高中語(yǔ)文必修二教案

人教版高二Unit 3 Art and Agriculture。

Unit3-2Artandarchitecture
Teachingaims:
Wordsandphrases:ugly,goagainst,construst,construction,concrete,impress,roof,balcony,fantastic,
create,seashell,sail,stadium,net,paint,actas,belongto,fillupwith,setaside,
join...to,pulldown,remindsbof.
Teachingdifficultpoints:
Howtoanalyzethetextandgraspthemainideaofthetext.
基礎(chǔ)知識(shí):
1.goagainst反對(duì),違反,違背(意愿,原則等)不利于
goagainstone’sfamily背離某人的家人
gofor….有利于…..
voteagainstsb./sth.投票反對(duì)某人/事
voteforsb./sth.投票支持某人/事
beagainstsb./sth反對(duì)某人/事
beforsb./sth.支持某人/事
　Publishingopinionisgoingagainstthegovernmentonthisissue.
選舉投票對(duì)她不利.
goahead先走;繼續(xù)前進(jìn);說(shuō)吧goallout全力以赴goby(時(shí)間)過(guò)去;遵照;憑...判斷
goinfor參加(考試,活動(dòng)等);嗜好gooff爆炸;進(jìn)行情況;發(fā)生goout出走;熄滅
2.impressvt.使印象深刻;使銘記;蓋印,打記號(hào)
impress....on使銘記;在……蓋印
impresssth.onsb.
Impresssb.withsth.使某人牢記某事
Beimpressedby/at/with被……所感動(dòng)
Beimpressedonone‘smind/memory被印在腦海里,留下很深的印象
“中國(guó)制造”的字樣印在一塊金屬板上.
他的事跡使我深受感動(dòng).
Impressionn.印象,蓋印
Leave/makea（an）…impressiononsb.給某人留下……的印象
所有那一切都給他留下了不可磨滅的印象.
3.actas充當(dāng);擔(dān)任…..的職務(wù);起….的作用
那時(shí)他擔(dān)任著主席職務(wù).
4.fillupwith用……充滿
Wehadbetterfirstfillthecarupwithpetrolatthegasstation.
Fillin填補(bǔ),填充fillout長(zhǎng)胖
Befilledwith充滿著;裝滿（表狀態(tài)又表動(dòng)作）befullof充滿….的（表狀態(tài)）
5.join…..to把…..與….連接起來(lái)
一座橋?qū)⒃搷u與大陸連接在一起.
Joinin參加某活動(dòng);和……一起做某事joinup把…..連接起來(lái)jointheParty入黨
6.madeofwood木頭做的
bemadeof…由…制成(制成品能看出原材料來(lái))
bemadefrom…由….制成(看不出原材料)
bemadeoutof…由…..制成/改制成
bemadeupof….由….組成
bemadeinto被制成
bemadein制造于
世界是由七大洲四大洋組成的.
那七個(gè)人組成了一個(gè)隊(duì).
他用那塊料子做了一條裙子.
他們把那些木頭制成了桌椅.
7.foundhimselfinspiredby……
findoneself…“發(fā)現(xiàn)自己(處于某種狀態(tài)),不自覺(jué)地…..”
findoneself+形容詞
現(xiàn)在分詞
過(guò)去分詞
介詞短語(yǔ)
findhimselfinterestedinsth發(fā)現(xiàn)自己對(duì)某事感興趣
他不自覺(jué)地朝著學(xué)校走去.
突然我發(fā)現(xiàn)自己與我的老板面對(duì)面.
8.keepout擋住,使進(jìn)不去;不要進(jìn)來(lái)
keepsb.out把某人擋在外面
keepoutof….不牽扯進(jìn)去,不惹事,避開(kāi)
你應(yīng)該別讓狗到房間里來(lái).
大衣太薄擋不出寒氣.
他們關(guān)著門(mén),也就是不想讓我們進(jìn)去.
Exercises
1.Thebabylookedill,soshethoughtshemusthaveit____assoonaspossible.
A.examineB.examiningC.examinedD.tobeexamined
2.Whenhegotbacktenyearslater,hefoundhishomevillagecompletely____.
A.changeB.changingC.bechangedD.changed
3.Itisnoteasytochangea____oflifethatonehasbeenusedtoforyears.
A.wayB.methodC.meansD.manners
4.Shethoughthewasadullandselfishperson.
_________,either.
A.HisimpressionofherwasnobetterB.Herimpressionofhimwasnobetter
C.hisimpressionofherwasnoworseD.Herimpressionofhimwasnoworse
5.Beforecarryingouttheplan,wehavedecidedto______suggestionsfromsomeexpertsfirst.
A.giveB.inviteC.wantD.askafter
6.______workshehascreatedfortheworld!
A.HowgreatB.WhatgreatC.howgreataD.Whatagreat
7.Whenhecameto,hefoundhimself_________inhospital.
A.layB.waslyingC.lainD.lying
8.Itistoohotoutside.Wehadbetterclosethewindowsto__________.
A.keepoutofheatB.keepheatoutofC.keeptheheatoutD.keepoutheatof
9.Anetistoafisherman__________agunistoahunter.
A.howB.whatC.likeD.asif
Recordafterteaching:

