北师大版必修二高中英语Unit6 Design lesson4 Dream Houses reading课件(共24张)

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2019学年北师大版高中英语必修2教学课件：Unit 6 Design Lesson 4 Dream Houses(共30张PPT)

词汇五 at least （＝ not less than）至少，不少于；起码
◆教材原句
And we’d have a basement and at least three washrooms so when we wanted to bathe we wouldn’t have to tell everybody. 房子里还要有个地下室，有至少三个卫生间。这样我们想洗澡时就不用通知任何人。
________________
Wha t
what What that that
what
◆
Bill’s/Bill robbing
him/his quitting
his/him not
able
to
Tom/Tom’s cooking dinner
being
his/him giving me that book
词汇四 mercy n.（1）［U］慈悲，怜悯，同情心；宽恕；宽容

（2）［C］（通常用作单数）恩惠；幸
◆教材原句
He had no mercy so we had to leave fast. 他一点儿都不善良，所以我们得快点儿离开。
have mercy on 对……怜悯
show mercy tay be slow but
（至少）he’s responsible. at least
（3）［2018·江苏卷］Some social apps were popular among the children even though they supposedly require users to be at least （至少） 13.
But even so，it’s not the house we thought we’d get. 但即使如此，这也不是我们真正想要的房子。

北师大版高一英语必修二课件：Unit 6 Design Lesson4(共20张PPT)

curtain
garage
fence narrow stairs
apartment/flat
Pre-reading:
Look at the picture and guess which house on Mango Street is the writer’s real house.
The small red one between the two houses is her real house on Mango Street.
While-reading: Read the passage and decide the main idea of it. A. Many places they had moved to. B. The life on Mango Street. C. A dream house and a real house on Mango
street. D. The reasons why they left the flat on
Loomis Street.
True or False:
F 1. The house on Mango Street is small but convenient to live in.
T 2. The writer has lived in many places.
basement
bathroom with a bathtub
water pipe, running water
narrow stairs
Read aloud the following new words about houses. water pipe washroom bathtub

高中英语北师大版必修2课件：Unit 6 Design Lesson 4 Dream Houses

be white with a big yard and grass 8 growing （grow） without a fence. This was the house Papa talked about 9 when he dreamed of being rich. But the house on Mango Street is not the way Papa and
up
the
rent （提高租金） by
￡20 a month. （3）［词汇复现］My dad has a cottage which he rents
to （租给）tourists.
◆辨析填空（rent/employ/hire）
（4）The four of us rented an apartment together to save our house-paying last year.
we moved into the house on Mango Street，far away，on the other side of town.
My parents always told us that one day we would move into a house，5 a
real house that
◆单句写作（1） The man has been out of work for a year，so he doesn’t have money to ____p_a_y__ ____th_e___
___r_e_n_t__ （付房租）.
（2）［词汇复现］The landlord has put
put up the rent 提高租金
for rent（尤用于告示）出租；招租

高中(北师大版)英语必修2课件：Unit 6 Design6.4

• 17、儿童是中心，教育的措施便围绕他们而组织起来。2021/7/312021/7/312021/7/312021/7/31
• 2、Our destiny offers not only the cup of despair, but the chalice of opportunity. (Richard Nixon, American President )命运给予我们的不是失望之酒，而是机会之杯。二〇二一年六月十七日2021年6月17日星期四 • 3、Patience is bitter, but its fruit is sweet. (Jean Jacques Rousseau , French thinker)忍耐是痛苦的，但它的果实是甜蜜的。10:516.17.202110:516.17.202110:5110:51:196.17.202110:516.17.2021 • 4、All that you do, do with your might; things done by halves are never done right. ----R.H. Stoddard, American poet做一切事都应尽力而为，半途而废永远不行6.17.20216.17.202110:5110:5110:51:1910:51:19 • 5、You have to believe in yourself. That's the secret of success. ----Charles Chaplin人必须相信自己，这是成功的秘诀。-Thursday, June 17, 2021June 21Thursday, June 17, 20216/17/2021
7．_a_t _le_a_s_t_
8．_w_a_k_e__u_p

