Module 4 Fine Art— Western, Chinese and Pop ArtsTeaching aims ：Aimed at carrying out quality education, based onstudents’ development,letting students grasp the vocabulary,grammar, function in this module, strengthening students’ language skills in listening, speaking, reading and writing set in this module, developingstudents learning strategies.Through learning this module,students are expected to learn about the artists and their painting styles,be capable of introducing their favorite artists and their works, be interested in art, improve theiraesthetic consciousness,love life and develop their sense of cooperation. Aimed to cultivate students’ integrated language capability in various student-centered tasks or activities.Periods 1 ： Introduction,Reading andvocabulary, FunctionTeaching aims ：（multimedia courseware）Language objectives:To enable the students to grasp the new works, phrases and the structures to give opinions about likes and dislikesSkill objectives:To enable the students to match descriptions with paintings, choosingthe correct answers and filling in the form in the aspect of readingTo enable the students to give opinions about certain paintingsCulture awareness, emotions and attitudes objectives:Teaching important points：To enable the students to speak out opinions about some paintings with some expressionsTo enable the students to grasp the new works and phrases in thispart Teaching procedures: PWP Teaching ModelStep1. leading-in activityUseby daonnew brush, ink.the paintings The Smile of Mona Lisa Vinci and the works by Zheng Banqiao the screen to lead in the topic. Meanwhile, I will introduce the key words: artist, paint, traditional,Step 2.While —reading1)ScanningDuring the start of the period, let the students scan the passage tofind out the answers to the questions on Page32, which are about the topics.⑴M atch paintings 1-4 with descriptions in paragraphs A-D.⑵Say which paintings are mentioned in paragraph E and F.2)Detailed readingDuring this period, I’ll allow students enough time to read the textand then I let them work in groups to do the following two tasks:⑴Do the multiple choices on the screen.⑵F ill in the form on the screen, which is mainly about thefamous artists.3)Language points⑴c onsider 以为①T his is a painting by the Spanish artist, Pablo Picasso, and he isconsidered to be the greatest western artist of the twentieth century.This is a painting by the Spanish artist,Pablo Picasso,____ ____ ____ the greatest western artist of the twentieth century.②We consider that his advice is helpful.We consider his advice ____ ____ helpful.③She __________________（被以为是个可爱的孩子）.⑵w ith 复合构造①C ubist artists painted objects and people, and different aspectsof the object or person showed at the same time.Cubist artists painted objects and people, ___ different aspects of the object or person ____ at the same time.②He had so much work to do, he was kept as busy as a bee.____ so much work ____ ____, he was kept as busy as a bee.③I felt a bit nervous because so many people were watching meso closely.I felt a bit nervous, ____ so many people ____ me so closely.④Because his homework had been finished, he went out to play.____ his homework ____, he went out to play.⑤He went to sleep, with the door open.He went to sleep, and ____ ____ ____ ____.⑥Tom came in, and there was a baseball bat in his hand.Tom came in, with a baseball ____ ____ ____.⑶aim 以⋯目；意欲；打算①Pop art (from the word“popular”) was an important modern art movement that attempted to show ordinary twentieth-century city life.Pop art (from the word “popular ”) was an important modern art movement that ____ ____ show ordinary twentieth-century city life.②Our aim is to start and run our own pany.We ____ ____ start and run our own pany.③I’m aiming at losing 4 kg before the summer holidays.I ____ ____ ____ lose 4 kg before the summer holidays.⑷stand 忍耐①I don ’ t like that picture of a golden-haired girl.I can ’t ____ that picture of a golden-haired girl.②We have to put up with her bad temper.We have to ____ her bad temper.③I can ’ t stand working in the extreme heat for several hours.（英）_________________________________________________⑸I got bored of looking at pictures all the time.I ____ ____ ____ looking at pictures all the time.⑹Tom gradually became interested in art.Tom ____ ____ ____ ____ art.Step3. Post—readingDuring this period, I’ ll let the students do the following tasks.⑴Find out the structures that can be used to giving opinions about likes and dislikes from the paragraphs E and F individually.