2020届一轮复习人教版选修六Unit1Art单元教案（37页word版） 82页

‎2020届一轮复习人教版选修六Unit1 Art单元教案 单元要览 本单元的中心话题是西方绘画和中国艺术的历史、中西方各种艺术形式与风格，不同时代的著名画家以及他们的作品。语言知识的选择和听说读写等语言技能的训练主要围绕“绘画艺术”这一主题进行。本单元的目的在于帮助学生掌握与“绘画艺术”这一主题有关的词汇知识，引导学生了解绘画艺术及其各个历史发展时期的 不同风格，培养他们对艺术的兴趣以及理解美、欣赏美、创造美的能力。‎ 本单元的主要教学内容如下表所示：‎ 类别 课程标准要求掌握的内容 话题 A brief history of Western painting and Chinese art；famous artists and works of art 词汇 adopt v. 采用；采纳；收养 scholar[来源:学+科+网] n. 学者 ‎ possess v. 拥有； 具有；支配 preference n. 喜爱；偏爱 ‎ attempt v.& n. 尝试；企图 reputation n. 名声；名誉 ‎ predict v. 预言；预告；预测 civilization n. 文明；文化 ‎ appeal v. 呼吁，求助 Egypt n. 埃及 ‎ aim n. 目标；目的　v. 瞄准 district n. 区；区域 ‎ typical adj. 典型的；有代表性的 committee n. 委员会 ‎ specific adj. 确切的；特定的 signature n. 署名；签字 ‎ carve v. 雕刻；刻记 abstract adj. 抽象的；深奥的 ‎ sculpture n. 雕塑 conventional adj. 常规的；传统的 ‎ gallery n. 画廊；美术陈列室 evident adj. 明显的；明白的 ‎ faith n. 信任；信念 superb adj. 卓越的；杰出的 ‎ possession n. 所有；财产 ridiculous adj. 荒谬的；可笑的 ‎ technique n. 技术；方法；技能 controversial adj. 争论的；争议的 ‎ coincidence n. 巧合；相合 delicate adj. 脆弱的；容易生病的 ‎ shadow n. 阴影；影子 allergic adj. 过敏性的；对……过敏的 ‎ figure n. 画像；身材；数字 aggressive adj. 侵略的；好斗的 ‎ clay n. 黏土 fragile adj. 精细的；易碎的 ‎ marble n. 大理石 Egyptian adj. 埃及的；埃及人的 ‎ cafe n. 咖啡馆；小餐馆 visual adj. 视觉的；看得见的 ‎ exhibition n. 展览；陈列；展览会 fragrant adj. 香的；令人愉快的 ‎ flesh n. 肉；肉体 contemporary adj. 当代的；同时代的 词汇 geometry n. 几何学 permanent adj. 永久的；持久的 ‎ bunch n. 束；串 faithfully adv. 忠实地 ‎ avenue n. 林荫道；大街 ‎ ‎ a great deal 大量 attempt to do sth. 企图做某事 ‎ on the other hand (可是)另一方面 be allergic to 对……过敏 ‎ appeal to (对某人)有吸引力 have a preference for 喜欢 ‎ make sculptures 制作雕塑 in the flesh 活着的；本人 ‎ by coincidence 巧合地 ‎ 句型 1.If you were an artist，what kind of pictures would you paint？(the subjunctive mood)‎ ‎ 2.If the rules of perspective had_not_been_discovered，no one would_have_been able to paint such realistic pictures.(the subjunctive mood)‎ ‎ 3.There are scores of modern art styles，but without the Impressionists，many of these pain ting styles might_not_exist.(the subjunctive mood)‎ ‎ 4.Among_the_painters_who broke away from the traditional style of painting were the Impressionists，who lived and worked in Paris.(inversion)‎ 功能语法 虚拟语气 ‎(Subjunctive Mood)(1)(I wish I were/did/could/would...；If I did...，I ‎ would do...)‎ If you could have three of these paintings on the walls of your classrooms，which would you choose?‎ If you were an artist，what kind of pictures would you paint?‎ Have you ever wished you could paint as well as a professional artist？‎ 教 学 重 点 1.Get students to know about Western painting and Chinese art，famous artists and works of art.‎ ‎2．Have students learn some useful new words and expressions about painting and art and let them learn effective ways to master them.‎ ‎3．Enable students to grasp and use the expressions of preference.‎ ‎4．Let students learn the new grammar item：the subjunctive mood(1)．‎ ‎5．Develop students' listening，speaking，reading and writing ability.‎ 教学 难点 1.Enable students to master the use of the subjunctive mood.‎ ‎2．Let students learn to write a letter of suggestion.‎ ‎3．Develop students' integrative skills.‎ 课 时 安 排 Periods needed：6‎ Period 1　Warming Up，Pre－reading，Reading and Comprehending Period 2　Language Study Period 3　Grammar—the Subjunctive Mood(1)‎ Period 4　Listening and Speaking Period 5　Reading and Writing Period 6　Summing Up，Learning Tip and Assessment Period 1　Warming Up，‎ Pre－reading，Reading and Comprehending 整体设计 教学内容分析　　　‎ This is the first teaching period of this unit. The central part of this period is the reading passage with the name of A Short History of Western Painting showing the students the history of Western painting.‎ Warming Up gives students four questions to discuss，aiming at preparing students for both the content and the grammar of the unit.‎ Pre－reading provides three questions to help students focus on the topic of the reading passage and leads the students to think about any personal experiences of Western art they may have，such as things about art galleries，paintings in galleries，some Western artists and paintings.‎ Reading mainly introduces the history of Western painting. There are four major movements in Western art. Social，political and cultural changes contribute to the changes in artistic styles. There are four pictures of paintings in the passage representing the four major movements. After a glance at the title of the text and the headlines within it we know that it is a historical report，in which there are many time expressions. Then we can know the topic of the text and how the information is organized—in the order of time，from the earliest to the present.‎ Comprehending consists of four written or oral exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.‎ 三维目标设计　　　‎ Knowledge and skills ‎1．To understand the meanings of the following new words and phrases：abstract(抽象的)，sculpture(雕塑)，gallery(画廊)，faith(信念)，aim(目标)，conventional(传统的)，typical(典型的，有代表性的)，evident(明显的)，adopt(采用)，possess(拥有)，superb(卓越的，杰出的)，possession(财产)，technique(技术)，by coincidence(巧合地)，a great deal(大量)，shadow(阴影)，ridiculous(可笑的)，controversial(争议的)，attempt(尝试；企图)，on the other hand(另一方面)，predict(预测)．‎ ‎2．To learn about some major movements in Western art and how art has changed stylistically over the centuries.‎ ‎3．To learn how the information is organized.‎ ‎4．To develop the students' reading ability by skimming and scanning the passage.‎ ‎5．To develop the students' speaking ability by talking about Western paintings.‎ Process and methods ‎1．While doing Warming Up the teacher can lead in the topic of this unit by showing students some Chinese and Western－style paintings to recall their own knowledge and opinions about various art forms. Students should also be introduced to the subjunctive mood and try to use it when talking about the art forms.‎ ‎2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students. This discussion should be student－centered and arouse students' interest in Western painting. The teacher should also ask the students to look at the paintings in the reading passage and try to identify which style each of them belongs to so as to let them have a general knowledge of these paintings.‎ ‎3．While doing Reading and Comprehending，the teacher may first ask the students to read the text quickly to get the general idea of each paragraph. After reading the passage，students are encouraged to ‎ answer some questions and discuss the text structure.‎ ‎4．To consolidate the contents of the reading passage，the students should be required to retell the history of Western art in their own words at the end of the class.‎ Emotion，attitude and value ‎1．To stimulate students' sense of beauty and the ability of understanding，enjoying and creating beauty.‎ ‎2．To develop students' sense of cooperative learning.‎ 教学重、难点　　　‎ ‎1．To enable the students to learn about the history of Western art and to develop their reading ability.‎ ‎2．To enable the students to talk about Western paintings.‎ 教学过程 Step 1　Warming up ‎1．Warming up by looking and talking Show the following paintings to the students and let them find out their favorites and give the reasons. Then help them find out the differences between the first three pictures and the next three ones.‎ ‎ ‎ ‎ ‎ Sample expressions：‎ If I were to choose paintings on the wall，I would choose the first one，‎ because...‎ If I were an artist，I would paint horses. Because...‎ ‎2．Warming up by reading the short passage below.‎ The Chinese have for centuries seen painting as the highest form of art. Chinese paintings have an air of living nature，harmony and peace that is not always found in the art of other civilizations. It is entirely different from Western painting，but that difference is hard to grasp and express. The following are some different forms of art：‎ Figure painting：It includes portraits，story painting and genre painting(风俗画)with figures as the main subject. Lines are the key point.‎ Landscape painting：Chinese landscape paintings can be divided into blue－and－green landscape，gold－and－green landscape，light－purple－red landscape and water ink landscape according to the colors used in paintings. The one without outlines is called boneless landscape.‎ Flower and bird painting：Flowers，rocks and birds are usually the main subjects of this kind of paintings. Technically，there are detailed style with colors and free style with ink.‎ Court painting：It refers to the works done by those professional painters employed by the royal court，or imitations of their works by other painters.‎ The passage above is about Chinese art forms. With this，the teacher can arouse students' interest to read the passage about Western painting.‎ Step 2　Pre－reading ‎1．Match the paintings and their painters.‎ ‎ ‎ ‎ ‎ Suggested answers: Painting 1：Picasso；Painting 2：Masaccio；Painting 3：Da Vinci；Painting 4：Van Gogh ‎2．Encourage students to talk more about the paintings and the artists.‎ Keys for reference：Leonardo da Vinci was born in 1452 in the village of Vinci. Leonardo began his career working for a master painter in Florence. His masterpiece is Mona Lisa. Leonardo was truly a “Renaissance Man” skilled in many fields. He was a scientist and an inventor as well as an artist. He made notes and drawings of everything he saw. Leonardo invented clever machines，and even designed imitation wings that he hoped would let a person fly like a bird.‎ Step 3　Reading and comprehending ‎1．Fast－reading Ask students to skim the passage to get the key words and general idea of each paragraph and answer the following questions：‎ ‎(1)What's the main idea of the text?‎ ‎________________________________________________________________________‎ ‎(2)How many styles of Western art are mentioned in the text? What are ‎ they?