高中英語教案-人教版-選修6全冊(cè)教案

Unit1Art

單元要覽

本單元的中心話題是西方繪畫和中國藝術(shù)的歷史、中西方各種藝術(shù)形式與風(fēng)格，不同時(shí)

代的著名畫家以及他們的作品。語言知識(shí)的選擇和聽說讀寫等語言技能的訓(xùn)練主要圍繞“繪

畫藝術(shù)”這一主題進(jìn)行。本單元的目的在于幫助學(xué)生掌握與“繪畫藝術(shù)”這一主題有關(guān)的詞

匯知識(shí)，引導(dǎo)學(xué)生了解繪畫藝術(shù)及其各個(gè)歷史發(fā)展時(shí)期的不同風(fēng)格，培養(yǎng)他們對(duì)藝術(shù)的興

趣以及理解美、欣賞美、創(chuàng)造美的能力。

本單元的主要教學(xué)內(nèi)容如下表所示:

類別課程標(biāo)準(zhǔn)要求掌握的內(nèi)容

話題AbriefhistoryofWesternpaintingandChineseart；famousartistsandworksofart

adoptV.采用；采納：收養(yǎng)scholarn.學(xué)者

possessV.擁有；.具有；支配preferencen.喜愛；偏愛

attemptV.&n.嘗試；企圖reputationn.名聲；名譽(yù)

predictV.預(yù)言；預(yù)告；預(yù)測(cè)civilizationn.文明；文化

appealV.呼吁，求助Egyptn.埃及

aimn.目標(biāo)；目的V.瞄準(zhǔn)districtn.區(qū)；區(qū)域

typicaladj.典型的；有代表性的committeen.委員會(huì)

specificadj.確切的；特定的signaturen.署名；簽字

carveV.雕刻；刻記abstractadj.抽象的；深?yuàn)W的

詞

sculpturen.雕塑conventionaladj.常規(guī)的；傳統(tǒng)的

匯

galleryn.畫廊；美術(shù)陳列室evidentadj.明顯的；明白的

faithn.信任；信念superbadj.卓越的；杰出的

possessionn.所有；財(cái)產(chǎn)ridiculousadj.荒謬的；可笑的

techniquen.技術(shù)；方法；技能controversialadj.爭(zhēng)論的；爭(zhēng)議的

coincidencen.巧合；相合delicateadj.脆弱的；容易生病的

shadown.陰影；影子allergicadj.過敏性的；對(duì)...過敏的

figuren.畫像；身材；數(shù)字aggressiveadj.侵略的；好斗的

clayn.黏土fragileadj.精細(xì)的；易碎的

marblen.大理石Egyptianadj.埃及的；埃及人的

cafen.咖啡館；小餐館visualadj.視覺的；看得見的

exhibitionn.展覽；陳列；展覽會(huì)fragrantadj.香的；令人愉快的

fleshn.肉；肉體contemporaryadj.當(dāng)代的；同時(shí)代的

geometryn.幾何學(xué)permanentadj.永久的；持久的

bunchn.束；串faithfullyadv.忠實(shí)地

avenuen.林蔭道；大街

詞agreatdeal大量attempttodosth.企圖做某事

匯ontheotherhand(可是)另一方面beallergicto對(duì)...過敏

appealto（對(duì)某人）有吸引力haveapreferencefor喜歡

makesculptures制作雕塑intheflesh活著的；本人

bycoincidence巧合地

l.Ifyouwereanartist,whatkindofpictureswouldyoupaint?(thesubjunctivemood)

2.1ftherulesofperspectivehadnotbeendiscovered,noonewouldhavebeenabletopaintsuch

realisticpictures.(thesubjunctivemood)

句3.Therearescoresofmodernartstyles,butwithouttheImpressionists,manyofthesepainting

型stylesmighl_nnt_nxisl.(lhesubjunctivemood)

4.Among[hepainterswhobrokeawayfromthetraditionalstyleofpaintingwerethe

Impressionists,wholivedandworkedinParis.(inversion)

喜好和偏爰(Preference)

Iwantto...Idlikepreferrather...

