Unit 3 Art and Architecture
Teaching goals:
1. Talk about art and architecture
2. Practise expressing preferences
3. Learn about the Past Participle (2); used as Object Complement
4. Write about advantages and disadvantages
Period 1 Warming Up and Listening
I. Teaching objectives:
1. To stimulate the ss’ awarenass of art and architecture
2. To cultivate the ss’ ability of listening for information
3. To learn some words about art and architecture, such as: style, design, classical, ancient, modern.
II. Teaching Method: task-based teaching.
III. Key Points and Difficult Points:
Key Points: Enable the ss to learn something about art and architecture and cultivate their listening skills.
Difficult Points: Getting the information when listening.
IV. Teaching Aids: slides, racorder
V. Teaching Procedures:
Step1. Warming up for the whole unit and new words presentation.
Activity1: Talk about art
T: I’m very happy to give you my first lesson. Today, we’ll start a new unit, art and architecture (BB). What is art?
S: …..
T: Is dancing art?
S: Yes.
T: Is singing art?]
S: Yes.
T: Also, drawing is art, right?
S: Yes.
T: Why do we call them art, do you know?
S:…..
T: It is because they have different styles. Style? In chinese it means 風(fēng)格，樣式(BB). For example, dancing, we have folk dancing, 民族舞，modern dancing, 現(xiàn)代舞，right?
S: Yes.
T: So what about music? What styles of music do you know?
S: pop music , R&B….
T: Good, pop mucic, 流行音樂，so what’s English for 古典音樂？
S: …..
T: It’s classical music and we also have rock and roll, 搖滾樂，right? And drawing has different styles too, right?
S: Yes.
T: So what about buildings? Do you think buildings have different styles?
S: Yes.
T: Yes, they have. And we call this architecture. So architecture means styles of buildings. So what styles do buildings have?
S:….
T: Let’s see some pictures and we’ll know.
Activity2: Talk about pictures.
Picture1: Deumo Cathedral
T: Do you know where is it?
S: No.
T: It’s a very big church in Italy. It’s name is Deumo Cathedral. It was built in the end of 13th century. So it is very old, right?
S: Yes.
T: Yes, it’s very old. We call it an antient building. Antient, 古代的（BB）
Picture2: Louvre Museum
T: What about this one?
S: ……
T: It’s a very famous art museum in Paris. Can you guess?
S: …….
T: People who love art all dream to go to this museum. Do you know now?
S: …..盧浮宮
T: Yes. Good. It’s Louvre Museum.
Picture3: A stadium in ShangHai
T: Do you know this one? It’s a stadium in ShangHai. Is it old?
S: No.
T: No, it’s very new. It’s very modern, right? We call it a modern building. Modern, 現(xiàn)代的 (BB).
Picture4: Sydeny Opera House
T: What’s the last one?
S: 悉尼歌劇院
T: Yes. You all know it. It’s Sydeny Opera House in Australia.
Step2. Lead-in for the listening and new words presentation
Activity1: Talk about flat and decoration.
T: So here, we have got two styles of buildings, ancient and modern. So do you think nowadays we live in ancient buildings?
S: No.
T: No, of course not. We live in modern buildings. We live in flats. Do you know flats? Flat, 單元房，套房（Bb）. Most of us live in flats now. A small flat always has 4 kinds of rooms. What are they?
S:….
T: In chinese we always say, 三室一廳，那么是哪三室，哪一廳呢？
S: 廚房，washroom, bedroom, 客廳
T: What’s English for 廚房 and 客廳？
S: kitchen, ….
T: What about 客廳？ Do you know?
S:…
T: It’s living room. Ok, a small flat always has four kinds of rooms, kitchen, bedroom, living room, and a washing room. So, when we buy a new flat, we should decorate these rooms, right? Decorate, 裝飾，裝修, (bb). Some companies in the market will help us decorate our rooms. And there are other helpers, such a magazing, right?市場(chǎng)上有很多裝修公司可以幫我們?cè)O(shè)計(jì)房間，有些雜志也介紹了如何裝修房間，是不是？
S: Yes.
T: So, here, I have got a magazine. Do you like reading this magazine?
S: Yes.
T: So am I. I like it very much. Do you know what’s it about?
S: …..
T: Yes, it’s about how to decorate a house. Now let’s see some pages together.
(Teacher walks around the classroom and show the pictures.)
T: Are they beautiful?
S: Yes.
T: Do you want to have one like these?
S: Yes.
Activity2: Have a discussion on how to decorate your house.
T: Now, listen. If you and your deskmate have just got a new small flat, how will you decorate it? Discuss with your partner and then whow me your plans, are you clear?
S: Yes.
T: Here are some questions to help you.
(Slide1)
T: First, what color will you paint your wall? White? Pink? Green? Blue? And why? 你想把你的墻壁漆成什么顏色呢？ 白色？粉紅？綠色？蘭色？為什么？Do you want to have something on the wall? Posters(海報(bào))? Paintings(油畫)? Own photos? And why？你想要在墻上掛點(diǎn)什么東西嗎？ 海報(bào)？油畫？ 還是自己的照片？為什么呢？If you have to buy a kitchen table（餐桌），will you buy a glass one or a wooden one？Why？如果你要買一張餐桌，你會(huì)買一張木頭的呢，還是玻璃的，為什么？Do you like to buy other pieces of furniture？你想買些別的家具嗎？Do you like modern style or classical style？Why？ 你喜歡古典風(fēng)格還是現(xiàn)代風(fēng)格的？為什么？Are you clear?
S: Yes.
T: Ok, let’s start. Discuss with your partner, 4 minutes.
(4 minutes later)
T: Stop now. I’d like to hear your plans. Who want to be the No. 1?
S1: ….
T: Good! Good idea! Thank you, sit down, please.
(ask about 3 ss)
Step4. Listening.
Activity1: Lead-in and new words presentation.
T: Very good. Everybody has his own likes and dislikes, so do Amy and Danny. They are discussing with a shop assistant to buy some furniture. Let’t see what do they buy. Please open your book to page 18, let’t do our listening work. First, let’s look at the directions. Amy and Danny want to ……. Is there any new words?