Unit3-3ArtandAgriculture
過(guò)去分詞作賓語(yǔ)補(bǔ)足語(yǔ)的用法,這些過(guò)去分詞一般都來(lái)自及物動(dòng)詞,表示被動(dòng)意義或已完成意義,有時(shí)候兩者兼而有之.作賓語(yǔ)補(bǔ)足語(yǔ)的過(guò)去分詞與賓語(yǔ)有邏輯上的動(dòng)賓關(guān)系,即賓語(yǔ)是過(guò)去分詞動(dòng)作的對(duì)象.
—、feel,find,hear,notice,see,watch等表示感覺(jué)和心理狀態(tài)的動(dòng)詞后接過(guò)去分詞作賓語(yǔ)補(bǔ)足語(yǔ),表示感受到某人或某事被.....
eg;Hedidntnoticehiswalletstolen.
IwassleepingwhenIheardmynamecalled.
Hewasdisappointedtofindhissuggestions.
A.beenturnedB.turneddownC.tobeturneddownD.toturndown
二get,have,make,keep等動(dòng)詞后接過(guò)去分詞作賓語(yǔ)補(bǔ)足語(yǔ),表示致使某人或某事被....
eg;Weshouldkeeptheminformedofwhatisgoingonhere.
Janegotherbadtoothpulledoutatthedentists.
Theyaregoingtohavetheentrancehallpaintedwhite.
---Goodmorning.CanIhelpyou?
___Idliketohavethispackage,Madam.
A.beweighedB.tobeweighedc.toweighD.weighed
Mrs.Brownwasmuchdisappointedtoseethewashingmachineshehadwentwrongagain.
A.itB.itrepairedC.repairedD.toberepaired
三like,order,want,wish等動(dòng)詞后接過(guò)去分詞作賓語(yǔ)補(bǔ)足語(yǔ)，相當(dāng)于過(guò)去分詞前省略了tobe,
eg;Hedidn’twantsuchquestion（tobe）discussedatthemeeting.
Themanagerorderedthework（tobe）finishedattheendofthisweek.
Iwishtheseletters（tobe）typedassoonaspossible.
四有時(shí),過(guò)去分詞作賓語(yǔ)補(bǔ)足語(yǔ)的句子可以變?yōu)楸粍?dòng)語(yǔ)態(tài),這時(shí)過(guò)去分詞改為主語(yǔ)補(bǔ)足語(yǔ),說(shuō)明主語(yǔ)所處的狀態(tài).
Eg;Thedoorwasfoundbroken.
Hercoatisseenhungbehindthedoor.
五在with＋名詞/代詞＋過(guò)去分詞復(fù)合賓語(yǔ)結(jié)構(gòu)中,過(guò)去分詞表示被動(dòng)意義,賓語(yǔ)與過(guò)去分詞邏輯上是主謂關(guān)系
Eg;Sheusuallyworksinherstudywiththedoorlocked.
Withtheworkfinished,theywenttotheseasideforaholiday.
Themurdererwasbroughtin,withhishandsbehindhisback.
A.beingtiedB.havingtiedC.tobetiedD.tied
Withalotofdifficultproblems,thenewly-electedpresidentishavingahardtime.
A.settledB.settlingC.tosettleD.beingsettled
六過(guò)去分詞與不定式,現(xiàn)在分詞作賓語(yǔ)補(bǔ)足語(yǔ)的區(qū)別;三者與賓語(yǔ)邏輯上都是主謂關(guān)系,但是過(guò)去分詞強(qiáng)調(diào)他們之間的被動(dòng)關(guān)系,不定式強(qiáng)調(diào)動(dòng)作發(fā)生的全過(guò)程,現(xiàn)在分詞強(qiáng)調(diào)它們之間的主動(dòng)關(guān)系.
Eg;Isawhercomeintotheclassroom.
Isawhercomingintotheclassroom.
Isawhertakenoutoftheclassroom.
Themissingboyswerelastseenneartheriver.
A.playingB.tobeplayingC.playD.toplay
Exercises;
1.Withtrees,flowersandgrasseverywhere,mynativetownhadtakenonanewlook.
A.plantingB.plantedC.toplantD.tobeplanted
2.Isthistherecorderyouwant?
A.tohaverepairedB.torepairitC.tohaveitrepairedD.itrepaired
3.Shewasgladtoseeherchildwellcareof.
A.takeB.tobetakenC.takenD.taking
4.Hefoundthematatable.
A.sat;toplaychessB.sitting;toplaychessC.seated;playingchessD.seat;playthechess
5.IcanmakeyouwhatIsay,butyoucan’tmakeyouselfinEnglish.
A.understand;understandB.understand;understoodC.tounderstand;understandD.understand;tobeunderstood
6.Johnrushedoutinahurry,thedoor.
A.leaving;unlockedB.leaving;unlockingC.left;unlockedD.toleave;unlocking
7.Ihavehadmybike,andI’mgoingtohavesomebodymyradiotomorrow.
A.repair;torepairB.repairing;toberepairedC.repaired;repairD.torepair;repairing
8.theroom,thenursefoundthetaperecorder.
A.Entering;stealingB.Entering;goneC.Tohaveentered;beingstolenD.Havingentered;tobestolen
9.Wearepleasedtoseetheproblemsoquickly.
A.settledB.settlingC.besettledD.havingbeensettled
10.IhaveoftenheardtheABCSong,butIhaveneverheardAliceit.
A.tobesung;tosingB.beingsung;sangC.sung;singD.sang;singing

