北师大版高一英语必修二教案设计：Unit 6 Design Communication Worksh
《Unit 6 Design》Communication WorkshopObjectives■To practise using linking words (so that) expressing reason.■To design and write a description of your perfect house or flat.■To listen to and understand a song.■To describe and discuss paintings, using strategies to express yourself fluently.Resources usedCassette, Writing Help 3.Possible problemsSome students may have fewer creative ideas than others.Careful grouping of students will help here.Routes through the material■ If you are short of time, omit the Talkback stage of the writing and speaking workshops.■ If you have time, do the Options Activities.■ If you have two periods for the lesson, the natural break is after the writing activity.Language Power: pages 84?C85.Writing: Describing Y our Dream HouseBefore you startExercise 1■ Students read the sentences and choose what so that expresses.■ Point out that so that is followed by a clause with the modal can.■ Elicit linking words for showing the sequenc e of two events, e.g. then, after that, next, and contrasting two ideas, e.g. but, although, on the one hand … on the other hand.Exercise 2■ Students write sentences, then practise reading them aloud in pairs before checking answers as a class. Encourage the pairs to think of two more features that the house has got and to make another two similar sentences ( e.g. study/ listen to music/ play the piano, barbecue/ have outdoor parties in summer, a garden/ plant flowers).Answers1 In my house, there are some spare bedrooms so that my grandma and friends can come to stay.2 In my house there is an air conditioner so that we can keep warm in winter and cool in summer.3 In my house, there is a garden so that we can have tea parties with our family and friends.4 In my house, there is a study so that I can study quietly, surf the Internet on computer or do some quiet reading.5 In my house, there is a small but comfortable bedroom so that I can study quietly and sleepcomfortably.Stage 1■Revise useful vocabulary by eliciting ideas for each of the items from the whole class. Students then work individually making notes about their perfect house or flat.Stage 2■ Read through the paragraph notes with the students and refer them to Writing Help 3 for advice on layout.■ Students then make plans for the four paragraphs. Go round and help where necessary.Stage 3■ Read the example dialogue with the class. Point out the polite ways of making suggestions (This is a great idea but what about/why don’t you …).■ Students then work in pairs, showing each other their plans and discussing them.■ If students wish to make changes to their plans after the discussion, they can do so.Stage 4■ Students then write their descriptions and check throug h for mistakes.■ Refer them again to Writing Help 3.Talkback■ In groups, students read the descriptions. If necessary, they can help correct any remaining mistakes by peer correction.■ Each group then chooses the house with the best design.■ The groups can report back to the class showing and describing their chosen house.Listening■ Read through the words with the class.■ Students then listen to the song to hear which words are mentioned.Answersfire flowers vase two cats windows■ S tudents listen to the song again and discuss what is the most important thing about the house and why the singer is so happy in the house. If there are different opinions, ask students to give reasons for their opinions.Answersb)He is happy because she is with him in the house.■ Students look at the words for two minutes, then close their books. Working as a class, students write on the board as many words as they can from the song.TapescriptI’ll light the fire, while you place the flowersIn the vase that you bought today.Staring at the fire for hours and hours,While I listen to you play your love songsAll night long for me, only for meChorusOur house, is a very, very, very fine house.With two cats in the yard,Life used to be so hard,Now everything is easy ’cause of you.Come to me now, and rest your head for just five minutesEverything is done.Such a cozy room, the windows are illuminatedBy the evening sunshine through them,Fiery gems for you, only for you.ChorusSpeaking: Discussing a PaintingExercise 1■ Students listen to the dialogue and decide what sort of painting they are talking about. Play the tape twice if necessary.Answersa modern painting of a womanTapescriptFemale: Hey, Eamon.Male: What?Female: Come and look at this.Male: Mmmmm, yeah. What is it?Female: It's called 'Sitting Woman', by Juan Gris.Male: It looks like a lot of squares to me.Female: Well, look, you can see the face of the woman, here at the top of the picture. And these squares show her dress. And here, at the bottom, you can see the chair. It's a modern painting. It's very interesting.Male: I prefer things that you can see. You know, realistic pictures of people and places. Not all these abstract things.Female: I don't agree with you. The painter uses different shapes and lines. There's movement in the painting.Male: I really don't like it. I prefer realistic paintings myself. I don't like all these abstract paintings. In my opinion, anybody could do it. Even I could paint a picture like that.Female: No, you couldn’t. I like abstract paintings. They make you think about things.Male: Well, I’m thinking about a cup of coffee myself. Are you coming?Female: No. I want to see the other paintings. I’ll see y ou in a while.Male: OK. See you later.