S: Yes. Assistant, taste, preference….
T: shop assistant, 店員；taste, 品味，愛好；preference, 偏愛，偏好。Exercese1, ….. please pay attention to this sentence: “ tick the things which Amy talks about.” Do you think how many people are there in this dialogue?
S: two, three…
T: there are three people, Amy, Danny, and the shop assistant, right?
S: yes.
T: I can tell you that two are female, Amy and the shop assistant are both women, so when you are listening, make clear who is who and tick the things that Amy talks about, are you clear?
S: yes.
T: and should I explain the words below?
S: yes, no.
T: ok, I will explain them……. Exercise2 is true or false questions. 判斷對(duì)錯(cuò) Exercise3 is blank filling. Now let’s listen to the tape for the first time and finish exercese1. Are you ready?
S: yes.
Activity2: Do the listening work
T: ok, let’s start.
(2 minutes later)
T: Have you finished exercese1? What has Amy takled about?
S:…….
T: Good. She has talked about …… Now we are going to listen to the tape for the second time. And would you please finish exercise 2, true or false questions. 現(xiàn)在我們來聽第二遍，完成第二題的判斷對(duì)錯(cuò)題。
(2 minutes later)
T: Have you got the answers now?
S: yes, no
T: let’s check it.
(check the answers and if most of them are wrong in one particular statement, I will let them listen again and stop the tape when related information is concerned.)
T: Now we’ll listen again and do exercise3. I’ll pause when each sentence is approaching and I will remind you.
(3 minutes later)
T: Have you got the answers?
S: yes.
T: There’s the correct answers, please look at the slide.
(slide2)
Step5. Homework.
T: ok, most of you have done it very well. Today’s homework is to finish the listening work on your workbook and preview the reading text. Are you clear?
S: yes.
T: Good. Class is over. See you tomorrow.
S: See you.
Slide1:
How will you decorate your house?
Questions to help:
1. What color will you paint(油漆) your wall?
White? Pink? Green? Blue? And why?
2. Do you want to have something on the wall?
Posters(海報(bào))? Paintings(油畫)? Own photos? And why？
3. If you have to buy a kitchen table（餐桌），will you buy a glass one or a wooden one？Why？
4. Do you like to buy other pieces of furniture？
5. Do you like modern style or classical style？Why？
Slide2:
Answers for exercise3:
1. things; replace; pieces
2. wood; would
3. warm; comfortable
4. wall; sofa
5. something; modern
Blackboard work:
Two pictures and
The slides Unit3 Art and Architecture
Styles of buildings 建筑風(fēng)格
1.F Design 設(shè)計(jì)
2.F Classical music 古典音樂
3.T Ancient 古代的
4.F Modern 現(xiàn)代的
5.T Decorate 裝修，裝飾
Period2 Reading I
I Teaching Objectives:
1. Give some information about the fundamental difference between modern architecture and ancient architecture.
2. Enable the students to learn the text under the condition of having mastered the key point of the text.
3. Cultivate their reading skills----comparing.
4. Enable the ss to learn some language points: such as while, equal, impress.
II Teaching Methods: Audio-visual method
III Key Points and Difficult Points:
Key Points: Enable the ss to fulfill the task of reading and understand some language points.
Difficult Points: Comparing two things and understand the key point of modern architecture.
IV Teaching Aids: slide
V Teaching Procedures:
Step1. Review and Lead-in
T: Yesterday, we talked something about art and architecture, right?
S: yes.
T: we mentioned two styles of buildings, what are they?
S: ancient buildings and modern buildings.
T: yes. They are two different styles of architecture. Today, we’ll learn more about them, esp. the modern architecture.
Step2. Talk about ancient buildings
T: Modern buildings develoo from ancient buildings , right?
S: yes.
T: so, before we talk about modern architecture, we should first see what ancient buildings are like, right?
S: yes.
T: but, can we find many ancient buildings around us nowadays?
S: no.
T: yes. There are only little of them. So I have prepared some pictures for you. Let’s see them together.
(Teacher walks around the classroom and show pictures)
T: very beautiful, right?
S: yes.
T: just now, we were looking the ancient buildings as a whole, now, let’s look closely at the parts of them. First, please look at the doors and windows. In front of the doors, there are different statues, right?
S: yes.
T: and let’s see here. The windows have different shapes and the doors are round, right?
S:yes
T: let’s see this one. What’s the shape of the door?
S: like a moon.
T: yes. It’s in shape of the moon, and the window is round, like the sun. So, they are called “日月窗”. Do you think it is very vivid?
S: yes.
T: and here, this window, in the shape of a book, right?
S: yes.
T: so, windows of ancient buildings have diferent shapes. What about that of modern buildings? Do they have different shapes?
S: no.
T: yes. They are all square.
T: ok. Let’s see next. They are pillars. There are two obvious features of ancient buildings. One is that they have pillars, do you know what’s another?
S: …..roof.
T: yes. Some ss have got it. It’s roof. We’ll deal with it later. Let’s see the pillars first. The pillars of ancient buildings always have a base. We call it “base of pillars”. Let’s look at them. They are carved into different shapes, right?
S: yes.
T: another feature of ancient buildings is that they have roofs that are very different from that of modern buildings.
(continue to show pictures.)
T: ancient buildings are so beautiful. When you enter them, what do you feel?
S: ….
T: do you feel cold? 冷冰冰?
S: no
T: no. We’ll feel warm. And we’ll also feel natural and friendly, 還會(huì)感覺自然和親切，對(duì)嗎？
S: yes.
T: and what about the materials? What are they made of?
S: stone, wood….
T: yes. They are made of stone, wood and bricks.
Step3. talk about modern buildings
T: ok. This is the ancient buildings. What about modern buildings?
S:….
T: look around at our classroom. Is our classroom a kind of modern buildings? Do you think it is beautiful?
S: no.
T: yes. It’s not beautiful. All white walls,right? Very boring. And look at the windows. Do they have different shapes?
S: no.
T: yes. They are all in the same shape. And on the windows, are there any decorations?
S: no.