⑵And then, along with the students, I’ll look through the sentences giving opinions, provided in the first part of Function, making sure that they know how to express likes and dislikes. Show the students a seriesof paintings on the screen, letting them in groups talk about the pictures they like and dislike, and why or why not, using the information learnedfrom the reading material(or in the form of interviewing—group work). Step4. HomeworkTry to find more paintings and artists you like through the Internet.Prepare to introduce a painting in English to your classmates nextclass.(The day students are assigned to the first task; and the rest ofthe students to the second.)Blackboard design：Module 4 Fine arts —Western, Chinese and Pop Arts Period Oneconsider: consider sb./sth. to be adj./n.with 复合构 : with+ +（ adj./adv./prep. Phrase/-ing/-ed/inf. ） aim v./n. aim to do sth. aim at doing sth.stand+n./doing sth.get tired of/get bored of“ ⋯⋯”develop an interest in“养成⋯⋯的趣”Teaching reflection： In the process of leading in, students arefamiliar with the paintings and the artists, so the pictures can easilyarouse their interest and desire to participate.In the process of while-reading,pay attention to the developing of students reading strategies.In the process dealing with language points,setting the new words in a context helps the students learn and prehend the meaning andthe usage of them. In the discussion about their favorite paintings,some students are reluctant to speak, partly because of their lack of knowledge of painting; most students can municate with their partners or groupmembers after learning the reading materials. The task of assignment isset for the sake of the second period,that is,Listening and vocabulary, to some extent.Periods 2 ： Listening and vocabulary,Everyday English, Speaking Teaching aims ：To enable the students to grasp the new words in the listening material.To enable the students to prehend and put to use the everydayEnglish in the listening material.Skill objectives:To enable the students to follow the listening material about artistsand art works, which has similar difficulty to the reading material, and identify opinions.To enable the students to pay attention to the weak sound andread correctly.Teaching important points：To enable the students to follow the listening material about artistsand art works, which has similar difficulty to the reading material, and identify opinions.To enable the students to pay attention to the weak sound andread correctly.To enable the students to give opinions about certainpaintings Teaching procedures: PWP Teaching ModelStep1. Pre-listening⑴ Show some pictures on the screen;：that is, a watercolor, an oil painting, a portrait, a landscape, an art gallery.Through showing the pictures, I, together with the students study thenew words,( watercolor, oil painting, portrait,landscape, art gallery ), letting them pay attention to the pronunciation and the weak sounds/unstressed syllables of the words.⑵Then I ’ll let the students in pairs learn the meaning of the new words in the contexts, in the form of pleting the sentences with them (Part1,Page36), after reading after me.Step2. While-listening⑴B efore listening, ask the students to look at the two pictures onPage36 and find out some similarities and differences. Listen forthe first time, and answer the following questions:①What are the boy and girl are discussing?②Which picture is the boy painting, Picture1 or Picture2? Say how you know this.③Why does the girl say sorry at the end of the conversation?⑵D etailed listening/Pair workListen to the conversation again, and plete the following sentences.First let the students check their answers with their partners; thenI ’ll play the recording again for them to check; and then I ’ll check theanswers with the class.Then I’ll show the following sentences on the screen:①You’ve got it right.②Don’t change a thing.③I’m not half as good as you.④What do you make of it?⑤There’ s (an exhibition) on.⑥T hanks for the pliment.This time I ask the students to think about the meaning of the sentences after listening to the recording again, and then do the exercise on Page38 (Part1) in pairs. Then collect the answers from the whole class.Step3. Post-listening⑴L et the students describe the Picture2 on Page36 in pairs.⑵A ct the dialogue out in pairs.⑶Make up dialogues using the everyday English learned from the listening material.Step4. Homework⑴Look through the Cultural Corner and collect some works ofPablo Picasso or information about him on the Internet.