■ Play the cassette again. Ask what sort of paintings the man (Eamon) likes (realistic paintings) and what he is going to do now (have a cup of coffee).■ Students discuss whether they agree with the woman or th e man, or have different views.Exercise 2■ Read through the Function File with the class. Students guess what the missing expressions are. ■ Play the cassette again for students to check their guesses and complete the Function File.Answers1 top2 bottom3 movement4 really5 prefer6 my opinionStage 1■ Read through the questions and ask students to look at the painting.■ Students work individually, making notes to answer the questions.Stage 2■ Read the Speaking Strategies with the c lass.■ Students discuss which of the Strategies they find most useful. Ask them which of these Strategies they use in their own language if they are discussing a topic they are not familiar with.Stage 3■ Students work in pairs, discussing the painti ng and using the Function File strategies to help them say what they want to say.Talkback■ As a class, students discuss which of the Speaking Strategies they used in their pair discussion and how helpful they foundthem.OptionsPracticeStudents look back at their perfect house or flat design and, in pairs, discuss what sort of paintings they would have in the different rooms.Some of the pairs can then report back to the class. Students can see which types of paintings most of the class likes.ExtensionIn groups, students discuss how houses/flats have changed in their country over the last fiftyyears ?C tell them to think about size, furniture, decoration, how the house is used by different members of the family.。
北师大版高中英语必修2 Unit 6《Design》(Lesson 1)教案
Unit 6 Design Lesson 1 A Matter of Taste AI. Warm upMatch the paintings with the names and the painters .II. Fast-readingRead the text quickly and answer the following questions.1. W hat is Xu Beihong’s masterpiece(名著)?2.Who held exhibitions abroad to promote Chinese art?3.Who is good at drawing simple pictures from everyday life?4.Who is famous for drawing pretty women?5. Why did Chen Yifei use black as the background of Poppy ?III. Careful-reading （1）Read the text carefully and introduce the painters.This is Qi Baishi (1863-1957).Racing HorseCabbagePoppyChen YifeiXu Beihong Qi BaishiHe was important in ___________________.He developed the tradition of _____________________.He _________________________________________. This is Xu Beihong(1895-1953).IV. Careful-reading(2) Read the text carefully and fill in the blanksHe was one of ___________________. During his early youth , he worked with _______. Between 1902 and 1909, he travelled across _________ and painted many picutres of _____. Later , his interest changed to ____________________. He _________________________________________. He ____________________________________________.V. Learn to describe the paintings! (1) (2) (3)2. This painting was painted by…who …Across this painting, we can see… I think that…/In my opinion,…/I feel that…1. This p ainting was painted by…who …Across this painting, we can see… The front horse is …The painter drew in black ink to show …I think that…/In my opinion,…/ I feel that… 3.This painting was painted by…In the painting, a beautiful young w She is… She is dressed in …A cat… I think that…/In my opinion,…/ I feel that…。
最新北师大高一必修2Unit 6精品教案《Unit 6 Design》Communication Workshop
《Unit 6 Design》Communication WorkshopObjectives■To practise using linking words (so that) expressing reason.■To design and write a description of your perfect house or flat.■To listen to and understand a song.■To describe and discuss paintings, using strategies to express yourself fluently.Resources usedCassette, Writing Help 3.Possible problemsSome students may have fewer creative ideas than others.Careful grouping of students will help here.Routes through the material■ If y ou are short of time, omit the Talkback stage of the writing and speaking workshops.■ If you have time, do the Options Activities.■ If you have two periods for the lesson, the natural break is after the writing activity.Language Power: pages 84?C85.Writing: Describing Y our Dream HouseBefore you startExercise 1■ Students read the sentences and choose what so that expresses.■ Point out that so that is followed by a clause with the modal can.