T: What are they made of? (knock at the windows)
S: glass, …
T: yes. Glass and steel. What about the walls? What are they made of ?
S: ….
T: concrete. They are made of concrete. When we enter this classroom, will we feel warm?
S: no.
T: yes. We feel cold here. And it is not beautiful and not friendly. Right?
S: yes.
Step4. compare ancient buildings with modern buildings.
Activity1: make clear the key point of modern architecture
T: ok, just now, we said the ancient buildings are beautiful, natural and friendly, but the modern buildings are not beautiful, unnatural and unfriendly. So why do we live in the modern buildings nowadays?
S: they are strong , convenient….
T: yes, good, anything else?
S: …..
T: actually, the most important reason is that modern buildings are much more practical. Pratical means useful, 有用的，實(shí)用的。 For example, some doors of ancient buildings are round, while that of modern buildings are square and spacious, right?
S: yes.
T: do you think 5 or 6 people can walk through that round-shaped door at the same time?
S: no.
T: yes. They can’t , or it is very difficult for them, but the door of our classroom can hold 5 or 6 persons at the same time, right?
S: yes.
T: so, practicality is the core of modern architecture. 實(shí)用性是現(xiàn)代建筑的核心。 Do you understand now?
S: yes.
T: this idea was put up by some modern architects, and now we call it modernism. So we can say modernism means practicality. Are you clear?
S: yes.
T: ok. Good. Now, let’s see our text book. It also tells us something about modernism. Open your books to page 19. let’s look at para.2 first. Read this paragraph and answer two questions on the slide.
(slide1)
(3 minutes later)
T: ok, have you found the answers?
S: yes.
T: the first one is easy. The whole class please answer me. When was the modernism invented?
S: in the 1920s.
T: good. And what is modernism? Have you found the answer?
S: …..
T: ok, maybe this question is a bit difficult. Let’s see it together. Let’s disintegrate the long sentence on the book first. Who invented modernism?
S: a group of architects.
T: good. So what did they want to do ?
S: they wanted to change society with buildings that went agaimst people’s feeling o f beautiful.
T: excellent. Now, we’ve got our answer.
(slide1 show answers)
T: I say modernism in architecture, because modernism is a far-reaching idea. It had effects on many fields, not only in architecture. Are you clear?
S: yes.
Activity2. compare ancient buildings with modern buildings
T: good. This is modernism. Just now, we’ve compared ancient buildings with modern buildings, right? With pictures, we talked about ancient buildings and with our classroom, we talked about modern buildings. So please read paragraph 3,4, and 5, and then finish this table on the slide. You can discuss with your partner.
(slide1 show the table and explain the table)
Are you clear?
S: yes.
(3 minutes later)
T: well, have you finished it?
S: yes.
T: good. I need one of you to give me your answer. Any volunteers?
S:…..
T: ok, ****, please. What’s the difference in shape? Ancient buildings are…. Modern buildings are……
S:….
T: almost right. Sit down, please. Let’s see the correct answer. What about the materials?
S:…..
T: yes, good. Most of you have got it. What’s the feelings of ancient buildings to us?
S:…..
T: yes. We feel warm and friendly. And in modern buildings we feel …..hard and unfriendly. Good.
T: ok, what’s the relation with nature? Ancient buildings stand much closer to nature and modern buildings look unnatural, right?
S: yes.
Step5. some language points
T: Good job. Just now, we have read para.2 to 5. Now, let’s see the language points in these 4 paragraphs. First let’s look at para.3, “while in traditional architecture…..”, what does “while” mean here?
………
(slide2)
T: then let’s see what does “equal” mean here.
T: and let’s see another word in para.4, “impress”.
Step6. homework
T: ok, today we compare ancient buildings with the modern buildings please preview the rest of the text and do exercise4 on page 21. Class is over, see you tomorrow.
S: see you.
Slide1:
Questions：
1. When was modernism invented？
2. What is modernism？
Modernism in architecture is an idea to change society with buildings that look unnatural and go against people’s feeling of beauty.
Compare ancient buildings & modern buildings.
ancient modern
shape
materials
feeling
relation with nature
Slide2:
Language points:
1. while conj.
① 雖然…...，然而….., 另一方面…(用以表示對(duì)比或相反的情況)
eg. I like to drink black coffee while he prefers it with cream.
② 當(dāng)….時(shí)候, 和….同時(shí)
eg. He fell asleep while (he was) doing his homework.
While Mary was writing a letter, the children were playing outside.
2. equal v. (equalled; equalling) 等于;(在….方面)比得上; 可以與….匹敵
eg. My deskmate equals me in English, but her physics is better.
Five plus five equals ten.
3.impress v. ~ sb. (with sth.) 使某人印象深刻
eg. She impressed me with her great kindness.
We were most impressed with/by your efficiency.
Blackboard work:
The slides Modern Architecture
Advantages: strong, convenient, practical 實(shí)用的 material 材料
Praticality is the core of modernism. Shape 形狀
實(shí)用性是現(xiàn)代主義的核心。 Concrete 混凝土
architect 建筑師
Period3. Reading II
I Teaching Objectives:
1． Develop the student’s abilit of reading skills
2． Enable the ss to know more about modern aechitecture.
3． Enable the ss to learn some useful expressions.
II Teaching Methods: task-based teaching
III Key Points and Difficult Points:
Key Points: Enable the ss to fulfill the task of reading and understand some language points.
IV Teaching Aids: slide
V Teaching Procedures:
Step1. review and lead-in
T: yesterday, we talked about modernism and compared ancient buildings with modern buildings and we know that the disadvantages of modern architecture is that they look unnatural, unbeautiful and unfriendly, right?
S: yes.
T: but some architects are very clever, they learned from the ancient buildings. 正所謂，取其精華，去其糟粕，那么我們昨天所說的古代建筑的精華在哪里呢？
S: natural, beautiful and friendly
T: yes. They look natural. They only use natural materials. They look beautiful because they have different shapes and have many curves and don’t have many straight lines. 他們有不同的形狀，房子設(shè)計(jì)大部分是曲線，很少有直線條。 And we feel warm in them, right?