That'smyfirstchoice.Ifitwasuptome-Tdchoose...

功

Weshouldn'tmiss...I’mnotfondof...

能

Idon'tlike...Wouldyoulike...or...?

Wouldyourather...?Whichwouldyouprefer?...?

Whatsyourpreference?

虛擬語氣(SubjunctiveMood)(l)(IwishIwere/did/could/would...；IfIdid...,Iwoulddo...)

Ifyoucouldhavethreeofthesepaintingsonthewallsofyourclassrooms,whichwouldyou

語

choose?

法

Ifyouwereanartist,whatkindofpictureswouldyoupaint?

Haveyoueverwishedyoucouldpaintaswellasaprofessionalartist?

l.GetstudentstoknowaboutWesternpaintingandChineseart,famousartistsandworksofart.

教2.Havestudentslearnsomeusefulnewwordsandexpressionsaboutpaintingandartandletthem

學(xué)learneffectivewaystomasterthem.

重3.Enablestudentstograspandusetheexpressionsofpreference.

點(diǎn)4.Letstudentslearnthenewgrammaritem：thesubjunctivemood(l).

5.Developstudents*listening,speaking,readingandwritingability.

1.Enablestudentstomastertheuseofthesubjunctivemood.

教學(xué)

2.Letstudejitslearntowritealetterofsuggestion.

難點(diǎn)

3.Developstudents'integrativeskills.

Periodsneeded：6

Period1WarmingUp,Pre-reading,ReadingandComprehending

課

Period2Language.Study

時(shí)

Period3Grammar-theSubjunctiveMood(l)

安

Period4ListeningandSpeaking

排

Period5ReadingandWriting

Period6SummingUp,LearningTipandAssessment

Period1WarmingUp,

Pre-reading,ReadingandComprehending

整體設(shè)計(jì)

教學(xué)內(nèi)容分析

Thisisthefirstteachingperiodofthisunit.Thecentralpartofthisperiodisthereading

passagewiththenameofAShortHistoryofWesternPaintingshowingthestudentsthehistoryof

Westernpainting.

WarmingUpgivesstudentsfourquestionstodiscuss,aimingatpreparingstudentsforboth

thecontentandthegrammaroftheunit.

Pre-readingprovidesthreequestionstohelpstudentsfocusonthetopicofthereading

passageandleadsthestudentstothinkaboutanypersonalexperiencesofWesternarttheymay

have,suchasthingsaboutartgalleries,paintingsingalleries,someWesternartistsandpaintings.

ReadingmainlyintroducesthehistoryofWesternpainting.Therearefourmajormovements

inWesternart.Social,politicalandculturalchangescontributetothechangesinartistic

styles.Therearefourpicturesofpaintingsinthepassagerepresentingthefourmajor

movements.Afteraglanceatthetitleofthetextandtheheadlineswithinitweknowthatitisa

historicalreport,inwhichtherearemanytimeexpressions.Thenwecanknowthetopicofthetext

andhowtheinformationisorganized-intheorderoftime,fromtheearliesttothepresent.

Comprehendingconsistsoffourwrittenororalexercisesforthestudentstodosoastohelp

thestudentstogetabetterunderstandingofthetext,thatistosay,tohelptheteachertocheck

howmuchthestudentshaveunderstoodthetext.

三維目標(biāo)設(shè)計(jì)

Knowledgeandskills

1.Tounderstandthemeaningsofthefollowingnewwordsandphrases：abstract（抽象的），

sculpture（雕塑），gallery（畫廊），failh（信念），aim（目標(biāo)），conventional（傳統(tǒng)的），typical（典型

的,有代表性的）,evident（明顯的），adopt（采用），possess（擁有）,superb（卓越的,杰出的），

possession（財(cái)產(chǎn)），technique（技術(shù)），bycoincidence（巧合地），agreatdeal（大量），shadow（陰影），

ridiculous（可笑的），controversial（爭(zhēng)議的）,attempt（嘗試;企圖），ontheotherhand（另一方面）,

predict（預(yù)測(cè)）.