‎ ‎________________________________________________________________________‎ Suggested answers：‎ ‎(1)The style of Western art has changed a lot as time goes by.‎ ‎(2)Four. They are：the Middle Ages，the Renaissance，Impressionism and Modern art.‎ ‎2．Detailed－reading ‎(1)Ask students to read the text carefully to get some specific information and fill in the chart below.‎ Period Main aim of painters Characteristics of the paintings Representative artist The Middle Ages(5th to 15th century AD) To represent __①__ themes Religious，realistic __②__‎ The Renaissance (15th to 16th century) To paint __③__ as they really were Perspective，realistic，new oil pain ts Masaccio Impressionism(__④__ century) To show how __⑤__ fell on objects at different times of the day Not detailed，painted outdoors，painted changes in light Not mentioned ‎__⑥__(20th century to today) To concentrate on certain qualities of the object __⑦__，very realistic Not mentioned ‎(2)Ask students to scan the passage for detailed information and do the ‎ following multiple choices.‎ ‎①In the Renaissance，painters ______.‎ A．painted religious scenes in a more realistic style B．focused more on religion than on humans C．began to paint outdoors D．returned to classical Roman and Greek ideas about art ‎②______ discovered how to make paintings look more real by using perspective.　‎ A．Giotto di Bondone　　　B．Masaccio　　　‎ C．Claude Monet　　 D．Pablo Picasso ‎③According to the text，art is influenced less likely by ______.‎ A．social changes　 B．the way of life　 ‎ C．agriculture　　 D．beliefs of people ‎④When did people focus more on people and less on religion?‎ A．From 5th to 15th century AD. ‎ B．From 15th to 16th century.‎ C．From late 19th to early 20th century. ‎ D．From 20th century to today.‎ ‎⑤Most people hate the Impressionists' style of painting at first because they thought ______.‎ A．their paintings were very abstract B．they broke away from the traditional style of painting C．their paintings were very realistic D．their paintings were very ridiculous ‎⑥What does the text mainly tell us?‎ A．How religious painting developed.‎ B．Ho w oil painting developed.‎ C．How Impressionist painting developed.‎ D．How Western art developed.‎ ‎(3)Guess which period the following pictures belong to.‎ ‎ ‎ Suggested answers：(1)①religious　②Giotto di Bondone　③people and nature　④late 19th to early 20th　⑤light and shadow　⑥Modern Art　⑦Abstract ‎(2)①D　②B　③C　④B　⑤D　⑥D ‎(3)Painting 1：the Renaissance；Painting 2：the Middle Ages；Painting 3：Modern Art；Painting 4：Impressionism Step 4　Language study Dealing with any language problems (words or sentences students might not understand)to help the students to have a better understanding of the text.‎ Step 5　Listening，reading aloud and underlining Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each ‎ sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.‎ Collocations：concentrate on，adopt a humanistic attitude to life，possess sth.，be convinced that，by coincidence，a great deal，lead to，break away from，attempt to do，on the other hand.‎ Step 6　Structure analyzing ‎ After reading，ask students to discuss the text structure.‎ Keys for reference：‎ This passage is a historical report. The first paragraph introduces the topic and the theme of the text. The rest of the report presents the information in chronological order. A feature of historical reports is the abundance of time expressions. The last sentence of the report functions as a conclusion. In addition，each section begins with a topic sentence.‎ Step 7　Retelling Ask student s to talk about the history of Western painting in their own words. Give them some key words and expressions on the blackboard. Then let them try to retell the passage.‎ Step 8　Homework ‎1．Learn the useful new words and expressions in this part by heart.‎ ‎2．Try to find a book with reproductions of Western paintings or Chinese ‎ paintings and explain what you like or dislike about them.‎ Step 9　Reflection after teaching ‎________________________________________________________________________‎ ‎________________________________________________________________________‎ ‎________________________________________________________________________‎ ‎________________________________________________________________________‎ ‎________________________________________________________________________‎ ‎_____________________________________________________________________ ___‎ ‎________________________________________________________________________‎ 教学参考 Chinese Painting Chinese painting is generally divided by subject matter into four broad categories：figures，landscapes，flowers and birds，and bamboo and rocks. The first three categories succeeded each other in the summits of their developments，while the painting of bamboo and rocks became a ‎ casual pleasure of the educated elite from the 12th century on. Before the Han Dynasty，founded in 202 B．C.，there was already a tradition of figure painting and portraiture of which remnants survive on later bronzes，jades，and pottery. During the Han Dynasty，the art of depicting figures became increasingly elaborate. Rulers used didactic art to emphasize codes of government. Surviving examples of stone engraving and wall painting show strong and lively drawing.‎ Landscape The art of landscape painting formed the central and most standing tradition in Chinese painting. On a basis of Taoist communion with nature and strengthened by Buddhism，there was a strong literary tradition of seclusion among，and meditation upon the forests，streams and mountains. China's landscape painting brought nature's presence to wherever man desired it. Elements of landscape are already present in art of the Han Dynasty，but development did not really begin until the Tang Dynasty.‎ The succeeding Northern Sung Dynasty(960－1127)has often been called the Golden Age of Chinese Landscape. The differences in approach and technique that naturally appeared became gradually categorized into traditions：the northern and southern schools.‎ Birds and Flowers In the Tang Dynasty at least one painter，Tiao Kuang－yin，was already ‎ known as a specialist in birds and flowers. However，the first two important names in bird and flower painting，Huang Chuan and Hsu Hsi，occur in the 10th century. Huang Chuan，a subject of the latter Shu Dynasty，inherited the traditions of the Tang Dynasty. His paintings of flowers and birds were in an accordingly archaic style，with strict conventions and conservative attention to careful realism. Hsu His，who lived under the Southern Tang Dynasty created the “boneless” mo－ku style in which forms are built up with pale washes and outlines are not used. His inspirations were unrestrained and the school he initiated was considered much the more creative. Mi Fu，the leading literati critic of the 11th century remarked that ten paintings by Huang Chuan were not worth one by Hsu Hsi. Later bird and flower painters generally belonged to either the Huang or the Hsu tradition.‎ Stones and Bamboo Stones and bamboo originally appeared as background objects in other types of paintings but gradually evolved into a separate genre. The 10th century Southern Tang ruler Li Hou－chu developed a trembling brush technique in calligraphy that was also particularly suitable for painting bamboo and rocks. Tang Hsi－ya，an artist of the same time，adapted it for that purpose. In the following Sung Dynasty，the painting of bamboo became more and more popular and many famous scholars such as Wen T'ung and Su Shih were also well known for their paintings of bamboo.‎ Period 2　Language Study 整体设计 教学内容分析　　　‎ The emphasis of this period will be placed on the important new words，phrases and sentence patterns in Warming Up，Pre－reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language. There are altogether 50 new words and phrases in these five parts.21 of them are marked with triangles，which shows that the students needn't learn them by heart. It is enough to recognize them when meeting them while reading the passage. The other 29 should all be remembered，among which the following 9 words and expressions are even more important：aim，adopt，possess，attempt，a great deal，typical，predict，specific，on the other hand. They are all very useful and important. So are the sentence patterns “Among the painters who broke away from the traditional style of painting were the Impressionists，who lived and worked in Paris.” and “There are scores of modern art styles，but without the Impressionists，many of these painting styles might not exist.” We ought to pay more attention to them.‎ 三维目标设计　　　‎ Knowledge and skills ‎1．To get the students to learn to use the following important new words and phrases freely：aim，adopt，possess，attempt，a great deal，typical，predict，specific，on the other hand.‎ ‎2．To get the students to understand and use the following important and useful sentence patterns：‎ ‎(1)Among_ the_ painters who broke away from the traditional style of painting were_ the_ Impressionists，who lived and worked in Paris.‎ ‎(2)There are scores of modern art styles，but without the Impressionists，many of these painting styles might _not_ exist.‎ Process and methods ‎ 1．To help the students to understand the meanings of the above useful new words and expressions in the context，and then give some explanations about them，and at last offer some exercises to make students master their usages.‎ ‎2．To ask the students t o make up their own sentences by imitating the above sentence patterns.‎ ‎3．At the end of the class，make students do more exercises for consolidation. In doing so，they can learn，grasp and use these important language points well.‎ Emotion，attitude and value ‎1．To stimulate students' interest in learning English.