2. (让学生们讨论一些文学作品，说出它们的作者、写作风格，最喜欢的人物形象及其特点，为下一节课的内容打下基础。)

T: Let’s make a chart, find the information to fill in it. Which book do you like best? Who is your favorite character? What are his/her characteristics and what’s the writer’s style?

1. (完成4。)

T: Look at the pictures of 4 on page 36. Talk about them in groups. Then choose one of them and write a story.

(教师向学生讲解此类作文应注意的事项，要求学生写出故事发生的时间、地点、人物、起因、经过和结果。)

3. (完成2。)

T: Listen to the tape twice, please. Fill in the blanks.

Step 5　 Project 第五步　 综合探究活动(时间: 5分钟)

完成4。

2. (让学生们各自画出自己的图画，交给同伴加以描述，再由作者本人进行补充说明。完成3。)

T: Please draw your own pictures. Then give it to your partner, let he/she describe it. After that, you can add something to his or her description.

(为了帮助学生们顺利描述同伴的图画，教师可先描述其中一幅作为示范。)

1. (进行3，让学生们拿出自备的图画，借助以下问题进行讨论，板书问题。)

T: Please take out your own pictures and talk about them. You can use the above questions to help you.

(讨论完毕之后，找两组学生指着自己手中的图以问答的方式向其他学生作汇报，每做完一组后，教师要求其他学生对他们进行补充。)

T: I’ll ask two pairs to talk about their pictures.

5. (两人一组，讨论以下问题。)

　 (教师板书)

T: Please work in pairs and report your ideas to others.

(学生们讨论以后，让两组同学站起来向全班汇报。)

T: I’ll ask two pairs to give their ideas to others.

Step 4　 Practice 第四步　 练习(时间: 10分钟)

完成2和3。

4. (小组讨论，完成1b。)

T: Please work in groups to talk about Gu Kaizhi and Vincent van Gogh，and then fill in the blanks.

3. (学生用课本上的句子及其所知道的内容对两位艺术家进行描述。)

T: Please describe the two artists with what you know about them.

(首先教师用问题提示学生，引导他们说出所知道的内容。)

T: Where was Gu Kaizhi from?

Ss: He was from China.

T: Which dynasty did he live in?

Ss: He lived in the Tang dynasty.

(教师总结两句话所描述的意思。)

T: Gu Kaizhi was a Chinese painter who lived in the Tang dynasty.

(继续提问学生，引导学生说出其他内容。)

T: What is he called in China?

Ss: He is considered to be the father of landscape paintings.

T: What did he paint in his paintings?

Ss: He painted beautiful landscape and people.

(教师带领学生总结以上内容，系统地描述顾恺之的情况。)

T&Ss: Gu Kaizhi was a Chinese painter. He lived in the Tang dynasty. He is considered to be the father of landscape paintings. He painted beautiful landscapes and people.

(如此重复两次，使同学们都能够对其进行描述，然后抽查两个同学以检验效果。)

T: I’ll ask two students to describe him.

S₁: ...

S₂: ...

(用相同的方法对凡·高进行描述。)

2. (学生自读，准备描述两位艺术家。)

T: Read by yourselves and prepare for describing the artists.

1. (教师放录音，让学生跟读。在这一过程中让学生画出对两位艺术家进行描述的句子。)

T: Follow the tape and underline the sentences that describe the two artists.