2019-2020学年北师大版高中英语必修2课件：Unit 6 Design Lesson 4 Dream Houses

• C. an ideal house and a real house on Mango Street
○• D. the reasons why we moved to Mango Street
•
Ⅱ.
语法填空（根据课文内容，依据语法规则完成短文）
ours
• The House
on
Mango
Street
• ◆要点必记
• have mercy on 对……怜悯 show mercy to 对……怜悯
• beg for mercy 乞求宽恕任由…… 摆布
at the mercy of 在……的支配下；
• without mercy 毫不留情
out of mercy 出于怜悯
• It’s a mercy that... 幸运的是……
（即使这样） I wouldn’t lose heart
weveen
ihf Iashvoeuldtofailatesnktimfeosr.
our
teacher’s
permission
first.
• （3）［词汇复现］ Even so，we decided to talk with the owners directly.
car we don’t own yet and a small yard that looks 10
（small） between the two buildings on either side.
smaller
题组练·领悟方法
核心词汇
• 词汇一 rent （1）n.［C，U］房租，租金
（2）vt. 租用；出租；租借
to （租给）tourists.

北师大版英语必修二《Unit6Designlesson4reading》课件

Esperanza was a young girl of many hopes and dreams. One dream she had was to leave her childhood memories behind one day and live in a rich family with a nice husband and family. One remarkable thing about Esperanza was that she wanted to make herself different from all the other female genders(女性).
A. Six
B. Three C. Four
2. Why did Mama and Papa look for a house?
A. Because the conditions of the house they
rented were too bad.
B. Because they wanted to live in the city
Reading
Where do you think the text comes from?
*a science newspaper *a novel *a fashion magazine
Adapted fromThe House on Mango Street
Sandra Cisneros
Self- study自主学习
move into a house, a real house that would be ours.
And we would have a _b_a__s_e_m__e_n_t__, at least three

unit6《design》lesson4dreamhouses教案4(北师大版必修2).doc

《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.BackgroundDavid 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 (18817C1973), 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.Answers1da Vinci 2 Kandinsky 3 Picasso 4 HockneyTapescript1I 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.2Personally, 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 own imagination to understand what the painter is trying to do. I think ... 3This 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 he r dead child. It’s a very frightening painting because ... 4Well, 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 whyhe/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.OptionsPracticeRevise 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.)ExtensionHave 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.Project《Unit 6 Design》Objectives■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 may 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.Process1Divide 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.2Ask 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.3Ask 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 along 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. For example, 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.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.Culture Corner〈〈Unit 6 Design》Culture CornerStimulate students to talk about the World Heritages all over the world from their background knowledge.Exercise 1■Have students look at the photos and the sentences in orange to see what they are and why they are so world-famous.■Students read the text fast to check their predictions.■Have students read through the questions and then scan the text to find the answers.■Students work in pairs and check the answers before checking them as a class. Answers1The United Nations Educational, Scientific and Cultural Organisation (UNESCO)committee does.2Jiuzhaigou Valley Scenic and Historic Interest Area has.3The Temple, Cemetery and Family Mansion of Confucius is.4Jiuzhaigou Valley Scenic and Historic Interest Area is.5The two local names of this place are Dayan / the Town of the Big Ink Stone and the Old Town of Lijiang.■Have students read the text again and encourage them to take notes so as to help them to remember as much as possible.Exercise 2■In groups, students give the answers to the questions. If they have visited some of these places, encourage them to say more about them.■Have students talk about other world heritage sites they know about all over the world.OptionsExtensionIf students have time, ask them to plan a poster for the world heritage sites. Select some of the places they know well and give brief introductions to them. Present their world heritage sites in the class.Bulletin BoardObjectives■To discuss the contents of the wallboard■To write his/her suggestions for the wallboard■To exchange ideas about Art and Design■To further explore the theme of the unit.Options■Ask students to give their ideas for the wallboard. How can they make their wallboard their school’s best-ever wallboard? What works of art or design would they like to put on the wallboard? What photos and pictures will they bring to the wallboard?...■Ask the students to read the notes on the Bulletin Board individually andsee what information is included in each note.■Encourage students to write their own suggestions to make the wallboard most interesting, colourful and meaningful.■Display their suggestions on the class bulletin board. Encourage students to read other students’ writings after class.Unit DiaryObjectives■To encourage students to reflect on what they have learned in this unit■To encourage students to think about their own learning style■To identify effective learning methods■To develop students’ confidence■To encourage students to take active control of their studies■To help teachers get a clearer insight into the students’ learning strengths and weaknessesPart 1(1)This asks students to think of the topics of the unit and decide which lesson was their favourite.Part 2 (2-6)This part refers back to the unit objectives from the start of the unit. Students will think about what they have learned in this unit.Part 3 (7-9)This part gets students to reflect on the listening and reading texts, to identify the vocabulary that students still have difficulties with in the unit.Part 4 (10)This asks students to reflect on learning strategies and to identify and discuss ways to improve their language learning.Part 5 (x)This allows students to evaluate their progress over the course of the unit and think about how to make improvement in their English study.Unit6 Geography 学案一.学习目标(1). When did Laurie Edmonds go on a tour?A. In MayB. In JuneC. In AprilD. In March(2). How many other students would go on a tour with Laurie?A. nineteenB. twentyC. twenty-oneD. twenty-two(3). What language did the word geography come from?A. ChineseB. Old EnglishC. LatinD. Greek(4). What does geography mean?(5). According to the text, why is geography everywhere?二.知识解读(1 ) .Laurie Edmonds was really exited about the trip she and twenty other students from across Canada were about to begin in the morning.Laurie Edmonds对今天早上即将开始的有她和来自加拿大的二十个十年级学生一起参加的旅行真地感到激动。