S: yes.
Step.2 the task of reading
T: so let’s see how some architects learned from the ancient buildings. Turn to page 20. let’s see the picture in the middle of the page, the second one. 翻開書到20頁，看第二幅圖。Have you found it?
S: yes.
T: good. Let’s see it. It is a modern architecture, but it looks beautiful, right? Not like other modern buildings that like boxes. Look at the roof, please, what does it look like?
S; skin of fish
T: really? Let’s read the words on the left and see whether we are right or not. Read para.3 on this page and answer questions on the slide.
(slide1)
(the teacher explains the content on the slide)
T: are you clear?
S: yes.
T: ok, let’s start, 3minutes.
(3 minutes later)
T: have you found the answers now?
S: yes.
T: good. Let’s see. Who constructed the building?
S: Antonio Gaudi
T: yes. Right. And where does he come from?
S: Spanish
T: Spanish? Are you sure? He is a Spanish architect, so he comes from Spain. Spanish是西班牙人，Spain是西班牙 do you understand now?
S: yes.
T: and what about the third task? I need one of you to give me your answer.
S: …..
T: good. In some of his architecture…..
S: ………………
T: do you all agree with her?
S: yes.
T: I agree too. She is right. Let’s see it.
(teacher shows the answer)
T: Gaudi is a modern architect, but he uses designs from nature. His works makes us think about nature. There are other works that also use designs from nature and make us think about nature. What are they? Please read the last two paragraphs and find three buildings. I’ll give you 3 minutes.
(3 minutes later)
T: have you got it?
S: yes.
T: what are they? Any volunteers?
S:…………
T: ok, **, please. What are the 3buildings?
S: art museum in New York, Opera House in Sydney, the 2008 Olympic Stadium in Beijing
T: excellent. Sit down, please. So do you know what do they look like? Or what do they make you think of? Wright’s art museum in New York looks like Japanese seashells, and what about the Opera House in Sydney?
S: seashell, ship sails
T: yes. Both are righy. Some think it looks like seashells, some think it looks like ship sails. And the 2008 Olympic Stadium in Beijing looks like what?
S: nest.
T: yes. It looks like a bird’s nest. So we can see that some modern buildings can also be beautiful and natural and feel warm, right?
S: yes.
Step3. some language points.
T: ok, this is our reading text. It tells us something about modern architecture and its difference from ancient buildings. Now let’s see some language points appeared. Yesterday we had mentioned some points in para.2-5, right?
S: yes.
T: ok, now let’s have a brief revision about them. The whole class please read para2 and 3.
S:…….
T: good. Yesterday we mentioned “while ” and “equal” , while here means but,not when, right? And equal means match here. And in paragraph 4 we mentioned impress, right?
S: yes
T: it is a new word in this unit. Please translate the second sentence in thin para.
S:…..
T: yes, good. 這些建筑看起來就像盒子，平屋頂，尖銳的轉(zhuǎn)角，以及可以充當(dāng)鏡子用的玻璃墻。 This sentence gives us a vivid description of modern buildings. 這句話生動(dòng)描述了現(xiàn)代建筑的外形。 Ok, paragraph 5. I want one student to read it out. Any volunteers>
S: ……
T: ok, you, please.
S: ….
T: your pronounciation is good. Thank you. Sit down, please. There are examples of ancient architecture. What are they?
S: Taihe Dian, the Temple of Heaven, or the great European cathedrals.
T: yes. Do you know where is Taihe Dian?
S: 紫禁城
T: yes. It’s in the Forbidden City in Beijing. Thereér Taihe Dian, Zhonghe Dian and Baohe Dian. And Taihe Dian is also called……what?
S:….
T: it’s also called Jinluan Dian. Do you know what’s the Temple of Heaven?
S: 天壇
T: yes, right. And do you know what belief of ancient chinese people is included in this building?
S: …..
T: it’s the belief of “the heaven is round and the earth is square.” 反映了古代中國人民天圓地方的思想。 So architecture can express the culture of a country, right?
S: yes.
T: ok. This is paragraph 2 to 5, we talked about them yesterday and I gave you an assignment to finish exercise 4 on page 21, right? Have you finished it?
S: yes, no.
T: some say yes, some say no, let’s look at it together. We can find the answers in paragraph 3, right?
S: yes.
T: there are 2 groups of materials. We know ancient buildings use materials such as….
S: earth, stone, brick and wood.
T: yes. Right. Can we find them directly from nature?
S: yes.
T: so we call this group1 natural materials. Can you find out other natural materials?
S: 黏土，竹子……
T: yes, clay,and bamboos. And there are reed and marble too. So this is group 1. what about group 2? We can’t find them directly in the nature. They are made by men, right?
S: yes.
T: so we call them man-made materials. What are they?
S: Steel, glass, concrete….
T: yes. Good. Anything else?
S: 塑料
T: yes, good. Plastic, and also iron. Good, this is our homework yesterday. Now let’s continue to look at para.6. I’ll read this paragraph and you think over what does the word in bold refer to. Are you clear?
S: yes.
T: ….. ok, what does that refer to?
S: nature does not have any straight lines.
T: good. And what about his?
S: Gaudi’s
T: yes. It refers to Antonio Gaudi’s. very good. And there are some new words here, balcony?
S: 陽臺(tái)
T: dragon?
S: 龍
T: fantastic?
S: 奇異的
T; this paragraph is not very difficult so I only want one student to translate the last sentence.
S: …..
T: 觀賞高迪的建筑就像進(jìn)入了夢(mèng)境，色彩斑斕和形狀奇異。
Step4. homework
T: ok, we have no time to learn the last 2 paragraphs. We’ll leave it to the next lesson. Today’s homework is to read the whole passage and finish word study on page 21. are you clear?
S: yes.
T: ok, class is over, see you next time.
S: see you.
Slide1:
1. Who constructed it?
2. Where does he come from?
3. Fill in the blanks:
In some of his architecture, balconies look like _____, other parts look like _____, the walls seem to be covered with _____ , while the roof looks like _____.