‎ ‎2．To develop students' sense of cooperation and teamwork.‎ 教学重、难点　　　‎ ‎1．Important new words and expressions：aim，adopt，possess，attempt，a great deal，typical，predict，specific，on the other hand.‎ ‎2．Important and useful sentence patterns：‎ ‎(1)The inverted sentences beginning with a prepositional phrase.‎ ‎(2)The subjunctive mood with a prepositional phrase “without...” in place of the “if” clause.‎ ‎3．Some difficult and long sentences in the text.‎ 教学过程 Step 1　Revision ‎1．Check the homework exercises.‎ ‎2．Ask some students to tell the styles of Western art.‎ Step 2　Reading and finding Get students to read through Warming Up，Pre－reading，Reading，Comprehending and Learning about Language to underline all the new words and useful expressions or collocations in these parts. Read them aloud and copy them down in the exercise book.‎ Step 3　Practice for useful words and expressions ‎1．Turn to Page 4.Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.‎ ‎2．Give students several minutes to finish the exercises. They first do them individually，and then discuss and check them with their partners.‎ ‎3．Check the answers with the whole class and explain the problems they meet where necessary.‎ Step 4　Vocabulary study Ⅰ.简单知识扫描 ‎1．typical(P2)‎ ‎【原句再现】‎ A typical picture at this time was full of religious symbols，which created a feeling of respect and love for God.‎ 那个时期的典型的绘画充满了宗教特征，体现出了对上帝的爱戴与敬重。‎ ‎【观察探究】‎ ‎(1)This is a typical example of Roman p ottery.这是一件典型的罗马陶器。‎ ‎(2)A typical working day for me begins at 7：30.我的工作日一般在7：30 开始。‎ ‎(3)On a typical day，we receive about 50 letters.我们通常一天收到大约50 封信。‎ ‎【归纳总结】‎ typical adj. 意思是“典型的，有代表性的；一贯的，平常的”；常用短语 typical of sb./sth.。‎ ‎【即景活用】‎ 这是有当地风味的饭菜。This meal is ______ of local cookery.‎ Suggested answer：typical ‎2．replace(P2)‎ ‎【原句再现】‎ During the Renaissance，new ideas and values gradually replaced those held in the Middle Ages.‎ 在文艺复兴时期，新的思想和价值观逐渐取代了中世纪的思想和价值观。‎ ‎【 观察探究】‎ ‎(1)Can anything replace a mother's love and care?‎ 有什么东西能取代母亲的爱和关怀吗？ ‎ ‎(2)Sending e－mail has almost taken the place of writing letters.‎ 发送电子邮件几乎取代了写信。‎ ‎(3)I don't think anyone could take her place.我认为无人能取代她的位置。‎ ‎【归纳总结】‎ replace v. 意思是“代替，取代”，相当于take the place of/take one's place。‎ ‎【知识链接】 ‎ take place发生，举行 ‎ take one's place就座，入座；接替某人的位置 ‎ in place在适当的位置 ‎ out of place在不适当的位置 ‎ in place of 代替 ‎【即景活用】‎ ‎(1)Natural methods of pest control are now ______ chemicals.‎ ‎(2)The kitchen was spotlessly clean，with nothing ______.‎ Suggested answers：(1)taking the place of　(2)out of place ‎3．convince(P2)‎ ‎【原句再现】 ‎ When people first saw his paintings，they were convinced that they were looking through a hole in a wall at a real scene.‎ 当人们第一次看到他的画时，还以为是透过墙的小洞来观看真实的场景，并对此深信不移。‎ ‎【观察探究】‎ ‎(1)You'll need to convince them of your enthusiasm for the job.‎ 你要使他们相信你殷切盼望得到这份工作。‎ ‎(2)I've been trying to convince him to see a doctor.我一直劝他去看病。‎ ‎(3)I'd convinced myself(that)I was right.我确信自己是正确的。‎ ‎【归纳总结】‎ convince v. 意思是“使确信，使信服”，常见结构有：convince sb.of sth./convince sb.to do sth./convince sb.that...。‎ ‎【知识拓展】‎ convincing　adj. 令人信服的， convinced　adj. 确信的，深信的 ‎【即景活用】‎ ‎(1)Scientists are convinced ______ the positive effect of laughter ______ physical and mental health.‎ A．of；at　　　　　　　B．by；in　　　　　　C．of；on　　　　　　 D．on；at ‎(2)What ______ you to vote for them?‎ A．made　 B．had C．convinced　 D．let Suggested answer：(1)C　(2)C ‎4．predict(P3)‎ ‎ 【原句再现】‎ Who can predict what painting styles there will be in the future?‎ 谁能预言将来会有什么样的绘画艺术风格？‎ ‎【观察探究】‎ ‎(1)They predicted tomorrow's weather very hot.他们预报明天天气很热。‎ ‎(2)It's said that the old man can predict a person's future.‎ 据说，那个老人能预言人的未来。‎ ‎(3)It was predicted that the temperature of next month would continue to fall.‎ 据预报，下个月的温度将持续下降。‎ ‎【归纳总结】‎ predict vt. 预言，预报 ‎【即景活用】‎ ‎—When does the plane arrive?‎ ‎—I ________ it will arrive within half an hour.‎ A．forecast　　　　　 B．ensure C．predict　　　　　 D．decide Suggested answer：C ‎5．specific(P4)‎ ‎ 【原句再现】‎ based on general ideas rather than specific examples 以一般概念而非具体例子为基础的 ‎【观察探究】‎ ‎(1)I gave you specific instructions.我给过你明确的指示。‎ ‎(2)The money was collected for a specific purpose.这笔钱是为一个特殊用途而收的。‎ ‎ 【归纳总结】‎ specific adj. 明确的，具体的；特定的 ‎6．on the other hand(P3)‎ ‎【原句再现】‎ One the one hand...On_ the_ other_ hand,_ some paintings of modern art are so realistic that they look like photographs.‎ 一方面……另一方面，一些现代艺术派的绘画非常逼真，简直就像照片一样。‎ ‎【观察探究】‎ ‎(1)On the one hand I have to work；on the other hand I have many visitors to see.‎ 一方面我必须工作；另一方面我有许多来宾要照看。‎ ‎(2)On the one hand she is not well，but on the other hand she doesn't like sports.‎ 一方面她身体不好，另一方面她不喜欢运动。 ‎ ‎(3)The boy is very naughty. On the other hand，he is clever.‎ 那个男孩很淘气，但是(另一方面)，他很聪 明。 ‎ ‎(4)Muscle，on the other hand，did not renew.另一方面，体力不能恢复原状。‎ ‎(5)Yes，but on the other hand exports might fall.是的，但是从另一方面看，出口也可能下跌。‎ ‎【归纳总结】‎ on the other hand 意为“另一方面”，往往与on the one hand(一方面)连用，表示“适用于两点的情况”。有时也可以不与on the one hand连用，意为“但是/另一方面”，表示意思的转折。‎ Ⅱ.重点知识探究 ‎1．aim(P2)‎ ‎【原句再现】‎ During the Middle Ages，the main aim of painters was to represent religious themes.‎ 在中世纪，画家们的主要目的是表达宗教主题。‎ ‎【观察探究】‎ ‎(1)The aim of the research is to find new food sources.‎ 这次研究的目的就是找到新的食物来源。‎ ‎(2)The center does research with the aim of improving the lives of poor Africans.‎ 这个中心作研究是为了改善贫困非洲人的生活。‎ ‎(3)The hunter took aim at the bear and fired his gun.猎手瞄准那头熊，开了枪。‎ ‎(4)I was aiming at the tree but hit the car by mistake.我对准树射击，不料误中了汽车。‎ ‎(5)They are aiming to reduce unemployment by 50%.他们正力求使失业人数下降50%。‎ ‎(6)They are aiming at training everybody by the end of the year.‎ 他们力求做到在年底前人人得到培训。‎ ‎【归纳总结】‎ aim n．& v．意为“目的，目标；瞄准，向某方面努力”。‎ with the aim of 带有……的目的 ‎(take)aim at 瞄准 aim to do sth.力求做某事 aim at sth./doing sth.力求达到……‎ ‎【即景活用】‎ ‎(1)The leaflet(小册子)has been produced ______(目的是增加)public ‎ awareness of the disease.‎ ‎(2)______(我的主要人生目标)is to be a good doctor.‎ ‎(3)我们力争六点钟左右到那里。We ______ be there around six.‎ ‎(4)He studied hard，______the driving test.‎ A．aim to pass　 B．aiming to passing C．aiming at pass　 D．aiming at passing Suggested answers：(1)with the aim of increasing　(2)My main aim in life　(3)aim to(4)D　‎ ‎2．adopt (P2)‎ ‎【原句再现】‎ People began to concentrate less on religious themes and adopt a more humanistic attitude to life.‎ 人们开始较少关注宗教主题，而采取一种更人性化的生活态度。‎ ‎【观察探究】‎ ‎(1)Thinking it over，the general manager decided to adopt her suggestion.‎ 总经理再三考虑之后，决定采纳她的建议。‎ ‎(2)As the old couple had no children of their own，they adopted an orphan.‎ 这对老夫妇没有自己的孩子，就收养了一个孤儿。‎ ‎【归纳总结】‎ adopt vt. 意为“采用，采纳，收养”。‎ adopt one's suggestion 采纳某人的建议 adopt sb. 收养某人 ‎【即景活用】‎ ‎(1)三个队处理这 个问题的方法各不相同。‎ All three teams ______ different approaches to the problem.‎ ‎(2)They decided to______ an orphan after Wen Chuan Earthquake.‎ A．adapt　 B．bring　 C．adopt　 D．receive Suggested answers：(1)adopted　(2)C ‎3．possess/possession (P2)‎ ‎【原句再现】‎ Rich people wanted to possess their own paintings，so they could decorate their superb palaces and great houses. They paid famous artists to paint pictures of themselves，their houses and possessions as well as their activities and achievements.‎ 富人们想拥有自己的艺术品并用来装饰自己的高级宫殿和豪宅。他们高价聘请著名艺术家来为自己画像，画自己的房屋和其他财物，以及他们的活动和成就。‎ ‎【观察探究】‎ ‎(1)The country possesses rich mineral deposits.这个国家拥有丰富矿藏。 ‎ ‎(2)He lost all of his possessions after breaking the law.‎ 他犯法后失去了所有财产。‎ ‎(3)How did you get possession of it？你是怎样得到它的？‎ ‎【归纳总结】‎ possess＝own/have vt.意为“拥有，具有，支配”；possession n. 意为“所有，财产”，表示“财产”时，常用其复数形式possessions。‎ ‎ 【知识拓展】 ‎ in sb.'s possession＝in the possession of sb.(某物)为某人所占有 in possession of sth.占有某物 take possession of 获得，占有；占据，占领 come into possession of 占有或获得 ‎【即景活用】‎ ‎(1)Has she been ______ this treasure all through the years of our seaside poverty?‎ A．in place of　 B．in charge of C．in sight of　 D．in possession of　‎ ‎(2)The castle on the farm ______ her，not him.‎ A．comes into possession of　 B．takes possession of ‎ C．is in the possession of　 D．is in possession of　‎ ‎(3)He was caught ______ stolen goods，so he had to admit his stealing.‎ A．in place　 B．instead of　 ‎ C．in possession of　 D．in spite of Suggested answers：(1)D　(2)C　(3)C ‎4．attempt(P3)‎ ‎【原句再现】‎ ‎...the painter does not attempt to paint objects as we see them with our eyes...‎ ‎……画家并不打算把我们眼睛看到的东西如实地画出来……‎ ‎【观察探究】‎ ‎(1)All attempts to control pollution have failed.一切控制污染的努力都白费了。‎ ‎(2)He made an attempt to break the world record.他试图打破世界纪录。‎ ‎(3)They attempted to finish the task before July.他们试图在七月以前完成这项任务。‎ ‎(4)He attempted at convincing me，but failed completely.他曾试图说服我，但失败了。‎ ‎【归纳总结】‎ attempt n．& vt.意为“努力，尝试，企图”。‎ ‎“试图做某事”可表达为 attempt to do sth./attempt at doing sth.。‎ ‎【即景活用】‎ ‎(1)He ______to escape from the prison，but were stopped by the guards.‎ A．advised　 B．succeeded　 ‎ C．attempted　 D．offered ‎(2)A man is being questioned in relation to the ______ murder last night.‎ A．advised　 B．attended　 ‎ C．attempted　 D．admitted Suggested answers：(1)C　(2)C ‎5．a great deal (P2)‎ ‎【原句再现】‎ In the late 19th century，Europe changed a_great_deal，from a mostly agricultural society to a mostly industrial one.‎ ‎19世纪后期，欧洲发生了巨大的变化，从以农业为主的社会变成了以工业为主的社会。‎ ‎【观察探究】‎ ‎(1)He talks a great deal but does little.他说得多做得少。‎ ‎(2)It's a great deal faster to travel by plane than by bus.乘飞机旅行比乘汽车快得多。‎ ‎(3)His work has been attracting a great deal of attention.他的工作一直吸引广泛关注。‎ ‎【归纳总结】‎ a great deal/a good deal意为“许多，大量”，可以用作名词或副词，即在句中作主语、宾语，或者用于形容词、副词比较级前加强程度，也可用来修饰动词作状语。a great/good deal of后只接不可数名词。‎ ‎【知识链接】‎ 表示“许多；大量”的短语有：[来源:学科网ZXXK]‎ 修饰可数名词 many；a few；a good/great many；a large/small number of；many a＋单数名词；more than one＋单数名词 修饰不可数名词 much；a good/great deal of；a large amount of；large ‎ amounts of 修饰可数/不可数名词 a lot of/lots of；plenty of；a large quantity of；large quantities of ‎【即景活用】‎ ‎(1)______ work has been done to improve the people's living standard.‎ A．