高二英语教案（人教版）（精选8篇）
阅读课文“A short story of western painting”，帮助学生认识国画和西洋画的不同特征、代表性作品及画家。
【自学探究】
一、词汇扩充：
1realistic(adj)现实主义的;现实的---reality(n)现实---realize(v)---实现
2belief(n)信仰;信任---believe(v)相信---believein相信
3consequent(adj)作为结果的;随之发生的---consequently(adv)所以;因而
---consequence(n)结果
4value(n)价值(pl)价值观;社会准则---valuable(adj)有价值的---beofgreatvalue
5religion(n)宗教;宗教信仰---religious(adj)宗教的
6possession(n)所有;财产---possess(v)持有;拥有
7convince(v)使确信;使信服---convincesbofsth使某人相信某事
---beconvincedof相信
8impress(v)给…留下印象---impression(n)印象---makeastrongimpressiononsb
给某人留下深刻印象---impressive(adj)---impressionism(n)印象主义;印象派
---impressionist(adj)印象派的(n)印象派艺术家
9agreatdeal(adv)大量---agreatdealof(adj)大量的….
10predict(v)预言;预告;预测---prediction(n)
11scholar(n)学者---scholarship(n)奖学金
12flesh(n)肉;肌肉;_---fresh(adj)新鲜的---flash(v)闪现
13exhibition(n)展览;陈列;展览会---exhibit(n)展览品;陈列品(v)展出
二、长难句分析
1Artisinfluencedbythewayoflifeandbeliefsofthepeople,andChina,unlikeEurope,hasfollowedasimilarwayoflifeforaverylongtime.
艺术受到人民生活方式和信仰的影响，而中国和欧洲不同，他的生活方式在很长时期里都是相近的。
2Whenpeoplefirstsawhispaintingtheywereconvincedtheywerelookingthroughaholeinthewallatarealscene.
当人们第一次看到他的画时，还以为是透过墙上的小洞来观看真实的场景。
3AmongthepainterswhobrokeawayfromthetraditionalstyleofpaintingweretheimpressionistswholivedandworkedinParis.
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。
三、warmingup
Matchthewordsandmeanings.Thesewordsmighthelpyouinyourreading.
①realistic①accurate,minute
②abstract②stateorfactofexisting
③detailed③beinginthoughtbuthavingaphysicalorpracticalexistence
④traditional④lifelike,truetolife
⑤religious⑤classical,ofoldbeliefs
⑥existence⑥Sinceretobelieveinagodorgods
四、Reading
Skimming
1Whatweretheartistsinterestedinfrom5thto15thcenturyAD?
Theywereinterestedincreating_______and____forGod.
2HowdidMasacciopainthispaintings?
Hedrewthingsin__________,whichmakespicturesvery_______.
3.Whydidtheimpressionistshavetopaintquickly?
Becausethenaturallight_______quickly,theyhadto_____quickly.
Scanning
1.Whichofthefollowingstatementsistrue?
A.PaintingsinMiddleAgeswereveryrealistic.
B.Westernarthaschangedalotsincethe5thcentury.
C.Impressionistpaintingswerepaintedmainlyindoors.
D.ModernartbeganintheRenaissance.
2.Atfirstmostpeoplehatedtheimpressionists’styleofpainting,because_____.
A.theirpaintingswereveryabstract.
B.theirpaintingswereveryrealistic.
C.Theybrokeawayfromthetraditionalstyleofpainting.
D.theirpaintingswereveryridiculous.
3.IntheRenaissance,painters___.
APaintedreligiousscenesinamorerealisticstyle.
B.focusedmoreonreligionthanonhumans.
C.begantopaintoutdoors.
D.returnedtoclassicalRomanandGreekideasaboutart.
4.____discoveredhowtomakepaintingslookmorerealbyusingperspective.
A.GiottodiBondone.
B.Masaccio.
C.ClaudeMonet.
D.PabloPicasso
5.Whatdoesthetextmainlytellus?
A.Howreligiouspaintingdeveloped.
B.Howoilpaintingdeveloped.
C.Howimpressionistpaintingdeveloped.
D.Howwesternartdeveloped
DetailedReading:TrueorFalse
1.Westernarthaschangedverylittleoverthelastseventeencenturies.
()2.PaintersintheMiddleAgespaintedmainlyreligioussubjects.
()3.PaintingsintheMiddleAgeswereveryrealistic.
()4.Renaissancepainterstriedtopaintthingsinarealisticway.
()5.TwoimportantdiscoveriesintheRenaissanceperiodwereoilpaintsanddrawinginperspective.
()6.Impressionistspaintedtheirpicturesmainlyindoors.
()7.Atfirstpeopledidnotliketheimpressionists’paintings.
()8.Modernartbeganwiththeimpressionists
【达标检测】
fillinthechartaccordingtothetext
AgesTimeArtist
Feature
【文化园地】
ThecharacteristicsofChinesepaintingsandWesternpaintings:
Chinesepaintingisoftenaboutnature,suchasmountain,water,bird-and-flower,etc.
Ithasanairoflivinginnature,harmony(和谐)andpeace.
Westernpaintingisaboutreligion,human.
Itisabstract,richincolor,oil,lineandshape
kindsofpainting(matchtheEnglishwordsandChinesemeaning)
①oilpainting风景画
②watercolour油画
③landscape水彩
④cartoon人物
⑤figuredrawing素描
教学内容:梳理课文内容,体会文章的情感
教学目标:熟练掌握教材内容及梳理本单元在高考中出现的语言运用题
一、单元体制:本单元共三篇课文
《记念刘和珍君》《小狗包弟》《记梁任公先生的一次演讲》,这三篇文章从题目上看均属散文,散文是形散而神不散,神就是文章的情,形散而情聚,情感这条红线贯穿文章的始终。
1.学生有感情的朗读课文,概括文章大意,然后重点读《记念刘和珍君》的第2部分及第4部分,体会《记念刘和珍君》这篇文章当中的情感:
真的猛士 ,敢于直面惨淡的人生,敢于正视淋漓的鲜血。这是怎样的哀痛者和幸福者?然而造化又常常为庸人设计,以时间的流驶,来洗涤旧迹,仅使留下淡红的血色和微漠的悲哀。在这淡红的血色和微漠的悲哀中,又给人暂得偷生,维持着这似人非人的世界。我不知道这样的世界何时是一个尽头!
我在十八日早晨,才知道上午有群众向执政府请愿的事;下午便得到噩耗,说卫队居然开枪,死伤至数百人,而刘和珍君即在遇害者之列。但我对于这些传说,竟至于颇为怀疑。我向来是不惮以最坏的恶意,来推测中国人的,然而我还不料,也不信竟会下劣凶残到这地步。况且始终微笑着的和蔼的刘和珍君,更何至于无端在府门前喋血呢?
然而即日证明是事实了,作证的便是她自己的尸骸。还有一具,是杨德群君的。而且又证明着这不但是杀害,简直是虐杀,因为身体上还有棍棒的伤痕。
但段政府就有令,说她们是“暴徒”!