Blackboard work:
slide Modern Architecture
art museum in New York, seashells
Opera House in Sydney, seashells, ship sails
the 2008 Olympic Stadium in Beijing a bird’s nest
Period4 ReadingIII and Word Study
I Teaching Objectives:
1. Enable the students to learn more language points.
2. Enable the students to learn more words and one sentence pattern.
II Teaching Methods: translation and task-based teaching
III Key Points and Difficult Points:
Key Points: Enable the ss to some language points and new words.
Difficult Points: Enable the students to master a sentence pattern.
IV Teaching Aids: slide, radio
V Teaching Procedures:
Step1. Learn the language points in the rest paragraphs.
Activity1. Greeting and lead-in.
T: good afternoon, girls. Tomorrow is National Day, and you’ll have a golden week for holiday, right?
S: yes.
T: I see some of you have packed your luggage and are ready to go home. So are you very excited?
S: yes.
T: I’m very excited too, seven-day holiday! But, before the holiday, we must finish today’s work,right?
S: yes.
T: so please listen to me carefully for another 45 minutes, I’ll really appreciate your cooperation.
S; ok, yes.
T: thank you very much. Now, let’s begin our study. This morning we didn’t have time to deal with the last two paragraphs, so, now, let’s see it together.
Activity2. Language points.
Task1. paragraph 7
T: first, I want one of you to read this paragraph out. Who can?
S:….
T: good. When she is reading the other students please find how many attributive clauses in this paragraph and what are they. Are you clear?
S: yes.
T: ok. You can start now. despite the fact that……
S: ………….
T: your pronounciation and intonation are both very good. And you read fluently. Just good. Sit down, please. Ok, how many attributive clauses can you find?
S: 2,3,………….
T: is there an attributive clause in the first sentence?
S: no.
T: what about the second sentence? **, do you know?
S: ….. who use designs from nature when they….
T: good. And what does thin attributive clause modify? 這個(gè)從句修飾哪個(gè)詞呢？ 先行詞是什么？
S: other modern architects..
T: right. Very good. Sit down, please. And in the third sentence, which is the attributive clause? **, please?
S:…who built an art museum in New York……
T: good. 先行詞是？
S: Frank Lloyd Wright.
T: yes. Right. Sit down, please. What about the last sentence? The whole class please answer me.
S: …..that people think of seashells…
T: good. 先行詞呢？
S: another famous building.
T: great. I think most of you are very familiar with the attributive clause. Now, let’s see the first sentence. What does “despite” mean here?
S: 雖然，盡管
T: yes. Despite means盡管. It is a preposition. It must be followed by a noun. So in this sentense “the fact” is followed. Right?
S: yes.
T: then after the fact, there is a that-clause. What clause is it? It is not an attributive clause, you’ve just said. It is the content of the word “th fact” , right?
S: yes.
T: ok. We call this kind of clause appositive clause. Are you clear?
S: yes.
T: good. Ok, the next sentence. What does “in fact” mean?
S: 事實(shí)上
T: yes. Do you know another phrase that hai the same meaning with it?
S:………
T: it is as a matter of fact. It means the same thing. And it’s longer, right? When you are writing a composition you can add more words.
S: yes.
T: there’s another verb in this sentence that I should say something. Create, 創(chuàng)造。Do you remember another two verbs which have similar meanings? What’s English for 發(fā)明？
S: invent.
T: and what’s for 發(fā)現(xiàn)？
S: discover.
T: yes. We have three verbs now. invent, discover and create. Invent means 發(fā)明，指通過學(xué)習(xí)、思考或?qū)嶒?yàn)而發(fā)明了新的有用的物品。比如說，愛迪生發(fā)明了電燈。
How to translate this sentence?
S: ………….
T: Edison invented the light bulb. Ok, what about discover?
S: 發(fā)現(xiàn)
T: yes. 發(fā)現(xiàn)原本已經(jīng)存在的事物。This is easy. Then what about create?
S: 創(chuàng)造
T: yes. Create 可用于創(chuàng)造抽象事物，也有培養(yǎng)的意思。
For example, Shakespeare created many famous characters. 莎士比亞創(chuàng)造了許多有名的人物。這里當(dāng)然是說文學(xué)上抽象的人物，而不是具體的人，否則莎士比亞不成上帝了。Create也有培養(yǎng)的意思，培養(yǎng)社會(huì)主義新人，怎么說？
S: ……
T:….create new socialist men. Are you clear?
S: yes.
T: ok, now let’s move on. Look at the last sentence. Here is a phrase. What’s English for “使。。。想起”？
S: make sb think of
T: yes. This is the phrase of make +n.+do, 一般含有強(qiáng)制的意義 translate this sentence: 她要孩子們?cè)诔詵|西前洗手。
S: ……..
T: yes. She made her children wash their hands before eating. Good. Ok, this is the 7th paraphgraph.
Task2. paragraph 8
T: Now let’s move on to the last paragraph. Also I want one of you to read this paragraph. I have asked you to read the whole passage so in this way I can check your homework and see if you have read the passage after class. Any volunteers?
S:……
T: good. I believe you have read the text after class.
S:…
T: very good. Your pronounciation and intonation are both excellent. Sit down, please. There are not many language points in thin para. Let’s translate it into chinese together. 北京2008奧林匹克體育場(chǎng)又是一個(gè)另人聯(lián)想到大自然的設(shè)計(jì)。 從頂上看，仿佛體育場(chǎng)覆蓋著灰色的鋼網(wǎng)。Here, many of tree branches is pastparticiple used as attributive and modify the word nest. 過去分詞做定語修飾nest. As if means好象，仿佛 Let’s move on.鳥兒用松軟的材料在樹枝間搭建鳥巢. Here’s a phrase. Fill up … with…用。。。填滿 how to say 用水填滿這個(gè)杯子。
S: fill up the cup with water.