2.TolearnaboutsomemajormovementsinWesternartandhowarthaschangedstylistically

overthecenturies.

3.Tolearnhowtheinformationisorganized.

4.Todevelopthestudents'readingabilitybyskimmingandscanningthepassage.

5.Todevelopthestudents'speakingabilitybytalkingaboutWesternpaintings.

Processandmethods

1.WhiledoingWarmingUptheteachercanleadinthetopicofthisunitbyshowingstudents

someChineseandWestern—stylepaintingstorecalltheirownknowledgeandopinionsabout

variousartforms.Studentsshouldalsobeintroducedtothesubjunctivemoodandtrytouseit

whentalkingabouttheartforms.

2.DuringPre-readingtheteachercangoaroundtheclassroomanddiscussthequestions

withseveralstudents.Thisdiscussionshouldbestudent—centeredandarousestudents'interestin

Westernpainting.Theteachershouldalsoaskthestudentstolookatthepaintingsinthereading

passageandtrytoidentifywhichstyleeachofthembelongstosoastoletthemhaveageneral

knowledgeofthesepaintings.

3.WhiledoingReadingandComprehending,theteachermayfirstaskthestudentstoread

thetextquicklytogetthegeneralideaofeachparagraph.Afterreadingthepassage,studentsare

encouragedtoanswersomequestionsanddiscussthetextstructure.

4.Toconsolidatethecontentsofthereadingpassage,thestudentsshouldberequiredtoretell

thehistoryofWesternartintheirownwordsattheendoftheclass.

Emotion,attitudeandvalue

1.Tostimulatestudents'senseofbeautyandtheabilityofunderstanding,enjoyingand

creatingbeauty.

2.Todevelopstudents*senseofcooperativelearning.

教學(xué)重、難點(diǎn)

1.ToenablethestudentstolearnaboutthehistoryofWesternartandtodeveloptheirreading

ability.

2.ToenablethestudentstotalkaboutWesternpaintings.

教學(xué)過程

Step1Warmingup

1.Warmingupbylookingandtalking

Showthefollowingpaintingstothestudentsandletthemfindouttheirfavoritesandgivethe

reasons.Thenhelpthemfindoutthedifferencesbetweenthefirstthreepicturesandthenextthree

ones.

Sampleexpressions：

IfIweretochoosepaintingsonthewall,Iwouldchoosethefirstone,because...

IfIwereanartist,Iwouldpainthorses.Because...

2.Warmingupbyreadingtheshortpassagebelow.

TheChinesehaveforcenturiesseenpaintingasthehighestformofart.Chinesepaintings

haveanairoflivingnature,harmonyandpeacethatisnotalwaysfoundintheartofother

civilizations.ltisentirelydifferentfromWesternpainting,butthatdifferenceishardtograspand

express.Thefollowingaresomedifferentfojmsofart：

Figurepainting：Itincludesportraits,storypaintingandgenrepainting（風(fēng)俗畫）withfigures

asthemainsubject.Linesarethekeypoint.

Landscapepainting：Chineselandscapepaintingscanbedividedintoblue-and—green

landscape,gold-and—greenlandscape,light—purple-redlandscapeandwaterinklandscape

accordingtothecolorsusedinpaintings.Theonewithoutoutlinesiscalledbonelesslandscape.

Flowerandbirdpainting：Flowers,rocksandbirdsareusuallythemainsubjectsofthis

kindofpaintings.Technically,therearedetailedstylewithcolorsandfreestylewithink.

Courtpainting：Itreferstotheworksdonebythoseprofessionalpaintersemployedbythe

royalcourt,orimitationsoftheirworksbyotherpainters.

ThepassageaboveisaboutChineseartforms.Withthis,theteachercanarousestudents'

interesttoreadthepassageaboutWesternpainting.

Step2Pre-reading

1.Matchthepaintingsandtheirpainters.

Painting1Painting2Painting3Painting4

PicassoVanGoghMasaccioDaVinci

Suggestedanswers:Painting1：Picasso；Painting2：Masaccio；Painting3：DaVinci；Painting

4：VanGogh

2.Encouragestudentstotalkmoreaboutthepaintingsandtheartists.