但接着就有流言,说她们是受人利用的。
惨象,已使我目不忍视了;流言,尤使我耳不忍闻。我还有什么话可说呢?我懂得衰亡民族之所以默无声息的缘由了。沉默呵,沉默呵!不在沉默中爆发,就在沉默中灭亡。
学生自主探究情感,老师根据学生探究的结果板书:
2.学生有感情的朗读小狗包弟,概括文章大意,然后探究情感,老师根据学生探究的结果板书:
3.学生有感情的自由朗读《记梁任公先生的一次演讲》,体会其中蕴含了什么思想情感,学生自主探究,交流,教师汇总:
二、链接高考:在考场中出现的与本单元相关的语言运用题
1. (教师投影,学生欣赏) 为刘和珍写一则颁奖词 (4分)
刘和珍———在黑暗的时代中,你没有沉论;在严酷的高压下,你没有沉默;在枪弹的攒射中,你依然前行。虑及民族存亡,你黯然泣下,为了国家复兴,你奋然前行。你如流星刹那间闪过,却爆发出夺目的光茫。
2.教师再投影课本中其他几个人物的颁奖词,学生欣赏
易水清寒,夺人心魄,因为它知道自己送走的是一个真正的英雄。你的勇气砥砺了你手中的匕首,你手中的匕首又将你的名字刻在了历史的丰碑上。太子丹的邀请只是你义无反顾的契机,真正让你勇者无惧的是你心中的信仰;为国为民,才是侠之大者! (荆轲)
千军万马,战火纷飞,你是未能加冕的帝王;爱恨情仇,尔虞我诈,你是未能立业的英雄。但你的霸气是许多帝王所不及的,你的豪情是许多英雄所缺少的。霸王不成霸业却一样名垂千古。 (项羽)
含垢忍辱,你用顽强之志铸就了史家之绝唱;废寝忘食,你用赤诚之心完成了无韵之离骚。一部《史记》,讲述着一个史学家应有的良知;一部《史记》,见证了一个史学家对历史的忠贞;一部《史记》,记载的不仅仅是历史,更是我们民族坚强不屈的精神。 (司马迁)
3.请同学们根据以上的几个人物颁奖词,思考:究竟应该怎样写颁奖词?颁奖词的写作
4.教师再读一则颁奖词,让学生猜写的是谁,进一步体会上面的写作方法
当命运的绳索无情地缚住了双臂,当别人的目光叹息生命的悲哀,他依然固执地为梦想插上翅膀,用双脚在琴键上写下了“相信自己”,那变幻的旋律,正是他努力飞翔的轨迹。 (刘伟)
三、作业:
1.知识目标与技能
理解掌握价格变动对生活、生产的影响，熟练运用价格变动的影响分析相关经济现象，提高学生参与经济生活的能力。
2.过程与方法目标
运用实例分析法，自主学习，合作探究总结应对价格变化的
措施。
3.情感、态度与价值观目标
形成对价格变动认识的科学态度，用具体、明确、可操作的行为语言，描述本课的知识、能力、方法、情感、态度、价值观等方面的教学目标。
二、教学重点、难点
价格变动对生活的影响、价格变动对生产的影响。
三、教学方法
创设情景、教师引导、学生讨论。
四、新课引导
枸杞是我们宁夏的特产，在宁夏，很多人靠生产枸杞生活，李大山就是一个代表，李大山有个爱好就是创作打油诗，这节课我们将通过大山的打油诗学习价格变动给人们的生产和生活带来的
影响。
五、新课讲授
1.对生产的影响
师：每年夏季是枸杞收获的季节，作为枸杞生产者，枸杞的价格时刻牵动着大山的心，影响着他的心情，2012年的夏天，大山怎么也高兴不起来。
李大山的喜和忧（一）
种植枸杞已多年，靠它吃来靠它穿，
卖高卖低不由咱，到底由谁说了算？
今年价格又走低，我心犹如血在滴！
枸杞枸杞我爱你，就像老鼠爱大米。
师：原来是枸杞的价格让大山苦恼了，到底是什么因素导致了今年枸杞价格下滑呢？一起看看今年的枸杞行情。（看视频）
师：看来今年的枸杞行情确实不够乐观，是什么因素导致了枸杞价格下滑呢？
学生回答，教师总结：需求不足、质量不好。如果你是大山，面对这样的行情，面对外来枸杞的冲击，该怎么办呢？（生：讨论2分钟并交流）
师：下面我们一起把同学们的发言总结一下，看看价格变动对人们的生产会有哪些影响！
板书：价格变动对生产的影响：（1）调节生产规模；（2）提高劳动生产率；（3）生产适销对路高质量的产品。
教师总结：同学们的想法都非常好，我会把大家的想法带回去给大山，相信大山的腰包会越来越鼓，他的生活也会越来越红火。近些年，由于大山吃苦耐劳，再加上国家政策照顾，他的日子已经很红火了。
李大山的喜和忧（二）
感谢国家政策棒，我由温饱奔小康，
前年盖上大瓦房，去年买了电冰箱，
添了电脑连了网，城里农村一个样。
日子年年大变样，犹如心里吃了糖。
师：真为他的幸福生活感到高兴，此时，我们也发现大山的角色也由生产者转变成了消费者。那么，作为消费者会关注商品价格的变化吗？为什么？
学生讨论，教师总结：是的，商品价格的变化会对消费者的生活会产生重大影响，最直接的反应就是需求量的变化。一般情况下，商品价格变动会对消费者需求产生什么影响呢？
2.对生活的影响
板书：1.一般情况下，商品价格变化与需求的变化成反相关
学生活动：举例说明，并上黑板画曲线图。
教师：随着经济的发展，大山的日子确实好过了，可是物价的不断提高给大山增添了不少烦恼：
李大山的喜和忧（三）
老婆想要金手镯，粮油价涨不停歇，
老婆老婆听我说，生活计划还得做，
镯子咱再拖一拖，看看金价跌不跌。
师：金镯子之类的商品和食品有什么不同吗？这两类商品的价格变化对需求量的影响一样吗？（生：……）
板書：2.不同商品对价格的反应程度不同
学生活动：在同一区间画上对比函数图（对学生有点难度，教师可适当指导）
师：在人们收入一定的情况下，哪类商品的价格对人们生活水平和生活质量的影响比较大？（生：……）
教师总结：居民生活必需品的消费，尤其是食品的消费支出占家庭总支出的比例越小，越有利于居民生活水平的提高。经济发展带动物价上涨是正常的，但是，如果物价上涨的速度快于居民收入增长的速度，这就非常不利于居民，尤其是中低收入居民的生活水平的提高。因此，国家非常重视物价的稳定，在这方面也做了非常多的工作，当然，最重要的工作还是要发展经济，提高居民收入。
教师：近些年，我国经济发展的成就有目共睹，大山的收入确实增加了不少，今年大山又圆了自己一个梦，拥有了一辆汽车，可是，经历了短暂的喜悦，苦恼也随之而来：
李大山的喜与忧（四）
有了汽车真方便，买车容易养车难，
汽油改成天然气，谁知气价又翻倍，
开车成本实在贵，喜忧参半啥滋味？
电动汽车快普及，还是用电最实惠。
教师：大山为什么会有“买车容易、养车难”的体会？养车需要的东西和车是什么关系？
学生：互补品，概念，举例。
教师：如果两种商品为互补品，一种商品的价格会对另一种商品的需求量产生什么影响？（学生：……）
教师：大山为什么会油改气，甚至有换电动汽车的想法？油、气、电是什么关系？
学生：替代品，概念，举例。
教师：如果两种商品为替代品，一种商品的价格会对另一种商品的需求量产生什么影响？
板书：3.相关商品价格的变动对需求量的影响
互补品——反相关，替代品——正相关。（学生活动：举例说明，并画曲线图）
3.课堂总结（我们的收获……）
总之，价值决定价格，价格围绕价值上下波动这条经济规律是谁都无法改变的，若价格的变化在合理的范围内，只要人们能够按照价格的变化对他们的生产和生活做出科学的、合理的调整，那么，人们的生产效益和生活质量一定会像宁夏的枸杞一样越来越红！
（作者单位 宁夏回族自治区中卫中学）
1.What kind of entertainment did they have?
entertainment作为名词，有以下含义:
1.表示“娱乐，游艺，技术表演”。
e.g.Jenny is interested in the news of entertainment.詹妮对娱乐新闻感兴趣。
2.表示“招待，款待”。
e.g.1.This hotel is famous for its entertainment.这家旅馆因为殷勤待客而出名。
e.g.2.He gives numerous entertainments to his friends.他常常宴请很多客人。
entertainment的动词形式是entertain，它作为及物动词，表示以下含义：
1.使娱乐，助兴e.g.We were all entertained by his tricks.大家对他的把戏都很感兴趣。
2.款待，招待e.g.He plans to entertain his friends to dinner.他计划设晚宴招待他的朋友们。
3.心存，考虑 e.g.1.to entertain an idea/to entertain a hope 怀有一个主意/怀有一个希望
e.g.2.I refused to entertain such a foolish idea.我拒绝考虑这样愚蠢的主意。
entertain作为不及物动词，表示的意思是“招待客人”。
e.g.She loves to talk,dance and entertain.她喜欢说话，跳舞和招待客人。
entertainer作名词，含义是“招待人，款待人;表演娱乐的人”。
entertaining 是形容词，意思是“娱乐的，有趣的”。
e.g.We spent an entertaining evening at the theatre.我们在这家剧院度过了一个有趣的夜晚。
entertainingly 是副词。
2. decoration [U] 装饰，装潢 home decoration 家居装饰
decorate v. 装饰;点缀。例如：decorate a Christmas tree 装饰圣诞树
3. artefact [C] 人工制品(尤指有考古价值的工具或武器)
prehistoric artefacts made of bone and pottery 史前的骨制及陶制器具
4. unearth vt.(从地下)发掘;揭露。
例如：unearth buried treasure 发掘埋在地下的宝藏
unearth new facts about Shakespeare 发现有关莎士比亚的新资料 unearth a plot 揭露一个阴谋
unearth 由un-加上名词 earth构成，类似的词语主要有以下几个。
unhand 意思是“放手，松手”。e.g.Please unhand me!别拉着我。
unglove 的含义是“脱下的手套”。 e.g.Her hand,when ungloved,glitters with heavy rings.
