浙江省臺州中學(xué)高二備課組朱偉軍、林丹紅、楊霞、周萍等
Contents 目錄
一、 教學(xué)內(nèi)容分析 (Analysis of the teaching materials)
二、 教學(xué)目標(biāo)和要求 (Teaching aims and demands)
三、 教學(xué)重點(diǎn)與難點(diǎn) (Teaching difficult and important points)
四、 教學(xué)課時安排 (Teaching arrangements)
五、 教學(xué)設(shè)計(jì)步驟 (Teaching procedures)
六、 評估與反饋 (Assessing)
本單元的中心話題是藝術(shù)和建筑。圍繞這一話題，學(xué)生將由此接觸和領(lǐng)略古今中外的一些建筑藝術(shù)風(fēng)格，了解一些著名的建筑藝術(shù)家及其典型的建筑特點(diǎn)，從而擴(kuò)大他們在這一方面知識的理解和掌握，拓寬他們的文化視野，增長見識。通過學(xué)習(xí)，可以幫助學(xué)生了解建筑的文化特色，使他們從建筑中看到世界各地絢麗多彩的傳統(tǒng)藝術(shù)風(fēng)格和魅力，并可在一定程度上激發(fā)他們的審美能力，鑒賞能力和創(chuàng)造力。單元語言素材涉及傳統(tǒng)建筑、現(xiàn)代建筑、建筑藝術(shù)家高迪、賴特，典型建筑如北京的故宮、奧運(yùn)會場以及由廢棄軍工廠轉(zhuǎn)變而成的７９８工廠等等。本單元的教學(xué)對教師本身的文化修養(yǎng)、知識面等方面有較高要求，需要我們在教與學(xué)的過程中不斷更新知識結(jié)構(gòu)，積累語言素材，拓寬學(xué)生學(xué)習(xí)和運(yùn)用英語的渠道。
“熱身”部分首先提供了兩幅圖片，一幅高樓和一幅鄉(xiāng)村民居的圖片，從引導(dǎo)學(xué)生討論喜歡居住的處所入手，通過對于各種不同建筑的談?wù)摚寣W(xué)生說出自己的偏愛，談一談你所喜歡的建筑風(fēng)格，是喜歡傳統(tǒng)風(fēng)格的建筑還是現(xiàn)代風(fēng)格的建筑，從而對于建筑這一話題有一個初步的印象。
“聽力”部分是講述Amy 和Danny為布置新家在商場買家具的對話，主要涉及對不同家具的品味和喜好的談?wù)摚瑸檫M(jìn)一步 “談?wù)摬煌埠谩边@個功能項(xiàng)目作好語言鋪墊基礎(chǔ)。聽后課本中設(shè)計(jì)了選擇、對錯題及填空題三種形式對聽的效果進(jìn)行檢測。
“說話”部分承接了熱身部分的話題，提供了一個喜歡住現(xiàn)代式公寓還是住傳統(tǒng)四合院的對話范例，在聽錄音熟悉對話的基礎(chǔ)上讓學(xué)生自由討論對不同事物的喜好，進(jìn)一步熟練如何表達(dá)喜好的對話并歸納了一些常用句型。
“讀前”部分提供了四幅現(xiàn)代建筑的圖片，讓學(xué)生對閱讀材料的話題先有個感性認(rèn)識；并對閱讀篇章的內(nèi)容進(jìn)行預(yù)測。閱讀文章通過對現(xiàn)代建筑的不同特點(diǎn)的描述，將古今建筑、中外建筑、純現(xiàn)代建筑與體現(xiàn)自然風(fēng)格的建筑之間進(jìn)行了對比，特別是介紹了世界著名建筑師高迪和賴特及他們的建筑風(fēng)格，使我們更進(jìn)一步了解建筑的無窮魅力。“讀后”部分要求學(xué)生回答問題，檢測對文章的理解程度，同時培養(yǎng)學(xué)生的思辯能力。
“語言學(xué)習(xí)”分詞匯和語法兩部分，學(xué)習(xí)一個重要句型：A is to B what C is to D. ( A nest is to a bird what a house is to a man.) 以及過去分詞作賓補(bǔ)的用法。教材在這一部分中還設(shè)計(jì)了一個很好的情景：通過討論房間裝飾的話題來讓學(xué)生熟練運(yùn)用have something done 的句型。
“綜合技能”包括讀、寫兩部分。閱讀部分是一篇介紹７９８工廠由昔日的軍工廠轉(zhuǎn)變?yōu)榻袢盏奈幕囆g(shù)中心的材料，從古建筑如何重新再利用的角度向?qū)W生進(jìn)一步滲透藝術(shù)和建筑的主題。寫作練習(xí)要求選擇一個建筑物的平面圖，然后對其進(jìn)行詳細(xì)描述，特別是設(shè)想當(dāng)該建筑物已不再作為原來的用途而轉(zhuǎn)作其它之用時，應(yīng)該如何對它充分地加以利用的問題，讓學(xué)生展開想象，寫出再利用的計(jì)劃，并談?wù)勏嚓P(guān)的利弊，從而訓(xùn)練學(xué)生在這一方面的寫作能力。
