2019-2020年高中英語Unit1Art-learningaboutlanguage

1、2019-2020年高中英語UnitlArtTearningaboutlanguagePartOne:TeachingDesign(第一部分：教學(xué)設(shè)計(jì))Period2:AsamplelessonplanforLearningaboutLanguage(SubjunctiveMood(1)IwishIcould/did/wouldIfIdid，Iwoulddo)AimsTodiscoverandlearntouseusefulwordsandexpressionsTodiscoverandlearntouseusefulstructuresProceduresI. Warmingupbyunde

2、rliningtimeexpressionsHistoricaltextsmakeuseoftimeexpressionstotellstories.Nowgobacktopage1andunderlinealltheexpressionsabouttime.TheMiddleAges(5thto15thcenturyAD)fTheRenaissance(15thto16thcentury)Impressionism(late19thtoearly20thcentury)II. DoingvocabularyexercisesTurntopage3anddoexercises2,3and4.I

3、II. LearningaboutTheSubjunctiveMoodExaminetheverbsineachofthefollowingsentences:1. IfHarrisonwerechosentobethenextchiefexecutiveofficerofthecorporation,severalcontroversialhiringpracticeswouldchange.2. IfIwereyou,Iwouldincreasemyweeklycontributiontothepany-sponsoredretirementfund.3. Iwishthathisrepo

4、rtwerelonger.4. Weremendthatthetripbepostponedbecauseofviolenceintheregion.5. Thefinancedepartmentrequeststhathesubmitupdatedbudgetprojectionseachmonth.Alltheabovesentencesarecorrect.TwotermsapplytothemoodofEnglishverbs:indicativeandsubjunctive.Anindicativeverbmakesastatementthatisfactual,whereasave

5、rbinthesubjunctivemoodisusedtoindicateasituationorconditionthatishypothetical,doubtful,orconditional.Intheindicativemood,wewouldneverwrite"Harrisonwere,""Iwere,""reportwere,""tripbe,"or"hesubmit,"buttheseverbsarecorrectintheexamplesabovebecauseeachof

6、thesentencesiswritteninthesubjunctivemood;thatis,ineverycase,thesentenceisdescribingasituationthatishypotheticalorconditional:1. HarrisonisnotnowtheC.E.O.,buthypotheticallyhecouldbechosenforthatposition.Theconditionalnatureofthepositionissuggestedbythewordif.2. Again,asthewordifmakesclear,Iamnot,inf

7、act,you.Soonceagainthesituationishypotheticalandconditional:IwouldsavemoreonlyundertheconditionthatIbecameyou.3. Hisreportisnot,infact,longer,sothesentencespeaksofahypotheticalsituation.4. Thetripisnotcurrentlypostponed,sothesubjunctivemoodisappropriatetosuggestapossibility,notanactuality.5. Heisnot

8、currentlysubmittingreportsmonthly,soweusethesubjunctivemoodtodiscussthepossibility-nottheactuality-ofhisdoingso.Forallverbsexcepttobe,thepresentsubjunctivemoodismostoftenmadebyomittingthecharacteristicsendingonverbswiththird-personsingularsubjects.Thus,whereasintheindicativemoodwewouldwrite"man

9、leaves,"inthesubjunctivemoodwewouldomitthesontheverbleave:"Thejudgeinsistedthatthemannotleavetown."Fortheverbtobe,wesimplyusebeforallpresenttensesubjunctivemoodverbsandwereforallpasttenseforms,regardlessofwhetherthesubjectissingularorplural.TheColumbiaGuidetoStandardAmericanEnglishpoi

10、ntsoutthatwhilemanysubjunctive-moodphrasesaremonlyusedinordinaryspeech-"ifIwereyou,""ifneedbe,""farbeitfromme,"andsoon-strictuseofthesubjunctivemoodisrare,eveninthemostformalspeakingandwritingsituations.Veryfewpeoplewouldwrite,forexample,"Ifhearriveontime,wewillhav

11、edinnerbeforetheshow."However,ifaformoftheverbtobewereusedinthatsentence,allpolishedwriterswouldagreethatthesubjunctiveisnecessary:"Ifhewerenotwastoarriveontime,wecouldhavedinnerbeforetheshow."TheHarbraceCollegeHandbooklistsothermon,fixedexpressionsthatarestatedinthesubjunctivemood:&q

12、uot;sobeit,""bethatasitmay,""asitwere,"and"Godblessyou".TESTYOURSELFWhichofthefollowingsentencesneedverbsinthesubjunctivemood?1. IfIwasSam,Iwouldhireanassistantnowbeforethehiringfreezetakeseffect.2. ThemitteesuggestedthatDr.Jonesischosenasthenextchiefofstaff.3. AsA

13、ugustapproaches,everyschoolchildwishesthathisorhervacationwaslonger.4.Itiscriticalthateverypotentialdonorgivesbloodduringthisshortage.ANSWERS1. IfIwereSam,Iwouldhireanassistantnowbeforethehiringfreezetakeseffect.2. ThemitteesuggestedthatDr.Jonesbechosenasthenextchiefofstaff3. AsAugustapproaches,ever