Keysfbrreference：LeonardodaVinciwasbornin1452inthevillageofVinci.Leonardo

beganhiscareerworkingforamasterpainterinFlorence.HismasterpieceisMonaLisa.Leonardo

wastrulya"RenaissanceMan“skilledinmanyfields.Hewasascientistandaninventoraswellas

anartist.Hemadenotesanddrawingsofeverythinghesaw.Leonardoinventedclevermachines,

andevendesignedimitationwingsthathehopedwouldletapersonflylikeabird.

3Readingandcomprehending

1.Fast-reading

Askstudentstoskimthepassagetogetthekeywordsandgeneralideaofeachparagraphand

answerthefollowingquestions：

(1)Whafsthemainideaofthetext?

(2)HowmanystylesofWesternartarementionedinthetext?Whatarethey?

Suggestedanswers：

(l)ThestyleofWesternarthaschangedalotastimegoesby.

(2)Four.Theyare：theMiddleAges,theRenaissance,ImpressionismandModemart.

2.Detailed-reading

(l)Askstudentstoreadthetextcarefullytogetsomespecificinformationandfillinthechart

below.

Characteristicsofthe

PeriodMainaimofpaintersRepresentativeartist

paintings

TheMiddleAges(5thTorepresent①

Religious,realistic

to15thcenturyAD)themes

TheRenaissance(15thTopaint③-asPerspective,realistic,

Masaccio

to16thcentury)theyreallywerenewoilpain.ts

Toshowhow⑤

Notdetailed,painted

Impressionism，④fellonobjectsat

outdoors,paintedNotmentioned

century)differenttimesofthe

changesinlight

day

@(20thcenturyToconcentrateon⑦_(dá),veryrealisticNotmentioned

totoday)certainqualitiesofthe

object

(2)Askstudentstoscanthepassagefordetailedinformationanddothefollowingmultiple

choices.

①IntheRenaissance,painters.

A.paintedreligiousscenesinamorerealisticstyle

B.focusedmoreonreligionthanonhumans

C.begantopaintoutdoors

D.returnedtoclassicalRomanandGreekideasaboutart

②discoveredhowtomakepaintingslookmorerealbyusingperspective.

A.GiottodiBondoneB.MasaccioC.ClaudeMonetD.PabloPicasso

?Accordingtothetext,artisinfluencedlesslikelyby.

A.socialchangesB.thewayoflife

C.agricultureD.beliefsofpeople

?Whendidpeoplefocusmoreonpeopleandlessonreligion?

A.From5thto15thcenturyAD.

B.From15thto16thcentury.

C.Fromlate19thtoearly20thcentury.

D.From20thcenturytotoday.

?MostpeoplehatetheImpressionists'styleofpaintingatfirstbecausetheythought.

A.theirpaintingswereveryabstract

B.theybrokeawayfromthetraditionalstyleofpainting

C.theirpaintingswereveryrealistic

D.theirpaintingswereveryridiculous

@Whatdoesthetextmainlytellus?

A.Howreligiouspaintingdeveloped.

B.HonWoilpaintingdeveloped.

C.HowImpressionistpaintingdeveloped.

D.HowWesternartdeveloped.

(3)Guesswhichperiodthefollowingpicturesbelongto.

Painting1Painting2Painting3Painting4

Suggestedanswers：⑴①religious②GiottodiBondone?peopleandnature?late

19thtoearly20th⑤lightandshadow?ModernArt⑦Abstract

(2)①D②B③C@B⑤D@D

(3)Painting1：theRenaissance；Painting2：theMiddleAges；Painting3：ModernArt；

Painting4：Impressionism

Step4Languagestudy

Dealingwithanylanguageproblems(wordsorsentencesstudentsmightnotunderstand)to

helpthestudentstohaveabetterunderstandingofthetext.

Step5Listening,readingaloudandunderlining

Askstudentstoreadthepassagealoudtothetapeandletthempayattentiontothe

pronunciationofeachwordandthepauseswithineachsentence.Tellthemtopickoutallthe

usefulexpressionsorcollocationsfromthepassagewhilereadingandcopythemtothenotebook

afterclassashomework.