Unit3-4Artandarchitecture
Teachingimportantpoints:
Fit,compare,good,setaside,remind,
Teachingdifficultpoints
Of＋n.
Languagepoints;
1.fitV.adj.適合，適宜，對(duì)…..符合;合體,合身;安裝;合適的,相稱的
這音樂(lè)符合我的心情.
這件夾克很合(我的)身.
Fitthefacts符合事實(shí)
Fitanewlockonthedoor在門(mén)上安把新鎖
Fiton試穿
Fitinwith適應(yīng),與…..處得融洽
Fitsbfor…..使能適合或勝任……
Befitfor….勝任,適合……
Befittodo…適合…..
Keepfit保持健康unfitadj.不適合的,不恰當(dāng)?shù)?br> 2.remindV.提醒,使想起
remindsb.ofsth.提醒某人某事,使某人想起某事
remindsb.todosth.提醒某人去做某事
remindsb.that…提醒某人….;使某人想起…..
看到他使我想起了他的父親.
我提醒他要用功.
她提醒我還沒(méi)吃早飯.
3.compareV.比較;比照,比得上
compare….with….把…..與….相比
compare….to….把….比作….
Comparedto/with….與…..相比(可在句中作狀語(yǔ))
Don’t/can’tcomparewith…不能與…..相比,比不上……
把這個(gè)句子與那個(gè)句子比較一下,你就會(huì)明白其中的不同了.
與其他人相比,你很幸運(yùn).
我的書(shū)寫(xiě)不能和你的相比.
一個(gè)人的一生經(jīng)常被比作蠟燭.
4.asideadv.到…..一邊,向旁邊
movethetableaside把桌子挪向一邊
asidefrom…..除了……
layaside存蓄
asidefrombeingfunandgoodexercise除了既有趣又是一項(xiàng)很好的運(yùn)動(dòng)外
layaside100dollars存起了100美元.
Setaside把……放在一邊,擱置;撥出,留出;不理會(huì),取消
他把書(shū)放在一邊關(guān)上了燈.
每周他都設(shè)法從工資中留出幾每元.
這位法官取消下級(jí)法院的決定.
5.goodadj.合適的,可以的,好的
begoodforsb.對(duì)某人有好處
agooddayforhiking適于遠(yuǎn)足的好天氣
begoodat…在….擅長(zhǎng)
begoodto…對(duì)…..好(和善,慈愛(ài)),后一般接表示人或人格化的名詞
Agoodjourney!一路平安!
Ssmustbefromoneanother.
A.goodtolearnB.goodinlearningC.goodatlearningD.goodforlearning
6.pulldown拆毀;摧毀;使(價(jià)格)下降;使體質(zhì)減弱;掙錢(qián)
他們推倒倉(cāng)庫(kù)建造新超市.
Pullapart扯段;指出錯(cuò)誤pullaway脫身;(從危險(xiǎn)中)逃脫P(yáng)ullin(車(chē))進(jìn)站,停站;(船)靠岸pulloff扯下,撕開(kāi)
Pullover把……拉回來(lái);(把……)劃到岸邊;脫(帽,衣等)
Pullthrough(使)渡過(guò)難關(guān)
7.0f＋n.
of｛great┝interest(=veryinteresting)
-value(=veryvaluble)
-help(=veryhelpful)
-importance(veryimportant)
-use(veryuseful)
-benefit(verybeneficial)
highquality高質(zhì)量
（1）（be）of+n.=(be)+adj.表示人或事物所具有的特征。
（2）of+n.常作表語(yǔ)或后置定語(yǔ)。
（3）其中的名詞多為抽象名詞。
Itisforustomakeourmotherlandrichandstrong.
A.veryimportanceB.ofgreatimportanceC.ofveryimportanceD.greatimportance
Exercises:1.Dressedinherbestdress,shewantedtomakeherself____attheball.
A.noticeB.tonoticeC.noticingD.noticed
1.WhenIgotthere,Ifoundthebookshop_____theshopownerwasnowheretobefound.
B.PullingdownB.pulleddownC.tobepulleddownD.havebeenpulleddown
2.Iwaspouring.Allthemachinesstood____intheopenair.
A.uncoverB.tobeuncoveredD.uncoveredD.uncovering
3.Lilydoesverywellinherstudies.Nooneinourclasscan____her,especiallyinmathsandEnglish.
A.comparewithB.becomparedtoC.comparetoD.becompared
4.When_____,waterwillturnintovapour.
A.heatB.toheatC.heatingD.heated
5.I’msorry,youngman.Wedon’tfindanything____inyourinformation.
A.ofvaluableB.ofvaluec.ofvaluesD.greatvaluable
6.Thethreeboysinthisgrouparesaid_______.
A.tobeasameageB.tobeofanageC.beingthesameageD.beinganage
7.Theconcertwascalledoffforsomereason,_____madethechildrendisappointed.
A.thatB.whatC.whichD.who
8.Hesatstillinthechair,withhiseyes________.
A.closedB.closingC.closeD.toclose
Recordafterteaching:

相關(guān)推薦

人教版高二Unit 3 Art and Agriculture （綜合）

T:Verygood.Now,pleaselookatthescreen.Whatbeautifulchairstheyare!
Doyoulikethem?
Ss:Yes.
T:Whichdoyoulikebetter?
(Ssmayhavedifferentanswers.)
T:OK.Now,pleaseturntoPage18andlookatthesampledialogueinSpeakingandsomeusefulexpressionsonPage19.Theyreusefulwhenyouaremakingyourdialogueexpressingpreferences.Readthemcarefullyandthenmakeadialoguewithyourpartner.
(Amomentlater,asksomestudentstoactouttheirdialogues.)
Sampledialogue:
A:Doyoupreferclassicalchairsordoyoulikemodernchairsbetter?
B:Idratherhavemodernchairs.
A:Canyoutellmewhy?
B:Inmyopinion,modernchairsarelighterandmorecolorful.]dontlikethe
hardwoodenchairswhichIthinkareuncomfortable.
A:Ireallypreferclassicalchairs.Ilikeseeingsomethingoldandclassicaland
Ilikethedifferentdesignsofthechairs.
StepIIIPreparationforListening
T:OK.Wevetalkedmuchaboutartandarchitecture.Andwealsodesignedour
owndreamhouses.Now,imaginethatyouremovingintoyournewhouse,butyouneedtobuysomefurniture.Whatkindoffurniturewouldyouliketobuyandwhydoyoupreferthem?Haveashortdiscussioninpairs,please.
(Allowthestudentsafewminutestoprepareforthedialogueandaskoneor
twopairstoactoutiftimepermits.)
StepIVListening
T:Welldone.Now,welldosomelisteningpractice.Youlllistentoatalk
betweenAmyandDanny.Theywanttobuysomefurniturefortheirnewhouse.Theyvisitashopandtalkwiththesalesassistantabouttheirtasteandpreferences.Beforewelistentothetape,let’sgothroughtherequirementstogether.
(HelpSstoknowwhattodoandmakethemguesstheanswers.)
T:OK.Now,youveknownwhattodo.Listencarefullyandfinishtheexercisesbyyourselffirstandthencheekyouranswerswithyourpartner.
(PlaythetapetwiceforSstolistenandfinishtheexercisesandthenplay
itathirdtimeforstudentstochecktheiranswers.Atlastcheektheanswerswiththewholeclass.)
StepVSummaryandHomework
T:Todaywevelearnthowtoexpresspreferences.Whocanwritetheusefulexpressionsontheblackboard?
S:Letmetry.(Writesomeontheblackboard.)
T:Good.Whohasanythingelsetoadd?
S:Illtry.(Writesomeotherexpressionsontheblackboard.)
T:Good.Afterclass,youshouldtrytousethemmoretolearnthembyheart.Theyareveryuseful.Inthenextperiod,we’llreadmoreaboutarchitecture.Pleaseremembertopreviewthereadingpassage.OK.Thatsallfortoday.Seeyoutomorrow!
Ss:Seeyoutomorrow!
StepVITheDesignoftheWritingontheBlackboard
Unit3Artandarchitecture
TheFirstPeriod
Usefulexpressions:
Idrather…
Idontgetexcitedabout…
Immuchmoreinterested…
Ifyouaskme,then…
Inmyopinion…
Iprefersomethingthat…
Ireallyprefer…
Ilikeseeingsomething…
Iwouldntfeelhappyif…
WhatIlikeis…
Imnotveryinterestedin.…
Icantstand…
StepVIIRecordafterTeaching

TheSecondPeriod
TeachingAims:
1.Trainthestudentsreadingability.
2.Learnsomeusefulwordsandexpressions
3.Learnmoreaboutartandarchitecture.
TeachingImportantPoints:
1.Helpthestudentstounderstandthepassagebetter.
2.Learnandmastertheimportantwordsandphrasesinthisperiod.
TeachingDifficultPoints:
1.Howtohelpthestudentsimprovetheirreadingabilityandunderstandthepassage
better.
2.Howtomastertheimportantlanguagepointsinthepassage.
TeachingMethods:
1.DiscussiontohelpSsunderstandwhattheyvelearntbetter.
2.Fastreadingtogetthegeneralideaofthetext.
3.Carefulreadingtounderstandthepassagebetter.
4.ExplanationtohelpSsmastersomelanguagepoints.
TeachingAids:
1.ataperecorder
2.aprojector
3.theblackboardTeachingProcedures:
StepIGreetings
Greetthewholeclassasusual.
StepIIPre-reading
(Showthefollowingonthescreen.)