高中英语Unit6-lesson4-Dream-houses教案(北师大版必修2)

Lesson4 Dream Houses教案Teaching aims:A: Knowledge aim:vocabulary ( cottage, apartment, basement, garage, narrow, balcony ,washroom, bathroom, sitting room, curtain, air conditioner ,hold one’s breath )B: Ability aim:a. to practise extensive reading in order to understand the main idea of each paragraph and guess the meaning of new words from the context.b. to practise intensive reading to get detailed information .c. to practise oral English and written English.2.Teaching method : Direct teaching method.Teaching procedures:Step one: Warm-up and lead-inEnjoy some pictures of different styles of houses and rooms.Question : what kind of house do you like most and why?( Introduce the topic of this lesson, give Ss a stage to show their interest and ability)Step two :Before readingAn introduction of the author and the book <The House on Mango Street>The author:Sandra Cisneros is one of the most interesting ‘Latina’ writers in the USA. Her father was exican and her mother was ‘Chicano’. She is both a poet(诗人) and short story writer.The House on Mango Street was about a dissatisfied little girl named Esperanza（埃斯佩兰萨）, the main character of the novel. She was brought up by a poor family.Esperanza was a young girl of many hopes and dreams. One dream she had was to leave her childhood memories behind one day and live in a rich family with a nice husband and family. One remarkable thing about Esperanza was that she wanted to make herself different from all the other female genders(女性).Step three: Fast readingRead the text quickly. Which of these things did the girl’s dream house have?A swimming pool , a big garden/yard with trees , a balcony ,running water ,a games room , three washrooms , real stairs , a basement( To train Ss’ability o f fast reading and how to get the main idea of each paragraph)Step four: Intensive reading阅读课文,选择正确答案1.Which is NOT true about the flat on Loomis?A.Its walls were made of wood.B.Water ran all the way in the flat.C.The house was built many years ago.D.We were not willing to leave it.2.Which is NOT true about the dream house?A.It has running water and they don’t need to carry water over from the next door.B.The house is white surrounded by trees.C.Everyone has a washroom of his or her own.D.Other people can go into the yard if they want to3.In fact,the house on Mango Street .A.is exactly the same as the dream oneB.is nothing like the dream oneC.has a big garage for them to park their carD.has many trees of its ownStep five: Post reading一、根据汉语提示写出单词1.Don’t sit on the grass;it’s damp(潮湿的)!2.I don’t like taking the garbage(垃圾)out,and my brother doesn’t like it, either.3.I work downdown(在市区),but I live in the suburbs.4.Grandma took mercy(怜悯)on that poor man who was begging on the street.5.The rent(租金)of the houses is so high in Beijing.二、从课文中找出下列短语并译成汉语1.by the time 到……的时候2.share...with...和……分享……3.dream of梦想4.dream up虚构5.pay rent to付……的租金Step five:Language points1.But what I remembered most is moving a lot.what 用来引导名词性(主语, 宾语, 表语)从句,同时在句中又担句子成分, 译为“…的”moving a lot 在句中作表语e.g. The teacher’s job is teaching his students knowledge.e.g. What he bought yesterday are three books.(主语从句)I am enjoying what I ’m listening now. (宾语从句)He isn’t what he used to be.（表语从句）2. Each time it seemed (that )there’d be one more of us.It seems/seemed that…=sb. seems./seemed to doe.g. It seems that he has been ill. = He seems to have been ill.It seemed that you had heard of it.= You seemed to have heard of it.e.g. It seems as if you are the first one to be here.(与事实可能相符)It seemed as if he had just stepped out of a fairly book.(与事实不相符)3.By the time we got to Mango Street we were six—Mama,Papa,Carlos,Kiki,my sister Nenny and me.搬到芒果街时,家里有六口人——妈妈、爸爸、卡洛斯、基基、姐姐内妮和我。