T: good. Fill up the cup with water. Right. Let’s move on. Just so,….與此相仿， 體育場(chǎng)夠家中的空間也將布滿充氣的大塑料袋。Here is a phrase, be filled with…這是被動(dòng)語態(tài)， 被。。。填滿。Ok, the last sentence. Although….盡管體育場(chǎng)用鋼筋水泥建造，但流暢的線條和圓形的結(jié)構(gòu)使建筑物顯锝溫暖，另人感到親切。
Task3. paragraph1
T: Well, so far, we have learned all the paragraphs except one, right? That’s the first para. I leave it to the last because it is the conclusion of the whole text . now let’s see the first para. there are 3 sentences in this paragraph and give us three points about archtecture. The first sentence, architecture looks at the man-made living environment. 建筑學(xué)所關(guān)注的是人造的生活環(huán)境. So what is man-made living environment? 什么是人造的生活環(huán)境呢？
S:….
T: opposite to man-made environment is the natural living environment, right?
S:….yes.
T: is there architecture in natural living environment?
S: no.
T: so architecture only exists in man-made living environment. Actually, the man-made living environment here just refers to cities. We can say that everthing in cities are more or less changed or made by man. Right?
S: yes.
T: so the first sentence tells us the point that architecture relates with cities. And the second sentence relates architecture with what?
S: culture.
T: yes. It says that architecture can express the culture of a country. We have said that the Temole of Heaven expresses the ancient belief of “heaven is round and earth is square” right?
S: yes.
T: ok, so what does the third sentence tell us?
S:….
T: it says that different architectures have different styles.
Task4. the whole passage.
T: Well, we have learned the content and the language points of the reading text. Now, listen to the tape , you can read the whole passage by yourself quietly and see if you have any questions.
(listen to the radio for 4 minutes and the teacher walks around the classroom)
t: do you have any questions?
S: no
T: ok. That’s all for our reading text. Please read it until you can read fluently after class by yourself. Now open your book to page 21. Let me see if you have finished your homework.
Step3. Word Study
Activity1. check the homwork.
(teacher walks around and check homework for about 1 minute)
T: well, I am glad to see most of you have done it and there’s only one or two ss haven’t. I hope these ss will deal with their homework carefully next time.
Activity2. Exercise1
T: now, I want one of you to give me the answers for exercise1.
S: ….
T: yes. Good. What’s the answers?
S: E,F, B, C, D, A
T: do you agree with her?
S: yes.
T: yes. I agree too. She’s right. Now, look at the blackboard, don’t look at your books. I give you the explanations and you give me the correct words. Ok?
S: yes.
T: well, not beautiful?
S: ugly.
T: easy to do and easy to reach
S: convenient
T: a person who designs buildings
S: architect
T: a shelter made by a bird to hold its eggs and young.
S: nest
T: the structure that covers or forms the top of a building
S: roof.
Activity3. Exercise2
T: very good. You have mastered the words indeed. Now let’s come to exercise2. there’s a sentence pattern. Let’s see the example first: a nest is to a bird what a house is to a man. 巢對(duì)于鳥而言就如房子對(duì)于人一樣。鳥巢和房子的作用是一樣的，都是躲避風(fēng)雨、棲息的地方，對(duì)嗎？
S: 是
T: 所以我們就把這樣一種關(guān)系用what 連接起來 let’s see other groups of words
(write on the blackboard: ① honey-----bee milk--- cow) honey is to a bee what milk is to a cow. 蜂蜜對(duì)于蜜蜂而言就如牛奶對(duì)于奶牛一樣。 蜜蜂能產(chǎn)出蜂蜜，奶牛能產(chǎn)出牛奶，兩者的關(guān)系也是一樣的。Let’s see other examples: (② ____----nose taste-----tongue) what can be filled in this blank?
S: smell
T: yes. 鼻子的嗅覺與舌頭的味覺 so how to say the whole sentence?
S: smell is to the nose what taste is to the tongue.
T: another one: (③ net---fisherman ____-----hunter) what can be filled in this blank?
S: gun.
T: yes. How to say the whole sentence?
S: net is to a fishierman what gun is to a hunter.
T: good. Can you make other sentences?
S: water is to fish what air is to man.
T: good sentence. Any more? I know you all have rich imaginations.
S: hair is to girls what ball is to boys
T: really? Maybe some boys don’t like balls and some girls like to have their hair cut. I’m sorry. Anything else?
S: fur is to animals what clothes is to man.
T: great. Ok, now, there are some sentences on the book. Let’s see it together on page 21, exercise2.
(check the answers)
Step4. Homework
T: ok, it’s time for our homework. You’ll have a long holiday, so the homework will be a little more. Please preview the grammar and finish exrcises on page 96 and 97 and do the exercise ont the exercise book A and B from unit1 to 3. See you. Have a happy holiday!
Blackboard work:
1. despite prep. 盡管
2. in fact=as a matter of fact A nest is to a bird what a house is to a man.
3. invent 發(fā)明 Edison invented the ① honey-----bee milk----- cow
light bulb ② ____----nose taste-----tongue
discover 發(fā)現(xiàn) ③ net---fisherman ____-----hunter
create 創(chuàng)造 create new socialist men
4. make+n.+ do 含有強(qiáng)制的意思
5. fill up…with 用。。。填滿
Period5. Grammar and Integrating Skills
I Teaching Objectives:
1. Enable the students to master the grammar in this unit.
2. Enable the students to know something about new uses to old buildings and stimulate their interest in art and architecture.
II Teaching Methods: 演繹法
III Key Points and Difficult Points:
Key Points: Enable the ss to master the usage of past participle used as object complement.
Difficult Points: Enable the students to know more about architecture and master some words and phrases.
IV Teaching Aids: slide
V Teaching Procedures:
Step1. Greeting and Lead-in
T: nice to meet you again. A long week of holiday. Do you find it meaningful?