⑵ Look through the Cultural Corner and tell which picture below belongsto the “ pink period ” , Which one do you like best? Which do you like least? And give your opinions about the pictures.12 3GuernicaThe day students are assigned to the first task; and the rest ofthe students to the second task.Teaching reflection：At the start of the period,using the picturesto introduce the someof the new words in the listening material can arouse students ’ interest and reduce the difficulty students have in listeningto the material.Similarly,letting students look at the two pictures on Page36 and find out some similarities and differences can arouse theircuriosity and reduce the difficulty of Question--Which picture is theboy painting,Picture1 or Picture2?Say how you know this.In the processof while-listening,After showing the six sentences taken from therecording on the screen, then let students listen to the recording while listening to the recording, which helps students prehend the everydayEnglish according to the context. In the process of post-listening, thetask of making up dialogues in pairs strengthen students’ cooperationin one aspect; meanwhile, students can grasp the usage of the everyday English. The task of assignment is set to make students learn more about art and artists and provides more chances for students to practice giving opinions. On the other hand, it is for the transition to the grammatical learning in the next period.Periods3 ：Grammar1 & Grammar 2and VocabularyTeaching aims ：To enable the students to grasp the usage of–ing form acting as subjects and objects and the infinitive acting as objects.To enable the students to grasp the usage of the new words and phrases. Skill objectives:To enable the students to understand the grammatical function of – ing form and the infinitive.Teaching important points：To enable the students to grasp the usage of–ing form acting as subjects and objects and the infinitive acting as objects.To enable the students to grasp the usage of the new words andphrases Teaching procedures: PWP Teaching ModelStep1. RevisionI’ ll let some volunteers show their works about of Pablo Picasso or information about him on the Internet.Step2. Leading-in/PresentingI’ ll show a series of sentences containing–ing form or the infinitive acting as subjects or objects on the students learning plan. And then let the students in groups discuss similarities and differences between thesentences and classify them according to their characteristics.Group One(verbs/verbal phrase + the infinitive as objects):1)attempt;2)promise; 9)aim; 10)pretend; 11)happen; 12)agreeGroup Two(verbs/ phrase + –ing form as objects): 4) suggest;7)stand;13)put off; 14).give up;3)be fond of; 8)get tired ofGroup Three(verbs/verbal phrase + –ing form as objects/ the infinitiveas objects): 15),16) go on; 17),18)mean; 19),20)likeGroup Four (-ing form as subjects): 5)painting; 6)copying a picture;17)being lateThen let the students continue discussing in groups and then give them a listing task, that is, adding as many verbs or phrases as they can toGroups1-3.Group One只好用不定式作的：refuse, promise, pretend, wish,hope, agree, ask, decide, expect, manage, offer,afford,agree, ask ,beg, care, choose, dare, desire, determine , fail, learn , prepare, plan, long, happen, seem⋯Group Two 只能用v-ing形式作的或短：admit,avoid, appreciate, keep, consider, delay, enjoy, escape, excuse, finish,imagine, mention, mind, miss, practice, permit, risk ,suggest,advise, allow, permit⋯feel like, give up, put off , can’t help (忍不住), can’ t stand (无法忍耐 ) , be busy in, be worth, lead to, look forward to,devote...to, stick to, be used to, get down to, object to, pay attention to⋯Group Three1) 能用不定式又能用v-ing形式，而且意差别不大的：prefer,continue, like, hate, love2)既可接不定式又可接 v-ing 形式，但含不一样的有： remember, forget,try, go on, mean, regret⋯Step3. Practice1.— You were brave enough to raise objections at the meeting .— Well , now I regret _____ that .A. to doB. to be doingC. to have doneD. doing2.The squirrel was so lucky that it just missed ____.A. catchingB. being caughtC. to be caughtD. to catch3.The teacher doesn’t permit ____ in class.A. shoutingB.shoutC.to shoutD.having shouted4.—What makes you so happy?— ____.A. Passing the driving testB.Because I ’ ve passed the driving testC. For passing the driving testD. Pass the driving test5.I forgot _____ (buy) the book, so I have to borrow one.6.Please remember____ (turn off) the light when you leave.7.Try _____ (knock) at the back door and see whether he is in or not.8.We must try ____ (e) here as early as possible.9.What do you mean ___ ( do) with it?10. I won ’t stay if it means ____(list en) to another dull talk.【速记口诀】赞同提出学会的打算，要求答应来帮忙。