北师大版高中英语必修2U6 Design--L4 Dream Houses(ppt)

Vacation Apartment Downtown area Subway First floor Truck garbage
7
How many of the objects below can you see in the photo of the room from Fallingwater House. ceiling, walls, floor, door, window, French windows, curtains, chair, table, sofa, desk, bookshelves, bed, plants, lamp
• In empty milk gallons 用空牛奶瓶 • At least 至少
• Take a bath 洗澡 • Hold a lottery ticket 手持彩票
• dream up 梦想
• Hold one’s breath 摒住呼吸
• On the side of the street 在路边
To the children.
• 5.What do you think was the biggest problem with the house in Mango Street?
Students give their own answers, with reasons
• •
•
•
•
Learn the useful phrases of the text On the third floor 在三楼 Pay rent to sb. 付租金给某人 Share the yard with the people downstairs 和楼下的人共用院子 Make too much noise 大声喧哗 Even so 即使如此

北师大版高中英语必修二Unit 6 Lesson 4 Dream Houses

A. pay rent; B. share the bedroom; C. share the yard; D. move to another house E. be careful not to make too much noise; F. worry about the lord being angry.
… Paulina street
Loomis
Keeler street
Mango Street
skipping
What is the house like in Loomis?
Because of the poor condition and the merciless landlord ,they had to move.
Sandra Cisneros
kitchen
study
bedroom
Home is where the heart is.
work
I. Organize your words into a short composition.(optional)
II. Finish Xiaohuangshu P139-P140within 40 minutes (compulsory)
and grass g_r_o_w_in_gwithout a fence. Inside the house would be

a _ba_s_em__e_nt_and at least three w_a_s_h_ro_o_m_s.Running water, pipes that
__w__or_k_ed_ ,a bathtub and real stairs like on TV are out of question

