistostudy,thentransferredtoBerlinandBelgiumtolearnoilpaintingandsketchdrawing.HelikedtheWesternclassicalpaintingsoftheRenaissanceverymuchanddiligentlycopiedthemdayandnight.AfterhecamebacktoBeiping(present-dayBeijing)in1927,heservedasthepresidentoftheBeipingArtInstitute,deanoftheArtDepartmentofNanjingCentralUniversityandlaterasprincipaloftheBeipingVocationalArtSchool.AftertheliberationofthePeople’sRepublicofChinain1949,XuworkedasthepresidentoftheChineseCentralAcademyofFineArtsandchairmanoftheChineseArtists’Association.\nLearningfromWesternpaintings,Xualsoincorporatedhisknowledgeofhumananatomyandmodelinginhisfigurepaintings.DuringhiseightyearsinEurope,hestudiedtheclassic,romanticandimpressionistpaintingstylesandtriedtounderstandtheirdifferentideas.AfterhecamebacktoChina,heblendedthemwithtraditionalChinesepainting.HeconsideredChineseandWesternpaintingsasdifferentbranchesofartwithrespectiveadvantagesandhethoughttheyshouldbecombined,absorbingtheessenceandrejectingthedross.ThoughXuadoptedmanyWesternpaintingtechniques,hewasalsoamasteroftraditionalChinesepainting.HespokehighlyofYanLiben,WuDaozi,LiSixunoftheTangDynasty,HuangQuanandFanKuanoftheFiveDynastiesandXuWei,ChenLaolian,ShiTaoandBadaShanrenoftheMingandQingDynasties.HealsohadgreatadmirationforRenBonian.Accordingtohim,artistsshouldseekaftertruthandtakeaproperattitudetolife.Hesummarizedsevenpaintingrulesintheprefaceofhisbook,ThePaintingCenter.Thesevenrulesarepropercomposition,accurateproportion,cleardistinctionofwhiteandblack,naturalmovementsandgestures,harmonybetweenbrightandlightcolors,clearcharacterizationandunambiguousexpressionofemotions.Fromtheserules,wecanseeXu’scarefulresearchintotraditionalChineseandWesternpaintingsandhisquesttocombinethepaintingmethodsofthetwo.Therulesprovideagoodsummaryofhisartpracticeandalsorepresentabigachievementinmodernrealistfineartsresearch.XuBeihongcreatedthousandsofexcellenttraditionalChinesepaintings,oilpaintingsandsketchesduringhislife.InhistraditionalChinesepaintingFoolishOldManRemovingMountains,(Fig.2-40)oilpaintingsFiveHundredSoldiersinTheFieldandWaitAfterMe,hedepicted\ntraditionalChinesefolktalesorhistoricalstoriestohintobliquelyatcontemporaryrealistthemes.Hisworkshaveimpeccablecomposition,extensivescenesandrichcharacterizationtoreflectthethemes.Hispaintingsofanimals,flowersandbirds,suchasCrowingCockinStormandGallopingHorses,allreflectpositiveideas.Hisworksrevealhisconcernaboutsociety,thepeopleandhisdevotiontoart.XuBeihonghadresearchedthebodyshapeandcharacteristicsofhorsesanddrewsketchesofthousandsofhorses.ThehorsesunderhispaintingbrushcombineWesternandtraditionalChinesepaintingskills,whichhaveauniqueattraction.Duringhislife,XuBeihongalsodevotedheartandsoultotheeducationofnewartistsandmadeimportantcontributionstofineartseducationafterthefoundingofNewChina.