她脱下手套的时候，许多戒指在她手上闪烁。
unhair 的意思是“拔掉头发”。unmask 的意思是“揭除面具或者伪装”。
unglue 的意思是“取掉(粘着之物)，剥”。
e.g.1.to unglue a stamp from an envelope by steaming 借着蒸气来取掉信封上的邮票
e.g.2.to unglue the children from a TV set使孩子们离开电视机
Listening
5. else adv. 此外，另外(与不定代词、疑问代词或否定副词连用)。例如：
Do you want anything else? Where else can I get it?
构成所有格时，’s加在else之后。例如： Who else’s fault could it be then?
Speaking
6.I’d like to know more about life as it was two hundred years ago.
as conj. 像……一样的;如……的。例如： I’d like to go abroad as you do.我想跟你一样出国。
as用作“虽然，尽管”时，引导让步状语从句，需提前名词、形容词、副词或动词。例如：
Object as you may, I’ll go. 纵使你反对，我也要去
He was late, as usual. 他如往常一样迟到了。
7.be curious to… 极想……
be curious about… 对……有兴趣
curious adj. 奇异的，奇怪的，好奇心强烈的，渴望知道的，爱探究的。例如：
curious eyes 好奇的眼神 curious behaviour 奇怪的举止
I’m curious to know what is written in his letter. 我极想知道他在信中写什么。
Children are naturally curious about everything around them. 小孩子对周围的每件事感到好奇。
curiosity n. 好奇(心);古玩;珍品。例如：
arouse curiosity 引起好奇心 a curiosity shop 古董店
8. What I’d really like to find out is whether people would sometimes want to go on a holiday, as we do. That sort of thing 我真正想发现的是人们是否有时候会和我们一样想去度假那一类事情。
as在这里是连词，引导一个方式状语从句。 请看以下由as 引导的方式状语从句的例子：
e.g.1.You’d better do as I did.你最好按照我做的去做。
e.g.2.As what she said before,it was really difficult to persuade him to go with us.
正如她过去所说的，说服他和我们一块走是一件很困难的事情。
作为连词，as还可以引导时间状语从句。
e.g.1.Twelve days later,millions more Indians lined the railway tracks as a slow train took the jar containing his ashes 584 kilometers to a place by the river.
十二天后，当一列慢车将盛有甘地骨灰的坛子驶向584千米外，靠近恒河的一个地方时，又有数百万人排列在铁路两旁，夹道送行。
e.g.2.Three million people watched as the ashes of this great man were gently poured into the brown waters of the river that would carry them to the ocean.
还有300万人守望着这位伟人的骨灰缓缓撒入褐色的恒河，河水把他的骨灰送向大海。
辨析:as,when 和while
这三个连词都可以连接时间状语从句，但有差别:如果主句和从句的时间相同，以选用as较宜，表示随着……;而when只有一般时间意义，还可以表示at that time的含义;while是个连词，它所表达的时间通常是指整个一段时间或过程，相当于during which time的用法。从句中常常使用进行时，还可以表示主从句的对比。
e.g.1.They came up stair as we went down.他们上楼，我们下楼。
e.g.2.As one grows older，one becomes more experienced.人长大了，经验就更丰富了。
e.g.3.When one man is in difficulty，the thousands come to his aid.
一人有难众人帮。
e.g.4.The weather was fine while we were in Shanghai.我们在上海的日子里，天气晴朗。
e.g.5.We were watching TV while they were playing chess.我们在看电视，而他们在下棋。
作为连词，as还可以引导比较状语从句,表示以下含义。
1.表示“(用于比较)与……一样”的意思。
e.g.1.She works in the same building as my sister.她和我的妹妹在同一栋大楼上班。
e.g.2.This is the same as it was before.这个与以前一样。
2.表示“诸如”的意思。
e.g.such animals as cats and dogs 诸如猫、狗之类的动物
作为连词，as还可以引导原因状语从句。
e.g.As the weather is fine,let’s go fishing.既然天气变得好起来了，咱们去钓鱼吧。
辨析:because,since,as 和for
because，since，as引导原因状语从句:
because 引导的从句表示直接的、根本的原因，用来回答why 提出的问题，为全句重心所在。since引导的从句表示显然的或已知的理由、原因，相当于汉语的“既然”。主句是全句意思的重心，从句次之。as 引导原因状语从句，与since没多大区别。它们引导的原因状语从句，其原因已很明显，不必加以强调。由as表示的原因，语气最弱，往往译成汉语的“由于”。
for 是个并列连词，引导并列句，是对前句内容的补充说明。
as还可以用作关系代词，其含义是“正如”请看以下例子。
e.g.As you know，we have the right to vote.正如你知道的，我们有权选举。
辨析:as和which
首先，这两个词意义不同。前者表示正如，后者没有意义，只起连接作用。
其次，前者构成的从句既可以前置又可以后置，而由后者构成的从句则只能后置，不能前置。
再次，当从句中有the same,such,so 时，只能用as。
比较:It is no use arguing with them,as we all see.和他们争论是没有用的，正如我们所看到的。(既可后置)
As we all see，it is no use arguing with them.(又可前置)正如我们都看到的,和他们争论是没有用的。
It is no use arguing with them,which we all see.
我们都看到了，和他们争论是没有用的。(只能后置)
as还可以用作介词，其含义是“作为”。指处于某种状态、性质、情况、工作等之中。请看以下例子。
e.g.1.He works as a driver.他以开汽车为业。e.g.2.The kitten uses that box as a bed.小猫把那盒子当作床。
辨析:as和like
当作介词的时候，as只用于以下情况：
1.用作“作为”讲的时候。
2.用来举例，比如用来代替for example的时候;
3.用来引导某些动词，如:look upon，regard，consider，treat，think of等的宾语的补语的时候。
e.g.1.As a writer，he has no equal.作为一个作家，他是首屈一指的。
e.g.2.Languages(such)as English，German，Dutch belong to the same family.
像英语、德语、荷兰语等语言都属于同一个语系。
e.g.3.The teacher considered your son as being too small.
老师认为你的儿子太小了。
比较:The prisoner was hanged like a murderer.这个囚徒像杀人犯那样被处以绞刑(=…as if he were a murderer)。
e.g.4.The prisoner was hanged as a murderer.这个犯人作为杀人犯被处以绞刑。(这个犯人就是杀人犯)
1.I didn’t feel just you. A.as B.like C.such D.so
2. a teacher,I have to set a good example for my students.
A.Like B.Be C.As D.Have
3.It must have rained yesterday the ground is wet.
A.as B.since C.because D.for答案：1.A 2.C 3.D
Reading
9. date back to: = date from 始自某时期, 追溯到，上溯到(无被动语态)
Our school dates back to 1953. Our friendship dates from childhood.
out of date过时的;旧式的 up to date时新的;新式的
10. bury vt. 埋葬
Many men were buried underground when there was an accident at the mine.
矿上发生意外事故时,许多矿工都被埋在地下
bury oneself in 专心致志于, 埋头于(in)
be buried in thought 沉思 He buried himself in his work.
Buried in his book, he didn’t notice me entering the room.
11.Some of the objects found in the grave give us an idea of how he was dressed when he was buried
墓穴里发现的部分物品让我们对于他当时的穿着有了一个了解
(1)give sb an idea of 使某人明白
The book will give you an idea of what everyday life of ordinary Americans is like.