“學(xué)習(xí)建議”部分指導(dǎo)學(xué)生通過報紙、雜志等媒體查找有關(guān)藝術(shù)和建筑話題的素材，如剪切圖片，列表單，查找藝術(shù)展覽的信息等等，提示學(xué)生從日常生活中收集信息，做生活的有心人的意識，明確的指導(dǎo)使得該任務(wù)具有可操作性。
“復(fù)習(xí)要點(diǎn)”部分簡要地總結(jié)了本單元的語法重點(diǎn)--過去分詞作賓補(bǔ)的用法并且涉及了一些基本的句型幫助學(xué)生理解和歸納。同時通過兩個問題引導(dǎo)學(xué)生對本單元所學(xué)的詞匯做一次回顧和小結(jié)。
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)與建筑這一話題開展一系列的聽說讀寫活動，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)過去分詞作賓語補(bǔ)足語的語法，并學(xué)會寫一篇論述利弊觀點(diǎn)的小作文。
另根據(jù)《英語新課程標(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)分為語言知識、語言技能、學(xué)習(xí)策略、情感態(tài)度、文化意識五個方面。
1．語言知識（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（Phrases）: act as, fill up with, belong to, set aside
語言功能（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…
語法(Grammar): 掌握和運(yùn)用動詞過去分詞作賓語補(bǔ)足語的用法。
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. 語言技能（Skills）
聽：通過聽一個關(guān)于布置新居買家具的對話，訓(xùn)練學(xué)生聽力理解能力及技能，如捕捉特定信息的能力，準(zhǔn)確聽寫相關(guān)詞語的能力，從說話人的語氣表情判斷信息正誤的能力等等。
說：能熟練運(yùn)用所學(xué)表達(dá)法來表明自己的觀點(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放性的話題，以提高在真實(shí)語境中的英語交際能力。
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)語篇意識，以及分析文章結(jié)構(gòu)的能力，快速捕捉特定信息的能力，猜測單詞詞義的能力，同時掌握文中出現(xiàn)的單詞和短語的使用。
寫：寫一篇論述利弊觀點(diǎn)的小作文。展開想象，自己動手設(shè)計(jì)對家鄉(xiāng)，對身邊的古建筑進(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)過程中，善于抓住重點(diǎn)，做好筆記，并能對所學(xué)內(nèi)容進(jìn)行整理和歸納。
調(diào)控策略：能夠根據(jù)個人的特點(diǎn)和需要安排自己的學(xué)習(xí)，主動拓寬學(xué)習(xí)英語的渠道，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)外活動中積極用英語和他人交流，利用各種機(jī)會用英語進(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，獲得更廣泛的英語信息，擴(kuò)展所學(xué)知識。
4. 情感態(tài)度（Affect）：能在多種英語學(xué)習(xí)情境中感受、分享用英語交流的成功與喜悅；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（Cultural awareness）:通過學(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，加深對藝術(shù)和建筑的理解和掌握。
（一） 重點(diǎn)
1． 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
2． 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.