■ Elicit linking words for showing the sequence of two events, e.g. then, after that, next, and contrasting two ideas, e.g. but, although, on the one hand … on the other hand.Exercise 2■ Students write sentences, then practise reading them aloud in pairs before checking answers as a class. Encourage the pairs to think of two more features that the house has got and to make another two similar sentences ( e.g. study/ listen to music/ play the piano, barbecue/ have outdoor parties in summer, a garden/ plant flowers).Answers1 In my house, there are some spare bedrooms so that my grandma and friends can come to stay.2 In my house there is an air conditioner so that we can keep warm in winter and cool in summer.3 In my house, there is a garden so that we can have tea parties with our family and friends.4 In my house, there is a study so that I can study quietly, surf the Internet on computer or do some quiet reading.5 In my house, there is a small but comfortable bedroom so that I can study quietly and sleepcomfortably.Stage 1■Revise useful vocabulary by eliciting ideas for each of the items from the whole class. Students then work individually making notes about their perfect house or flat.Stage 2■ Read through the paragraph notes with the students and refer them to Wri ting Help 3 for advice on layout.■ Students then make plans for the four paragraphs. Go round and help where necessary.Stage 3■ Read the example dialogue with the class. Point out the polite ways of making suggestions (This is a great idea but what about/why don’t you …).■ Students then work in pairs, showing each other their plans and discussing them.■ If students wish to make changes to their plans after the discussion, they can do so.Stage 4■ Students then write their descriptions and che ck through for mistakes.■ Refer them again to Writing Help 3.Talkback■ In groups, students read the descriptions. If necessary, they can help correct any remaining mistakes by peer correction.■ Each group then chooses the house with the best desig n.■ The groups can report back to the class showing and describing their chosen house.Listening■ Read through the words with the class.■ Students then listen to the song to hear which words are mentioned.Answersfire flowers vase two cats windows■ Students listen to the song again and discuss what is the most important thing about the house and why the singer is so happy in the house. If there are different opinions, ask students to give reasons for their opinions.Answersb)He is happy because she is with him in the house.■ Students look at the words for two minutes, then close their books. Working as a class, students write on the board as many words as they can from the song.。
高中英语 Unit6 Design-communication worksop精品教案 北师大版必修2
Unit6 Design-communication workshop教案Teaching aims :To practise using linking words (so that )expressing reasonTo design and write a description of your perfect house or flatTo listen to and understand a songTo describe and discuss painting and house.Teaching difficulties:To design and write a description of your perfect house or flatTo describe and discuss painting and house.Ⅰbefore you startFirst ask the students to read the sentence togetherIn front of my house , there is a small pond so that I can swim in it in the summer. What does “so that” express ?Show reasons for doing something.Do the exercise to further practise using so thatUse the notes to write sentences with so thatⅡ WritingStage 1 vocabulary about housesDesign your house or flat. Think about these things:Encourage students to think of words about the house as many as possible.Kind of house/flat: traditional houses, modern flat,Materials: brick, stone, concrete, wood, steel, glass.Rooms: study, dinning room, kitchen, living room, basement, garage, bathroom, balcony.Location: in the middle of forest. , be located at the foot of mountain, build on the river.Special: a yard with a beautiful garden, the house isn’t far away from the sea. Stage 2 Use your ideas to make paragraph plansPara 1: introduction –location/kind of house / flat.Para 2: rooms –what rooms, where they arePara 3: special features of the house /flatPara 4: conclusion –why you want to live there.It is necessary to have students first read the article on page 91Stage 3 work in pairs.Give your plans to your partner and discuss your ideasStage 4 Write the composition about house according to the above paragraphs TalkbackIn groups, read each other’s descriptions. Choose the house/ flat with the best design.Ⅲ ListeningRead through the words with the classStudents then listen to the song to hear which words are mentioned.Ⅳ Listening and speakingListen to the dialogue. What kind of painting are they talking about?Listen again. Complete the expressions in the Function FileRead the StrategiesLook at the painting above . write notes about these questions:Ⅴ Homework: writingWrite a composition about your school。
北师大版英语必修二Unit6Design
归纳拓展
①He emphasised the importance of daily practice. 他强调了日常训练的重要性。 ②The teacher emphasised that students must not smoke. 老师强调说学生一定不要抽烟。
3 purpose n．目的，意图 (教材P40)．..paper cuts for decoration，for religious purposes and for design patterns. ……剪纸用于装饰，用于宗教目的以 及用于设计图案。
6.The full_d_e_ta_i_l_s(细节) of the agreement have not yet been made public. 7．The general showed no_m__e_r_c_y___ (怜悯) and killed all the prisoners. 8．She was an___e_l_e_g_a_n_t_____(优雅的) woman，so many gentlemen loved her.