Collocations：concentrateon,adoptahumanisticattitudetolife,possesssth.,beconvinced

that,bycoincidence,agreatdeal,leadto,breakawayfrom,attempttodo,ontheotherhand.

Step6Structureanalyzing

Afterreading,askstudentstodiscussthetextstructure.

Keysforreference：

Thispassageisahistoricalreport.Thefirstparagraphintroducesthetopicandthethemeof

thetexl.Therestofthereportpresentstheinformationinchronologicalorder.Afeatureof

historicalreportsistheabundanceoftimeexpressions.Thelastsentenceofthereportfunctionsas

aconclusion.Inaddition,eachsectionbeginswithatopicsentence.

Step7Retelling

AskstudentstotalkaboutthehistoryofWesternpaintingintheirownwords.Givethem

somekeywordsandexpressionsontheblackboard.Thenletthemtrytoretellthepassage.

Step8Homework

1.Learntheusefulnewwordsandexpressionsinthispartbyheart.

2.TrytofindabookwithreproductionsofWesternpaintingsorChinesepaintingsand

explainwhatyoulikeordislikeaboutthem.

Step9Reflectionafterteaching

教學(xué)參考

ChinesePainting

Chinesepaintingisgenerallydividedbysubjectmatterintofourbroadcategories：figures,

landscapes,flowersandbirds,andbambooandrocks.Thefirstthreecategoriessucceededeach

otherinthesummitsoftheirdevelopments,whilethepaintingofbambooandrocksbecamea

casualpleasureoftheeducatedelitefromthe12thcenturyon.BeforetheHanDynasty,foundedin

202B.C.,therewasalreadyatraditionoffigurepaintingandportraitureofwhichremnants

surviveonlaterbronzes,jades,andpottery.DuringtheHanDynasty,theartofdepictingfigures

becameincreasinglyelaborate.Rulersuseddidacticarttoemphasizecodesof

government.Survivingexamplesofstoneengravingandwallpaintingshowstrongandlively

drawing.

Landscape

TheartoflandscapepaintingformedthecentralandmoststandingtraditioninChinese

painting.OnabasisofTaoistcommunionwithnatureandstrengthenedbyBuddhism,therewas.a

strongliterarytraditionofseclusionamong,andmeditationupontheforests,streamsand

mountains.China'slandscapepaintingbroughtnature*spresencetowherevermandesired

it.ElementsoflandscapearealreadypresentinartoftheHanDynasty,butdevelopmentdidnot

reallybeginuntiltheTangDynasty.

ThesucceedingNorthernSungDynasty(960—1127)hasoftenbeencalledtheGoldenAgeof

ChineseLandscape.Thedifferencesinapproachandtechniquethatnaturallyappearedbecame

graduallycategorizedintotraditions：thenorthernandsouthernschools.

BirdsandFlowers

IntheTangDynastyatleastonepainter,TiaoKuang—yin,wasalreadyknownasaspecialist

inbirdsandflowers.However,thefirsttwoimportantnamesinbirdandflowerpainting,Huang

ChuanandHsuHsi,occurinthe10thcentury.HuangChuan,asubjectofthelatterShuDynasty,

inheritedthetraditionsoftheTangDynasty.Hispaintingsofflowersandbirdswereinan

accordinglyarchaicstyle,withstrictconventionsandconservativeattentiontocarefulrealism.Hsu

His,wholivedundertheSouthernTangDynastycreatedthe“boneless“mo—kustyleinwhich

formsarebuiltupwithpalewashesandoutlinesarenotused.Hisinspirationswereunrestrained

andtheschoolheinitiatedwasconsideredmuchthemorecreative.MiFu,theleadingliteraticritic

ofthe11thcenturyremarkedthattenpaintingsbyHuangChuanwerenotworthonebyHsu

Hsi.LaterbirdandflowerpaintersgenerallybelongedtoeithertheHuangortheHsutradition.