S: yes, no
T; no? yes? It doesn’t matter. It has gone, right? It has gone. The most important thing is what you will do now and in the future. And now, we’ll do some meaningful things. Let’s continue our unit3. art and architecture. We have done our listening work, reading, and word study. So today we will see the most exciting thing, grammar. In unit 2 we have learned past participle used ad attributive and predictive, in this unit we’ll see past participle used as object complement. 上個(gè)單元我們學(xué)了過去分詞做定語和表語，這個(gè)單元我們來看看過去分詞做賓語補(bǔ)足語的情況。
（write on blackboard）
Step2. Grammar
T: So first let’s see what is past participle briefly. 首先讓我們來看看什么是過去分詞呢。過去分詞，從形式上說就是動(dòng)詞的過去分詞形式，我們記動(dòng)詞的時(shí)候會(huì)看看它的過去式和過去分詞形式是什么如果是不規(guī)則的，我們總要好好記一記，對(duì)嗎？一般我們用done來表示過去分詞。那么從內(nèi)容上說，它又表示什么含義呢？過去分詞一般有兩種含義，一是表示被動(dòng)，二是表示完成。因?yàn)槲覀冋fdone, 的形式有be done,這是被動(dòng)語態(tài)的形式，還有have/had done, 是完成式的形式，對(duì)嗎？好現(xiàn)在，讓我們來看看什么是賓語補(bǔ)足語呢？我們中文里說，發(fā)現(xiàn)什么怎么樣了，想要什么怎么樣，看到什么怎么樣，這里的什么是賓語，而怎么樣了則是補(bǔ)語，英語里也是一樣的。我們說賓語有當(dāng)介詞的賓語也有當(dāng)動(dòng)詞的賓語，對(duì)不對(duì)？那么既然賓補(bǔ)是跟在賓語后面的它當(dāng)然也有當(dāng)介詞的賓補(bǔ)和當(dāng)動(dòng)詞的賓補(bǔ)了。我們先來看看過去分詞做動(dòng)詞的賓補(bǔ)，就是動(dòng)詞do+n.+done的形式。能用過去分詞做賓補(bǔ)的動(dòng)詞不多，常見的有這么幾個(gè)：have, get, find, want,這幾個(gè)是最最常見的，有些甚至已經(jīng)成了固定詞組搭配，比如說have sth done, get sth done, find sth done 都是很常見的詞組。 其他這樣的動(dòng)詞還有：make, keep, hear, see, watch,leave, feel 等。好，這是過去分詞做動(dòng)詞的賓語，我們等會(huì)再看例句，先來看看過去分詞做介詞的賓語是怎么回事，這一點(diǎn)很簡單，它只做一個(gè)介詞with的賓語，就是with+n.+done的形式。好現(xiàn)在我們來看一些例句。
(show the slide)’
先來看過去分詞做動(dòng)詞的賓語，這里的句子可抄可不抄，書上這樣的例句也很多，關(guān)鍵是把它理解了，過去分詞做賓補(bǔ)究竟是怎么一回事。
（explain the example sentences）
好，這是過去分詞做動(dòng)詞的賓補(bǔ)，都明白了嗎？
S: yes.
T：好，再來看看過去分詞做介詞賓補(bǔ)的情況，請(qǐng)大家把這兩句例句抄一下。
（explain the example sentences）
Step3. Do the exercises
Activity1. Exercise1
T: ok, are you clear about how past participle uese as object complemet?
S: yes.
T: good. Now, let’s do some exercises. Open your books to page 22. do exercise 1, the matching work, 2 minutes.
(ask one group to give me their answers)
Activity2. Exercise2.
T: you’ve done it very well. Let’s move on to exercise2, finish it in 3 minutes.
(ask another group to give me their answers and ask their deskmates to translate some sentences)
Activity3. Exercise3.
T; good job. Ok, let’s do exercise together. How would you like to have your room decorated?
(first explain the phrases below and then do it together orally)
Step4. Integrating Skills
Activity1.Reading----A second life for factory 798
T: ok. This is our grammar, past paticiple used as object complement. Now let’s see another reading text on page23. A second life for factory 798. look at the title first. A second life for factory 798, 798廠的新生. Well, it is the second life. So it must have a first life, right? So what are they? 它的第一次和第二次生命各是什么呢？The first life of factory 798 is an army factory, and it was built in the 1950s. but some years later, the army factory moved to other places, so the tactory 798 was left empty. Then some artists asked if they could move in. And finally, they moved in. they hold concerts, parties and dance festivals there. So now or the second life for factory 798 is an art center. This is the story of factory 798. and it is also an example of giving old buildings new uses. 舊樓新用的一個(gè)例子. So this atricle can be divided into three parts. The first paragraph, the last paragraph, and paragraphs between them. The first paragraph tells us that there are many old buildings in the world, some are left empty and some are pulled down. The second part tells us the story of factory 798, how it changes from an empty factory to a succssful art center.. and the last part says that there are experiments of this kind in other large cities around the world and it is a great way to save the architecture from the past.
Well, because our time is not very rich, we only mention it briefly. Here are some important phrases, please listen carefully and underline them on your books.
(give some phrases: no longer, pull down, remind sb of sth, set sth aside, besides.)
Activity2. Writing.
T: the writing work requires us to find an empty building and measure its high and width, then make a plan on how to change it to an art centre. I think this project is huge, right?
S: yes.
T: so we’ll not do it in the class. If you are interested in it, do it after class.
Step5. check the exercises on the workbook.
T: a week ago, I asked you to do exercises on page 96 and 97, right?
S: yes.
T: so let’s check it together. Let’s dook at exercise1 and 2 of vocabulary on page 96. 這兩個(gè)練習(xí)是有關(guān)詞的構(gòu)成，第一題是一個(gè)獨(dú)立詞加上一個(gè)詞綴，我們把這樣所構(gòu)成的詞叫派生詞，第二題是兩個(gè)獨(dú)立詞組合在一起，我們把這樣所構(gòu)成的詞叫做復(fù)合詞。
Now let’s see exercise1 first.
(check the answers together.)
ok, good, you have done well. Let’s move on to exercise2.
(check the answers)
Step5. Homework.
T: ok, our time is nealy up, we’ll leave the rest of exercises to next lesson, please do all the exercises on the workbook. Class is over.
Slide1.
過去分詞作賓補(bǔ)
1. 作動(dòng)詞的賓補(bǔ)
① She went to the doctor this morning and had her eyes tested.
② Many Americans interd to have their children educated in England.
③ Let’s get this work done as soon as possible.
④ He found the website already updated.