Many　　 B．A great many C．A large number of　　 D．A great deal of ‎(2)He spent ______ money on books and ______ his books are about space and satellite.‎ A．a great deal of；a good many of ‎ B．a good many；a great number of C．a large quantity of；a large amount of ‎ D．many；plenty ‎ Suggested answers：(1)D　(2)A Ⅲ.词汇综合运用 ‎1．用括号中所给的单词或短语翻译下列句子。‎ ‎(1)爱迪生是世界上最卓越的发明家，我们可以从他的身上学到很多东西。(superb；a great deal)‎ ‎(2)发明成了爱迪生的特殊爱好，他下定决心成为一个伟大的发明家。(preference；aim)‎ ‎(3)可是，他妈妈不相信老师的话，而且很快就发现他具有丰富的想象力。(on the other hand；faith；possess)‎ ‎(4)在他童年时期，老师曾预言他将会一事无成。(predict)‎ ‎(5)为了一个新发明，他要尝试很多次。(attempt)‎ ‎(6)最后，他发明了电灯，为人类作出了巨大的贡献。(contribution)‎ Suggested answers：‎ ‎(1)Edison is the most superb scientist in the world and we can learn a great deal from him.‎ ‎(2)Invention became Edison's preference and he aimed at becoming a great inventor.‎ ‎(3)On the other hand，his mother had no faith in the teacher's words and she quickly found that he possessed rich imagination.‎ ‎(4)In his childhood，his teacher had ever predicted that he would achieve nothing.‎ ‎(5)He might attempt many time s for a new invention.‎ ‎(6)In the end，he invented the light bulb and made great contributions for the mankind.‎ ‎2．连句成篇(按照一定的逻辑顺序适当调整句子的顺序，把上面的句子连成一篇小短文。必要时增加适当的连词。)‎ ‎________________________________________________________________________‎ ‎________________________________________________________________________‎ ‎________________________________________________________________________‎ ‎________________________________________________________________________‎ Suggested answers：‎ Edison is the most superb scientist in the world and we can learn a great deal from him. But in his childhood，his teacher had ever predicted that he would achieve nothing. On the other hand，his mother had no faith in the teacher's words and she quickly found that he possessed rich imagination. Invention became Edison's preference and he aimed at becoming a great scientist. He might attempt many times for a new invention. In the end，he invented the light bulb and made great contributions for the mankind.‎ Step 5　Sentence focus ‎1．Among the painters who broke away from the traditional style of painting were the Impressionists，who lived and worked in Paris.(P2) ‎ 在那些突破传统画法的画家中有生活和工作在法国巴黎的印象派画家。‎ 这是一个倒装句，主句是Among the painters were the Impressionists。who broke away from the traditional style of painting 是由who引导的限制性定语从句，修饰the painters。who lived and worked in Paris是由who引导的非限制性定语从句，修饰the Impressionists。‎ ‎2．There are scores of modern art styles，but without the ‎ Impressionists，many of these painting styles might not exist.(P3)‎ 现代艺术风格已经有好几十种，然而如果没有印象派，那么这许多不同的风格就不可能存在。‎ 在but连接的并列句中，由without引导的介词短语是一个暗含的非真实条件，相当于if there were not the Impressionists；主句用虚拟语气might not exist。‎ Step 6　Using words and expressions Turn to Page 42.Ask students to do the exercises in Using Words and Expressions in the Workbook. The following procedures may be followed：‎ ‎1．Go through the Exercises 1 and 2 with students and make sure they know what to do.‎ ‎2．Give students several minutes to finish them individually.‎ ‎3．Check the answers with the whole class.‎ Step 7　Homework ‎1．Finish off the Workbook exercises. Do Exercise 3 in your exercise book.‎ ‎2．Learn the useful new words and expressions by heart.‎ Step 8　Reflection after teaching ‎________________________________________________________________________‎ ‎________________________________________________________________________‎ ‎________________________________________________________________________________________________________________________________________________‎ ‎________________________________________________________________________‎ Period 3　Grammar—the Subjunctive Mood(1)‎ 整体设计 教学内容分析　　　‎ This teaching period mainly deals with the grammar：the subjunctive mood. In the English language verbs are often divided into three different moods—the indicative mood，the imperative mood and the subjunctive mood. The indicative mood is used to indicate a fact or put forward a viewpoint. The imperative mood is used to express direct commands or requests. It tells you to do something. It is a lso used to signal a prohibition，permission or any other kind of exhortation. The subjunctive mood is used to express a condition which is doubtful or not factual. It is most often found in a clause beginning with the word “if”．It is also found in noun clauses，following a verb that expresses a doubt，a wish，regret，request，demand，or proposal. The following are verbs typically followed by clauses with th e subjunctive mood：ask，demand，determine，insist，move，order，prefer，recommend，regret，request，require，suggest，wish.‎ In this period we will focus on only part of the usages of the subjunctive mood，that is，the subjunctive mood beginning with the word “if” and that following the verb “wish”．‎ 三维目标设计　　　‎ Knowledge and skills ‎1．To get the students to know the structure of the subjunctive moo d.‎ ‎2．To let the students learn the usages of the subjunctive mood.‎ ‎3．To enable the students to use the subjunctive mood correctly and properly.‎ Process and methods ‎1．To ask the students to read the reading passage again，pick out the sentences with the subjunctive mood from the reading passage and translate them into Chinese.‎ ‎2．To ask the students to discover the structure and usages of subjunctive mood by comparing a lot of example sentences.‎ ‎3．To ask the students to do the exercises in Discovering useful structures on Page 5 for students to master the subjunctive mood.‎ ‎4．To ask the students to summarize the subjunctive mood.‎ ‎5．To ask the students to do the exercises in Using Structures on Page 43 and some other additional exercises for consolidation.‎ Emotion，attitude and value ‎1．To get the students to become interested in grammar learning.‎ ‎2．To develop the stude nts' ability of comparing and summarizing.‎ 教学重、难点　　　‎ ‎1．To get the students to master the structure and usages of the subjunctive mood.‎ ‎2．To enable the students to learn how to use the subjunctive mood correctly.‎ 教学过程 Step 1　Revision ‎1．Check the homework exercises.‎ ‎2．Dictate some new words and expressions.‎ ‎3．Translate the following sentences into English：‎ ‎(1)那个项目花费了大量金钱。‎ ‎(2)我想开口说几句，但是有人叫我别作声。‎ Suggested answers：‎ ‎(1)A great deal of money was spent on the project.‎ ‎(2)I attempted to speak but was told to be quiet.‎ Step 2　Warming up Ask the students to go back to Page 1 and study the following three sentences in Warming Up and translate them into Chinese paying special attention to their verb forms：‎ ‎(1)If you were an artist，what kind of pictures would you paint?‎ ‎(2)If you could_ have three of these paintings on the walls of your ‎ classroom，which would you choose?‎ ‎(3)Have you ever wished you could_paint as well as a professional artist?‎ Tell the students that the above three sentences are with the subjunctive mood and then discuss it with them. Then ask the students to think a bout the question “What is the subjunctive mood？”‎ Step 3　Grammar learning Ask the students to study the following sentences and try to summarize the structure and meaning of the subjunctive mood.‎ ‎1．The subjunctive mood beginning with the word “if”：‎ ‎(1)If it often rained，the crops would_grow well.如果经常下雨的话，庄稼会长得很好。‎ ‎(The fact is that it doesn't often rain and the crops don't grow well.)‎ ‎(2)If he were here，everything would_be all right.如果他在这儿的话，一切都没有问题。‎ ‎(The fact is that he is not here and everything is not all right.)‎ ‎(3)I would certainly go if I were you.我要是你就一定去。‎ ‎(The fact is that I am not you and I won't go.)‎ ‎2．The subjunctive mood following the verb “wish”：‎ ‎(1)I wish I were not so busy.但愿我不那样忙碌。‎ ‎(The fact is that I am very busy.)‎ ‎(2)I wish I had enough money.但愿我有足够的钱。‎ ‎(The fact is that I don't have enough money.)‎ ‎(3)I wish I could_be of some use to you.我希望我对你能有点用处。‎ ‎(The fact may be that I am not of any use to you.)‎ ‎(4)I wish you wouldn't_look_down_on this kind of work.我希望你不要看不起这种工作。‎ ‎(The fact is that you indeed look down on this kind of work.)‎ ‎(5)I wish you would_go with us tomorrow.要是你明天同我们一起去就好了。‎ ‎(The fact is that you won't go with us tomorrow.)‎ Step 4　Summing up Try to help the students draw the following conclusions.‎ ‎1．The subjunctive mood is usually used to talk about situations that are n ot true or not likely to be true. The situation referred to in the subjunctive mood is not real，but it is hypothetical.‎ ‎2．The subjunctive mood is often found in a clause beginning with the word “if”．The past tense(were，did，could do)is often used in the “if” clause and “would＋v .” is often used in the main clause expressing the situation contrary to the present.‎ ‎3．When the verb “wish” is followed by an object clause，its predicate must be with the subjunctive mood. The past tense(were，did) is often used to express the situation contrary to the present and “could/would＋v.” is often used to express the situation contrary to the future.‎ Step 5　Grammar practice Ask students to do the following exercises：‎ ‎1．Change the following sentences into the subjunctive mood. Put the verbs into the correct form.‎ ‎(1)He has no right to choose his holiday，so he can't go to Shanghai.‎ ‎(2)I can't eat shellfish because I am allergic to them.‎ ‎(3)As the marble statue is too large for her garden，the housewife won't buy it.‎ ‎(4)We know very little about the disease，so we are not able to treat the patients very effectively.‎ Suggested answers：‎ ‎(1)If he had right to choose his holiday，he would go to Shanghai.‎ ‎(2)If I were not allergic to shellfish，I would enjoy eating them.‎ ‎(3)If the marble statue were not too large for her garden，the housewife would buy it.‎ ‎(4)If we know more about the disease，we would be able to treat the patients very effectively.