StonesandBamboo

Stonesandbamboooriginallyappearedasbackgroundobjectsinothertypesofpaintingsbut

graduallyevolvedintoaseparategenre.The10thcenturySouthernTangrulerLiHou—chu

developedatremblingbrushtechniqueincalligraphythatwasalsoparticularlysuitablefor

paintingbambooandrocks.TangHsi-ya,anartistofthesametime,adapteditforthatpurpose.In

thefollowingSungDynasty,thepaintingofbamboobecamemoreandmorepopularandmany

famousscholarssuchasWenT'ungandSuShihwerealsowellknownfortheirpaintingsof

bamboo.

Period2LanguageStudy

整體設(shè)計(jì)

教學(xué)內(nèi)容分析

Theemphasisofthisperiodwillbeplacedontheimportantnewwords,phrasesandsentence

patternsinWarmingUp,Pre-reading,Reading,ComprehendingandDiscoveringusefulwords

andexpressionsinLearningaboutLanguage.Therearealtogether50newwordsandphrasesin

thesefiveparts.21ofthemaremarkedwithtriangles,whichshowsthatthestudentsneedn'tlearn

thembyheart.ltisenoughtorecognizethemwhenmeetangthemwhilereadingthepassage.The

other29shouldallberemembered,amongwhichthefollowing9wordsandexpressionsareeven

moreimportant：aim,adopt,possess,attempt,agreatdeal,typical,predict,specific,onthe

otherhand.Theyareallveryusefulandimportant.Soarethesentencepatterns“Amongthe

painterswhobrokeawayfromthetraditionalstyleofpaintingweretheImpressionists,wholived

andworkedinParis."andTherearescoresofmodernartstyles,butwithouttheImpressionists,

manyofthesepaintingstylesmightnotexist."Weoughttopaymoreattentiontothem.

三維目標(biāo)設(shè)計(jì)

Knowledgeandskills

1.Togetthestudentstolearntousethefollowingimportantnewwordsandphrasesfreely：

aim,adopt,possess,attempt,agreatdeal,typical,predict,specific,ontheotherhand.

2.Togetthestudentstounderstandandusethefollowingimportantandusefulsentence

patterns：

⑴Amongthepainterswhobrokeawayfromthetraditionalstyleofpainting

weretheImpressionists,wholivedandworkedinParis.

(2)There.arescoresofmodernartstyles,butwiihoultheImpressionists,manyofthese

paintingstylesmightnotexist.

Processandmethods

rl.Tohelpthestudentstounderstandthemeaningsoftheaboveusefulnewwordsand

expressionsinthecontext,andthengivesomeexplanationsaboutthem,andatlastoffersome

exercisestomakestudentsmastertheirusages.

2.Toaskthestudentst.omakeuptheirownsentencesbyimitatingtheabovesentence

patterns.

3.Attheendoftheclass,makestudentsdomoreexercisesforconsolidation.Indoingso,

theycanlearn,graspandusetheseimportantlanguagepointswell.

Emotion,attitudeandvalue

1.Tostimulatestudents*interestinlearningEnglish.

2.Todevelopstudents*senseofcooperationandteamwork.

教學(xué)重、難點(diǎn)

1.Importantnewwordsandexpressions：aim,adopt,possess,attempt,agreatdeal,typical,

predict,specific,ontheotherhand.

2.Importantandusefulsentencepatterns：

(1)Theinvertedsentencesbeginningwithaprepositionalphrase.

(2)Thesubjunctivemoodwithaprepositionalphrase“without...”inplaceofthe“ifclause.

3.Somedifficultandlongsentencesinthetext.

教學(xué)過程

1Revision

1.Checkthehomeworkexercises.

2.AsksomestudentstotellthestylesofWesternart.

2Readingandfinding

GetstudentstoreadthroughWarmingUp,Pre-reading,Reading,Comprehendingand

LearningaboutLanguagetounderlineallthenewwordsandusefulexpressionsorcollocationsin

theseparts.Readthemaloudandcopythemdownintheexercisebook.