(2).dress作为及物动词，后面只能够接人或者是反身代词，而不能接物或者是衣服作为宾语。
dress v. 穿衣。例如：
be dressed in (表状态)穿着 dress sb. 给某人穿衣服
dress oneself in… 穿着……(表动作) dress up 盛装，打扮
dress well 穿着得体
dress [C] 连衣裙;女装 in formal (evening) dress 着礼服(晚礼服)
a silk dress 一件丝绸的礼服
12. clothing n.衣服(集合名词,无复数形式) an article of clothing 不能讲a suit of clothing
clothes n.(复)衣服,服装指具体的衣服;无单数形式,不与数词连用但可和many ,a few等表示
不确定的数词连用many clothes, a piece of clothes ,a suit of clothes一件衣服不能讲an article of clothes
Cloth做衣服用的材料,不可数名词, 当作为台布抹布时是可数名词.
13. find [C] 发现，发现物。例如：
Our new gardener was a marvellous find. 我们新找到了一个很出色的花匠。
finding [C] & [U] 发现，发现物
14. dozen n. 一打,十二个 (与数词或many, several等连用时,复数不加s )
two (many, several) dozen pencils 两(好多,几)打铅笔
dozens of 几十,许多 for dozens of years 好几十年以来
pack in dozens 成打地包装 sell by the dozen 论打出售
15. spare adj. 备用的;额外的;多余的;剩下的。例如：
a spare room 预备的房间 a spare tire 备用轮胎 In one’s spare time 在某人闲暇的时候
I have little spare time. 我没有什么余暇。
spare vt. 匀出，分出，省下 例如：Can you spare me just a few minutes? 你能腾出几分钟时间给我吗?
There’s no time to spare. 没有多余的时间了 spare no efforts 不遗余力
Spare the rod and spoil the child. [谚]孩子不打不成器，娇养忤逆儿。(省了棍子坏了孩子。)
16. a variety of / varieties of形形色色的，种种的。例如：
a collection of a variety of butterflies 收集各式各样的蝴蝶
There are a wide variety of people on the earth. 地球上有各种不同的人。
17.The biggest stones weigh 20 tons and came from a place not very far
最大的石头重约20吨，它们来自于一个不远的地方
weigh作为动词，主要表达以下几种含义：
1.表示“称(重量)”。
e.g.1.Let me weigh it.It’s quite a bit overweight.让我来称称它。超重还不少呢。
e.g.2.The goods were carefully weighed at the time of shipment.货物在装运的时候都是仔细称过的。
2.表示“某物有(多少)重量”。
e.g.1.A giant panda can weigh as much as 150 kilos when fully grown.
一只大熊猫长大了，重量可以达到150千克。
e.g.2.Some of the fish already weigh ten kilograms.这些鱼有的已经有10千克重了。
3.表示“压(在上面)”的含义。
e.g.1.The matter weighed heavily on my mind.这件事情沉重地压在我的心上。
e.g.2.The decision has been weighing on my mind all the week.这项决定整整一个星期都压在我的心上。
4.意思是“考虑”。
e.g.1.All the difficulties and risks had to be carefully weighed.所有的困难和风险都要仔细考虑。
e.g.2.They weighed the matter seriously.他们认真考虑了这件事情。
18. link vt., vi.(常与together, to, with连用)连接, 联合
(1)The two towns are linked by a railway.
(2) The new bridge will link the island to the mainland. 新的桥梁将把该岛与大陆连接在一起。
be linked to / have links with 与…有联系
Sichuan have trade links with the Yangtze River. 四川和长江流域有商贸联系。
19.It is possible that the King of Stonehenge was linked to the stones: he may have had a hand in planning the monument,or in helping transport and pull up the stones
巨石阵之王很有可能和石头有联系：他可能参与过巨石阵的设计，或者帮助过巨石的运输
在英语中，may,might,can,could和must几个情态动词都可以用来表示对事情的猜测。must的意思是“肯定，一定”，语气很有把握。may,might,和could的意思是“可能，也许”，语气把握性不大。can的意思是“肯定，也许”，常常用在否定句和疑问句中。这几个情态动词用于表示猜测的时候，其后面可以跟三种不同的动词形式。
1.跟动词原形表示对现在事情的猜测。2.跟表示对现在正在发生的事情的猜测。
3.跟表示对已经发生的事情的猜测。
e.g.1.You are Jack’s best friend.You must know where he is.你是杰克最好的朋友，你一定知道他在哪儿。
e.g.2.Can you hear the loud voice?They must be quarrelling.你能听到那声音吗?他们在吵架。
e.g.3.If you had come earlier,you might have been told the good news.你早来一会儿，就会听到那条好消息了。e.g.4.There is no light in the room.They might have gone out for a walk.屋里没开灯，他们可能出去散步啦。
1.Jack yet,otherwise he would have telephoned me.
A.mustn’t have arrived B.shouldn’t have arrived C.can’t have arrived D.need not have arrived
2.-I stayed at a hotel while in New York.
-Oh,did you?You with Barbara.
A.could have stayed B.could stay C.would stay D.must have stayed
3.-There were already five people in the car,but they managed to take me as well.
-It a comfortable journey.
A.can’t be B.shouldn’t be C.mustn’t be D.couldn’t have been答案:1.C 2.A 3.D
20. have a hand in 参与，插手;对某事负部分责任。例如：
I bet he had a hand in it. 我敢说他一定参与了此事。
I can’t promise much. I’m not the only one that has a hand in this town.
我不能答应太多。镇里的事不是我一个人说了算。
关于hand 的词组还有：
lend a hand 帮助
give sb. A hand 给予帮助
at hand 在手边
by hand 用手
in hand 手头上的，在进行中
hand in hand 手拉手，联合
from hand to hand 从一人之手转到之手
hand down/on 把…传下来
hand in 交上
hand out 把…拿出来，分派
hand over 移交
join hands 携手联合
on one hand,…on the other hand
一方面 ， 另一方面
21. in terms of 用……的话;以……的观点;就……而说。
例如：He thought of everything in terms of money. 他每件事都从钱的角度考虑。
bring a person to terms 使某人接受条件(就范)
come to terms=make terms 达成协议;和好
in the long term 就长期而言
on no terms 无论如何不，决不
on good terms with sb 和某人关系融洽
22. At first it was thought that it was through war and armed conflict,but it is now believed to have happened through trade and cultural links
点拨：1.through指从内部通过。
e.g.1.The thief came in through the window.小偷从窗户进来。
e.g.2.The troops marched through the town.军队从城中走过。
e.g.3.Fish swim through the water.鱼游于水中。
e.g.4.The men cut a tunnel through the mountain.那些人穿山凿了一条隧道。
2.表示“遍及，经历”的意思。
e.g.1.He traveled through Europe.他游遍欧洲。
e.g.2.Other birds and animals stay with you,but you will not see all the animals all through the winter.
另一些飞禽和动物留下来了，但是整个冬天你不会看到所有的这些动物。
3.表示“由于，因为”的含义。
e.g.1.It was all through your being late that we lost the train.我们没有赶上火车，完全是因为你来晚了。
e.g.2.It happened,through no fault of mine.这件事情之所以发生，并非是我的过错。
4.表示“藉，由”的含义。
e.g.1.He became rich through hard work.凭着努力的工作，他致富了。
e.g.2.I obtained my position through a friend.我靠一位朋友的帮忙而得到了这份工作。
5.表示“从头到尾”
e.g.1.He worked from dawn through the day and into the night.他从天亮一直工作到晚上。
e.g.2.He read through the novel carefully.他细心地读完了这本小说。
e.g.3.The rain lasted through the night.雨下了一夜。
比较：through和across的用法
through和across都作“穿过”讲，across指的是从一个空间内的一端到另一端或者是成十字交叉而过。through着重指从物体的中间或者是空间穿过。
e.g.1.Last week,we started our trip across this country.上个星期，我们开始了横跨这个国家的旅行。
e.g.2.We can’t travel through the forest by road,because there aren’t any roads.
我们不能从陆路穿越森林，因为那里根本无路可走。
1.The boy is so good at swimming that he can swim the sea.