5．It’s one’s turn to do sth.轮到某人 做某事 ____I_t’_s_f_in__a_ll_y_o_u_r__tu_r_n_______ (终于 轮到我们) to do the wallboard in the school hall!
考点串讲讲练互动
单词精研
1 pain n．痛苦，疼，痛；辛苦，努 力(用复数) vt.使痛苦 vi.感到疼痛 (教材P112)They show violence and pain. 它们体现了暴力与痛苦。
4．that引导定语从句
Out back is a small garage for the car we don’t own yet and a small yard____t_h_a_t_l_o_o_k_s_s_m__a_ll_e_r_______( 看起来更小的) between the two buildings on either side.
北师大版高中英语必修二教案：unit6Design
《Unit 6 Design》教学指导Unit objectivesDraw students' attention to the unit objectives at the top of the page. As this is the last unit of the module 2, ask students which of these objectives they feel most confident about approaching and which they feel least confident about. At the end of the unit, ask students if they now feel more confident about achieving the latter.Resource usedCassette.Background David Hockney (1937), English painter and photographer, is famous for his satirical paintings and penetrating portraits.His style is na.ve on purpose and he uses bright and flat acrylic colours. A Bigger Splash (1967) is one of his best known works.Pablo Picasso (1881?C1973), Spanish painter and sculptor, is considered by many the most genial artist of our century. He was creative and prolific. He innovated styles and techniques and was the spinning wheel for many changes in twentieth century painting.Leonardo da Vinci (1452-1519) was an Italian artist and painter. He was also fascinated by machines and designed an early helicopter. He painted the famous 'Mona Lisa'.Wassily Kandinsky (1866?C1944), was a Russian expressionist painter. He painted the first purely abstract paintings in European art. His paintings are characterised by vivid colours and analogies to music.Exercise 1■ Students look at the paintings and names of the artists. Encourage students to say as much as possible about the paintings and the artists.Exercise 2Key Wordsstyle: realistic, abstract, pop, modernsubject: scenery, people, warcolours: light/dark, bright, softshapes: round, square, clearlines: straight/wavy, hard■ Go through the Key Words with the class, asking students to point to one of the paintings which demonstrates the meaning or to translate it. Refer students to a dictionary for checking the meaning of words. Those students who are interested in art will be able to contribute more at this stage.■ In pairs, students look at each painting and match some of the Key Words to it. Have students make sentences about the paintings, e.g. 'This is a realistic painting of scenery with bright colours and clear shapes.'Exercise 3■Students listen to the cassette and identify the paintings the people are talking about. Play the cassette two or three times if necessary.Answers1 da Vinci2 Kandinsky3 Picasso4 HockneyTapescript 1 I definitely think this one’s the best. The woman looks so peaceful.It looks like she’s keeping a secret and her eyes are almost watching you. Even though the painting is quite dark, it feels like it is full of light.2 Personally, I think this one is good. It’s got very strong lines and you can almost feel the music.And the colours ?C they’re great ?C they’re really bright. I like abstract paintings because you have to use your ow n imagination to understand what the painter is trying to do. I think …3 This one’s my favourite. It shows war really well ?C with the dark, dark colours and the terrible pictures. The lines and shapes are square and hard. They show violence and pain. Look at the horse and the mother with her dead child. It’s a very frightening painting because …4 Well, I think this one’s the best. I really like the bright colours and the clear lines. I love the colour of the water in the swimming pool.The style’s strange ?C it’s realistic, but very simple at the same time.