‎ ‎2 ．Do Exercise 3 in Discovering useful structures on Page 5.‎ ‎3．Do the exercises in Using Structures on Page 43.‎ First ask students to do the exercises individually，and then let them discuss and check their answers with their partners，and finally give them the correct answers and deal with any problems they might meet.‎ Step 6　Getting more about the grammar ‎ Ask students to go back to Page 1 and read through the r eading passage A Short History of Western Painting to pick out the sentences with the subjunctive mood and then translate them into Chinese.‎ Suggested answers：‎ ‎1．If the rules of perspective had_not_been_discovered，no one would_have_been able to paint_such realistic pictures.‎ 如果没有发现透视法，人们绝不可能画出如此逼真的画。‎ ‎2．Without the new paints and the new technique，we would_not_be_able_to_see the many great masterpieces for which this period is famous.‎ 没有新的颜料和新的(绘画)手法，我们就不可能看到很多使这一时代著名的杰作。‎ ‎3．There are scores of modern art styles，but without the Impressionists，many of these painting styles might_not_exist.‎ 现代艺术风格有好几十种，然而如果没有印象派，那么这许多不同的风格就不可能存在。‎ Step 7　Summing up Try to help the students draw the following conclusions.‎ ‎1．When the subjunctive mood is found in a clause beginning with the word “if”，“had＋past participles” is used in the “if” clause，while “would/could have＋past participles” is used in the main ‎ clause so as to express the situation contrary to the past.‎ ‎2．In sentences with the subjunctive mood，sometimes a prepositional phrase beginning with “without(＝if not)” is used to take the place of the “if” clause to express implied condition.‎ Step 8　Playing a game ‎1．Get students to form groups of 6.‎ ‎2．Let students play the game “If I were a．..，I would...”．‎ Ask the students to take turns to imagine what they would do if they were somebody or did anything with their partners. Make their own sentences as interesting and imaginative as they can. Write down the six best ones and share them with the class.‎ Step 9　Closing down by a quiz Show students the following on the screen or give out test papers to them.‎ ‎1．When a pencil is partly in a glass of water，it looks as if it ______(break)．‎ ‎2．I wish everyone ______(be)rich so that there would be no fight for food again.‎ ‎3．Without your suggestion that I ______(set)off early，I wouldn't have arrived on time.‎ ‎4．I would rather you ______(return)the book yesterday.‎ ‎5．The boy insisted that he ______(not cheat)in the exam and ‎ ______(not punish)．‎ ‎6．______(set)off a little earlier，I would have caught the train.‎ ‎7．My partner got a mountain bike yesterday. How I wish my father ______ one for me on my coming birthday next week.‎ A．buys　 B．will buy　 C．could buy　 D．has bought ‎8．The young man insisted that he ______ wrong and that he ______ sorry to anyone else at the meeting.‎ A．had done；would say　 B．had done；should say C．should do；would say　 D．should do；should say ‎9．I don't think that I shall fail. But if I ______，I would try again.‎ A．fail　 B．would fail　 ‎ C．should fail　 D．had failed ‎10．—Can you come to attend our party tonight? ‎ ‎—Sorry，but I do wish I ______.‎ A．had B．can C．will D．could ‎11．Though the girl had been suffering from the blood disease，she acted as if nothing ______ to her while facing her friends and relations.‎ A．happened　　 B．would happen ‎ C．was happened D．had happened ‎12．—Do you mind if we set out earlier tomorrow morning? ‎ ‎—Well，I'd rather you ______.‎ A．don't B．didn't C．won't D．wouldn't Suggested answers：1.were broken　2.were　3.(should)set　4.had returned5.hadn't cheated；(should)not be punished　6.Had I set/If I had set　7～12 CBCDDB Step 10　Homework Review the structure and usages of the subjunctive mood.‎ Step 11　Reflection after teaching________________________________________________________________________‎ ‎________________________________________________________________________‎ ‎_______________________________________________________________________________________________________________________________________________‎ Period 4　Listening and Speaking 整体设计 教学内容分析　　　‎ The emphasis of this period will be placed on listening and speaking. There are altogether three texts for the students to listen to in this period：one is in the Student's Book and the other two are in the Workbook. The first one(on Page 7，Listening and speaking)is a conversation among three friends，Gao Yan，John and Susan，who are ‎ on holiday in New York. They are talking about the art galleries they would like to visit. While listening to the dialogue for the first time the students are asked to get some specific information about it and answer seven wh－questions. After listening to the second part of the dialogue for the second time the students are asked to talk about the characters of Gao Yan，John and Susan. Then the students are asked to tell what attitude each of the three friends has to modern art. At last the students are asked to give their own points of view and attitudes towards the galleries in New York in a certain situation to show their own preference，using the expressions about preference given in the box on Page 7. The second one(on Page 41，Listening)is a conversation among three classmates，Steve Lee，Wang Pei and Xiao Wei. They are talking about what kind of present they would like to get for Mr Hang，their art teacher，before he leaves the school. And the third one(on Page 44，Listening Task)is a talk from Zhang Lin. He is talking about six Chinese artworks.‎ Knowledge and skills ‎1．To understand the meanings of the following key words and expressions while hearing them in the tape：traditional(传统的)，abstract(抽象的)，figurative(修饰丰富的)，photography(照片)，two－dimensional(两维的)，sculpture(雕塑)，pottery(陶器)，wood carving(木雕)，clay figures(泥塑)，paper cutting(剪纸)．‎ ‎2．To enable the students to understand the listening texts.‎ ‎3．To help the students learn how to express their preference.‎ Process and methods ‎1．Smoothing away language problems if any before listening.‎ Before asking the students to listen to the tape，help them to smooth away any language problems such as new words and expressions that they may not understand while listening.‎ ‎2．Listening for needed information.‎ Before asking the students to listen to the tape for the first time，give them one or two questions about the general idea of the text so as to lead the students to concentrate only on the needed information.Then ask them to listen to the tape for a second or even a third time for some specific information by giving them some detailed questions to answer.‎ ‎3．Speaking freely and making conversations.‎ At last the students may be asked to give their own points of view and attitudes towards certain subject mentioned in the text.‎ Emotion，attitude and value ‎1．To stimulate students' sense of communication and cooperation.‎ ‎2．To develop students' ability of enjoying beauty.‎ 教学重、难点　　　‎ ‎1．The understanding of the listening texts.‎ ‎2．The expressing of preference.‎ 教学过程 Step 1　Revision ‎1．Retell the text on Page 1－Page 3.‎ ‎2．Check the answers of the exercises in Learning about Language and explain the difficulties.‎ Step 2　Listening ‎ ‎1．Listen to Text 1 (Page 7)and do the following exercises.‎ ‎(1)Listen for the first time and fill in the blanks.‎ G ao Yan，John and Susan are on holiday in New York.______ first suggest they visit art galleries，but ______ don't like large museums.‎ ‎(2)Listen again and choose the be st answer to the following questions.‎ ‎①How long will they spend visiting galleries?‎ A．One day.　　　　　　　B．Two days.　　　　　　　C．Three days.‎ ‎②Which museum is too big，crowded and expensive?‎ A．The Frick Collection.‎ B．Metropolitan Museum of Art.‎ C．Museum of Modern Art.‎ ‎③Who doesn't like modern art?‎ A．Susan.　　　　　 B．John. C．Gao Yan.‎ ‎④Which museum do they decide to visit on Saturday?‎ A．Museum of Modern Art. B．Guggenheim Museum. C．The ‎ Frick Collection.‎ ‎(3)Listen to Part 1 for a third time and fill in the blanks.‎ ‎①Gao Yan would like to go to the ______ ______.It's got art from all over the world.‎ ‎②Susan would prefer something ______ to start with，so the ______ ______ is her best choice.‎ ‎③______ might go back to the ______ after dinner.‎ ‎(4)Listen to Part 2 for a third time and fill in the blanks.‎ ‎①The Museum of Modern Art on Saturday is ______，______ and too ______.‎ ‎②Susan thinks that a ______ could paint better pictures than some of those paintings.‎ ‎③John wanted to see contemporary art，so the ______ might be better.‎ ‎2．Listen to Text 2(Page 41) and do the following exercises.‎ ‎(1)Listen for a first time and number the presents 1－4 to show the order in which you hear them discussed.‎ ‎ ‎ ‎(2)Listen for a second time and choose the best answer to the following questions.‎ ‎①Who arrived late?‎ A．Xiao Wei. B．Wang Pei. C．Steve Lee.‎ ‎②Why didn't they choose the vase? Because ______.‎ A．it is too old ‎ B．it's too expensive　 ‎ C．Mr Hang has got one ‎③Who does Steve wish they had talked to before they came shopping?‎ A．Mr Hang.　 B．Mrs Hang.　　 C．Mr Hang's daughter.‎ ‎④Mr Hang said in class that he liked ______.‎ A．book　　　 B．paints and brushes　 C．wall hangings ‎(3)Listen for a third time and answer the following questions.‎ ‎①Q：Who likes the vase best？　‎ A：______ likes it best of all，because it is ______.‎ ‎②Q：Who would rather get Mr Hang the book?‎ A：______，because he thinks ______ likes Qi Baishi's paintings in the book.‎ ‎3．Listening task on Page 44.‎ Before listening，ask the students to look at the paintings and discuss in what period of Chinese history they were created.‎ ‎(1)Listen to Zhang Lin's talk all the way through. Try and number the artworks 1－6 to show the order in which he talks about them.