2.He walked the forest and disappeared into the valley.答案：1.across 2.through
23. in the eyes of sb. (=in sb.’s eyes): in the opinion of sb.在某人的心目中，在某人看来
In your father’s eyes you’re still a child.
相关词组：keep an eye on sb. 留神，看守，看管
shut (close) one’s eyes to sth. 闭目不看…，装着没看到…，视而不见
Post-reading
1.base…on… 把……基础放在……上;以……为基础。例如：
You should base your conclusion on careful research.你应该以审慎的研究为基础。
This story is based on facts.这故事是有事实根据的。basic adj. 基础的，基本的;根本的
basis [C] 基础;根据
Language study
1.thanks to 多亏，幸亏。例如：
Thanks to modern technology, to find out more facts about the man buried in the grave is possible.
由于现代科技，找出更多的有关埋在墓地里人的材料成为可能
表示原因的结构还有： because of as a result of owing to due to
Integrating skills
2.roots of Chinese culture 中国文化的根源
root [C] 根源，来源;根，根茎。例如：the root of the problem 问题的根源
The love of money is the root of all evil. 爱钱乃万恶之源。(语出《圣经》)
a plant with very long roots 根部很长的植物
Many Americans have roots in Europe. 许多美国人祖籍在欧洲。
get at/to the root of 追根究底
take/strike root 生根，扎根;定居
root and branch adv. 连根地，完全地，彻底地
3. serve as “担当;充当”
4.dig up 挖出;掘起。例如：
We dug up the tree by its roots. 我们将树连根挖起。
An old Greek statue was dug up here last month.
上个月在这儿挖出了一尊古希腊雕像。
dig at 讥讽，挖苦 dig for 挖寻 dig into 详细调查，探求
5.cover作为动词，有很多含义。
1.表示“覆盖，铺盖”。
e.g.1.He covered himself with a blanket.他给自己盖上一床毯子。
e.g.2.A rather cold north west airstream will cover our province.一股偏冷的西北气流将覆盖我省。
e.g.3.When he returned,his body was covered with bruises.他回来的时候全身都是伤痕。
2.表示“走完(一段路程)，看完(若干页书)，够付(费用)”。
e.g.1.They covered the distance to the place at a run.他们一路小跑，赶到了那个地方。
e.g.2.Here is ten dollars;the extra will cover the bus fares.这儿是10元钱，多余的可以用作坐公共汽车费用。
3.表示“涉及，谈到”的意思。
e.g.1.What are the chief points you are to cover in your talk?你的报告主要有哪些内容?
e.g.2.The discussion covered a wide range of subjects.这项决定涉及到很多别的问题。
4.意思是“有(多少面积)，包括(多大的范围)”。
e.g.1.The city covers ten square miles.这座城市的面积是10平方英里。
e.g.2.His burnt area covered 70 per cent of his body surface.他全身的烧伤面积达到了70%。
5.表示“掩护”。
e.g.He ordered us to cover the other people’s withdrawal.他下令让我们掩护其他人撤退。
6.表示“采访，报道”。
e.g.They sent a large number of reporters to cover the conference.他们派遣了大量的记者去报道大会的消息。
Our new school almost 54 square miles,making it the largest school in the province.
A.lies B.stands C.has D.covers答案:D
Grammar
复习代词“it”的用法
It的用法主要有以下一些:
1.作无人称动词的主语，表示时间、气候、距离、状态等。
e.g.1.It’s ten o’clock.现在十点钟了。
e.g.2.It is twenty miles to London.到伦敦有二十英里。
e.g.3.She couldn’t stand it.她真是无法忍受。
2.指代前面出现的事物或者是现象。
e.g.1.Where is my book?Have you seen it?我的书在哪儿?你看见我的书了吗?
e.g.2.He pretended to study,for he thought it would please his mother.
他假装读书,因为他认为那样做可以取悦他的母亲。
3.在特殊情况下指代人。
e.g.1.She got a baby and it was ten-pound.她生了个十磅重的婴儿.
e.g.2.A tall man stood up and shook hands with her.It was the general manager.
一个高个子男子站了起来同她握手,他就是总经理。
4.可以用作形式主语。
e.g.1.It is certain that we shall succeed.我们一定会成功的。
e.g.2.It is necessary for older people to understand what the young think and feel.
年长的人有必要了解年轻人在想些什么,他们有什么感觉。
5.用作形式宾语。
e.g.1.You’ll find it difficult to learn Japanese.你将发现日语很难学。
e.g.2.I make it a rule to take a walk in the morning.我规定自己每天早上散步。
6.用于强调句型。
e.g.1.It is I who am fortunate.幸运的是我。
e.g.2.It was three weeks later that he learnt the news.三个星期以后他得知了这个消息。
◇It is+被强调部分+that…
该句型是强调句型。例如：
It was about 600 years ago that the first clock with a face and an hour hand was made.
It was not until she took off her dark glasses that I realized she was a famous film star.
=Not until she took off her dark glasses did I realize she was a famous film star.
◇ It is clear (obvious, true, possible, certain…) that…
该句型中it是形式主语，真正的主语是that引导的主语从句。例如：
It is very clear that he’s round and tall like a tree. =That he’s round and tall like a tree is very clear.
It is important that we (should) learn English well
It is necessary that he (should) remember these words.
◇ It is said (reported, learned…) that…
该句型中的it仍是形式主语，真正主语是that引导的主语从句。该结构常译为“据说(据报道，据悉……)”。例如：
It is said that he has come to Beijing.
It is reported that another earth satellite has been put into orbit.
It is suggested that the meeting (should) be put off.
◇ It is time (about time, high time) that…
该句型中that后的从句应该用虚拟语气。例如：
It is time that children should go to bed. =It is time that children went to bed.
◇ It is the first (second…) time that…
主句如果是一般现在时，后面从句用现在完成时态;如果是一般过去时，后面从句则用过去完成时态。
该句型中的that从句用完成时态。该结构中that可以省去;it有时用this替换。常译为“是第一(二、三……)次……”。例如：
It is the first time I have been here. =This is the first time I have been here.
It is…since…
该句型主要用作处理瞬间动词的完成时和表示一段时间的时间状语连用的问题。例如：
It is (has been) 5 years since his father died.
It is 5 years since he joined the army.自从他参军5年了。
▲ It is 5 years since he was in the army.自从他退伍已经5年了。
◇It be…before…
该句型主句中的it指时间，主句中的时态常是一般将来时或过去时两种时态。例如：
It was 3 days before he went to Beijing.
It will be not long before he finishes his job.
◇It happens (seems, looks, appears) that…
该句型中it是形式主语，that引导的是主语从句，主句中的happen, seem等词是不及物动词。例如：
It happened (so happened) that he met his teacher in the street.
It seems that he will be back in a few days.
◇It is no good (use) doing sth.
主句中的表语可以是no good, (not any good), no use (not any use)。例如：
It is no good learning English without speaking English.
◇It doesn’t matter whether (if)…
该句型中whether (if) 引导的从句是真正主语，该句型常译为“不论(是否)……没关系……”。例如：
It doesn’t matter if they are old.
◇ It is kind (of sb.) to do sth.
常见的这类形容词有：bad, brave, careless, clever, cruel, foolish, good, honest, kind, lazy, nice, polite, rude, wise, wrong等。
该句型中的不定式短语是真正主语，如果不定式的逻辑主语是由of引起，主句中的形容词必须是能表示逻辑主语特征的形容词。这个句型可以改写为：sb. is kind to do sth.例如：
It is kind of you to say so.=You are kind to say so.
◇ It is necessary (for sb.) to do sth.
常见的这类形容词有：important, necessary, natural, easy, safe, common, normal, hard, difficult, dangerous, impossible, pleasant等。
该句型与上一个同属一种句型。如果不定式的逻辑主语是由for引起，主句中的形容词通常是表示重要性、紧迫性、频繁程度、难易、安全等情况的形容词。例如：
It is important for her to come to the party. =It is important that she (should) come to the party.
◇ We think it important to learn a foreign language.
主句中常用的动词：think, believe, make, find, consider, feel
作真正宾语的三种形式：不定式短语、动名词短语或that引导的宾语从句。
该句型中的it作形式宾语。例如：
We think it our duty to clean our classroom every day. He felt it important learning English well.