T:Lookatthescreen,please.Whatdoyousee?
Ss:Tiananmen.
T:Yes.LastsummerIwenttoBeijingandvisitedit.Itisbeautiful,isn’tit?Ss:Yes.
T:Isitmodernarchitectureorclassicalarchitecture?
Ss:ItsclassicalChinesearchitecture.
T:OK.Now,pleaselookatanotherpictureonthescreen.
(Showthefollowingonthescreen.)

T:Doyouknowwhatitis?
Ss:Yes,it’stheOperaHouseinSydney.
T:Isitclassicalormodern?
Ss:Modern.
T:Whatdoesitlooklike?
Ss:Itlookslikeshipsailsorseashells.
T:OK.Lookatthescreen.Herearesomeotherpictures.Someofthemareclassicalandtheothersaremodern.Lookcarefullyandthentellmewhichyouprefer.
(Showthefollowingpicturesonthescreen.)

T:OK.Whowouldliketotellusyouropinion?
S:Ilikemodernarchitecturebetterbecauseitmakesyougetexcitedandencouragedwhenyouseeit.
T:OK.Whohasadifferentopinion?
S:Inmyopinion,Ithinkclassicalarchitecturecanmakeyourelaxandmakeyoufeelclosetonature.Andyoucanfindmanybeautifulthingsinit.Manypartsarecarefullydesignedandconstructed.Ilikeclassicalarchitecturebetter.
T:Good.Today,wellreadmoreaboutarchitecture.First,openyourbooksand
turntoPage19.LookatthepicturesinPre-readingandthetitleofthetext“Modernarchitecture”andfinishEx.2quickly.Thencheckyouranswersinpairs.
(Afewminuteslater,asksomestudentstosaytheiranswers.)
StepIIIReadingandUnderstanding
T:Bynow,wevetalkedmuchaboutarchitecture.Now,letsreadthepassage.Firstofall,readthenewwordsafterme,please.
(Teacherteachesthestudentstoreadthenewwordsinthisperiod.Then
studentsreadthewordsbythemselvesforamoment.Atlast,asksome
studentstoreadthewords.)
T:Now,readthepassagequickly.Youllfindtwowordsinbold.Trytofindout
whattheyreferto.
(Threeminuteslater,asktwostudentstosaytheiranswers.)
T:OK.Haveyoufinished?
Ss:Yes.
T:OK.Whocantelluswhat“them”inthefourthparagraphrefersto?
S:Ican.Itrefersto“modernbuildings”.
T:Doyouagree?
Ss:Yes.
T:Now,howabouttheword“that”inthesixthparagraph?Whoknows?
S:Illhaveatry.Itreferstothesentence:Naturedoesnthaveanystraightlines.
T:Doyouthinkhis/heranswerisright?
Ss:Yes.
T:Verygood!Now,youknowtwoarchitectsarementionedinthepassage.Andthepassagealsotalksabouttheirworks,whichwereinspiredbylookingatnature.Readthepassageagain.Thistime,youshouldreaditcarefullytofindoutwhotheyareandwhatinspiredthem.Areyouclear?
Ss:Yes.
T:(Afewminuteslater.)Letsstophere.Whocantelluswhothetwoarchitectsare?
S:TheyreFrankLloydWrightandAntonioGaudi.
T:Yes,quiteright.Doyouknowwhatinspiredthem?
S:FrankLloydWrightwasinspiredbyJapaneseseashellsandAntonioGaudi
wasinspiredbyfish,dragonsandsoon.
T:Verygood.Pleasesitdown.WeknowthatBeijingwillhostthe2008Olympic
Games.ThispassagealsotalksaboutthenewOlympicStadiuminBeijing.
Peoplecallit“TheBirdsNest”.Doyouknowwhy?
S:Becauseviewedfromthetop,itlooksasifthestadiumiscoveredbyagray
netofsteel,anditlooksjustlikeabirdsnestmadeoftreebranches.
T:Thatsright.Weknowtraditionalandmodernarchitecturesmakeuseofdifferentmaterials.Whocantelluswhattheyare?
S:Letmetry.Theyare:earth,stones,bricks,wood,steel,concrete,glassandsoon.
T:Whocandividethemintotwogroups?
S:Wecandividethemintonaturalmaterialsandmodernmaterials.Earth,
bricks,stonesandwoodarenaturalmaterials.Steel,glassandconcreteare
modernmaterials.
T:(Writethemdownontheblackboard.)Verygood.Now,thinkcarefully.Whatothermaterialsbelongtothesegroups?Ifanybodyknows,pleasecometowritethemdownontheblackboard.
(Ssmayhavevariousanswers.)
StepIVDiscussionandExplanation
T:Readthepassageagainsilentlyandthenhaveadiscussionaboutthequestions
inEx.5andEx.6onPage21ingroupsoffour.
(Afewminuteslater,theteachermaycollecttheiranswers.)
T:Good.Ithinkyouveunderstoodthemeaningofthepassage.Now,Illexplainsomeimportantwordsandphrasestoyou.Listencarefullyandtakenotes.
(Showthefollowingonthescreen.)
1.impressvt.haveafavourableeffectonsb.;makesb.feeladmirationand
respect
e.g.Weweremostimpressedby/withyourefficiency.
Thefilmimpressedmeverymuch.
2.actas:performtheroleorfunctionofsb./sth.
e.g.Idontunderstandtheirlanguage;you’llhavetoactasaninterpreter.
Thechemicalactedasacatalyst.
3.despiteprep.withoutbeingaffectedby
e.g.Despitewantingtoseehimagain,sherefusedtoreplytohisletters.
Despitewhatotherssay,Ithinkheisagoodboy.
4.inspirevt.fillsb.withthoughts,feelingsoraims
e.g.Hisbestmusicwasinspiredbythememoryofhismother.
Hisspeechinspiredmetotryagain.
5.viewvt.lookat/watch(sth.)carefully
e.g.Wellgoandviewthehousebeforewebuyit.
Heviewedthewholethingasajoke.
6.fillupwith:make/becomecompletelyfull
e.g.Thesoliderfilledupthetankwithpetrol.
Theroomsoonfilledupwithpeople.