北师大版高中英语必修2U6 Design--Lesson 4 Dream Houses

U6 DesignLesson 4 Dream HousesObjectives■ To practise using the vocabulary of houses and rooms. ■ To practise intensive reading and understanding the inferences in a text.■ To assess the difficulty of reading texts and comprehension exercises.■ To practise the differences between American and English vocabulary.■ To plan and talk about a design for a study or bedroom. ■ To listen to a description of a room and take notes. Resources usedCassette, pictures of different rooms from the luxurious to the poor, if possible.Possible problemsStudents may lack ideas or relevant vocabulary when designing a study or bedroom.BackgroundSandra Cisneros is one of the most interesting “Latina” writers in the USA. Her father was Mexican and her mother was“Chicana” (Spanish American). She is both a poet and short story writer.Fallingwater House is one of the most outstanding examples of the architecture of Frank Lloyd Wright. The quote is by Le Corbusier (1887?C1965), a Swiss-born French architect. He believed that a house should be designed according to its function and is considered to be one of the most influential twentieth century architects.Routes through the material■ If you are short of time, set some of the exercises for homework and shorten Exercises 8 and 9.■ If you have time, do the Options activities.■ If you have two periods for the lesson, a suitable break is after Exercise 4.Language Power: pages 82?C83.ReadingBefore you startExercise 1Key Wordshouses: cottage, flat, house, palace, castlerooms: bathroom, bedroom, dining room, sitting room, hall, games room, kitchenStudents look up any unknown Key Words in the dictionary. ■ In pairs, students discuss what their dream house would be like.■ Some of the pairs can th en tell the class about their ideas. Read to learnExercise 2Useful vocabulary: rent, yard, landlord.Students should be able to understand the text well enough to answer the questions without knowing all the vocabulary. After doing Exercise 3, you may like to go over new words with the class, seeing if they can guess their general meaning or letting them look them up in a dictionary.■ Read through the vocabulary with the class, explaining that the words in brackets are the American equivalent of the British English words.■ Tell the students to focus on the fourth paragraph as they read the text.AnswersA big garden (yard) with trees running water three bathrooms (washrooms) “real” stairs a basementExercise 3■ Students read through the questi ons then, working in pairs, read the text again to find the answers.■ Students work in pairs, reading the text again and writing three or four comprehension questions to ask the rest of the class.■ Students then ask and answer the questions.Answers1 A lot/She can’t remember.2 A third floor flat on Loomis. They had to leave because the water pipes broke and the landlord wouldn’t fix them.3 So that, when she took a bath, she wouldn’t have to tell everybody.4 To the children.5 Students give their own answers, with reasons.Exercise 4■ Read the Reading Strategies with the class and advise students to separate the difficulty of the text from the difficulty of the exercises. Elicit the Strategies students use when reading a difficult text.■ St udents individually assess the difficulty of the text The House on Mango Street. Have a show of hands if you wish to see how students assessed the text.■ Students then assess the difficulty of Exercises 2 and 3. Find out which exercise they found less difficult and encourage them to say how they managed the exercises.Vocabulary: American and British wordsExercise 5■ Students look through the text to find the American English words.Answers1 yard2 to fix3 washroomExercise 6■ Students do the e xercise in pairs. Advise them to fill in the words they are sure of first. Then they will probably be able to guess the remainder.■ Check students' answers by having them read the text aloud with the American words in it. (If any of the students are fans of American films, they might be able to pronounce the words with an American accent!)Answers1 vacation2 apartment3 downtown area4 (a) subway5 first floor6 truck7 garbage■ Ask students if they know any other pairs of British/ American words, e.g. petrol/gas, biscuit/cookie, film/movie. Write the pairs on the board. Encourage students to record the words in a separate section of their vocabulary books for British/American words.Exercise 7Key Wordsceiling, walls, floor, door, window, French windows, curtains,chair, table, sofa, desk, bookshelves, bed, plants, lamp■ Check students' understanding of the Key Words by asking them to point to some of the objects in the classroom and translate others or look them up in the dictionary.■ Stud ents work in pairs looking at the picture and noting the objects they can see.■ When checking answers, encourage students to describe where the objects are, using prepositions of place. Answersceiling walls floor window French windows chairtable sofa plantsWriting and SpeakingExercise 8■ Tell students they all have the same plan to work with. Encourage them to think about the colour scheme, the materials they want to use, the furniture they need in the room ?C as well as sleeping in the room, are they going to study there? use a computer? play CDs? make coffee for their friends? telephone friends? and the colour scheme.■ Each student makes notes on the plan for his/her ideal study or bedroom.■ Go round and help students if necessary.Exercise 9■ Students work in pairs asking about each other’s plan. Students should also ask why their partner has planned the study in a certain way.■ Students then give their opinions about each other’s plans.Comparing CulturesSuggested AnswersSmall house. Little gardens at front and back.Garage.Downstairs ?C living room kitchen toiletFirst floor ?C 3 bedrooms bathroomAttic in the roof.TapescriptFemale: I live in quite an average house for Britain. It’s a small house ?C with a little garden at the front and a little garden at the back and a garage for the car. Downstairs there is a living room, with a sofa, TV, etc. ?C that’s where we relax. We also have a kitchen ?C where we usually have our meals. Ah and downstairs there is also a toilet. You go up the stairs and on the first floor there are three bedroomsand a bathroom. My room’s at the back of the house. It’s not very big, but I really like it. And that’s about it. ■ Students listen to the cassette and make notes about the main fac ts about the girl’s home.QUOTE … UNQUOTERead the quote with the class. Ask students what they think Le Corbusier meant by “a machine for living in”. Ask them what feelings they have about their home. Have any of them moved house a lot? ?C if so, did they mind?OptionsPracticeStudents look back at Exercise 6. In groups, they write a text using as many American words as possible.The groups then exchange papers and rewrite the text using British words.ExtensionBring in some pictures of various rooms in a house ?C if possible showing a range of houses, from luxurious rooms to rooms in poor houses. Students choose one of the pictures and work in pairs, writing a description of it. Then display the pictures in a random order and have students match the textsto their pictures. If possible, duplicate the texts so that all the pairs have all the texts. If this is not possible, have students read out their texts while the class looks at all the pictures.。