1.be tired of对……感到厌倦;对……不感兴趣
You’ll soon be tired of the game.
很快你就会对这种游戏感到厌倦的。
I am tired of the same old breakfast every morning.
我厌烦每天早上吃同样的饭。
She is never tired of talking about her clever son.
谈起她聪明的儿子，她不厌其烦。
2. reject vt.排斥;丢掉;抛弃
He rejected my offer of help.
他拒绝了我的援助提议。
I proposed to her but she rejected me.
我向她求婚，但被她拒绝了。
He tried to join the army but was rejected.
他试图参军，但没有被接受。
She rejected my suggestions.
她拒绝了我的建议。
She rejected the green apples.
她扔掉了那些不熟的苹果。
3. break away from摆脱;脱离
The thief broke away from the policeman and ran away.
那个贼挣脱警察逃走了。
He broke away from all his old friends.
他与所有的老朋友断绝了关系。
It is difficult to break away from a habit.
改掉习惯是很困难的。
It was not right for the South to break away from the Union.
南方脱离联邦是不对的。
4. possibility n.可能性;可能;可能的事
the possibility of success成功的可能性
the possibility of rain下雨的可能性
Is there any possibility of having a sunny weekend?
周末有可能会阳光明媚吗?
There is a possibility of his coming for Christmas.
他可能会来过圣诞节。
Is there any possibility that he will be elected chairman?
他有当选主席的可能吗?
There is quite a possibility that war may break out.
很有可能会爆发战争。
His retirement is a possibility.
他有可能退休。
5. attempt vt.尝试;企图
The prisoner attempted an escape but failed.
那个犯人企图逃走，但失败了。
They attempted a surprise attack.
他们企图偷袭。
They attempted to climb Mt. Everest.
他们试图攀登额菲尔士峰。
He attempted breaking the world record.
他试图打破世界记录。
attempt n.尝试，企图;企图杀害
He made an attempt to learn to ski.
他尝试着学滑雪。
He failed in his attempt to win first prize.
他试图获得头奖，但却失败了。
They made an attempt on the life of the president.
他们企图刺杀总统。
attempted adj.未遂的，意图的
an attempted murder/suicide
杀人未遂/自杀未遂
6. connection n.联系;因果关系;联结
There is no connection between the two incidents.
那两个事件之间没有关联。
Doctors say there is a connection between smoking and lung cancer.
医生们说抽烟与肺癌有关系。
He has connections with many important people.
他与很多重要人物有来往。
in connection with与……相关联，关于
She said nothing in connection with her marriage.
她绝口不谈与她的婚姻有关的事。
connect vt.连接，把……联系起来;接通(电源、电话等)
The road connects London and Edinburgh.
这条道路连接伦敦与爱丁堡。
Their families are now connected by marriage.
他们两家有联姻关系。
The operator will connect you with our sales department.
接线员会与你接通我们的销售部。
be connected with与……有联系，和……有关系
He is no longer connected with the Kane Company.
他已与凯恩公司没有关系了。
7. aware adj.察觉到的，感觉到的，知悉的。一般用作表语，后接of短语或从句。
He wasn’t aware of the danger.
他没有察觉到危险。
Smokers are well/quite aware of the dangers to their own health.
吸烟者很清楚吸烟会对他们自身的健康造成种种危害。
She became aware of footsteps hurrying after her.
她觉察到身后有匆忙的脚步声。
Are you aware that you have hurt her feelings?
你有没有察觉到你已经伤害她的感情了?
I became aware how she might feel.
我察觉到她会有怎样的感受。
He was aware that he had drunk too much.
他晓得他喝了太多的酒。
Are you aware how much this means to me?
你晓得这对我有多大意义吗?
8. respect vt.尊敬，尊重
Children ought to respect their elders.
小孩应该尊敬长辈。
Ihope you will respect her wishes.
我希望你能尊重她的愿望。
respect n.尊敬，尊重
I have (a) deep/great respect for him.
我对他非常尊敬。
He showed no respect for their rights.
他不尊重他们的权利。
respected adj.受人尊敬的
The teacher is greatly respected in this school.
这位老师在这个学校很受人尊敬。
9. application n.用途;应用;申请;申请书
The application of what you know will help you solve new problems.
应用你的知识可帮你解决新问题。
That rule has no application to this particular case.
那项条款不适用于这一特殊案例。
The invention has no practical application.
那项发明没有实际的用途。
The manager received twenty applications for the post.
该经理收到对这个岗位的20份申请。
They rejected his application of the membership.
他们拒绝了他成为会员的请求。
You should make an application to the embassy for a visa.
你应向大使馆申请签证。
§2.2发散思维
1. allow v.允许，容许
allow sb.to do sth.允许某人做某事
The nurse allowed him to stay in hospital for another two days.
那个护士准许他在医院再住两天。
allow doing sth.允许做某事
We don’t allow making noise here,so you must keep quiet.
我们不允许在这儿弄出噪音，请你保持安静。
allow vt.给予(时间、金钱);同意给予。后常接双宾语。
He allows his wife $200 a month for clothes.
他每个月给妻子200美元买新衣服。
Allow me one minute in which to change my clothes.
请给我一分钟的时间让我换换衣服。
Please allow yourself an hour to get to the airport.
请给自己留出一小时的时间好赶往飞机场。
allow for顾及，考虑到
This journey usually takes 3 weeks,but you should allow for delays caused by bad weather.
这趟旅行通常需时三周，但是你应考虑到恶劣天气所造成的延误。
We must allow for the train being late-it always is.
我们必须考虑到火车会晚点，它一向如此。
You can’t make it in an hour;you must allow for the heavy traffic.
一个小时你是到达不了的，你要考虑到交通是很拥挤的。
2. otherwise adv.要不然，否则;另外，别样;在其他方面
He reminded me of what I should have otherwise forgotten.
他提醒了我，要不然我就忘了。
He thinks otherwise.
他是另外一种想法。
He thinks otherwise he’s a good worker.
从另一方面来说他是个好工人。
otherwise conj.(并列连词，同or else)否则，不然(常与虚拟语气连用)
You should go now,otherwise you’ll miss the bus.
你应该现在走，不然你就赶不上公交车。
Do come earlier next time,otherwise you’ll be punished.
下次一定早点来，否则就惩罚你。
He is old and sick,otherwise he would be working.
他年老有病，不然他会上班的。
otherwise adj.另外的，别样的;其他方面的
Some are wise,some are otherwise.
有些人贤明，有些人则不然。
His students in English are also his otherwise teachers.
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.
Period 2&3: Reading
Step1: Pre-reading
----Enjoy pictures of both modern architecture and classical architecture
1. Greetings
T: We’ve really had a wonderful tour around the world last time, seeing the marvelous architecture home and abroad, modern and classical. I hope you enjoy that… but I wonder if all of you can recognize some of the most famous architecture.
2.Brainstorming or guessing game
---Name the pictures: Sydney House; the Eiffel Tower; the Temple of Heaven…
Q: Among all of these pictures, which ones are different from others? Or you may say which ones belong to modern architecture.
SS: …
Q: How do you know which ones belong to modern architecture? What’s the difference between modern architecture and classical (ancient) architecture?
SS: …
T: If you want to know more and to enjoy the beauty of modern architecture, you’d better join us, as we are going to have a new journey, the journey to the world of modern architecture.
Step2: While-reading
1. Fast- reading
----Find the difference between modern architecture and classical architecture in the text.
Q: what’s the difference between modern architecture and classical architecture?
Difference
Modern architecture Classical architecture
Materials Steel, iron, glass… Stone, brick, wood…
Characteristics Huge; like boxes; unfriendly Beautiful, closer to nature
Q: What kind of materials is used? What other materials do you know?
Q: What’s the characteristic? How do people feel towards modern architecture?
2. Careful-reading
----Find out the information according to the key words
Modern architecture
Q1: When was modernism invented? -----1920s
Q2: How many architects are there in the text? ---Antonio Gaudi/ Wright
Q3: Where were they from? ----Spanish/ American architect
Q4: What did Gaudi want to be used in his works? What’s the characteristic of his architecture? How is his architecture like?
----Natural materials/ like a dream, full of fantastic colors and shapes.