■Play the cassette again, pausing after each speaker to ask why he/she likes this painting. Exercise 4 ■ In pairs, students discuss the paintings saying which they like most. Assist students, writing any words they want to know on the board.■ Have a hands-up vote on the paintings.Options PracticeRevise an area of vocabulary connected with art with the class, e.g. shapes (circle, square, triangle, etc.) or colours (shades of primary colours ?C pale pink, dark red, etc.)Extension Have a class discussion about whether students have been to any museums or art galleries, or have read art books or seen any paintings in any other form. Find out if they are interested in the topic and what can be done to make art more accessible to young people.。
北师大高中英语必修二Module 2 Unit 6 教学设计教学设计及学案祥解
Module 2 Unit 6 教学设计第一课时First Period（Reading）教材分析本课是本单元的第一课。
教材围绕三个著名的画家以及他们的作品展开。
大部分学生对绘画不是很了解，所以需要对相关简单的知识进行介绍并引出话题词汇。
本单元的Warm-up 部分做了很好的铺垫，学生在此基础上了解三位画家及其作品，并学会如何描述绘画作品。
本课的难点在于对话题词汇的积累，以及运用适当的词汇来描述绘画作品。
因此在几个活动中分层次帮助学生识记并运用这些词汇。
本课计划按两课时进行：第一课时的重点是获取有关画家的相关信息及话题词汇。
第二学时的重点是巩固词汇，归纳表示时间地点以及动作的介词，并在语境中学会运用。
教学内容话题： A Matter of Taste词汇: 话题词汇: realistic, abstract, scenery, landscape, light/dark, bright, soft, straight/wavy，shade短语及搭配: combine … with, be fixed on, leave the audience guessing,语法: 表时间、地点以及动作的介词第一课时First Period教学目标：At the end of this lesson, students will be able to:1.get to know three famous painters and their masterpieces;2.learn to describe paintings with the words learned教学过程：第二课时Second Period（Grammar）教学目标：At the end of this lesson, students will be able to :1. use the new words in a new context2. use prepositions of time, place and movement3. use the prepositions and topic words learned to describe a picture 教学过程：I Word BankA: Key Words about painting:colours: ________________________________________________________style: ________________________________________________________subject: ________________________________________________________shapes: ________________________________________________________lines: ________________________________________________________B: Fill in the blanks with the key words1. This is a _________ painting of _______ with ______ colours and ________shapes/_______ background.2. This is a(n) _________ painting of ___________ with _______ colours and______shapes.II Read and answer the following questions1.Who is famous for drawing pretty women?2.Who is more good at drawing simple pictures we often see in our life?3. Who held exhibitions abroad to advance Chinese art?4. Why did Chen Yifei use black as the background of Poppy?5. What is Xu Beihong’s masterpiece?III Read to learn: Find the specific informationB: How many things should be included to introduce a famous painter?C: Key words used to describe the three paintings?第二学时学案Fill in the blanks with words related to painting.For thousands of years, artists have recorded and _________ both the outside world and __________. Some have sought _____, others_____.In the middle ages, some just extended to be ________. During the Renaissance,art grew more _______, forworks of great _______ produced by Leonardo da Vinci, Michelangelo , Raphael , Durer, Andult.As times changed, so did art, yielding a rich diversity of _______ and _____. __________ were equally varied. Painting with ______, Ran created masterpieces of ______ and ______. Georges Seurat painted thousands of tiny dames. Jackson Pollock paint on ________.Painting today often seems a mixture of a _______ and ______ culture with _______ technology also contributing to _______ the art form.II Find out the prepositions of time, place and movement in the textLesson 2 Great Buildings教材分析本课是第六单元的第2课，是一节听说技能课。