Unit6 Design Lesson4 Dream Houses课文翻译和语言点注释

Unit6Design Lesson4Dream HousesThe House on Mango StreetWe didn’t always live on Mango Street.Before that we lived onLoomis on the third floor,and before that we lived on Keeler Street.Before Keeler Street it was Paulina Street,and before that I can’tremember.But what I remembered most is moving a lot.Each time itseemed there’d be one more of us.By the time we got to Mango Streetwe were six—Mama,Papa,Carlos,Kiki,my sister Nenny and me.The house on Mango Street is ours,and we don’t have to pay rent to anybody,or share the yard with the people downstairs,or be careful not to make too much noise,and worried about the landlord being angry.But even so,it’s not the house we thought we’d get.We had to leave the flat on Loomis quick.There were worm s in the wooden walls.Then the water pipe s broke and the landlord wouldn’t fix them because the house was too old.He had no mercy so we had to leave fast.We were using the washroom next door and carryingwater over.And everything in the flat was damp.That’s why Mama and Papalooked for a house,and that’s why we moved into the house on Mango Street,faraway,on the other side of town.They always told us that one day we would move intoa house,a real house that would be ours so we wouldn’t have to moveeach year.And our house would have running water and a bathtuband pipes that worked.And inside it would have real stairs,like thehouses on TV.And we’d have a basement and at least three washrooms so when we wanted to bathe we wouldn’t have to tell everybody.Our house would be white with trees around it,a great big yard and grass growing without a fence.This was the house Papa talked about when he dreamed of being rich and this was the house Mama dreamed up in the stories she told us before we went to bed.But the house on Mango Street is not the way they described it at all.It’s small and red with narrow steps in front and windows so small that you’d think they were hold ing their breath. There is no front yard,only four little trees the city planted on the side of the street.Out back is a small garage for the car we don’t own yet and a small yard that looks smaller between the two buildings on either side.There are stairs in the house,but they’re ordinary stairs,and the house has only one washroom.Everybody has to share a bedroom—Mama and Papa,Carlos and Kiki,me and Nenny.Adapted from The House on Mango Street by Sandra Cisneros参考译文：芒果街的房子我们并不一直住在芒果街。