(Bb:impress,actas,despite,inspire,view,fillupwith)
StepVListeningandReading
T:Now,letslistentothetape.Illplaythetapetwiceforyou.YoushouldlistencarefullythefirsttimeandthenreadafterthetapewhenIplaythetapethesecondtime.Payattentiontoyourintonation.
(PlaythetapeforSstolistenandrepeat.Thenasksomestudentstoread
thepassage.Onestudent,oneparagraph.Helpthemwiththeirpronunciation.)StepVISummaryandHomework
T:Todaywevereadapassageaboutmodernarchitecture.We’vealsotalkedabouttraditionalarchitecture.We’velearntsomeusefulwordsandphrases,too.Afterclassyoushouldreadthetextmoretounderstanditbetterandtrytousethenewwordsandphrasesmoretomasterthembetter.Thatsallfortoday.
StepVIITheDesignoftheWritingontheBlackboard

Unit3Artandarchitecture
TheSecondPeriod
Buildingmaterials:
Group1:
naturalmaterials:
earth,bricks,stones,wood...
Group2:
modernmaterials:
glass,steel,concrete...
Wordsandphrases:
impress,actas,despite,inspire,view,fillupwith
StepVIIIRecordafterTeaching

TheThirdPeriod
TeachingAims:
1.Reviewtheusefulwordslearnedinthelasttwoperiods.
2.Learnandmasterthesentencepattern:
AistoBwhatCistoD
3.MasterthePastParticipleusedasObjectComplement.
TeachingImportantPoints:
1.Thesentencepattern:
AistoBwhatCistoD
2.ThePastParticipleusedasObjectComplement.
TeachingDifficultPoints:
1.HowtohelpSstomastertheimportantsentencepattern.2.HelpthestudentsmasterthePastParticipleasObjectComplementbetter.
TeachingMethods.
1.Reviewmethodtoconsolidatetheusefulwordslearnedinthelasttwoperiods.
2.ExplanationandinductivemethodstohelpthestudentsmasterthePastParticiple
usedasObjectComplement.
3.Practicetomasterthesentencepattern:
AistoBwhatCistoD
4.Pairworkorindividualworktomakeeverystudentworkinclass.
TeachingAids:
1.aprojector
2.theblackboard
TeachingProcedures.
StepIGreetings
Greetthewholeclassasusual.
StepHWordStudy
T:Inthelasttwoperiods,wehavelearnedmuchaboutarchitecture.Andweve
alsolearnedsomeusefulwordsinthetext.Now,letsdoanexerciseto
reviewthem.Lookatthescreen,please.
(Showthefollowingonthescreen.)
Trytomatchthewordswiththeirmeanings.
Word
1.nest
2.roof
3.balcony
4.concrete
5.ugly
6.architect
Meaning
A.apersonwhodesignsbuildings
B.anareawithawallorbarsaroundit,joinedtotheoutsidewallofabuilding
C.astrongconstructionmaterialwhichisamixtureofstone,sandandwater
D.notbeautiful
E.asheltermadebyabirdtoholditseggsandyoung
F.thestructureonthetopofabuildingtokeeptherainout
(Afewminuteslater,checktheanswerswiththewholeclass.)
Suggestedanswers:
1→E2→F3→B4→C5→D6→A
T:Welldone!Now,Igiveyoufourminutesforyoutolearnthemeaningsof
thewordsbyheart.Illchecktoseewhocanrecitethemcorrectlyand
quickly.
(Ssprepareforfourminutesandthentheteachermayasksomestudentsto
reciteandcheckiftheycansaythemeaningsofthewordscorrectly.
T:OK.Timeisup.Areyouready?
Ss:Yes.
T:Good.XiaoLi,whatsthemeaningof“nest”?
S:Itmeans“asheltermadebyabirdtoholditseggsandyoung”.
T:Verygood.…
(TeachermayasksomestudentstosaytheChinesemeaningsofthewords
ifnecessary.)
T:Youvedoneverywell.(Bb:Anestistoabirdwhatahouseistoaman.)
Now,lookatthesentenceontheblackboard.WhocantellustheChinesemeaningofit?
S:Letmetry.Itmeans鳥(niǎo)巢和鳥(niǎo)的關(guān)系就像房子和人的關(guān)系一樣”.
T:Good.(Bb:Weretothemwhatfishistowater.)Now,lookatthissentence.
Whoknowsthemeaning?
S:Itmeans“我們和他們的關(guān)系就好像魚(yú)兒和水一樣”.
T:Good.Now,lookatthesetwosentencescarefully,andtrytowriteoutthesentencepattern.WangXiang,pleasewriteyouranswerontheblackboard.
(Thestudentwriteshis/heranswerontheblackboard..AistoBwhatCis
toD.)
T:Doyouagreewithhim?
Ss:Yes.
T:OK.Thisistheimportantsentencepatternweshouldmasterinthisperiod.Itmeans“A對(duì)B而言正如C對(duì)D一樣”.Now,let’sdosomepracticetomasteritbetter.Lookatthescreen,please.
(Showthefollowingonthescreen.)
Fillintheblankwiththecorrectformofthewordsinthebox.
branch,skin,architecture,sail,brick,net
1.Furistoafoxwhattheistoabanana.
2._________aretoahousewhatwordsaretoatext.
3.Anarchitectisto__whatapainteristoart.
4.Aistoaboatwhatanengineistoacar.
5.A__________istoafishermanwhatagunistoahunter
6.Armsaretothebodywhataretoatree.
T:Firstdoitbyyourselfandthenchecktheanswersinpairs.
(Afewminuteslater,asksomestudentstosaytheiranswersandchecktheanswerswiththewholeclass.)
Suggestedanswers:
1.skin2.Bricks
3.architecture4.sail
5.net6.branches
StepIIIPresentation
T:Welldone,everybody.Now,Iwanttoaskyouforhelp.Thereissomething
wrongwithmybike.WhatshouldIdo?
S:Youshouldasksomeonetorepairitforyou.
T:Thankyou.Illhavemybikerepairedtomorrow.(Bb:Illhavemybikerepairedtomorrow.)AndIthinkmyhairisabittoolong.WhatshouldIdo?
S:Youshouldgotoahairdressersandaskthehairdressertocutitshortfor
you.
T:Thankyou.Illhavemyhaircutshorttomorrow.
(Writeitontheblackboardandunderline“cut”.)Now,pleaselookatthetwosentencesontheblackboard.Whatarethetwounderlinedwordsusedas?Whocantellus?
S:Idliketohaveatry.IthinkbothofthetwowordsareusedastheObject
Complementineachsentence.
T:Verygood.ThegrammarwellstudytodayisthePastParticipleusedasObjectComplement.
(Bb:ThePastParticipleusedasObjectComplement.)
StepIVGrammar
T:OK.Now,turntoPage22.LookatthesentencesinGrammar.StudythemcarefullyandpointouttheObjectComplementineachsentence.(Amomentlater.)Haveyoufoundthemout?
Ss:Yes.
T:OK.WhocanpointouttheObjectComplementinthefirstsentence?
S:Illtry.Itis“expressed”.
T:Good.Pleasesitdown.Now,thesecondsentence.Whoknows?
S:Iknow.Itis“constructed”.
(Teacherdealswiththeothersentencesinthesameway.)
Suggestedanswers:
3.used4.inspired
T:Now,wevefoundouttheObjectComplementineachsentence.Studythem
carefully.Whatdoyoufind?
S:AllthefourwordsarePastParticiples.
StepVPractice
T:Right.Now,pleaselookatthescreen.Finishthepracticequicklybyyourselves.
(Showthefollowingonthescreen.)
Matchthetwopartstomakesentences
1.DidyoufindthecityA.done7
2.Whenwillheever
gettheworkB.greatlychanged?
3.ShecantmakeherselfC.called.
4.NextweekIllhave
mybedroomD.understood,
5.YouvegottokeepthedoorE.locked.
6.IgotthewatchF.repaired.
7.SheheardhernameG.decorated
(Severalminuteslater,asksomestudentstosaytheiranswers.)
T:Verygood.Now,lookatthePredicateineachsentence.Fromthemweknow
that“find,get,make,have,keep,hear”andsooncanbefollowedbyPastParticipleasObjectComplement.
StepVIIConsolidation
T:InordertomasterthePastParticipleasObjectComplementbetter,letsdo
someotherexercises.Lookatthescreen,please.Finishtheexercisesfirstbyyourselves,andthenyoucancheckyouranswersinpairs.
(Showthefollowingonthescreen.)
1.Completethesentenceswiththeverbsinbrackets.Changetheirformsifnecessary.
(1)Idontwantanybadwords__________(say)abouthimbehindhisback.
(2)Pleasegetthework____________(do)assoonaspossible.
(3)I11havethematerials(send)toyounextMondaymorning.
(4)Shewonthaveherlongandbeautifulhair(cut)short.
(5)Youshouldmakeyourvoice___________(hear).
(6)Iwantyoutokeepme______________(inform)ofhowthingsaregoingwithyou.(7)Therentsoundsreasonable.Howwouldyoulikeit_________(pay)?
(8)Atlast,Isucceededinmakingmyself_________(understand).
2.Rewritethesentencesafterthemodel.
Example:paintthewallsyellow→IthinkIllhavethewallspaintedyellow.