北师大版高中英语必修二教案：unit6 Design Project
《Unit 6 Design》ProjectO bjectives■To interact and cooperate with others in a team.■To develop skills in collective decision-making.■To practise skills in researching and collecting information.■To judge whether information is appropriate.■To learn how to prioritize information and present it in an appropriate manner.■To describe changes in houses and buildings using appropriate language.■To develop the ability of organizing useful materials.■To assess one's own work and reflect on ways on how to improve it.Resources usedthe Internet; books, magazines, newspapers, TV, pictures and photos; bilingual dictionary; old residents and some architectsPossible problemSome of the required resources may not be readily available to students. There m ay not be enough interesting materials of transportation for students to use. The questions listed may not be enough and students may have limited knowledge about the changes in houses and buildings.Process1 Divide the class into small groups. Ask each group to discuss the listed questions and find the answers they may want to use in their project.2 Ask groups to brainstorm the present forms of houses and buildings. Tell them to research all the possible photos that stand for typical designs of a certain time and changes.3 A sk each group to write a description of changes in houses and buildings, and find photos and other materials to support their presentation.Stage 1Each person in the group interviews different people who lived in their area for a long time and make notes of their interviews.Stage 2Each group gathers their research notes and discusses the information. Then they decide on the materials to support their opinions. Make sure each group finds different materials.Stage 3Each group makes sure that every member in it has a role to play. Forexample, some can write the changes in houses and buildings; some can describe the house or a building they would like to show; some collect suitable photos or pictures; some make the design, and some others do the final job of the project according to their plan. [来源:]Stage 4Give each group a chance to present their project to the class. Encourage students to ask the group questions about their project.Stage 5Ask each group to do a self-assessment with the following questions.1. Was it difficult to find relevant information for this project?2. Did you find enough material for your presentation?3. Are you satisfied with your group’s presentation? Why or why not?4. How would you improve your project work in the future?5. What have you learned from doing this project?Stage 6Ask a student from each group to read out their answers to the assessment questions. Comment and encourage students to think about their answers as preparation for their next project. [来源:]。
unit6Design学案北师大版必修2
try out
hold one’s breath
at high speed
be deep in thought
so far
on the other side of
dream of
典
型
句
式
1.Qi Baishi wasChina’s greatest.齐白石是中国最伟大的画家之一。
15.n.诗(总称)
16.adj.贵重的，有价值的
17.adv.优美地
18.vt.强调
19.adj.宗教的，虔诚的
20.n.结论；结束
abstract
straight
typical
detail
feature
dynasty
purpose
pattern
character
rent
mercy
narrow
imagination
Unit 6
类别
课标要点
重
点
单
词
1.adj.抽象的，深奥的
2.adj.直的
3.adj.典型的adv.直，直接
4.n.细节，详情
5.n.特征，特色
6.n.朝代，王朝
7.n.目的，意图
8.n.式样；Leabharlann 式9.n.字，字体10.n.租金
11.n.慈悲，怜悯，同情心
12.adj.狭窄的
13.n.想像，想像力
14.n.展览会
2．Qi Baishi’s style of painting oftenthe audienceand makes them use their imagination.
