下载文档原格式
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。
外研版⾼中英语必修⼆Module4第2课时教案-新版Module4第2课时教案第⼆课时：Listening and vocabulary, Everyday English, Speaking多维教学⽬标：Language objectives:To enable the students to grasp the new words in the listening material.To enable the students to comprehend and put to use the everyday English in the listening material.Skill objectives:To enable the students to follow the listening material about artists and art works, which has similar difficulty to the reading material, and identify opinions.To enable the students to pay attention to the weak sound and read correctly.To enable the students to give opinions about certain paintingsCulture awareness, emotions and attitudes objectives:To enable the students to have ability to enjoy and evaluate various paintings and drawingsTo enable the students to be able to find the beautiful scenes around us, love art and love lifeTo develop the students’ capability and awareness of co-operation and competition in their study by pair work or group work.教学重点：To enable the students to follow the listening material about artists and art works, which has similar difficulty to the reading material, and identify opinions.To enable the students to pay attention to the weak sound and read correctly.To enable the students to give opinions about certain paintingsTeaching procedures: PWP Teaching ModelStep1. RevisionI ’ll let some students display their favorite paintings or artists and give their opinions about their favorite paintings or artists. Step2. Pre-listening⑴I ’ll 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 the new 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 completing the sentences with them (Part1, Page36), after reading after me.Step3. While-listening⑴Before listening, ask the students to look at the two pictures on Page36 and find out some similarities and differences.Listen for the 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?⑵Detailed listening/Pair workListen to the conversation again, and complete the following sentences. (Part3,Page37)First let the students check their answers with their partners; then I’ll play the recording again for them to check; and then I’ll check the answers 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.⑥Thanks for the compliment.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.Step4. Post-listening⑴Let the students describe the Picture2 on Page36 in pairs.⑵Act the dialogue out in pairs.⑶Make up dialogues using the everyday English learned from the listening material.Step5. Homework⑴Look through the Cultural Corner and collect some works of Pablo Picasso or information about him on the Internet.⑵Look through the Cultural Corner and tell which picture below belongs to 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 of the students to the second task.实施效果与反思:At the start of the period, using the pictures to introduce the some of the new words in the listening material can arouse students’ interest and reduce the difficulty students have in listening to the material. Similarly, letting students look at the two pictures on Page36 and find out some similarities and differences can arouse their curiosity and reduce the difficulty of Question-- Which picture is the boy painting, Picture1 or Picture2? Say how you know this.In the process of while-listening, After showing the six sentences taken from the recording on the screen, then let students listen to the recording while listening to the recording, which helps students comprehend the everyday English according to the context. In the process of post-listening, the task of making up dialogues in pairs strengthen students’cooperation in one aspect; meanwhile, students can grasp the usage of the everyday English. The task of assignment is set to make students learn more about artand 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.。
Book Two Module 4 Fine Arts – Western，Chinese and Pop ArtsSection 1 Introduction & Reading and V ocabulary （3课时）（一）Words：英汉互译1、嗜好____________2、憎恶___________3、美术____________4、西方的____________5、艺术家_________6、彩色的____________7、当代的__________8、令人愉快的________9、drawing__________ 10、绘画__________ 11、画家____________ 12、油画___________13、ink___________ 14、风景____________ 15、传统的____________ 16、有活力的_______17、方面__________ 18、临摹__________ 19、movement__________ 20、观察____________21、ordinary_________22、现实__________ 23、风格___________ 24、采纳_____________25、以…为目标_________ 26、忍受__________27、不寻常的_________28、consider_____29、shrimp___________ 30、can___________ 31、separate__________ 32、mention__________（二）Phrases：翻译成汉语1、in arts______________________2、be interested in ________________________3、art gallery_______________4、a great nineteenth-century Chinese artist__________5、consider to be_______________6、modern art movements____________________7、at the same time_____________8、aim to do______________________________9、in reality__________________ 10、in style______________________________ 11、out of style_______________ 12、get tired of____________________________ 13、be crazy about_____________ 14、develop an interest in____________________ 15、be fond of________________ 16、tell by_______________________________ Step 1 Do the exercise of Part 1 (page 32).Step 2 Fast ReadingRead passages A-F on page 33 quickly and then：1. Match paintings 1-4 with descriptions in paragraphs A-D .2. Say which paintings are mentioned in paragraphs E and F .Step 3 Careful Reading（一）Read paragraphs A—F carefully and tell the following statements True or False. ( )a. It was Picasso himself who started a mordern art movement —Cubisin.( )b. Picasso, George Braque and Roy Liechtenstein were from different countries, living in the same century.( )c. Qi Baishi and Xu Beihong both liked painting in the traditional Chinese style. ( )d. Xu Beihong lived more than 40 years longer than Qi Baishi.( )e. We Hang is an art student, enjoying the paintings of Qi Baishi best.( )f. Qi Baishi was best known for his paintings of horses while Xu Beihong was most famous for his paintings of little shrimps.( )g. Sarah Hardwick’s interest in art is greatly affected by her parents who often go to art galleries.( )h. Sarah Hardwick has a poor knowledge of painting.( )i. Different artists have different styles of painting, loved by different people. ( )j. Chinese painting is not known for its brush drawings in black inks but mixed colors.（二）Read paragraphs A—F carefully again and choose the best answers .1. In Picasso’s paintings ,______________ .A. We can see mountain LandscapesB. We can see a person from different waysC. We can see natural sceneriesD. We can see beautiful city life2. From Paragraph B , we can see that _____________ .A. Roy Lichtenstein is the representative of CubismB. Roy Lichtenstein is the representative of pop artC. Roy Lichtenstein is good at showing twentieth-century lifeD. Roy Lichtenstein is good at drawing soup cans and advertisements3. Qi Baishi’s paintings are special because of his _________ .A. special painting styleB. traditional painting styleC. careful observation of the natureD. brush drawings in black inks and natural colours4. The paintings by Xu Beihong often make us ____________ .A. quietB. energeticC. romanticD. realistic5. Who is the painter that Wu Hang doesn’t like much ?A. Qi BaishiB. Xu BaihongC. PicassoD. LichtensteinStep4 SummaryFill in the blanks according to the letters given to complete the passage.Pablo Picasso, a (1)S artist, was (2)c as the greatest (3)w artist of the twentieth(4) c . He and George Braque started Cubism. Cubist artists painted(5) o and people, with different (6)a of the object or person (7)s at the same time.Roy Liechtenstein, an(8) A artist, is a world (9)f example of(10) p art. His paintings showed (11)o twentieth-century city life.Qi Baishi and Xun Beihong were two examples of (12)t Chinese painting (13)s . Qi was famous for painting shrimps while Xu was (14)k for his paintings of horses. Both(15) p have a beautiful brush line. They are still loved by millions of people from generation to generation at home and abroad.Step5 Language Points1、have a like / dislike to / for / of… 喜欢/不喜欢…（P31）2、delightful adj. 令人愉快的，可爱的（P31）delighted adj. 高兴的、愉快的，指自己感到高兴的。
delight n. 欣喜、愉快vt/vi（使）高兴be delighted to do/ that 从句由于…而高兴。
with/ in delight 高兴地take delight in 以……为乐to one's delight 令人高兴的是delight in (doing) sth. 以(做)某事为乐(常为残忍的事情)be delighted to do sth. 很高兴做某事be delighted at / with 对某事感到高兴3、scene n．地点，现场；景色；场，景behind the scenes 到后台，在幕后come/appear on the scene 出现on the scene 在现场，到现场【反馈检测】①They rushed to the __________ of the traffic accident.他们火速赶往车祸现场。