(1)layawoodenfloorinthebedroom
(2)makeadoor
(3)putuptwopicturesonthewall
（4）placeateatableinthecorner
(Allowthestudentsenoughtimetofinishtheexercisesandthenasksomestudentstochecktheanswers.)
Suggestedanswers
1.(1)said(2)done(3)sent(4)cut(5)heard(6)informed(7)paid
(8)understood
2.(1)IthinkIllhaveawoodenfloorlaidinthebedroom.
(2)IthinkIllhaveadoormade.
(3)IthinkIllhavetwopicturesputuponthewall.
(4)IthinkIllhaveateatableplacedinthecorner.
StepVIISummaryandHomework
T:Todaywevereviewedsomeusefulwordslearnedinthelasttwoperiods.Alsowevelearnedaveryimportantsentencepattern.Afterclassyoushouldtrytousethemmoretomasterthembetter.ThegrammarwevelearnedtodayisthePastParticipleusedasObjectComplement.Thisisanimportantgrammarpoint.You
needmorepracticetoconsolidateit.That’sallfortoday.Seeyoutomorrow.
StepVIIITheDesignoftheWritingontheBlackboard
Unit3Artandarchitecture
TheThirdPeriod
SentencePattern:
AistoBwhatCistoD
lAnestistoabirdwhatahouseistoaman.
2.Wearetothemwhatfishistowater.
Grammar:
ThePastParticipleusedasObjectComplementfind/get/make/have/keep/hear/…+sb./sth.+done.
l.Illhavemybikerepairedtomorrow.
2.111havemyhaircutshorttomorrow,
StepIXRecordafterTeaching

高二英語(yǔ)教案：《Unit 3 Art and architecture》教學(xué)設(shè)計(jì)（一）

高二英語(yǔ)教案：《Unit 3 Art and architecture》教學(xué)設(shè)計(jì)（一）

teaching goals:

talk about art and architecture. practise expressing preference. learn about the past participle used as object complement. write about advantages and disadvantages.

本單元基于藝術(shù)與建筑這一話題開(kāi)展一系列的聽(tīng)說(shuō)讀寫(xiě)活動(dòng)，要求學(xué)生掌握如何表達(dá)喜好的一些常用句型，學(xué)習(xí)過(guò)去分詞作賓語(yǔ)補(bǔ)足語(yǔ)的語(yǔ)法，并學(xué)會(huì)寫(xiě)一篇論述利弊觀點(diǎn)的小作文。

另根據(jù)《英語(yǔ)新課程標(biāo)準(zhǔn)》關(guān)于總目標(biāo)的具體描述，結(jié)合高一學(xué)生實(shí)際和教材內(nèi)容，我們將教學(xué)目標(biāo)分為語(yǔ)言知識(shí)、語(yǔ)言技能、學(xué)習(xí)策略、情感態(tài)度、文化意識(shí)五個(gè)方面。

1．語(yǔ)言知識(shí)（knowledge）

詞匯（vocabulary）：能理解、內(nèi)化、運(yùn)用以下生詞 --- architecture, architect, preference, design, furniture, taste, modern, convenient, apartment, style, stand, ugly, construction, impress, fantastic, create, aside, rent, development

短語(yǔ)（phrases）: act as, fill up with, belong to, set aside

語(yǔ)言功能（functions）：學(xué)習(xí)掌握一些用于表達(dá)喜好的句型， 如：

i’d rather …

i’m much more interested…

i really prefer…

i wouldn’t feel happy if…

i don’t get very excited about…

i prefer something that…

what i like is…

i can’t stand…

語(yǔ)法(grammar): 掌握和運(yùn)用動(dòng)詞過(guò)去分詞作賓語(yǔ)補(bǔ)足語(yǔ)的用法。

they wanted their buildings constructed in a way to look unnatural.

frank lloyd wright found himself inspired by japanese seashells.

i think i will have the walls painted yellow.