齐白石的绘画风格常常给观赏者留出运用想像力解读其内涵的余地。
北师大版高中英语必修二学案Unit6DesignCulturecorner
北师大版高中英语导学案班级：姓名：A.1.spare 4.waterfall5.heritage6 mitee7.conclusion, concludeB【理解拓展，重点单词解析】1.spare time2.In conclusion, realize3.is home to, home of【句型结构解析】1.（1）Surrounded by fields, mountains and rivers, the Old Town of Lijiang looks like a jade ink stone in 状语主语系表spring and summer.状（2）.原因，逻辑主谓（4）现在，被动，Standing，Seen四.【自我检测】Last Sunday my classmate, Wang Lin, and I were in a bookstore ^buy some reading materials.into toAt a counter, we noticed a foreigner asking a salesman with help, but the salesman didn’t knowforword of English. Then, we went up to him and offer help. After knowing what he really wanted, weofferedtook him to the counter^ tapes and disks of Chinese folk music are sold and gave him some adviceswhere advice on which to choose from. With our help, he got to some music CDS. He was too thankful to us thatsohe even offered to give us tips, and we refused him politely.butThough that took us some time to help him, we were happy anyway.it。
北师大版高一英语必修二教案设计：Unit 6 Design 2 Great Buildings
《2 Great Buildings》教学指导Objectives■To give opinions about buildings.■To listen and make notes.■To self-assess the difficulty of a listening text and exercise.■To listen and identify stressed words that give new information.■To practise describing places.■To practise using vocabulary of buildings.Resources usedCassette, pictures of buildings.Possible problemsStudents may find the verb look followed by as if, like or an adjective a bit confusing.BackgroundThe Palace of the Doges, in Venice, is one of the finest Gothic buildings anywhere in Europe. It was finally finished in 1498 and was the residence of the Doges or Dukes of Venice.The Post Office Savings Bank building in Budapest was designed by Hungarian architect Odon Lechner in the late nineteenth century. He incorporated Hungarian folk art into his buildings. He was influenced by art nouveau and the Post Office Savings Bank has an element of surreality comparable to the Catalan architect Antoni Gaudi.The Castle of Eilean Donan, on Loch Alsh in Scotland, was built in the thirteenth century but was destroyed by the English in 1719. The castle was in ruins for 200 years until it was restored in 1932.The Chrysler Building in New York was built in 1930 by the architect William van Alen. It is a masterpiece of “art deco”, a movement that grew up in the 1920s and 1930s, first in Paris and then in the USA. Art deco developed from art nouveauwith cleaner, simpler lines. Hyde Park is one of London’s most beautiful landscape s and covers 350 acres of land. Hyde Park provides facilities for many different activities and sports such as rowing, horse riding, rollerblading and even wildlife watching. It is also often the focal point of many public events. King Henry the 8th used to hunt in the park in the 1500s.The quote is by Johann Wolfgang Goethe (1749-1832), German poet, novelist and dramatist. His most famous work is Faust.Routes through the material■ If you are short of time, set some of the exercises for homework and shorten Exercises 7 and 8. ■ If you have time, do the Option Activity.■ If you have two periods for the lesson, a suitable natural break is after Exercise 5.Language Power: pages 78-79.Before you startExercise 1■ In groups, students match the buildings with the photographs and discuss which one of them they like best.■ The groups can then report back to the class.Answers1 a2 c3 d4 bExercise 2Key Wordsperiod: ancient, modern, early twentieth centurymaterials: stone, marble, glass, tiles, metal, concretefeatures: balcony, tower, roof, statuekinds of buildings: palace, bank, castle, skyscraper■ Students check the meaning of the Key Words in a dictionary. ■ In groups, they then discuss what kinds of buildings they can see in the pictures and guess the materials used, and the period. They can see if their guesses are correct in the next exercise.Exercise 3■ Students look at the table and the entries made for the first building.■ Play the cassette two or three times for them to complete the table.Answers2 Post Office Savings Bank/early 20th century/(not mentioned)/ fantastic decorations on the roof3 castle/ancient (13th century)/stone/tower and thick walls4 skyscraper/1930s/metal, concrete and glass/metal roofTapescriptFemale: Good evening and welcome to “Building Sights”. Today Ben Smith will describe four of his favourite buildings from around the world.1 The Palace of the Doges, in Venice, is one of the best ancient buildings anywhere in Europe. It was f inished in 1498. It has beautiful pink and white marble walls. From St Mark’s Square you can see the balcony with statues on either side.2 The Post Office Savings Bank building in Budapest was built in the early twentieth century. The most beautiful part of the building is the roof ?C which is green, blue, yellow and brown. On the roof, there are fantastic decorations representing