14、yschoolchildwishesthathisorhervacationwerelonger.4. Itiscriticalthateverypotentialdonorgivebloodduringthisshortag，III.ReadinganddiscoveringNowreadthetextagaintofindasmanyexamplesofSubjunctiveMood(IwishIcould/did/wouldIfIdid，Iwoulddo)aspossible.IV. ClosingdownToendtheperiodyouaretodogrammarEx.1&2

15、onpage4&5.2019-2020年高中英語UnitlArt-readingPartOne:TeachingDesign(第一部分：教學(xué)設(shè)計(jì))Period1:Asamplelessonplanforreading(ASHORTHISTORYOFWESTERNPAINTING)AimsTotalkaboutpaintingToreadonpaintingProceduresI. WarmingupWarmingupbydefining?Beforewereadonpaintinglet'strytodefineitfirst.Whatispainting?creatingap

16、icturewithpaints;apicturecreatedwithpaintertheactofapplyingpainttoasurface;""youcanfinishthejobofpaintingfastwitharollerthanwithabrush"Asanobject(asopposedtotheaction),itisanAESTHETICworkcreatedbyapplyingpainttoaTWO-DIMENSIONALsurfacesuchascanvas,panel,orawall.two-dimensionalrepresent

17、ationwhereapictureisexecutedbyapplyingcolouringmattertovarioussurfacesasdecoration.Surfacesmayincludecanvas,paperandwood.Artmadewithpaintonasurface.thecreationofanobjectorformchieflybyusingliquidcolors.atwo-dimensionalimagecreatedusingpaint.WarmingupbytalkingIngroupsoffourtalkingaboutwhatyouknowabou

18、tChinesepaintingandWesternpainting.Usethesewordstosupportyourexpressions.realistic,abstract,nature,detailed,traditional,line,rich,religious,unfinished,modern,colour,shapeTheearliestexamplesofChinesepaintingthatwehaveefromthesecondcenturyB.C.E.monWesternhistoriesofChinesepaintingholdthatbeforethistim

19、eperiod,therewasnoChinesepainting.Butitismorelikelythattherearesimplynosurvivingpiecesfrombeforethistimeperiod.Artisticmediumssuchaspainting,sculpture,pottery,etc.tendtoshowsimilartrendsincertaintimeperiods.Thismeansthatbylookingatarchaeologicalfindsfrombeforethe2ndcenturyB.C.E.(eg.observingthedevel

20、opmentoflacquerdesignonpottery),wecaninferthatChinesepaintingsfollowedthesametrendsastheexampleswedohavefromothermediums.II.Pre-reading1. TalkingaboutgalleriesDoesanyoneofyouknowanythingaboutagallery?aroomorseriesofroomswhereworksofartareexhibitedalongusuallynarrowroomusedforsomespecificpurpose;&quo

21、t;"shootinggalleryAplacewhereartisshownorsold.2. TalkingaboutartistsWhatisanartist?Whocanoffertheclassadefinitionofit?TheOxfordEnglishdictionary,citesbroadmeaningsoftheterm""artist,""AlearnedpersonorMasterofArts.Onewhopursuesapracticalscience,traditionallymedicine,astrology,

22、alchemy,chemistry.Afollowerofapursuitinwhichskillesbystudyorpractice-theoppositeofatheorist.afollowerofamanualart,suchasamechanic. onewhomakestheircraftafineart. onewhocultivatesoneofthefinarts-traditionallytheartspresideobverbythemuses.II.Reading1. ReadingandunderliningReadtotherecordingofthetextAS

23、HORTHISTORYOFWESTERNPAINTINGandunderlinealltheusefulexpressions.Youaretocopythemtoyournote-bookafterclass.ExpressionsfromASHORTHISTORYOFWESTERNPAINTINGbeinfluencedby，followasimilarway,describeinashorttext,startfrom，duringtheMiddleAges,representreligiousterms,showasitis,createrespectandlovefor，befull

24、ofreligioussymbols,paintreligiousscenes,taketheplaceof，beefocusedon，returnto，paintpeopleastheyare,collectartfor，paintpicturesof，drawinperspective,lookthroughaholeinthewall,paintrealisticpictures,makelookricheranddeeper,changeagreatdeal,movefrom七o，leadto，breakawayfrom，fallon，atdifferenttimesoftheday,

25、beeangryabout，beacceptedas，scoresof，seewithone'seyes,concentrateon，ontheotherhand2. ExplainingdifficultpointsNowlet'shaveaquestionandanswerperiod.Arethereanypointsyoudonotundrestand.Putyourquestionstomeandlet'sdiscussthem.3. ReadingandtransferringSkimthetextandpletethetablebelow.Whatwere

26、theylike?ArtistsofTheMiddleAgesArtistsofTheRenaissanceArtistsofImpressionismArtistsofModernTime4prehendingWhathaveyoulearnedfromthistext?NowwritedownthreethingsaboutWesternart.Whatisimpressionism?Impressionismwasa19thcenturyartmovementthatbeganasalooseassociatiofParis-basedartistswhobeganpubliclyexhibitingtheirartinthe1860s.ThenameofthemovementisderivedfromClaudeMonet'sImpression,Sunrise(Impression,soleillevant).CriticLouisLeroyinadvertentlycoinedt