3Practiceforusefulwordsandexpressions

1.TurntoPage4.GothroughtheexercisesinDiscoveringusefulwordsandexpressionswith

studentsandmakesuretheyknowwhattodo.

2.Givestudentsseveralminutestofinishtheexercises.Theyfirstdothemindividually,and

thendiscussandcheckthemwiththeirpartners.

3.Checktheanswerswiththewholeclassandexplaintheproblemstheymeetwhere

necessary.

4Vocabularystudy

I.簡(jiǎn)單知識(shí)掃描

1.typical(P2)

【原句再現(xiàn)】

Atypicalpictureatthistimewasfullofreligioussymbols,whichcreated3cfeelingof

respectandloveforGod.

那個(gè)時(shí)期的典型的繪畫充滿了宗教特征，體現(xiàn)出了對(duì)上帝的愛戴與敬重。

【觀察探究】

(1)ThisisatypicalexampleofRomanpottery.這是一件典型的羅馬陶器。

(2)Atypicalworkingdayformebeginsat7：30.我的工作日一般在7：30開始。

(3)Onatypicalday,wereceiveabout50letters.我們通常一天收到大約50封信。

【歸納總結(jié)】

typicaladj.意思是“典型的，有代表性的；一貫的，平常的”；常用短語typicalof

sb./sth.o

【即景活用】

這是有當(dāng)?shù)仫L(fēng)味的飯菜。Thismealisoflocalcookery.

Suggestedanswer：typical

2.replace(P2)

【原句再現(xiàn)】

DuringtheRenaissance,newideasandvaluesgraduallyreplacedthoseheldintheMiddle

Ages.

在文藝復(fù)興時(shí)期，新的思想和價(jià)值觀逐漸取代了中世紀(jì)的思想和價(jià)值觀。

L觀察探究】

(l)Cananythingreplaceamother'sloveandcare?

有什么東西能取代母親的愛和關(guān)懷嗎？

(2)Sendinge-mailhasalmosttakentheplaceofwritingletters.

發(fā)送電子郵件幾乎取代了寫信。

(3)1don'tthinkanyonecouldtakeherplace.我認(rèn)為無人能取代她的位置。

【歸納總結(jié)】

replacev.意思是“代替，取代“，相當(dāng)于taketheplaceof/takeone'splace。

【知識(shí)鏈接】

takeplace發(fā)生，舉行

takeone*splace就座，入座；接替某人的位置

inplace在適當(dāng)?shù)奈恢?/p>

outofplace在不適當(dāng)?shù)奈恢?/p>

inplaceof代替

【即景活用】

(l)Naturalmethodsofpestcontrolarenowchemicals.

(2)Thekitchenwasspotlesslyclean,withnothing.

Suggestedanswers：(l)takingtheplaceof(2)outofplace

3.convince(P2)

【原句再現(xiàn)】

Whenpeoplefirstsawhispaintings,theywereconvincedthattheywerelookingthrougha

holeinawallatarealscene.

當(dāng)人們第一次看到他的畫時(shí)，還以為是透過墻的小洞來觀看真實(shí)的場(chǎng)景，并對(duì)此深信不

移。

【觀察探究】

⑴You'llneedtoconvincethemofyourenthusiasmforthejob.

你要使他們相信你殷切盼望得到這份工作。

(2)I'vebeentryingtoconvincehimtoseeadoctor.我一直勸他去看病。

(3)Fdconvincedmyself(that)Iwasright.我確信自己是正確的。

【歸納總結(jié)】

convincev.意思是“使確信，使信服”，常見結(jié)構(gòu)有：convincesb.ofsth./convincesb.to

dosth./convincesb.thal...。

【知識(shí)拓展】

convincingadj.令人信服的，convincedadj.確信的，深信的

【即景活用】

(l)Scientistsareconvincedthepositiveeffectoflaughterphysicaland

mentalhealth.

A.of；atB.by；inC.of；onD.on；at

(2)Whatyoutovoteforthem?

A.madeB.hadC.convincedD.let

Suggestedanswer：(1)C(2)C

4.predict(P3)

【原句再現(xiàn)】

Whocanpre