‎ ‎(2)Listen again to Parts 1－3 and add the historical period when each was made.‎ Suggested answers：‎ ‎1．(1)John；Susan　(2)BCAB　(3)①Metropolitan Museum　②smaller；‎ Frick Collection　③Susan；hotel　(4)①big；crowded；expensive　②monkey　③Whitney ‎ ‎2．(1)①vase　②paints and brushes　③book　④wall hanging ‎ ‎(2)ABBC　(3)①Steve；beautiful　②Wang Pei；everyone ‎3．(1)3　5　2‎ ‎6　1　4‎ ‎(2)15 000－3000 BC ‎2 First century AD ‎3 Tang Dynasty ‎4 Yuan Dynasty ‎5 & 6 20th century Step 3　Speaking Since the students have learned much knowledge about art by both reading and listening. It's necessary for them to talk about it now. Teach them how to express preference by showing them the following sentences on the screen.‎ ‎ (Slide show)‎ ‎(1)I want to...　　　　　　　　　　I'd like/prefer/rather...‎ That's my first choice.　 If it was up to me，I'd choose...‎ We shouldn't miss... Personally，I'd rather enjoy...‎ It seems to me that... As for me，I'd like...better than...‎ In my view/opinion， I'd prefer...to...‎ ‎(2)I don't like... I'm not found of...‎ ‎(3)Would you rather...? Would you like...or...?‎ ‎ What's your preference? Which would you prefer，...?‎ Ask the students to look at the talking topics shown on the screen and discuss with their partners and then make up their own dialogues.(Show the following on the screen.)‎ Talking Topics ‎1．Who is your favorite artist，both from China and from other countries？Give your reasons.‎ ‎2．What kind of art do your prefer，modern or traditional，abstract or figurative(修饰丰富的)，painting or photography，two－dimensional(两维的)(e.g. painting，photography)or three－dimensional(e.g. sculpture，pottery)?‎ ‎3．What kind of Chinese art do you like best？(You may talk about examples of folk art，such as New Year Graphics，wood carving，paper cutting，clay figures and so on.)‎ ‎4．What kind of Western art do you like best？(You may talk about examples of the Middle Ages，the Renaissance，Impressionism and Modern art.)‎ Give the students three minutes to prepare and practice，and then ask two groups to demonstrate their dialogues in front of the whole class.‎ Step 4　Homework Write a passage to introduce the galleries you have ever been to.‎ Step 5　Reflection after teaching ‎________________________________________________________________________‎ ‎ ________________________________________________________________________‎ ‎________________________________________________________________________‎ ‎________________________________________________________________________‎ ‎________________________________________________________________________‎ 教学参考 Ⅰ.The Museum of Modern Art(MOMA)(现代艺术博物馆)‎ The Museum of Modern Art(MOMA)is an art museum located in Midtown Manhattan in New York City，on 53rd Street，between Fifth and Sixth Avenues. It has been singularly important in developing and collecting modernist art，and is often identified as the most influential museum of modern art in the world. The museum's collection offers an unparalleled overview in modern and contemporary art，including works of architecture and design，drawing s，painting，sculpture，‎ photography，prints，illustrated books and artist books，film，and electronic media.‎ MOMA's library and archives hold over 300 000 books，artist books，and periodicals，as well as individual files on more than 70 000 a rtists. The archives contain primary source material related to the history of modern and contemporary art. It also houses an award－winning fine dining restaurant，The Modern，run by Alsace－born chef Gabriel Kreuther.‎ Ⅱ.The Guggenheim Museum(古根海姆博物馆) The Guggenheim Museum is a well－known museum located on the Upper East Side of Manhattan in New York City，United States. It is the permanent home to a renowned collection of Impressionist，Post－Impressionist，early Modern，and contemporary art and also features special exhibitions throughout the year. Designed by Frank Lloyd Wright，it is one of the 20th century's most important architectural landmarks.‎ The museum opened on October 21,1959，and was the second museum opened by the Solomon R．Guggenheim Foundation. It recently underwent an extensive，three－year renovation.‎ Period 5　Reading and Writing 整体设计 教学内容分析　　　‎ The teaching materials of this period contain two parts. The first part is the reading passage on Page 6 with the title of The Best of Manhattan's Art Galleries，which introduces five best art galleries of Manhattan in New York. The second part is the Writing Task on Page 46，which asks the students to write a letter to the headmaster of the school asking for permission to improve the environment of their school by imitating the letter on Page 45.‎ Knowledge and skills ‎1．To enable the students to know something about the five best art galleries in Manhattan in New York.‎ ‎2．To get the students to learn the following useful new words and structures：consider，appeal to；It is＋adj.＋that clause，It is＋noun＋从句，It's a pity/shame that...(should)．..‎ ‎3．To help the students learn how to write a letter asking for permission.‎ ‎4．To foster the students' ability in skimming and looking up inf ormation in reference books and improve the students' reading ability.‎ Process and methods Reading for specific information，summarizing，discussing and practicing.‎ Emotion，attitude and value ‎1．To stimulate the students' love to galleries and artworks.‎ ‎2．To develop the students' sense of protecting the environment around ‎ them.‎ 教学重、难点　　　‎ ‎1．The understanding of the reading passage.‎ ‎2．The following key sentences：‎ ‎(1)Many art lovers would rather visit this small art gallery than any other in New York.‎ ‎(2)Henry Clay Frick，a rich New Yorker，died in 1919，leaving his house，furniture and art collection to the American People.‎ ‎(3)The best way to see the paintings is to start from the top floor and walk down to the bottom.‎ ‎(4)It is amazing that so many great works of art from the late 19th century to the 21st century are housed in the same museum.‎ ‎3．Teaching the students how to write a letter asking for permission.‎ 教学过程 Step 1　Revision Check the answers to the grammar exercises on Page 5 and explain the difficult ones.‎ Step 2　Lead－in Give the students a specific situation for the students to think and talk about some famous galleries. You may begin like this “Imagine your class is going to Beijing Arts and Crafts Gallery，and you are the guide of the gallery. Please tell them what they will be able to see in the ‎ museum.” ‎ Step 3　Pre－reading Give the students the following two questions for them to think about and answer.‎ ‎1．Do you know any Western art galleries?‎ ‎2．Have you ever been to any Western galleries before? If so，describe your visit.‎ Step 4　Fast reading ‎1．Scan the text and match the numbers on the map with the museums.‎ Numbers on the map Museums ‎ The Frick Collection ‎ Guggenheim Museum ‎ Metropolitan Museum of Art ‎ Museum of Modern Art ‎ Whitney Museum of American Art Suggested answers：‎ Numbers on the map Museums ‎4 The Frick Collection ‎1 Guggenheim Museum ‎2 Metropolitan Museum of Art ‎5 Museum of Modern Art ‎3 Whitney Museum of American Art ‎ ‎ ‎2.Skim the text，and answer the following questions.‎ ‎(Slide show)‎ (1)What's the main idea of this passage？(2)Where might you see such a passage？(3)Who do you think the text was written for？‎ Suggested answers：‎ ‎(1)The passage introduces some best art galleries of Manhattan.‎ ‎(2)Possibly in a guide book.‎ ‎(3)Tourists and art gallery visitors.‎ Step 5　Detailed reading Read the passage more carefully and complete the chart below.‎ Name Address Which centuries？ What countries？‎ ‎ America Museum of Modern Art ‎ ‎ From ancient to modern times ‎ Guggenheim Museum Western countries The Frick Collection Western countries Suggested answers：‎ Name Address Which centuries？ What countries？‎ Whitney Museum of American Art 945 Madison Avenue，near 75th Street Contemporary(mainly art by living artists) America Museum of Modern Art 53rd Street，between 5th and 6th Avenues From the late 19th century to the 21st century Western countries Metropolitan Museum of Art 5th Avenue & 82nd Street From ancient to modern times All over the world Guggenheim ‎ Museum 5th Avenue & 88th Street Modern(from the late 19th century onwards) Western countries The Frick Collection 5th Avenue and E．70th Street Pre－twentieth century Western countries Step 6　Discussion Enjoy the following pictures and discuss the following questions.‎ Which of the five galleries would you like to visit？Why?‎ ‎ 　 ‎ Guggenheim Museum ‎ 　　　 ‎ ‎　　　　　Metropolitan Museum of Art　Whitney Museum of American Art ‎ 　　　 ‎ ‎　　　　　　　　The Frick Collection　　Museum of Modern Art Step 7　Language study Show the students the following language points in the passage in a slide show.‎ ‎1．appeal to(P6)‎ ‎【原句再现】‎ It will appeal_to those who love Impressionist and Post－Impressionist paintings.‎ 展览将吸引印象派和后印象派作品的爱好者。‎ ‎【观察探究】‎ ‎(1)Bright colors appeal to small children.小孩喜欢鲜艳的颜色。‎ ‎(2)They never appealed to us for mercy.他们从不向我们乞求怜悯。‎ ‎(3)You should not appeal to force.你们不应该诉诸武力。‎ ‎(4)Bob launched an urgent appeal for the famine victims.‎ 鲍勃发出了援助饥民的紧急呼吁。‎ ‎【归纳总结】‎ appeal to意为“吸引，使感兴趣”。appeal还可作名词，意为“呼吁；恳求”。 ‎ ‎【知识拓展】‎ appealing adj. “有吸引力的；求助的；恳求的”。例如：[来源:Z§xx§k.Com]‎ The idea of not having to get up early every morning is rather appealing to me.‎ 每天早上不必早起的主意对我有相当的吸引力。‎ ‎【即景活用】‎ ‎(1)It's a reference book intended to appeal mainly ______ students of ‎ Grade 3.‎ A．to　　　　　　　B．for　　　　　　C．on　　　　　　　D．as ‎(2)Teaching as a career ______ to many people because of the long holidays.‎ A．attracts　 B．calls　 ‎ C．appeals　 D．pulls Suggested answers：(1)A　(2)C ‎2．Henry Clay Frick，a rich New Yorker，died in 1919，leaving_his_house，furniture_and_art_collection_to_the_American_people.‎ 纽约巨富Henry Clay Frick死于1919年，把他的房子、家具和艺术收藏留给了美国人民。