⑤ More than ninety responsible citizens made their voices heard today
⑥ The editor’s job is to keep the newspaper balanced and interesting to the readers.
⑦ I have seen the old man interviewed many times.
⑧ The crowd watched the suspect taken away by the police.
2. 作介詞的賓補(bǔ)
① All the afternoon he slept with the door locked.
② He sat with his eyes fixed on me.
3. 與現(xiàn)在分詞作賓補(bǔ)的區(qū)別
He found two of the cups broken.
他發(fā)現(xiàn)有兩個(gè)玻璃杯被打破了。
I saw many people sitting in front of the factory.
我看到許多人正坐在工廠門前。
Blackboard work:
slide 過去分詞做賓補(bǔ)
1. 做動(dòng)詞的賓補(bǔ)
do+n.+done the 1st life: an army factory
常見的動(dòng)詞有：have, get, find, want the 2nd life: an art centre
make, keep, hear, see, watch,leave, feel
2. 做介詞的賓補(bǔ)
with +n.+done.
Period6. Exercises and Writing
I Teaching Objectives:
1. Develop the ss’ ability of reading sub-skills----------scanning.
2. Develop the ss’ writing skills.
II Teaching Methods: task-based teaching
III Key Points and Difficult Points:
Key Points: Check the exercises, solidate their knowledge about this unit and fulfill the task of fast reading.
Difficult Points: Enable the students to understand the three funtions of art and to use them.
IV Teaching Aids: slide
V Teaching Procedures:
Step1. Check the answers.
Activity1. continue to check exercises of vocabulary.
Exercise3: explain the words above first and ask the whole class to read them twice and ask on group to give me their answers and then ask their classmates on the same row to translate them.
Exercise4: explain the words in bold first and ask the students to read them twice and then ask on group to translate them.
Exercise5: leave it to the end of the class.
Activity2. check the exercises of Grammar.
Exercise1: read the example first and explain it briefly, then ask one group to give me their answers. Also mention some phrases: fix one’s bike, 修理自行車, take one’s temperature, 量體溫, mend, 修補(bǔ).
Exercise2: ask one group to give me their answers.
Step2. Reading---the function of art
Activity1. Scanning---find out the three functions of art in society.
T: well, just now. we have finished our exercises on vocabulary and grammar, now let’s do some reading. Please look at page99, the function of art 藝術(shù)的功能, function means 功能 We say the function of eyes is to see. If the eyes can’t see, will we call them eyes?
S: no.
T: so if the art has no functions ,it can’t be called art. so what functions does art have? Please scan the whole passage carefully and find three functions of art, 3 minutes, quickly.
(3minutes later)
t: have you found them?
S: yes.
T: what are they?
S: first of all,….., another function……, finally,……
T: good. There are indicative words, so you can find them easily. Ok, now, let’s see each of the function together.
Activity2. Explain each function.
T: the first funtion is to decorate. It means art can make our environment more beautiful. For example, if we put something on the walls, we are decorating our room. So this is the function of decoration. And the function of enriching our life means art can help people to learn to think creatively. Art objectives are sometimes funny and we can hardly tell what they are. Art is also a way of instruction
Activity3. do exercise4 on page 100
T: now turn to page 100, let’s see exercise 4. what’s the main function of each art works?
S: ……
Step3. Discussion
T: now we know the functions of art. It is to decorate, to enrich our life and to instruct. In the first lesson you said our classroom is not beautiful, so why don’t you use art works to decorate it, to enrich our life? I think you must have many ideas. Now let’s have a discussion. How to decorate our classroom? Here are some questions to help you.
(slide1. explain the questions briefly)
T; Now discuss with your partner, I will give you 4 minutes.
(4 minutes later)
T: ok, time is up. What’s your plans? Any volunteers?
(ask about 3 students)
Step4. Writing.
T: well, you have good ideas indeed. It is a pity that we don’t use them. This time I want you to write them down as a letter. You give this letter to me and suggest me accept your plans on how to decorate our classroom. Do you remember how to write an English letter?
S: no.
T: ok, let’s see.
(slide2. explain briefly on how to write a letter and what they can write in the letter)
T: are you clear?
S: yes.
Step5. Homework
T: ok. This is our writing work this unit. Now, let’s see the translation exercise on page 97. Please check it carefully.
(slide3.)
T: ok, time is up. Today’s homework is to write a letter. Remember that tomorrow we will have a dictation. See you tomorrow.
S; see you.
Slide1.
Discussion: Decorating our classroom.
Questions to help:
1. Shall we have something on the wall?
Posters? Photos? Maps? Paintings? Calligraphy(書法)? And what functions do they have?
2. How can we get them?
Buy some from the shops? Ask for some from our art teachers? Make them by ourselves? And why?
3. Where shall we put them?
On the left/right of the blackboard at the front/back?
On the wall that is beside the door?
On the wall that is between the windows?
4. Shall we put something in the corner(角落)? And why?
5. Shall we have something on the ceiling(天花板)? And why?
What other spaces do you think can be decorated and how to decorated them?
Slide2
A letter to Mrs Cai about decorating our classroom:
Dear Mrs Chen, Oct. 9th, 2004
Although all of our classmates feel very happy in our classroom, I think the classroom will be more beautiful if more decorations are made.
Our walls are all white. I think we should put something on the wall. For example, a calligraphy of “Knowledge is power.” Can encourage us to learn more. We can put it on the wall that is between the windows, so that as soon as we open the door of our classroom we can see it. And we need not buy it. We can have some student write it. I know…..writes very well. Besides, we can put some flowers in the corner because it can enrich our lives and make our classroom more lively.
Yours sincerely/faithfully,
╳ ╳ ╳
slide3:
Workbook; page 97; exercise 5; translation.
1. This building is designed so that it looks like a bird’s nest. Most people who have seen it would agree that it is an interesting design.
2. This cup of tea tastes special. Yes, I know. There’s a taste of honey in it.
3. The ship from Dalian to Shanghai is sailing in ten minutes. The sailors are pulling up the sail.
4. The Spring Festival was coming. Mum wanted the doors painted, so Dad bought the best paint.