2. 語(yǔ)言技能（skills）

聽(tīng)：通過(guò)聽(tīng)一個(gè)關(guān)于布置新居買(mǎi)家具的對(duì)話，訓(xùn)練學(xué)生聽(tīng)力理解能力及技能，如捕捉特定信息的能力，準(zhǔn)確聽(tīng)寫(xiě)相關(guān)詞語(yǔ)的能力，從說(shuō)話人的語(yǔ)氣表情判斷信息正誤的能力等等。

說(shuō)：能熟練運(yùn)用所學(xué)表達(dá)法來(lái)表明自己的觀點(diǎn)，談?wù)摬煌埠茫荒芫捅締卧嚓P(guān)話題表達(dá)看法；能較好地完成一些開(kāi)放性的話題，以提高在真實(shí)語(yǔ)境中的英語(yǔ)交際能力。

讀：能運(yùn)用各種閱讀微技能進(jìn)行有效的閱讀，在閱讀中培養(yǎng)語(yǔ)篇意識(shí)，以及分析文章結(jié)構(gòu)的能力，快速捕捉特定信息的能力，猜測(cè)單詞詞義的能力，同時(shí)掌握文中出現(xiàn)的單詞和短語(yǔ)的使用。

寫(xiě)：寫(xiě)一篇論述利弊觀點(diǎn)的小作文。展開(kāi)想象，自己動(dòng)手設(shè)計(jì)對(duì)家鄉(xiāng)，對(duì)身邊的古建筑進(jìn)行再利用的計(jì)劃，并談?wù)勏嚓P(guān)的利弊。

3. 學(xué)習(xí)策略（strategy）:

認(rèn)知策略：在學(xué)習(xí)過(guò)程中，善于抓住重點(diǎn)，做好筆記，并能對(duì)所學(xué)內(nèi)容進(jìn)行整理和歸納。

調(diào)控策略：能夠根據(jù)個(gè)人的特點(diǎn)和需要安排自己的學(xué)習(xí)，主動(dòng)拓寬學(xué)習(xí)英語(yǔ)的渠道，總結(jié)有效的學(xué)習(xí)方法，能在一定程度上形成自主學(xué)習(xí)的能力。

交際策略：能夠在課內(nèi)外活動(dòng)中積極用英語(yǔ)和他人交流，利用各種機(jī)會(huì)用英語(yǔ)進(jìn)行真實(shí)的有效的交際的能力。

資源策略：能夠有效地使用圖書(shū)館、網(wǎng)絡(luò)等方式查閱有關(guān)藝術(shù)與建筑的資料進(jìn)行信息處理的能力，獲得更廣泛的英語(yǔ)信息，擴(kuò)展所學(xué)知識(shí)。

4. 情感態(tài)度（affect）：能在多種英語(yǔ)學(xué)習(xí)情境中感受、分享用英語(yǔ)交流的成功與喜悅；積極參與多種形式的合作學(xué)習(xí)，有較強(qiáng)的合作精神和互助精神，在交流中理解并尊重他人的情感。

5. 文化意識(shí)（cultural awareness）:通過(guò)學(xué)習(xí)，了解一些中外著名的建筑藝術(shù)家以及建筑藝術(shù)風(fēng)格，從而拓寬他們的文化視野，加深對(duì)藝術(shù)和建筑的理解和掌握。

教學(xué)重點(diǎn)和難點(diǎn)

重點(diǎn) 重點(diǎn)詞匯：architecture, architect, preference, design, convenient, apartment, style, stand, ugly, construction, impress, create, rent, act as, fill up with, belong to, set aside 重點(diǎn)句型：學(xué)習(xí)掌握一些用于表達(dá)喜好的句型。

a is to b what c is to d.

語(yǔ)法：動(dòng)詞過(guò)去分詞作賓語(yǔ)補(bǔ)足語(yǔ)的用法。 難點(diǎn): 運(yùn)用所學(xué)知識(shí)表達(dá)自己的想法。

較長(zhǎng)句子成分的劃分及意義的理解。

如何能就課文內(nèi)容完成一些開(kāi)放性的話題討論，能把課文的內(nèi)容得以延伸與拓展。

指導(dǎo)學(xué)生通過(guò)各種渠道如報(bào)紙、雜志、圖書(shū)館和網(wǎng)絡(luò)等資源查找有關(guān)素材，培養(yǎng)信息社會(huì)收集查找資料的能力。

高二英語(yǔ)教案：《Unit 3 Art and architecture》教學(xué)設(shè)計(jì)（二）

高二英語(yǔ)教案：《Unit 3 Art and architecture》教學(xué)設(shè)計(jì)（二）

step 1. greetings and warming-up

greet the students as usual.

ask the ss to talk about their hometown and their houses.

qs: where are you from, a city or a small town?

can you describe the buildings in your hometown?

what kind of buildings do you live in, a traditional house or an apartment?

show students two pictures, a tall building and a traditional yard.

t: what can you see in the two pictures?

what is the difference between them?

(when the ss describe the pictures, remind the students to think about the differences in the two pictures. the students may have different opinions. encourage them to think out reasons as many as possible. they may have a discussion.)

suggested answers:

block of flats

traditional house

modern.

convenient.

the rooms are big.

every flat has a toilet and bathroom.

not much contact with their neighbors.

people often feel lonely.

flat roof.

old-style.

the rooms are small.

sometimes no toilet or bathroom.

life is much more interesting. neighbors get on well with each other. people can grow flowers in the yard.

the roof is sloping.(why?)