3． 語法：動詞過去分詞作賓語補(bǔ)足語的用法。
（二） 難點(diǎn):
1. 運(yùn)用所學(xué)知識表達(dá)自己的想法。
2. 較長句子成分的劃分及意義的理解。
3. 如何能就課文內(nèi)容完成一些開放性的話題討論，能把課文的內(nèi)容得以延伸與拓展。
4. 指導(dǎo)學(xué)生通過各種渠道如報紙、雜志、圖書館和網(wǎng)絡(luò)等資源查找有關(guān)素材，培養(yǎng)信息社會收集查找資料的能力。
Period 1: Warming-up, Listening & Speaking
Period 2: Pre-reading & Reading
Period 3: Reading & Post-reading
Period 4: Language study
Period 5: Integrating skills
本教學(xué)安排根據(jù)LARA教學(xué)原則，對教材進(jìn)行大膽的刪除（L - leave out）、修補(bǔ)（A - Amending）、替換（R – Replace）、增添（A – Add）處理，靈活的將教材為我所用。我們根據(jù)單元實(shí)際情況對教材的編排順序作了一些調(diào)整，如“熱身”部分呈現(xiàn)了一些不同風(fēng)格的建筑圖片后，在學(xué)生充分發(fā)揮想象的基礎(chǔ)上先引導(dǎo)學(xué)生思考用于描繪建筑物的詞匯，導(dǎo)入本單元的詞匯學(xué)習(xí)，即先處理問題3，再處理問題2。另由于第三部分“speaking” 的對話范例提供的一個喜歡住現(xiàn)代式公寓還是住傳統(tǒng)四合院的話題剛好承接了熱身部分的話題，所以我們在處理的時候把“speaking”和第二部分“Listening”也作了調(diào)整，先討論喜歡住哪里，再轉(zhuǎn)至第二部分喜歡布置什么家具，這樣在內(nèi)容安排上有更好的承接關(guān)系。熱身部分的最后一個問題是查找建筑歷史、著名建筑藝術(shù)家、建筑物的任務(wù)。我們認(rèn)為這個任務(wù)可以作為課前預(yù)習(xí)任務(wù)或課后作業(yè)來布置會更好。
本單元以藝術(shù)建筑話題為核心，基于這一話題組織和安排了一系列的聽、說、讀、寫活動，使學(xué)生在學(xué)習(xí)英語的過程中培養(yǎng)綜合地運(yùn)用所學(xué)語言的能力。因此，我們在采用話題、功能、結(jié)構(gòu)相結(jié)合的基礎(chǔ)上，設(shè)計(jì)了一系列的“任務(wù)型”活動。如讓學(xué)生設(shè)計(jì)自己的“夢之家”，設(shè)計(jì)自己居室的家具布置，模擬開展“最佳寢室”的活動；并結(jié)合我們學(xué)校即將搬遷新校園的契機(jī)，讓學(xué)生開動腦筋，人人參與，設(shè)計(jì)你所希望的新校園的藍(lán)圖，還可增強(qiáng)學(xué)生愛校愛家的主人翁精神；結(jié)合課文最后一部分舊建筑被重新再利用，并要求寫作的任務(wù)，我們設(shè)計(jì)了讓學(xué)生討論如何重新再利用老校園的話題，體會做一個建筑師的感覺。我們覺得這些是培養(yǎng)學(xué)生的思維能力，創(chuàng)造能力和動手能力的很好的任務(wù)。在設(shè)計(jì)的過程中運(yùn)用所學(xué)的知識，學(xué)生必定學(xué)得積極主動并學(xué)有所獲。
分課時教學(xué)設(shè)計(jì)教案如下：
Period 1：Warming up, Speaking & Listening
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
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.…
Traditional house
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
Time Materials Architects Examples Characteristics
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 2008 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.
Para1: “…h(huán)ave its own ideas of beauty expressed”
“…find them designed, planned, built…”
Para2: “…went against people’s feeling of beauty”
“…wanted their buildings constructed…”
Para4: “…impress us because they are huge…”
“…glass walls that act as mirrors”
Para7: “Despite using traditional materials…”
Para8: “Viewed from the top, it looks…”
Step3. Post-reading
1. Task 1: Interview (group work)
---Situation: suppose a famous modern architect (Gaudi or Wright) is here. What do you want to know about modern architecture and him?
---Roles: Gaudi/ Wright
Reporter
2. Task2: Design (group work)
--- Design the architecture of a new school.
Dormitory Library
Scientific School Gym
Teaching building Canteen/ dining room
---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: Grammar
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.
van area with a wall or bars around it, joined to the outside wall of a building __________________
vA strong construction material which is a mixture of stone, and sand and water _________________
va shelter made by a bird to hold its eggs and young ____________
vthe 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?
(鳥巢和鳥的關(guān)系就和房子和人的關(guān)系一樣)
T: Good. Let’s try another one
Water is to fish what air is to men.
(水和魚的關(guān)系就于空氣和人的關(guān)系一樣)
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.
wFur is to a fox what the_____is to a banana.
w_____are to a house what words are to a text.
wAn architect is to____________what a painter is to art.
wA___is to a boat what an engine is to a car.
wA____is to a fisherman what a gun is to a hunter.
wArms 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
wDid you find the city wdone?
wWhen will he ever get the work wgreatly changed?
wShe can’t make herself wcalled.
wNext week I’ll have my bedroom wunderstood.
wYou’ve got to keep the door wlocked.
wI got the watch wrepaired.
wShe heard her name wdecorated
Completing
wI don’t want any bad words____(say) about him behind his back.
wPlease get the work____(do) as soon as possible.
wI’ll have the materials_____(send) to you next Monday morning.
wShe won’t have her long and beautiful hair____ (cut) short.
wYou should make your voice______(hear).
wI want you to keep me_________(inform) of how things are going with you.
wThe rent sounds reasonable. How would you like it________(pay).
wAt 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.