Q5: What inspired Wright? ----Japanese seashells
Q6: How many examples are there in the text?
----The Opera House/ the new Olympic Stadium
Q7: How do they look like? ----Seashell/ nest
Q8: Why do we call the Olympic Stadium in Beijing” the Bird’s nest”?
Q9: What do they (two architects / two examples) have in common? ---Nature
3. Listening
----While listening, pay attention to the key points in the text.
Step3. Post-reading
1. Task 1: Interview (group work)
2. Task2: Design (group work)
--- Design the architecture of a new school.
---Report four elements: what kind of materials is used? / Why do you design in this way? / How do the architecture look like? / What’s the style?
Step4. Homework
1. Exchange designs with your classmates and exhibit them.
2. Report what you have learned about modern architecture next time.
Period 4: Language study
Step 1, Lead-in
T: Hello, everybody, yesterday we have seen a lot of wonderful modern architectures and got to know some famous architects. Today I’d like to introduce you one of my friends. He is an architect. Who can tell me the meaning of “architect”. (a person who designs buildings). He lived in this house when he was young. Do you think this house beautiful or not beautiful? (not beautiful) Can you use another word to replace “not beautiful”. (ugly). So when he became an architect, he designed some pretty houses. Not long ago he designed a new house for me. Let’s go and see my new house.
Step 2, Vocabulary
T: Welcome to my new house. Could you say something about my new home?
T: I’m not alone here, because I have two neighbors. Do you know who are they and where they live? (nest, dog house)
T: Let’s learn some new words of house.
(balcony concrete nest brick roof)
Try to remember these new words, then fill in the blanks.
an area with a wall or bars around it, joined to the outside wall of a building ________________.
A strong construction material which is a mixture of stone, and sand and water _________________
a shelter made by a bird to hold its eggs and young ____________
the structure on the top of a building to keep the rain out_________
Step 3, Word Study
T: Can you tell me which is the most ancient building in my yard? (nest)
A nest is to a bird what a house to a man.
Who can tell me the meaning of this sentence?
(鸟剿和鸟的关系就和房子和人的关系一样)
T: Good. Let’s try another one
Water is to fish what air is to men.
(水和鱼的关系就于空气和人的关系一样)
T: Well done. These two sentences have something in common-they are using the same sentence pattern. What is it?
→A is to B what C is to D
T: Very good. Now I will show you more pictures, you should find out the relationship between these pictures, and create sentences using the above pattern.
Fur is to a fox what the_____is to a banana.
____are to a house what words are to a text.
An architect is to____________what a painter is to art.
A___is to a boat what an engine is to a car.
A____is to a fisherman what a gun is to a hunter.
Arms are to the body what_______are to a tree.
Step 4, Grammar
T: I’m very glad that you like my new home. Our new school is far away from the downtown, so a new market is build near our school. I’ll guide you to the market to see what you can do there.
show the Ss the picture and ask them to describe it.
--What can you see in the market?
--Let’s see what can we do here?
Give examples: I can have my hair cut here.
I can have my bike mended.
Ask the Ss to make similar sentences.
T: in all these sentences we use a sentence pattern-“have something done”.
Now let’s see the pairs of sentences, and compare A and B.
A: I can have my bike mended
B: I can have the car waiting for me.
A: I found myself tied to a tree.
B: I found myself walking in a forest.
Watch more sentences on page 22.
Examine all the sentences carefully, and find out when we use –ing form and when we use –ed form.
→ passive voice: -ed
active voice: -ing
Look at the pictures, can you find out another difference between –ing form and –ed form.
Let’s do some exercises.
Matching
Did you find the city done?
When will he ever get the work greatly changed?
She can’t make herself called.
Next week I’ll have my bedroom understood.
You’ve got to keep the door locked.
I got the watch repaired.
She heard her name decorated
Completing
I don’t want any bad words____(say) about him behind his back.
Please get the work____(do) as soon as possible.
I’ll have the materials_____(send) to you next Monday morning.
She won’t have her long and beautiful hair____ (cut) short.
You should make your voice______(hear).
I want you to keep me_________(inform) of how things are going with you.
The rent sounds reasonable. How would you like it________(pay).
At last I succeeded in making myself__________(understand).
We’ll move to the new school, and four people will share one room. There will be a competition on decorating your room. The most beautiful and most special room will he the winner. Now work in groups of four to design your room. Five minutes later the group leaders should give a simple report. And pay attention to use –ed form in your report. Here are some phrases to help you:
Step 5, Homework
1.Workbook page 97, exercises 1-5
2.Workbook page 98, exercises 1-2
Period 5: Integrating skills
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.
< Ss discuss and give advice. >
--- 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? ”
< Ss fast reading for a few minutes. >