…

in which house would you prefer to live? why?

s: i like living in ….because….

i prefer living…

i’d rather live…

the students should tell others their reasons to support their choices. for example, living in the small house makes me feel warm. i like making friends with my neighbors. it looks like a big family. encourage them to express their ideas freely.

t: buildings in the different places are different. so what words and phrases do you think will be useful when you want to talk about art and architecture?

show the students some different kinds of houses , ask them to describe them.

collect their answers.( appearance: high, low, great, the palaces were large and beautiful, and they often looked like something out of a fairy tale.；materials: brick, stone, steel ,glass, wood…)

t: if you were free to design your own dream house, what would that house look like? what materials would you use? explain why you made certain choices about your dream house?

architect: one who designs the construction of buildings or other large structures.

give the students enough time to discuss the question. collect their answers.

step 2 speaking

books open, page 18. ask the students to listen to the sample dialogue and follow the tape. study the useful expressions. remind them to learn the structure how to express their preferences.

practice. ask them to look at the pictures and choose the item they prefer. try to explain the reasons.

two tasks: one is to talk about traditional and classical furniture. and the second task is choosing a picture to decorate their room.

t: in your dream houses, are there any chairs?

(show some chairs) which one do you like? why?

when they answer the question, encourage them to use expressions in the following table. a moment later, ask them to act out their own dialogue.

sample dialogue:

a: which do you like better, classical chairs or modern chairs?

b: i prefer modern chairs.

a: why?

b: in my opinion, modern chairs are lighter and more colorful. they are comfortable.

a:…

step 3 : preparation for listening

t: you have already designed your own dream house , it is time to buy some furniture. what kind of furniture will you buy? and why do you prefer them?

have a short discussion in pairs. you can introduce names of furniture, such as heater, air-conditioner and so on.

step 4. listening.

books open, page 18, listening part. it is a talk between a young married couple, danny and amy and a shop assistant.. they want to buy some furniture for their new house. ask the students to go though the exercises and make sure what to do.

play the tape twice for the students to listen and finish the exercises by themselves. they may check the answers in pairs.

then play it a third time for the students to check their answers. check them with the whole class in the end.

step 5.homework

1.decorate your bedroom and classroom. and talk about your decoration.

2.find out about the history of art and architecture, names of artists and architects, famous buildings and works of art in the world as much as possible. share the ideas with others.

高二英語(yǔ)教案：《Unit 3 Art and architecture》優(yōu)秀教學(xué)設(shè)計(jì)（二）

高二英語(yǔ)教案：《Unit 3 Art and architecture》優(yōu)秀教學(xué)設(shè)計(jì)（二）

step 1. revision:

( talk about new house decoration to revise the grammar: have… done)

--- dear class, i’m especially happy these days, because i’ve just bought a new house. it’s very beautiful. look, here it is. i want to share my happiness with you. so would you like to help me design my house? how should i decorate my room? please discuss it and give me some advice, ok?

--- you should have your walls painted white.

--- you had better have … done.

a few minutes later, call out some pairs to report their design. >

--- ok, which group will give me good suggestions?

--- thank you very much! you’re good designers. i’ll decorate my room according to your design.

step 2. lead-in

( talk about how to deal with the old house.)

--- now after i finished decorating the rooms, i moved into my new beautiful house. but what should i do to deal with my old house? should i pull it down? no, i don’t want to do that. anyway it’s so lovely a house. should i let it stand empty? no, not a good idea. i want to give it a second life. what shall i do? please discuss again in groups and this time give me advice on how to deal with the old house.

--- wow, you have so many wonderful ideas! i think i like to change it into a beautiful teahouse and i can rent it to somebody else since i am too busy to run it myself. and thus i can give my old house a second life. thank you very much! would you like to come in and have a cup of tea in my teahouse some day?

step 3. fast reading on “ factory 798 ”

--- thank you for your ideas to give my old house a second life. and the same story goes with another old factory which is no longer used in beijing. it is the famous place called “factory 798”. has anybody ever heard of that? if no, let’s open our books and read the passage on page 23. try to find out: “what is factory 798? ”

--- who has found out the answer?

→ an old army factory ; an arts centre;

any possible answer containing phrases from the passage is ok.

step 4. careful reading

--- now let’s get some detailed information about factory 798. please read the second paragraph of the passage carefully again and find out:

--- what was factory 798 like?

→ huge factory halls of bricks

→ small round windows that remind you of ships

→ bent roofs

→ 20-foot high walls of glass

more questions on the screen to guide the reading:

when was factory 798 built? who designed it? who built it?

2. why is it very different from chinese architecture?

--- we’ve known that factory 798 was built in 1950s. as time went by and things developed, what happened to it then?

→ no longer used/ needed

→ stood empty

--- what has happened to it now?

→ turned into an arts center

more questions:

3. how did factory 798 turn into an arts center?

4. why was factory 798 welcomed by painters, music bands, artists and musicians?

step 5. listening and reading

--- now, let’s listen to the tape and get a better understanding of the text. please follow the tape in a low voice and pay attention to the pronunciation of the new words and phrases which you’re not sure of. at the same time, please try to find out the following new language points in the text and see how much you can understand them in english.

pull down

stand

with… aid

remind … of

set aside

step 6. retelling

--- now it’s time for you to read the text by yourselves and try to summarize the text. that is to say, suppose you are a journalist from cctv 9 and you’ve just paid a visit to the famous factory 798. please make a tv program to introduce factory 798 to our citizens in your own words. i’ll give you three minutes to read through the text by yourselves and get prepared for the retelling, ok?

step 7. discussion

--- in almost every city around the world, there are old buildings which are no longer used, such as schools, hospitals, factories or even churches. what do you think people should do with them? why? →to pull down the old buildings and set up new modern ones to keep up with the pace of the society.

→new uses should be given to old special buildings. it’s a great way to save the architecture from the past.

step 8. writing.

--- since we all agree that giving the old special buildings new uses is a great way to save the architecture from the past, now it’s time for you to have a practice and show your ability. you know our school is moving to the new campus now and the old campus will be left empty then. suppose you are young painters, artists, musicians, and you can rent some parts of the school building to practice. how do you want to change the school buildings? what new uses can be given to the old school buildings? please work in groups and make a plan about it.

step 9. homework.

finish the program about factory 798 as a tv reporter.

finish your plan about how to reuse our old school buildings.

評(píng)估與反饋

in this unit you have learnt about art and architecture. how comfortable do you feel doing each of the skills below?