高中英语 Unit 6 Design Period 4 Lesson 4同步课件北师大版必修2

第二十页，共46页。
【完成(wán chéng)句子】 (1)Let's go for________. 让我们去游泳吧。 (2)________your eyes twice every day. 冲洗你的眼睛，每天两次。【答案】(1)a bathe (2)Bathe
第二十一页，共46页。
4．downtown (1)adv.到(在)商业区，到(在)市中心区(闹区) We will go downtown tomorrow.我们(wǒ men)明天去市区。 (2)adj.商业地区的，闹区的，市中心的 Downtown traffic is a great problem. 市区交通是个大问题。 (3)n.商业区，闹区 The park is only five minutes from downtown. 这个花园离市中心只有五分钟的路程。
【答案(dáàn)】 1．rent ndlord 3.pipes 4.washroom 5.side 6．three 7.fence 8.small 9.narrow 10.garage
第十五页，共46页。
பைடு நூலகம்
1．rent n．租金，租费v.租用，租入 The rent for the apartment is $80 a month. 那套公寓的租金为每月80美元(měiyuán)。 We don't own our house.We rent it. 我自己没房子。这是租来的。
第十二页，共46页。
⑤What's the biggest problem with the house on Mango Street？( )
A．It's too expensive. B．It has no bathroom. C．It' s too small. 【答案(dáàn)】 1．①F ②T ③F ④T ⑤F 2．①C ②A ③B ④A ⑤C

高中英语必修2(北师大版)Unit 6 Design 知识点总结

高中英语必修2（北师大版）Unit 6 Design知识点总结一、重点词汇词义辨析：ruin/destroy/damage都有“破坏”的意思，程度和用法有不同。

fix one's eyes on：注视，凝视Fix your eyes on the road and we will be much safer.眼睛盯住公路，这样我们就更安全些。

sort of：有点儿，有几分地（=kind of）I feel sort of surprised at his reason for being absent.我对他未出席的原因感到有些吃惊。

拓展：1. a sort of：一种2. all sorts of ：各种各样的date back (to) ：追溯到…My family has a vase, which is said to date back to Ming Dynasty.我家有一个花瓶，据说可追溯到明朝。

（date back to 通常加某一个过去的时间点）拓展：date back to =date from（追溯到…）The Forbidden City can date back to / from the 14th century.故宫可以追溯到14世纪。

relate to：和…有关All the papers that relate to this subject are written by him.有关这个问题的所有论文都是他撰写的。

拓展：1. relate sth. to sth. ：将…与…联系起来2. be related to sth. ：与…有关try out：试用，实验I'm always pleased to try out a new variety.我一直乐于尝试新产品。

拓展：try短语1. try on：试穿2. try one's best to do sth.：努力做某事3. try to do sth. ：尽力做某事，试图做某事4. try doing sth. ：试着做某事hold one's breath：屏住气，屏息凝气We held our breath in excitement.我们激动地屏息凝神。

高中英语北师大版必修二学案：Unit 6 Design Lesson 4(第1课时)

Unit 6 Design Lesson 4 Dream Houses 第1课时【学习目标】① To get to know about the vocabulary of houses and rooms.了解并熟悉与房屋、房间有关的词汇② To assess the difficulty of reading texts and comprehension exercises.能评估课文和练习的难度③ To be able to understand the text and practice the differences between American and English vocabulary. 理解课文并练习学习英美惯用词汇④ To practice expressing your idea of a dream house 口头表达你心目中的理想居屋【重点和难点】重点：学习目标中的第①④难点：学习目标中的第③【学法指导】1. 通过略读、细读提取、整理课文中主人公几处房子的描述信息；2. 运用阅读策略完成阅读任务 (运用图片, 猜测词义等阅读技巧)。