--- Who has found out the answer?
→ an old army factory ; an arts centre;
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:
1. 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.
< Show the language points on the screen. >
1. pull down
2. stand
3. with… aid
4. remind … of
5. 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.
1. Finish the program about Factory 798 as a TV reporter.
2. Finish your plan about how to reuse our old school buildings.
In this unit you have learnt about art and architecture. How comfortable do you feel doing each of the skills below?
The things I can do Evaluation
I can understand and read about art and architecture. 5 4 3 2 1
I can describe buildings and works of art. 5 4 3 2 1
I can tell the differences between traditional architecture and modern architecture. 5 4 3 2 1
I can express my preferences in English. 5 4 3 2 1
I can draw and talk about floor plans of a building. 5 4 3 2 1
I can use the past participle as the object complement. 5 4 3 2 1
一、初中英语教学的现状
对青岛市不同学校的一些学生做了相关调查, 发现许多学校的英语教学模式大致分为两种:死记硬背式教学和多媒体式教学。这两种英语教学模式对现代中学生英语学习有一些弊端。死记硬背式教学虽然能让学生在短时间内快速记住一些知识, 但是对知识的本质理解严重缺乏。有些老师课堂上只是简单地标出一些重点单词和短语, 甚至让学生们背诵全篇课文, 因此, 课堂上老师由原来的授业解惑转变成了提问背诵和标记重点, 长此以往大部分学生也就失去了学习英语的兴趣。随着网络技术的发展, 多媒体教学给课堂增添了很多新元素, 节约了大量时间, 但与此同时, 多媒体的教学方式弱化了课堂间师生间的交流, 过于花哨的内容和幻灯片展示速度过快影响了教学效果。因此必须转变教学观念, 树立新的学生观。
二、教材编写的依据研究
人教版英语教材在2013年实施了新课标, 发生了重大改变, 这一改变使教材更加的规范化、系统化。下面主要以七年级上册教材为例来分析。我们都知道英语的句子是由主语、谓语动词、表语、宾语、宾语补足语等组成的五种基本句型。一切看似复杂的句子其实都是这五种基本句型的扩大、组合、省略或倒装。因此掌握这五大句型, 是学习英语的基础。
人教版新版英语教材的内容设计恰恰就体现了这五种基本句型。七年级上册unit1、unit2、unit3、unit4的内容设计就讲了英语中五种基本句型中的其中一种—主系表句型;unit5和unit6讲了“主语+行为动词”这一结构, 剩下几个单元是对这些句型的复习。因此, 七年级上册教材的设计就是学习五种基本句型里的最基本的三种。七年级上册的内容设计为以后从句的学习奠定了基础。九年级unit2和unit3讲了一个重要的专题—宾语从句;unit5、unit6和unit7是对被动语态的分析:unit5是一般现在时的被动语态, unit6是一般过去式的被动语态, unit7是情态动词的被动语态;unit9讲了定语从句;unit1、unit4、unit10和unit11分析了一些重要的短语及用法;unit12综合分析了时态和状语从句;unit13综合复习了时态、语态、used to的用法和情态动词。
三、改进初中英语教学的对策
不难发现, 人教版新版英语教材的设计极其合理, 几乎每个单元的设计都是以一个专题的形式来展现给大家。因此, 要想让这套教材发挥它的价值, 教师们就必须首先正确认识到教材编写的依据, 然后再根据每个单元合理地来设计教学方案。
上述已分析七年级上册前四个单元是讲的主系表, 教学备案时就应该把这四个单元当做一个整体, 在学习这四个单元之前让学生们首先先了解“主系表”句型里的主语、系动词和表语。“主语是什么”的问题难倒了不少初中生, 很多学生简单地认为是“你”“我”“他”, 因此, 教师应该从汉语入手让学生简单清楚地学会这些概念。说到概念, 切记不要直接把某个概念告诉学生, 应该从多个例子中让学生自己体会出它们的概念。同时举例子的时候最好用上教材中的句子, 这样一来, 等到学生们再看教材课文时就会有一种熟悉、容易的感觉。例如:This is my book. 让学生们分别指出主系表的各个成分。等到学生对每个主系表句型完全正确的判断出各个成分后, 再学习这个句型的否定句、疑问句的变化。把这些准备工作做好后, 再打开课本学习前四个单元就轻松了许多。以同样的方法来学习“主语+行为动词”这一结构。其实它包含了两种基本句型“主语+及物动词+宾语”和“主语+不及物动词”。也是先从汉语举例子, 让学生搞清及物动词和不及物动词的含义。学会分析句型成分之后再学习这些句型的否定句、疑问句的变化。系统地讲, 七年级上册就学习了三种最基本的句型, 其余的就是些单词和短语的记忆了。
九年级unit2和unit3讲的是宾语从句, 有了三种基本句型做铺垫, 从句的学习就简单了很多, 在学习教材内容之前, 根据宾语从句的不同引导词和主从句的时态特点, 让学生做一些汉译英的句子翻译, 根据这些例子让学生体会和总结出宾语从句的含义和特点, 这样会比老师直接讲解宾语从句效果要好得多。同样的道理来学习unit9的定语从句。Unit5、unit6和unit7讲的是被动语态, 因此老师应该让学生做一些主动语态的翻译练习, 然后将其变为被动语态, 让学生观察被动语态的来源—主动语态里的宾语变为了被动语态里的主语, 要注意不同的例子具有时态上的差异, 最后让学生总结出被动语态的特点和构成。
总之, 教材的学习必须以学生为主体地位, 也就是学生是课堂上的主角, 而不是让学生们被动地接受知识和死记硬背知识, 教师应该是教学过程中的引导者, 而不是知识的强行灌输者, 唯有这样, 学生才能比较有兴趣地了解到知识的本质, 教材才能够得到更有效地利用。
参考文献
【关键词】文化教学 对比语言学 英语教材
1文化对比与英语教育
由于中西方在价值观念、道德标准、社交礼仪、思维方式等诸多方面存在着差异，在语言的使用过程中，应该充分考虑到中西文化不同所带来的影响。比如，中国人往往以谦虚、谨慎为荣，对待别人的称赞常觉得不好意思，即便心里觉得很骄傲表面上也不会表现出来，而西方人则喜欢表现自我，乐于赞扬别人，而且受到他人的赞扬后由衷的高兴；比如在汉语中“爱人” 一词是用来称呼自己的合法配偶，即丈夫或妻子，而英语中Lover—词则指情人（婚外的）；old—词，在汉语中意味着成熟、智慧或经验，人们常称呼年长者为“李老、张老、老先生、老师傅”等以表示尊敬，而在西方old除了表示“老、旧”以外，常用来表示无用的，如果直呼old people会是对对方的不敬，所以，一般用senior citizen来称呼老年人比较妥当。这些日常交际中的文化现象都是英语教育中应该考虑的因素。
文化不是与生俱来的，而是通过后天习得的。语言和文化是不可分割的，外语学习不可能是纯语言形式的学习，学习过程中必然会伴随着文化冲突、迷惑、理解的发生。随着社会的不断变化，社会语言学和教学法研究的蓬勃发展，语言研究和文化研究、语言教学和文化教学的关系开始受到越来越多研究者的重视。
英语作为事实上的国际交流语言，在英国殖民的道路上，与其他民族语言产生了融合，在语音、词汇、文化等方面都不断发生着变化。作为一种承载人文因素的特殊工具，英语教育不仅仅是让学生掌握英语语法和词汇，更承担着文化意识培养的任务。在中国，英语以第二语言的形式传递人文知识、价值观念和世界文化，越来越多的学者开始关注英语教育的文化功能。在以往的研究中，不少研究者经常把文化意识的培养和文化导入混淆在一起，强调目的语文化的导入，而忽视本族文化和世界文化。美国的语言学家拉多强调不懂得文化模式和准则就不能真正学会语言，还提出了对比语言学中的文化对比模式，主张在外语教学中要注意文化差异，进行对比研究。
2文化教学的意义
首先，文化教学有助于激发学生的学习兴趣。学生的学习动机是能否学好英语的一个重要因素，良好的学习动机有助于激发学生学习的能动性。区别于枯燥的词汇和语法，在语言教育中进行文化教学，使教学活动丰富生动，从而激起学生学习语言的兴趣。
其次，文化教学有助于优化学生的知识结构。早期的文化教学主要倡导文化导入，即强调对学生进行文化知识的传授。学生自出生到开始学习外语，一直深受母语习惯的影响，学习目的语的文化知识，包括历史、地理、习俗、节日、生活方式、价值观等，有助于开阔学生的文化视野，优化知识结构。
3人教版提升教师教学的策略
（1）提升教师自身文化素质
想要在英语教学中，灵活自如地运用各种教学资源进行文化教学，教师自身的文化素质显得格外重要。日常教学、管理工作等占据了教师大部分的时间和精力，而教师素质的再提高大多是教学理念、教学方法方面的，文化素质的培养常常被忽略。汉语文化博大精深，同样，很多英语表达中也包含了西方国家的价值观和思维方式，比如“You are a lucky dog.”是形容一个人很幸运，但是在中国人的思维方式中，狗往往含有柩义的意思，再比如“I have to face the music.”是指要勇敢的面对困难，接收批评，源于100多年前，演员上台进行演出时，无论面对怎样的观众，都要把表演进行下去，如果不了解这种表达中所包含的文化内涵，是很难弄清楚句子所表达的含义的。作为一名英语教师，不是西方文化的搬运工，更不是中国文化的剪刀手，只有不断地提升自身文化素质，熟识西方国家文化和世界文化，了解中国文化和西方文化在语言规则、生活交际、思维方式、语篇结构等方面的对比意义，养成深厚的语言文化功底，才能合理选择和使用教材中的文化内容，并进行适当的调整和补充，才能游刃有余地面对灵活多变的教学活动，不断的进行创新，培养学生健康、全面的文化素质。
（2）合理选用和优化教材中的文化内容
《英语课程标准》在教材的使用中提出了明确的要求：“教师要善于结合实际教学需要，灵活地和有创造性地使用教材，对教材内容、教学方法等方面进行适当地取舍和调整。” 课程资源的开发也是新课程改革提出的一个核心概念，教师的功能已经不仅仅是知识的传授者，教师也应该参与到教材的编写和修订过程中。
在实际教学过程中，教师不能依赖或局限于教材，而是要学会创造性的选用教材，根据实际的教学需要和进度对教材内容进行删减、补充、扩展等。由于教材具有相对的稳定性，编制好并投入使用的教材在一段时间内是不会变化的，这就要求教师根据实际需适当删减教材中不合适的内容（如内容陈旧、太难或太简单等），也可以根据教学进度进行替换和調整，以使教材的内容更加符合学生的需要和贴近学生的实际生活。刘宝军提出，利用教材提供的内容，寻找切入点，与本国文化进行对比，增加文化渗透的密度。
（3）正确引导学生，培养自主学习能力
在英语教学中，常常出现教师侧重于地道的语音、正确的语法、丰富的词汇和句型，对于语言所蕴含的文化则很少教授给学生，培养了许多能说一口流利外语、高分通过四六级考试，却在交往过程中犯下严重语用错误的学生，因此，教师对学生培养文化意识应起到积极的引导作用。除了给学生传递丰富的语言知识，还要正确引导学生，培养文化意识，文化意识包括文化知识、文化理解、跨文化交际意识和跨文化交际能力。因此，在英语教学中，教师应重视文化知识的传授，引导学生对西方文化的基本常识、社交礼仪、思维方式和社会规范等进行了解，并且让学生积极参与文化学习过程，培养对于文化的理解力和自主学习能力。
【参考文献】
[1]刘宝军.论新课程标准下外语学习者文化意识的培养m.陕西师范大学学报（哲学社会科学版），2006，3：377-380.
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