‎ 句中的leaving his house，furniture and art collection to the American people为现在分词短语，作动词died的结果状语。动词－ing形式作状语时，可表示时间、原因、结果、条件、让步、行为方式、伴随状况等，通常情况下句子的主语与该动词之间是逻辑上的主动关系，表示时间关系的分词短语有时可由when或while引出。例如：‎ Both of his parents died in the war，leaving him alone.‎ 他的父母都在战争中死去了，结果他成了孤儿。‎ Walking in the street，I saw him.(＝When/While I was walking in the street，I saw him.)‎ 当我在街上走时，我看到了他。‎ ‎【即景活用】‎ ‎(1)To buy some salt，the careless housewife went downstairs，______ the fish ______ over the gas.‎ A．left；cooked　 B．leaving；being cooked C．leaving；cooking　 D．left；being cooked ‎(2)He is a student at Oxford University，______for a degree in computer science.‎ A．studied　 B．studying ‎ C．to have studied　 D．to be studying Suggested answers：(1)B　(2)B ‎3．The best way to see the paintings is to_start_from_the_top_floor_and_walk_down_to_the_‎ bottom.‎ 看画展最好是从顶层看起，一直往下看到底层。‎ 不定式作表语常表示将来的动作，主语常常是表示意向、打算、计划的词，如wish，idea，task，purpose，duty，job等。例如：‎ The most important thing for one's health is to have plenty of exercise.‎ 对人的健康来说，最重要的是多运动。‎ My chief purpose is to point out the difficulties of the matter.[来源:学&科&网Z&X&X&K]‎ 我的主要目的是指出那件事情的困难。‎ The purpose of the organization is to greet all newcomers to the city ‎ and to provide them with any necessary information.‎ 那个组织的目的是接待来到这个城市的新移民，为他们提供必要的信息。‎ What I wanted was to get the work done as quickly as possible.‎ 我想要的是尽快完成那项工作。‎ ‎4．It is amazing that so many great works of art from the late 19th century to the 21st century are housed in the same museum.‎ 令人吃惊的是，同一个博物馆里竟能容纳下从19世纪末到21世 纪的如此多的名家巨作。‎ 这是一个由形式主语it引导的句子，其句型结构为：It is＋adj.＋that clause，真正的主语是后面的that从句。例如：‎ It is possible that it will rain tomorrow.‎ 明天 可能会下雨。‎ It was clear that they hadn't made a decision.‎ 很明显，他们还没作出决定。‎ ‎ 【知识拓展】‎ It is＋n.＋从句 ‎ It's a pity/shame that...(should)．..‎ ‎【即景活用】 (1)为你的粗鲁向她道歉是很有必要的。‎ ‎____________ you should apologize to her for your rudeness.‎ ‎(2)在北京成功举办2008年奥运会是我们极大的荣耀。‎ ‎____________ we succeeded in holding the 2008 Olympic Games in ‎ Beijing.‎ Suggested answers：‎ ‎(1)It's necessary that　(2)It is our great honor that Step 8　Writing ‎ Write a letter to the headmaster of the school asking for permission to improve the environment of the school. While the students are writing，tell them they can：‎ ‎1．Use the letter on Page 45 as a model.‎ ‎2．Start the letter with their address，then the headmaster's address and the date.‎ ‎3．Start their letter with an introductory paragraph that explains why they are writing the letter and gives a general idea of what they want to do.‎ ‎4．Describe their plan and how they will achieve it. Start a new paragraph for each new detail of their plan.‎ ‎5．End their letter with a summary of what they want the principal to do.‎ One possible version：‎ Class 1，Grade 3‎ Shandong Changhong High School Mr Wang Headmaster of Shandong Changhong High School Box 001‎ ‎15 Nov.‎ 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 water quality.‎ Finally，we can also protect ourselves against polluted water. We should take measures to clean the polluted water.‎ We hope you will give us a permission to carry out the project and donate 5000 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 Step 9　Homework ‎1．Master the language points in the text.‎ ‎2．Finish the writing task.‎ Step 10　Reflection after teaching ‎________________________________________________________________________‎ ‎________________________________________________________________________‎ ‎________________________________________________________________________‎ 教学参考 Ⅰ.The Frick Collection(弗里克收藏馆)‎ The Frick Collection is located in the former mansion of Mr Frick，whose private art collection was made into a museum after his death in the ‎ early twentieth century；the museum is designed to feel more like a private home than a public place. The mansion is a true work of art；the low stone building and courtyard take up almost an entire city block and statues stand prominently by the entranceway. Some of the rooms of the house have painted walls like the frescoes of a Renaissance church or castle，and the furniture that adorns all the rooms of the house is almost entirely from the sixteenth century. All the other rooms have rich wood walls and floors，marble fireplaces and decorative columns，giving visitors the sense of being in an old，musty castle or cathedral. It seems impossible that people actually lived here，but they did.‎ You'll see nothing more recent than 1880's French Impressionism here；most of the work is at least a century older than that，with one piece that is nearly seven hundred years old! Finding your way around can be complicated because the house has several small，out－of－the－way rooms that were incorporated into the museum. Take advantage of the free self－guided audio tours. Many of the paintings and sculptures have numbers posted next to them；you just punch a number into the audio player，a message，recorded by an art expert，explains the work's stylistic elements，historical context and gives the artist's biography. It's a simple and enjoyable way to tour the museum.‎ A visit to the Frick should take two or three hours，but if you want to get to every piece on the audio tour，your visit could take four hours or ‎ more. The Frick Collection is a museum that would appeal mostly to fans of classic sixteenth to eighteenth century European art. It is not recommended for kids.‎ Ⅱ.Metropolitan Museum of Art(大都会艺术博物馆)‎ The Metropolitan Museum of Art，known colloquially as the Met，is an art museum located on the eastern edge of Central Park，along what is known as Museum Mile in New York City，United States，North America. It has a permanent collection containing more than two million works of art，di vided into nineteen curatorial departments. The main building，often referred to simply as “the Met”，is one of the world's largest art galleries；there is also a much smaller second location in Upper Manhattan，at “The Cloisters”，which features medieval art.‎ ‎ ‎ Represented in the permanent collection are works of art from classical antiquity and Ancient Egypt，paintings and sculptures from nearly all the European masters，and an extensive collection of American and modern art. The Met also maintains extensive holdings of African，Asian，Oceanic，Byzantine，and Islamic art. The museum is also home to encyclopedic collections of musical instruments，costumes and accessories，and antique weapons and armor from around the world. A number of notable interiors，ranging from 1st century Rome through modern American design，are permanently installed in the Met's galleries.‎ The Metropolitan Museum of Art was founded in 1870 by a group of American citizens. The founders included businessmen and financiers，as well as leading artists and thinkers of the day，who wanted to open a museum to bring art and art education to the American people. It opened on February 20,1872，and was originally located at 681 Fifth Avenue.‎ As of 2007，the Met measures almost 400 meters long and occupies more than 2000 000 square feet.‎ Ⅲ.Whitney Museum of American Art(惠特尼美国艺术博物馆)‎ The Whitney Museum of American Art，often referred to simply as “the Whitney”，is an art museum with a focus on 20th and 21st century American art. Located at 945 Madison Avenue at 75th Street in New York City，the Whitney's permanent collection contains more than 18 000 works in a wide variety of media. The Whitney places a particular emphasis on exhibiting the work of living artists for its collection as well as maintaining an extensive permanent collection containing many important pieces from the first half of the century. The museum's Annual and Biennial exhibitions have long been a venue for younger and less well－known artists whose work is showcased by the museum.‎ Period 6　Summing Up，Learning Tip and Assessment 整体设计 教学内容分析　　　‎ This is the last teaching period of this unit，so the emphasis should be placed on going over and summarizing what has been learned in this unit. It includes the following parts：Summing Up，Learning Tip，Checking Yourself and some other consolidation exercises.‎ Summing Up summarizes the whole unit from the aspects of topics，vocabulary and grammar. The teacher can first use this part to let students sum up what they have learned in this unit and then let them find out what they can't understand very well.‎ Learning Tip gives students instructions on how to get the general idea of the text. Let the students think about what they already know about the topic and what new information they will find.‎ Finally，ask students to finish Checking Yourself on Page 47 in the Workbook. This part aims at encouraging students to make a self－assessment after they finish learning this unit. It is very important to improve their learning. Of course，a testing assessment is also needed.‎ In this period，the teacher can also provide more practice to consolidate what students have learned in this unit.‎ ‎　‎ Knowledge and skills ‎1．To get students to master all the useful new words and expressions in this unit.‎ ‎2．To have students understand the new grammar item “Subjunctive Mood (1)” better，and enable them use the following structures correctly：I wish I could/did/would...；If I did...，I would do...‎ ‎3．To develop the students' ability to use the important language points in this unit.‎ Process and methods Design some additional exercises for students to do in order that they can learn to use and grasp all the contents.‎ Emotion，attitude and value ‎1．To encourage students to learn more about Western paintings and Chinese art and know more about some famous artists and works of art.‎ ‎2．To train the students to appreciate some of the major landmarks in art history.‎ 教学重、难点　　　‎ Using what they have learned in this unit to solve real problems.