【学习过程】(一) Preview 课前预习导学1. Get to know the new words in this lesson and translate the following into English． (了解本课的新词, 把以下中文翻译成英文)1) 农舍____________ 2) 卧室 ____________ 3) 宫殿 ____________4) 城堡____________ 5) 浴室 ____________ 6) 厨房____________7) 餐厅____________ 8) 客厅 ____________ 9）车库____________10)地下室___________ 11) 套间____________ 12)卫生间___________2. Find the right words in this lesson according to the following English meanings．根据英文解析写出英文单词1) money paid regularly for the use of a room, building, piece of land and so on.___________2) a small thin creature with no backbone or limbs like a round tube ____________3) a tube used for carrying liquids and gas, often underground ____________4) a piece of hanging cloth that can be drawn to cover a window or a door ____________5) a large motor vehicle for carrying big goods ____________6) the lower part or business centre of a town or city ____________7) small from one side to the other, not wide ____________8) a wall made of wood or wire, dividing two areas of land ____________9) to stop breathing for a time ____________10) waste materials, rubbish ____________3. Read the text quickly. Which of these things did the girl’s dream house have?a swimming pool, a big garden (yard) with trees, a balcony, running water, a games room, three washrooms, “real” stairs, a basement(二) Classroom learning and exploration 课堂学习和研讨1. Presentation of the preview 预习成果展示2. Explanation and discussion 答疑讨论3. Classroom learning tasks 课堂学习探究任务Task 1. Read the text again and finish the multiple-choices.1) How many places where the writer lived are mentioned in the text?A. oneB. twoC. sixD. we don’t know the exact number.2) Which of the following statements about the house on Mango Street is TRUE?A. We need to pay rent to the landlord.B. The house is not a wanted house at all.C. We have to share the garden with others.D. We can’t make too much noise there.3) A landlord is _________.A. a businessmanB. a piece of landC. an owner of a houseD. a cleaner4) Why did they leave the flat on Loomis?A. Because the house was too old.B. Because water pipes broke and nobody would fix them.C. Because we have to share the washroom with others and carry water by ourselves.D. All of the above.5) Can you find out the words in the text to replace them: garden, repair, toilet?A. yard, flat, pipeB. fence, fix, pipeC. gallon, fix, basementD. yard, fix, washroom6) The passage is mainly/chiefly about________.A. the places where they lived before they moved to Mango StreetB. the life on Mango StreetC. a dream house and a real house on Mango StreetD. the reasons why they moved to Mango StreetTask 2: Read the text again and finish Ex 3 on Page 42．Task 3: Self-assessmentDecide whether the text and the reading exercises areA．quite difficult B．difficult C. not difficult D. easy E. quite easy to you．List some reasons:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Task 4: In English vocabulary there are American and British words． Sometimes they have different meanings． It is necessary for us to know them．Do Ex 5, 6 on Page 43 to know more about American and British words．Task 5: Oral practiceIn your group share your dream house． Say what your dream house is like．You may follow: My dream house would be．．．; I’d like ．．．; There would be．．．_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ________________________(三) Classroom assessment 课堂检测1．Get more familiar with the words about houses and rooms．Do Ex 7 on Page 43．2．根据下列各句句意及所给单词的首字母或汉语提示, 写出所缺单词的正确形式。

英语北师大必修2课件：Unit 6 Design 6.4

becoming
(become)an
actress. 4)It’s my dream
to win
(win) a Nobel Prize.
5)I guess that you could say that my dream came/would come (come)
true.
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Lesson 4 Dream Houses
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Lesson 4 Dream Houses
Y 预习导引 UXI DAOYIN
H 核心归纳 EXIN GUINA
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2.This was the house Papa talked about when he dreamed of
being rich and this was the house Mama dreamed up in the
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Lesson 4 Dream Houses
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Y 预习导引 UXI DAOYIN
H 核心归纳 EXIN GUINA
考点二 dream up 虚构;凭空想象 I wonder what excuse they will dream up tomorrow. 我不知道他们明天会编出什么借口。
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Lesson 4 Dream Houses
一二三四
Y 预习导引 UXI DAOYIN
H 核心归纳 EXIN GUINA
二、根据汉语提示写出单词 1.Don’t sit on the grass;it’s damp (潮湿的)! 2.I don’t like taking the garbage (垃圾)out,and my brother doesn’t like it, either. 3.I work downtown (在市区),but I live in the suburbs. 4.Grandma took mercy (怜悯)on that poor man who was