waves, flowers, and angels. Someone asked the architect who designed the building why there are so many interesting things where people could not see them. He replied, “But the birds will.”3 The ancient castle of Eilean Donan in Scotland is probably one of the most fantastic buildings in the world. It was built in the thirteenth century but was destroyed by the English in 1719.The castle was in ruins for 200 years until it was rebuilt in 1932. It has a large, stone tower andthick stone walls.4 The Chrysler Building in New York is not the highest skyscraper in New York, but it is one of the most beautiful. This skyscraper was made of new materials:metal, concrete and glass. It was built in the 1930s and has a beautiful metal roof.Exercise 4■ Ask students to listen to find out which building the woman likes.■ Play the cassette twice, and the second time ask them to liste n for why she likes the building. AnswerEilean Donan castle (She likes it because it is really beautiful, likesomething from a fairytale.)TapescriptFemale: My favourite building’s in Scotland. It’s an amazing castle called … Eilean Donan. Have you heard of it?Male: No, I don’t think so.Female: Well it’s er … it’s on … on a loch, you know, … a kind of lake. When you get near it, it looks as if it’s in the water. It really looks like something from a fairytale, because it’s located on a small island and it has a big tower.Male: Mmm.Female: When you walk across the bridge to the island you can see the castle in front of you. It looks really strong, ’cos it’s made of a type of stone … you know … grey, and, er …Male: Granite?Female: That’s right. And anyway … when you get inside it’s sort of strange. And you can look out and see the loch around the castle and the sea. It’s really beautiful.Male: Mmmm.Exercise 5■ Read through the Function File with the class.■ Students listen to the description again and complete the Function File.Answers1 kind of2 as if3 like4 located5 looks6 type of7 sort of.Expressions when we don’t know the exact word - it’s a kind/type/ sort of…■ Give students practice in using expressions when we don’t know the exact word by asking them to describe some objects as if for an alien who has just arrived on earth, e.g. snow, potato, a T-shirt. ■ Read through the Listening Strategies with the class. Ask students to think about the listening texts in this unit : Which were most difficult? What did you understand in the difficult texts? Is it possible to answer just one question about a difficult text? Which were the easiest texts? Why? Could you do most of the listening exercises? What were the most difficult exercises?■ Students then mark the level of difficulty of Exercises 3, 4 and 5.■ Students exchange views in groups, then report back to the class.PronunciationExercise 6■ Remind students of the use of stress to mark important words in a s entence. Ask them to listen for the stressed words which give some new information for the person listening.■ Play the cassette, pausing after each sentence to give students time to write down the stressed words.Answers1 Hyde Park2 huge trees/broad paths3 gardens/beautiful/neat4 bands/parades5 sit on the grass6 go walkingTapescript1 One very interesting place to visit in London is Hyde Park.2 In Hyde Park there are some huge trees and broad paths to walk on.3 The gardens are very beautiful and very neat.4 They often have bands and parades in Hyde Park.5 When it is sunny, people sit on the grass in the sun.6 Many people go walking in Hyde Park to get exercise.■ When students have checked their answers, play the cassette again, p ausing after each sentence for students to repeat after the cassette.Writing and SpeakingExercise 7■ Students can work individually or in pairs, choosing a building they like or hate in their area ?C tell them it must be a building that all the class know.Exercise 8■ Look at the Function File and remind students how to talk about things if they don’t know the exact word.■ Students work in groups, taking turns to describe their building, but not giving the name of it. The others try to guess what the building is.QUOTE … UNQUOTERead the quote with the class and ask them what they think it means. Do they think the image of frozen music is a good one to describe architecture? Ask the class if any of them want to be architects or work with buildings. What sort of buildings do they like best? What sort of buildings do they want to design or build? How do they think architecture will develop in the future?OptionsPracticeIn pairs, students practise using the expressions to talk about things when they don’t know the exact word. Ask them to prepare a spoken description of one of the following for an English speaking friend who has asked them about it.1 one of their country’s national dishes2 their national costumeThe groups then say their descriptions to the class who have to guess what is being described.。