‎ 教学过程 Step 1　Revision ‎1．Check the homework exercises.‎ ‎2．Dictate some useful new words and expressions in this unit.‎ Step 2　Lead－in Ask the students to turn to Page 8.Think about what they have learned in this unit and tick the boxes to see how well and how much they have ‎ learned.‎ Step 3　Summing up Five minutes for the students to summarize what they have learned in this unit by themselves. Then check and explain something where necessary.‎ Suggested answers：‎ Write down what you have learned about arts.‎ ‎(Students' answers may vary.)From this unit we have learned some of the major movements in Western art and demonstrated how art has changed stylistically over centuries. From the Workbook we have learned the history of Chinese art in a similar way.‎ From this unit you have also learned：‎ useful verbs：aim，adopt，possess，attempt，predict，carve，appeal phrasal verbs：appeal to，attempt to do sth.，break away from，convince sb. of sth.‎ useful nouns：sculpture，gallery，faith，possession，technique，coincidence，shadow，figure，clay，marble，exhibition，scholar，flesh，bunch，avenue，preference，reputation，civilization，district，committee，signature useful adjectives and adverbs：abstract，faithfully，conventional，typical，evident，superb，ridiculous，controversial，specific，delicate，allergic，aggressive，fragile，visual，fragrant，‎ contemporary，permanent useful expressions：by coincidence，a great deal，on the other hand new grammar item：Subjunctive Mood Step 4　Practice Show the exercises on the screen or give out exercise papers.‎ Ⅰ.Word spelling：‎ ‎1．This novel is ______(典型的)of his early work and many people want to buy it.‎ ‎2．What a fine tree－lined ______(林荫道)! While walking on it，you can enjoy the fresh air.‎ ‎3．There will be an exhibition of ______(当代的)Japanese prints on Sunday.‎ ‎4．It is bad manners for some tourists to ______(刻记)their names on the trees.‎ ‎5．Is this program meant for a ______(特定的)age－group?‎ ‎6．As the couple had no children of their own，they a______ a girl who was four years old.‎ ‎7．He lost all his p______ in the big fire and became penniless.‎ ‎8．The modern s______ in the centre of the square has become the talk of the town.‎ ‎9．The big tree in front of our house casts its s______ on the wall.‎ ‎10．The heavy rain had been p______ several days before.‎ Ⅱ.Fill in the blanks with the expressions given below. Use each expression only once and make changes where necessary.‎ appeal to　by coincidence　as well as　scores of　more than　a great deal　on the other hand　be eager to　attempt to　in the flesh ‎1．This idea ______ the women at the meeting which was held yesterday.‎ ‎2．I've got all her records and seen her performance on television，but I've never met her ______.‎ ‎3．We all know that communication is ______listening and speaking.‎ ‎4．The father ______ see a doctor about his daughter's cut.‎ ‎5．On the one hand，I believe that he can do the job，but ______，I still worried about him.‎ ‎6．______ people attended the performance yesterday.‎ ‎7．Reading English newspapers can increase our vocabulary ______ keep us informed of the latest news from all over the world.‎ ‎8．I hear that you are going to the supermarket. ______I will go too，so let's go together.‎ ‎9．Juliana has changed ______ since I saw her last year.‎ ‎10．I ______ open the locked door，but I failed at last.‎ Ⅲ.Complete the following sentences according to the sample English sentences and the Chinese given.‎ ‎1．Among the painters who broke away from the traditional style of painting were the Impressionists，who lived and worked in Paris.‎ In front of our school ____________(有一条大河)．‎ ‎2．At the time they were created，the Impressionist paintings were controversial，but today they are accepted as the beginning of what we call “modern art”．‎ A park has been built in ____________(十年前曾是一个工厂的地方)．‎ ‎3．There are scores of modern art styles，but without the Impressionists，many of these painting styles might not exist.‎ ‎____________________(没有你的帮助，这个计划不会成功实施)．‎ ‎4．Their paintings were not as detailed as those of earlier painters.‎ The weather in the north is ________________(不如南方的天气那么热)．[来源:学科网]‎ ‎5．When you walk into the gallery，you feel as if you were inside a fragile，white seashell.‎ The boy talked to us ________________(像个成年人似的)．‎ Ⅳ.Multiple choice ‎1．I ______ you a beautiful present for your birthday，but I was short of money at that time.‎ A．would buy　　　　　　　　　　　　　　‎ B．had bought ‎ C．would like to have bought　　 ‎ D．must have bought ‎ ‎2．I lost your address，otherwise I ______ you long before.‎ A．had visited　　　　 B．have visited ‎ C．would have visited　　 D．should visit ‎3．______ he come，the problem would be settled.‎ A．Would　　　　　　B．Should　　　　　　C．Shall　　　　　　　D．If ‎4．______ the fog，we should have reached our school on time.‎ A．Because of　　 B．In spite of ‎ C．In case of　　　 D．But for ‎5．If I ______ you，I ______ more attention to English idioms and phrases.‎ A．was；shall pay　　　 B．am；will pay C．would be；would pay　 D．were；would pay ‎6．—It's really a miracle! You're still alive at all after such a terrible accident!‎ ‎—Thank goodness! But for the stick of the tree branch，I ______.‎ A．would have been killed　　 B．had been killed　‎ C．be killed　　　　 D．was killed ‎7．______ today，he would get there by Friday.‎ A．Would he leave　 B．Was he leaving ‎ C．Were he to leave　 D．If he leave ‎8．We ______ the work on time without your help.‎ A．hadn't had finished　 B．didn't have finished ‎ C．couldn't have finished　 D．can't have finished ‎9．I don't think he will attend the party，and ______ he attend it what would he wear?‎ A．were　 B．had ‎ C．should　 D．did ‎10．—Where ______？‎ ‎— I got stuck in the heavy traffic，or I ______here earlier.‎ A．did you go；had arrived　 ‎ B．are you；would come C．were you；would come　　 ‎ D．have you been；would have been First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.‎ Suggested answers：‎ Ⅰ.1.typical　2.avenue　3.contemporary　4.carve　5.specific　6.adopted　7.possessions　8.sculpture　9.shadow　10.predicted Ⅱ.1.appealed to　2.in the flesh　3.more than　4.was eager to　5.on the other hand ‎6．Scores of　7.as well as　8.By coincidence　9.a great deal　10.attempted to Ⅲ.1.lies a big river　2.what was once a factory ten years ago　3.Without your help，this plan wouldn't be carried out successfully　4.not as hot as that in the south　5.as if he were a grown－up Ⅳ.1～5 CCBDD　6～10 ACCCD Step 5　Learning tip Ask the students to turn to Page 8.Read through the passage and make sure they understand it. Encourage them to do as the passage tells because if they are doing so they will be teaching themselves a useful way of learning.‎ Step 6　Assessment ‎1．Checking yourself(on Page 47 in the Workbook)‎ First get the students to think about these questions individually. Then they can discuss in groups sharing their experience. The teacher can join in and give them advice and suggestions where necessary.‎ ‎2．Testing assessment Ⅰ.Fill in the blanks with the proper forms of the words given.‎ ‎1．If you ______(arrive)ten minutes earlier，you could have seen them off.‎ ‎2．It's time that we ______(go)to the railway station.‎ ‎3．If they ______(not help)us，our experiment would have failed.‎ ‎4．You're five minutes late. I suggested that you ______(come)earlier tomorrow.‎ ‎5．Mother often tells us that it is necessary that we ______(drink)a glass of water after we get up.‎ ‎6．She insisted that she ______(send)to work in the faraway small town.‎ ‎7．______ I not ______(forget)his telephone number，I would have rung him.‎ ‎8．He is busy now. If he ______(be)free，he______(go)with you.‎ ‎9．The manage r was in his office then. If he ______(be)here，everything ______(settle)in a minute.‎ ‎10．Noisy as it was，he went on reading as if nothing ______(happen)．‎ Ⅱ.Rewrite the following sentences according to the patterns given.‎ ‎1．It is necessary for college students to master at least one foreign language.‎ It is necessary ______ college students ______ ______ at least one foreign language.‎ ‎2．Without sunlight，there would be neither plants nor animals.‎ ‎______ ______ ______ ______ sunlight，there would be neither plants nor animals.‎ ‎3．She insisted on translating the sentence this way.‎ She insisted that the sentence ______ ______ ______ this way.‎ ‎4．The students suggested going there on foot.‎ The students suggested ______ ______ there on foot.‎ ‎5．She suggested that we should go to his help.‎ ‎______ ______is that we ______ to his help.‎ ‎6．Lucy didn't come to class today because she didn't feel well.‎ ‎______ she _ _____ well，Lu cy ______ ______ ______ to class today.‎ ‎7．I don't know French，so I can't talk to the French friends.‎ If I ______French，I could talk to the French friends.‎ ‎8．He didn't take his parents' advice and he is not a college student now.‎ If he ______ ______ his parents' advice，he ______ ______ a college student now.‎ ‎9．The professor helped me a lot and I finished the work.‎ I couldn't ______ ______ the work ______ the professor's help.‎ Suggested answers：‎ Ⅰ.1.had arrived　2.went/should go　3.had not helped　4.(should)come5.(should)drink　6.(should)be sent　7.Had；forgotten　8.were；would go　9.had been；would have been settled　10.were happening ‎ Ⅱ.1.that；should master　2.If there were no　3.should be translate d　4.they go5.Her suggestion；go　6.Had；felt；would have come　7.knew　8.had taken；would be9.have finished；without Step 7　Homework ‎1． Finish off the Workbook exercises.‎ ‎2．Review and summarize what you have learned in Unit 1.‎ Step 8　Reflection after teaching ‎________________________________________________________________________‎ ‎________________________________________________________________________‎ ‎________________________________________________________________________‎ ‎________________________________________________________________________‎